Telling Ain’t Training – Pt 3: Training the Right Way


The first two posts in this series talk about what we generally encounter as trainers – what we might define as failures in ourselves or our learners. I also cover a few techniques you can quickly in implement for existing trainings or those instances when you need to supplement content. This chapter and post focus on building the correct foundation to avoid those altogether.
Take a moment to consider the quote above.
What does it mean? In essence, there are a set of guidelines that allow us to build effective trainings independent of the learning styles of participants. Let’s take a look at what they are.

Six Guidelines for Creating Successful Trainings

The Why We’ve talked about this quite a few times but it bears repeating. Learners need to know why they’re learning the content. If he/she/they places high value on the training and content, they are more likely to engage and retain information.
The What Do you know what you’re teaching? Can you articulate this what using specific learning objectives? They should be listed on the course description. Maybe on the syllabus or in the classroom. This sets of end goal for you and your learners.
The Structure “Humans seek order (pg 75)” is something I have come to realize working in operations and even more so as an educator. Order allows participants to quickly grasp patterns as well as connect previously held knowledge to newly-learned information.
The Response How do you plan to add interactions your sessions? Response refers to the way in which learner’s respond to learning the content you’re presenting. According to research, as well as Stolovitch and Keeps, this can take the form of “answering a question filling in a blank labeling something solving a problem making a decision or even discussing and arguing (pg 76)”.
The Feedback Feedback is information that learners receive about how on or off target they are. It comes from the facilitator or instructor, or from other environmental components (e.g. think about a chemical reaction during a science experiment or a red ‘x’ or green check mark during an online quiz). Research indicates that feedback should be immediately relevant to the task. Personal criticism, perceived or otherwise, decreases performance. Additionally, it should also be timely frequent and specific.
The Reward What does the learner get for successfully completing a task? Rewards work the same way as they did in childhood; they motivate learners to continue a desired behavior. The actual reward will vary but as long as a reward is perceived as valuable to the learner it will be a successful tool for a motivation


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