I have been training adults for almost 40 years now and I have truly seen my share of both good and bad training. I have been the unfortunate recipient of courses so badly designed and delivered that I have actually felt that my brain was slowly dying. On the other side of the coin, and certainly not frequently enough, I have also had the distinct pleasure to be gifted by a course, expertly designed and adeptly delivered by a trainer skilled in adult learning methodology. I think we have all experienced both types of training in our corporate lives. Why are there so many poor trainers and poor courses?
Unfortunately, over the past several years, I have witnessed a dramatic increase in trainers posing as adult educators. These interlopers think that the best training is one where you read as much information as possible in the session, with the goal being a complete “data dump.” I detest that phrase. What it really means is that the trainer wants and desires to somehow perform a “Vulcan mind meld” with you, as quickly and simply as possible; with the hope that your puny little brain can somehow understand what is being so inexpertly sold to you. Note, I did not say, “Teach you.” I said, “Tell you.” And that is where things start to go wrong for these destroyers of all things that Malcolm Knowles tried to teach us.
Telling is certainly not training. It never has been and never will be. For someone to claim that they are indeed a trainer, simply because they put together a really fine PowerPoint presentation, that they can read to their learners, line by tedious line, should be a felony in all states and territories. Sadly, it is not. These so-called trainers insist that their learners are merely a data bank, anxious and willing to receive knowledge from “The Master,” whose only claim to being a trainer is that they once saw someone give a lecture where the PowerPoint slides were “To die for.” Your family, your friends, an important cause you really believe in, those are “To die for.” PowerPoint slides? Not in my lifetime, not in any lifetime.
So, instead of complaining about how telling will never be training, let me give you, with an enormous amount of credit to Malcolm Knowles, the father of adult learning methodology, a few tips that will stop your learners from cringing and running away from your workshop, like town-folk fleeing the werewolf. Here goes:
First, start with objectives and an agenda. Tell your participants what to expect, what you want to accomplish and how long it will take to do those things And then, stick to it. Do not run over time, do not ramble on, do not change your approach and start reading faster as the day comes to a merciful close. Plan your objectives so the participants can actually learn something they can apply back on the job. Help them by sticking to your agenda and ending exactly on time. These simple techniques will go a long way toward creating real learning.
Next, tell you students why they are there. The worst participants I have ever endured are what I call , “Sentees.” When I ask why they are in my class, they tell me, “I have no idea, my boss sent me.” Yup, they are a “sentee” and every trainer’s worst nightmare. You can almost see those participants saying, “Train me, go ahead, I dare you.” All this anguish could have been avoided if their boss had simply told them how important the training was to them and their job. So, that absentee boss did not do his or her job. Now it is up to you. Tell you trainees what they will learn, why it is important for them and their job and how they will be able to apply what they learn when they return to their job. And then, show them you really mean it by actually accomplishing those objectives in your class.
Now, once your participants know why they are there and what they will be learning, create an environment and class conducive to real learning. Make certain your trainees know that they can ask questions about what they are learning. By your actions, demonstrate that no question is a bad question and that full involvement in the learning is actually encouraged. Pause frequently in your presentation to give examples, allow participants to tell their experiences and, in short, involve the learners in their own learning. In fact, this is the exact opposite of “telling.” And, as you now agree, “Telling ain’t training.” Learning is. And that takes a lot of work on the part of the instructor. Most presenters will simply not put in that kind of effort. It is a whole lot easier to just read a PowerPoint slide as rapidly as possible.
At the end of your course, summarize what has just been learned. Take a look at the objectives you discussed, right at the beginning of your course. Ask your participants if the objectives were indeed covered and accomplished to their satisfaction. Be certain you allow time for the summary; do not rush it and do not go over the time limits you promised for the course in your agenda. Start on time, end on time. Challenge your participants to apply what they have just learned back on the job and thank them for their time. You can then acknowledge the applause you are certain to receive.
And now, as a good adult educator, let me summarize what I have just said. First, “Telling” is not training, never has been, never will be. Next, be certain, in every single class you teach, to list your leaning objectives and an agenda; then stick to it. Third, explain why your participants are taking your class and how important it is for them to learn and apply those skills back on the job. Gain “buy in” to your class right then and there. Next, involve your participants in their own learning and create an environment that encourages participation and excitement. Allow your trainees to share their personal experiences and share your own examples of what you are teaching throughout your course. End with a summary of what the participants have learned and challenge them to apply these new skills back on the job. Bow and receive your accolades.
Do not subject yourself to another “training session” where all that happens is that the “instructor” reads, as rapidly as possible, as much information as she or he possibly can in the time allowed and, without pause, without reflection and certainly without concern. I now walk out on those “training” sessions. You may not be able to do that, but you can make certain that you will not be a teller. You will become a trainer. Some trainers are born, some trainers are forced into the profession and a select few, really want to be the best trainer they can be. Invest the time, prepare your course according to adult learning methodologies and one fine day, the last of the tellers, masquerading as trainers, will go the way of the dinosaurs. What a wonderful day that will be!