astd_how to create a good learning environment infoline

How to CreateA Good LearningEnvironment

TIPS, TOOLS, AND INTELLIGENCE FOR TRAINERS

LINEINFO

8506

TRAINING

BASICS

Editorial Staff for 8506

Managing EditorMadelyn R. Callahan

ASTD Internal ConsultantEileen West

Revised 1997

EditorCat Sharpe

Copy EditorKay Larson

DesignerSteven M. Blackwood

Reprinted 1998, 2002, 2005, 2006

Learning Environments ..................................................................... 1

Adult Learners ....................................................................................... 2

Characteristics of Adult Learners ............................................................ 5

Effective Trainers and Instructors ............................................................ 7

Tips for Trainers ....................................................................................... 7

Training Methods and Strategies.............................................. 10

Lecture .................................................................................................... 10

Discussion .............................................................................................. 11

Demonstration ........................................................................................ 12

References & Resources ............................................................... 14

Job Aid

Checklist for Presentation Skills ............................................................ 16

Issue 8506

How to Create a GoodLearning EnvironmentTraining Basics

Infoline is a real got-a-problem, find-a-solution publication. Concise and practical,Infoline is an information lifeline written specifically for trainers and other workplacelearning and performance improvement professionals. Whether the subject is a cur-rent trend in the field, or tried-and-true training basics, Infoline is a complete, reliabletrainer’s information resource. Infoline is available by subscription and single copypurchase.

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Sometimes it’s just as important to know whyJohnny can read—especially when Johnny is onyour payroll. Nationwide, employers spend $55.3billion a year on training. Nearly half of that isspent on direct training costs while the other halfis attributable to indirect costs, including wages,salaries, and fringe benefits. So, it is hardly sur-prising that employers and in-house trainingdepartments are trying to discover the most effec-tive, cost-efficient ways of improving their work-force. As a result, it is no longer enough to knowwhy training fails; the question is why and howdoes it succeed?

Some major corporations and industrial pioneershave built their own multimillion dollar trainingfacilities and designed programs to prepareemployees for technological changes andincreased competition from foreign markets.Xerox, Aetna, IBM, General Motors, and Motorolaare among several innovators concerned withwhere and, more important, how employees learn.

As training costs and new market demandsincrease, trainers and instructors are expected tohandle various roles that include technique,design, planning, and presentation. But the great-est emphasis is on matching the instruction to thetrainee’s actual work requirements.

Current trends indicate that effective learningenvironments closely duplicate the day-to-day jobor workplace. Trainers are building the job envi-ronment into training designs and facilities. InConsolidated Edison’s New York facility, groups oftrainees learn how to use new technologies andequipment to work on high-voltage cable and gasmain problems they may encounter on the job.

Motorola, the Chicago-based manufacturer ofindustrial and electronic equipment, assigns eachemployee 40 hours of technical instruction in suchareas as computers and robotics. Not only is thistraining valuable for employees who can transfer itdirectly to the job, but the hands-on experiencealso gives sales and advertising personnel additionalinformation to promote the products accurately.

More simplified ways of duplicating the work envi-ronment include exercises in role play or casestudies. These methods allow learners to applynew knowledge and practice new skills under real-istic conditions—situations that include employeeerror and barriers to productivity. One type of roleplay is in the “in-basket” exercise: A participant isasked to sit at a simulated work station and processall the information and assignments stacked in anin-basket. Trainers build into the exercise stum-bling blocks such as unexpected appointments,emergency typing, and surprise phone calls. Foradditional information see Infoline No. 8412,“Simulation and Role Play.”

Combined strategies, relevant course materials,suitable facilities, and reliable instructional instru-ments all contribute to the success of the learningexperience. Independently, these features may notensure success, but without their relevance to thework environment, it would be difficult to guaran-tee success under any circumstances. In otherwords, the product of training—improved oreffective job performance—determines the valueof an instructional medium.

This issue of Infoline will help you to understandthe learning phenomenon, the environment, andthe assumptions both learners and trainers bringto the experience. It emphasizes how to selecttechniques and methods according to learners’needs; how to motivate adult learners by support-ing their concerns and engaging their interests;and how to provide the necessary resourcesdirectly related to their learning goals. The archi-tect of a good learning environment takes cuesfrom trainees and proceeds accordingly.

How to Create a Good Learning Environment

Learning Environments

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The dynamics of a learning environment involve awide range of training and learning styles; instruc-tional methods and techniques for different kindsof learners; motivations of both learners and train-ers; and the personal, intellectual, and job-relatedneeds of learners. Following are several general-izations about adult learning that can help guideyou when developing programs:

n Adults Are Motivated to LearnAdults’ motives to learn play a major role in deter-mining learning outcomes. The degree and qualityof their participation in learning activities dependon whether their expectations are being met bythe program. If there are obvious shortcomings atthe beginning, the adult will quickly withdrawfrom the program. Motivation can be influencedby instructional goals themselves—the learnerwho has clear, specific goals that are in line withthe training objectives will be a strong participant.

Encouragement and support by trainers, instruc-tors, and managers is an equally potent source ofmotivation. Obstacles or barriers to learning arenegative influences and if not recognized and cor-rected immediately will block the learner’s abilityto acquire new skills. One kind of obstacle you canencounter is a participant’s overly intense motiva-tion—this can easily develop into anxiety for thelearner—creating a barrier to learning.

Recommendation:Give learners the freedom to explore and interpretwithin reasonable limits. Encourage them to seekbeyond their immediate needs and help them setobjectives that are individually useful and realistic.

n Adults Want to Apply New Skills ImmediatelyAdults choose training and instruction when theyintend to use what they will be learning immedi-ately after the program ends. They seek additionalknowledge and skills to improve job performanceand are interested in developing attitudes to sup-port and enhance their work.

Recommendation:Organize and conduct learning activities by offer-ing the most useful mix of improvements in knowl-edge, skills, and behaviors for your planned out-comes or objectives. Some learning activities, forexample, emphasize acquiring an understanding ofstress-related problems experienced by line work-ers. Other activities require developing skills inorder to perform the line workers’ tasks.

n Background Influences LearningBackground and experience are strong influenceson the adult’s approach to learning. Individual dif-ferences increase with age, and the ability to“unlearn” or be disassociated from a particularskill or method of performing becomes increas-ingly more difficult. A lapse of several years inlearning can result in reduced effectiveness ofstudy and education skills. There is usually markedimprovement shortly after instruction is resumed.

Recommendation:Design effective programs with attention to indi-vidual backgrounds and establishing connectionsbetween the new learning and relevant previousexperience.

n Ability Affects Instructional EnvironmentLearning ability is an important factor in establish-ing an environment for instruction. Between theages of 20 and 50 learning ability remains rela-tively stable but thereafter sometimes declines.High levels of learning ability usually indicate anaptitude for grasping complex material and tasksquickly. In later years, a factor such as poor physi-cal or mental health can seriously diminish learn-ing ability. Whether these conditions occur overtime, as with the gradual loss of vision or hearingfrom aging, or they are short-term illnesses such asa cold or flu, the training environment, schedule,and assignments should be modified to helpreduce the effect of these problems on learners.

Recommendation:Carefully estimate individuals’ learning abilitiesand use these estimates in planning training andsetting objectives. The decline in sensory facultiescan be treated with sound amplification, hearingaids, glasses, and improved lighting. Anxiety andstress interfere with concentration and the use ofmemory, but can be alleviated with counseling,discussion, and stress reducing exercises.

Minimize the effects of health problems on thelearning environment by providing such amenitiesas adequate low-glare lighting, sound amplifica-tion, large and neatly printed visuals, and rampsfor wheelchairs. Arrange seating so that visuallyimpaired learners can sit close to lecturers andpresenters, and hearing-impaired persons can beclose to loudspeakers and presenters (if they pre-fer to read lips).


Adult Learners

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n Adults Learn Best at Their Own PaceLearning effectiveness may decline if the adult isforced to learn faster or slower than his or her nor-mal speed. Though learning power does notdiminish with age, older learners proceed atreduced speeds while concentrating more on accu-racy. Learning speeds suitable to effective learningvary widely among adults.

Recommendation:Plan learning activities to help individuals find theirbest and most effective speed and follow that pace.

n Varying Levels Challenge AdultsThe best learning takes place when learning activi-ties and tasks are sufficiently challenging to beengaging but not so excessively difficult or com-plex that they overwhelm learners. Some learnersdo not catch on to the more complex tasks asquickly and thoroughly as others; superfluous orirrelevant information tends to make these learn-ers very anxious, especially when they must man-age and organize the information.

Recommendation:Start with simple tasks and gradually build morecomplex ones onto them as your learners becomemore confident of their skills and abilities. Sim-plify difficult tasks by using diagrams, charts, visu-als, written instructions, and models.

n Teaching Styles Affect Learning AbilityEffective learning and teaching styles vary withthe particular instructional task or material: Mas-tering skills requires practice and rehearsal; learn-ing effective communication and interpersonalrelations is best accomplished in a group; becom-ing familiar with new analytical or review proce-dures may entail application and use of the proce-dures in a self-directed, laboratory situation.

Recommendation:Consider the content and nature of the instructionas you plan and apply the most appropriate tech-niques for presenting the particular subject matteror conducting the learning activity. Pay attentionto the individual learning dynamics applicable toeach task or assignment; this will be your bestguide for designing and delivering training.

n Consistent FeedbackLearners of any age accomplish more when theyreceive regular feedback on their progress. Having astandard of excellence helps learners establish goals,and knowing where learners are in relation to theirgoals enables them to plan and direct their efforts.

Recommendation:If feedback is discouraging, consider modifyingthe task so that the learner may experience somelevel of accomplishment and satisfaction. Negativereinforcement or punishment is not as effective aspositive reinforcement or reward. Immediaterecognition encourages and reinforces new learn-ing. For more information, see Infoline No. 9006,“Coaching and Feedback.”

n Interpersonal Skills Affect LearningSerious personal or social maladjustment reducesthe effectiveness of learning. Anxiety and defensive-ness regarding unsatisfactory performance or failureare the usual causes of poor adjustment. If adultsare confident in their abilities, then they perceivecomplex problems as challenges; conversely, if theylack confidence, then the problems will appear asthreats. Those adults most afraid of failure and lack-ing confidence tend to have limited recent educa-tional experience, while those able to confront andhandle failure usually have many successes that bal-ance out their experiences.

Recommendation:Provide guidance and support, prevent maladjust-ment at the beginning, and emphasize learners’ suc-cesses. Strong confidence and a positive outlook onthe learning efforts are valuable qualities. Theseand faith in the trainer or facilitator as a reliable,concerned resource person may be all most learnersneed to be successful.


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n Sustained Interest in Continuing EducationInterest in educational activities develops fromencouraging influences. Potential learners pursueeducation to achieve personal and professionalgoals, to participate in a group endeavor, toacquire skills and information that will help themmeet formal requirements, and to gain under-standing of a subject or satisfy curiosity about it.Many times, the appeal of an educational experi-ence begins with the learner’s own interest inreading, ideas, and school. Additional support maycome from friends, managers, a close correlationbetween personal goals and available training, anda strong desire to have a better job that requiresadditional training and education.

Recommendation:Inform employees of training and educationalopportunities: Tell them how the particular pro-grams are relevant to their situations (anyone whouses a computer would want to know how to fullyuse a software program to achieve the highest levelof efficiency on the job); and how the instructionwill change their approach to the job (new infor-mation or skills regarding computer operationsmake a significant difference in job performance).

n Initial Fears Many adult learners enter educational experienceswith apprehensions about the unknown and aboutpossible failure. They cannot reconcile their roleas student with their idea of the “responsibleadult.” They also mistakenly believe that learningability diminishes with age. To maintain andenhance their self-image, adults must have initialsuccesses; positive experiences offset the problemsand difficulties that attend change. Learners whohave achieved some success and gained recogni-tion tend to seek more challenging educationalobjectives.

Recommendation:In the early stages of the program, help learnersfeel that they are part of the group, that they arewelcome and they belong. Participants will beginto concentrate on learning once they have passedthe “inclusion” phase. It is best to introduceimportant input later in the program when learn-ers feel comfortable with themselves and theirenvironment.

Assist learners in accomplishing one of their objec-tives early in the program. This will boost theirconfidence and sense of being effective. Talk

about past and future learning activities with indi-viduals; show them how the teaching processinvolves them and helps them learn. When learn-ers understand their needs and feel secure, theywill be ready to make changes.

n Adults Need to Feel Involved Group and organizational tasks at the beginning ofa program may not run as smoothly as you wouldlike. As mentioned earlier, the need for inclusionand security are priority concerns for individualsnew to the learning environment. Learners’ behav-ior in the early stages of the program will beinwardly or self-directed.

Recommendation:Include a good icebreaker at the beginning oftraining so that the learners become acquaintedand feel comfortable with one another. Conductgroup or organizational activities after the “com-fort zone” is established.

n Learners Need SupportThroughout the learning experience, participantsrequire support and encouragement. Group sup-port and emotional encouragement can give assur-ance and confidence.

Recommendation: To increase the incidence of positive learningexperiences, help learners set realistic, achievablegoals and plan multiple outcomes if a chance existsthat one or more may not develop. Attend toneeds expressed by individuals, small, and largegroups of participants.

Help participants put negative experiences or fail-ures into perspective by showing them how tolearn from and how to reduce the incidence ofthese experiences. Some ways to decrease thechances of failing include working through prob-lems or mistakes with learners, giving them thefreedom to work at their own speed, evaluatingthe program by using the learner’s previous per-formance as a reference point, and relaxing learn-ers with gentle, nonoffensive humor.

n Freedom to Select Their Own Training In some ways it is better to have had no contactwith trainees than have them drop out of a pro-gram after only a few sessions. If former attendeesare disappointed or upset about failing, you maynot be able to persuade them to take any instruc-tion voluntarily and, as studies have shown, train-



ing is more effective when learners are free tochoose and pursue it at will.

A high retention rate of participants is determinedby various factors such as the match of learners’personal goals and program objectives, the back-ground and education of learners, and the level oftheir emotional and financial investment in thetraining. Retention rates decline under the influ-ences of discouraging friends, general disinterest,family conflicts, and job-related problems. Asmany as half of all withdrawals are unrelated to theinstruction, showing that family and work havehigher priorities than the training.

Recommendation:Accommodate conflicting demands by developinga flexible schedule. Participants will feel comfort-able about remaining in training and contributingto their potential if they know they will have suffi-cient time for family, friends, work, and commu-nity. Further increase retention rates by sendingpolite reminders to participants who have missedsome sessions. In cases where the retention rate isextremely low, use program evaluations to find outwhat the program lacks and make the necessaryadjustments. Survey dropouts for additional sug-gestions on how to improve the retention rate.

Characteristics of Adult Learners

Adult learners are motivated to learn when theyhave a need to do so. They want to know how thetraining will help them. Before undertaking anyinstruction, learners need to understand why theymust learn the material or skill. Studies show thatpart of an adult’s preparation for learning is todetermine the benefits of the learning as well asthe disadvantages of not learning.

Adults learn from activity. Practice and continueduse increase learning and retention more than otherpassive (though standard) approaches, such as lec-tures. Participants respond better when the mater-ial is presented through a variety of teaching meth-ods and understood on different sensory levels.

As a group, adult learners vary greatly in theirareas of education, background, experience, intel-ligence, emotional stability, and motivation forachievement. Instructors and trainers must allowfor these differences as they plan and present theinstruction. An additional consideration is that

adults must have the desire to learn. Following aresome adult learning characteristics that you shouldfamiliarize yourself with to help you attain betterresults:


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Tips for a Good Learning Environment1. Match your training design to your training population. A

group of machinists, for example, would not learn well fromeight hours of lecture.

2. Vary your style and method of presentation. Use visuals,narratives, guest speakers, and group participation as alter-natives to the standard lecture or discussion but rememberto make changes on a regular basis; too much of even agood thing can get tiring.

3. Encourage interaction. Adults learn more effectively whenthey have opportunities to interact and, when appropriate,to contribute input to the training outcome.

4. Eliminate the podium—unless you have a very good reasonnot to. A podium can be intimidating to many adult learnersand may inhibit interaction.

5. Simulate the work environment. Skills and knowledge thatare gained in a simulated work environment are more likelyto transfer to the job.

6. Provide examples from the “real world” as opposed to triteones that are unrealistic and difficult to relate to.

7. Design your training setup to facilitate your presentation.

8. Do not impose artificial barriers to learning. When possible,provide restroom and refreshment breaks throughout thesession, not just during designated times.

9. Keep the session moving. Do not allow yourself to be drawnaway from the subject and the training goals.

10. Learn to read your audience. Recognize when it’s time tomove or take a break. Look for signs—gestures, facialexpressions, body language—that indicate whether partici-pants are tired, hungry, bored, anxious, and so on. Respondpromptly by announcing a break or by asking them to initi-ate discussions on the topic of their choice.

n Life ExperienceThis is the source from which adults learn, sotheir structured learning should be based on real-life experiences rather than topics or subjects cho-sen exclusively by the instructor. Trainees relatethe learning to previous knowledge. This is help-ful when they are able to make connectionsbetween new knowledge and background infor-mation they may already have acquired. It is,however, a hindrance if the new knowledge has no relation to what they currently know; in suchsituations, they may choose to dismiss or rejectthe new knowledge.

n Preference for Informal EnvironmentsAdults learn well in environments that are moreinformal than the traditional classroom. A U-shaped seating arrangement, for example, andrefreshments add to a more relaxed atmosphere.

n Personal DirectivesThe adult learner needs to be free to direct him-self or herself. This is why trainers and instructorsshould participate in a dialogue with learnersrather than simply disseminate information andassess learners’ retention of the material. Theyneed to know if they are progressing. Guidanceand deserved praise from instructors are morevaluable than grades or letter evaluations.

n Getting to the Heart of MotivationFor the most part, adult learners are mature. Oncemotivated, these learners will attempt to gain themost out of their training for the purpose ofimproving their job performance. During training,learners focus on solving job-related problemsrather than gathering new information that may ornot may have some relation to their work. Theytake a practical approach to the training. If youoffer theory and new knowledge, they will try toapply and relate the information to their back-grounds, jobs, career paths, and so forth.

n Underlying InterpretationAdult learners are interested in what is below thesurface of the learning activities you assign. Theywill ask about the motivations and purposes, the“whys” and “hows” of an instructional exercise oractivity. Don’t expect a room full of passiveobservers; adult learners want to be involved inwhatever will improve the quality of their jobs andtheir skills.

n ExpectationsThese participants expect to be taught by consci-entious instructors who care about their learners,are always well prepared and knowledgeable in thesubject area, and can present the instructionalmaterial effectively.

n Diversity Among LearnersAs a group, learners vary greatly in the areas ofeducation, background, experience, intelligence,emotional stability, and motivation for achieve-ment. Instructors and trainers must allow forthese differences as they plan and present theinstruction.

n Desire to LearnFinally, adults must have the desire to learn.Unlike children, they will not learn simply becausesomeone thinks that they should have certain skillsor knowledge.



Environmental InfluencesA variety of factors affect training and instruction in positiveways. Learners should be told how to recognize and use themajor influences in the instructional setting to improve perfor-mance and personal growth. There are three major influences ontraining and instruction.

1. Evaluation Criteria.Standards used to assess the effectiveness of the training arevaluable to learners as means of ascertaining progress and aspoints of reference for short-term goals. Such standards includeimproved quality, greater productivity, improved performance,increased interpersonal effectiveness, and reduced job time.

2. Encouragement. Trainers and program sponsors can motivate participants byoffering a positive image of the training, being supportive andenthusiastic about the program, and by providing challengingand useful instructional resources.

3. Negative Influences.Certain factors can be barriers to learning and participation. Ahostile competitive atmosphere, exorbitant costs, and anxietiesabout failure or poor performance are some examples of negativeinfluences on education. If learners are shown how to recognizethese influences, they can prepare themselves to offset and dealwith them.

Effective Trainers and Instructors

Successful trainers and instructors share a numberof common characteristics. First and foremost,they must have a thorough and comprehensiveknowledge of the subject they are teaching. Mate-rial should be presented in a clear and straightfor-ward manner using language and written materialsgeared to the trainees’ comprehension level.

Competent trainers will demonstrate a sincereconcern for and interest in their students’ progressand well-being. They will also show an interest infinding out more about learners’ abilities whileencouraging them to strengthen and develop theirstrong points.

To help individual learners progress and overcomeproblems, effective trainers often will work on aone-to-one basis with students. In addition to pro-viding practical applications of the training, instruc-tors can show learners how to use their new knowl-edge or skills on the job. Last, top-notch trainersshould be comfortable enough to approach thelearning environment with a sense of humor, usinglaughter to lighten rather than create tension.

Tips for Trainers

Find out what your learners need. Conductcomprehensive needs and task analyses to discoverwhat skills and information your group shouldhave in order to perform their jobs successfully.

Be sufficiently prepared. There’s no substitutefor information and a solid background in the fieldyou are teaching. If you need a refresher or if youhave not been keeping up with new developments,take time to get yourself educated. Trainees canspot an ill-prepared trainer in a flash. Being poorlyprepared may cause you to spend the rest of thecourse trying to recover learners’ cooperation andconfidence in you.

Show concern and interest in your learners.Demonstrate that you understand and at timesshare trainees’ points of view, that you can experi-ence their perspective and present it in an objec-tive and articulate fashion.

Show commitment to your profession.Through your gestures and activity, express yourcommitment to your work, profession, or field,

and your enthusiasm for the training and coursematerials. The best way to motivate your group isto be genuinely motivated yourself.

Be flexible. Maintain your flexibility about bothsubject matter and participants. Be open andadaptable when conceptualizing topics and themesfor presentation. And always be willing to listenand learn from your group.


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Participants’ ExpectationsLearners need to know what you expect of them. For some peo-ple, this new training environment will seem strange, especiallyif they have been away from school and in the workplace for anumber of years. Give your learners a solid base from which tostart their learning program and consider these suggestions:

• Put the learners at ease by explaining rules and guidelines forbehavior in the training environment, whether, for example,they will be participating or quietly listening, actively involvedin or passively receiving the instruction.

• Explain their role as learners and tell them how you plan toconduct the class. Describe the course content: role plays,discussion, assignment, and learning exercises.

• Do not jeopardize the learning with surprises. If learnersshould be aware of an unusual guideline or requirement, letthem know early in the course.

• Tell learners what they are going to learn. Give them thecourse objectives, whether narrow, specific, or general.Regardless of the scope, it is important that they know thecourse topics and content—what they will learn and how theywill be able to use it on the job.

• Deal with learners’ fears, anxieties, doubts, questions, andinsecurities early in the course. Learners may want to know ifthey will receive a grade for the course, if their bosses will beapprised of the grade, whether or not the course or grade willaffect their jobs and if so, how.

• Do not assume that group members know each other. Helpthem become acquainted through icebreaker activities involv-ing introductions and teams of participants.

• Treat everyone as an adult. Let your audience know thatthey—not you—are responsible for their learning and thatyour responsibility is to provide a quality learning environ-ment.

Encourage trainees to contribute. It is funda-mental to learning that participants contribute tothe instructional process. Trainees learn best whenthe educational environment involves everyone.Allow learners to feel free to make contributions,but provide guidance and direction—learnersneed both independence and a flexible structure.

Define expectations and course structure.During your first meeting with a group, define thestructure of the learning environment in clear andsimple terms. Discuss your expectations of themand theirs of you so that everyone has a clear ideaof what is expected. Include here, how the evalua-tion process will be handled, and throughout thecourse, adhere to it in an impartial manner.

Have clear course objectives. Begin the train-ing by clearly presenting the course objectives.Select the text materials, learning activities, andstyle of teaching that best suit the objectives. Keepassignments and learning activities in line with theoverall course or training program objectives. Thiswill require you to preplan the instruction andallocate approximate timeframes to cover thematerials.

Keep your ambitions modest. Don’t be overlyambitious at first. Design a short course on a criti-cal topic that consists of no more than four ses-sions and gradually build from there. Rememberthat some topics, for example, may be far moredifficult to teach than you had imagined; skills thatare second nature to you may be a real challengeto newcomers.

Provide necessary course information. Dis-tribute course descriptions, outlines, and sched-ules. Carefully explain each of these and answer allquestions participants may have. Learners’ under-standing of the material increases in proportion tothe amount of information they receive about thecourse. One way to accomplish this is to use acomprehensive course outline to format this infor-mation. The outline should contain the following:

• course title• instructor’s phone and fax number• instructor’s email address• class time and location• course objectives, in proper sequence • participation and class attendance• prerequisite and course requirements• examination schedule

• evaluation policy• list of required reading materials• list of assignments and due dates• other available references.

Make presentations simple. Use a simple for-mula for your presentations: State what you aregoing to tell participants, tell them, and then statewhat you have told them. Some studies show thatlearners prefer having instructors control thedirection of the training, select emphases, anddraw the major conclusions.

Treat learners with respect. Always treattrainees with respect and consideration. Do not tryto behave as though you are infallible—everyonemakes mistakes occasionally. If you don’t know theanswer to a question, say so, but you may want tosee if anyone in the audience knows the answer.Failing that, research the question and come backwith an answer after the next break, or if it takeslonger, after the next session. If you try to bluffyour way through a question or mistake, yourcredibility will be lost.

Maintain a calm, rational demeanor. If youdisagree with a learner in your group, never try tofight his or her position with personal criticism.Challenge their reasoning, premise, or logic of theopinion on its own terms but never take the indi-vidual to task. Respond to all comments andinquiries, however ill-tempered, with a consis-tently straightforward approach. Sarcasm or adefensive attitude will do more harm than good.

Keep sections focused. Use questions or topicstatements to focus lessons and assignments onmajor points of the instruction. Your learners’responses to these questions and comments cantell you how they are handling the material, as wellas how well you are presenting the material.

Reinforce classroom instruction. Field trips,small group discussions, creative projects, roleplays, and simulations are some methods you canuse to make the training stick.

Keep feedback cycle going. Try to elicit animmediate and continuous flow of feedback fromyour group. Only they can tell you if they arelearning the material, or if it is too simple or toosophisticated for participants to keep up with you.



Have tests mirror the course objectives.When constructing a test, keep the overall courseobjectives in mind and write questions and direc-tions clearly so learners don’t have to guess at yourmeaning. Your reviews and test instructions shouldclearly explain your intentions.

Time tests accurately. During test construction,schedule time carefully. Don’t make the test toolong for your time constraints and allow sufficienttime for grading. Essay question tests may be lessdifficult to write than objective or multiple-choicetests, but they take more time to grade.

Have fun. Have fun with your teaching or train-ing project. If you look forward to a rewarding andsatisfying experience, your learners will also.

You will also want to experiment with differentteaching methods and techniques. Don’t be afraidto try something new. A change of pace oftenenlivens sessions that have begun to drag a bit, andthey can reveal new aspects of a subject that mayappear over-analyzed to the point of diminishinginterest. Be assured that your group will let youknow if your innovation is or is not effective.

A good resource for you is to share information orask advice from colleagues. You can learn a greatdeal from observing other instructors’ classes,from their observations of yours, and by discussingyour teaching problems with them. Share trainingexperiences with your colleagues as well—oftenthis is the most effective way to become aware ofpossible pitfalls and successful approaches.


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Checklist for Creating a Good Learning EnvironmentAs trainers and instructors, you know that learning does not rely on superficialities, gimmicks, and devices. If you areorganized, well prepared, well versed in the subject matter, and conscientious about matching the right training tech-niques to your audience, you have covered all the basic recommendations. To find out whether or not you are ready tobegin training, think through the following checklist:

□ What is the size of your group? Is it diverse or homo-geneous? What are the ages, job titles, educational lev-els, experience, and expectations of your participants?

□ What are the training goals and objectives? Are theyshared by all the members of your group? Are theyrealistic in view of group members’ capabilities andprevious learning?

□ Do you have the required resources, equipment,instructional materials, guides, and so on to imple-ment the training? Are the meeting space and facili-ties suitable for your program and your group? Doyou have, for example, the necessary amount ofbreak-out room if you decide to divide learners intosmall groups for icebreaker activities, experientiallearning, or role plays?

□ Are any members of your training population physi-cally, visually, or hearing impaired? Are your materi-als, facilities, and presentations designed for theseparticipants’ use? Do you have, for example, largescreens for the visually impaired and seating close tospeakers for those who have difficulty hearing or see-ing presentations?

□ What are your time restrictions? Do you have suffi-cient time to accomplish the training? If you run outof time, will you be able to set necessary priorities tomake sure participants receive critical instruction?

□ Do you have the presentation and facilitation skills togive lectures, mediate discussions, perform demon-strations, conduct role plays and simulations, handlecase studies, or employ any techniques you have cho-sen for the program?

□ What are your group’s barriers to learning and pro-ductivity? Do they need more information, basic skillstraining, rewards, reasonable deadlines, or incentives?How can you cure such deficiencies before training isscheduled to begin?

□ Have you chosen the best approach to your subject?Do your program devices, techniques, and strategiessuit your particular trainee population? Do theyclearly match your trainees’ instructional needs andclosely simulate the actual work environment?

It is up to the trainer to build a rich learning envi-ronment where shy and bold participants alike willbenefit. Only the trainer is charged with the taskof making learning flourish in a designated spacewith a chosen set of resources and a group of indi-viduals who may be pleased, but many times, notoverly excited, about being trained.

Whatever the circumstances, the best preparationfor providing as effective a learning environmentas you can is to know, understand, and practice avariety of training methods and strategies. The fol-lowing should be part of every trainer’s repertoire;you will not know how valuable they are until youare caught without the one, the only, perfect solu-tion to your problem.

Lecture

The most frequently used method of disseminat-ing knowledge, lectures are often described asspeeches or presentations. But what is common toall lecture forms is the fact that each lacks thedynamic of interaction between audience andspeaker—stated simply, dialogue. Occasionally,questions are permitted after, but rarely duringlectures.

Lecture Characteristics

Lecture delivery may involve reading directly froma script or elaborating on detailed notes orprompts with the bulk of the work having beencompleted during planning and preparation.Visual displays often accompany lectures toenhance messages. Slides, overheads, flipcharts,computer screens, video, and film add interest andhelp participants learn because of their appeal tothe different senses.

Remote location lectures, which include video-conferencing, Internet, intranet, and satellitetransmissions are innovations that provide a cost-,time-, and travel-savings to many organizations.Presentations can be transmitted from speciallyequipped rooms where participants can listen andrespond to questions.

Most lectures are presentations of information andknowledge. They typically describe a subject:office equipment, the history of the company, per-sonnel or job restructuring, new standards, finan-

cial status, and so on. Because information lec-tures involve narrative treatment of a topic, prepa-ration and delivery are not difficult. The lecturerpresents various points in sequence that con-tribute to a final conclusion.

Some lectures start with a particular problem orsolution. For example, “How can we find outwhich products our clients prefer?” The lectureroffers a few solutions (perhaps a marketing survey,test products, or sampling) and then analyzes theadvantages and disadvantages of each to deter-mine the best or most viable solution.

Another type of lecture expresses a viewpoint orargument useful in goal setting or strategic planningsessions. The lecturer proposes a goal or objective,presents supporting information, reviews possibleproblems, and develops a strategy or position.

Advantages of Lecture Presentations

• If lectures are properly designed and studentssufficiently motivated, they can be effective forgroups of mixed fast and slow learners.

• Vast amounts of information can be handledquickly in a lecture.

• Any size audience is acceptable for lectures ifeveryone is able to see and hear the speaker.

• Throughout their presentations, lecturers virtu-ally control what they say and when they say itbecause they restrict interruptions from theaudience.

Disadvantages of Lecture Presentations

• Lecturing is a demanding skill; individuals mustbe able to sustain concentration and attention,sometimes for several hours.

• Audience participation and contribution is min-imal; lectures are designed for passive learning.

• Because lecture involves simply telling or talk-ing to the audience, it does not indicatewhether anyone has actually learned anything.

• Lectures by themselves cannot facilitate skillstraining or any training topic involving practicalapplications.


Training Methods and Strategies


Lecture Tips

Beware of long lectures. After a certain point itis difficult to maintain both your energy as a lec-turer and the audience’s attention. Lectures underone hour are likely to bring success to new, inex-perienced lecturers.

Establish credibility with your audience. Letthem know your credentials right from the start—that you have an adequate background, experi-ence, and knowledge of your subject.

Take time to introduce yourself. This is thepoint at which you make your very first impres-sion, so use the time wisely. Explain your qualifica-tions slowly, your employment history, your partic-ular interests, pet peeves, and goals. Answer allquestions and then ask about the learners’ expec-tations of you as their trainer or instructor.

For additional information on lecturing tech-niques, refer to Infolines No. 9409, “Improve YourCommunication and Speaking Skills”; and No.9411, “Theater-Based Training.”

Discussion

This is a participative method that relies on inter-action and involvement of learners for its success.In discussions, the group explores a specific topicor issue by analyzing, evaluating, or reviewing sub-ject matter. Learners enjoy the flexibility, infor-mality, and opportunity to contribute that charac-terize most discussion groups.

Characteristics of Discussion Groups

Discussion is a valuable method for problem solv-ing, decision making, and brainstorming issuesthat occur in committees and staff meetings. Ithelps learners change their affective behaviors.The group—including the trainer—points out theinaccuracies or problems with other participants’ideas, statements, or descriptions of actions. Forexample, the group can offer corrective alterna-tives to someone who won’t confront an uncooper-ative co-worker, but instead always asks a supervi-sor to intervene on his or her behalf. Other topics

may include discussing ways of improvingprocesses such as mail collection, handlingaccounts payable, and strategic planning.

Discussion in small group training programs isvaluable for trainers as well as participants. Whilethe group is working on a particular task or assign-ment, the trainer observes and listens to the dia-logue, noting strengths and weaknesses of individ-ual interactions.

Formal discussion groups are debates. They arecharacterized by strict rules (designated responsetime and restricted length of response) and areoften directed by group facilitators. Informal dis-cussion groups are not controlled by rules or lead-ers, and discussion may flow without any struc-tured direction or planning.

Another kind of discussion situation is the seminararrangement or “group tutorial.” This involvesmore structured discussion than informal groupsand poses questions about procedures andapproaches newly proposed or currently in place.This kind of discussion is a good follow-up to a lec-ture, videotape, or written assignment and enableslearners to critically analyze their own and others’positions on topics.

Advantages of Discussion Groups

• Discussion can be motivating and stimulatingfor everyone—all participants can contributeand become involved with the learning activity.

• Discussions involving real-life problems and sit-uations give participants opportunities to prac-tice skills and responses. The learning environ-ment simulates participants’ actual workplaces.

• Group input, analysis, and choices in solvingproblems and making decisions are more effec-tive than individual contributions.

• The group members bring together and sharetheir individual backgrounds, capabilities,knowledge, and experience for collectiveaccomplishments.


11Copyright © ASTD.

Disadvantages of Discussion Groups

• Discussions must be well prepared; if they arenot organized, they may become completelydirectionless and accomplish nothing, wasting agreat deal of time and energy.

• If more than 10 to 25 participants engage in adiscussion, it becomes very difficult to makeprogress.

• Group leaders and other highly visible individu-als can dominate the discussion and inhibit oth-ers from speaking.

• Discussions take a great deal of time, particu-larly when the group is varied and requires longintroductions, explanations of individuals’ back-grounds or past experience, and time to becomefamiliar with any unusual references or jargon.

Discussion Tips

Plan and prepare sufficiently for discussions.Establish a focal point and try not to deviate fromit. Leaders can give the group direction and keepit on track, but they should understand that theirpurpose is to facilitate, not dominate discussion.

Maintain a clear objective. Keep the objectivein mind throughout the discussion. This is the bestway to ensure that the arguments and explorationswill be relevant.

Arrange the seating in a convenient fashionso participants can easily see and hear each other.U-shaped or round table configurations are opti-mal for discussion groups.

Structure discussions. Set up discussions so thatthey include an introduction, a middle, and a con-clusion. The environment for a discussion shouldbe relaxed and non-threatening, yet organizedand methodic.

Ask thought-provoking questions if the discus-sion lags at points, or take a challenging or evenunpopular position. Throw a dazzler into the con-versation to get learners’ energy and ideas flowing.

Act as catalyst and moderator throughout thediscussion. Guide the group by asking new ques-tions and by rephrasing comments or responses.

Never let a discussion fade out. Conclude thegroup discussion with summaries or other closingstatements.

For additional information on discussion groups,see Infolines No. 9406, “How to Facilitate”; No.9401, “Needs Assessment by Focus Group”; andNo. 9407, “Group Process Tools.”

Demonstration

This strategy illustrates functions, processes, ideas,relationships, and activities. Like lectures, demon-strations involve telling; learners observe ratherthan participate though they are sometimes able topractice the skills demonstrated and receiveimmediate feedback. Unlike lectures, demonstra-tions emphasize visual more than oral qualities.

Characteristics of Demonstration

Demonstrations typically present skills and tech-niques in action. They can be used to show howmachinery and equipment operate. They alsocombine information, judgment, and physicalcoordination.

The demonstration method appeals to the fivesenses, increasing the impact of the training.Learners often are given the opportunity to testnew knowledge and skills in controlled situations.This method is one that stimulates interest andengages an audience’s attention.

Advantages of Demonstration Techniques

• Transfer benefits are high because actual on-the-job skills are applied during demonstrations.

• The method is flexible and can be adjusted toaccommodate learners’ needs without difficulty.



• If learners are given the opportunity to demon-strate skills, the trainer can correct errorsbefore they become habitual on the job.

• A successful demonstration can be inexpensive.

Disadvantages of Demonstrations

• Since learners do not participate directly in thedemonstrations, they may lose interest after ashort period of time.

• Without careful preparation, the demonstrationmay fail. For example, inadequate attention toseating arrangements can result in learners notbeing able to see or hear presenters.

• Demonstrations are limited to small groups of25 or fewer unless closed circuit TV or videoequipment is available.

Demonstration Tips

Plan the demonstration by organizing it.Divide the skill into steps or procedures and putthem in logical sequence. Become thoroughlyfamiliar with the steps by practicing them.

Schedule time for practice phases followingthe actual demonstration. This is the most impor-tant learning activity and requires sharp observa-tion and feedback on the part of the trainer.

Pause at key points in the demonstration andemphasize how the particular step or phase relatesto the rest of the sequence. It is important to por-tray the total picture of the skill, rather than a seg-mented image of different aspects or procedures.

Offer two demonstrations if your subject matteris complex. Perform the skill slowly, so that learn-ers can follow every step, and then repeat it at theaverage speed.

Reinforce the new knowledge and skills afterthe demonstration by restating the key points andmain ideas. Instruct learners to copy these ideasinto their notes along with their observations ofthe sequence of operations or procedures.

Carefully observe learners’ practice perfor-mances of the new skills. Take this early opportu-nity to point out errors and prescribe ways ofavoiding mistakes. If the particular skill requireshigh levels of speed and accuracy, emphasize thisas soon as the practice begins.

Make sure groups do not exceed 25 people. Ifyou must work with groups larger than 25, dividethem into smaller groups for the practice sessionsand appoint a responsible leader for each group.

For more information on demonstration, refer toInfoline No. 9804, “The Transfer of Skills Training.”



Abdel-Malek, Talaat. “Assessing Require-ments for Developing Your TrainingCapacity.” International Trade Forum,October-December 1993, pp. 22-27.

Bahaniuk, Mark. “The Adult Learner:Handle with Care.” Office Administra-tion and Automation, August 1983, p. 79.

Bittner, Robert. “Five Tips for TrainingNew Staff.” Hotels, February 1996, p. 22.

Broadwell, Martin M. “7 Steps to BuildingBetter Training.” Training, October1993, pp. 75-81.

Chaudron, David. “Avoid the TrainingHammer.” HRfocus, July 1995,pp. 12-13.

Dellafiora, Mary Lou. “Shades of Train-ing.” Training & Development Journal,November 1989, pp. 33-37.

“Education and Training.” InternationalJournal of Manpower, May 1992, pp. 45-50.

Filipzcak, Bob. “Frick Teaches Frack.”Training, June 1993, pp. 30-34.

Filipczak, Bob, and Jack Gordon. “WhatEmployers Teach.” Training, October1992, pp. 43-55.

Fotheringhame, June. “Transfer of Train-ing: A Field Study of Some TrainingMethods.” Journal of OccupationalPsychology, March 1986, pp. 59-72.

Fowler, Alan. “How to Decide on Train-ing Methods.” People Management,December 21, 1995, pp. 36-38.

Garavaglia, Paul L. “How to Ensure Trans-fer of Training.” Training & Develop-ment, October 1993, pp. 63-68.

Ghitelman, David. “Getting Through toGrown-ups: Avoid Information Over-load.” Meetings & Conventions, June1989, pp. 65-71.

Gordon, Ian. “Wobbling One’s Way Along in Words.” New Scientist, May 1, 1993, pp. 47-78.

Graham, Sandy. “Debunk the MythsAbout Older Workers.” Safety &Health, January 1996, pp. 38-42.

Gunsch, Dawn. “Games Augment Diver-sity Training.” Personnel Journal, June1993, pp. 78-83.

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“In Praise of Learning.” Wood & WoodProducts, May 1993, pp. 73-76.

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Miles, Chuck. “Training for Tomorrow’sTechnologies: Opportunities Aboundin the Classroom and at the Com-puter.” Plan Engineering, March 1997,p. 112.

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References & ResourcesArticles


“Survey Cites Need for Retraining, butEmployers Offer Little Help.” HRfocus,August 1994, p. 21.

van de Vliet, Anita. “Assess for Success.”Management Today, July 1993, pp. 60-64.

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Books

Caffarella, Rosemary S. Planning Programsfor Adult Learners: A Practical Guidefor Educators, Trainers, and StaffDevelopers. San Francisco: Jossey-Bass,1994.

Daniels, Aubrey C. Bringing Out the Bestin People: How to Apply the AstonishingPower of Positive Reinforcement. 2ndedition. New York: McGraw-Hill, 1999.

Draves, William A. Energizing the Learn-ing Environment. Manhatten, KS:Learning Resources Network, 1995.

Gagne, Robert M., and Karen L. Medsker.The Conditions of Learning: TrainingApplications. New York: HarcourtBrace, 1996.

Schwarz, Roger M. The Skilled Facilitator:Practical Wisdom for Developing Effec-tive Groups. San Francisco: Jossey-Bass,1994.

Smith, Phyl, and Lynn Kearny. CreatingWorkplaces Where People Can Think.San Francisco: Jossey-Bass, 1994.

Stolovitch, Harold and Erica Keeps. TellingAin’t Training. Alexandria, VA: ASTDPress, 2002.

Infolines

Bellman, Geoffrey, and Leslie A. Kelly.“Create Effective Workshops.” No.8604 (revised 1997).

Darraugh, Barbara, ed. “Coaching andFeedback.” No. 9006 (revised 1997).

———. “How to Motivate Employees.”No. 9108 (revised 1997).

Eline, Leanne. “How to Prepare and UseEffective Visual Aids.” No. 8410(revised 1997).

Fairbanks, Deborah M. “AcceleratedLearning.” No. 9209 (revised 1997).

Preziosi, Robert. “Icebreakers.” No. 8911(revised 1999).

Russell, Susan. “Training and LearningStyles.” No. 8804 (revised 1998).

Sharpe, Cat, ed. “Basic Training for Train-ers.” No. 8808 (revised 1998).

Sullivan, Rick, and Jerry Wircenski.“Effective Classroom Training Tech-niques.” No. 0108.

Wircenski, Jerry, and Richard Sullivan.“Make Every Presentation a Winner.”No. 8606 (revised 1998).

References & Resources


The material appearing on this page is not covered by copyright and may be reproduced at will.


Job Aid

16

Checklist for Presentation Skills

□ Do you prepare an introduction that states the purpose of your presentation?

□ Does the introduction orient learners to the subject matter of your talk?

□ Have you chosen a presentation format or instructional strategy appropriate for your learners’ education, experience, andlevel of comprehension?

□ Is the type of presentation (lecture, demonstration, role play, and so on) right for the size of your group and the subjectmatter?

□ Are you comfortable with this kind of presentation?

□ Is the nature and amount of your material suited to learners’ level of comprehension and experience?

□ Is the material relevant to learners’ jobs?

□ During your presentation, do you ascertain whether learners are listening to and understanding your message by notingverbal and nonverbal (gestures, facial expressions, and so on) cues?

□ Are these cues also useful in determining length, focus, pace, and activities?

□ During the presentation, do you provide visual or verbal illustrations of your main points?

□ Do you use analogies to illustrate or clarify particular points?

□ Do your analogies fit logically into the context of your talk and are they well matched to learners’ levels of comprehensionand experience?

□ Do you establish frames of reference during a talk and do they relate directly to points you are making?

□ Are these frames of reference instrumental in relating the subject matter to the learners’ jobs and are they well matchedto learners’ levels of comprehension and experience?

□ At the end of the presentation, do you provide summaries of key ideas?

□ Do you apply feedback from learners to evaluate the presentation?

□ Are your presentation skills better than average? For example, do you speak clearly and loudly enough for a large groupto hear everything you say? Is your tone of voice relaxed and natural? Are your mannerisms and expressions engagingrather than distracting? Do you maintain eye contact with your learners?

□ Are you enthusiastic about the subject of your presentation and do you project this excitement?

□ Do you communicate the credibility of your subject?

□ Do you show learners that you respect their previous experience?

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