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CPLP Study GuideDelivering Training

Delivering Training

Learning TheoriesObjective InformationDiscuss the importance of adult learning theories and techniques for delivering training.

Learning theories allow training and delivery professionals to put the environment, motivation, and abilities of participants in proper perspective.Adult learning theories attempt to explain how adults learn.

Individual Learning PreferencesObjective InformationList David Kolb’ four basic learning styles.

Four learning modes: Concrete experience (emphasizes feeling over

thinking; artistic, intuitive, open minded) [MBTI = Feeling]

Reflective observation (understands meaning of ideas and situations, see implications and different points of view) [MBTI = Intuitive]

Abstract conceptualization (thinking over feeling; logic, scientific, systematic, they like working with symbols and data) [MBTI = Thinking]

Active experimentation (actively influencing others and changing situations, emphasizes practical applications, likes to get things done) [MBTI = Sensory]

Note: It is helpful to think of the learning styles as the intersection of two types of mental processing. One is a continuum from active experimentation to reflective observation. The other is a continuum from concrete experience to abstract conceptualization.

Kolb asserts that the key to effective learning is being competent in each mode when appropriate.

Learning styles (quadrants between pairs of modes): Convergers: prefer black/white situations; strong in

solving technical problems; poor interpersonal; decisive, experimental, goal-oriented

Divergers: imaginative, sensitive to meanings, values and feelings; open-minded, gather information, see implications of choices

Assimilators: good at abstract models, they organize information, test theories, design tests/experiments, analyze numbers, & construct conceptual models

Accommodators: risk takers, adaptable, often work by trial and error, depend on others for analysis of


data, and may be impatient (especially with contemplation). They look for and use opportunities, are involved and committed, and can lead others.

List the four elements of Ned Hermann’s brain-based approach and briefly explain each.

The Hermann Brain Dominance Instrument is a method of personality testing that classifies learners in terms of brain function:

Left-brain cerebral: logic, analytical, quantitative, factual, critical

Left-brain limbic: sequential, organized, planned, detailed, structured

Right-brain, limbic: emotional, interpersonal, sensory, kinesthetic, symbolic

Right-brain, cerebral: visual, holistic, creativeSummarize the visual, auditory, and kinesthetic (VAK) model.

Learners’ preference for receiving information falls into three categories:

Visual (by seeing; can be diagrams, pictures, or words)

Auditory (by hearing) Kinesthetic (by movement or touching)

Describe Howard Gardner’s 10 multiple intelligences.

Intelligence is a measurable aptitude used to create and solve problems and valued by the culture.The 10 types:

Interpersonal (working with others) Logical/mathematical (math, logic, and deduction) Spatial/visual (picturing and seeing) Musical (musical expression) Linguistic/verbal (written & spoken word) Intrapersonal (working alone) Bodily/kinesthetic (being physical) Emotional (for identifying emotions) Naturalistic (for being with nature) Existential (understanding one’s purpose)

List the seven preferred learning modes outlined in the perceptual modality model.

A learner’s primary perceptual modality (how they like to receive information):

Print (text) Visual (non text) Aural (hearing) Interactive (talking, discussions) Tactile (manipulative/haptic) Kinesthetic (enactive/psychomotor) Olfactory (smell/taste)

Define characteristics of adult learners (CAL) and chain-0f-response (COR) from Patricia Cross’ adult

CAL: Compared adult learning behaviors/preferences versus children learning. Includes incorporating some aspects of andragogy and that adults learning varies based on development stage.


learning model. COR: Pertains to adult participation in learning. Motivation to participate is the result of a person’s

perception of positive and negative forces. Self-esteem affects attitude toward education. There is a link between participation and anticipated

learning outcomes. Higher-order needs for achievement and self-

actualization can’t be fulfilled until lower-order needs for security and safety are met. (Maslow)

Expectations of reward are important to motivation.

Participation in a learning activity, whether in organized classes or self-directed, is not a single act but the result of a chain of responses, each based on an evaluation of the position of the individual in his or her environment (Cross 1981: 125). The main elements in the chain (above) are:A. Self-evaluation.B. Attitudes about education.C. The importance of goals and the expectations that these

will be met.D. Life transitions.E. Opportunities and barriers.F. Information on educational opportunities.G. The decision to participate.

It is called the 'chain of response' model because each stage is seen as links in a chain! Each stage influences another. 'The more positive the learner's experience at each stage, the more likely he or she is to reach the last stage - the decision to participate (McGivney 1993: 27)

http://www.infed.org/biblio/b-partln.htmExplain the purpose of accelerated learning techniques (AL).

The purpose is to produce a consistently positive learning experience that allows learning more effectively and efficiently. This is accomplished through involvement of right and left brain hemispheres as well as the cortex and limbic systems.

State three key principles of AL.

Principles of AL: Affective state (positive mental (no-stress)

environments) Beliefs toward learning (encourage belief in ability—

most people have self-fulfilling notion of learning = difficult)

Information networks (focus on linking schema for better retention – to past learning and to future


application) Nonconscious learning (AL techniques work with

more of the mind, maximizing the natural potential for learning)

Learning cycles (chunk into short learning segments) Multisensory input (VAK; enhances information

processing and provides reinforcement through other channels)

Learning readiness state (calm, relaxed state – physically and mentally)

Summarize Silver and Hanson’s learning style inventory and how it applies to training delivery.

Use the Myers-Briggs Type Indicator across sensory-intuitive (S-N) and thinking-feeling (T-F) modalities

ST: want specific information and to know what’s right and wrong. They need immediate feedback & lose interest if pace slackens/content doesn’t seem useful. Learn well with repetition and real experiences

NT: Logical, analytical, and skeptical. They are independent workers who trust reason and hard evidence. Thrive on challenge & being creative. Relevance is important. Can be persistent when motivated/engaged.

SF: Need to relate learning to personal experience. They like to learn cooperatively and are trusting and collegial. Harmonious relationships may be more important than content mastery. Sensitive to approval and disapproval.

NF: Look for patterns to guide them and connections to prior learning. Tend to value aesthetics and originality and uniqueness. Respond well to flexible learning environment. Can have trouble organizing time. Need to be shown big picture. Easily bored with routine.

List two factors that may affect the speed at which adults learn.

Psychological Environmental Emotional Sociological Physical Intellectual and experiential Age

List two considerations for identifying training and presentation styles.

Learning styles vary so training delivery styles must vary as well!Awareness of style differences:

Captures cognitive and affective differences between training and learner


Encourages use of wider variety of teaching techniques

Helps learners understand their own styles and preferences

Enables trainer and participants to be more accepting of differences among people

Discuss one type of tool used to determine learning style preferences and how it is applied

PEPS:Productivity Environment Preference Survey – identifies preferences for conditions in working and learning environments.

Canfield Learning Style Inventory: Aassesses learning influences (preferences for affiliation vs.competition, content delivery style - CBT/jobaid/people-delivered, mode of learning e.g., VAK, expectations of success)

Learning Style Questionnaire: Classifiers learners as activist (doer), reflector (thinker), theorist (organizer/neat), and pragmatist (prefers “whatever works”)

Various Instructional MethodsObjective InformationExplain what is meant by instructional methods, and list five factors that T&D professionals should consider when selecting an appropriate instructional strategy.

Instructional methods are various means by shich content is communicated.Factors:

Type of learning Audience demographics Learning styles Number of learners Media Budget Physical site Instructor’s skills and training style

Ways to Facilitate Informal Learning and building Learning CommunitiesObjective InformationList three ways to facilitate informal learning.

Set clear expectations among stakeholders about what informal learning is and its capacity

Gain executive support Build an internal content repository Promote the availability of resources Clarify goals and desired outcomes Assist in identification of knowledge and skill gaps Provide resources and guidance Let employees take the lead in their own learning

efforts Help employees develop skills in independent study,

research, and collaboration


Describe three ways to encourage learners to develop their own personal learning network.

Join a professional social network (e.g., LnkedIn or Austin ASTD)

Select five blogs they find interesting and read them Encourage them to become part of the conversation

quickly and start commenting on the blogs they read Join Twitter and reply to comments made by other

people Request help or support for suing social media more

effectively Start their worn blog

Various Delivery Options and MediaObjective InformationDefine blended learning. Blended learning is a planned combination of training

delivery options. Examples of options are ILT, webinar, asynchronous elearning, coaching, and informal learning.

Discuss two examples of when classroom learning or online learning are most appropriately used and explain why.

When to use online learning: Rote learning Learning prescribed technical skills When learners have discrepancies in their current

knowledge of the topic When audience members learn at different rates When the audience is large When learners are geographically dispersed When the target audience needs prerequisite

information

When to use classroom learning: For higher-order thinking skills When interpersonal exchange is important

Define environmental considerations that ensure optimal classroom learning.

The physical environment can have a major effect on the success of any training program. Space Guidelines (Table 32) Screen and room size

Distance from screen to last row not > 6 screen widths Distance from screen to front row > 2x screen widths Viewing area = 3 screen widths Screen height should allow people in last row to see

bottom of screen Electronically controlled screens are recommended

Peripheral facilities (Wi-Fi access, restrooms, break areas…)

Seating arrangements (Table33) Materials and equipment – prepare slides and handouts

early, arrive at the training site at least an hour before the training starts

Environmental factors – make sure the space is free of


distractions (e.g., noise, pillars)Discuss the benefits of message boards and chat rooms to learning groups and online communities.

Message boards are asynchronous communication locations for participants to “discuss” learning points.

Chat rooms are synchronous communication locations for the same thing.

They both provide social negotiation opportunity for the learning function.

State two benefits of online learning and list two requirements with regard to audio and video plug-ins.

Benefits: Cost effectiveness (development may be high, but

implementation may be low) Speed and precision (training can be targeted/focused and

available at the moment of need) Access anytime, anywhere (less limits on schedule or place) Self-direction for learners (learner control of learning)

Plug-in Requirements: Bandwidth (higher quality more bandwidth; use video

ONLY for instructional purposes and not as added entertainment)

Sound card/speakers/headphones Volume control needed (esp. for separate background

music) Avoid audio as accent to correct/incorrect responses

State the purpose of an electronic performance support system (EPSS) and discuss when to use or not use one.

Purpose: Bring individuals up to speed on their work as quickly as possible with minimal support from other peopleTwo examples of performance support are job aids and EPSS.EPSS is help accessed through a computer application.

When to use: Cause is lack of skill or knowledge Task is relatively difficult to perform (or remember how to

perform) Task performed infrequently Tasks don’t have to be performed in emergency situation Serious results if not done right EPSS is supported by performance environmentDon’t use: If an emergency situation, no time to use, or bad

environment for EPSS Just for the sake of using technology Not cost effective (a paper job aid would work)

Explain what is meant by self-directed learning

SDL = A self-paced learning event


(SDL) and describe two situations in which SDL is most appropriate.

Use when: Dispersed, large learner group Mostly cognitive content Many individual needs Resources for alternative training not available/cost-

effective Just-in-time training Adequate time to design the training Learners are self-directed/self-motivated!!!

Identify the benefits of using games and simulations to deliver training.

Dynamic Intrinsically motivating Highly participatory Allow trial and error experimentation Freedom to learn by making mistakes in safe

environment Allow experimentation in an environment that could be

hazardous or costly in real life

Note: Debriefing that follows the game or simulation is the most important aspect of this delivery option.

Learning TechnologiesObjective InformationExplain why it is important for T&D professionals to keep up-to-date on the current and emerging learning technologies.

T&D professionals must know how to pair appropriate instructional and presentation methods with the right delivery method.

Facilitation and Presentation Tools and TechniquesObjective InformationState three examples of how a trainer can create a learning climate that helps adults learn.

Andragogical recommendation: relaxed, trusting, mutually respectful, informal, warm, collaborative, and supportive environment with openness, authenticity, and humanness.

Training for Dummies recommends: Create a safe haven for learning Create a comfortable environment Encourage participation Facilitate more than lecture

Discuss the benefits of understanding the course objectives, learning the material, practicing the delivery, and preparing good questions while

Understanding objectives = knowing performance expectation from learning event

Learn material = more confidence and capability in working with materials

Practice delivery = tests the materials/equipment and helps polish your presentation


preparing for a presentation.

Prepare questions = gains alternate perspective, checks for understanding, and generates learner participation

Discuss how basic classroom management techniques of starting and ending a session and setting expectations can enhance the learning experience for participants.

Starting session – can help create a safe learning environment and start building rapport with learners. Opening sets tone for training.

Setting Expectations – can reduce learner anxiety by clearly identifying what to expect for the training. It should include: introductions of participants, objectives, instructional techniques, evaluation expectations, and agenda (schedule). Star Fisher who wrote the original study guide notes, also recommends setting ground rules for behaviors in the room.

Closing – ensures learners receive credit for participation, can help learner plan transfer of learning to the workplace/life. It should include: key points and a WIIFM benefit for learners. This is what learners remember most. The trainer is usually responsible for providing certificates, collecting evaluations, and returning the classroom to its original state.

Explain the differences among icebreakers, opening exercises, and closing activities and provide one example of each.

Icebreaker – introduces participants to one another and helps them ease into program. Gets people involved and sends message that they will be participating in their own learning. Happens at the start.

Openers – set the stage and are activities that specifically relate to the topic.

Energizers and tension reducers – activities used when participants seem overly stressed or when the group is “flat.”

Games and brainteasers – can serve as introductions to problem solving competition, team building, and consensus-seeking activities.

Closing – activities help reinforce content and may include a call for questions and/or a call to action. They also may provide a celebration of accomplishment.

Explain how the use of voice and scanning the class for learning reaction can enhance the learning experience for participants.

Vocal quality provides part of our effective communication (along with body language and the word choice) and they provide a form of holding learners’ attention (varying pace, using good inflection). Watch pacing (110-113 words per minute recommended).


Watching learner body language can communicate to the facilitator when there is a need to re-define, offer alternate approach, or move on to the next topic.

Define facilitation. Facilitating means to “make easier.”Facilitation, in the training field, refers to making learning easier, both in content and in application.

List three activities that facilitate learning.

Facilitation Techniques Asking Questions Q&A Sessions Transitions Silence Active Listening Check in (“Are we on track?”) Avoid making judgmental comments Support the process (stay focused) Smile

“Excellent trainers are always facilitators first – presenters last.” Elaine Beich

Use questioning techniques to facilitate discussions.

Questioning skills involve active listening, paraphrasing, reflective questioning, and using wait time (silence).

Open-ended questions stimulate discussion. They have no one correct answer and encourage individuals to draw on their own experiences.

Hypothetical questions are a type of open-ended question. They often begin with, “What if …”

Closed-ended questions are also known as direct questions. They are used when the facilitator wants limited feedback. They are good for eliciting specific facts.

Socratic questions are the basis for rigorously thoughtful dialog. The facilitator professes ignorance of the topic and uses questions to draw answers out of learners.

Summarize the differences in presenting online versus presenting in the classroom.

Classroom (face-to-face) - limited class sizes, same geography, better body language communication, interaction in real time

Online - learners and presenter can feel disconnected from others in the training, can have very large class size in different geography (and time zones), body language communication is usually inhibited (even with web-cams), must compensate with many direct questions to assess learning. On the positive side, communication can be rich


with the use of visuals.Discuss one advantage of using flipcharts, overhead projectors, presentation software, and other training aids.

All can help clarify communication of concepts.

Use slides when: A presentation is formal and should present a

professional image The learner group is large The presentation will be repeated frequently

Use flipcharts when: Presentation is informal There are less than 20 participants in a small

training room There is little time or no budget You want to create visuals on the fly You want to generate part of the presentation

information (recording suggestions from floor) You want to keep multiple visuals visible by posting

on walls throughout class

Use whiteboards (or other types of boards) when: You want to build a description step-by-step Posting ideas, questions, or concerns Displaying sticky notes Using sticky notes to prioritize information

Use presentation software (e.g., PowerPoint or Prezi) when: Presentation is formal Presentation is repeated frequently Presentation needs frequent modification You want to be creative

See Table 36 for a synopsis on advantages and disadvantages of visual aids.

List one example of when not to use flipcharts, or presentation software.

All can be too complex, distracting, or inappropriate to communication in a learning environment.

Do not use slides: When the presentation is informal or not consistent

with atmosphere of learning event When one wants to be able to make changes before

the program on the fly

Do not use PowerPoint slides; Presentation needs flexibility


Presenter is uncomfortable with the technology Participants have seen too many PowerPoint

presentations

Do not use flipcharts: When the room/number of people is too large When presentation is formal (polished) If one has illegible handwriting When one presents same program regularly

Organizational/Cultural Differences in Learning PreferencesObjective InformationDiscuss how language, speech, environmental, and psychological factors can be barriers to communication during training delivery and provide one example related to each factor.

Barriers to communication are like light passing through a stained-glass window—each individual’s prior experiences (and cultural environments) tint the windows differently—in other words our experiences filter our interpretations of the messages sent in communication.

Barriers in:Language/Speech: accents, linguistics, gross translation errors, and nuance errorsEnvironment: Personal space (proxemics), technologyPsychology: social organization (including reactions to praise and motivation), contexting (how one communicates), authority, concept of time.

Explain how culture may affect and require a modification in training delivery.

Culture involves the way people look at the world, a shared value system. It has a direct effect on learning styles and effectiveness of delivery system (like e-Learning).

Trainers may need to balance different pace, technology, or self-directed learning or interactions to accommodate cultural preferences/biases.

A diverse audience requires that trainers speak clearly, are careful about giving feedback, check frequently for understanding, give instructions in the same sequence as they are to be followed, avoid single-country references, be careful with jokes or other potentially offensive remarks, and repeat information when necessary.

The trainer may have to make changes in the use of body language (e.g., emblems, illustrators, etc.), proxemics, rate of speech, and use of informal vs. formal delivery styles.

List one example of an emerging issue in adult

There are many differences in learning preferences, styles, and modalities.


education.The curriculum really did not cover this objective. Differences in learning styles and preferences are influenced by multiple generations in the workplace.Baby Boomers are feeling a need to “keep up.” They are less likely to fully retire—so they will be providing continuity of business knowledge and helping to fill the talent shortage predicted by the gap in new workers available to replace them. Many may be career changing with retirement, thus needing training in new skills.The X-er’s are shifting into a new development stage and find themselves having to gain interpersonal and team-focused skills as many of them tended towards being “keyhole kids” and used to solitary focus.The Y’er’s (Millennials) are still mostly in the stage of “pre-adulthood” where they may be an adult technically, but the “being responsible” aspect hasn’t turned on yet. They are very tech-savvy and work at a faster pace [comfortable with multiple stimuli happening]. They are more social than X-ers, but also more used to socializing via text messaging and web 2.0 features (like Twitter). Y’ers require fast-paced and challenging training; they want the Web 2.0 being part of the training interaction. Sometimes they have difficulty staying focused on a task unless they have strong motivation on it—like they get in playing video games (of course the goal action to motivation tends to be true for all ages).(Info about generations is from Jane “Star” Fisher.)

Preparing for DeliveryObjective InformationDiscuss the importance of adequate preparation to ensure effective communication during training delivery.

Preparation allows a T&D professional to: Present material in a professional manner Stay focused Communicate effectively Handle an interactive training environment

Recommended preparation includes: Learning about participants (job roles, why they are

attending, prior experiences related to topic) Prepare notes for support in case something goes

wrong Rehearse to ensure equipment, materials, timing,

and such are working well

Offered by Star Fisher …


Exaggeration and dramatic communication styles are helpful in presenting Instructor-led Presentations to gain attention, entertain [making training entertaining helps people feel relaxed and retain information], and emphasize on multisensual levels. Many presenters may not be comfortable with dramatic gestures, facial expressions, or voice tone to reinforce the communication on a multi-sensual level. Practicing the exaggerations and dramatics will make a person more comfortable when presenting.

Copyright and Fair UseObjective InformationSummarize how copyright and fair use laws relate to the production of materials for training delivery.

Training professionals must get permission and give credit appropriately when they use text, images, or sounds created by someone else! Finding resources online does not give you permission to use other people’s intellectual property in your training.Fair use does not apply to training within for-profit companies or in situations where participants pay for training.Fair use does include sharing a small portion of another person’s intellectual property and attributing credit to the creator.

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