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If you are like most professional development planners, you have no doubt suffered through a session where a presenter with impeccable subject-matter expertise stepped up to the lectern—and everything went straight downhill from there. Perhaps the hapless speaker lacked an understanding of how to teach adults, or which content was most important, or how to deliver information in interesting, learner-friendly ways. But the lesson for both the speaker and you was clear:
Knowing a subject is not the same as knowing how to teach it.
That’s why it’s so important for you to invest the time in training your non-trainers to train. For purposes of this article, I will assume that your association uses subject-matter experts (known as SMEs) who already have the necessary knowledge, skills, and positive attitude to perform the job you want them to train others to do. But to offer high-quality professional development, your SMEs need to learn an abbreviated version of what professional trainers call “the knowledge and skills transfer process.” This requires enough knowledge of instructional design to document the necessary class content and prepare training materials before they get started, and use the best classroom facilitation techniques once they’re in front of their audience.
Here are the steps SMEs should follow to conduct effective training sessions for your association.
Before designing a session, become familiar with the principles of adult learning and learner styles.
SMEs may feel that once they tell or show their session participants what they need to know, these participants have been trained. Wrong! SMEs must realize that not everyone learns the same way they learn—or the same as each other. Then they must see why it’s so important to use a variety of facilitation techniques to present information, develop skills, and reach as many people in the class as possible. Once SMEs see the why behind training design, they are more likely to accept the design process.
To help your SMEs understand both the whys and the whats, start by providing them with a summary version of the principles of adult learning. You’ll find several helpful sources in the Resources list at the end of this article.
Write SMART learning objectives.
SMEs don’t have to become experts in such learning-design intricacies as the theory behind in writing objectives. But SMEs should understand what a learning objective is: the baseline statement for what participants will know, do, or “get” within the time frame of, and using the tools provided in, the training session.
The rest of the training design and delivery stems from developing SMART learning objectives—ones that are Specific, Measurable, Attainable, Realistic, and Time-sensitive. To develop these objectives, SMEs should learn to:
- Analyze the knowledge and skills that already exist in the current work (or volunteer) situation and compare them to the knowledge and skills needed to create the new situation (the reason for the training).
- Determine the steps to take during the training session to bring the participants from their current state to the new state (to bridge the learning gap).
- Consider how long the training session will be. What can the learners realistically learn and do within the time frame of the session?
- Identify specific behaviors (action verbs) that can be measured (observed) within the time frame. These become the learning objectives.
Organize content to achieve the learning objectives.
A great deal of learning and skills practice is facilitated through a variety of training methods. A SME should learn to incorporate different methods to present content throughout the training session, including brainstorming, role playing, solving problems through real-life scenarios, and group discussions between participants.
As training time is always limited, SMEs should not overwhelm participants with more information than they really need. The session’s learning objectives should serve as the outline to help SMEs provide only the content participants must know. It’s natural for a SME facing time limits to protest, “But I have so much to teach them!” Perhaps. But staying on schedule is vital. If participants need more resources and tools than SMEs have time to provide, encourage them to offer participants written documents, quick-reference cards, online help, or refresher training sessions at later dates.
Decide on supporting methods and materials that enhance the content.
At a minimum, participants should receive handouts for note-taking and to use as resources to refer to later. The handouts may also include examples and scenarios used during the training as well as tips to make processes more effective. Consider offering copies of actual user guides or operational manuals so participants learn how to use the documentation already at their disposal.
Use techniques to facilitate an effective learning environment.
This is the point at which SMEs learn and practice ways to manage a classroom. Among the facilitation skills they should learn:
- handling questions;
- dealing with difficult participants;
- encouraging participation from quiet people and controlling the contributions of dominant ones;
- what to do when someone does not meet the end criteria of the training; and
- handling themselves in front of a class (grooming, mannerisms, using equipment, where to stand, voice projection, and overall personality issues).
For help with specific techniques, see the Resources list at the end of this article for information on how to get a copy of my “Tips for Facilitating a Workshop.”
Evaluate the training session to improve future sessions.
SMEs can integrate evaluative tools into the actual training session by encouraging questions and conducting skill practices. But they should also use a feedback form at the end of the session to learn how effective they were and what they could improve in future training materials and delivery. (This feedback will also be useful for professional development staff responsible for recruiting the best trainers next time.)
One last thing. At the beginning of this article I mentioned that the best prospective SMEs have knowledge, skills, and a positive attitude. Attitude is so important. Given the heavy daily demands everyone grapples with, many prospective trainers may not see how taking on additional responsibilities develops both their leadership and interpersonal skills. But your willingness to train your non-trainers will give them the encouragement they need to get the greatest benefit from accepting the challenge of training others. The result will be invaluable enhancements to their careers and the profession your association serves.
Resources
Books
- Creative Training Techniques Handbook: Tips, Tactics, and How-To’s for Delivering Effective Training, 2nd Edition. By Robert W. Pike and Philip Jones (Lakewood Publications, 1994). From the publishers of the Creative Training Techniques newsletter and Training magazine, this guide includes information about how adults learn.
- The Accelerated Learning Handbook: A Creative Guide to Designing and Delivering Faster, More Effective Training Programs. Dave Meier (McGraw-Hill Trade, 2000). Includes information about how adults learn.
- Games Trainers Play by John W. Newstrom and Edward E. Scannell (McGraw-Hill, 1980). Others in the series: More Games Trainers Play and Still More Games Trainers Play. Collections of activities, brain teasers, and techniques for trainers and presenters, plus reproducible worksheets.
Online resources
- Superlearning Web site, www.superlearning.com. A source of books, articles, music, audiotape programs, and other learning resources.
- “Tips for Facilitating a Workshop.” This three-page .PDF document (Adobe Acrobat Reader viewable and printer-ready) by author Sylvia Henderson contains tips on preparing for and facilitating a workshop or training session. To get a free copy send an e-mail with “Workshop Tips Request” in the subject line to Sylvia@SpringboardTraining.com.
Professional groups
- American Society for Training and Development, www.ASTD.org. Offers a variety of resources and publications on the training process.
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