This little guide helps those managing, creating, delivering or evaluating training and instruction. It can also make a great "brief" for those thus engaged to share with their program managers, directors, leaders, etc. so they can understand WHY you do what you do and WHY you are asking for the kinds of support you are.

1. Me
Helping Others
Learn
Facilitating Performance On The Job by
Improving Training Design/Delivery

2. Helping Others Learn
Table of Contents
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3. Helping Others Learn
Helping Others Learn
About This Booklet
Overview Understanding how people learn, and what you can do to
facilitate that process, is your key to helping prepare people
for their real jobs in the real world. As a subject matter expert
or training instructor, you have a unique opportunity to
influence the on-the-job performance and behaviors of others.
What’s Inside This booklet will help you by providing some useful
information to help you help others learn. It includes some
basics regarding:
• How adults learn
• Training design and delivery
• Enhancing retention of learning
• Resources and training tips/traps
People will perform with excellence IF
they:
• Have well-defined jobs
• Are capable of doing the job
• Know what is expected of
them
• Have the necessary skills and
knowledge
• Receive feedback on how
well they perform
• Perceive and receive rewards
for performing as desired
ENJOY THE READING AND…GOOD LUCK ON YOUR LEARNING EVENT!
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4. Helping Others Learn
Before We Begin
Something to Think About
Overview This section surfaces some assumptions and expectations that are often made
of those taking the lead in helping others to learn. It is important to review
these before we begin our discussion of the mechanics of learning.
Assumptions The following are assumed to be true about you and your involvement in
developing the knowledge, skills, attitudes, and abilities of others.
• You are a subject matter expert on the training your are
designing/delivering
• You are knowledgeable about basic adult learning theory and
techniques
• You have some experience as a trainer/learning facilitator
• You have some level of “business literacy” – meaning you understand
your company’s business, and where the training you are involved
with will help others meet their individual, group, and organizational
goals.
Expectations The following are some of the expectations others may also have of you:
• You have thoroughly mastered the content of your course before you
attempt to teach it
• You are thoroughly familiar with the course materials and objectives
• You will be a good leader, listener, and observer in class (i.e. be
“student-centered”
• You will be innovative, caring, adaptive, and flexible as you work to
help others learn and master the training objectives
• You will make yourself available to learning event participants
NOTE: You should identify your own expectations and get alignment between yours and those of
your learning event participants. Don’t leave learning to chance. Plan your learning event and
work your plan!
Continued on next page
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5. Helping Others Learn
Something to Think About, Continued
Instructor The following are offered as suggestions – not rules – to help ensure you and
Guid your learning event participants have a positive experience together.
ance
• Come to class prepared – instructor and participant!
• Together – create a positive learning environment
• Cover the objectives – first, last, and always!
• Give participants lots of practice
• Provide both motivational and development feedback
• Be available; focus on participant learning needs
• Manage expectations – yours and theirs!
Adult learners can be demanding creatures. Work with them to meet their needs not against
them. Facilitate their learning, don’t dictate!
S.P.I.C.E. As a subject matter expert and/or instructor, it will be helpful to remember the
It Up! following learning event elements. The acronym SPICE will help you
remember them as you design and deliver your learning event.
• Student – Who are they and what are their needs?
• Process – What is the best way to meet those needs?
• Instructor – How can you facilitate (make easy/easier) the process?
• Content – What are the objectives of the course?
• Environment – The learning and workplace environments look like?
NOTE:
This booklet, or the instructor’s package for your particular course, is not in any way intended
to limit your flexibility, creativity, or adaptability in class. It is, however, designed to facilitate
the delivery of effective, student-centered, performance-based instruction.
Remember, the content of your course will be challenging enough to your learners. The time to
cover the objectives will be limited. Using the tips, suggestions, and resources in this booklet can
help you conduct a more successful course – one that accomplished the learning objectives and
meets both your and your participants’ expectations.
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6. Helping Others Learn
Starting On The Right Foot
Beginning with the End in Mind
Overview This section provides some advice on getting started with your leaning event.
Remember, the best way to take care of your learners is to ensure they are
successful in mastering the learning objectives. That way, upon completion of
the learning event, they can return to their “real world of work” and perform
the new skills/tasks better, faster, and more efficiently.
Take You are encouraged to take ownership of your course. Sharing your
Own experiences and knowledge will help “put a face” on the concepts, principles,
ershi processes, and procedures you may be teaching. It will be up to you to turn
p “dry” material into an exciting learning adventure. Every course can be fun to
deliver. Just be your natural self and let your participants be their natural
selves. Together, you both will be successful.
Understanding It is crucial you – of all the stakeholders– understand the context for your
the learning event.
Lear
ning • For many people, this may be the only chance they have to attend
Even
t training. Therefore, they HAVE to “get it.” It is crucial that your
course be very student-centered. It is about THEM and their needs!
• Your participants are adult learners. As such, they bring a wealth of
experience into the learning event. They will be looking for their time
to be well spent, relevant to their needs, jobs, and expectations. They
will want your event to prepare them to be successful on the job. Add
value with your expertise and instruction.
• Participants will see YOU as THE expert. They will be looking to you
to make the course content come alive. Having lots of clear examples,
anticipating their needs and questions, and being accessible are all
important to your success. Be there for THEM!
• Your course helps lay a foundation for participant success back on the
job. Its content must be presented in a clear, concise, and non-
confusing manner. It is much harder to “unlearn” something than it is
to learn it. Teach it right the first time!
Continued on next page
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7. Helping Others Learn
Beginning with the End in Mind , Continued
Understanding • You will not only be teaching facts, concepts, principles, processes,
the and procedures, but you will be role-modeling the behaviors expected
Lear of course participants when they return to the workplace. You will
ning
have to be “ON” for the full length of the course. It will take stamina.
Even
t
(cont • Sometimes, in spite of your own best efforts, course material (theory,
inue data, terms and definitions, etc.) can be tedious and boring to one or
d) more of your students. Especially when you have groups with mixed
backgrounds and experience levels. It will be up to you to breath
energy and life into your course material. The process will require all
your talent, skill, good humor, and patience. Be prepared.
• Let the learner’s needs and course materials provided guide the
instruction. Get your learners interacting with the content at a good
pace, in a positive environment, and led by an instructor who cares
that they are successful.
• Finally, it is said that just three things are necessary for successful
learning:
1. Quality effort (motivation)
2. Time on task (opportunity)
3. Meaningful feedback (reinforcement)
Make sure you create a learning environment that provides all THREE!
Don’t Drop the Ball…Plan, Prepare, Execute and Evaluate/Improve!
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8. Helping Others Learn
Facilitating Adult Learning
Getting the Basics Down
Overview This section presents a brief overview of adult learning theory. It is not the
intent of this booklet to make you an expert. However, having a solid
foundation in the basics will help you understand and interpret both the
recommendations in this booklet and those things you will observe in your
learning events.
Evaluating The effectiveness of learning events is typically evaluated using Donald
Trai Kirkpatrick’s Four Levels of Training Evaluation. Understanding each
ning evaluation level allows you to “begin with the end in mind” and guide your
actions to ensure effective learning and transfer of skills to the workplace.
1. REACTION – Did participants like the learning event?
2. LEARNING – Did participants learn what they were supposed to?
3. BEHAVIOR CHANGE – As a result of attending your learning
event, did their workplace behaviors/performance change (do they
now do their work more efficiently and effectively)?
4. RESULTS – As a result of the learning, the behavior changes, what
kinds of results participants have achieved individually, in their larger
work groups, and by their organization?
How Adults According to David Kolb, adults learn best through experience. He outlines a
Lear complete “learning cycle” that we need to progress through to maximize our
n learning:
• EXPERIENCE – Activities (thinking, feeling, physical)
• REFLECTION/INQUIRY – Thoughts, feelings, importance,
meaning, questions, and problems we may generate from those
experiences
• UNDERSTANDING/CONCEPTUALIZING – The “sense” and
mental models we make of our reflections and inquiries
• DECISION/ACTIONS – “Acting out” our understanding and
accommodating our mental models to our real work of experience
Continued on next page
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9. Helping Others Learn
Getting the Basics Down , Continued
Learning Benjamin Bloom identifies learning outcomes ranging from the basic to more
Outc complex. In conducting a learning event, it is crucial that YOU are clear as to
omes what your intended outcomes and learning objectives are. Just keep asking
– yourself, “What do you want them to DO back on the job?”
Wha
t Do
You • KNOWLEDGE – The recalling of specific bits of information; little
Wan or no comprehension is required (i.e. names, dates, titles, definitions)
t •
The • COMPREHENSION – Understanding the meaning of the
m To material/course content (i.e. the concept of Freedom or Love)
DO?
•
• APPLICATION – using methods, concepts, principles, etc. in new
situations (i.e. decision-making, planning, interpreting, etc.)
•
• ANALYSIS – Breaking down information into its basic elements (i.e.
trouble-shooting a circuit, looking for a “root cause.”)
•
• SYNTHESIS – Putting together new elements or parts to form an
original result (i.e. creating a new work process from collected data
and diverse employee inputs)
•
• EVALUATION – Making value judgments; applying standards or
decision-making criteria (i.e. using Kirkpatrick’s Four Levels to
evaluate your training course)
Learning Event Every training or learning event contains some mixture of the following
Cont content types. Make sure your event has the right mix!
ent
1. FACTS – discrete, one-of-a-kind bits of information
2. CONCEPTS – things with common attributes; meaning
3. PRINCIPLES – Rules, guidance, cause-effect statements
4. PROCESSES – Ordered sequence of group activities
5. PROCEDURES – Ordered sequence of individual activities
Continued on next page
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10. Helping Others Learn
Getting the Basics Down , Continued
The “Laws” of Edward Thorndike identified the following “Laws of Learning” as
Lear contributors to effective learning, retention, and transfer back to the
ning workplace.
1. PRIMACY – First things taught tend to be retained best
2. RECENCY – Last things taught tend to be retained second best
3. ASSOCIATION – Linking what is already known to the new
knowledge, skill, attitude, or ability being taught/trained
4. RELEVANCY – Establishing value for training to the participants
(i.e. What’s in it for ME?)
5. INTENSITY – The more dramatic, challenging, fun the experience
the better the recall
6. EFFECT – Basically, behaviors followed by positive outcomes are
strengthened (people will try to continue to do them) and behaviors
followed by negative outcomes are weakened (people will quit doing
them)
7. READINESS – People learn better when they are prepared for the
learning experience (pre-work, prerequisites, assessments, attention
getting, etc.)
8. REPETITION – Lots of practice, performing a new skill repeatedly,
use of standardized formats, terms, models, images/icons (especially
on e-learning and computer based learning)
Continued on next page
They can’t take the learning back to work if you don’t get them involved in “school” first
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11. Helping Others Learn
Getting the Basics Down , Continued
Enhancing Educator Jay Felder and the National Training Institute came up with the
Rete following chart to show how different levels of participation and instructional
ntion delivery affect retention. The bottom-line…the more involved and active
and your participants are the better they learn and retain the new knowledge, skill,
Tran
attitudes, and/or abilities.
sfer
Learner Types There are three basic learner types.
• Auditory – those who prefer listening, reading, sounds, music
• Visual – those who prefer symbols, pictures, videos, graphics
• Kinesthetic/Tactile – those who prefer movement, hands-on, doing
In the American population, the percentages breakdown like this:
• Auditory – 5 to 10%
• Visual – 40 to 45%
• Kinesthetic/Tactile - 45 to 55%
The bottom-line to remember is that you should use lots of effective visuals
and give learners something to DO!
Continued on next page
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12. Helping Others Learn
Getting the Basics Down , Continued
The Nine Robert Gagnè identified nine events (conditions of learning) needed to
Instr facilitate learning acquisition, retention, and transfer/application. They
uctio provide a very handy framework for ensuring you “cover all the bases” in
nal your learning events.
Even
ts
The Nine Events can be grouped into three categories:
OPENING ACTIONS:
1. Gain learner attention/break preoccupation with their own thoughts
2. State, clarify the intended learning objectives
3. Review, identify prerequisites or previous learning relevant to the
course objectives; pre-test/assess to ensure participants are prepared to
learn
DELIVERY ACTIONS:
4. Present the course material/content/information
5. Provide necessary learning guidance, task direction, and support
6. Provide adequate opportunities to practice
CLOSING ACTIONS:
7. Provide meaningful feedback on performance (motivational AND
developmental)
8. Post-Test/Assess performance according to the course objectives
9. Enhance retention and transfer of the learning back to the workplace;
recognize and reward; celebrate accomplishing the objectives; conduct
action planning for applying the new skills and knowledge
Effective learning is not magic…it just takes proper planning and preparation!
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13. Helping Others Learn
Delivery Options
Creating a Positive Learning Experience
Overview Environment is one of the key contributors (or distracters!) to effective
learning, retention, and transfer. This section contains some helpful
suggestions for improving your delivery.
Topics In this section we will cover five key contributors to a positive learning
environment:
1. Sequencing of course content
2. Pace of delivery
3. Time Management
4. Questioning techniques
5. PowerPoint Tips/Traps
SEQUENCE Sequencing refers to the amount, types and order in which instructional
content is presented (what and when).
Amount We can generally process/recall bits of information in groups of seven (plus
or minus two). That means, it is important, especially when covering long
lists of topics, terms, definitions, names, dates, etc. to break them into more
manageable chunks. Using labels on each chunk makes it easier to retain.
This booklet, for example, uses this technique by taking each topic, breaking
it into small, concise blocks and then labeling each block. Additionally, lots
of white space and lines are used around/between blocks to aid in keeping the
focus on the individual topic and to make it easy to locate information.
Types Course content is generally broken into three types:
• Information to be presented (things you want them to KNOW)
• Activities to be performed/practiced (things your want them to DO)
• Attitudes you want them to display (things you want them to FEEL)
Continued on next page
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14. Helping Others Learn
Creating a Positive Learning Experience , Continued
Order The order in which course content is presented can dramatically affect the
amount of learning than happens. Remember the “Laws of Learning?”
Course material can best be arranged according to:
• Simple to complex
• Basic to advance
• General to specific
• Known to unknown
• Just-in-Time (immediately before they need to complete an
assignment/activity requiring the new information, knowledge,
attitude or ability
PACE Pace is the tempo, the speed, at which the course is delivered. Generally
speaking, a varied pace works better than a consistent pace that is too slow or
that is too fast. Participants are the best source of feedback on whether your
pace is effective. Check with them periodically during the session.
TIME Master trainer Bob Pike offers two helpful models for managing your time
MANA in a course effectively. He recommends dividing up your course into
GEME several 20-minute cycles instead of one long event. Each cycle contents
NT three elements. You can enter at any point and use either cycle. The idea is
to mix it up and vary the delivery.
A-D-A: Activity, Discussion, and Application
E-A-T: Exercise, Awareness, Theory
• In the first cycle, ADA, you conduct an activity, facilitate a
discussion, and then look for/practice application.
• In the second cycle, EAT, you conduct an exercise, discover the
things participants became aware of as a result of the exercise, and
then present the theory/rationale behind their observations and/or
the learning objectives.
Continued on next page
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15. Helping Others Learn
Creating a Positive Learning Experience , Continued
How to Spend Here is an example of how you might spend 60 minutes of instructional time.
Your
Time TIME ALLOTED
Wise ACTIVITY
ly
5 minutes
Introduction/Overview/Objectives
2 minutes
Transition/Set up of first learning point
20 minutes
Conduct an EAT cycle around a single learning point
5 minutes
Review/Transition to second learning point/cycle
20 minutes
Conduct an ADA cycle around a single learning point
5 minutes
Review/Discuss/Clarify/Summarize
3 minutes
Transition to next learning cycle
Use the Clock! Educator Bernice McCarthy suggests using the clock to pace you. She
recommends:
• Conduct a learning activity or exercise for 15 minutes
• Facilitate a discussion, reflection activity, or inquiry exercise for 15
minutes.
• Present concepts/principles/theory for 15 minutes
• Wrap up the session with 15 minutes of application, practice,
performance assessment, or other activities to enhance retention and
transfer of the learning.
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16. Helping Others Learn
QESTIONING Questions are an instructors AND a participant’s best friend. Using them
TEC effectively can help liven up the environment, pace, and learning!
HNI
QUE
S
Types Most questions can be classified as:
• Direct – question is directed to a specific participant
• Indirect – question is directed to anyone in the group
• Open – any answer is acceptable or no specific answer is expected
• Closed – only one “right” answer is expected
The goal is to mix up your questions and use a combination of these types.
Continued on next page
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17. Helping Others Learn
Creating a Positive Learning Experience , Continued
PowerPoint PowerPoint is a wonderful tool for visually presenting your course materials.
However, it is ONLY A TOOL and should not be allowed to dominate your
instructional delivery. Below are some helpful suggestions regarding the use
(or non-use!) of PowerPoint.
• Position the projector so all participants can see clearly each slide
• Do NOT read the slides. Let the audience read them. Your words
should amplify, clarify, and expand upon the information being
projected on the slide. Add value.
• IF you must read a slide, ask a participant (or all participants) to do it
• Use large fonts and only a few words on each slide
• Use pictures, symbols, graphs, etc. as much as possible instead of
words. Make them large enough to see.
• Do NOT use long lists of terms, titles, names, numbers, etc. Break
them up into smaller chunks, label them, and separate by lines, space,
etc.
• Use color carefully! Generally, use three or less colors per page.
• Use bright colors (red, orange) for titles and highlighting important
information. Use dark colors (black, deep blue) for text.
• Many PowerPoint templates use a dark background and light text.
While this may work on the computer, most of the time these
templates do not project well. Use light backgrounds (white, yellow,
pastel) and large, dark (black, deep blue, brown) text.
• Check out your slide presentation from the participant’s view. Project
it on a wall and then go sit where a learner might sit. How does it look
from there?
• Keep the number of slides to a minimum! Avoid “death by
PowerPoint.”
• Break up the presentation of slides with an activity, an exercise,
discussion, etc. Cover or turnoff the projector during these times. Give
your audience a mental and physical break.
• Use clip art and pictures sparingly. Avoid clutter!
• Keep PowerPoint animations and sound effects to a minimum. They
can become extremely distracting after the first couple of times.
• Use humor – appropriately of course
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18. Helping Others Learn
Resources
Be a Good Observer!
Overview This section presents a short list of resources for instructors. However, the
best source of assistance will be other instructors. Get to know them, observe
what they do (and don’t do!). Read, read, and read. Become an expert
observer of the learning and presentation process.
WEB SITES A few helpful Web sites for instructors include:
• Donald Clark’s Training Super site: www.nwlink.com/~donclark/
• Bob Pike Group (formerly Creative Training Techniques):
www.bobpikegroup.com
• Games by Thiagi (for increasing participation and adding some fun!):
www.thiagi.com/freebies-and-goodies.html
• American Society for Training and Development: www.astd.org
• Presenter’s University: www.presentersuniversity.com
• Presenters Online: http://208.152.64.46/training/train_tutorials.html
• PowerPoint Helps:
• www.powerpointers.com - PowerPointers
• www.microsoft.com/office/powerpoint - Microsoft
• www.actden.com/pp/Online PowerPoint Tutorial
Magazines Here are some training/presenting industry magazines.
• Training and Development (ASTD publishes)
• Training Magazine (has a great website: www.trainingsupersite.com )
• Presentations Magazine
• Meetings Magazine
• Online Learning Magazine
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19. Helping Others Learn
Continued on next page
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20. Helping Others Learn
Be a Good Observer! , Continued
Books There are literally thousands of excellent books on learning, training design
and delivery, and presentation tools and techniques. Here are a few of them.
• ABOUT LEARNING – Bernice McCarthy
• THE 4MAT SYSTEM – Bernice McCarthy
• THE ADULT LEARNER – Malcolm Knowles
• EXPERIENTIAL LEARNING – David Kolb
• TELLING AIN’T TRAINING – Harold Stolovitch & Erica Keeps
• THE NEW SIX PACK – Robert Mager
• TROUBLESHOOTING THE TROUBLESHOOTING COURSE –
Robert Mager
• ACTIVE LEARNING – Mel Silberman
• LEARNING AS A WAY OF BEING – Peter Vail
• INSTRUCTOR EXCELLENCE – Robert Powers
• YOU ARE THE MESSAGE – Robert Ailes
• THINKING ON YOUR FEET – Marlene Caroselli
• INSTRUCTIONAL TECHNIQUE – Ivor K. Davies
• THE ART OF COMMUNICATING – Bert Decker
• YOU’VE GOT TO BE BELIEVED TO BE HEARD – Bert Decker
• THE CONDITIONS OF LEARNING – Robert Gagnè
• CREATIVE TRAINING TECHNIQUES – Bob Pike
Don’t forget all the great resources available online.
Improve YOUR performance as a Learning Facilitator!
20

21. Helping Others Learn
Be a Good Observer! , Continued
Books There are literally thousands of excellent books on learning, training design
and delivery, and presentation tools and techniques. Here are a few of them.
• ABOUT LEARNING – Bernice McCarthy
• THE 4MAT SYSTEM – Bernice McCarthy
• THE ADULT LEARNER – Malcolm Knowles
• EXPERIENTIAL LEARNING – David Kolb
• TELLING AIN’T TRAINING – Harold Stolovitch & Erica Keeps
• THE NEW SIX PACK – Robert Mager
• TROUBLESHOOTING THE TROUBLESHOOTING COURSE –
Robert Mager
• ACTIVE LEARNING – Mel Silberman
• LEARNING AS A WAY OF BEING – Peter Vail
• INSTRUCTOR EXCELLENCE – Robert Powers
• YOU ARE THE MESSAGE – Robert Ailes
• THINKING ON YOUR FEET – Marlene Caroselli
• INSTRUCTIONAL TECHNIQUE – Ivor K. Davies
• THE ART OF COMMUNICATING – Bert Decker
• YOU’VE GOT TO BE BELIEVED TO BE HEARD – Bert Decker
• THE CONDITIONS OF LEARNING – Robert Gagnè
• CREATIVE TRAINING TECHNIQUES – Bob Pike
Don’t forget all the great resources available online.
Improve YOUR performance as a Learning Facilitator!
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