I have just had been on a day’s training course in work (from an external supplier). Now the guy probably knew his stuff but was obviously NOT a trainer and this experience reminded me of my previous role working in adult education and made me think of…
… what NOT to do when running a learning course
- Do NOT start off in a bored flat tone and bring the energy of the room right down
- Do NOT forget to introduce yourself at the beginning and ask participants to do the same
- Do NOT come unprepared and bounce from one topic to another in haphazard manner
- Do NOT omit to state what the objectives of the day are and most importantly, ask participants what THEY want to achieve from that day
- Do NOT neglect to ask participants about thier previous experiences and adapt the course to their level (s)
- Do NOT forget to make the course relevant and adapt examples to participants roles/context and instead stick rigidly to your own schedule
- Do NOT plough through your PowerPoint, never pausing to encourage participants to comment or contribute
- Do NOT forget to take a temperature check on how participants are getting on and making sure everyone is comfortable before moving on
- Do NOT overlook giving your participants the opportunity to play with the technology and practice newly acquired knowledge
- Do NOT start explaining an important concept that takes 30 mins 10 mins before lunch
- Do NOT use lines such as “I wouldn’t say this is boring but.. “ , “don’t worry about that .. you don’t need to know about that” or “ don’t worry, the coffee is coming”
- Do NOT forget about debate, discussion and group learning
- Do NOT forget to have a bit of fun; adults generally like learning
- Do NOT forget the chocolate
- And do NOT make participants feel like they would have had a much more productive and enjoyable learning experience if they had taken the day off and studied videos on You Tube
**in fairness to this trainer, there was a lot of internal technical issues which were very distracting and when he was asked to do so, he was happy to stop and go through specific examples.
- The need to know — adult learners need to know why they need to learn something before undertaking to learn it.
- Learner self-concept —adults need to be responsible for their own decisions and to be treated as capable of self-direction
- Role of learners’ experience —adult learners have a variety of experiences of life which represent the richest resource for learning.
- Readiness to learn —adults are ready to learn those things they need to know in order to cope effectively with life situations.
- Orientation to learning —adults are motivated to learn to the extent that they perceive that it will help them perform tasks they confront in their life situations.