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A Training Process That Turns Them On!

by Melissa Otis

Do you like to see light bulbs going off over people’s heads when they understand something?  For one who has studied and practiced in the adult education field, I have experienced these moments and it is amazing.  There is a process I use to design and facilitate adult education programs that I’ve found to be very effective.  I recently used and taught this process to train non-adult educators to plan, design, and deliver a training program with much success.  The steps are iterative; always subject to reevaluation and change as new insights appear.

First, one must understand the real goal of the program.  The goal must be narrowed until the true intention of the program’s purpose is identified.  From that moment on, the goal will be the ‘destination’ of the learning event, keeping the program design focused on that specific objective.  For example, one might say their goal is to take a trip, when the real goal is they want to go to Pittsburgh and see the Pirates!

The second step is a task analysis.  If the designer is not a subject matter expert (SME) they need to do some research.  This may involve literature review, observation, and interviewing one or more SME.  What the designer wants to know is: how does the SME or ‘competent performer’ accomplish a task, process, or exhibited behavior that needs to be learned by others?
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Next, is the needs assessment. What is the “gap” between what the competent performer does and everyone else?  It is the missing process, behavior, or knowledge within this “gap” that will be emphasized in an adult education program.  Of course, the missing information will be connected to what people do know for easy transference of learning.

The fourth step is to create performance objectives for the gaps the designer found in the needs assessment.  Well written performance objectives cover three characteristics: the desired demonstrated performance, in a specified environment, and the measure for success.  For example an objective might read: Participants will be able to list the three parts of an objective in a classroom setting with 100% accuracy.

Next, the designer will draft the evaluations or skill checks for the program.  There should be some kind of a skill check for each objective, performed at the end of that specific topic. In the words of Adult Education professor and author, Jane Vella, evaluations assist the adult educator to assess “How do you know they know?”  Recall I said this is an iterative process and the skill checks might change during the actual arrangement of the program.  However, if the designer drafts the evaluations now, they will be focused on the performance objectives and it is easier to identify the type of skill check to use for that specific performance.  For example, if the objective calls for participants to analyze something, I will likely choose a case study versus a test. 

The sixth step is to sequence information in a logical manner, providing context around the big picture, and then building on complexity as the participants learn new concepts, tasks, or behaviors.  It is vital that information be categorized in a logical order for participants to remember what they are being taught.

Once the sixth step is completed, the fun begins.  This is where the designer of an adult education program can really get creative.  The seventh step is where the designer considers activities and themes.  Understanding that there are numerous types of learners, a designer of adult education programs will incorporate a variety of activities to reach the different learning styles.  The simplest grouping of learning styles is: visual (see), auditory (hear), and kinesthetic (do).  There are many theories around learning styles, one of my favorites to work with is accelerated learning styles (acronym: SAVI): Somatic (physically doing to create a body memory), Auditory (hear & speak), Visual (see), and Intellectual (reflect & visualize).

The next steps are to create a participants’ guide and then the facilitator’s guide.  Some prefer the other way around, but I like the order as suggested above.   It is likely just a personal preference, but I find that by creating the participants’ guide, copying it, and adding the facilitator’s notes to it, is easier than the other way around. In addition, it keeps the program focused on the participants, whom the program is really for.

The rest of the steps involve preparing for the actual delivery of the program.  The designer and the program facilitator may or may not be the same individual.  As soon as I know the dates of the program, I reserve the room I want.  The earlier the better!  There is nothing that will adversely affect a learning program quicker than an uncomfortable, too small, too cold, too whatever room.  Attention to this detail is important.  It helps to create a learning environment and encompasses environmental, social, and psychological factors.  I also reserve the room for the afternoon before; the reason will become apparent in a subsequent step.

Likewise, reserving any equipment for the program as soon as possible is just as important as quickly reserving the room.  The facilitator’s guide should specify what audio – visual equipment will be needed.  Again, the facilitator should reserve the equipment for the afternoon before the program commencement date.

Until the day of the program, the facilitator will practice it until it is nearly or even entirely memorized.  This level of preparedness is important for many reasons: flow of the program, respect for the participants, comfort level of the facilitator, and credibility.

The afternoon before the program, the facilitator should get the equipment they need and set it and the room up.  I’ve also found reserving the equipment the day before saves the anxiety of not being able to find it, as invariably someone has taken the needed equipment without signing it out.  Further, the facilitator should check the equipment for soundness and working parts.  Better to discover the overhead’s light bulb has burned out the afternoon before than during the program. Tables and chairs should be arranged in the appropriate formation to the program, accounting for personal space. And, I always check that every participant’s place can see the overhead, flip charts, or whatever visual aids I am using.

At last, it is the day of the program.  The facilitator should come early.  They will do a final check of the equipment and be there to greet the participants as they arrive.  If there is food involved, the facilitator may need to coordinate this in the morning as well. 

Finally, the facilitator should relax (they are well prepared if they’ve followed these steps!), have some fun, and get ready for a great learning experience of your own.  I have found if the right environment has been set, I learn as much from the participants as they learn from me.

And, don’t forget to distribute and collect evaluation surveys at the end of the program IF you are going to facilitate it again.  If this is a one time only program, there is little to no reason to collect evaluation surveys unless the facilitator wants to get personal feedback. If that is the case, questions should be about the facilitator, NOT the program.  If the program is going to be delivered again, facilitators should use the information they receive to make the program better as soon as it is feasible.  Again, if the information is not going to be used to refine the program, don’t waste participants’ time to fill them out.

Designing and / or facilitating adult education programs can be a great collaborative experience when the programs are prepared and delivered with purpose and some attention to detail. Watching the “Ah Hah” wattage of light bulbs going off that would light the city of New York is the best reward an adult educator can experience. 

Melissa Otis has 8 years of Training design and facilitation experience. She has a MS in Professional Leadership with a concentration in Training & Development. Contact her at 412.635.9459 or motis@bellatlantic.net .

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