| A training program doesn't just happen. After long | | | | this particular house. |
| research and worry and planning, after reorganizing, | | | | Conversely, the trainer can use the proper participant |
| whittling, second-guessing and wordsmithing, a training | | | | materials and learning activities, follow the lesson plan, |
| design gradually takes shape. The final lesson plan | | | | have the necessary training expertise and tools, and |
| identifies thoughtfully conceived learning goals and | | | | understand the adult learning process and how the |
| learning objectives, and plots out a variety of learning | | | | different training modules relate to each other, and still |
| activities carefully selected to provide specific | | | | provide a training program that does not satisfy the |
| knowledge and skill sets. Participant materials are | | | | participants. |
| developed, along with supplementary handouts and | | | | There are two reasons for this. First, the trainer may |
| audiovisuals. | | | | know that the client wants this particular training. |
| In anticipation of the training day, the trainer trusts that | | | | However, the client may have misunderstood or |
| the different phases of the lesson will play out as | | | | misrepresented the actual training needs, misidentified |
| planned, the training modules and learning activities will | | | | the appropriate target audience, or scheduled the |
| flow smoothly, and the participants will be engaged to | | | | training at an inopportune time. The client may have |
| learn what they are supposed to learn. | | | | chosen to fill space in the classroom with individuals |
| That is what every trainer hopes and prays will | | | | who have no need for the training. If the training is |
| happen. And when it does, when the training design | | | | focused on the wrong topic, or if the wrong people are |
| works and the facilitated program accomplishes what | | | | in the room, it is perfectly understandable if the |
| it was designed to do, the sense of gratification and | | | | participants are not pleased. |
| validation is amazing! | | | | Of course, a seasoned trainer will adjust the content |
| Unfortunately, it is not always easy to satisfy training | | | | and learning activities during the training to |
| participants. Providing effective training is not the same | | | | accommodate the participants' real learning needs, to |
| as baking a cake or building a house. The baker and | | | | the extent possible. It takes a lot of energy and quick |
| the builder know the exact needs and desires of their | | | | thinking, but it can be done. (The trainer will collapse |
| clients, and better yet, are able to fulfill them. The | | | | from fatigue after the workshop, when the adrenalin |
| trainer is in a very different situation, because the | | | | rush passes!) |
| trainer's clients are rarely the training participants. | | | | Second, the purpose of training is often to push |
| Yes, the trainer, the baker and the builder each follow | | | | participants out of their comfort zones. It may require |
| a plan: the trainer has a lesson plan, the baker has a | | | | them to learn policies, procedures and skills that may |
| recipe, and the builder has a house plan. Each plan | | | | be very different from those they have practiced for |
| identifies the necessary materials and ingredients, tools | | | | years. It may establish an expectation that the |
| and steps, and recommended sequence of events | | | | participants will change certain attitudes or behaviors. It |
| and even time frames. The difference is that the | | | | may deal with topics that are uncomfortable. |
| customer chooses the cake, the client chooses the | | | | Satisfactorily completing the training may even be the |
| house plan, but the training participants frequently do | | | | basis for their job continuation, certification or |
| not choose the training. | | | | promotion. |
| When the baker uses the proper ingredients, follows | | | | So the participants may approach the training with fear |
| the recipe's instructions, has the necessary baking | | | | and trepidation. If the training is mandatory, they are |
| expertise and equipment, and, understands the baking | | | | often understandably resistant and unhappy. In those |
| process and how the ingredients interact, the cake will | | | | cases, the trainer is a very convenient target for their |
| be made to order. Even if there is a power failure or | | | | animosity. |
| other interruptions, the cake can ultimately be baked to | | | | A good trainer anticipates probable participant |
| the customer's satisfaction. The baker knows that the | | | | concerns, and designs activities to validate, address, |
| customer wants this particular cake. | | | | minimize, or divert them. The unknown variable is |
| When the builder uses the proper building materials, | | | | always the participants. Will they cooperate with the |
| follows the building plan, has the necessary building | | | | trainer? Will they actively participate in the learning |
| expertise and tools, and understands the building | | | | activities and willingly learn the training content? |
| process and how the different components of the | | | | Hopefully, everything comes together: the training is |
| house relate to each other, the house will also be built | | | | timely and necessary, the right people are in the room, |
| to order. Even if there are labor disputes and weather | | | | and the participants see the benefit of learning the |
| delays, the house can ultimately be built to the buyer's | | | | content. Then training is just like baking a cake and |
| specifications. The builder knows that the buyer wants | | | | eating it, too! |