Tip #7: Establish dual training goals: WHAT and WHY.

There should always be two training goals: what the learners will learn and why this learning is of benefit to the learner (from the learners' perspective). Together, these two goals should create a persuasive invitation to learning.

Establishing the training goals is the first and most significant step in planning training content, because all other content decisions will be based on and drawn from the goals. Therefore, having a goal that speaks to why the learners will benefit from the training will ensure that motivational training benefits are incorporated and reinforced in the actual training content and learning activities. This is the best way to create compelling and relevant content.

Tip #6: Make training decisions with the learner in mind.

Good training is never static. Instead, it is "a constant stream of professional decisions made before, during and after interaction with the learner; decisions which, when implemented, increase the probability of learning." *

As trainers, we should do our best to stay in touch with the learning needs of our participants. This responsibility does not stop after we have conducted a training needs assessment and designed the lesson plan and materials. We have to be prepared to make additional decisions during the training in order to meet their needs.

Regardless of who or what is being taught, all training decisions fall into three categories: 1. Content [what content to teach next]; 2. Learner Activities [what the learner will do to learn and to demonstrate that learning has occurred]; and 3. Trainer Activities [what the trainer will do to facilitate learning, through group facilitation and stand up presentation techniques]. Notice that this is TLC, backwards!

We need to continually consider whether it will be most helpful to alter the content (perhaps by inserting new content, or changing the content to a more basic or more advanced level, or deleting content); or to use a different learning method (by changing from large group to small group discussion, providing additional examples, or adding exercises to check for participant comprehension); or to change the learning atmosphere (perhaps by providing more frequent breaks, inserting humor, or refocusing a more dominant participant, etc.)

*This concept is drawn from the Mastery Teaching Model, which was developed by Dr. Madeline Hunter of the University of California at Los Angeles to increase training effectiveness.

Tip #5: Set the learner up for success.

As mentioned in Tip #4, there are only two immutable rules for a trainer. The first is to treat the learner with respect. The second is to set the learner up for success.A trainer can do this by: building on what the learner already knows; disconnecting any negative transfer; using training methods that meet the needs of different learning styles; providing sufficient examples and practice so that the learners can experience and demonstrate their mastery of the new skill; and offering specific and constructive feedback.

The trainer can also set the learner up for success by creating and following a logical lesson plan that checks for learner comprehension prior to moving to guided, monitored practice, before providing an opportunity for independent practice. If trainers do this, their learners will leave their sessions confident in their competence to use what they have learned.