Training Dos & Don'ts

© ATD Training Certificate Program
Training Certificate Program
Pre-Work Assignment
Welcome to the ATD Training Certificate Program! This document will help you prepare for the
upcoming workshop. Please review each component and plan to bring the requested materials with
you. We look forward to seeing you soon.
Components
in the Packet
PDF Page Number Your Assignment
Training Certificate Program
Self-Assessment
Page 2 Read and complete this self-
assessment prior to the
workshop. Bring your
completed self-assessment to
the workshop.
“Do’s and Don’ts for the New
Trainer” ASTD Infoline
Pages 3-17 Read this prior to the
workshop.

© ATD Training Certificate Program
ATD – Training Certificate Program
Self-Assessment
Here’s an opportunity to rate your training ability. You will not share your score with anyone, so be completely
honest with yourself, using this scale:
1-No experience; 2-On your way; 3-Getting closer; 4-Expert-in-the-Making; 5- Outstanding in your field
Intended Outcomes
___ Use a cycle or process that helps organize your training design and delivery.
___ Explain the fundamentals of conducting a needs assessment and analysis.
___ Establish effective learning objectives.
___ Assess performance before and after training to measure effectiveness.
Pre-Training
___ Identify how to apply adult learning principles to a training session.
___ Select appropriate learning methods, including technology options.
___ Match learning methods to learners’ needs.
___ Design participant-oriented learning activities.
___ Develop participant-oriented materials and visuals.
___ Identify the characteristics of effective visuals.
___ Customize off-the-shelf training materials.
___ Demonstrate techniques to manage nervousness.
___ Understand my training style and its impact.
___ Prepare before training sessions.
Training
___ Establish a positive learning environment.
___ Differentiate various training roles.
___ Use effective presentation skills.
___ Understand the advantages and disadvantages of lecturettes.
___ Use visuals appropriately.
___ Facilitate group exercises.
___ Encourage participation, and actively engage participants.
___ Use a variety of facilitation techniques.
___ Resolve unexpected classroom situations.
___ Manage difficult participants.
___ Ask and answer questions to enhance learning.
Post-Training
___ Use standardized levels of evaluation.
___ Analyze evaluation results.
___ Establish a personal development plan for continuous learning. Total

iNFOLINE
Do’s and Don’ts for the
New Trainer
• Learn the Foundation of a
Solid Training Effort
• Identify Common Curriculum
Mistakes
• Evaluate Your Training Strengths
and Weaknesses
Issue 9608
The How-To Reference Tool for Training & Performance Professionals
TRAINING BASICS
PublishedbyASTD
Mary O’Neill

Copyright © 1996, 2003 American Society for Training & Development. All rights reserved. No part of this work covered by the copyright hereon may be reproduced or used in any form or by any means—graphic,
electronic, or mechanical, including photocopying, recording, taping, or information storage and retrieval systems—without the express written permission of the publisher. Material appearing on page 12 is not
covered by the copyright and may be reproduced and used at will.
Info-line is a series of “how-to” reference tools; each issue is a concisely written,
practical guidebook that provides in-depth coverage of a single topic vital to training
and HRD job performance. Info-line is available by subscription and single copy
purchase.
Printed in the United States of America.
Come visit Info-line on the ASTD Web site: www.astd.org
Revised 1998
Editor
Cat Sharpe
Associate Editor
Sabrina E. Hicks
Designer
Steven M. Blackwood
Copy Editor
Kay Larson
Reprinted 1999, 2003
Do’s and Don’ts for the New Trainer ......................................... 1
The Do’s.................................................................................................... 1
The Don’ts ................................................................................................ 5
References & Resources ............................................................... 11
Job Aid
Evaluate Your Training Practices ........................................................... 12
Training Basics
Do’s and Don’ts for the
New Trainer
A U T H O R
Mary O’Neill
Issue 9608

Congratulations! You’re a new trainer. You may
be thrilled about the opportunity to finally put
your best talents to work. Or maybe you are
apprehensive about the challenges of an
unplanned evolution from practitioner to trainer.
Whatever route you took to arrive, your entry
into the training and development profession is a
momentous event.
This issue of Info-line gives it to you straight with
recommendations that are the foundation of any
solid training effort, and they will stand you in
good stead throughout your career. Some train-
ing and development veterans may get caught
peeking at this timeless advice, since even the
best of us need refreshers on the basics. Besides,
the seasoned practitioners know that you can
never read enough about the standards that oth-
ers are using. These do’s and don’ts will get you
up to speed—or reanimate your tried-and-true
delivery—in no time.
The Do’s
The list of what new trainers should remember to
do is often daunting, but have no fear—the fol-
lowing 14 “Do’s” will make your life as a new
trainer much easier. For additional information
on each of the “Do’s” or more in-depth discus-
sion on different training topics, refer to the spe-
cific Info-lines listed in the references.
1. Prepare, Prepare, Prepare
This first point is the cardinal rule of a good
training effort. Everything about the training pro-
gram should be planned in advance. From the
opening remarks to the evaluation, the training
practitioner must forecast how each component
of the curriculum will fit together. The training
materials, agenda, exercises, comments, and all
other ingredients should be rehearsed, checked,
and re-checked before the session begins. Also,
the trainer should have a contingency plan. For
example, if the time allotments for the different
modules of the session turn out to be inaccurate,
the trainer should be able to make adjustments to
the lesson material or activities.
Naturally, your readiness demonstrates that the
learners’ needs deserve paramount consideration
and that their time is valuable. But solid prepara-
tion also has ramifications beyond the duration of
the program and the impression on learners. For
example, needs assessment is key in instructional
design; and that groundwork can help secure the
confidence and advocacy of managers, supervi-
sors, and everyone who takes part in the assess-
ment. Also, you benefit from thorough planning;
putting everything in order can help quiet any
nervousness or trepidation you may have.
2. Make the Objective Clear
Participants must know what to expect from the
course; they must be clear on the overall objec-
tive of the program. For example, if the program
is designated as a tutorial on word processing
software, at what level will the information be
presented: introductory, intermediate, or
advanced? For “soft” skills courses, what identifi-
able new behavior is to be expected as a result of
the training? Always share the desired goal with
the participants. The participants may even help
define the objective; this could be accomplished
during a needs assessment or through a collabo-
rative exercise at the beginning of a session.
A definite objective creates more productive
learning. If the objective is unknown or too
broad, the participants will spend mental energy
trying to guess at what is important. This energy
should be directed at understanding the content
of the program instead. Participants generally
want to cooperate in the learning process; a clear
objective helps them become attuned to the most
salient points of the presentation.
Learning points are an effective means of clarify-
ing the course objective. These can be posted in
the training facility or included in accompanying
documentation. Learning points state explicitly
what knowledge or new skill should be gained as
a result of the training.
3. Make the Session Participatory
The most successful training practitioners recog-
nize that members of the audience must take an
active role in their own instruction. Adult learners
generally do not retain information unless they are
given the opportunity to experience or reproduce
the content for themselves. By creating an avenue
for them to use the new information during the
session, you demonstrate its feasibility. They
experience firsthand the value of the content, so
their minds stay open and eager for new informa-
tion. If they can reconstruct or act on the project
in a mock setting, they will likely act on it in the
workplace. They must verify their own meaning
Do’s and Don’ts for the New Trainer
1Copyright © 2003, Info-line, ASTD.

Copyright © 2003, Info-line, ASTD.
and comprehension of the content, and you can
facilitate that through interactive and participatory
exercises.
In addition to bolstering retention, participation
has another advantage: It allows learners to take
responsibility for their own performance. A pas-
sive approach puts all the burden of learning on
the instructor. In truth, the learner is ultimately
responsible for his or her own learning and by
asking for participation, the trainer puts the focus
where it belongs: on the learner.
Anytime you use group activities or participatory
exercises, make sure that your directions for the
event are clear. Participants can become resent-
ful or bored if they are confused about the
instructions. Here are just a few ways to make
your training session participatory.
I Provide Choices
Let the participants make choices as often as pos-
sible. Small choices can be made by individuals,
while voting and group consensus may be
required for more significant choices. At any rate,
put some power in the hands of the participants.
I Ask for Volunteers
Instead of handling all the logistics yourself, let a
participant help. Have someone else write on the
flipchart, for example, while you and the others
announce information.
I Design Group Activities
Let the participants form a consensus within
their group or compete with another group.
I Solicit Questions
You can do this verbally or by setting up a board
or flipchart for written questions.
I Design Activities Containing Content
There are dozens of exercises that will involve
members of your audience including games, role
plays, testimonies, interviews, laboratory tests,
conversations, forums, debates, and field trips.
4. Review and Stick to the Agenda
Participants bring many concerns with them to
the training session. Some of these may involve
work; others may be related to the session itself.
In addition to worrying about whether the pro-
gram will “work,” participants may wonder what
will take place during the session, how long it will
last, and when they can get to the phone to make
some calls. A trainer can minimize these distrac-
tions by providing an agenda. The trainer can
provide some sense of relief and constancy—and
thereby promote better learning—by letting par-
ticipants know what is going to happen and when.
While an exact agenda is probably not necessary
(for example, break at 10:23 a.m.), it is best to
stay within 10 minutes of planned events. Stick-
ing to the schedule shows you know how to man-
age your time and the group’s time. You can
include agendas in the course handouts, or post a
large, decorative version on the wall.
5. Encourage Questions
Questions from learners are an integral part of
any successful training effort. The trainer should
state repeatedly at the start of a session that
questions are welcome. The trainer should also
stop periodically and directly solicit questions
from the participants. The number of times you
pause for questions will vary based on the dura-
tion and pace of the session, but this should
never be phased out entirely.
Questions are positive feedback. They mean you
have created a supportive, open atmosphere.
When participants ask questions, they demon-
strate that they are comfortable in the learning
environment. It is important for them to be com-
fortable because that is when maximum learning
takes place. When anxiety or uneasiness prevail,
the participants concentrate more on those emo-
tions than on the content.
Another benefit for both you and the participants
is that questions help remind you of information
you may have overlooked. The most obvious
advantage of an open atmosphere is that you can
easily tell if the audience is grasping the informa-
tion. If the questions consistently relate to content
that you thought was presented clearly, then you
may need to revisit that module.
How do you elicit questions from learners? What
if you state—in the most encouraging tone—that
you welcome questions and comments, and the
audience responds with blank stares? There are a
number of solutions to this problem. Ask a group
of participants to work together to create three or
more questions, especially after a particularly com-
plex learning segment. You could also designate
one wall for questions; learners write questions on
2

Post-it notes (that you provide) and stick them to
the wall. This addresses the needs of those who
are too shy to speak up during the session, and you
can retrieve notes during the break. Possibly the
most influential method is an immediate reward
for the first person to ask a question. This could be
a promotional item from the company, a coupon,
or simply your enthusiastic recognition of that per-
son as a “pioneer interrogator.”
The way you field questions—especially the first
one—is critical. Participants will observe your
response—not just the content of your answer, but
also your attitude—very carefully. Are you gen-
uinely happy to explain or do you see it as an inter-
ruption? If you respond with disdain or annoyance,
tension will rise and learning will drop.
Follow through by eagerly replying to questions in
a helpful way. Use names when you acknowledge
participants. Walk toward the inquirer. Make eye
contact. Smile. Repeat the question back to the
audience so that everyone can follow your answer
(and you can verify your comprehension of the
question). State your appreciation and compliment
the person on his or her perception or articulation.
6. Have an Opening and Closing
It has been said that you never have a second
chance to make a first impression. In training, the
first words you speak are a crucial part of the first
impression you make. What you say at the outset
will “set the stage” for the rest of your communica-
tion with the audience. You can establish an
expectation—for yourself and for the learners—of
productive, high-energy, alert interaction. If you
capitalize on the curiosity and attention that are
naturally afforded you in the first few moments,
you can mobilize your audience and skillfully lead
them through the learning process without having
to battle for authority, attention, or participation.
Get learners excited right away. This doesn’t
mean that the opening has to be very dramatic—
especially if that isn’t your style. But the partici-
pants should have a feeling of anticipation. From
your opening, they should guess that the session
will be enjoyable and informative. Here are some
tactics to use for a positive opening:
• a dramatic statement
• an anecdote
• a question
• a joke
• a statistic.
An effective close is also vital to the overall impact
of your program. Use closing statements to sum-
marize the main objective of the program. Do not
simply itemize the highlights of the course in a
flat, empty manner. Rather, attempt to demon-
strate the primary objective—not several, just the
primary one—in a striking, relevant way. You can
use an anecdote, video clip, exercise, or some
other inventive close to channel the participants’
excitement about what they have learned. For
more information refer to Info-line No. 8911,
“Icebreakers.”
7. Gear Sessions Toward Learners’ Needs
Learners want to know that a training program is
relevant to their needs. Assess your audience to
determine their desires and expectations. Even if
the course is mandatory and they claim to have
no desire to even be there, you can uncover per-
sonal requirements that the course will meet, or
you can create a need by describing the benefits
of your program.
By framing the course content to be helpful and
solution-oriented, you can increase the learners’
motivation and enthusiasm. People do things for
their own reasons, not for yours. Participants do
not learn just because you are presenting the
material. Answering the following questions
about participants will help you frame your
course for best results:
• Why are they agreeing to invest their time in
this course?
• What is their motivation for participating?
• Are they already interested in the subject mat-
ter or do you have to stimulate interest?
• How much knowledge do they already have
about the topic?
• Are there particular items of concern?
• What kind of language do they use in their
work environment? (Are there buzzwords or
acronyms that will help you deliver from their
perspective?)
Take the time to know your audience. You can
accomplish this through a needs assessment
before the session begins. But if that isn’t possi-
ble, you should solicit this type of information
from them in an organized, interactive manner

before you start presenting the content. They will
appreciate your willingness to make productive
use of their time and to address their needs.
8. Promote Networking Among Participants
Give participants a chance to meet each other.
Design ways for learners to connect with each
other during the training session to share valu-
able information. Simple introductions can be
appropriate, but shared learning goals can be
even more effective. Conversations about the
content help promote learning because new ideas
and perspectives are circulated. Networking can
also have ramifications beyond the duration of
the session.
Interactions that take place within a company or
even within an industry can help learners bond
and continue to help each other professionally.
There is more name and face recognition, as well
as greater understanding of the peculiar chal-
lenges one person or one department may be fac-
ing. Intercompany staff often begin to cooperate
instead of accuse because they now have a first-
hand account of the situation.
9. Use Visuals/Varied Learning Techniques
Comprehension and retention increase dramati-
cally when visual aids are used in training pro-
grams. In addition to adding variety and empha-
sis to your presentation, well-executed visual aids
can enhance your professional image with stu-
dents. Overheads, slides, video presentations, and
handouts are effective ways to enhance learning.
Other alternatives to lecture such as group dis-
cussion, role play, and games are also essential to
adult learning. Adults need to discuss problems,
discover solutions, and practice skills in order to
maximize comprehension and retention.
10. Survey the Facility in Advance
Subscribe to Murphy’s Law. Check and recheck
all the physical components of your training facil-
ity. Everything—lights, pens, computers (soft-
ware and hardware), cameras, audio, chairs,
tables, flipcharts, documentation, refreshments—
should be scrutinized before the session begins.
You can examine most of these components the
day before, but also be sure to check them on the
morning of the session. Have backup equipment
ready, if possible. A breakdown—especially a
preventable one—can be disastrous for your pro-
gram and your reputation.
11. Dress Professionally
With the proliferation of casual days now, it is
tempting to let the sartorial rules slide a little bit.
As the leader of the training, however, you have a
special role to fill and must dress the part. You
want to communicate that you can be trusted to
lead the group through the learning process and
that you take that responsibility seriously. Sloppi-
ness or carelessness in your appearance will cause
participants to wonder if your work is sloppy or
careless. The standard should be to dress one step
above how you expect your participants will dress.
12. Market Training Program Internally
If you train within a company or organization, it
is essential to effectively market your training
programs. By alerting employees to the value of
your training programs, you will ensure adequate
attendance and reduce last-minute cancellations
and interruptions. Effective marketing also allows
you to advertise the essential role you play in
your organization’s success.
13. Use Transfer of Training Techniques
How will you ensure that your participants apply
what they’ve learned? Training does not stop
when your session is over. The training practi-
tioner must continue the learning process outside
the classroom by making sure that participants
apply what they have learned to the work envi-
ronment. Certainly you want the participants to
gain the knowledge, but you also want them to
retain it and use it.
Partner with managers and supervisors to pro-
mote transfer of training. You will want to find
out the following from managers and supervisors:
• How will they support and reinforce what was
taught in the program?
• What concrete actions can they take to fortify
the new behavior?
4 Copyright © 2003, Info-line, ASTD.

Combine forces with supervisors to support the
trainees. What about the participants them-
selves? How will they cooperate in the training
transfer? Collaborate on tangible, date-sensitive
action plans that will help them apply the new
knowledge repeatedly. Set the action plans dur-
ing the training session. Follow through by
checking back with them on the agreed-upon
dates. Refer to Info-lines No. 9512, “Transfer of
Training,” and No. 9804, “The Transfer of Skills
Training.”
14. Evaluate
Evaluation should be a part of your overall course
design. How will you determine whether your
efforts have succeeded?
Evaluation is closely tied to training objectives.
What do you want to measure? Is a gain in
knowledge your training objective? Or do you
want participants to gain knowledge and also the
ability to apply it? If so, you will want to measure
the extent to which new behavior is demon-
strated back on the job. Training and develop-
ment professionals are under increasing pressure
to prove the value of their activities to upper
management. Will you have to prove training’s
return-on-investment?
Also bear in mind the measurement instruments
you will use. You can use interviews, tests, obser-
vation, managers’ reports, or a variety of other
methods to gauge the participants’ level of learn-
ing. For more information on evaluation, see
Info-line No. 9705, “Essentials for Evaluation.”
The Don’ts
Although you may be new to the training field, you
may already possess a key piece of knowledge
based on your past experience in the learner’s role.
You have probably participated in a number of
courses yourself. Use that experience as a learner
to identify best and worst practices. Reflect on the
worst program you ever participated in. What
went wrong? Why does it stand out in your mind
as a negative experience? If you can answer these
questions, you already know what to avoid in your
own curriculum. It may have been a glaring faux
pas that caused you to cringe immediately. Or per-
haps there were hidden—but just as serious—mis-
takes that left you with a vague, uneasy feeling. Or
maybe you just got bored.
These are typical reactions from learners when
one of the following “sins” is committed. Any one
of these transgressions can seriously undermine
the learning process, hurt your credibility, and
undo your carefully laid plans.
1. Starting Late
This is possibly the most critical mistake a trainer
can make, as well as the easiest to avoid. Start on
time; in fact, you should be able to greet partici-
pants at the door as they’re walking in. Tardiness
has toxic consequences that spread into several
different areas of the learning process, causing
completely unnecessary obstacles that must be
overcome. When late, the trainer is sending sev-
eral messages to the learners. Even though these
messages are unintentional and may not even be
consciously detected by the learners, they are
embedded in the training dynamic and will be a
factor in all further interaction.
Before You Create Your Next Visual
• Choose your words carefully.
• Use, but don’t overuse, color.
• Include a single idea per visual.
• Use highlighting or revelation (blacking out then exposing a
section).
• Insert a new visual every 45 seconds.
• Avoid vertical lettering.
• Use a maximum of two fonts.
• Use bullets, not numbers, for nonsequential items (i.e., aster-
isks, arrows, checkmarks).
• Use upper and lowercase letters.
• Use overlays.
Used by permission. Copyright 1992, Resources for
Organizations, Inc. All rights reserved.

How We Learn
It may be only recently that we have received scientific and statistical confirmation of these facts, but intuitively we have
known them for a long time. There are ancient Chinese proverbs that read:
I hear and I forget
I see and I remember
I do and I understand
and
One picture is worth a thousand words.
A study by R. Benschofter reports the influence of using sound and sight, separately or combined, as a teaching tool.
Methods of Instruction
Telling, when used alone, results in 70% recall three hours later and 10% recall three days later.
Showing, when used alone, results in 72% recall three hours later, and 20% recall three days later.
Blend of telling and showing results in 85% recall three hours later and 65% recall three days later.
Each of these studies, of course, is applicable only to the specific situation in which it was carried out. But the fact that
every study comes up with roughly the same results leaves little doubt of the power of audiovisuals to communicate effec-
tively, on a long-term basis as well as short term.
Used by permission of the National Safety Council, Itasca, Illinois.
We learn:
➥ 1% through taste
➥ 1.5% through touch
➥ 3.5% through smell
➥ 11% through hearing
➥ 83% through sight
We remember:
➥ 10% of what we read
➥ 20% of what we hear
➥ 30% of what we see
➥ 50% of what we see and hear
➥ 80% of what we say
➥ 90% of what we say as we act

The first message is one of disrespect to those who
showed up on time; the trainer who starts late is
telling these participants that their time is not
valuable. The trainer immediately loses favor with
this segment of the class and may have to over-
come outright resentment—which is not exactly
conducive to learning. The other message is a lack
of readiness. An eager, well-prepared trainer can’t
wait to begin; a late start indicates some hesitation
or lack of enthusiasm. Any faltering perceived by a
participant will affect the trainer’s credibility and
inject doubt into the learning process.
Finally, the fatal result of starting late is that the
trainer abdicates control. By acquiescing to those
who are absent or late or to other circumstances
like nervousness or idleness, the trainer is saying
that those factors have precedence. In truth, those
factors do not have precedence. The content of
the program does, and it is the trainer’s obligation
to establish that immediately.
It is crucial that the trainer establish control—not
for ego concerns but because the trainer has
accepted the responsibility of leading the partici-
pants into a new field of knowledge. That respon-
sibility requires some authority. The learners must
have confidence in the trainer’s ability to carry out
this function. By starting on time, the trainer
shows his or her dedication to the learners’ knowl-
edge gain. The learners are far more likely to
repay that dedication by participating fully in the
session. All this is accomplished easily by simply
paying attention to the clock.
These principles hold true for all starts—not just
the initial opener. In other words, they apply to
breaks as well. Don’t start late after breaks either.
If you said the break would be for 10 minutes,
then begin again in exactly 10 minutes. If you wait
for stragglers, you encourage more people to lag
behind next time and everything you say is taken a
little less seriously. Here are some tips for getting
participants back from the breaks on time:
• Set an unusual time for the break, such as 11
minutes or one hour and seven minutes for
lunch.
• Declare that all stragglers will have to tell a
(brief, clean) joke or sing a (brief, clean) song
to gain re-entry; then enforce that declaration.
• Post a cardboard clock with movable hands on
the wall; adjust the hands precisely to the
desired return time.
• Assign one or two people as “monitors” who
are responsible for bringing in latecomers.
• If the facility is somewhat isolated, assign
someone to sound an alarm, such as music, a
bell, an air horn, or a whistle.
• Bribe the participants with a reward.
2. Bad Behavior
One of the pleasures of training is the opportu-
nity to interact with a wide variety of people. This
means that—although you may have prepared
everything perfectly—you cannot predict the
human element of your program. You cannot
forecast how every participant is going to behave.
Some may not be able to express their thoughts
well; others may ask incoherent questions; still
others may balk at engaging in a certain activity.
There are any number of possible frustrations for
you as the leader of the session. But no matter
how troublesome a particular member of the
training audience is, never openly criticize,
embarrass, or lose patience with a participant.
Even if all the other learners are also frustrated by
an individual, any condemnation from you is a
condemnation of the entire group. They will react
by withdrawing because they naturally will fear the
same treatment. Thus with one burst of annoy-
ance, you can effectively suffocate all participation
and seriously undermine learning. We learn by
taking risks, and no participant will take a risk if he
or she thinks you’re going to humiliate them.
This principle applies to any criticism of the orga-
nization as well. A trainer should avoid any
denunciation—implied or overt—of the com-
pany, its departments, or its methods. Even the
slightest inflammatory comment encourages an
emotional response in others and detracts from
the ultimate purpose of the session.

3. Faking It
Occasionally a participant will ask a question that
you simply cannot answer. What do you do? If
you tell the truth—that you don’t know the
answer—will you be calling your reputation into
question? After all, you are the expert delivering
this information.
Actually, admitting the truth is the best response.
Giving an improvised answer to save face is dan-
gerous because your answer could be wrong, and
then your credibility will surely suffer. Acknowl-
edge that it’s a good question and promise to
research the answer (during a break if you can)
and pass it along. Another option is to present the
question to the other participants; they may have
experience or knowledge that can help address the
inquiry. These alternatives demonstrate a commit-
ment to the learners and the material. If you
repeatedly field questions that baffle you, more
preparation time is probably necessary.
The honest approach is also best when actually
interacting with the learners. Trying to force your-
self to adapt to someone else’s style of presenting
will reflect poorly on you. If you are not a come-
dian, don’t try to tell a lot of jokes. This ends up
being more distracting than helpful. Your style of
presenting is unique and will probably work best
for you and for your participants.
4. Physical Movement
Don’t fake someone else’s style, but if yours
involves standing behind a podium, you have
some adjustments to make. Move around. Make
the whole area your “territory.” Never underesti-
mate the power of body language. If you stand in
one spot for the duration of the session, you are
communicating lack of enthusiasm, lack of inven-
tiveness, and lack of confidence. You are putting
a barrier between yourself and the learners.
When you circulate, you enable the participants
to connect with you. You can make eye contact;
you can be more attuned to their viewpoint; you
can be more interactive. Your movement helps
participants stay interested.
If you circulate around the room, the front-and-
center spot then takes on special significance.
Return there to make your most important points
loudly and clearly. After repeated instances of
this, participants will fix their attention just
because you’re standing there. Never introduce
vital information from the side or back of the
room or while the learners are engaged in an
activity; new ideas should be presented from
front-and-center.
5. Discussions That Stray
You and your learners are there for a purpose;
keep the objective of the program in mind and
always attempt to connect activities and discus-
sions back to the main focus. If you cannot find
the relationship between a discussion and the
objective, or if you are certain that a discussion has
drifted, seize control right away. Ask a very spe-
cific content-related question. Or ask the partici-
pants how their observations might affect a certain
element of the content.
6. Don’t Indulge Your Quirks
We all have our nervous twitches. Do you click a
pen over and over? Do you pepper your speech
with “um” and “y’know”? Or perhaps you rock
back and forth while you’re talking. (If so, you
share this trait with Bill Gates.) These idiosyn-
crasies can be distracting to participants and can
sometimes garner more attention than the infor-
mation you’re trying to communicate.
The first step in eliminating these quirks is to
identify them. What are your bad presentation
habits? If you don’t know, consider asking another
trainer to help you spot them. You could also
videotape one of your sessions; the results may
surprise you. (One trainer was observed repeat-
edly putting his jacket on and taking it off again.)
Once you identify your twitches, try not to indulge
them. Your goal is to keep the content of your pro-
gram in the spotlight, not your mannerisms.
7. Information Saturation
You don’t want to overload or saturate your learn-
ers, so divide your program into learning modules.
A learning module is a segment of time dedicated
to a specific part of the overall objective. Focus on
delivering one segment of information at a time,
and do not exceed 20 minutes of pure content
delivery at one time. This is about the maximum
attention span for most adult learners. To com-
plete one module, follow the content delivery with
an exercise or activity that reinforces the subject
and then summarize the key ideas. You should also
pause for questions at the end of each module.

By dividing the material, engaging learners in
activities, and summarizing crucial points, you
help ensure knowledge gain. Participants avoid
information overload—by observing their behavior
in the exercises and fielding questions, you can
discern whether learners are actually compre-
hending and using the ideas presented. Adjust
your pace as needed.
8. Don’t Confuse the Means With the End
Method of delivery can overshadow the content.
Your content should be the star of the session—
not your personality, the multimedia equipment,
the games, or the role plays. Those are tools to get
your points across. If they cannot be used to relate
directly to the content, then refrain from using
them. Ask yourself if this instrument illustrates a
vital point.
If the point is not immediately clear, consider
whether you still want to use the instrument or
consider how you will convey its relevance to the
audience. You can easily minimize the need for
such speculation by designing the course content
first and then searching for ways to demonstrate
its themes. Be wary of trying to force a certain
method into your curriculum just because you
think it’s witty. Everyone wants to enjoy them-
selves, but learners lose patience with gimmicks
that have no relevance.
9. Avoid One Method of Delivery
Naturally you will address the participants a great
deal during the training session. You will be teach-
ing key points, leading the exercises, summarizing,
and reinforcing. This means you will be talking a
lot. Or does it? There are other ways—besides
strictly verbal communication—of conveying
information.
Search for more than one method of expressing
the ideas that you want to present. Ask yourself
the following questions:
• Can I use a video clip from a training video or
popular film?
• Can I set up a multimedia workstation to allow
learners to interface with the information?
• Will music serve as an appropriate tool?
• What about audio?
Great or not-so-great speeches may spark a perti-
nent discussion. Multiple delivery methods
increase the interactive nature of your program
and keep learners stimulated.
10. Don’t Get Stale
Let’s say you are responsible for new employee
orientation. Your organization is growing by leaps
and bounds—with a hiring bonanza—so you con-
duct this training every two weeks. You lead the
same two-day session every two weeks. The same
session. Every two weeks. You find yourself bal-
ancing your checkbook in your mind while you
are discussing the history of the company.
The temptation is to fall into a predictable rou-
tine and lead the session by rote. For the sake of
your learners and for your own sake, avoid this
temptation! Remember that it is all new informa-
tion to them and that your enthusiasm (or lack of
enthusiasm) can make all the difference in their
learning process. Also, you invite burnout if you
allow your spirit to flag.
If you incorporate interactive training methods,
you will substantially decrease the danger of
boredom. Why? As stated above, a trainer can
never predict the human element. If you encour-
age responsiveness, questions, and discussion
from your participants, you guarantee that each
session will have its own signature character. You
open yourself to surprises, new perspectives, and
fresh ideas. You may even discover that the rou-
tine program takes on new life as you add feed-
back from other participants.
11. Don’t Pigeonhole Yourself
As you proceed in your career, you will find that
the word “trainer” means different things to dif-
ferent people, and the trainer’s role has changed
substantially over the years. The sidebar on the
next page shows the profuse and assorted nature
of vocational pursuits in the industry. Each of
these titles focuses on a different aspect of the
profession as a whole. Though you may have a
preferred or mandated role at this point, see how
you can integrate as many different facets of the
profession as possible.

Stretch your talents. Be proactive in discovering
the different possibilities. You are in a unique
position to affect the work of many different peo-
ple—not only learners, but also managers, supervi-
sors, vendors, senior management, and clients.
Your talents can be used in many ways. You are an
effective communicator, and you can apply that in
the classroom as well as in the managers’ offices
and the boardroom. What are the primary con-
cerns and issues in the company? Learn how to
partner with those who have a stake in training
outcomes. See how you can help them. Take part
in discussions on the organization’s bottom line;
you can situate yourself to affect such considera-
tions. Remember that the ability to influence
employees to gain knowledge and change behavior
is an essential strength—use it.
12. Don’t Go It Alone
You cannot take on a certain role unless you have
some familiarity with how it works. Apprentice
yourself to those who have the experience. Get in
the habit of asking others for help in upgrading
your skills. Admit that you don’t know all the
answers and find those who have the knowledge
you seek. Seasoned practitioners are usually
happy to offer their advice, especially since it can
revitalize their own knowledge base. Associa-
tions—like ASTD—provide wide access to pro-
fessionals of all skill levels and specializations.
Find out what others are doing. Relying strictly
on your own ideas or experience—especially in
the first stages of your career—can be limiting.
13. Don’t Worry
When you become overwhelmed or anxious
about your new challenges, relax. You have
plenty of resources to gain knowledge and experi-
ence. You may be confused at times, but if you
are enthusiastic about your responsibilities and
sincerely want to help participants, these guiding
principles won’t steer you wrong.
Roles for Trainers
Here are just a few possible “roles” that a training and develop-
ment professional can take on:
• instructional designer
• instructional technologist
• corporate trainer
• performance consultant
• performance technologist
• lecturer
• organizational development specialist
• training leader
• employee development specialist
• performance analyst
• educational program manager
• documentation supervisor
• director of human resource development
• senior curriculum development specialist
• manager of strategic initiatives
• individual and organizational assessor and developer
• technical trainer
• director of safety programs
• supervisor of executive and management training
• leadership training associate
• quality assurance supervisor
• director of workforce diversity.

Copyright © 2003, Info-line, ASTD.
Adams-Regan, P. “Nightmare on HRD
Street.” Training & Development,
November 1995, pp. 50-51.
Armentrout, B.W. “Public Speaking: A
Necessity for the ‘90s.” HR Focus,
December 1993, p. 17.
Dervarics, C. “On Target: On Your Mark.
Get Set. Present!” Technical & Skills
Training, July 1995, pp. 6-8.
Harris, R.M. “Practically Perfect Presen-
tations.” Training & Development, July
1994, pp. 55-57.
Leeds, D. “Show-Stopping Training.”
Training & Development, March 1995,
pp. 34-36.
Lincoff, R.L. “It’s Show Time.” Training
& Development, November 1995,
pp. 15-16.
Luke, R.A., Jr. “Managing Bunny Trails.”
Training & Development, January
1994, pp. 19-21.
Malouf, D. “The Seven Deadly Sins of
Speakers.” Training & Development,
November 1995, pp. 13-15.
O’Meara, F. “The Trouble With Trans-
parencies.” Training, May 1995,
pp. 36-41.
———. “The Pedagogue’s Decalogue.”
Training, January 1993,
pp. 43-45.
Percy, V.R., and M. Mullen. “Getting
Your Message Across.” Training &
Development, September 1993,
pp. 20-23.
Watson, A.K., and J.R. Bossley. “Taking
the Sweat Out of Communication Anx-
iety.” Personnel Journal, April 1995,
pp. 111-119.
Arch, D. Tricks for Trainers: 57 Tricks
and Teasers Guaranteed to Add Magic
to Your Presentations! Minneapolis,
MN: Resources for Organizations,
1993.
Bender, P. U. Secrets of Power Presenta-
tions: Focusing on Effective, Dynamic
and Impressive Business Presentations.
Buffalo, NY: Firefly, 1995.
Brody, M., and S. Kent. Power Presenta-
tions: How to Connect With Your
Audience and Sell Your Ideas. New
York: John Wiley & Sons, 1993.
Delahaye, B., and B. Smith. How to Be an
Effective Trainer: Skills for Managers
and New Trainers. New York: John
Wiley & Sons, 1998.
Draves, W.A. Energizing the Learning
Environment. Manhattan, KS: LERN,
1995.
Jolles, R.L. How to Run Seminars and
Workshops: Presentation Skills for
Consultants, Trainers, and Teachers.
New York: John Wiley & Sons, 1993.
Malouf, D. How to Create and Deliver a
Dynamic Presentation. Alexandria, VA:
ASTD, 1993.
Van Ekeren, G. Speakers Sourcebook II:
Quotes, Stories, and Anecdotes for
Every Occasion. Englewood Cliffs, NJ:
Prentice Hall, 1994.
Wilder, C. The Presentation Kit: 10 Steps
for Selling Your Ideas. New York: John
Wiley & Sons, 1994.
Eline, Leanne. “How to Prepare and Use
Effective Visual Aids.” No. 8410
(revised 1997).
Garavaglia, P. “Transfer of Training.” No.
9512 (revised 2000).
Lippitt, M., and A.W. Miller. “Basic
Training for Trainers.” No. 8808
(revised 1998).
Plattner, Francis. “Improve Your Commu-
nication and Speaking Skills.” No. 9409
(revised 1997).
———. “Instructional Objectives.”
No. 9712.
Sharpe, Cat, ed. “Create Effective Work-
shops.” No. 8604 (revised 1997).
———. “How to Create a Good Learning
Environment.” No. 8506 (revised
1997).
———. “More Productive Meetings.”
No.8710 (revised 1997).
Sullivan, Rick. “The Transfer of Skills
Training.” No. 9804.
“Training and Learning Styles.” No. 8804
(revised 1998).
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References & Resources
11
Articles Books Info-lines

Job Aid
12
YES NO
Did you prepare everything? □ □
Did you make the objective clear? □ □
Did you make the session participatory? □ □
Did you tell your learners the agenda at the □ □
outset and did you stick to it?
Did you encourage questions? □ □
Did you avoid antagonizing, losing patience □ □
with, or embarrassing participants?
Did you have an opening and a closing? □ □
Did you gear the session toward learners’ needs? □ □
Did you promote networking among participants? □ □
Did you use visuals and varied learning □ □
techniques?
Did you survey the facility in advance? □ □
Did you dress professionally? □ □
Did you market your training program □ □
internally?
Did you incorporate transfer of training □ □
techniques?
YES NO
Did you evaluate learners’ performance? □ □
Did you start on time? □ □
Did you admit it when you didn’t know the □ □
answer to a question?
Did you move around the room? □ □
Did you keep discussions on track? □ □
Did you avoid your quirks? □ □
Did you give learners just the right amount □ □
of information?
Did you focus on the end, not the means? □ □
Did you vary your method of delivery? □ □
Did you stay interested in the material? □ □
Did you structure your role appropriately for □ □
the situation?
Did you position yourself as an essential asset □ □
to the company?
Have you asked seasoned practitioners for □ □
help in developing your role?
Did you remain calm? □ □
Evaluate Your Training Practices
This job aid can be used to evaluate your training practices by identifying your strengths and weaknesses. Ask a trusted col-
league to sit in on one of your sessions or videotape a session and review yourself. Just as evaluating participants is vital to the
learning process, evaluating yourself allows you to achieve and maintain top performance.
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