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If I were an employer…

… but I’m not: I’m a trainer

imageAs a trainer, a lot of my focus is on giving my participants the best possible learning experience.  I want to give them the best, most relevant, most accurate, most practical information that I can.



My clients are often Learning & Development departments in large organisations, who tell me what training their staff need, and agree with me what I will design and deliver to meet that need.  My public seminars advertise what you will get, and you turn up and get all of it and more.

The Gemba

As a trainer, I rarely get a chance to ‘go to the gemba’ – the place where the work gets done.  And that’s a problem, because, that’s where my training has an effect…

… or doesn’t.  Because, if I am not there, how can I know?  Happily, I am often asked to come in and coach staff directly, but as a trainer, I am really only able to directly influence whether participants like my training, and learn from my training.

These are, respectively, Levels 1 and 2 of Kirkpatrick’s four levels of learning.  The value to the business, however, comes with levels 3 and 4:

  1. Level 1: How do participants react?
  2. Level 2: What do participants learn?
  3. Level 3: How does the training affect workplace behaviour?
  4. Level 4: What results can the organisation measure?

Levels 3 and 4 result from the way that learners, trainers and employers collaborate to transfer participants’ learning back into their workplace.

So, If I were an employer…

If I were an employer, considering any training, or development investment at all, my first purchase would be the new Transfer of Learning Pocketbook.

This is an excellent addition to the Management Pocketbooks collection, by regular authors, Paul Donovan and John Townsend.  It offers you 17 factors that affect transfer of learning and allocates them into five stages.

The Training Process

This creates an exceptionally thorough analysis of how you can boost the value of any training you offer.

How Transfer Friendly is your Organisation?

The book ends with a learning transfer test to help you assess how ‘transfer friendly’ your organisation is.  It has fifty questions that you score on a scale of 0, 1 or 2 depending on whether you:

0 – don’t agree
1 – Partly agree
2 – Fully agree

To give you a flavour, here are five sample questions:

  1. Training professionals regularly participate in business unit/departmental strategic planning meetings
  2. Our course venues provide adequate space for participants to associate and exchange
  3. Our managers communicate clear expectations of forthcoming training to future learners
  4. Wherever possible, learners’ managers send pairs of ‘learning buddies’ to the same course
  5. Our trainers understand and speak the workplace jargon of the trainees

This should give you a transfer-friendliness score out of 10.  For your full evaluation, out of 100, buy the book!

Other Management Pocketbooks by
Paul Donovan and John Townsend

Paul and John have, between them, written a lot of Pocketbooks on the subject of training.

And, finally:

The Great Training Robbery, and

The Red, Green and Blue Trainer’s Pocketfiles of Ready-to-Use Activities

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In Praise of Flip Charts

A recent experience led me to think about the use of visual aids in training.  Two training companies were described as being like ‘chalk and cheese’.

Chalk and Cheese

In this case:

  • one company’s courses are scripted and PowerPoint driven, and trainers appeared to treat participants’ questions as a nuisance.  Hmm.
  • the other company’s trainers welcome interaction and dialogue, and mix PowerPoint with a range of other ways to get their message across.  That’s better!

Visual Aids

It led me to think about the term ‘visual aids’.  Aids to whom?  Some trainers seem to consider that their slides are there to help them in their role as trainers.  Perhaps they need to re-think.  Visual aids should help the learners to learn, participants to understand, and the audience to remember.  And PowerPoint and its kin can be magnificent at this – when used well.  We’ll hold that thought for another day!

Flip Charts – the trainer’s friend

I will come out of the closet: I am a real flip chart lover.  I love them as a consultant, working through ideas and solving problems; I love them as a facilitator, capturing and sharing ideas; and I love them as a trainer, to explain, clarify and illustrate learning points.

PowerPoint is linear and pre-programmed: flip charts are infinitely flexible.  So here are some of my tips and techniques for getting the most from this fabulous tool.

Flip Chart Tips and Techniques

Lots of flipcharts these days have wings – extendable arms that allow you to fasten a finished sheet to either side of the main display.  This is great for displaying participants’ work when doing a review or even for creating wide screen HD flip chart displays.


If you want to create complex images or drawings that you are not confident to draw ‘live’ then prepare a sheet with the drawing in light pencil (a 2H lead is ideal).  It will be invisible to your audience, but clear enough for you to follow the lines and appear to draw a fabulous image free-hand.  Ruled pencil lines also allow you to write in straight lines if this is not something that comes naturally.

Better, still, practise your drawings on a whiteboard.  Do them over and over until they become second nature, then you won’t have to pre-prep your flip charts!

A great way to great more dynamism and use more powerful images is to create full colour printed images and get them laminated.  You can then attach these to your flip chart with blue tack and build up your image more quickly and more stylishly than you could draw it.  For example, create six coloured images of hats for when you want to facilitate a discussion about Edward de Bono’s six thinking hats, or illustrate different team dynamics for when you are explaining Tuckman’s model.

StickyNote Sticky Notes
You can use the oh-so-useful sticky notes in a number of ways.  A simple trick is to use them as marker tabs to help you quickly find a pre-prepared sheet quickly.  A favourite use is in exercises where you want participants to identify, then classify items.  If they write their ideas on the notes, they can then place them on the table or grid you or they have created on the flip chart.

Fonts and colours
For large amounts of text, lower case is easier to read, as long as your writing is very clear.  But do ask yourself: ‘are large amounts of text really appropriate?’ They rarely will be.  So upper case is often clearer.  Text should be in strong colours to create good contrast, and do use lots of colour in your diagrams to make your images interesting.

Caution – do not rely on colour contrast to make distinctions that matter.  Around one man in ten has some limitation to their colour vision.  It is rarer in women.

Good flipchart pens are a must.  Most trainers (including this one) prefer chisel tip to bullet tip.  When you arrive at a training room (if you’re using their pens) or before you leave for the training venue (if you use yours) test all your pens and throw away any that are no longer at their best.  Always travel with your own set, and a back up set if you expect to rely on your own.  Three excellent brands for clarity/strength of colour, range of colour and life-span (and all are chisel tip) are:

  • Berol Flipchart Markers
  • Edding 40
  • Mr Sketch scented markers

Brighten up your training room by putting flip charts up on the walls at breaks.  It creates a stimulating environment, with visual reminders all around, of what participants have been learning.

So here’s the deal

If you don’t already do so, look for more opportunities to use flip charts.  Make time to practise using them well, and use good quality pens to help you do it well.

. . . and, most important, please add your own tips to the comments at the foot of this blog, to share them with others.

Management Pocketbooks you might enjoy

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