Style Points. Training on a scale of 1-10.

I’ve had the pleasure this week of attending some call center training for an organization I am doing some marketing work for.  I actually observed 2 different trainers over the course of several days who were essentially covering the same material with a similar class makeup.  I could not help but notice the vast difference in their training styles and how profound of an impact it had on the performance of the class.

One of the trainers took a very clear approach:

1. Ask the class to read the material at their own pace.
2. Review the material verbally, with focussed questions geared toward comprehension.
3. Demonstrate the task as it is supposed to be performed.
4. Allow the class to practice the task with constructive feedback.
5. Test the class and review the answers.

I found this approach to be incredibly efficient, with a high degree of class competency.  This class was ahead of schedule on every agenda item.

Another trainer, covering the same material took a vastly different approach:

1. Read the material to the class as they follow along.
2. Ask the class if they had any questions about the material before they practice it.
3. Ask for volunteers to demonstrate the task that was reviewed orally.
4. Give constructive feedback during the demonstration.
5. Review the demonstration with the class and ask if anyone else needs some practice before moving on.
6. Test the class and review the answers.

Rarely do you get such an opportunity to see such diverse styles.   I caught myself comparing them to each other and to that of my own style.  I asked myself how I would have trained on this subject matter to this class of adults.  And, I am certain that I would have taken a style more like the former than the latter.

Adults learn much differently than do younger people.  Adults need to relate their learning to their real lives, where children need to have more memorization and repetition.  I thought that the process taken by the first trainer covered all bases.  Some people learn better visually (reading and watching demonstrations), some better orally (listening).  Almost everyone learns well from practicing and from timely and corrective feedback.  The second trainer did not take this into account, and combined these different processes. 

The point that I am trying to make is that “style” has more to do with training than we think.  It follows the “It’s not what you say…it’s how you say it” philosophy.  The same course material can be presented and taught many different ways.  You have to consider how the student(s) learn when determining the style you should present during the training.  Here are a few thoughts to consider when determining your own style:

1. What is the make-up of the class?  Are they younger learners or adult learners?  Are they mostly men or women?  Take into account the audience when making your presentation.
2. Is the subject matter foundational?  Can you build on lessons as the training progresses.  For example:  Assume that topics A, B, C, and D are different parts of the lesson.  Are you able to structure your training so that earlier topics are reviewed along with the more recent.  Here is a good structure to follow.  A, B, AB, C, ABC, D, BCD, ABCD.
3. Cover all learning types; Visual, Verbal, Memorization, Demonstration, Practice, Feedback, etc.  You are more likely to get through to each student if you vary your delivery and cover all types.
4. Become the student.  Ask the class to teach you something.  You will observe how they learn by watching how they teach.
5. Have fun.  Be personable.  The worst thing that can happen during training is to have your class fall asleep.  Your style should always be upbeat and positive.

On a scale of 1-10, how would you rate your training style?  Consider how you are presenting the material as much as you consider what the material is.  Understand that everyone learns differently, and that your style should be representative of the entire class.  Create structure within your style that builds on foundations.  Demonstrate, practice, and give good, timely, constructive feedback.  And, lastly, have fun.

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