Building the training style model

Remember that every trainer has personal preferences that are based on who they are as individuals. It would be a very boring world if everyone was the same, whether in food preferences or communication styles. Training style is the same. Some training styles will appeal to some learners more than others. professional trainers adapt their training style to meet the needs of everyone in the classroom.

• The training style foundation: The trainer style model is based on four dimensions of training: content, process, task, and people. These dimensions can be placed on two scales that when combined create a grid displaying four styles.

• Content/process continuum: Trainers may be either content or process focused, so the horizontal scale is a continuum with content at the left end of the scale and process to the right end of the scale as presented in Figure 11-1. Each trainer may be anywhere along the continuum, depending upon their preference.

  The content is the purpose of the learning experience. A trainer who is more interested in ensuring that the information contained in the course is delivered accurately to the participants is content focused. Trainers work hard at ensuring that content is accurate and that everything has been put before the learner. A trainer who prefers content over process may try to squeeze everything in. A trainer who prefers this end of the continuum may say such things as “information you’ll need” and “other resources available include.”

  Process is the overall flow of a training program and the flow of events within the program. Process includes such activities as facilitating discussion, forming small groups, and moving from one topic to another. A trainer who prefers process over content may forsake content to ensure a great experience for participants. A trainer who prefers this end of the continuum may say such things as “that discussion went well” and “everything is going smoothly.”

  Which is better? Neither! You need both content and process in order to have a successful training experience.

• Task/people continuum: The vertical scale is a continuum with task at the top and people at the bottom as presented in Figure 11-1. Again, trainers may be anywhere along this continuum depending on their preference.

  The task dimension focuses on all the “things” that a trainer needs to do to manage a learning environment. The tasks may enable learning such as setting up a simulation, or they may be purely administrative such as record keeping. They may include setup tasks such as rearranging the tables, creating the schedule, and placing materials on the tables. A trainer who prefers tasks over people may forsake discussion or breaks to stay on schedule. Trainers who have a preference for the task end of the continuum may say such things as “I must complete this before” and “we’ll need to stop this discussion and move on.”

  The people dimension refers primarily to the participants and may include others related to the training program. Trainers focus on the people when they do such things as modify the program to meet participant needs, encourage introductions and discussions, and schedule timely breaks. A trainer who prefers people over task may not stay on schedule very well and may need to shortchange some topics to “catch up.” Trainers who have a preference for the people end of the continuum may say such things as “what do you think about” and “you will probably enjoy.”

  Which is better? Neither! You need both task and people in order to have a successful training experience.

All four dimensions are important for a successful training session. How do you see yourself? Perhaps you relate to one end of the continuum more than the other. Perhaps you believe you are balanced between the two ends. You probably demonstrate characteristics at both ends of the continuum. It simply means that you are able to do it all.

Think instead about what you “prefer” to do — those things that come naturally to you. This is important because when you’re pressed for time or are under stress, you tend to do what “comes natural.” It is at these times that trainers need to push themselves to remember to do it all. Most successful trainers can move easily along the continuum depending upon the situation. Yet each person does have a preferred spot on the continuum when no one is asking you to be anything but who you are naturally. Spot yourself and your preferences on each of the two continuums.

The four training styles

When you superimpose one continuum over the other, you create a grid that displays four different training styles, as pictured in Figure 11-2. When you combine the content end of the horizontal scale with the task end of the vertical scale, you have a trainer who enjoys delivering content, is organized, and in control. I call this training style the presenting style.

When you combine the process end of the horizontal scale with the task end of the vertical scale, you have a trainer who states clear expectations, is systematic in presentations, and uses a logical approach. I call this training style the guiding style.

When you combine the process end of the horizontal scale with the people end of the vertical scale, you have a trainer who is generally a great listener, encourages discussion among participants, and confirms and reinforces participants. I call this training style the facilitating style.

When you combine the content end of the horizontal scale with the people end of the vertical scale, you have a trainer who is motivating, directs participants to the answers, but does not tell them straight out, and who cheers participants on to bigger and greater things. I call this training style the coaching style.

Now, before you start reading your personal definitions into the labels for each of these training styles, I am going to caution you to relax. None, let me repeat, none of the training styles is any better than any of the others. This information is only to help you understand your personal preferences so that you know which areas are your strengths and which areas you need to improve on.

Remember, no one style is any better than another. So there is no reason to think that you would want to change your style. It is just who you are, with your strengths and areas that you need to attend to more than others.

Using your training style

Even though you have preferences, it is not an excuse for not improving the areas that need to be improved. All of the dimensions are defined by skills — skills that you can learn, abilities that you can acquire.

Take time right now and think about your training style. What are your preferences? Are you balanced in your use of all four dimensions? Or do you have strong preferences? What are your strengths? What areas need improving? What insights have you gained by thinking through this content? What will you do differently as a result of the knowledge you have learned?

If you facilitate mostly virtual learning sessions, does this pertain to you? Yes it does. If this is you, pay particular attention to the “cautions” in Figure 11-2. An inability to overcome these drawbacks will lead to disaster faster than if you are in a physical classroom.

Jean Barbazette is one of the few people who addresses training styles in an orderly way. She developed one of the first trainer style inventories in 1996. Although her model is different from the one presented in this book, her philosophy is similar as presented by her in the following sidebar. Jean has designed and presented train-the-trainer workshops since 1977. The focus of her work in training and development has been to make training programs practical, useful, and concrete. She is the author of Instant Case Studies: How to Design, Adapt, and Use Case Studies in Training (Pfeiffer, 2003).

Composition

Composition refers to a number of things. The size of the group may have more effect on team dynamics than on anything else. If the group is too large you may have difficulty keeping everyone’s attention and balancing participation. This may be particularly true in a virtual ILT.

Consider the reasons participants are attending the training. Very different dynamics occur when participants believe that they have a choice about attending the training or if they believe they were sent against their will.

The feelings participants have about each other is another composition aspect that can affect the group dynamics. Do they like the other people in the training session? Do all the departments respect each other? Previous as well as current work relationships with each other can affect the dynamics as well.

The formation of subgroups will affect group dynamics. You will want to consider this as you prepare for your session. And you may prepare for the exact opposite, depending upon the situation. For example, if you are teaching team skills, you may want subgroups to form. In that case you will create opportunities to strengthen these teams. At other times you may need to find ways to break up cliques and get the already formed subgroups to split up and work with other participants.

Atmosphere

Begin to examine the dynamics caused by the atmosphere by looking toward the physical setting. Is the room spacious? Too spacious? Crowded? Is the lighting bright? Dim? Natural? Are the tables spacious? Crowded? Are the chairs comfortable? Hard? Is the temperature comfortable? Too hot? Too cold? Can you control it? Guaranteed. It doesn’t matter how great your training session is. If the participants are not comfortable it will affect group dynamics negatively. If you are leading a virtual classroom, do participants who are not tech savvy feel comfortable asking for help?

How formal is the training session? Hopefully the timeline is flexible enough to accommodate participants’ needs and requests. If it is not, you may influence group dynamics in a positive way by determining how you can build in time for unique participant needs.

The level of interest participants have in the subject will affect group dynamics. The amount of laughter you hear is an indicator of how much fun participants are having. Paired with how interested participants are in the content, both affect the dynamics.

How congenial people are to each other, how they express themselves, and how well they accept others and the session combined are other aspects of the atmosphere that may have either a negative or positive effect on group dynamics.

Norms

When people think about group dynamics, they often think first of norms. Norms are another way of stating what people have grown to expect of each other and the rest of the group. Included in norms are attendance and punctuality expectations. Is it common to show up five or ten minutes late and still be counted as timely? Is that true for some of the group or all members of the group? Is everyone expected to attend fully? How about phone calls? Can participants leave to return messages? Each of these will affect group dynamics — especially if everyone in the session operates under a different set of norms.

Participation has been discussed in other places in this book. The amount and type of participation that is acceptable is a part of the organizational norms. Trainers sometimes stretch individuals, encouraging them to be more participative than they normally would be. That is generally seen as good. Take care that you do not stretch them too much. For example, don’t expect introverts or most engineers to enjoy role plays. This is one of the reasons to find out all you can about participants before the training session.

The topics of the training session may affect the group dynamics, but interestingly it may be the topics that are avoided that affect the group dynamics. If participants are listening to content that they believe is good but not displayed within the organization, they may feel the training is a sham. Having an opportunity to express what they are thinking may help the group dynamics.

The norms that individuals operate under when working with the rest of the group are also important. For example, do they treat each other with respect? Do they cooperate during tasks? Are some more competitive than others? Is information shared willingly or withheld? Each of these will affect the small-group exercises in the training session.

Values

The values that individuals bring to the session will affect the group dynamics. Ideally, individual, group, and organizational values are the same. When this is not true, it can affect the interaction negatively. You may see some people stop interacting if certain beliefs are brought up. The direction the group wants to take as a result of differences in values can be a positive experience. In most cases it is wise to allow a discussion of the differences to take place. Unfortunately, it is sometimes difficult to bring closure to these discussions.

Another way values can affect the dynamics of a group is if hidden agendas exist in the group. It may take a while, but generally hidden agendas are uncovered by the behaviors that are observed or the comments that are made. By the way, hidden agendas do not always need to represent a “bad” objective. However, a lack of openness may lead to distrust among the group.

Communication and participation

I have discussed the trainers’ role in modeling good communication and encouraging participation. Participants also bring their skills and beliefs into the training session, and this will affect the group dynamics. The degree to which some participants want to be involved may be different from others. This may affect large-group discussions as well as small-group activities. Whether it is a virtual or traditional classroom, the communication and participation aspect of group dynamics is one area over which the trainer has the most control.

Group dynamics will be affected by many things that you do as a trainer. For example, how you handle disagreements and conflicts will be observed by participants. The factors that contribute to the misunderstanding will also affect group dynamics. How you address challenges and how you deal with interruptions will affect the level of trust and respect participants have for you.

Participants will observe how silent members are treated. Are they brought into the discussion slowly, respecting their personal needs? Or are they forced to participate before they are comfortable?

Listening skills of both the trainer and the participants will affect the group dynamics. Participants may have a hard time respecting a trainer who is not a good listener. Training is never one-way communication. On the other hand, a trainer who has a room full of poor listeners will have difficulty in accomplishing the job.

Roles

The roles participants play will affect the team dynamics. Roles are frequently divided into task and maintenance behaviors. Task roles are those things that individuals do to get the job completed. Maintenance roles are behaviors that are completed that ensure a positive atmosphere. Individuals play these roles naturally.

Task roles supply the information, ideas, and energy necessary for the group to accomplish its objectives. These roles get things started and may include asking for information or opinions, clarifying comments, sharing facts or ideas, or suggesting solutions or methods. Task roles may also help to organize by coordinating or clarifying relationships, comparing concepts, defining positions, or summarizing what has happened. Task roles may also focus on action-type events by offering suggestions, prodding the group to take action, or simply keeping the group on task.

Maintenance roles establish and maintain interpersonal relationships and a pleasant atmosphere. They are generally focused on people and the atmosphere. Individuals may play roles to mediate differences or referee disagreements. These roles include searching for common elements in conflicts or offering a compromise. Maintenance roles also include motivators who offer praise and support of others. Maintenance roles include finding the humor in a situation and bringing in participants who otherwise may not speak. Maintenance roles encourage participation, build trust, and relieve tension in a group.

Power and influence

Power and influence are potentially one of the most problematic areas of group dynamics to a trainer. Power is often described as coming from three sources: positional power, informational power, or charismatic power. Each of these three has the potential to affect group dynamics — either positively or negatively. Individuals do not like to feel powerless. Therefore, how individuals use power determines how it affects the dynamics of the group. Using power to lead positively or to contribute appropriately will enhance group dynamics. On the other hand, flaunting power or using it negatively can be destructive.

Individuals who have reporting relationships are often a dilemma for trainers. It may be uncomfortable for a participant to be in a session with the boss present. The subordinate may not feel comfortable contributing during the session.

Rivalry between departments or individuals may also cause group dynamics problems for a trainer. If individuals do not get along outside a training session, the situation can be exacerbated by forcing them to sit in the same room and interact during a training session.

Many things can affect group dynamics during a training session. A good trainer learns as much as possible about the participants and prepares for anything that may cause a disruption. On the positive side, a trainer’s knowledge of the participants may also be used to enhance the training session.

Trainers need to be proactive about managing groups and the group dynamics. Should subgroups remain the same for key projects? Or is it better if they change? How do you determine whether the large group is mixing and mingling enough? What do you do to include everyone but not impose on those who prefer to participate by listening? What do you do when you sense tension? How do you deal with someone who may be using power inappropriately? Each of these affects group dynamics and how you address each will affect it also.

This section alerts you to some of the most common aspects of group dynamics. Awareness is the first step. Observe your participants. When you address various aspects be sure to note what happens. Later determine why. You may even want to discuss what occurred with another trainer. Humans being who they are, it is impossible to identify every situation you may encounter. However, your experiences and what you learn from them will equip you to handle most group-dynamics situations.

Coloring outside the lines

Remember that old joke “What’s black and white and red all over?” As I recall there were a couple of right answers: a newspaper. And an embarrassed zebra. Perhaps others. As a trainer, you need to ensure that you are looking outside the lines, the black-and-white lines, of training and encouraging the colorful, creative world of training.

This book touches on the topic of color a couple of times when I explore media and visuals. One of the advantages of using visuals is that you can add color. However, you can add color in other ways as well.

If you experiment with various colors on visuals, check them out from the back of the room to ensure readability. If you have a virtual class, ensure that the colors on participants' slides are comfortable to look at for an hour at a time.

Color affects everyone, and each color is associated with specific emotions. Marketing folks have depended on color for years to encourage you to purchase one product over another. Trainers can use color to

• Excite and stimulate participants’ senses
• Encourage participants to get involved in activities
• Energize participants to retain and apply the knowledge and skills they learn

Consider some of the emotions associated with specific colors, as shown in Table 11-1.

So how can you use color in your training? Here are a few things I do to add color.

• Place brightly colored sticky notes in front of participants, that are available for them to jot a note or to mark something in their participant materials.
• Use colored paper for specific activities. For example, I have a page of creativity techniques that has a light bulb in the background that I copy on astro bright-yellow paper. In another training session, I conduct a killer-phrases exercise where the participants list killer phrases on red paper and end up wadding up their pages and throwing them.
• Place a variety of brightly colored sheets of paper in the center of tables for use with small-group activities that require blank paper.
• I frequently place crayons or colored pencils on the tables and may ask participants to complete certain activities using them. A favorite is to use them to decorate their name tents.
• Hang posters that are related to your training session around the room. They may also be posters that encourage thinking positively, that deliver a message, or provide a quote.
• When voting on positive and/or negative issues you can use post-it flags on a wall poster. For example, use a green flag to vote for the characteristic that our team is best at and a red flag to vote for the characteristic that our team needs to improve the most.
• Instead of dark on light, surprise your participants and have them write light on dark. Use white, silver, or gold marking pens and dark paper in red, green, and even navy blue. These things are easy to find in your local office supply store.

Don’t use colors willy-nilly. Think through how you will use them. For example, they can be a great way to transition from one module to another. Use highlight to assist learners to note the key areas. Think about which color combinations work best. Use brighter colors to infuse energy after lunch.

Energize the group

Many of things have been discussed in this book that will energize participants:

• Obtaining participation
• Conducting learner-centered activities
• Varying activities
• Creating an active learning environment
• Celebrating success
• Projecting enthusiasm

All of these are important, but sometimes it will take just a bit more. If you see energy waning or enthusiasm wavering, it may be time to move people around the room in the form of an energizer.

Let me entertrain you!

Humor can be the best thing for a training session — or the worst. Especially when it falls flat. A few guidelines will help you to successfully interject humor into your training session. My friend Jeanne builds humor into her presentations in a very natural way. She even calls herself an entertrainer and believes that humor adds a great deal to training. What are some of the advantages of adding humor to a training session?

• Can be used to get participants’ attention
• Keeps participants interested in content
• Clarifies a point
• Ensures that key points are memorable
• Creates a relaxed atmosphere
• Builds a positive relationship between you and your participants
• Can ease the way through difficult content

Add creativity to training

Creativity is an important aspect of all training, and even if you think you aren’t creative, there are little things you can do that will enhance your training style. Try these:

• Promote your next training session in a unique way, for example, by sending the invitation in a paper bag.
• Title your next training session in a creative way, such as “Bag That Problem.”
• Hold your next training session in a unique location.
• Introduce new ways to think about the training topic.
• Use themes to energize a session, for example, paper bags, crayons, seeds, hats, maps, airplanes, tools, puzzles, or T-shirts.
• Use at least three different training techniques or methods per hour of instruction.
• Use cartoons that you draw or that have received appropriate copyright approval to use; add the names of managers in your organization.
• Look for double meanings in the words and topics of your training and then play with those double meanings. For example, trainers often claim to have a “bag of tricks.” You could play off of the “bag” theme or the “tricks” theme. Use a “bag your problem” activity or use magic tricks as an analogy to some of the knowledge you are training.
• Encourage participants’ creativity; engage them in brainstorming.
• Present your participants with challenges, puzzles, and brain teasers.
• Keep a creativity file that you can refer to when you develop your training programs.
• Use energizers often. Be sure they are short, quick, and, of course, energizing! Try to relate your energizer to the course content, like those earlier in this chapter.
• Add planned humor to your next training session. Be sure to use your funny experience as an example.
• End your training session with a story, poem, quote, picture, or gimmick. For example, thrusting a straw through a raw potato to demonstrate the importance of seeing success and following through.
• Read articles and books about creativity to give you ideas.
• Shop in toy stores, dollar stores, and children’s bookstores for ideas.
• Ask participants to evaluate your training program with a limerick.
• Take more risks; try things that you have been reluctant to try. For example, I avoided using debates in the classroom for too many years because I was afraid to take the risk. When I did finally use a debate, I was pleasantly surprised about participants’ willingness to get involved, as well as the richness of the follow-up discussion.

• Trouble getting folks to return after a break? That’s probably a good sign that they are communicating during the break. But you do need to start again. Use a cartoon or flick the lights. You may also signal with a noise maker, like a train whistle, kazoo, cow bell, chime, or sleigh bells. Try to vary your approach from one break to the next.

  Another way to get participants’ attention is to snap your fingers. I begin snapping my fingers and quietly say, “If you can hear me, snap your fingers.” Participants in the front can hear it the first time. I repeat myself and eventually the snapping works its way to the back of the room.

• Study other presentations you see and identify new approaches to use during your next training.

Take a list of key concepts for your next training session with you to your local dollar store. Compare the concepts and the merchandise in the store to identify themes for your next training session. For example, you can use play money for investing in your future, your health, or your team; puzzles for finding the right fit or everyone has a role; a compass for finding your way, or determining a new direction; rulers for measuring potential, setting goals, or determining growth; or hundreds of other ideas.

Celebrate success

Remember when you were a kid and your family celebrated all those little accomplishments, like the first time you rode a bike or won a blue ribbon at the science fair? Well, adults like to celebrate success, too. Another way to create an energizing, exciting, enthusiastic environment is to celebrate participants’ success.

Use rewards and reinforcement to celebrate success. Trainers use intrinsic rewards such as thank you, feedback on performance, and other verbal recognition. Trainers also use tangible rewards, such as candy, gum, small team prizes, and individual doodads. Or break out a special prize for everyone (a big bag of candy-coated chocolate.)

Check out sources for inexpensive (some as low as a dime each) doodads. Oriental Trading, www.orientaltrading.com is a favorite for toys, holiday items, puzzles, key chains, hats, and more things than you ever thought existed. Although it is fun to check that website, it’s even more fun to get on its mailing list and have its monthly catalog delivered to your door!

Reinforce what participants learn throughout the session. You could try some of these or make up your own.

• Participants list what they learned on flipchart pages posted on the wall.
• Participants complete a crossword puzzle format or word search.
• Participants stand in a circle, toss a ball, and state one thing each learned.
• Participants write an email to their supervisors stating what they learned and how they would like to implement it.
• Participants write a memo to themselves that the trainer mails later.
• Review key concepts using a game-show format such as Jeopardy.

All of these work to enhance and celebrate learning.

Celebrate success at the end of the session as well. Certificates are an inexpensive reward, as is reenacting a graduation ceremony playing “Pomp and Circumstance” or playing any engaging or celebratory tune that brings closure such as “Happy Trails” or “Goodbye, So Long, Farewell.”

If you use music in your training session, be sure to get copyright permission from BMI or ASCAP.