The Other Side of the Training Table: Trainer Becomes Trainee

By Michael Palko @mpalko

I’ve been in the training industry for over 15 years.  I’ve trained customers, potential customers, sales, support, and IT staff.  During that time, I have stood at the front of countless classrooms, hosted hundreds of webinars, and created an extraordinary amount of e-Learning modules.  So, when I accepted a job with a new company a few months ago, I took my seat on the other side of the training table.  Already, in just those few short months, I have been reminded of some things that will help me, and could possibly help you, make your training sessions better.

Much of my time at this new job has been spent as a trainee.  There have been sessions on the history of the company, on policies and procedures, on safety and security, and on the new software being implemented (the basis for my hiring).  These sessions have come in all shapes and sizes.  Some lasted as little as 5 minutes.  Others required travel for week-long classroom experiences.

 As trainers, we are forever mindful of the need to keep the learner in mind when designing courses, but what does that mean?  Personally, I think it’s easy to forget what it’s like to be on the receiving end of training if you don’t take on that role at least occasionally.  My recent experiences have served as a good reminder that there must be variety in the content we deliver to trainees.  The sessions that have been valuable to me were the ones that provided different formats for learning (e.g. lecture, group activity, self-paced exercises).  Changing how the content is delivered keeps the topic fresh and prevents the class participants from being lulled to sleep.  The exercises that I found most useful allowed me to make mistakes.  Most people are good at following step-by-step oral or written instructions.  The challenge (and real understanding) comes when learners are asked to apply the concepts, without the guidance of an instructor, in order to complete a task.

 That brings me to the topic of end-of-course exams.  For many, the term itself may cause some anxiety.  One of the conditions for my continued employment in my new position is that I must receive a “certification” in the use of the new software being implemented.  I’m required to obtain a certain score on two written exams and to complete a project that demonstrates my understanding of the features and functionality of the software.  Exams are a good way to gauge a learner’s comprehension of the topic.  (Notice I said “good” and not “great” or “the ultimate”.)  For me, the hands-on project has been the single most important gauge as to whether or not I understand the materials presented.

 A number of years ago I read a book, which contained a lesson that has stayed with me.  I don’t recall the title exactly, but it was something along the lines of, Straight A’s Don’t Guarantee Success. Regrettably, I’ve not been able to find it again.  However, I remember that in the book, the author gave this example:  A student takes a course in skydiving.  At the end of the course, the student is required to take a written test consisting of 100 questions.  The student answers 99 questions correctly and gets an “A” on the exam.  However, the one question he gets wrong is the one about when to pull the rip cord!  Has this student learned the material?  Will this student be successful when it comes time to put what he’s learned into action?

 In my new job, I’m fortunate to be able to sit on the learner’s side of the table before I have to take my usual spot on the trainer’s side.  I encourage you to turn the table, and to then share what you’ve learned with some added perspective.  What are you doing to make sure that your students are equipped for success?

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