| By technical training I mean anything where you're | | | | modern equivalent - PowerPoint slides! |
| dealing with detailed information, rules, regulations, | | | | This restricts people's ability to learn. Some learners |
| processes or systems - as opposed to what's usually | | | | just won't be able to pick things up like this and all of |
| called " soft skills " training. | | | | them will find it hard because learning isn't just about |
| For example, I used to train people in Tax Law - that's | | | | being passive and listening to someone else talking. |
| about as technical as it can get! | | | | Effective training is interactive and engaging, it involves |
| Here are 7 Deadly Sins of technical training - are you | | | | different senses and it gets people moving, talking and |
| committing any of these? | | | | participating. |
| 1. Too much content. | | | | 5. Not getting learners in a receptive state. |
| Most technical courses cram in far too much | | | | When people are in a receptive state for learning, |
| information. The brain can only take in so much before | | | | they're curious, interested, excited, eager. How many |
| it overloads. You need to be ruthless in selecting only | | | | people turn up for technical training courses in that |
| the essential content for your group. | | | | state? Not many. In fact, many don't even choose to |
| 2. Not linking new information to what people already | | | | be there - they've been sent. |
| know. | | | | Or they're there because they have to tick a box to |
| The brain learns by forming connections between new | | | | say they've done the training |
| information and what it already knows. You can help | | | | ( e.g. Health & Safety ). |
| people to do this, but only if you are aware of what | | | | It's the trainer's job to try to get them in a positive and |
| your group already know and what experience they | | | | receptive frame of mind. |
| have. | | | | 6. Using negative language. |
| Then you can build on their existing knowledge. | | | | I've seen numerous trainers say things like, " This is a |
| Often, this doesn't happen and technical material is | | | | bit complex " or, " This might be a bit difficult " or even, |
| presented in ways which makes it seem completely | | | | " I know this is a bit boring! " |
| new, alien, remote or just at the wrong level. | | | | This sets up barriers, it means people will expect to |
| 3. Not relating the material to real life. | | | | find the material difficult and they're not likely to be in |
| This connects with the last one to some extent. | | | | the most positive frame of mind to receive it. |
| Technical material can often seem abstract, theoretical, | | | | 7. Blaming the material. |
| remote from people's real lives. They can't see how to | | | | So often I've heard trainers say, " What can I do, this |
| apply it. | | | | material's so dull!! " |
| Your job is to make it real and relevant. Ask yourself | | | | Well, yes, unfortunately, a lot of technical material is |
| why people need to know this information, what they | | | | quite dull on the page - that's why it's up to you to |
| will do with it, how it will help them - and make sure | | | | make it interesting, to bring it to life. |
| they know the answers to those questions as well. | | | | A lot of technical stuff is written by technical experts, |
| 4. Only appealing to one learning style. | | | | not by trainers. They don't know how to liven it up - |
| A lot of technical training is delivered in a presentation | | | | but you should. |
| style - what used to be called " chalk and talk " or the | | | | |