(Jean Barbazette, March 5, 2009)

One of the difficult issues trainers and course designers face is to match a lesson to the needs of the learners.  Homogenous audiences make a trainer’s task of design and facilitation an easier one.  When learners have the same level of experience, interest and past training, one lesson fits the needs of all the learners.  So, what’s the best way to design a training session for a diverse audience?

The answer: design all training using an experiential h differing numbers of steps have been offered to trainers over many years to teach through simulations.  These models begin by 1) setting up the learning activity, 2) conducting the learning activity, 3) asking learners to share and interpret their reactions to the activity, 4) identifying what was learned through the activity and finally 5) planning how to use what was learned.

An experiential learning model helps all learners begin from where they are and grow from a shared experience.  Because experiential learning actively involves the learner, it is possible to use the same activity with a diverse audience.  Granted, some learners will get more out of an activity than others.

Trainers need a range of skills to facilitate each step of the experiential learning model.  In step 1, setting up the learning activity, adult learners become motivated when they understand the benefits or importance of the activity to themselves and their work. To be successful, set up the activity so learners understand what they are going to do and why they are going to do it.  A trainer needs to be directive by giving instructions and ground rules for how the learning activity is to be conducted. Set-ups might also include elements such as the following: 

• Tell participants about the purpose of the learning activity.  
• Divide participants into groups and assign roles.  
• Provide ground rules.  
• Explain what the participants are going to do.  
• Tell participants why they are doing the activity without giving away what they will "discover" as a result of engaging in the activity. 
   

In Step 2, a learning activity will be successful when adult learners are involved as much as possible. It is also appropriate to consider how the activity will appeal to the senses of sight, hearing and touch. This step includes any learning activity, including lecture, discussion, case study, role play, simulation or game, inventory, and independent study and/or reading.

Depending on the activity selected for step 2, the trainer’s instructional style can be anywhere on a continuum from directive to facilitative.

In step 3, learners share their reactions to the activity by identifying what happened to them and to others, as well as how their own behavior affected others. Often, questions such as these are asked: 

• “What was your partner's reaction when you did . . . ?" 
• "What helped or hindered your progress?"  
• "Summarize the key points from the lecture, role-playing activity or case study." 

Learners in diverse groups learn different things from the same activity.  The trainer’s role in this step is to facilitate a discussion and ask the learners what happened to them (not what was learned) during the activity.

During step 4, the trainer again uses a facilitative role and helps learners discover the concept or idea underlying the activity.  This is the "So, what did I learn?" step. Questions that develop concepts might include, "What did you learn about how to conduct an interview, discipline a subordinate, teach a new job, etc."  

If this step is left out, then learning will be incomplete. Certainly, participants will have been entertained by the training activity, but they may not be able to apply new learning to similar situations outside of the classroom. Indeed, it is only when concepts are inferred from an activity that adult learners are ready and able to apply them to future situations. Diverse learners can learn different things from the same activity.  The trainer’s role as a facilitator is to be sure each learner takes away something of value from the activity.

During step 5, the trainer continues in a facilitative style.  This is the "So, what now?" step. During this process, learners are asked to use and apply new information learned from the activity to their own situations. This step often involves an action question such as, "How will you use this questioning technique the next time a subordinate asks you for a favor?" or "In what situations would you be more effective if you used this technique?" Like the preceding four steps, if this step is left out, then learners may not be able to discern the relationship between the learning activity and their job (or situation) and may not be able to see how what was learned can be useful to them in the future. Diverse learners definitely take something different from the lesson, since different jobs require different applications.  The trainer’s role is to be sure enough questions are discussed so application of the concept is possible for all learners.

So does “one size” fit all in training?  A trainer can use the same activity for diverse learners.  A skillful trainer uses a variety of styles (from instructive to facilitative) to be sure all learners find value in the same activity. 

Jean Barbazette is president of The Training Clinic, a train-the-trainer company in Seal Beach, CA. She is also the author of The Art of Great Training Delivery (Pfeiffer 2006) and Managing the Training Function for Bottom-Line Results (Pfeiffer 2007).  Jean can be reached at This e-mail address is being protected from spam bots, you need JavaScript enabled to view it or www.thetrainingclinic.com.

© 2009 Jean Barbazette. All rights reserved and used by Tips From Doris with permission.

Ms. Barbazette's books may be purchased on Amazon...