Developing Professional Capabilities - Training Delivery and Facilitation

Managing Effective Meetings - After

After a meeting the facilitator prepares and distributes a follow-up report that includes the items covered, decisions made, and actions to be taken with due dates and who is responsible. A follow-up report reminds participants of their commitments, may include information that was not available during the meeting, and serves as a monitoring tool to ensure task completion. A facilitator should also evaluate the effectiveness of the meeting and make plans for continuous improvement.

Multiple Intelligences

Although intake and learning preferences reflect how people prefer to receive information, intelligence reflects how they process that information. Howard Gardner (2011) suggests that intelligence is multifaceted and traditional measures, such as intelligence quotient (IQ) tests, do not accurately measure all its facets. He also says intelligence is not fixed, and defines it as: a measurable aptitude an aptitude that people use to create and solve problems an aptitude valued by the culture. [See 1.2.1.1] In Frames of Mind, Gardner (2011) describes the multiple intelligence theory and gives his initial list of intelligences.

Communication Considerations

Communication may be the most valuable skill a facilitator possesses. When facilitating groups it is helpful to: Establish clear communication methods and styles among group members and between the facilitator and the group to keep misunderstandings to a minimum. Establish agreement and maintain focus on the team's objectives, goals, and mission and their project or task. Members must believe that their relationship and role are clearly defined. Use communication to assist team members with relationship building by providing opportunities for group introductions, downtime, and celebration. Become familiar with any cultural differences and address these differences with individuals and the team to ensure that alternative opinions will be welcomed. [See 1.4]

Creating Required Materials

Design begins once the TD professional has decided on the kind of asset or learner material and activities that are needed. In some cases, the facilitator may have extra time to create the materials. If so, meeting with the participants' supervisors will yield some ideas about what to include. If the facilitator has to design the asset within the time of the training event, it is best to create it over lunch or take a long break to get organized.

Distance and Self-Directed Learning

Distance learning is an educational delivery in which the instructor and participants are separated by time, location, or both. Distance learning can be synchronous or asynchronous. Self-directed learning is when the learner determines the pace and timing of content delivery. It occurs through a variety of media, via print products, or electronically.

Matching Learning Methods to Desired Outcome

During the design and development phases, TD professionals used the defined objectives to select a training event that would best achieve the objective. Selecting learning methods is primarily based on Bloom's domains and levels of learning. Depending on which domain and level of learning is required, certain methods work better than others. [See 2,1.3.4, 2.2.4.2, and 2.2.11.1] To make the decision the facilitator would ask: Are we addressing knowledge, skills, or attitudes? Who are the learners? What is the group size and experience level? What are the practical requirements? What logistics (time of day, amount of time available, facilities and materials available, and cost limitations) should be considered?

Engagement Methods and Techniques

Engaging participants is key to effective training delivery and facilitation. TD professionals should be aware of techniques they can use to increase learner participation.

Facilitation Techniques

Facilitation is a skill that requires practice and preparation with different techniques. It involves managing discussions while still being unobtrusive, asking questions and pausing long enough for participants to answer them, and using silence and active listening effectively. Several useful techniques for facilitating include: using active listening skills giving clear directions balancing participant involvement checking for confirmation from the group avoiding judgmental comments maintaining focus on the process planning transitions summarizing key concepts using silence to encourage participation encouraging questions for clarity sending welcoming nonverbal messages.

Formal Learning

Formal learning is often part of a curriculum, course, or workshop, and is estimated to comprise 10 to 20 percent of what people learn at work. Informal learning: occurs within the context of doing a job or in everyday life—not in the classroom can come in a variety of formats, such as storytelling, modeling, observing, feedback, coaching, mentoring, discovery, Internet and intranet searches, and trial and error may occur accidentally or through a series of purposeful activities can occur instantly and intentionally, as an Internet search.

Managing Conflict

Hostility among meeting participants, training groups, or others that need to work together may occur on occasion. If the behavior is preventing the group from being productive, a TD professional may need to intervene using one of these techniques: Help participants differentiate the facts from assumptions. Remain unbiased. Stay calm and unemotional as the facilitator. Ask for clarification or summarize to confirm the real issue. Ask the tough questions that nobody else will. Create a safe environment for discussion. If needed, take a pause or flex the agenda to resolve unexpected conflicts. In extreme cases, when TD professionals feel threatened, they may need to call security.

On-the-Job Training (OJT)

OJT is an approach for developing skills in the actual work environment—using the tools, equipment, documents, or materials that employees will use in their normal work. It is typically a semi-structured process that is provided by an experienced colleague. To increase learner success, OJT trainers should have a checklist of critical knowledge details, a clearly defined work outcome, time for practice and discussion, and job aids (such as checklists, decision trees, a resource list, or step-by-step guides). OJT may be supported by other learning solutions such as peer coaching, mentoring, job shadowing, or job rotations. It is an appropriate option when: it's most useful to learn the skill in the actual environment where it will be practiced the target learning group is small and limited training resources are available immediate feedback on performance is helpful. OJT trainers are available who are skilled at the job and are given the time to deliver the training available OJT trainers want to help people and understand cognitive techniques that make learning successful support materials, job aids, websites, and electronic performance support systems (EPSS) are available (Dillon 2017).

Making Decisions

Several approaches are available for making team decisions, including consensus, using a democratic vote, authority rule, using expert decision, or minority control. [See 1.2.7.4]

Barriers to Communication

TD professionals should consider communication barriers as they select appropriate delivery options and media for learning events. Several to consider are culture, language and speech, the environment, psychology, nonverbal behaviors, proxemic zones, basic communications, and barriers to listening: Culture. Misunderstandings occur when members of one culture—whether that of another country or a minority group within a country—are unable to understand cultural differences in communication practices, traditions, and thought processes. To reduce intercultural communication problems, TD professionals need to be aware of their own culturally instilled ways of viewing the world. [See 1.4.2] Language and speech. Even when everyone speaks the same language, differences and misunderstandings can occur. The most-often cited difficulties include accent, linguistics, translation errors, and nuances. [See 1.1.1.6 and 1.1.1.7] Environment. Environment can create communication barriers including how people use personal space, technology advancements and skill, the friendliness of the physical space, distractions, temperature, and comfort. Context. The circumstances surrounding communication create the contextual level. Highcontext societies determine meaning from how a message is delivered and under what circumstances. Low-context societies are more literal—that is, more dependent on what's said or written. Nonverbal behavior. Nonverbal behavior such as appearance and body language can cause barriers to communication. Appearance clues fall into two categories: artifacts (items of appearance over which a person has control, such as jewelry and clothing) and physical traits (characteristics over which a person doesn't have control, including race, gender, body size, bone structure, and skin color). Differences in how people walk, talk, bow, stand, or sit occur not only between cultures but also between genders and subgroups within a culture. Eye Contact. Eyes can convey a number of meanings, and those meanings vary from culture to culture.Cognitive eye movements are associated with thinking. By looking away from a speaker, for example, a receiver indicates that no new information is being processed.Monitoring eye movements are associated with understanding. The speaker in this case monitors the degree of eye contact from the listener.Regulatory eye movements are associated with a communicator's willingness to respond. The speaker regulates the communication flow by making eye contact and allowing the receiver to indicate a desire for further communication.Expressive eye movements are associated with the emotional responses of the people communicating. Proxemic zones. Proxemics is the relationship of people's physical positions. When people think someone is too close, they may feel threatened. On the other hand, if someone is too far away, they may think that person is unfriendly and cold. Facilitators from a different country than where they're conducting the training may encounter difficulties in communicating with people from other cultures because of this distance issue. [See 1.4.4.1]

Facilitator Preparation

TD professionals should plan to invest ample time preparing to deliver any training event. They should review any assessment documents, understand how the content relates to organizational goals, learn something about the participants, master the content, and practice the delivery mechanics.

Preparing for a Virtual Session

TD professionals will complete similar preparation steps for a virtual instructor-led training or virtual meeting as they do for in-person events. One difference is that materials may either be distributed to participants or placed in a central repository for them to download. Last minute preparation for a virtual event includes checking all technology connections, testing audio, loading polling questions, opening whiteboards, and checking participant privileges. TD professionals may have the opportunity to work with a producer, who is a technical expert assistance for a facilitator during a live online session. Producers may specialize in technology-only assistance or may co-facilitate sessions (Huggett 2013).

Media Options

The best presentations have a mix of delivery methods, using verbal and nonverbal techniques as well as appropriate media to support the message. The media should reinforce the content while being easy to understand and of high quality. TD professionals have numerous media choices available, and most training programs designate which media are appropriate and when to use them. Options include: presentation software videos animations polling software collaboration software smartboards flipcharts and easels whiteboards and magnetic boards virtual and augmented reality. [See 2.2.11]

Engaging Participants

To increase participation during facilitated learning sessions or meetings, TD professionals should use techniques and activities such as: Organize the learners into small groups. Identify ways to engage those prone to silence. Use participants' names and make eye contact. Don't call on nonparticipators initially; build their comfort and self-confidence first. Acknowledge contributions, and encourage others to add to a response Encourage participants to move and engage in discussions with other participants.

Science of Using Visuals

Visuals make it easier for learners to acquire skills or knowledge and are an important element of learning in any modality. Ruth Clark, author of Evidence-Based Training Methods, 3rd edition (2019), states that evidence demonstrates that trainers should use relevant visuals, keep visuals simple, explain complex visuals, and avoid visuals that are distracting to the learners. Visuals enhance learning retention and help people make sense of complex, abstract, or unusual content. At least 50 percent of the cortex is used for visual processing while only 10 percent is used for auditory processing (Snowden, Thompson, and Troscianko 2012).

Planning for Emergencies

Well-prepared TD professionals should think through everything that could go wrong and how to address it. It is important to have an alternative plan—at least a general idea—of what to do if the power goes out, an activity doesn't work, or questions they don't have answers to are asked.

Considerations for Designing Assets

When a need for change arises, TD professionals should determine what needs to be designed or changed and why. They may find themselves enhancing their slide deck with more relevant content, designing wall charts to provide visual support, creating unique handouts to address learner needs, or adding or modifying activities based on the makeup of the group. The reason a change occurs without warning is usually due to timing, relevance, or learning requirements:

Type of Learner Materials

When creating learning materials during the implementation, TD professionals should start with knowing what the objective is. The facilitator should then match the learning strategy, knowledge, skill, or attitude to the objective. Some examples include: If the participants need to gain knowledge about something, the facilitator could create a short presentation, diagram, problem-solving clinic, participant-led teach back, or perhaps Internet research. If the participants need to be able to do something and acquire a new skill, the facilitator could create a case study, role play, practice session, job aid, or demonstration. If the participants need to change their attitude, values, or priorities, the facilitator could create a debate, exercises, self-assessments, feedback groups, or a brainstorming session.

Enable Decisions

When decisions need to be made, TD professionals can use these techniques: Allow time for individual reflection so that all ideas get heard. Use small and large groups effectively to achieve consensus or decisions. Use prioritization techniques to arrive at top ideas quickly. Use the appropriate facilitation techniques to move the group to consensus. Summarize the areas of consensus to keep the group focused. Establish clear next steps. Allow different behavioral style participants to feel heard, understood, and included.

Online Learner Engagement

When delivering training online, TD professionals should emphasize interactivity by creating exchanges between the facilitator and the learner, as well as among learners. TD professionals should be skilled in engaging online learners and taking advantage of the tools available, such as chat, polling, and breakout groups. Cindy Huggett advises that "the trick to creating interactivity is to use these tools thoughtfully" (2018), which means using them to engage learners to help them reach the learning goals. Huggett (2013) also suggests engaging participants every three to five minutes. In addition to using the technology available to gain interaction, TD professionals should consider these techniques: Gain participants' attention from the beginning—use the time before the actual start time to engage learners by displaying a poll, posting a rolling set of quotes, or beginning a live chat with anyone who's logged into the platform. Use a variety of techniques for involvement to respond, for example switch off between the chat window, a whiteboard, and the "raise hand" feature. Call participants by their names or incorporate them into the examples. Create a social aspect that starts by sharing the participant list, including brief introductions (verbally for a small group or in the chat window for a larger group).

Active Versus Passive Learning

When facilitating, TD professionals can use active training techniques to ensure participants take an active role in the content and construct personal meaning from it (Silberman and Biech 2015). Active training ensures participants are involved in the process, learning from one another in pairs and small groups. When used correctly, these techniques increase the longevity and relevance of the training. Passive learning, on the other hand, occurs when the learners are recipients of information. Table 2.3.5.2-1 compares several aspects of active and passive learning.

assisting learners

creating a path to help employees lead their own learning efforts preparing employees with the skills required to learn and develop coaching supervisors to coach their employees [see 2.7.3] helping managers and employees identify gaps in their knowledge and skills devising a plan for bridging skills gaps through informal learning.

adding content and options

curating an internal repository of content that can be leveraged for informal learning working with knowledge management experts to identify resources and their locations helping employees locate independent study, research, and collaboration options providing resources and guidance to managers and employees on informal learning options and linking those to specific development opportunities.

advocating for informal learning

gaining executive support for informal learning efforts setting clear expectations about informal learning among stakeholders clarifying goals and desired outcomes related to the organization's mission and vision continually promoting the availability of resources for informal learning.

Regardless of the type of meeting, there are many methods and tools to make the meeting effective, depending on the purpose. These methods include:

giving information—visuals, handouts, questions and answer periods, or using a guest SME discussing issues—brainstorming, nominal group technique, or playing devil's advocate solving problems and making decisions—fact finding, solution/comparison grid, or an advantages/disadvantages table planning and setting a course of action—Gantt charts, Pert charts, action planning, or force field analysis.

Several techniques are useful for helping move teams and groups through the team stages (forming to performing), including: [See 1.3.3.5.1]

listening to understand issues following agendas to keep everyone informed about next steps opening discussions to identify objectives and purpose using a shared framework of understanding to name expectations and outcomes summarizing to validate speakers and clarify the message reframing emotional statements into issues to help the group focus brainstorming to help everyone expand the possibilities building consensus through discussion, so everyone supports the decision verbally and actively reaching closure by recapping agreements, outcomes, and action items.

Learning Requirements

participants don't have the minimum skills for the content participants require more advanced content and examples there is a broad division in the skill and knowledge level of the group participants require more hands-on practice participants require more depth in one or more topics.

Relevance

participants' supervisors requested an emphasis in one or more areas there is a need to add more real-world relevance for the group participants require a different experience a unique problem exists in the workplace that affects most of the participants the assessment did not uncover the root cause or something has changed since it was completed that changes the needs.

Task roles supply the information, ideas, and energy necessary to accomplish the goals:

proposers initiate new ideas or procedures seekers ask for information, facts, ideas, opinions or clarification coordinators show the relationship, similarity, or differences of ideas clarifiers compare to standards or question practicality of suggestions summarizers bring ideas together, question the direction, or pursue completion energizers prod the group to action or decision.

Maintenance roles establish and preserve interpersonal relationships:

reconcilers mediate differences compromisers search for common elements motivators praise and support others relaxers reduce formality and bring out humor. [See 1.3.3.5]

Timing

something has occurred in the workplace that is related but not covered explicitly in the course the group size is different from what was expected course objectives changed prior to the delivery the amount of available time has changed.

Job Aids

A job aid serves the same need as an EPSS, but more simply and cost-effectively, using a paper format. A storage place for information performers use while doing a task, job aids provide information about when or how to perform a task, thus reducing the amount of recall needed and minimizing error. Job aids help reduce training time and support learning. They have been developed for linear tasks, such as equipment assembly and filling out forms, and for complex tasks, such as medical diagnosis. A job aid may be one page or many volumes. These tasks are candidates for job aids: a task performed with relatively low frequency a highly complex task with numerous steps a task with a high consequence of error a task with a high probability of change in the future.

Creating a Positive Environment Based on Adult Learning Principles

Adult learning researcher Malcolm Knowles said that being relaxed, trusting, mutually respectful, informal, warm, collaborative, and supportive, with openness, authenticity, and humility were the key factors in creating the right learning climate for adult learning (andragogy; Biech 2015). Learning theorists consider these process elements, as defined in Knowles's process model of andragogy, to be crucial to adult learning. Knowles believed that adults need to know why they should learn something before investing time in it (Knowles, Holton, and Swanson 2015). Therefore, TD professionals should share the purpose of the learning event and what's in it for the participants. In addition, they acknowledge that adults bring experiences and prior knowledge to learning settings and explain how that will be a solid foundation for what they will learn. [See 2.1.3.1] According to Cindy Huggett (2018), most advice for physical classroom trainers remains true for virtual classroom trainers. To create a positive learning environment, TD professionals must demonstrate knowledge of adult learning principles by: Creating a safe haven for learning. TD professionals can create a non-judgmental space for everyone by greeting participants at the door or online or sharing the objectives of the training early. Ensure confidentiality—what's said in the group stays in the group. Creating a comfortable environment. Arrive online or at the training room early enough to help create a positive environment. In a virtual classroom, check all technology before, dial in 15 minutes before class, and ensure accuracy of all materials. Connect with everyone by using their names and ensure they know how to use the technology. In the physical classroom arrive early. Turn the lights on bright, adjust the thermostat to a comfortable temperature, ensure the room looks organized, and confirm visuals can be seen by all. Encouraging participation. Creating active and ample participation is important to enhance training. TD professionals should encourage everyone to meet others in the group and use small groups to overcome reluctance to share ideas or concerns. Use participants' names often. Facilitating content. At times, straight lecture is required, such as when rules or laws must be communicated verbatim or when safety is an issue. For the most part, however, experiential learning activities facilitated by the TD professional are how adults learn best.

Preparing Participants for Online Learning

Almost all the advice for in-person training also applies to online training. In addition, TD professionals need to consider how the technology-enabled learning experience will affect the learners. They may need to help participants set up their computers, test their access, and ensure appropriate software is downloaded. The critical element is ensuring that they do not wait until the last minute to engage. The participant must complete all setup or assignments in advance so they can be actively involved in online learning.

Role Differences for Learning Events Versus Meetings

Although they use many of the same tools and skills, there are differences between facilitating a learning event and a meeting: Learning event facilitators facilitate and deliver information and knowledge focused on what participants learn. They may be subject matter experts, have a point of view, and ensure learning occurs. Meeting facilitators enable discussion and focus on group outcomes by supporting processes and teams. They remain neutral and unbiased, helping the group build consensus, make decisions, and create next actions.

Ask Questions

Asking questions enables the TD professional to gather information, facilitate discussion, evaluate acquisition of knowledge, and promote learning. Critical skills for using questioning techniques include active listening, paraphrasing, and reflective questioning. TD professionals use all forms of questions and demonstrate clear understanding of the advantages and disadvantages of each. Questioning techniques include: Closed-ended. Used for obtaining specific facts or information, allowing for a specific fact, or a yes or no; preferable when the facilitator wants to limit information. Open-ended. Requires more than a one-word answer; used to stimulate discussion and encourage individuals to apply their personal experience to the current situation or discussion. Hypothetical. Used for getting people to think freely in situations where many answers may be valid and to allow individuals and groups to consider different ways of handling a situation. Socratic method. Named for Socrates who believed that the learners would arrive at their own conclusions through questions that examine the content. [See 1.1.6.3]

Opening a Session

At the beginning of the session, TD professionals need to capture participants' attention and interest. An effective opener or icebreaker is a great way to start. The first moments of the introduction set the tone of the session, and a skilled facilitator will make the audience want to know more about the topic. Examples of effective introductions include a: provocative statement unique demonstration illustration of how the topic relates directly to work experiences topic-related visual thought-provoking question.

Managing Effective Meetings - Before

Before a meeting is scheduled, the facilitator must decide if the meeting is necessary: Is this the best way to meet the objectives and will the results provide enough value to justify the time spent? If yes, they will then set objectives, determine who needs to attend, decide when and where the meeting will be held (including virtual connections), prepare an agenda, and communicate the purpose. [See 2.3.1.15]

Preparing for Delivery

Delivery is an opportunity for TD professionals to facilitate learning and improve workplace performance. With careful preparation, facilitators can reduce and control nervousness. That is one reason why preparation is the most essential step in delivery. Here are some things TD professionals can do: Learn the objectives. Start by gaining an understanding of the learning objectives, which specify the performance (knowledge or skill) that is desired after training has been completed. Review the needs assessment. The needs assessment led to the training experience; it offers the rationale for the training. Master the material. TD professionals should master the training session's content. They may have an advantage on learning the material if they helped design and develop the course because they may understand the decisions that resulted in the final design. Learn about the participants. Before the session, the TD professional should learn as much as possible about the people who will be attending. In addition, they should gather background information about the business or performance need that motivated the session. Create notes. Effective notes aid in the delivery preparation process and may help the facilitator overcome nervousness. TD professionals should determine what note process works best for them. Some like to facilitate from notes in a facilitator's guide, while others write on a copy of the slides, and others develop their own notes.

Evaluating and Staying Current With Technology

Developing talent is constantly evolving. Technology breakthroughs have accelerated the need for TD professionals to stay up to date on cutting-edge technology resources so they can support the learning process. They should be prepared to assess, evaluate, and recommend new technology resources, which may ensure better learning outcomes, increase more engagement, or support facilitators to make their jobs easier. They will need to stay ahead of the trends, such as how performance support and social networks might shift learning to a more sustained and distributed model. In addition, they may need to determine how on-demand, mobile learning can support employees who need immediate access to information. And even though it's unlikely that TD professionals will purchase augmented reality (AR), virtual reality (VR), or mixed reality (MR) technology, they will buy applications that support their engineers' design skills or to help supervisors recall a coaching process. By working with others in the organization's IT and knowledge management areas, TD professionals can identify and leverage the most innovative tools. [See 2.4]

Facilitating Dialogue With Individuals and Groups

Dialogue is the flow of information among people with the intent of learning from everyone and making the best decision based on the total knowledge. To facilitate dialogue a facilitator must remain neutral, have strong listening and reframing skills, and formulate good questions. [See 1.1.7 and 3.3.8]

Managing Effective Meetings - during

During a meeting the facilitator starts on time; facilitates the group to generate ideas and make decisions; identifies and eliminates time wasters; and balances discussion. To close the meeting a facilitator gains participants' commitment to act by creating an action plan that identifies who will do what by when. A closing should also include an evaluation—even if a short verbal pros and cons list to solicit ideas for how to improve future meetings. A facilitator should always end on time (or earlier), summarize the meeting verbally, thank participants, and close with a reminder of each person's responsibilities. To maintain group dynamics, TD professionals can create a meeting code of conduct, which should include rules on how they communicate, manage conflict, positions and roles, consequences of commitment lapses, and anything that team members may consider a good practice. Some codes of conduct include norms, such as all team members must take part in group discussions, members must not interrupt when another member is speaking, and all members will be punctual for meetings. TD professionals should be aware of groupthink, a term defined by Irving Janis to describe situations when groups make irrational decisions because individuals in a group conform their stated opinions to the perceived consensus of the group. [See 1.2.8.3]

Electronic Performance Support Systems (EPSS)

EPSS is software on a computer or other device that gives employees information or resources to help accomplish a task or achieve performance. It's essentially a comprehensive computer-based job aid. These systems deliver information on the job—timely information, on-demand information, guidance, examples, and step-by-step dialog boxes to improve job performance with minimum staff support. Potential EPSS applications include a calculator that simplifies or automates a procedure or an embedded tutorial that provides instruction for a work-related procedure. Use an EPSS application when: there's a performance problem caused by a knowledge or skills deficiency tasks related to the performance problem are relatively difficult to perform tasks are performed infrequently tasks don't have to be performed in emergency situations there are serious implications if the tasks are performed inadequately the performance environment accommodates the EPSS hardware.

Group Dynamics and Behavioral Styles

Each individual brings unique perspectives, skills, and ideas that contribute to learning. This means that TD professionals must attend to participant engagement throughout the session. While participants are interacting in small group activities, TD professionals should move throughout the groups physically (or virtually if online) to observe individual behavior and interactions. TD professionals need to understand behavioral styles, because style differences have the potential to create conflict. There are many models and style names, but facilitators must know what to expect. Most models rely on four basic roles that may reflect the styles of their participants: A dominating, driving style is direct and decisive. Candor and honesty are critical. An influencing, expressive style is positive and likes people. Having fun is important. A steady, amiable style is a true team player. Cooperating and sincerity are important. A conscientious, analyzing style is serious. Quality and accuracy are important. [See 1.1.4.2] People who demonstrate each of these styles show different personalities, have different needs, and communicate differently. That means that there will be differences of opinions and conflicts among participants in group settings. Most important is that TD professionals recognize these styles and are flexible enough to move into another's style comfort zone to communicate best.

Overview of the 70-20-10 Framework

Employees learn how to do their jobs while they are doing their jobs. In the 1980s Morgan McCall Jr., Michael Lombardo, and Ann Morrison at the Center for Creative Leadership (CCL) examined how leaders learned the craft of leadership. Their research concluded that 70 percent was learned as hands-on experience on the job and directed by the individual's manager; 20 percent was learned through developmental interactions that some now call social learning; and 10 percent was learned through formal learning that consisted of classes, workshops, or reading. These findings came to be known as the 70-2010 framework. Michael Lombardo and Robert Eichinger then adapted this research to create the 70-20-10 framework TD professionals use today. Although 70-20-10 serves as a valuable guideline for using a wide variety of developmental options, it can be misunderstood. TD professionals should use it as a rough guide to think about how people develop, rather than an exact ratio. In addition, three essential ingredients must accompany the framework: challenging tasks; support from others that includes feedback; and a supply of new content. The best learning strategy draws on elements of all three categories (Lombardo and Eichinger 2011). Even though TD professionals are experts in the 10 percent category—delivering training or programs—they need to also focus on the other two.

Logistics for Facilitating Face-to-Face Training Programs

Even if someone else is responsible for preparing the room, the facilitator should arrive with enough time before the training begins to set up materials and tend to last-minute crises. Sometimes there isn't someone else to take care of things, in which case the facilitator may need to tidy the room, arrange furniture, set up and test equipment, and make final arrangements. When choosing the room in which the training will take place, it's important to avoid distractions or obstacles that could affect the participants' ability to learn. In addition, TD professionals should make sure that the room has: adequate wall space for hanging posters or capturing content on flipcharts or whiteboards seating arrangements are appropriate for learning purposes (Table 2.3.1.1.1-1) the facility has Wi-Fi access and sufficient nearby restrooms accessibility for all, including those with limited mobility. [See 1.6.4 and 1.6.7]

Understanding the Role of Facilitation

Facilitation is a well-honed skill. When done well, the facilitator appears to be a natural who does not need to practice or prepare. However, TD professionals should know that facilitation requires rigorous preparation, honed skills, and a pleasant and personable demeanor.

Personalizing Communication

Facilitators should personally communicate with participants. They should learn how to pronounce and spell difficult or technical words and reinforce them. They accept and praise ideas offered by participants to keep them involved in the presentation, which ultimately encourages others to get involved and contribute. Facilitators can emphasize key points using relevant participant examples, questioning techniques, appropriate application activities, and the use of visuals. Sufficient and relevant examples help participants understand the subject of the presentation. Facilitators also logically sequence topics and include smooth transitions between them.

Formal or Informal

Formal learning is planned learning that derives from activities within a structured learning setting and includes instructor-led classrooms, instructor-led online training, certification programs, workshops, and college courses. There is a curriculum, agenda, and objectives that occur within a pre-established timeframe. Informal learning is what occurs outside a structured program, plan, or class. It happens naturally in life and on the job when people observe others, use trial-and-error, and talk and collaborate with others. It is usually spontaneous, and could include coaching, mentoring, stretch assignments, or rotational assignments. It can also include reading books and blogs, watching online video platforms, listening to podcasts, searching the Internet, and retrieving other digital content.

Strategies for Communicating With Managers to Coach Employees

If the participants have supervisors or managers, TD professionals should create a plan to communicate with their managers. Some managers may need guidance about their role to ensure transfer of learning, for example, before, during, and after the event, they should: Before a learning event, TD professionals should meet with managers to discuss their expectations and how they can support the transfer of learning. During a learning event, TD professionals may invite managers to visit at a time that best supports the learners and their goals. After a learning event, TD professionals should encourage managers to reinforce their employees and find ways for their employees to practice their new skills. [See 2.7.3]

Planning and Coordinating Meetings

In addition to facilitating learning, TD professionals should also be prepared to facilitate meetings, which requires planning and preparation.

Identifying and Considering Facilitation Styles

In any presentation or facilitation scenario, how something is said is just as important as what is said. Experts have observed that the techniques used to communicate information often determine whether the information is received and believed. All TD professionals have a personal facilitation preference that is based on who they are, and each individual style will appeal to some more than others. TD professionals should adapt their facilitation style to meet the needs of everyone in the group, as well as the formality of the audience, desire for a fast or slow pace, difficulty of content, and so on. No one facilitation style is better than any other. Facilitators should be flexible and adapt their styles to the needs of their audience, recognizing that the audience will be made up of different preferences.

Organizational Culture and Informal Learning

In their trusted advisor role, TD professionals help leaders recognize and enhance an organization's informal learning culture. Saul Carliner (2012) believes that is exhibited in four ways: a formal statement in support of informal learning activities approval of funding for proposed projects related to informal learning allowing the use of work time for informal learning activities demonstrating support by participating in it themselves. TD professionals can demonstrate the importance of informal learning and define the leaders' role for how to support it. To influence the organization's culture, the TD professional should: Discuss the value of informal learning with organizational leadership and remind them to discuss it with others throughout the organization. Set clear expectations among stakeholders about what informal learning is and its capacity for supporting them in their work. Share a list of available informal learning opportunities. Ensure all supervisors understand the value of career discussions. Leverage employees' knowledge and connect them with others.

Informal Learning

Informal leaning examples may occur in several formats including: Conversation: storytelling, coaching, mentoring facilitation, giving feedback, modeling, reflecting, discovery, asking, observing, trial and error Communities of practice or virtual communities: social networks, forums, virtual worlds, knowledge management repositories Digital content: blogs and micro-blogs, wikis, intranet resources, search engines, frequently asked questions, discovery.

Instructor-Paced and Self-Paced Learning

Instructor-paced refers to a course that adheres to a schedule set by the facilitator, including assignment due dates, tests, and other requirements. Self-paced is any learning program based on learner response, but without immediate feedback from facilitators. This type does not follow a predetermined schedule; instead, the learners complete assignments, exams, and other requirements at their pace. Generally, there is a final end date for the course.

Mobile or Multidevice Learning

Mobile learning combines the use of iPads, tablets, laptops, smartphones, and other portable computing devices. The advantage is that the learning program can be designed to be accessed across multiple devices so that it extends beyond traditional learning spaces. TD professionals should consider the nuances that mobile learning presents, such as how content is displayed on smaller screens, features that may not be available, and what devices employees have available to them. Mobile learning is unique in that the device itself can provide a variety of purposes such as: delivering asynchronous online learning content delivering performance support content supporting social and user-generated content and discussions providing unique mobile content such as GPS and messaging.

Myers-Briggs Type Indicator

No matter what delivery choice TD professionals make, they are likely to have participants with a variety of personality types. The Myers-Briggs Type Indicator (MBTI), one of the most widely used personality assessment instruments, measures the psychological preferences of how people perceive the world. Katherine Briggs and her daughter Isabelle Briggs Myers (1977) based their work on that of Swiss psychologist Carl Jung. The instrument they developed asks a person to self-report on individual preferences grouped into eight categories: extroversion (E) or introversion (I) perception by sensing (S) or intuition (N) judgment by thinking (T) or feeling (F) attitude of judgment (J) or perception (P). The publishers of MBTI and other psychological tests and measures require that purchasers be properly accredited for using their products so that their material is not misused. The MBTI offers TD professionals one way to explore their participants' learning preferences. [See 1.1.4.2]

Coordinating Administrative Tasks

Part of delivery involves coordinating a schedule and facility, determining LMS needs, and deciding how to administrate the program. Whether it's a single event or a large rollout, the plan should identify who will do what on what date and how. It might also include how learners will register for training; how the TD professional will market and communicate with learners prior to class; how participant attendance will be tracked; when and how rooms will be reserved; and who will create course materials.

Self-Directed Learning (SDL)

SDL is a general term that refers to self-paced training programs that use a wide variety of media, ranging from print products to web-based systems. SDL also can refer to less formal types of learning, such as team learning, knowledge management systems, and self-development programs. SDL is an appropriate option when: the group of learners is large, dispersed, or both the subject matter is mostly cognitive learners have many individual needs the resources for classroom-based training aren't available timely training is required.

Applying Learning Science to Delivery

Science gives TD professionals the ability to understand development and they should take advantage of this knowledge to unleash workplace potential. Understanding how the human brain works isn't easy, but many studies have identified best practices to ensure content is presented and delivered in a way that takes advantage of this research. [See 2.1] TD professionals need to learn all they can about cognitive science and adult learning theory to create effective learning experiences. People learn best when they hear it, see it, question it, discuss it, and do it. They may even want to teach it to someone else to solidify their understanding of the information or skill. Knowing the cognitive processes of learning and delivering training and other development options based on these cognitive processes will result in maximum learning, increased employee performance, and improved organizational results. To ensure participants learn, TD professionals should use delivery strategies grounded in cognitive learning science that enhance the brain's learning power. Strategies and supporting evidence that should be reviewed and incorporated into delivery and other development options include: Enhance learning with visual and verbal context (Clark 2019; Medina 2014). Require participation (Ericsson, Krampe, and Tesch-Römer 1993; Salas et al. 2012). Present content in bite-sized chunks (Miller 1956). Use movement for a cognitive boost (Medina 2014). Implement learning content immediately (Clark 2019). Design stimulating curriculum using stories, interactions, and visuals (Jensen 2008). Avoid playing music (Moreno and Mayer 2000; Jensen 2008). Give feedback (Clark 2019; Fleenor and Taylor 2005; Salas et al. 2012). Avoid cognitive overload. (Ericsson, Krampe, and Tesch-Römer 1993; Medina 2014). Space practice and review (Rohrer and Taylor 2006). Allow choice (Salas et al. 2012). Involve multiple senses (Jensen 2008). Improve spacing (Ebbinghaus 1964; Clark 2019). Introduce moderate stress (Yerkes and Dodson 1908). Make it social (Maslow 1968).

Informal Learning Networks and Tools

Social networking tools include podcasts, blogs, tags, wikis, and communities of practice, and instant messaging. Personal learning networks consist of the people a learner interacts with and derives knowledge from in their environment. Individuals make connections with others with the specific intent that some type of learning will occur. Learning communities are groups of people who share a professional interest or background and discuss opportunities, challenges, and feelings related to it. Communities can meet in person, online, or both. Clubs, professional associations, and affinity groups (people who share a common demographics or interests) are examples of professional communities. Numerous groups use social media such as LinkedIn to participate in professional communities of interest. LISTSERVS or electronic bulletin boards are popular in academic institutions. Online learning portals are an organization's centralized repository for learning content and information, such as frequently asked questions (FAQs), job aids, e-learning modules, and additional self-help resources. [See 2.5.2.5]

Communicating and Marketing

Sometimes the TD professional is asked to write an enticing course description or develop a series of announcements to generate interest among potential participants about the course. Whether the course is for internal employees or external clients, some effort should be put into marketing. As is true with all product development efforts, marketing for training programs creates awareness in the target population and helps foster a culture of learning. Course descriptions might appear in promotional materials such as a course catalog, a centralized registration system such as a learning management system (LMS), electronic ads on corporate websites or social networks, email announcements, flyers, or logo items such as pens, key chains, and buttons.

Synchronous and Asynchronous Learning

Synchronous learning occurs when the facilitator and the learners participate in the training at the same time. Asynchronous learning occurs when the trainer and the learners do not participate simultaneously.

Differences Between Face-to-Face and Virtual Meetings

TD professionals follow the best practices for facilitating face-to-face meetings and virtual meetings. Virtual meetings need to avoid technical and time-zone scheduling issues and may use a producer to assist remote participants.

Facilitating Versus Teaching Versus Presenting

TD professionals often deliver knowledge by facilitating, teaching, or presenting, and they may find themselves in all roles at different times. There are distinctions between these roles: Facilitating usually refers to taking less of a delivery role and acts as a catalyst for learning. When a trainer uses facilitative methods, participants assume responsibility for their own learning. Teaching relates more to a teller or instructor who is distributing knowledge with limited learner involvement. This term is generally associated with a pedagogical process. Presenting typically denotes delivering a speech to a group of people with little two-way communication.

Participant Focus

TD professionals put the learner first—meaning that they recognize that focusing on the learner is their most important job. This idea was introduced by Carl Rogers's concept of "learner-centered learning." His approach is effective because it uses interactive techniques to engage learners, which improves retention, fosters collaborative learning, and makes learning more enjoyable (Rogers 1951). [See 2.1.1.2]

Generate Ideas

TD professionals should allow participants to generate ideas about the content in courses or about the agenda in meetings. Techniques that encourage this discussion include: working in small groups silent listing of ideas on paper brainstorming structured brainstorming affinity diagrams.

Communicating as a Facilitator

TD professionals should be aware of the important role their communication plays when facilitating groups. They should focus on how they use their voice, how they open a session, and what opportunities they have to personalize their messages.

Engaging Facilitator Attributes

TD professionals should be engaging facilitators with a multitude of attributes that participants desire. For starters they are excellent communicators: clear, concise, complete, and considerate. They translate things that may be unclear or unrelated so that everyone can understand. They care—truly care—about their participants. They select the right exercises for groups and always have a reason, which becomes clear through purposeful debriefs, for using an activity. They ask appropriate follow-up questions, remain a neutral catalyst, and challenge groups when necessary. They motivate groups and inspire individuals to be all they can be

Awareness of Meeting Task and Maintenance Roles

TD professionals should be familiar with the value that task and maintenance roles play in any group setting. The presence or absence of these behaviors can help facilitators understand why or why not their meetings are effective. Task and maintenance roles may arise naturally, especially in groups with recurring meetings. At other times, TD professionals may delegate these roles to individuals to help support meetings. Although the names of the roles have changed over the years, Kenneth Benne and Paul Sheats (1948) were probably the first to define this concept. In addition to task and maintenance roles, they also explored dysfunctional roles.

Learning Rates

TD professionals should consider how learning rates might affect the delivery option they select. As a group, adult learners vary widely in their education, background, experience, intelligence, emotional stability, and motivation for achievement. By setting goals and expectations, TD professionals help orient learners, motivate them, and leverage their experiences to make the connection between new knowledge and the background information they already have. Other factors that may influence the speed at which adults learn include their psychological, environmental, emotional, sociological, physical, intellectual, and experiential status.

Setting Agendas

TD professionals should increase the value of a meeting by preparing an agenda that: focuses the meeting and keeps it on track helps participants prepare for the meeting ensures everyone knows the expected outcomes improves chances for achieving results in the meeting establishes a time frame for the meeting demonstrates respect for all participants. While agendas vary in the amount of detail they include as well as in style, the best ones provide: the date, time, and location of the meeting a list of everyone who will participate meeting objectives a statement of each topic that will be covered in priority order—most important first the amount of time allotted for each topic who is responsible for each topic how each participant should prepare for the meeting. If a meeting is called on very short notice due to an emergency, the facilitator can build an impromptu agenda at the start of the meeting.

Classroom, Virtual, Online, and Blended Learning

TD professionals should know what determines whether classroom or online training is the best choice. Classroom learning is characterized by having a facilitator who is physically located in the same room as the participants. Virtual classrooms are an online learning space where participants and facilitators interact from different locations. Online learning describes technology-enabled training via computers, mobile devices, the Internet, an intranet, or other technology. It is broader than a virtual classroom because it also includes synchronous and asynchronous training. Blended learning is the practice of using several modalities in one curriculum. It refers to the combination of formal and informal leaning events such as classroom instruction, online resources, and on-the-job coaching.

Audience Analysis

TD professionals should learn as much as possible about the individuals who are attending the session so they can customize it. They should obtain a roster as soon as it is available to identify factors that help them plan the level, pace, and focus of their session. They should look for information such as their jobs in the organization, their levels of responsibility and authority, their understanding of the subject matter, their location, the reason they are attending (for example, voluntary, mandatory, lack of performance, new skills or role), and their opinions about the training session.

Practicing Content to Gain Expertise

TD professionals should master the content of their training or meeting by investing time in practicing. They may do this in several ways: practicing the activities with small groups to determine timing or whether the results garner what was intended practicing the mechanics of the presentation, such as revealing something or determining the best time to provide additional handouts practicing the theatrics aloud if telling a story or joke practicing in the room where the session will occur, if possible practicing speaking spontaneously recording themselves and reviewing to determine what needs to be polished identifying questions to ask at specific points anticipating questions the participants may ask completing a dress rehearsal to determine how what they've planned to wear will be affected by movement and gestures.

Using One's Voice Effectively

TD professionals should pay attention to how their voice sounds. Projection—the pitch, volume, and rate of a voice—is crucial for effective delivery. A skilled TD facilitator varies these vocal qualities to emphasize key points. Incorporating voice inflection can capture and hold participants' interest, while a monotone voice may lose their attention. Facilitators should also pay attention to bad vocal habits, such as leaving long pauses between sentences or using filler words (such as um, er, or like). Facilitators must talk with, not at, participants using good two-way communication skills. It is helpful to deliver key words and concepts slower. Less important material can be covered more quickly. [See 1.1.1.3 and 1.1.2.2]

Preparing the Digital Environment

TD professionals should plan for the digital requirements to support the online components of a course. Many training courses include a learning portal, which is an intranet site that creates a gateway to the organization's resources. The portal may house pre-work assignments for the course, ongoing course assignments, a discussion board, and downloadable tools. It is also a location where participants can submit their projects. TD professionals must remember to schedule time to review and where necessary update the learning portal prior to the learning event. They'll need to: Determine the scope of content. Inform the participants of the location, when it will be available, and how to access it. Determine how to label and order the materials. Decide if the portal will include a social media aspect. Identify how it will be maintained and by whom. Decide how it will be branded. If the portal has been used for other courses, TD professionals may need to confirm that tools and resources are current, if they need to be updated, or if new ones need to be created and uploaded to the site. Whether the portal is new or has been used for past courses, the TD professional should test it to ensure each element is working properly.

Prepare Participants and Their Managers

TD professionals should realize that training delivery and facilitation will be more successful if they prepare participants and their managers. Participants will be more open to learning and change if they know how it will benefit them. Managers can support the effort by preparing their employees and reinforcing what they learn.

Participant Created Learning Materials

TD professionals should recognize that their participants provide a wealth of support if allowed to help with the design and learn in the process. For shorter online courses these ideas could be used between sessions. For example, the facilitator could ask: small groups to research a topic online and then present what they learned small groups to create short role plays or scenarios and exchange with other groups small groups to create short case studies or critical incidents and then exchange them with other groups the most experienced person in the group to provide a demonstration about the skill needed individuals to create their own job aid and share it with the entire group the participants to form two groups and provide the parameters for a formal debate.

Building Credibility

TD professionals should recognize the value that credibility creates when facilitating training programs and meetings. They know that to gain credibility they must: Show up with a positive, welcoming attitude. Maintain tone of voice and body language that demonstrates confidence. Prepare in advance. Develop a peer-to-peer relationship with the participants. Facilitate engaging meetings. Maintain neutrality during difficult discussions. Know the organizational culture.

Accelerated Learning Techniques and Principles

TD professionals should use delivery techniques that enable others to learn better faster. Accelerated learning is one of those techniques. It involves the right and left hemispheres, the cortex, and the limbic systems of the brain. In a positive learning environment—which typically includes teamwork, collaboration, vivid colors on the walls, music, and games, and activities—both hemispheres of the brain are engaged, leading to a whole mind and body experience. Proponents of accelerated learning believe that knowledge is created rather than consumed—that this type of environment causes people to learn on many levels simultaneously by: speeding and enhancing learning reducing course design time improving learning retention and job performance creating healthier learning environments involving learners at every stage (Meier 2000). [See 2.2.1.8]

Work With the Organization

TD professionals should work with their organizations to determine an organizational approach to informal learning. Initial questions to inform planning include: How prescriptive should the informal learning program be? Will it be evaluated? Is it part of an overall learning strategy or a separate part that helps build a culture of knowledge? Is this an organization-wide effort, or will there be a small pilot effort to test uptake and engagement? The answers to these questions will help TD professionals determine an organizational strategy. Then they can help to define informal learning, establish the roles of technology and knowledge management, determine a budget, decide how to provide developmental opportunities for everyone, and plan for evaluation and ongoing improvement.

Scanning for Learners' Reactions

TD professionals use eye contact to read participants' faces to detect comprehension, boredom, or lack of understanding. From the participants' standpoint, eye contact with the presenter is essential because it helps them feel as though they're part of the presentation. When delivering live, online training, facilitators may need to use other techniques to keep participants involved. For example, a facilitator can still use questioning techniques such as waiting for a volunteer to answer or asking a specific participant. They can also leverage tools available in web-based training, such as polling questions or raised hands to immediately determine the group's understanding and ability to answer knowledge check questions correctly. These tools help gauge participants' comfort level and determine how many virtual learners are actively listening and understanding.

Herrmann's Whole Brain Approach

The Herrmann Brain Dominance Instrument is a method of personality testing developed by W.E. "Ned" Herrmann (1989), who is considered the father of brain dominance technology. The instrument demonstrates how people learn in terms of preferences for thinking in four modes based on brain function: left brain, cerebral: logical, analytical, quantitative, factual, and critical left brain, limbic: sequential, organized, planned, detailed, and structured right brain, limbic: emotional, interpersonal, sensory, kinesthetic, and symbolic right brain, cerebral: visual, holistic, and creative. [See 2.2.1.4]

Addressing Disruptive Learner Behavior

The best approach to disruptive behavior is to prevent it from occurring in the first place. TD professionals' attitudes and how they manage disruptive individuals will set the stage for how easy it is to manage the disruptions. Here are a few strategies for building trust with participants and helping build a productive environment for all: Participants are more likely to self-manage behaviors if they establish their own ground rules. Create a climate in which participants feel free to give each other feedback. Build trust, reward appropriate behavior, and ignore inappropriate behavior. Model appropriate behavior. Be open to and invite individuals' comments, ideas, and disagreements. When someone disagrees, the facilitator should be professional and respectful, acknowledging that there are different ways to think about a topic. Disruptions may still occur even after a facilitator tries to prevent them. However, TD professionals should give disruptors the benefit of the doubt; if it occurs again, let the participant know how their behavior is affecting everyone.

Mannerisms and Appearance

The effective use of body language and gestures contributes to communication—to emphasize, show agreement, and maintain participants' interest. Effective presenters should remember these points about body language: Use quick, positive, and energetic movements of the hands, arms, and head to maintain participants' attention. Coordinate movement and gestures with delivery. Avoid distracting mannerisms such as fidgeting, pacing, and jingling coins. Observe participants' body language, such as down-turned eyes, fidgeting, and slouching and respond appropriately. Use positive facial expressions. Avoid sitting behind a desk or standing behind a lectern because that establishes a barrier between the facilitator and participants. Move freely about the room and down aisles. Move toward participants as they respond to questions, encouraging them to continue speaking. When acting as facilitators, TD professionals should dress appropriately because how they look affects how participants perceive them and can influence the presentation style. One guide is that the facilitator should dress one step up from what they expect participants to wear, and make sure it's comfortable, practical, and predictable. Credibility and respect are also conveyed through appropriate dress.

Planning the Meeting Logistics

The first step in planning a meeting is to determine its purpose—why does the meeting need to be held? TD professionals should also consider whether an alternative option exists to reach the meeting's goal, such as a conference call, email, individual calls, a survey, or adding time to another meeting. Once a meeting is determined to be necessary, other questions need to be answered: Who? Individuals in a meeting should all have a purpose for attendance. Among other reasons, they may need the information, own the problem, have authority to make assignments or decisions, are directly affected by the topic, have input to the situation, have a unique perspective. What? What will be addressed in the meeting and in what order? List everything that needs to be covered, assign priorities, and put the most important topics first—unless there is a logical sequence. It is also helpful to determine the type of meeting. Is it to provide information, identify an issue, solve a problem, create a plan, or train or educate? When? Meeting participants should have time to complete pre-work. Also consider the timing for people who will be joining the meeting virtually, whether because they're in another time zone or simply work on another shift. A meeting should be long enough to complete all meeting objectives and no longer. Where? Location should be determined by the proximity and ease of access for everyone and the importance of a neutral location. If people attend virtually, ensure the room has technology and equipment to accommodate them. TD professionals should prepare thoroughly to achieve the meeting results desired. They should select a room that is free of distractions and conducive to discussion, in a facility with the necessary communication and technology access for remote attendees as well as accessibility for all, including those with limited mobility. Seating arrangements should complement the meeting purpose. [See 1.6.4 and 1.6.7] Make sure everyone knows the location of the meeting well in advance, and if possible, a meeting agenda should be sent to participants 24 hours in advance so they can prepare. The meeting agenda identifies the objectives, time allotted for each, and who's responsible. If there is a separate meeting leader, the facilitator may find it useful to be positioned either next to the leader so they can see the same thing the leader sees, or across from the leader so they can see cues the leader sends.

Training Needs Assessment Alignment

The individual responsible for delivering a training event should be aware of the needs assessment results, why the training event was created, and how it is related to organizational goals. They should understand how the needs assessment influenced the flow of the program, and the purpose behind each. [See 2.2.2]

Understanding Context to Engaging Participants

To be good facilitators, TD professionals must understand the content, know the participants, implement basic adult learning theory, and be prepared for any unexpected action that may occur during facilitation. Facilitators need to understand the context in which they are working. They need to know what else is happening beyond the meeting or delivering the content: participants work environment; their relationship with each other; why they are in attendance; their expectations of the facilitator, the content, and others; their perception of the event or meeting; their biases and concerns; and a host of other things that make up the context. Being aware of the context helps the facilitator direct the flow of the discussion and be an arbitrator. The specific context may shift as discussion continues. People will support positions, choose sides, participate, or stay quiet, depending on what's going on in the room at any moment. If facilitators think someone is being excluded, they should ask the person or group: "What would you like to add about the issue?"

Preparing Participants for Learning

To prepare participants for the learning event, TD professionals may send a welcome email with an agenda and a message relating the training to their jobs to let them know what's in it for them. They may also include a roster of who will attend the session as well as specific logistics information. It's important to communicate in advance with the participants and make them feel welcome and comfortable.

Get to Know Participants

To successfully create supportive learning environments, TD professionals become familiar with their participants. They learn about participants' professional lives by asking questions to better understand their skill level, knowledge, experience, and expertise. They also learn something about them personally to build a relationship.

Personal Learning Preferences

When delivering training, TD professionals should plan for the unique differences among learners and consider the best way to deliver training while addressing all preferences and alternatives. For example, some participants will like lectures and others will dislike them; some participants will like games and activities and others will not; some will want to read, others will prefer to talk, and still others will prefer to listen. Some will want to lead, and others follow; some will want to work alone and others in teams; and some will want to brainstorm new ideas and others discuss concrete, proven ideas. This is partially due to individuals' innate styles and TD professionals should try to accommodate all preferences by implementing as much variety as possible. [See 1.1.4.2 and 2.3.5.4] Emphasis on delivering training around individual learning styles has waned due to research suggesting this is not an effective strategy because people learn well through all modalities. Although there is no measurable proof that learning styles exist, it is true that all learners learn differently and have their own preferences. Thus, facilitators should recognize that learners will benefit and be more comfortable if they provide learning options that encompasses many different modalities. They should: Accept that participants learn in different ways. Use different methods to facilitate learning for different preferences, including modalities. Strive to create a variety of approaches that use delivery techniques and activities suited to all learning preferences.

As effective facilitators, TD professionals should create an open environment by:

encouraging people to participate boosting participants' self-confidence acknowledging participants' contributions being honest about what they know—and don't know recognizing when to end a discussion and move on.