Almost all leaders are called on to transmit information to groups. To save costs and to build the organization's internal capacity, more and more organizations are requiring their internal subject matter experts to train others. I empathize with the attorneys, police, computer and financial professionals whose design and training skills I've helped develop over the years. Suddenly, these content experts are prone to wail, "I didn't go to college (and through the school of hard knocks -) to be a teacher, too!"

"Acquitting Oneself" vs. Facilitating Learning

A dictionary definitions of "to acquit" is "to release from duty or obligation -" i.e., to get off the hook, to "cover the material." This style of teaching ensures that students are more likely to remember the lecture's deadening effect, not its topic. In fact, "Thiagi" Thiagarajan, the internationally recognized guru of instructional design, says that in 20 minutes, participants forget 50% of a lecture to which they've listened passively. Yet lecturers often feel that if they've "covered the material," they're off the hook.

Yet most of us can also recall a compelling, interactive learning experience that captures us on such a deep level that we remember it for years afterwards. Below, I've gathered some "fail-safe" tips to help leaders design and present truly effective training sessions.

Tips to Ensure a Great Learning Experience

1. "Hook" your students. In the first five minutes of class, you must:
* Excite: demonstrate your commitment to, and excitement about, your subject. Your participants will reflect whatever energy you put out.
* Involve: Ask a relevant question to get participants' hands up, deliver a quickie true-false quiz, or ask participants about a critical incident from their own lives.
* Inform: State the learning outcomes: tell the participants what specific things they'll be able to do by the end of the session.

(...and only after doing these three things, introduce yourself and establish your credibility!)

2. Make it active.
Design activities that allow participants to bridge new knowledge with their past experiences. Activities can include small-group work using case studies, skill practice, or other problem-solving exercises. Make sure that the activities help to achieve your stated outcomes.

3. Design a conscious closure.
Always design at least five minutes at the end to test participants' abilities to DO what you promised they'd be able to do. In many cases, all this takes is your asking the class to list, describe or demonstrate what you've taught.

Forget about "acquitting yourself" and focus on what your participants need to know. When managers find their topics compelling and are willing to go beyond "just covering the material," they can change a potentially boring class into a memorable and compelling learning experience.

Send your questions about turning leaders into educators. to connect@guilamuir.com

Article 2005 Guila Muir and Associates