Tag Archives: training expectations

5 Things Everyone Gets Wrong About Training

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During my years as a training director, I learned that everyone in the organization knows how training should happen. I listened to a myriad of opinions about what we should train, when, and where. Don’t get me wrong–there were good ideas, too. I happen to believe that the training department should partner with managers to learn about needs and direction of the program. I learned that along with that comes several misconceptions about what “training” is and how to do it effectively. Here are five things everyone gets wrong about training:

  • Anyone can train. Subject matter experts are just that: Experts in the subject matter they perform. Sometimes subject matter experts (lovingly referred to as “SMEs” in the training field) are good presenters, sometimes not. If confronted with the idea that Bob the mortgage loan originator can teach a class on mortgages, my duty was to confirm that Bob could, indeed, teach the content. Not everyone can teach or train. When I evaluate a prospective trainer, it’s to determine whether the person wants to present in front of people and if yes, how can I best help them to accomplish that without sacrificing the standards of the program. There are alternatives to getting the material into the hands of learners such as interviews, podcasts, videos, and articles.
  • Give them a handout. Somehow, having a handout legitimizes the training class. It should have as much information on it as possible so that when someone leaves the class with the handout, they will be able to remember the information presented. Such handouts, in my opinion, are wastes of time. If the participant can get just as much out of a handout after the class as they can participating in the class, why bother attending? The best handouts are those that require the participant to pay attention to what’s going on in the class to be able to follow along on the handout. The handout could have sentences that need to be completed, prompts to write down a number of points that were made, or illustrations that the participant could describe. The handout could be a simple piece of paper for the participant to take notes. The handout shouldn’t replace the content of the class.
  • Give them the slide deck. This is a kin of the handout and sometimes even a substitute for it. Giving participants a copy of the slide deck may seem a plausible way to help them remember content, but only if the trainer is reproducing a high volume of class content on the slides. I prefer to make my slides primarily visual aids for the presentation and limit the number of bullet points on them. A copy of the slide deck might not get the participant very far in their recollection of the session if they are relying on the deck having all the information. There are times, however, when providing the slide deck in handout form can be useful for participants. Give it to them when appropriate.
  • Training has to be in person. This admonition is fading away as more and more companies are looking for ways to train their staff remotely. It is very common, though, to hear managers declare that people need to go to training (read: to a specific place at a specific time to take part in a class with a live instructor). With people accustomed to watching videos online and taking tests and quizzes via social media, the need to be in a physical classroom has diminished. We are finding ways to train people virtually, either live, in person or through learning management platforms that provide on demand training. There is a benefit to having a community of learners for social learning. That community can be assembled in the online space, too.
  • You don’t need training if you’re experienced. It’s surprising that people believe we can stop learning once we’ve achieved a particular level of competence in our fields. With rapid changes in technology and how it’s applied to different professions, training to use these tools is essential. Even if you have “learned it all,” you forget or don’t use information or techniques as consistently as you think. Often we need to keep learning to advance our careers. Exempting experienced people from training does not benefit them. Training needs to adapt and be flexible enough to allow for participants at different stages of their careers and their changing needs.

Everyone has an opinion about training. When you’re the trainer, you need to listen to them and then separate the valid recommendations and ideas from those that are less helpful. You may be called upon to justify your decisions, and that becomes a training opportunity, too. If you’re a trusted partner, others will welcome the chance to understand why you do what you do.

Just Another Day

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I have to admit it, I’ve been in a funk for a few days. It didn’t help that I spent too much time preparing for a training opportunity for which I didn’t have an agreement in place. Shame on me. I went into teaching this week with a bruised ego and a desire to prove to myself that yes, I can do it. So I was very ready to help a group of people tackle the intricacies of several technology tools for their real estate businesses. After all, I really like teaching tech!

I came home after the second of two full days of training tired and somewhat satisfied that I achieved my goals. The students picked up some tips, learned how to use the tools, and generally seemed happy with the class. Some even told me it was the best class they had attended so far (kudos to me!). I, however, have to acknowledge that I am also a bit dissatisfied, not with my performance, but with the ways we introduce people to a new profession.

It all starts with expectations. I don’t think anyone decides to spend money to fulfill the requirements for a real estate license (or any other profession that takes preparation and passing a test for entry) with the knowledge of the things it takes to be successful. That knowledge is acquired by learning on the job and the kind of training I do. Unfortunately, managers and companies that hire people to fill roles that require more training need to explain what candidates can expect to do as they start their careers. Too often, recruiters spend far too much time extolling the benefits of the work rather than explaining the work itself.

In most fields today, technology plays in important role in the day-to-day work of the business.  Most jobs utilize some form of technology tool, even if it’s only email. I see people coming into real estate who can’t distinguish between an email address and a website address. Because real estate agents often communicate with prospects and clients via email and use their websites for lead generation, this is an important distinction. I can explain the difference and I can teach someone what to type, but eventually, they have to learn and stop making the mistake. 

It’s the lack of understanding these kinds of fundamentals that perplex me. I’m not going to blame age. I know plenty of older people who are very adept at using technology for business and pleasure. I usually hear one of the students in my technology classes announce to me before we start that “I’m not good with technology.” When I hear that, I could think “oh no, here we go again,” but instead I ask what that person means by “I’m not good with technology.” The more I know, the more I can anticipate problems and try to adapt my teaching. I give the person admitting difficulties credit for understanding their weaknesses. It doesn’t absolve us from setting proper expectations coming into the profession or introductory training.

Whose responsibility is it to ensure the newcomers into our profession are able to master the tools they need to carry out their jobs? The responsibility falls on the trainers and the students alike. I find nothing wrong with telling adults that they need to practice and learn what I teach them. I don’t give out grades; their business will show how well they learn and put what they learn into practice. I am a resource person and a motivator. I help them understand how to do something, what to do in different situations, and most importantly, why it should be done. I expect the student to connect the dots.

I want students to have a good experience in training. It can be difficult for them and me if expectations are not set coming into training and students are deficient in basic skills. I will continue to be patient and help those who lag behind others in the class. At some point, though, it will be painful to struggle to catch up. I worry that the pain will outlast the benefits of practicing an exciting, new profession and cause someone to reconsider after spending time and money to get this far. That’s not fair to the newcomer.