Focusing on

THE BOTTOM LINE

Fundamentals of Teaching and Training:

Part 1

Tara JacksonBeauty, Training and Inspiration Consultant

A Publication of

TABLE OF CONTENTS

Introduction

Chapter 1

Chapter 2

Chapter 3

Chapter 4

Conclusion

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CHAPTER

1Introduction: Two Sessions, Two

Objectives, Two Outcomes

MY EXPERIENCE

Last Thursday, I attended two adult education oriented sessions for similar reasons -- career and personal development. The first was an orientation class for adult students enrolling in community college. The second was a motivation and training meeting for my direct sales business. I am mostly interested in attaining an associate’s degree and pursuing direct sales success for personal reasons, but I am keenly aware of the impact that the new certification and entrepreneurial experience will have in my professional life. Although I am equally vested in both of these ventures, I must admit that the awful orientation session at the community college nearly led me to turning away from the certification program.

Both of these experiences have given me better insight into the learners’ perspective in training and development activities. The goal of this article is to help readers understand the importance of planning objective driven presentations and to share tips for effective planning.

AN INTRODUCTION

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A Purposeful Presentation: photo credits <a href="http://www.flickr.com/photos/34756977@N00/4771907687">Foundation Center Training</a> via <a href="http://photopin.com">photopin</a> <a href="https://creativecommons.org/licenses/by/2.0/">(license)</a>

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CHAPTER

2Purpose and Objectives

PURPOSE

As a former elementary teacher and a current adult trainer, I value having a purpose and a plan when I am called upon to present information to others. The purpose of the presentation may be determined by an entity such as an administrative team or by myself, but there must be at least one objective that a presenter must plan to achieve. The presenter and student will need to understand how development will occur and how success is measured. There has to be a vision of success or there will be no success.

A NECESSITY

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“People with goals succeed because they know where they’re going. ”-Earl Nightingale

CHAPTER

3Without a Common Objective…

Estranged Objectives

The community college session began with a video that described the programs offered by the community college. The presenter followed the video with introductions of all the staff persons at the meeting and a very lengthy welcome that evolved into a pep talk. I was appalled at what happened next. The presenter, who served as a student affairs advisor opened the floor for Q & A! Although there had been very little information presented to us about enrollment, the advisor answered question after question about the enrollment process and encouraged the prospective students to ask more questions. Afterwards, she passed out enrollment forms one at a time so that everyone could complete each sheet together. Finally, ninety minutes into the meeting, she passed out a thick packet of a PowerPoint outline about enrollment and began to review the packet with detail and extra commentary. I couldn’t take anymore of the presenter’s PowerPoint read-alouds and insulting chastisement of adults who had to leave before the session ended. I left early, too. Ugh!

A Story of Failure

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Before I left, the presenter announced that she would not be held responsible for the students not knowing what was expected of them if they left the meeting early. I understood that to be her bottom line. The presenter’s objective was to not bear the burden of blame. However, that objective was not aligned to the written objective of the meeting which was to educate prospective students about the school’s requirements and expectations. Students weren’t interested in devoting two and a half hours to support the presenter’s agenda; they were there to advance their own agendas. Because there was no common objective, both the presenter and prospective students left the meeting without closure and the sense of success.

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CHAPTER

4A Clear Agenda

Objective Driven Training

In stark contrast to the community college session, my direct sales team meeting began with my team leader stating the purpose for the meeting. We were going to develop our leadership abilities and booking skills. The “students” were encouraged to share what they knew so everyone could learn from them. There was role playing. The students were encouraged to identify their struggles and ways to overcome their struggles and suggest ways for others to address theirs. There was even a fun and surprising motivational exercise – splitting wood by hand. Before the meeting ended, we shared what we thought was most important in the meeting and something that would inspire ourselves or others. After the meeting ended, I left knowing that I met the objective for the meeting. My team leader left knowing that she met the bottom line. We both experienced success.

A Story of Success

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CHAPTER

5Conclusion: Contrasts and

Complements

photo credit: <a href="http://www.flickr.com/photos/65478899@N08/8600530720">Barcamp - Mar 23, 2013</a> via <a href="http://photopin.com">photopin</a> <a href="https://creativecommons.org/licenses/by/2.0/">(license)</a>

https://www.flickr.com/photos/markhillary/370268513

Vs.

Lessons Learned

Whether we find ourselves in the position of an adviser or a business leader, we should all be concerned about the needs of our target audience and the purpose for which we are called to lead them. The time we have in this life is valuable and limited, so we must maximize each moment for our lives and our students, apprentices, and customers.If you’re ever called upon for tutoring, product demonstrations, career development, skill training, motivation or another leadership task, be sure to consider the following points to plan an purposeful presentation.

What is the overall vision of the company, institution or program?

What goals are the learners trying to achieve?What objective(s) will I need to focus on most to help

learners reach their goals?How much time do I have to present?What are the learners’ needs?How will I know if I have met the objectives?How will learners know if they have met their objectives?

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FEEDBACKPlease share your tips for planning effective learning experiences for

adults. What would you add to the list of tips? What would you eliminate?

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