8 Top Tips from the UK’s best trainers

Posted on April 22, 2017 by

We’re in a fortunate position, getting to see the “best of the best” trainers in action and hear their best advice. Here are their tips. Beware, many sound simple but applying them consistently yields fantastic results.

  1. Set the dress code in advance
    You don’t want to be that person in jeans when everyone else is in a suit – or vice versa! Publish the dress code to everyone in advance.
  2. Facilitate and encourage interaction during breaks
    Spot those introverts that usually hang around at the coffee table and draw them into conversation with other delegates and seek opportunities to put delegates together who could do business.
  3. Give external references
    Use external sources to give your delegates further learning, practical examples and context to your training. This can include books, eBooks, downloads, web links, social media links, etc.
  4. Finish 10 minutes early
    What a gift! Finishing 10 minutes early is like giving the gift of time to your delegates. Offer to chat informally after or let them get away and beat the rush.
  5. Draw out key burning issues at the start of the training
    Collect the key issues your delegates want covered – the bits they really came along to hear and make sure you cover them earlier in the day. And if you can’t cover one of the points acknowledge it and agree a way to cover that point with the delegate after the event.
  6.  Recap at the end of the day
    Start with the key points identified in the item above then draw out your key learning points delivered during the day.
  7. In multi-day training recap at the start of each day
    Again, blindingly obvious, but if your delegates have not stayed overnight (or if they’ve had a long night!) they will be grateful for a reminder of yesterday’s key points and the chance to raise questions on them before diving into today’s agenda.
  8. If delegates are staying over recommend restaurants or evening activities

It doesn’t take much effort to find three great local options for your delegates evening meal and entertainment – but make sure what you are suggesting is good!

67 responses to “8 Top Tips from the UK’s best trainers”

  1. I would add:
    1. Ensure your training is structured well with defined objectives that can be measured and assessed at the end of the training
    2. Ensure that you use a range of questioning techniques, practical exercises and that learners have a number of opportunities to demonstrate their understanding of the content, in order to make the training engaging and learner-centred
    3. Ensure that training is relevant to the audience and will help them achieve their goals
    4. Elicit delegate’s prior experience/s so that it can be used effectively during the session

    • Fantastic information, I allways try to start with a question, because a question sparks active learning vs inactive learning. In Active learning the learning centres of the brain lights up and individuals engage in order to retrieve answers from within, whilst inactive learning individuals tend to disengage because information is just being passed.
      Story teller: learning is the creation of a relationship between something we know and something we don’t know, and often times the best way to bridge that gap is with a story. Hence the 2 advice i would add is :
      1 Start with a question
      2 Tell the story.

  2. Hi Steve, Thanks for the extra points. I think both lists are worthy of note, Steve list is of course a solid list for what we all need to do to provide good quality training. The CPD list I saw as “extras” that will add value, that we can all do, but who can honestly say that they all of the CPD list a for every course they deliver?

  3. This is probably the best advice I was ever given when I first started training. I use a quiz to recap.
    I use it on the second/third/fourth day and I also use it after lunch to refresh what was learned in the morning
    It’s a verbal quiz – worked in pairs (two heads are better than none) and the prize is usually a small (single glass) bottle of wine or a scratch card.
    It’s amazing how the lesser and greater (from manager to MD and reception to Director) get enthused and competitive with a quiz!

    • I totally agree Margaret.

      My quizzes were made even easier for me, as I would give the delegates (usually in 2 or 3 groups) 20 minutes to come up with the questions before we started the day. This meant that they would all be discussing the previous days learning and discussing the answers as well. Really brought the energy back straight away.

      Each person would then question another team’s member, who would get 2 marks if the individual could answer correctly or 1 mark if they had to confer.

      That meant everyone got involved.
      The kicker though, was that if the other team couldn’t answer it, then the person asking the question had to answer it by themselves (with no notes) or they would lose 2 points. This was because they would tend to try and ask really difficult questions so that they could win!

      The only rule was if they asked something that required a multiple answer, it was limited to 5.

  4. Great to get these tips – its so easy to focus on content that needs to be covered and forget things that create a good feeling for delegates like the joy of being able to leave earlier than expected (vs the nightmare of trainers going over time).
    Great comments from others as well that are real value – will look up further info on the 3 Ps
    Thanks

  5. I would also add:
    Relevant real-life examples and scenarios. this obviously comes down to the subject but by using your own experiences in the training environment is perfect for solidifying the knowledge given and getting the student to ‘buy-in’ to you as a tutor.

  6. All of the above are useful. When it comes to recapping – I recap with the groups at the end of each day, but in the morning – each team has to provide me with a recap of the content they have learned so far. On multi-day courses, Day 2 will provide 30 things learned the day before (they can take a process and break it down into steps) – Day 3 we look for 50 things over days 1&2, Day 4 – 75 things over days 1-3 and on a 5-day course, 100 things over the past 4 days. It’s a great way of helping learners to retain information from previous days rather than just the most recent. Also great if they are preparing for an examination.

  7. 3 additional tips that would help the trainer to get the most from the learner are:

    1. Don’t give out slides to write on because they bin them months later.
    2. Do get the learner to identify 1 subject related problem they wish to solve.
    3. Don’t train the learner for one day only. The effect is too small //www.makingbusinessmatter.co.uk/blog/say-no-to-one-day-training-courses/

  8. Good Evening all, I am encouraged by all the comments above, some great points. A common thread is the learning structure, learning from experience, learning recap and I would add reflective learning. All can be enhanced by my example below:

    Story Board on Paper Roll or Wall Paper: During your lessons, discussions of experience in context or recap and/or reflection of learning can be illustrated in story board form on a roll of A3 Paper. At the end of each lesson, period or day get your students to draw, write or mind map the knowledge learned. This can then be added to each day covering the whole course, also this can be used to recap or reflective. Not forgetting students can take photographs of it using their BYOD.

    Regards
    Gavin
    @TeachingMentor

  9. Discover the name of each participant, or what they wish to be called, write it on a sticky address label + company or location or role, no pins, & then everyone can remember who is who.

    Use peoples names, ask good open questions & then listen to their experiences, inviting others to add to their story. Summarise often, write it down & keep it visible.

    Be welcoming especially to those who seem uncertain, smile, be sincere, be fair, ensure no overtalking nicely.

  10. Pretty fundamental stuff, that any trainer/facilitator worth their salt will do, amongst other things, as a matter of course, in order to engage the people they are working with.

    Out of interest, who are these ‘best trainers’, and more to the point, who identifies them as such, and what criteria/measures is the statement based upon.

  11. Andy – You sound like you might be one of”the best trainers” you refer-to.

    Please tell us about you.

    • Haha. Many thanks for your response to my somewhat provocative comment Bruce!

      I would be more than happy to talk about myself, (it’s one of my favourite topics) and yes, although I would have no idea if I were ‘one of the best’, I am confident in my ability to work with people in all contexts and at all levels in business, to achieve outcomes that benefit them and those within their circle of influence.

      If you wish to know more, mail me at andy@hplconsultancy.com.

      Best regards

      Andy

  12. Some good points above. I would also add : ensure that you can help your learners put it into context. It is so important that the learner is able to see how it applies to their role/ situation and is able to see how they can practically apply what they have learned when they have left the training room.

  13. Thanks for all comments very useful
    My own golden rules are
    1. Never tell anyone anything they can’t work out themselves , I.e. Ask don’t tell
    2. Get them active with an exercise within the first 5 minutes, if not before .
    3. As mentioned before , what are their burning issues .

  14. Fantastic tips with so many valuable comments. I find telling a story to drive the.point home.and.make.it real helps. The comment on contextualising is so vital as it.makes ithe relevant to the trainees. Finally make it fun and interactive, engage with them.

  15. All the tips above are valuable.

    Over many years of presenting and training, I would add
    Practice Practice Practice any presentation or training, so you feel completely Confident in the delivery – do not give yourself a tight script to follow, allow your expertise to shine and enable things to flow naturally, so you can be flexible enough to adapt to your audience or trainees.
    Also if you practice and know your subject well – you should be able to then deliver it without powerpoint if the need arose!
    The other tip I would give, is do remember that everyone learns differently, and allow for that, and as already mentioned interaction is key, improving learning and making the whole experience more enjoyable for everyone. Not everyone will ‘get it’ or remember everything and that’s ok – provide tip sheets. ( I have one on presenting!)
    My last tip
    is be Authentic, Passionate, Interested and Interesting, be Yourself, Relax and Smile

  16. I sometimes run a “Pre-Mortem” exercise at the end of the training session. I ask trainees to imagine they’re looking back on the session in a couple of months time and thinking “that was a waste of time.” Then I ask them to silently write down all the reasons why it might turn out to be a waste of time. Three or four minutes later, they compare lists. The same issues come out time and again (no time to practise what they’ve learned, no support) so we quickly brainstorm practical things they can do to avoid these problems.

    And sometimes it throws up some brilliant comments like “trainer was not expert enough”, which makes you think on your feet.

  17. Thanks for the tips! Some good ones here. I especially think the “gift of time” is a good one but one that should be negotiated with delegates…”you participate fully and we might be able to get away early…”

    Something that I took away from one of my accountancy trainers was his tendency to stop for a 5 minute physical game if the room lost its energy. Something simple like chucking an eraser from one table to the next with your left hand (if right handed) and right hand (if left handed). This sort of thing made everybody laugh and got the energy levels back up again!

  18. As usual, CPD, some excellent inputs. Your intention to add value to standard practical delivery – achieved!
    Two great positives for our team (a) the trainer to also to be, and be seen as, a learner and (b) to ensure the whole learning experience is individually highly positive. Of course many of the suggestions given help towards making this so.
    Given that the right word/s said in the right moment will change lives, one may think eschewing single-day trainings more about USP than being right…

  19. Hi Richard and All,

    I really like the article and any helpful ones please send acros to Phil and we can post them on the Careers in Fitness global app.
    I do have a proposal for CPD standards Richard so maybe give me a call Charlotte Dean CEO Careers In Fitness Global

  20. Everyone arrives stressed because they are fearful about the potential for being exposed or similar. The more info that can be given out in advance to steady the nerves is helpful

  21. I wonder who these “tips” are aimed at? Who decides who is the “best” trainer in the UK? Would any trainer need this sort of advice?
    This is like 10 tips for car mechanics
    Tip 1 – Open the bonnet before checking the engine
    Tip 2 – Wear disposable gloves
    Tip 3 – Close the bonnet when you are finished.
    Tip 4 – Dispose of oily rags carefully
    etc etc etc

  22. This is a good list – and comments – even the best trainers need to be reminded now and again – we all have something to learn.

    I would add make sure everyone is aware of the timeline – when the breaks will be, what time lunch will be etc.

    It is also worth trainers, no matter how experienced, sit in on courses given by other trainers – you will often learn something new.

  23. I agree with the last comment, we can always learn something new to improve what we’re doing. I like to get folks in groups of 4 (roughly) to follow up with each other about how they implement what they take away after the session. It seems to work well, especially if I can’t avoid the 1 day only job because that’s what the client wants.

  24. This is a pretty basic list of tips, things perhaps that people starting out should be trained in. Great though to remind and refresh. I too am really keen to know what makes the best trainers? What criteria are they measured on? Who are the judges? Over what period of time? What sectors they have come from? etc etc.
    To throw my own tips into the ring…
    1. Be aware of your different types of delegates and play to them. These include the delegate who wants to be there, the delegate who has been told to be there and the delegate who could be there and is paying you to be there.
    2. Always have an eye on the element of ROI and ROE from the client. Manage their understanding and expectations not only in terms of your capability and experience, but also how the delegates will be managed after attending in terms of objective setting and their own capability to improve.
    3. Stay in touch. Many trainers deliver and disappear, often delegates form a bond with trainers and want to reach out after a course should a question or further support be needed.
    4. Take along supplementary reading material on the subject so that delegates have the opportunity to read around the subject and take in a different or supporting viewpoint.
    5. Be aware of your own body language as a trainer. Delegates need to be able to question, challenge and interrogate the learning offered and the way a trainer presents themselves can make or break this valuable part of the training.
    6. Take your watch off. Never be too obvious when looking at your watch during a course, it sends out a negative message to the delegates. Leave it where you can see it but not in a way that is obvious, so next to a book or set of notes. A trainer who appears to be on the clock is a trainer in a rush.
    7. Offer feedback to the client on how the delegates did on the course. A brief paragraph on each one is useful and can be very constructive as it provides another point of view and can help further their development.
    8. Take materials with you that can take the level of the training up a notch or down a notch depending on the actual skill level of the delegates. This level of flexibility means more work for the trainer, but better value and learning for the team.
    9. Leave feedback forms with the delegates so they can complete in an environment where they do not feel pressured to only write nice things. Ensure the manager follows up and then sends them back to you.
    10. Most important perhaps. Training is not about the trainer, it is only about the delegates and what they will bring to the business once they have been trained. Training is not a one man/woman stand up show where the trainer indulges themselves in front of a group. Use anecdotes wisely and with relevance, ask questions of the group, create discussion and stimulate peer to peer learning. By doing this, your training comes alive and you will have created value in your courses.

  25. Many great pieces of advice, comments and nubs of experience have been kindly offered. I would just add that presentation of material according to the audience needs should be considered. I would not teach the same subject with the same methodology to engineers and academics, each group had their own learning style.

  26. There are some great comments and I would like to expand on what Andrea suggested.
    Practice, practice and then practice some more.
    Have some fun and remember to smile.
    Make sure your training adds value.
    Offer on-going coaching. After about three weeks most of your participants are back in their own worlds and they get caught up in day to day stuff. Remember, most trainings today are done for certificates and not competence, offer the follow ups, even if they are just Skype calls.
    Always get feedback and ask people to be as honest as possible, it is always nice to hear people have enjoyed the training, however, there is little or no growth in that, you need to know what you can do better or different!
    Don’t be afraid to be different, to stand out! I always have music on when people enter the room, their unconscious picks up that they are going into something different!
    Relax, have fun, enjoy yourself, avoid death by PowerPoint at all costs. First work out what you want to say and then decide if you need a slide to get the oint across, and then remember, if you need it all on slides then you don’t know your subject. I done a training last week and we lost all power, the training was great as I just done the whole lot on the flip chart, it also got the point across that I knew my subject inside out!
    And last for now, have passion, nothing moves people more than passion!

    If I think of some more I will add then later. Great subject and a great chance for a lot of people to share and steal ideas.
    If you like my ideas, and more, I will be organising a presentation master class very soon, please contact me for details.

  27. This is a really good concise post which paradoxically has produced a huge number of new ideas. I did a similar post about two years ago asking for tips on public speaking and received over 1500 replies in the LINKED IN group. I have put the 350 best ideas into a very simple word document n bullet point format.Happy to send anybody a copy. Why don’t you do the same with the new ideas coming forward in response to your post? I have created a self classification audit for any trainer covering design,delivery, evaluation and after care.It captures 33 simple questions to be categorised as red/amber/green.Again happy to send anyone a copy.Finally I would add to your listings above by suggesting EQUALITY proofing of all arrangements(access and content) before,during and after a course.This will help to achieve equality of process, choice and outcome as well as having an impact on narrowing achievement gaps.Thanks Richard for your post

  28. I’m pleased to read all the additional comments have already picked up on far greater tips than those originated in the article!…..’The best of the best’ and it says ‘finish 10mins early’ REALLY?
    I haven’t finished early EVER! It’s about overloading the value in order they want to stay for longer and longer and learn more and more.
    Training, or ‘facilitated learning’ is about understanding your clients needs, and adapting your delivery style and content to meet and surpass their expectations.
    Speaking with authenticity, passion and personal experience is essential as is encouraging throughout participated learning.
    Too many trainers I’ve previously met, just love the sound of their own voice, where as the best trainers I’ve ever had the privilege of working with, enable others to find theirs.

  29. Some great tips. A few are reminders while I hadn’t considered others.

    A few I’d add:

    1. Context is king. Content’s important; bring it to life in ways your learners can connect with
    2. It’s okay for learners to have fun. As long as it’s FUNctional
    3. Learn to link forward/backwards to learners’ input. It’ll show you’re listening and will help with 1, above
    4. Keep learners’ personal objectives in mind and highlight when they’re about to be achieved. You’ll get maximum buy-in
    5. Always, always challenge the status quo.

  30. Brilliant refreshing tips for trainers! I didn’t see any one mention the good old ice breaker?! (I did just skim through the many valuable comments) getting all candidates comfortable with the environment and starting off with some fun often relaxes the most introvert learner, and allows each candidate to find where they belong, trying to build a team early on allows for great ideas to be bounced around.
    Works for me and I get a taste of the diversity of the group 🙂

  31. Great piece guys & awesome thread from very cool trainers!

    There’s very little else to add, just 1 small suggestion actually…

    It’s highly likely that the bulk of your content is
    about strategy, teaching how to do things?

    They’ll ‘get it intellectually in the moment & will genuinely intend to put everything into action after the training,

    But they won’t. Life takes over, enthusiasm has a half life and if they don’t start using their new intellectual learning then 80% of it’s gone in as little as 72 hours (Short term memory can’t turn unprocessed information into learnt skill without doing so it’s discarded). They don’t get to undergo the emotional brain (limbus system) journey from ‘hope’ to ‘faith’ to ‘knowing’ they. can do it.

    This is why the people who pay for training don’t think it works!

    To prevent this use ‘Tell, show, do’ which every trainer knows but very few actually do!

    Tell – Every trainer does this. They tell the delegates what to do, how to do it and might even tell them ‘why’ to do it. The trainees might even get told how to deal with some of the most likely ‘what if’s.

    Show – About a third of trainers will do this. The one’s that do will improve the chances of the learning ‘sticking’. There’s a particular way of ‘showing’ people how to do something that begins to activate the emotional brain and that’s where permanent learning starts.

    Do – 1 in 10 trainers (only the most effective) bother to do this. When we get the delegates to ‘do’ the stuff live things start Getting really exciting in their brains. They go undergo a ‘neuro-transmission’ experience which sticks with them! The dopamine release alone is enough to make them want to do it again as soon as possible. There’s also a particular method of effectively facilitating their ‘doing’ which is so obvious but just doesn’t get used by trainers!

    The trainers that actually di this stuff rise to the top and are always fully booked. The rest struggle to create consistent bookings / Cashflow.

    • Hi Paul, Don’t you think that’s why training should always include an ‘installation’ practical routine of actually experiencing and using the information?

  32. Thanks for the share. My addition is-

    Learn people’s names early. I can usually have a room of 30 memorised within 30 minutes, sometimes less. Practise makes perfect! I link this to Dale Carnigie – HTWFAIP so there’s the external link that other contributors have mentioned.

    I agree to do a fun exercise early that also has a point and is therefore FUNctional.

  33. I tend to set a contract with the learners
    They give the important points like for instance
    1. Rules on mobiles during sessions
    2. Break times (within reason)
    3. Respect

  34. Sorry I hit enter before I had finished … so to continue

    4. get the learners to tell you what they want to get out of it
    5. How do they prefer to learn

    Once all are in agreement get them to come up sign the flipchart and get them involved

  35. 1. Enquire into participating students if they have disabilities, and what assistance they need and if the building supports those with physical disabilities (Lifts and Ramps etc) or for those with hearing and speech needs if you need to hire a signer or an interpreter.
    2. Ground Rules, Fire Alarms and Toilets (Including for those with disabilities)
    3. Prayer room available for those who pray during working hours
    4. Days and hours to suit those attending from differing religions, family orientation and working hours
    5. Dietary Requirements if providing food and drink
    6. Wording on publications that is not discriminatory, offensive or terms that are out of date.

  36. For me, one of the most important aspects of any training, and the one I hear to be appreciated is the commitment to helping attendees get to know each other……beyond name, job title, years of experience …..but for example name, where it comes from / what it means and something unusual to share about themselves. In many training events people can sit almost in a bubble throughout the sessions without interacting or getting to know anyone. I do predominantly experiential training, not presentations and so try to ensure everyone knows everyone else’s name by first morning break.

  37. For me, I think

    1. First Interactions with the learners (banter, familiarity) and throw questions at them about the subject at hand in order to get their thoughts process even before starting teaching.

    This helps the tutor determine their knowledge Base and choose the best approach of relaying the information.

    2. Making sure they have the schedule of the lesson before date. Perhaps weeks in advance.

    3. Allowing a bit of freedom for questions to be thrown around as well as brain storming, it keeps everyone involved and the lecture interesting.

  38. Richard West kindly invited me to comment.

    Some really good points here to which I would add.

    Be enthusiastic and show your delegates you are intereted in them.

    If it is a closed group make sure you ask and receive examples of their own work and make this the focus of the session. If its an open session you can still ask the delegates to either send or bring examples with them.

    I find that people what an outcome from the training and that is usually to do their job better, so make sure that is what you deliver.

    Offer unlimited post course support by e mail.

    I think only one person mentioned mobiles but BYOD of any sort ought to be agreed to be a NO NO during training or what is the point.

  39. I agree with many of the points that have been made here, particularly about the importance of using people’s names.

    For me the most important tip of all is to get the delegates thinking actively, not just listening passively, by constantly asking questions. You’ve got to get them talking to stay interested and engaged. There are lots of ways to do this. Here are three.
    – “Tell me what I said”: ask someone to explain back to you a point that you just explained to the class. This isn’t too challenging for them and can create some comedy.
    – “Fill in the blank”: start to say something, then suddenly stop and wait for someone to add the missing word or phrase. When people get used to this they will compete to jump in with the first reply.
    – “Explain as if I were 5 years old”: to make sure that people understand ALL the details of a process you can ask someone to explain it to you as if you were a 5 year old child.

    Use examples regularly. This is particularly important when teaching dry, abstract subjects like Excel and statistics. When I’m teaching the VLOOKUP function in Excel I ask people to think how they would look up a phone number in a telephone directory. When I am explaining about population means and margins of error I explain how the ideas would apply to surveys of people at a Spurs football match – a real example from my consulting work.

  40. To adapt the clients tailored program when necessary on the day training your client .

  41. I’ve moved on a bit from straightforward ‘chalk & talk’ training to action learning which is about personal development rather than skills acquisition. However, in the training context, I do a lot of things already mentioned. For example: assume at least one person will leave early; plan to finish 15 minutes before stated time; have Plan A and B to cater for smaller/bigger numbers than expected; be prepared to ditch both if it turns out the delegates’ expectations were totally different (even if you’ve prepared to a given brief); start with a quiz – get delegates to introduce each other with learning objectives while giving quiz answers to spare the creeping death of introductions; if it’s an all day session, definitely check people’s objectives, and tell them what yours are. If they don’t match, sort it out at the beginning; start with a practical exercise after lunch to stop people falling asleep; get delegates to write up on the flipchart; etc, etc. I recently attended a talk (not training) where we were invited to take photos of the delegate list so we could contact each other afterwards. That was handy for tweeting afterwards. When I’m organising conference events, the delegate list has names + organisations but blank columns for contact details – this provides an opportunity for people to talk to each other to get the details of people they particularly want to link up with afterwards. You can make a game that the first person to get everyone’s contact details gets a prize – obviously not appropriate for all training events, but works well in some, and helps shy people talk to others. I’ve worked with organisations where all levels of staff attended, including CEO, admin and frontline workers. I decided it was best to keep people in staff groups for practical activities rather than mix them up as the junior/frontline positions would feel intimidated by the senior staff. Others might feel it would have been better to mix people up so they were exposed to different ideas and opinions.

    • Much of this I would buy into. Story telling to contextualize training is very under used and comes up a few times here.

      For me there are three i would add

      1) Do your own homework on the people you are training – if they are from an organisation what are they collectively challenged with and trying to solve? If they are self starter why are they on the course what are they looking for This will allow you to tailor your content to encourage creativity and get their buy in.

      2) Contract effectively and clearly. Contracting is a useful coaching technique where the coach and the person they are coaching agree to the parameters of the learning and the outcomes. The most powerful learning session I have attended had an excellent variant of this at the beginning, followed up on over the two days in one to ones with the coaches. It had a real mix of delegates, most of whom where booking their next session before the first had finished. Why? Because they owned the outcomes they hadn’t just just been sent on some contrived CPD.

      3) Love what you are teaching, if you don’t teach something else.

  42. Agree with all of these and useful reminders. The only one I would add is to be prepared to completely change your agenda based on initial feedback from the room.

    I was once brought in to do a Team Building workshop and prepared for a team working together. It was in fact separate members of different teams needing to learn how to build a team. A completely different context. We took a short break and redid the day on the spot.

    Sometimes the communication between the HR and Training dept is less than fantastic. ?

  43. I would add that its important to establish with the client exactly what they are trying to achieve through their training at the outset. It is then important to help them set realistic and achievable goals and to put a time scale for doing this in their minds. ( Too many clients these days expect unrealistically rapid results). Clients need to understand that getting fit and well does not have a start and finish point – rather it is a lifestyle choice that needs to be adopted for the long term. Also results will not come from simply exercising; they need to accept that unless they adopt healthy eating habits and pay attention to the correct mix of macros and portion sizes, the results may never come. So as PTs we are responsible for giving them the full picture . Healthy eating plus regular exercise = healthy body weight and healthy lifestyle etc. Hope this helps.

  44. 1. Plan for less. Content that you believe will take 10 minutes could take 20 when done live. Plan to use 45 to 50 minutes of material for each 60 minutes of platform or classroom time. Always plan to speak for less time than you anticipate, so you can leave room in your program for spontaneous stories, unanticipated conversations, and unexpected questions.
    2. Prepare more. The above said, always have more material than you’ll need, just in case. Some presenters speed through their presentations due to nervous energy and end too soon. Check your breathing; if you are out of breath, you’re speaking too fast. Write the estimated time on each corner of your handout and practice your material enough that you can maintain the proper pace.
    3. Meet participants. Your presentation begins before you speak and continues after you’re finished. Mingle for a few minutes and meet audience members before you’re introduced. When you present, you’ll key in on familiar faces, rather than complete strangers.
    4. Tighten activity time. For group activities, allot less time than you think they’ll need. If you give 20 minutes for an exercise, they’ll wrap up quickly and leave to answer e-mails or make calls. Instead, give them six minutes to come up with 10 ideas, and they’ll get creative.
    5. Break at least every 90 minutes. Take a break every 60 minutes if the audience is seated theatre style; every 75 minutes for classroom style; and never go more than 90 minutes without a break. Adults’ attention spans wane as their bodies (and bladders) tire.
    6. Start on time after breaks. If you start five minutes after you told the audience to return from a break, you’ll inadvertently train them to return five minutes late. Don’t punish the people who honored you by returning on time. I like to tell the first half of a great joke or story before a break, promising the ending after the break. Since watches and phones are set differently, give the length of the break rather than a time to return. Give odd numbers for break times for memorability, such as 12 or 17 minutes. Start right on time with the end of your story, refusing with a smile to tell it again to latecomers (they will ask friends later).
    7. Stop on time. No matter how late you started. Ending late shows a lack of respect for your audiences’ next commitments, and you are sure to annoy your meeting planner or boss. Know exactly how long your close will take, and practice jumping to it from different parts of your presentation. Prepare several different versions of varying length and be able to drop a story or exercise and substitute a pithy quote instead.
    8. Print your outline. If you’ve been allotted 60 minutes, and the speaker ahead of you goes over by 30 minutes, you’d better be able to deliver in 30 minutes. Print your PowerPoint slides in outline format, so that during presentation mode, you can type a slide number on your keyboard and hit enter to jump to that slide. If you click through the slides you won’t cover, participants will feel slighted.
    9. Don’t rush out. When the session is over, stick around to chat with participants. Many people will ask questions they weren’t comfortable asking in the larger group. Others will tell you a personal story about a point you made or thank you for helping them.

  45. A pretty basic list of tips, but some great ideas in the comments. I always like to ask what the delegates would like to learn/achieve from the training at the beginning of the day, write it down on a flip chart and as we cover each item go back to the list and “check” it off. It helps to anchor the content and remind them how it’s relevant to them and their job roles.

  46. Thanks to Richard West for inviting me to comment here and for all the amazing input/comments above and to which I would add …

    1) In order to get the best possible result for both organisation/attendee ascertain the required short, medium & long term objectives in terms of overall positive improvement within the workplace
    2) Always be willing and able to learn from the delegate/s and moreover ensure that said delegates understand that you KNOW learning is a two way street. There will oft be times when an attendee will feel as though he’s listening to someone who is teaching him what he already knows. It pays to remember that everyone we meet has something to teach us (even those who pay us to teach them)
    3) Chunk the training up in such a way that it creates both energy (interactive) and commands attention (change focus of learning & style of teaching every 8-10 minutes) recapping at least once, preferably twice very briefly within each hour to both underpin and successfully link each point of learning
    4) Be transparently authentic in what you teach, without labouring the detail use personal examples/anecdotes to reinforce that you not only talk the talk but can walk the walk and be able to successfully field any questions positively whilst making good use of open body language and eye contact to deepen the connection, we need to be able to breakthrough any barriers and one of the best ways of doing this is by cultivating trust
    5) Be structured and ensure each session always has a beginning, middle & end point to it BUT at the same time remember to expect curved balls and be prepared to be flexible enough to cater for the unexpected should it occur
    6) More than anything else – enjoy what you do, do it with purpose & passion in turn attendees almost inevitably follow suit and when people are having fun and enjoying their learning, when they really, truly take value from what you bring to the session they will remember what you taught them for for sure

  47. I like comment 5. In fact all the comments are totally valid. I adhere to the above but add in the following:

    1. Make it Personal – I have the qual, they dont ha!ha!! I was in there position wanting or needing the qual for pay or progression. The course is about them not you showboating. If people don’t certify I am more disappointed that them. I dislike immensely arrogant trainers who cannot empathise with the class.

    2. Treat it like a movie – Everyone the movies! I start the course off with a trailer of everything we will cover over our time together. Go through the entire course in a massive mindmap. It shows you know your Kung-Fu and give the delegates chance to shout out what they know (or don’t know). Then you can tailor the course to their needs.

    3. Encourage Questioning and Questions – What is the Matrix? Modern teaching encourages questioning and you should get the class to pitch-in answering questions for you, this gets the room more interactive and assists learning and development. If someone asks too many questions (I had one delegate who asked 47 questions in 60mins once – hilarious) have 2 x Yellow and 1 x Red to limit class questions (I learnt that one on my PGCE Teaching Degree in between my technical life and training, now back to technical..with some training ).

    4. Decorate – Banksy watchout! Use the walls a good classroom is one with posters, drawings, key-points, mind-maps etc. Encourage the delegates at the end of the day to draw the days events.. enable that creative side.

    5. Pub Quiz – You can’t beat a bit of Bully! The morning recap with quiz is a must, so is the end of module and end of lesson plenary. Also..set HOMEWORK! Keep them focused!

    6. Make it FUN! – I believe a happy class, is a successful class! I play the clown, make silly jokes, give people nicknames, have a class pineapple (its on my twitter feed), have a Nerf Gun, have a football, the best one was an entire class singing Justin Beiber ‘I’m Sorry’ at the end of an exam. Homework was once to watch Independence Day and assess the Alien Invasion to the SANS CIS 20 Critical Controls. Take class exam passing selfies!

    7. Give them a plan – You are the business! It maybe CompTIA A+, it maybe ISC2 CISSP give them a career plan, sell the organisations courses. It’s a two way deal and super worth it when you get an email from a delegate you taught five years in the past and they have a great career.

    8. Develop yourself – YOU are the business! Its great to learn to teach the course, better development for you if you do courses and learn to the left and right of your main core courses. It draws in something relevant and give the main course an ‘added value’. Attend a few of the free webinars, events around your country and encourage delegates to do so.

    Or leave the training environment for a bit use your skills back in industry for a bit, then return with some good relevant stories to engage.

    9. Controversially – Do not under sell yourself, YOU ARE WORTH IT! Your skills are not for a cheap sale. After years of experience and qualifications/certifications – You set the standard on price! You would not sell your home 20% cheaper. If you are quality, maintain your price-point. Its a reflection on the training provider if they get someone cheaper who is nowhere near as good as you! Quality doesn’t come Cheap! That quality will help the delegates, help the provider get more business, help you!

  48. I’ve been reading these comments and agree with a lot of them, thanks for sharing. I would like to add a couple which really help me;

    1: Remember people’s names. So simple, yet so impactful and never assume that people like to be called by another version of their name, ask.
    A delegate joined me a for a 2nd course a few weeks ago, I’d worked with him over 6 months ago. I remembered his name and he instantly felt worthwhile, this further built rapport, trust and credibility for me.
    Obviously remembering every name you’ve trained is crazy, but the ones you do remember will love it.

    2: Start delegates off with some pre work. Before they come to the event send them a link to a video or self-assessment questionnaire. I use Learning Heroes for 10-minute courses on the topics we’re covering.

    3: Balance support and challenge. People learn when they’re out of their comfort zone. I had to learn to ask challenging questions in a supportive way. Someone once told me that I will not offend someone by asking a direct challenging question. I believed in that and began asking more challenging questions to disrupt peoples’ everyday thinking. First, set the expectation that you may ask challenging questions.

    4: Create curiosity. Anything which sparks a little excitement and intrigue can lead to a keen interest in a lot of subjects. Getting delegates asking you “what’s that?” and “why is this here?” can really gain momentum during a session. A few ways to do it are by leaving pictures, objects or words to stimulate curious minds.

    5: Demonstrate. Be prepared to do some acting, it’ll help people to jump in and role play with you and one another. If people are feeling uncomfortable while role playing, good! Discomfort is a good place to learn from.

    I could go on, but 5 feels good.

    • There’s a 6!

      6: Superpower your delegates. When splitting groups up, forget using numbers – “you’re number 1, you’re number 2….”.
      Instead, go to the first person and say “you’re amazing”, go to the next and say “you’re awesome”, go to the next and say “you’re fantastic”…etc.
      When everyone goes to their other awesome, amazing and fantastic colleagues, you can sit back and enjoy the energy.
      That one was shared by a friend of mine and I’ve used it ever since.

  49. I would add:
    – always have clients fitness goal and functions in life as the base of the program. Hobbies, employment etc have to be taken into account. Preventing injury from everyday life movements is key.
    – always focus on clients motivation. These may change so keep reviewing.
    – encourage workouts without you.
    – introduce technology to help manage client and programs.
    – CPD should include emotional intelligence and business acumen

  50. USE up to date modern methodology and technology. Get an app. Load all the relevant info on the app. And record your presentation, even if only on a phone, and suply that via the app.

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