I have always been diligent about following the lesson plans created by the designers. After all, lesson plans are there to ensure I cover all the necessary content and in the right amount of time. And of course, this all needs to be done while meeting the needs of the learners. Right? Therefore, I must follow the lesson plan, without deviating from it in any way whatsoever. Or so I thought.

When I found myself in the middle of a particularly noisy and somewhat exuberant training class, where the learners were participating and sharing a great deal of information, all of a sudden I began to panic. As the clock ticked away and the learners continued to interact, I became more and more anxious. The reason? I was getting further and further behind on the lesson plan and if I didn’t do something quickly there was no way I was going to catch up.

As the learners were happily chatting and exchanging information, I took another look at the clock and abruptly said, “Okay, that’s enough. It’s time to get back on track. Turn to page 95 in your manuals.”

You could have heard a pin drop. Just like that I had completely altered the atmosphere of the room and, at the same time, turned a group of happy, interactive participants into a room full of sullen prisoners.

There were no difficult participants in this workshop, in fact as I mentioned before, this was a class full of highly interactive, eager-to-learn participants. There was only one difficult person in that training class that day, and that person was me.

With my newly subdued group of learners quietly paying attention, I managed to get the workshop back on track. We covered all the material and we were able to finish on time. I did not deviate from the plan.

But at what expense? Yes, I covered everything in the lesson plan. And yes, the learners got everything they needed. But was this a successful workshop? Absolutely not.

I had become so obsessed with following the lesson plan and presenting the content exactly the way I was supposed to, that I didn’t even consider some of the things I could have been doing to keep this group happy and interactive while still managing to stick to the agenda, and ultimately, the lesson plan.

In retrospect, I realized there were a lot of options available to me. If I had allowed myself to be a little more flexible and in-tune with the learners’ needs, I would have taken the opportunity to build on the interaction and provided different methods to present the content. Yes, it might have meant deviating a little from the lesson plan, but as long as the content was covered and there was value for the learners, I could have made the class much more successful.

So, the next time I have a class full of excited and eager learners, I will tap into that energy and use more interactive methods, such as brainstorming, peer-teaching, role-plays, or any other method that encourages interaction while still presenting content.  And if you want more useful tips for managing class time and the value of lesson plans, take a look at these other blog posts.

Ron

Here are a few tips to prevent or mitigate that situation:

Recognize when time is becoming a problem

Time markers may already be in your leaders guide, however if they are not, indicate in your notes or your agenda where you intend to be incrementally throughout the day. And, speaking of an agenda, a great time-management technique is to have one posted as a visual reference for the participants to see where they are in the day. An agenda is also a cue sheet for you.

It’s a lot easier to pick up the pace when you are a few minutes behind at the end of the first hour, than to find you have 20 minutes of training left at the end of the day. Some people use an event guide with the events that should occur during training with the estimated amount of time required (e.g. icebreaker – 9 minutes, housekeeping – 5 minutes, etc.) or the time of day they plan to be at each point.

Finally, make sure you have a time piece visible. Check your watch or cell phone (with ringer off!) when your participants begin an activity. A wall clock in the back of the room is a great classroom accessory.

Be familiar with your leaders guide

In addition to time markers or an event list, there may be suggestions in the instructor notes section of your leader’s guide about what to do if you are falling behind (or are ahead of time). For example, the notes may identify lower priority content that could be covered in less detail, pushed to the next session, or omitted if time is tight.

Limit discussion if behind timeline

Don’t solicit questions if you’re running late. Don’t refuse questions, but encourage people to ask questions that may be unique to them during the breaks or after class has ended. For activities that involve group discussion, allocate less time than your lesson plan normally calls for. Sometimes tight timelines can lead to more effective discussions. If you have someone in the group who needs “air time” politely use low-intervention techniques (such as changing your physical location) to manage the “over participation” problem.

Communicate the problem to the class

Without apology, let the class know “we” are a bit behind schedule. Fewer questions will come and the group will work to manage disruptions. Everybody wants to get out on time!

Never go back

If you feel you’ve missed some content, don’t let it disrupt your training. If you feel it is critical, smoothly introduce it later in the day. The learners don’t have a copy of your lesson plan. In any case, make a mental note (or highlight it in your lesson plan) to cover it the next time you’re presenting the training.

Don’t go beyond scheduled completion time

You may not hear the loud “click” at 4:30 (or whenever your scheduled completion time is), but in my experience, the learners are as aware of the time as you are and the “click” is the sound of the brain transitioning to the post-training mode. Some may still be with you, but most are mentally gone. While it is OK to finish early, finishing late is not the mark of a professional and the extra time is usually not productive. Wrap the training up as gracefully as you can, get them out at the assigned time, and figure out how to do better next time.

And don’t worry; the next class will go more smoothly!

Paul

These lower class numbers are requiring us as trainers to modify and adjust our instruction, especially if the class was originally designed for a larger group.  That said, I wanted to share some of my suggestions on making the most of training a small class:

1. Don’t consider the smaller class size a disadvantage.

I view a smaller class as a great opportunity to intimately connect with my learners on a more personal level. (An opportunity that I might not be afforded if instructing 20 or more participants.)  One way I’ve done this is by periodically sitting at the table with my participants instead of always standing “on the platform” during my instruction.

2. Allow the teaching day to run its normal course.

Unless you can find a meaningful way to do so, I wouldn’t try to purposely lengthen or extend the class time.  I simply let the group lead me in regard to how much time I spend presenting content, discussing information, or debriefing activities or exercises.  If the class ends an hour or so earlier than scheduled, then so be it.

3. Don’t be afraid to deviate from the script.

Try to follow your lesson plan or facilitator’s guide as closely as possible, but if you need to deviate from it, do so.  It’s likely these deviations will be necessary, especially if the course was originally designed with a large group in mind.  Use your creativity and flexibility in modifying brainteasers, icebreakers, discussions, and exercises for a small group.  For example, large group exercises may now have to be facilitated individually or in pairs.

4. Include value-added options.

Since it’s likely you’ll have additional time with a smaller class, use it wisely by addressing issues that wouldn’t normally be covered.  This may be a way of meaningfully extending your classroom time, but adding value also.  For example, once you’ve covered the required content, take a few minutes to allow the learners to discuss how they specifically plan to use the content back at the job.  Or you could encourage the learners to think proactively by facilitating a discussion of workarounds, barriers, or possible resistance to the content or information.

I’m optimistic the economy will eventually get back on its feet, but it probably won’t happen overnight.  It’s possible we could be dealing with smaller class sizes for several months to come.  Hopefully these tips will prove to be helpful when you find yourself instructing a small group as opposed to a large one.  Good luck!

Langevin Team

Once we identified the training needed, we began the process.  I did the homework: pulled articles off the web, purchased the book “The Miniature Schnauzer” which included a DVD on training.  With this information in hand we discussed process and procedure.  We were ready for dog training 101.  Not so fast.  Even though we agreed to what and when (now!), we didn’t agree on a plan of action.  Even though we had information in writing, we still reverted back what we “knew” best.  My husband didn’t grow up with dogs as pets.  What he used was what he heard and his experience with Copper, the Cocker Spaniel we used to have.  My son viewed Munchie as his playmate, therefore, training was primarily up to his father and me unless it suited his need.  I grew up with dogs as pets and had my view on what to do.  Munchie had three different trainers with the same objectives, but with different ways to achieve them.

Sounds familiar?  Imagine how confused Munchie was with three different trainers giving the same command but using different hand signals, different expectations about how long is a good stay, and when he deserves a treat.  Imagine when Munchie is talking with the other dogs and he is saying how confused his trainers are.  They can’t even get their process the same. One person is saying stay.  Another person is saying sit. Another person lets me on the sofa and the others won’t. Who should he obey?  And until they get it together I will do what I want to do.

Wow, we really could have used a lesson plan…

A lesson plan is a job aid for the trainer/instructor/course leader.  It provides the details necessary to conduct a training session.  My husband, my son, and I had collaborated on the content.  The lack of structure (i.e. the lesson plan) created inconsistent training, a confused Munchie and no real change in behavior.  We cannot afford the luxury of a confused learner in training.  Additionally, the lesson plan helps to present a consistent message.  Every time training is delivered, it is the reputation of the training department that is on the line.  If there is an inconsistent message delivered, there is the potential for doubt about your department’s credibility.    The lack of consistency in training also gives learners the perception that they can choose what they will or will not do back on the job. Our message must be strong and clear if we are to create a performance change on the job.

I’m not suggesting that training adults is like training dogs, just that lesson plans are a great tool for ensuring consistency and quality regardless of who you are training. Munchie better watch out because we are getting our plan together and taking back our house!!!

Martha