Previously we looked at presenting from experience, now we’re going to see how to make sure we can Control a training presentation from the planning stage.
But we can’t always just go from experience, or we can’t always have the audience drive the training during discovery. Sometimes when it comes to new teaching we need to bring something more than ourselves to the class.
Sometimes there are concepts that are too complex to simply ‘talk’ about, or explain through with the use of a metaphor.
These more complex ideas need more than words, and often require the use of pictures, or other graphics or some other form of training aid.
Now imagine that you have a detailed picture, simple graphics or some other appropriate representation of a concept. Is the representation enough to explain itself? More often that not, it won’t. If they did, an instructor wouldn’t be needed.
Enter . . . the Queue.
The incomplete prompting point which leads to further expansion.
These typically find the most use, when more than a few points need to be remembered in careful sequential structure, or when lots of small points need to be raised. Each point is easy to discuss but queues are used to maintain structure and sequence during training rather than be useful in their own right. The major point to be careful off from experience is to make sure that each queue has a stop point.
What is a stop point? This is the final piece of information that ‘completes’ that queue, before you look to the next queue.
Why do we need the stop point? Sometimes a queue can not only remind of where you are, but can lead to a flowing avalanche of information. Without a stop point to remind yourself ‘where to stop’ you can accidentally achieve flow and derail your entire presentation by getting out of synchronisation with your training aids. I’ve had this happen and the results are spectacularly bad!
There are also times when your teaching subject is naturally going to raise a lot of questions from your audience.
Detours & Diversions; The forks in the road.
Some subjects especially ‘conditional’ or ‘grey’ matter can cause your audience to spend more time thinking about asking branching questions or ‘detours’ rather than focus on the subject being taught.
These are exactly what they sound like; detours that naturally want to take training away from the pre-determined lesson plan.
When you deliver ‘grey’ or ‘conditional’ matter organically with high audience engagement, then detours are relatively easy to handle. The audience can ask an expected question and you can answer it quickly or it can be postponed to another time when it will be covered in more depth.
Control a training presentation is what its all about.
However there are times when a question is so obvious that it has to be handled either before the audience has a chance to ask it and take up time with discussion or;
An answer needs to be on standby as you attempt to skirt around the question in the hope of saving your time for the training itself. Either way detours are questions that you will need to prepare for with some subject matter.
In the next and final installment we look at how to and when to use scripting for presentation preparation