People are not equal! It may seem incorrect to say but we’re not. Adding to that all clients are also … not equal! Clients learn in different ways, and also have different motivations which have drastic impacts on their individual outcomes.
However in this case—client equality and their motivations really don’t matter, because in this post we’re really looking at when most learning occurs, not how!
Whether you’re teaching for fun or for your business there are going to be times when as the expert of your subject matter you’re going to have the opportunity and also the obligation to introduce new concepts. But introducing new concepts can also be a dangerous time. So much so that there are serious chances that your new information can scare your audience.
In general Teaching is all about giving students a chance to learn new things, but it isn’t always that simple. No matter how much a students consciously wants to learn, subconsciously the student also wants to reject new ideas at the first available opportunity.
It doesn’t matter who you are. If you’ve ever been in any class that has been of any remote importance or value to you, you’ve taken notes. But are they really worth it?
More often than not when you’re in a presentation of any sort there are going to be times where you’re going to want to take notes. Why? Well the answer is pretty simple. Notes are our way of taking the most important slivers of information that we’re given and ‘recording’ a summary of that importance for later, so that we can focus more on what is happening now, refer back to the recorded details later and finally give ourselves the chance to learn things later.
It not usually something that you think about when you’re preparing lessons but an important factor regarding training outcomes, is How long should a lesson be? The other perspective is how long can a lesson take to deliver properly?
I said previously that training is expensive, and more often than not you may not have the time you need to do a subject justice. The chances are there will be external factors that dictate how much freedom, time and space you’re going to have when it comes to delivering training. When those external factors become too restrictive, as an instructor it’s our job to push back and demand more resources to get the job done right . . . otherwise you may as well not do it at all.
“This training should only take about 15 minutes to deliver. It’ll be quick and pretty simple so . . . I can’t imagine it taking too long.”
This comment is something that I’ve heard a few times recently and more times than I can count over the years. It’s the same phrase that creates a little smile on my face as I now realise another capital instructional offense is about to be committed.
But seeing it happen again and again, it makes me wonder a few things—why do we tend to rush training? More appropriately why do we think that we can teach people quickly? Why do we fail so badly?