A Checklist to Determine the Effectiveness of Your Training Design

When we ask someone without a training background – perhaps a subject matter expert or a colleague with a particular set of skills or experience – to present to a group, how can we set them up for success?

Offering tools such as a lesson plan template or a presentation guide is a start.  Offering ideas and examples of stellar visual aids can also make a big difference.  If you want to take presentation preparation to the next level, however, sometimes a presenter needs some help double-checking his or her plans – does their plan include everything they’ll need in order to engage a group?

04122013 - Training Design Checklist

I’ve used this tool (download the checklist here) during train-the-trainer presentations and participants have found it extremely helpful to check over their lesson plans prior to delivering a practice lesson.  I’ve also found it to be a useful tool to structure my feedback for colleagues who have asked me to look over their lessons.

Have something to add to this checklist that would help ensure a better presentation design?  Let me know in the comments section.

Think this tool could help someone you know with their presentation prep?  Feel free to forward this post.

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3 thoughts on “A Checklist to Determine the Effectiveness of Your Training Design

  1. Brian, thanks for posting your checklist. I really appreciate the inclusion of opportunities to practice balanced with theoretical underpinnings for how something works or why it might be useful, plus the takeaway plan for transferring learning (which will be more likely if the supervisor knows about it and can support it).

    I also find an opening attention gainer (topic related) helps draw in and focus busy, distracted adult learners to the learning at hand. If you think about all the things that folks did before they showed up for training, it is highly likely that we will need some common, engaging experience to leave behind our to do lists and distractions in order to prime the pump for the learning to come. There are many ways to do this…true story up to the cliffhanger, surprising statistic, provocative question, but its inclusion on my checklist is helpful for me. This awakening followed by an opportunity to set some sort of learning goal around a topic related challenge is another thing I have on my checklist. Helping folks think about how what they are about to experience could be valuable to them personally/professionally also supports momentum and buy-in and gets us all off to an energetic start.

    Thanks again for your post!

    • Tracy – great points (and thanks for adding to the checklist!!). That opening attention-getter (I call it an “anchor” on my checklist) is so, so important and it seems to be a step that is often overlooked. When I consult with people and offer feedback on their lessons, that’s the #1 area I ask people to think about and add to their plans – it’s such a simple step and can be so powerful in getting learners tuned in to the presentation (and it’s often a fun element to add!).

      That goal setting item that you mention isn’t on my checklist, but it probably should be. It’s a step that just helps to get each individual to think about the question “what’s in it for me”.

  2. Pingback: A Train-the-Trainer Course Outline | Train Like A Champion

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