This is the second installment of a two-part article series aimed at exploring what makes training delivery effective (or not), and where trainers should focus their efforts as they work toward growing a robust delivery skill set. Part one examined presentation style, ability to lead and influence, time management techniques, comfortability using learning technologies, and building rapport. If you haven’t read the first part of this article series yet, you can do so here.

This follow-up will take a look at five more skills that every training professional should continuously refresh and refine to deliver exceptional training experiences.

6. The ability to be sensitive and inclusive with diverse learners. Closely related to empathy and rapport building (skill number five), an effective trainer must have the ability and motivation to be flexible and think creatively when aiming to address the needs of learners of various backgrounds, learning preferences and abilities. Creating safe and supportive environments and championing equity in learning should always be at the forefront of a trainer’s mind when planning for delivery. A lesson plan that may work perfectly for one set of learners might be ineffective, disengaging or even uncomfortable for another. This is, in part, why multimodal, or blended learning has become the norm in training — it helps ensure that all learners have the opportunity to engage with the training experience. Ultimately, trainers should hold themselves accountable to train for diversity, equity and inclusion (DEI) in every virtual or physical learning space they occupy.

According to the University of Delaware Center for Teaching & Assessment of Learning:

• Training for diversity refers to acknowledging difference among learners.
• Training for inclusion signifies embracing and celebrating difference.
• Training for equity allows difference to transform the way we think, train, learn and act such that all experiences and ways of being are handled with fairness and justice for everyone.

Difference is an essential part of human history and current reality. It’s an unstoppable part of our collective future, and diversity improves learning. People enrich their ability to think critically and creatively when they engage in conversations across difference, especially when all learners’ abilities and attributes are embraced. Great trainers know how to read a room, then apply empathy and acumen to adjust their training delivery as needed. It’s a trainer’s responsibility (and privilege!) to ensure all participants are supported in exploring new ideas and learning unreservedly; feeling safe to express views and opinions, and respected both as individuals and as members of groups.

7. Ability to meet learners where they are. We have all had (or been) that learner who just doesn’t get it. Common adult learner challenges include attention deficits, slow processing speed and executive functioning challenges. Great trainers continuously drive toward the goal of providing every learner with the opportunity to achieve readiness in key areas and strengthen core skills. This requires the trainer to meet learners “where they are,” and uniquely support each in realizing a successful learning experience.

To “meet” learners with attention deficits, the trainer might break lessons into short “learning bursts,” each with a different activity and varied ways to participate.

Supporting learners with slow processing speed might look like building “think time” into activities. That way, everyone has a chance to write thoughts down or compare them with a partner before sharing out to the group.

Trainers might also include visual agendas so learners with executive functioning challenges are always able to see what comes next and when.

Meeting learners where they are is no easy feat because each learner engages with training from a different “where,” so there is no one-size-fits-all solution. To strengthen this skill, trainers must commit to putting the learner at the center of the learning process and exploring adaptations to address their challenges. Great trainers aren’t just trainers. They are researchers, diagnosticians, and expert facilitators of constructive learning experiences. With creativity, this competency can be built, skillfully deployed and readily scaled to improve learner engagement, persistence and success.

8. Ability to ask thought-provoking questions and stimulate discussion. Questions are at the core of any discussion, and the best trainers know the right ones to ask! A great question will challenge learners, sparking collaborative, thought-provoking conversations. When the right questions are asked, learners are more likely to engage in the discussion, explore thoughts and reflections, and actively practice skills like communication, critical thinking, collaboration and problem-solving.

The following question types have been shown to get learners thinking about content more deeply and improve the outcomes of a discussion:

• Moral/ethical dilemma questions present learners with a problem or situation and ask them to explore a moral or ethical concern. This type of prompt encourages learners to consider topics from multiple perspectives, giving them a more holistic understanding of the subject.
• Assess → diagnose → act questions guide learners through the process of problem-solving as they assess the issue at hand, diagnose the root cause and determine how best to solve it.
• Compare and contrast questions require learners to make connections and identify differences between ideas. When learners understand both similarities and variances, they gain insight into both sides and are better equipped to develop strong arguments.
• Conceptual change questions introduce learners to a new concept or idea, then ask them to search and seek out common misconceptions about it. This gets learners thinking critically about their own ideas, challenging them to reflect and self-evaluate.
• Personal exploration questions ask, “What does ___ mean to you?” Questions like this encourage learners to be curious, make a personal connection with the topic and find their authentic voice.

These prompts set the standard for higher-order thinking and position learners to actively participate in deeper, more meaningful conversations.

9. Ability to relate material to learners’ real lives and work. Adult learners dread irrelevant training. If a training session is perceived that way, most learners will not fully engage and some may even refuse to participate. Training should relate not only to the overall goals of the organization, but also to specific team and learner needs.

Even then, trainers must accept that in the eyes of some learners, training is a “necessary evil.” That mindset will present challenges in the learning environment that will be intensified if relevance is not apparent.

To deliver training that is directly relatable to learners, trainers should know their audience’s work, priorities, and learning preferences, and should focus on practical application. Assessments should be designed to establish competency, relevance, and value, and should be carried out discreetly in supportive learning environments, confirming participants not only remember what they learned, but are able to apply it in their work.

The average employee only devotes just 1% of their work week to training, and trainers need to make the most of that time and engagement. Most learners are inclined to pay attention when they find value in what they are learning. When trainers take the time to know their learning audiences deeply and distill content down to only relevant information, learners stop dreading training. A critical shift occurs, and they start looking forward to learning opportunities because they trust they will gain new skills that can help them thrive.

10. Building and maintaining subject expertise. Should trainers be subject matter experts (SMEs), or do excellent delivery skills enable them to train on any topic?

Some trainers believe that subject matter expertise is necessary to deliver effective training; that having profound knowledge and deep experience improves delivery, enables them to share examples with learners, and elevates the overall learning experience.

Others say the trainer’s role is to present the content in an engaging and digestible manner and facilitate learning among participants — neither of which requires direct knowledge of or experience in the subject matter.

Trainers that fall into the latter camp typically agree and acknowledge that if the trainer is not a SME, there are steps that should be taken to better position them for successful delivery:

• Prepare. Skilled trainers can set themselves up for success when training in a new subject area if enough lead time is available. In addition to delivery preparation, the trainer will need to build an adequate knowledge foundation to present the content with confidence and credibility.
• Consult the facilitator guide. If time or other constraints prevent the trainer from upskilling to “junior SME” status, a robust facilitator guide may prove adequate. In addition to basics like course overview, objectives and a timed agenda, facilitator guides often contain supplements like trainer notes, key points to emphasize, “gotchas” and reference materials.
• Partner with a SME. If other options are not available, it may be helpful for the trainer to engage a SME to co-deliver the session. SMEs are often well-regarded by their peers and have a strong foundation of practical knowledge and skills. A SME can be activated to present portions of the content that are more complex or technical, or can play a more passive role, stepping in during a structured Q&A, discussion or activity when their expertise is crucial.

The bottom line? Great trainers know they must have access to in-depth knowledge of the topic(s) they will be presenting to learners, either personally or through external resources like SMEs and facilitator guides. Without mastering the content or partnering with a SME, trainers will be unable to simplify and contextualize the material into teachable, relatable chunks of information.

Conclusion

As a training professional, you must commit to continuously homing the skills outlined in this article series. While these 10 competencies are not meant to be a comprehensive list of delivery skills, they represent key areas trainers should focus on continuously improving if they deliver synchronous training — regardless of whether it’s delivered online or in person. This two-part article series should serve as a starting point for leveling up your delivery skills, offering a framework for identifying specific development areas where you can focus your efforts to strength training delivery effectiveness.

Through the skillful delivery of well-designed training solutions that knowledge is effectively transferred to learners, who can then apply it on the job and positively influence individual and organizational performance.

Ultimately, training is only as good as its delivery, and the skill set and quality of a trainer can make or break a learning program. Trainers are positioned to directly impact the return on the company’s investment in training. Great trainers recognize that perfection in training delivery is not the goal, but taking action to become a better trainer with every session should be!