It is well known that every presentation should follow the classic structure composed of an introduction followed by the content and the conclusion. Adapting this basic frame to a training course, we can establish a structure which should consist of three stages: the preparation, the presentation and the follow-up.
Therefore, in order to have a well-structured presentation, the preparation is extremely important. This step helps the trainer understand the reason why the students participate in the training in the first place. Did you notice that, in most of the cases, the first question asked before starting the class is “Why are you here”? This question is extremely relevant since it gives the trainer a sense of direction for teaching a class.
If the training is requested by a company, as opposed to specific individuals, it is a good idea to have a conversation with the manager on the subject of expectations. Does the company need an increase in profit, a rebranding, or maybe it just wants to help the employees be up to date with the latest pieces of information regarding their area of expertise?
After the purposes of the training are clear, it’s important to perform a sort of a personalized SWOT analysis on the students. This means that the trainer should know what are the strong and the weak points of his students and how he can work with that. At this stage, the necessary material could consist of tests or practical tasks that can be divided into “What is known”, “What should be improved” or “What should be taught”.
After the stage is set, it’s time for the play. This is the part where the trainer starts “teaching”. But the play itself consists of continuous tactics and strategies.
From the very beginning, it’s important to get the attention of the students and to motivate them by using an indirect presentation of how the training will help them reach their goals. In this first part of the class, observing both the verbal and the non-verbal reactions is vital. Some may respond well to a certain model of presentation, like the precise data based information, while others could seem more attracted to a personal approach. Since, in most of the situations, it would be almost impossible to structure the presentation to make it appealing for every single trainee, there must be found a way to mix the approaches in such a manner that it would be understood and remembered by all students. For example, the first part of the training could be based on pure information, while the stories which consolidate the data could come at the end. On the other hand, the training can also be symmetrical, a structure which would make it easier to be understood by a majority.
The first part of the conclusion consists of the per se ending of the presentation. If you want to make sure that the information is or will be remembered by everybody, ask the trainees to sum it up together, to choose a few basic points that they remember best or ask them to think about a certain related topic for the next meeting.
At the end of the whole training, the final conclusion should be carefully sketched. It must include the students’ feedback, the trainer’s feedback for the entire group and/or for each individual and, in certain cases, it must continue with letting the management know about the evolution of the employees.
So, even if it might seem impossible to structure a course in such a way that it would be appealing for the entire audience, following the basic 3 steps structure can guarantee a strong basis for the course and the results cannot be anything but the mirror of the presentation: clear and relevant.