Everybody's Trained Somebody Sometime
My first job interview out of college was as a theatre critic—or so the ad said. When I arrived at the paper's office, the editor immediately told me that a news reporter had just quit. "So, what do you know about reporting news?" he asked. After a pause, which we both knew was motivated by my desire to avoid lying to someone I hoped would become by boss, he continued, "Well then, are you trainable?" Now that I could work with.
During the next year, my new boss taught me how to become a good reporter—to recognize and deliver compelling news stories. All that I've experienced in my work since then as an acting coach, director, and now as a workplace communication consultant, has reinforced what I proved in that job as a reporter—everyone can be trained. The trick, of course, is how to go about it. The most effective method I've found is to first give people the tools of their craft; then show them how to add their strengths, personality, and experience—who they are—into the mix.
Unfortunately, the most effective method is not the one most commonly used. When people instruct others, they usually concentrate on substance. A few trainers concern themselves with presentation style, but even then, most use an extensive laundry list of "do's and don'ts," such as "never put your hands in your pockets, never cross your arms in front of your chest, never use closed-hand gestures, never turn your back to the audience." With conventions like this being taught within the training and coaching industry, it's not unusual to see people turned into automatons!
A DYNAMIC PERFORMANCE
Of course, there is some truth to suggestions such as use open and friendly body language, maintain eye contact with the audience, and stay on topic. But what people most need to learn—regardless of the training content—is how to use personal judgment and critical thinking to evaluate the appropriateness of various style options and how to best incorporate them into a dynamic performance.
Too often the driving force of training programs is to get people up on their feet for delivery as soon as possible. The dangerous result is that participants may be forced into an unnatural performing style. The material is then parroted, and the presenter ultimately lacks authenticity.
I first discovered how ineffective parroting someone else's performance can be while studying acting in London. My teacher directed me to portray my character exactly as he did. Later, my school's dean critiqued my work and asked, "Whose performance was that?" I found out then that it's possible to "act as if" you feel something you may not feel, but impossible to imitate the acting of others without losing your integrity.
Training programs are often wrapped in airtight packages with little room for acknowledging the needs of participants. While designing curriculum, instructors should consider the variety of content, mastery levels, and learning styles they will face. Preparing different ways to communicate information—for those who respond best to verbal or visual instruction, for example—will provide trainers with more options for effective delivery. The ideal training model includes an instructor assessment component to encourage continual revision and improvement.
Providing participants with constructive and specific feedback is also imperative to a successful training program. People need time to absorb material, practice, and reformat a presentation after receiving instruction. Ongoing improvement can be encouraged by setting up a "collegial coaching system." By pairing individuals with a partner, each person benefits from the insights of someone else who has been taught the language of constructive criticism and suitable ways to give it. This system provides the opportunity to practice in front of a peer without risking the high stakes involved in presenting to an actual audience.
DESIGNING PROGRAMS
Please don't misunderstand—it's not that I think designing training programs is easy. It can be daunting to compile everything you know about and need to impart about your subject. Preparing content means making decisions about what to leave in and take out, along with what to explain and how to explain it. Of course, as instructors prepare for the known, they must also be prepared for the unknown—those endless snafus that come up when you are in the fluid, non-static state of a learning environment.
Ultimately, successful trainers teach people how to become excellent performers. Whether delivering material to coworkers, a boss, or family members at the next holiday dinner party, people must convey a sense of delight and excitement and maintain an appropriate and inspiring persona in day-to-day interactions. Assessing and enhancing individual performance style includes identifying areas of excellence, areas where improvement is needed, and strategies for change.
Everyone has trained somebody. And at some point, someone trained each of us—how to close a deal, impress our boss, inspire our team, or talk to an audience. To this day, the best training I've received was from the dean at my acting program in London who told me to quit trying to be someone I'm not. And since then, I simply train people to be who they truly are.
Whenever I start a training program, I first envision a mustached man holding a large whip over a lion's head in a circus ring. Training and presenting can feel just like facing the lions. So I always prepare myself with what I call the Tips and Whips:
EVALUATE your group's emotional temperature. As you prepare, anticipate how people will feel and what judgments they might make about you or your message.
ACKNOWLEDGE the skills, experience, and individual presentation styles the participants bring with them.
PRACTICE the art of thinking on your feet. Prepare several options for openings and transitions.
ENGAGE people with anecdotes.
PREPARE for tough questions and antagonists. There's always a clown in every crowd.
REQUEST PARTICIPANT FEEDBACK. People are generally forthcoming, no whip required.
GREAT READING FOR THE TEENAGED GIRLS IN YOUR LIFE
RESPECT: A Girl's Guide To Getting Respect And Dealing When Your Line Is Crossed
by Courtney Macavinta and Andrea Vander Pluym
(Free Spirit Publishing, 2005)
Here's a book that should be on every teenaged girl's nightstand-right next to her diary! Covering a wide range of issues from body image to sex and relationships, RESPECT does more than just dispense advice-it teaches girls real-life strategies for strengthening self-image and treating themselves (and the world around them) with more respect. Helping youth discover their own voice is a topic close to my heart. I've learned through my own work with teens that encouraging them to take pride in their accomplishments and gain self-confidence is a worthy and rewarding cause. A must read for every teenaged girl, parents will also love RESPECT. Find out more about the book or order copies at www.respectgirls.com. To learn about programs for youth that are offered by Klaus & Associates, click here or visit our website for teens at www.bragparty.com.
