WELCOME!
In this section, I have listed ten teaching/training faux pas described by classroom instructors, corporate trainers and participants alike. I began by creating my own list and then sought out further specifics, enhancement and validation from friends, colleagues and other professionals. I especially appreciate the expertise from the Learning, Education and Training Professionals Group on Linked-in.
Each month, I will take one item from this list and write more in-depth regarding each one.
Below, in order of frequency, are listed the most common teaching/training/presenting faux pas brought to light from my discussions.
1) Being the “Bad Scout” (being ill-prepared)
Not knowing your audience
Not knowing your content
Not knowing the desired learning outcomes
Not appearing professional
Not being culturally aware/competent
2) Being the “Keeper of the Secret”
Perceiving your content and your contribution to be more important than their learning
Strictly following the agenda/lesson rather than being flexible to the learning needs of the group
Failing to capitalize on the expertise and skills that already exist in the room
Failing to debrief for clarity and assess understanding along the way
3) Being the “Sage on the Stage”
Espousing theory rather than inviting inquiry
Dictating procedure rather than challenging thinking
Promoting passive “osmosis” rather than active engagement
Presenting oneself as infallible rather than as a colleague or kindred spirit
4) Being the “Magician”
Focusing on the spectacle rather than the learning goals
Leaving participants with a sense of “AWE” rather than a sense of “AH HA!”
Showing the audience the “Tricks”, but not teaching them how to use them
5) Being the “One-Hit Wonder”
Providing good information without any means to measure its effectiveness
Putting more importance on a memorable training rather than a practical, applicable one
Being more concerned about how they liked you than how they perceived a change in themselves
6) Being the “Know-It-All”
Dismissing participant questions as not valid
Talking through your hat when encountering questions for which you do not have an answer
Answering a question by reading from a slide
7) Being the “Bully”
Using sarcasm toward ideas, policies, and most destructively, participants
Criticizing answers or contributions from group
Using humor that belittles, mocks or denigrates
Feeling personally affronted or acting defensive to any attitudes that participants bring in with them
8) Being the “Slide Show Sensation”
Having the slide presentation BE the presentation
Reading directly from the slides without any demonstration of the information
Showing multiple slides filled with multiple, unanswered questions
9) Being the “Co-Dependent”
Allowing any one person or small group to derail the session
Allowing an escalating venting-session rather than inviting creative and constructive solutions
Allowing a select few to continuously speak out without creating opportunities for all to contribute ideas
10) Being the “Martyr”
Displaying an attitude of “Don’t blame me. They’re making me do this.”
Believing that your information is not that important
Trying to make the presentation bearable instead of striving to make it valuable and engaging