CPLP Study Guide
Delivering Training
Delivering Training
Learning Theories
Objective
Information
Discuss the importance of Learning theories allow training and delivery professionals
adult learning theories and to put the environment, motivation, and abilities of
techniques for delivering
participants in proper perspective.
training.
Adult learning theories attempt to explain how adults learn.
Individual Learning Preferences
Objective
Information
List David Kolb’ four basic Four learning modes:
learning styles.
 Concrete experience (emphasizes feeling over
thinking; artistic, intuitive, open minded) [MBTI =
Feeling]
 Reflective observation (understands meaning of
ideas and situations, see implications and different
points of view) [MBTI = Intuitive]
 Abstract conceptualization (thinking over feeling;
logic, scientific, systematic, they like working with
symbols and data) [MBTI = Thinking]
 Active experimentation (actively influencing others
and changing situations, emphasizes practical
applications, likes to get things done) [MBTI =
Sensory]
Note: It is helpful to think of the learning styles as the
intersection of two types of mental processing. One is a
continuum from active experimentation to reflective
observation. The other is a continuum from concrete
experience to abstract conceptualization.
Kolb asserts that the key to effective learning is being
competent in each mode when appropriate.
Learning styles (quadrants between pairs of modes):
 Convergers: prefer black/white situations; strong in
solving technical problems; poor interpersonal;
decisive, experimental, goal-oriented
 Divergers: imaginative, sensitive to meanings, values
and feelings; open-minded, gather information, see
implications of choices
 Assimilators: good at abstract models, they organize
information, test theories, design tests/experiments,
analyze numbers, & construct conceptual models
 Accommodators: risk takers, adaptable, often work
by trial and error, depend on others for analysis of
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data, and may be impatient (especially with
contemplation). They look for and use opportunities,
are involved and committed, and can lead others.
List the four elements of
The Hermann Brain Dominance Instrument is a method of
Ned Hermann’s brainpersonality testing that classifies learners in terms of brain
based approach and
function:
briefly explain each.
 Left-brain cerebral: logic, analytical, quantitative,
factual, critical
 Left-brain limbic: sequential, organized, planned,
detailed, structured
 Right-brain, limbic: emotional, interpersonal,
sensory, kinesthetic, symbolic
 Right-brain, cerebral: visual, holistic, creative
Summarize the visual,
Learners’ preference for receiving information falls into
auditory, and kinesthetic
three categories:
(VAK) model.
 Visual (by seeing; can be diagrams, pictures, or
words)
 Auditory (by hearing)
 Kinesthetic (by movement or touching)
Describe Howard
Intelligence is a measurable aptitude used to create and
Gardner’s 10 multiple
solve problems and valued by the culture.
intelligences.
The 10 types:
 Interpersonal (working with others)
 Logical/mathematical (math, logic, and deduction)
 Spatial/visual (picturing and seeing)
 Musical (musical expression)
 Linguistic/verbal (written & spoken word)
 Intrapersonal (working alone)
 Bodily/kinesthetic (being physical)
 Emotional (for identifying emotions)
 Naturalistic (for being with nature)
 Existential (understanding one’s purpose)
List the seven preferred
A learner’s primary perceptual modality (how they like to
learning modes outlined in receive information):
the perceptual modality
 Print (text)
model.
 Visual (non text)
 Aural (hearing)
 Interactive (talking, discussions)
 Tactile (manipulative/haptic)
 Kinesthetic (enactive/psychomotor)
 Olfactory (smell/taste)
Define characteristics of
CAL: Compared adult learning behaviors/preferences
adult learners (CAL) and
versus children learning. Includes incorporating some
chain-0f-response (COR)
aspects of andragogy and that adults learning varies based
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from Patricia Cross’ adult
learning model.
on development stage.
COR: Pertains to adult participation in learning.
 Motivation to participate is the result of a person’s
perception of positive and negative forces.
 Self-esteem affects attitude toward education.
 There is a link between participation and anticipated
learning outcomes.
 Higher-order needs for achievement and selfactualization can’t be fulfilled until lower-order
needs for security and safety are met. (Maslow)
 Expectations of reward are important to motivation.
Participation in a learning activity, whether in organized
classes or self-directed, is not a single act but the result of a
chain of responses, each based on an evaluation of the
position of the individual in his or her environment (Cross
1981: 125). The main elements in the chain (above) are:
A. Self-evaluation.
B. Attitudes about education.
C. The importance of goals and the expectations that these
will be met.
D. Life transitions.
E. Opportunities and barriers.
F. Information on educational opportunities.
G. The decision to participate.
It is called the 'chain of response' model because each stage
is seen as links in a chain! Each stage influences another.
'The more positive the learner's experience at each stage,
the more likely he or she is to reach the last stage - the
decision to participate (McGivney 1993: 27)
Explain the purpose of
accelerated learning
techniques (AL).
State three key principles
of AL.
http://www.infed.org/biblio/b-partln.htm
The purpose is to produce a consistently positive learning
experience that allows learning more effectively and
efficiently. This is accomplished through involvement of
right and left brain hemispheres as well as the cortex and
limbic systems.
Principles of AL:
 Affective state (positive mental (no-stress)
environments)
 Beliefs toward learning (encourage belief in ability—
most people have self-fulfilling notion of learning =
difficult)
 Information networks (focus on linking schema for
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Summarize Silver and
Hanson’s learning style
inventory and how it
applies to training
delivery.
List two factors that may
affect the speed at which
adults learn.
List two considerations for
identifying training and
presentation styles.
better retention – to past learning and to future
application)
 Nonconscious learning (AL techniques work with
more of the mind, maximizing the natural potential
for learning)
 Learning cycles (chunk into short learning segments)
 Multisensory input (VAK; enhances information
processing and provides reinforcement through
other channels)
 Learning readiness state (calm, relaxed state –
physically and mentally)
Use the Myers-Briggs Type Indicator across sensoryintuitive (S-N) and thinking-feeling (T-F) modalities
 ST: want specific information and to know what’s
right and wrong. They need immediate feedback &
lose interest if pace slackens/content doesn’t seem
useful. Learn well with repetition and real
experiences
 NT: Logical, analytical, and skeptical. They are
independent workers who trust reason and hard
evidence. Thrive on challenge & being creative.
Relevance is important. Can be persistent when
motivated/engaged.
 SF: Need to relate learning to personal experience.
They like to learn cooperatively and are trusting and
collegial. Harmonious relationships may be more
important than content mastery. Sensitive to
approval and disapproval.
 NF: Look for patterns to guide them and connections
to prior learning. Tend to value aesthetics and
originality and uniqueness. Respond well to flexible
learning environment. Can have trouble organizing
time. Need to be shown big picture. Easily bored with
routine.
 Psychological
 Environmental
 Emotional
 Sociological
 Physical
 Intellectual and experiential
 Age
Learning styles vary so training delivery styles must vary as
well!
Awareness of style differences:
 Captures cognitive and affective differences between
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training and learner
 Encourages use of wider variety of teaching
techniques
 Helps learners understand their own styles and
preferences
 Enables trainer and participants to be more
accepting of differences among people
Discuss one type of tool
PEPS:Productivity Environment Preference Survey –
used to determine learning identifies preferences for conditions in working and
style preferences and how learning environments.
it is applied
Canfield Learning Style Inventory: Aassesses learning
influences (preferences for affiliation vs.competition,
content delivery style - CBT/jobaid/people-delivered, mode
of learning e.g., VAK, expectations of success)
Learning Style Questionnaire: Classifiers learners as activist
(doer), reflector (thinker), theorist (organizer/neat), and
pragmatist (prefers “whatever works”)
Various Instructional Methods
Objective
Information
Explain what is meant by
Instructional methods are various means by shich content is
instructional methods, and communicated.
list five factors that T&D
Factors:
professionals should
 Type of learning
consider when selecting
 Audience demographics
an appropriate
 Learning styles
instructional strategy.
 Number of learners
 Media
 Budget
 Physical site
 Instructor’s skills and training style
Ways to Facilitate Informal Learning and building Learning Communities
Objective
Information
List three ways to facilitate
 Set clear expectations among stakeholders about
informal learning.
what informal learning is and its capacity
 Gain executive support
 Build an internal content repository
 Promote the availability of resources
 Clarify goals and desired outcomes
 Assist in identification of knowledge and skill gaps
 Provide resources and guidance
 Let employees take the lead in their own learning
efforts
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
Describe three ways to
encourage learners to
develop their own
personal learning
network.





Help employees develop skills in independent study,
research, and collaboration
Join a professional social network (e.g., LnkedIn or
Austin ASTD)
Select five blogs they find interesting and read them
Encourage them to become part of the conversation
quickly and start commenting on the blogs they read
Join Twitter and reply to comments made by other
people
Request help or support for suing social media more
effectively
Start their worn blog

Various Delivery Options and Media
Objective
Information
Define blended learning.
Blended learning is a planned combination of training
delivery options. Examples of options are ILT, webinar,
asynchronous elearning, coaching, and informal learning.
Discuss two examples of
When to use online learning:
when classroom learning
 Rote learning
or online learning are
 Learning prescribed technical skills
most appropriately used
 When learners have discrepancies in their current
and explain why.
knowledge of the topic
 When audience members learn at different rates
 When the audience is large
 When learners are geographically dispersed
 When the target audience needs prerequisite
information
Define environmental
considerations that ensure
optimal classroom
learning.
When to use classroom learning:
 For higher-order thinking skills
 When interpersonal exchange is important
The physical environment can have a major effect on the
success of any training program.
 Space Guidelines (Table 32)
 Screen and room size
 Distance from screen to last row not > 6 screen widths
 Distance from screen to front row > 2x screen widths
 Viewing area = 3 screen widths
 Screen height should allow people in last row to see
bottom of screen
 Electronically controlled screens are recommended
 Peripheral facilities (Wi-Fi access, restrooms, break
areas…)
 Seating arrangements (Table33)
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
Discuss the benefits of
message boards and chat
rooms to learning groups
and online communities.
State two benefits of
online learning and list
two requirements with
regard to audio and video
plug-ins.
Materials and equipment – prepare slides and handouts
early, arrive at the training site at least an hour before the
training starts
 Environmental factors – make sure the space is free of
distractions (e.g., noise, pillars)
Message boards are asynchronous communication locations
for participants to “discuss” learning points.
Chat rooms are synchronous communication locations for
the same thing.
They both provide social negotiation opportunity for the
learning function.
Benefits:
 Cost effectiveness (development may be high, but
implementation may be low)
 Speed and precision (training can be targeted/focused and
available at the moment of need)
 Access anytime, anywhere (less limits on schedule or place)
 Self-direction for learners (learner control of learning)
Plug-in Requirements:
 Bandwidth (higher quality more bandwidth; use video
ONLY for instructional purposes and not as added
entertainment)
 Sound card/speakers/headphones
 Volume control needed (esp. for separate background
music)
 Avoid audio as accent to correct/incorrect responses
State the purpose of an
Purpose: Bring individuals up to speed on their work as
electronic performance
quickly as possible with minimal support from other people
support system (EPSS)
Two examples of performance support are job aids and
and discuss when to use or EPSS.
not use one.
EPSS is help accessed through a computer application.
When to use:
 Cause is lack of skill or knowledge
 Task is relatively difficult to perform (or remember how to
perform)
 Task performed infrequently
 Tasks don’t have to be performed in emergency situation
 Serious results if not done right
 EPSS is supported by performance environment
Don’t use:
 If an emergency situation, no time to use, or bad
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Explain what is meant by
self-directed learning
(SDL) and describe two
situations in which SDL is
most appropriate.
Identify the benefits of
using games and
simulations to deliver
training.
environment for EPSS
 Just for the sake of using technology
 Not cost effective (a paper job aid would work)
SDL = A self-paced learning event
Use when:
 Dispersed, large learner group
 Mostly cognitive content
 Many individual needs
 Resources for alternative training not available/costeffective
 Just-in-time training
 Adequate time to design the training
 Learners are self-directed/self-motivated!!!
 Dynamic
 Intrinsically motivating
 Highly participatory
 Allow trial and error experimentation
 Freedom to learn by making mistakes in safe
environment
 Allow experimentation in an environment that could be
hazardous or costly in real life
Note: Debriefing that follows the game or simulation is the
most important aspect of this delivery option.
Learning Technologies
Objective
Information
Explain why it is
T&D professionals must know how to pair appropriate
important for T&D
instructional and presentation methods with the right
professionals to keep updelivery method.
to-date on the current and
emerging learning
technologies.
Facilitation and Presentation Tools and Techniques
Objective
Information
State three examples of
Andragogical recommendation: relaxed, trusting, mutually
how a trainer can create a respectful, informal, warm, collaborative, and supportive
learning climate that helps environment with openness, authenticity, and humanness.
adults learn.
Training for Dummies recommends:
 Create a safe haven for learning
 Create a comfortable environment
 Encourage participation
 Facilitate more than lecture
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Discuss the benefits of
understanding the course
objectives, learning the
material, practicing the
delivery, and preparing
good questions while
preparing for a
presentation.
Discuss how basic
classroom management
techniques of starting and
ending a session and
setting expectations can
enhance the learning
experience for
participants.
Explain the differences
among icebreakers,
opening exercises, and
closing activities and
provide one example of
each.

Understanding objectives = knowing performance
expectation from learning event
 Learn material = more confidence and capability in working
with materials
 Practice delivery = tests the materials/equipment and helps
polish your presentation
 Prepare questions = gains alternate perspective, checks for
understanding, and generates learner participation
Starting session – can help create a safe learning
environment and start building rapport with learners.
Opening sets tone for training.
Setting Expectations – can reduce learner anxiety by clearly
identifying what to expect for the training. It should include:
introductions of participants, objectives, instructional
techniques, evaluation expectations, and agenda (schedule).
Star Fisher who wrote the original study guide notes, also
recommends setting ground rules for behaviors in the room.
Closing – ensures learners receive credit for participation,
can help learner plan transfer of learning to the
workplace/life. It should include: key points and a WIIFM
benefit for learners. This is what learners remember most.
The trainer is usually responsible for providing certificates,
collecting evaluations, and returning the classroom to its
original state.
Icebreaker – introduces participants to one another and
helps them ease into program. Gets people involved and
sends message that they will be participating in their own
learning. Happens at the start.
Openers – set the stage and are activities that specifically
relate to the topic.
Energizers and tension reducers – activities used when
participants seem overly stressed or when the group is
“flat.”
Games and brainteasers – can serve as introductions to
problem solving competition, team building, and consensusseeking activities.
Closing – activities help reinforce content and may include a
call for questions and/or a call to action. They also may
provide a celebration of accomplishment.
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Explain how the use of
voice and scanning the
class for learning reaction
can enhance the learning
experience for
participants.
Define facilitation.
List three activities that
facilitate learning.
Use questioning
techniques to facilitate
discussions.
Vocal quality provides part of our effective communication
(along with body language and the word choice) and they
provide a form of holding learners’ attention (varying pace,
using good inflection). Watch pacing (110-113 words per
minute recommended).
Watching learner body language can communicate to the
facilitator when there is a need to re-define, offer alternate
approach, or move on to the next topic.
Facilitating means to “make easier.”
Facilitation, in the training field, refers to making learning
easier, both in content and in application.
Facilitation Techniques
 Asking Questions
 Q&A Sessions
 Transitions
 Silence
 Active Listening
 Check in (“Are we on track?”)
 Avoid making judgmental comments
 Support the process (stay focused)
 Smile
“Excellent trainers are always facilitators first – presenters
last.” Elaine Beich
Questioning skills involve active listening, paraphrasing,
reflective questioning, and using wait time (silence).
Open-ended questions stimulate discussion. They have no
one correct answer and encourage individuals to draw on
their own experiences.
Hypothetical questions are a type of open-ended question.
They often begin with, “What if …”
Closed-ended questions are also known as direct questions.
They are used when the facilitator wants limited feedback.
They are good for eliciting specific facts.
Summarize the differences
in presenting online
versus presenting in the
Socratic questions are the basis for rigorously thoughtful
dialog. The facilitator professes ignorance of the topic and
uses questions to draw answers out of learners.
Classroom (face-to-face) - limited class sizes, same
geography, better body language communication,
interaction in real time
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classroom.
Discuss one advantage of
using flipcharts, overhead
projectors, presentation
software, and other
training aids.
Online - learners and presenter can feel disconnected from
others in the training, can have very large class size in
different geography (and time zones), body language
communication is usually inhibited (even with web-cams),
must compensate with many direct questions to assess
learning. On the positive side, communication can be rich
with the use of visuals.
All can help clarify communication of concepts.
Use slides when:
 A presentation is formal and should present a
professional image
 The learner group is large
 The presentation will be repeated frequently
Use flipcharts when:
 Presentation is informal
 There are less than 20 participants in a small
training room
 There is little time or no budget
 You want to create visuals on the fly
 You want to generate part of the presentation
information (recording suggestions from floor)
 You want to keep multiple visuals visible by posting
on walls throughout class
Use whiteboards (or other types of boards) when:
 You want to build a description step-by-step
 Posting ideas, questions, or concerns
 Displaying sticky notes
 Using sticky notes to prioritize information
Use presentation software (e.g., PowerPoint or Prezi) when:
 Presentation is formal
 Presentation is repeated frequently
 Presentation needs frequent modification
 You want to be creative
List one example of when
not to use flipcharts, or
presentation software.
See Table 36 for a synopsis on advantages and
disadvantages of visual aids.
All can be too complex, distracting, or inappropriate to
communication in a learning environment.
Do not use slides:
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

When the presentation is informal or not consistent
with atmosphere of learning event
When one wants to be able to make changes before
the program on the fly
Do not use PowerPoint slides;
 Presentation needs flexibility
 Presenter is uncomfortable with the technology
 Participants have seen too many PowerPoint
presentations
Do not use flipcharts:
 When the room/number of people is too large
 When presentation is formal (polished)
 If one has illegible handwriting
 When one presents same program regularly
Organizational/Cultural Differences in Learning Preferences
Objective
Information
Discuss how language,
Barriers to communication are like light passing through a
speech, environmental,
stained-glass window—each individual’s prior experiences
and psychological factors
(and cultural environments) tint the windows differently—
can be barriers to
in other words our experiences filter our interpretations of
communication during
the messages sent in communication.
training delivery and
provide one example
Barriers in:
related to each factor.
Language/Speech: accents, linguistics, gross translation
errors, and nuance errors
Environment: Personal space (proxemics), technology
Psychology: social organization (including reactions to
praise and motivation), contexting (how one
communicates), authority, concept of time.
Explain how culture may
Culture involves the way people look at the world, a shared
affect and require a
value system. It has a direct effect on learning styles and
modification in training
effectiveness of delivery system (like e-Learning).
delivery.
Trainers may need to balance different pace, technology, or
self-directed learning or interactions to accommodate
cultural preferences/biases.
A diverse audience requires that trainers speak clearly, are
careful about giving feedback, check frequently for
understanding, give instructions in the same sequence as
they are to be followed, avoid single-country references, be
careful with jokes or other potentially offensive remarks,
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and repeat information when necessary.
List one example of an
emerging issue in adult
education.
Preparing for Delivery
Objective
Discuss the importance of
adequate preparation to
ensure effective
communication during
training delivery.
The trainer may have to make changes in the use of body
language (e.g., emblems, illustrators, etc.), proxemics, rate of
speech, and use of informal vs. formal delivery styles.
There are many differences in learning preferences, styles,
and modalities.
The curriculum really did not cover this objective.
Differences in learning styles and preferences are
influenced by multiple generations in the workplace.
Baby Boomers are feeling a need to “keep up.” They are less
likely to fully retire—so they will be providing continuity of
business knowledge and helping to fill the talent shortage
predicted by the gap in new workers available to replace
them. Many may be career changing with retirement, thus
needing training in new skills.
The X-er’s are shifting into a new development stage and
find themselves having to gain interpersonal and teamfocused skills as many of them tended towards being
“keyhole kids” and used to solitary focus.
The Y’er’s (Millennials) are still mostly in the stage of “preadulthood” where they may be an adult technically, but the
“being responsible” aspect hasn’t turned on yet. They are
very tech-savvy and work at a faster pace [comfortable with
multiple stimuli happening]. They are more social than Xers, but also more used to socializing via text messaging and
web 2.0 features (like Twitter). Y’ers require fast-paced and
challenging training; they want the Web 2.0 being part of
the training interaction. Sometimes they have difficulty
staying focused on a task unless they have strong
motivation on it—like they get in playing video games (of
course the goal action to motivation tends to be true for all
ages).
(Info about generations is from Jane “Star” Fisher.)
Information
Preparation allows a T&D professional to:
 Present material in a professional manner
 Stay focused
 Communicate effectively
 Handle an interactive training environment
Recommended preparation includes:
 Learning about participants (job roles, why they are
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

attending, prior experiences related to topic)
Prepare notes for support in case something goes
wrong
Rehearse to ensure equipment, materials, timing,
and such are working well
Offered by Star Fisher …
Exaggeration and dramatic communication styles are
helpful in presenting Instructor-led Presentations to gain
attention, entertain [making training entertaining helps
people feel relaxed and retain information], and emphasize
on multisensual levels. Many presenters may not be
comfortable with dramatic gestures, facial expressions, or
voice tone to reinforce the communication on a multisensual level. Practicing the exaggerations and dramatics
will make a person more comfortable when presenting.
Copyright and Fair Use
Objective
Summarize how copyright
and fair use laws relate to
the production of
materials for training
delivery.
Information
Training professionals must get permission and give credit
appropriately when they use text, images, or sounds created
by someone else! Finding resources online does not give
you permission to use other people’s intellectual property
in your training.
Fair use does not apply to training within for-profit
companies or in situations where participants pay for
training.
Fair use does include sharing a small portion of another
person’s intellectual property and attributing credit to the
creator.