Last week you were asked to consider the types of training that might be appropriate for our proposed course on completing a new fact find. While I appreciate that the notion of a formalised fact find might be quite new, it is an area that is currently very relevant and by completing this exercise, it will become a learning tool for you and your firm.You may have given some thought to what would be a suitable method of training under each of the headings that we established. I would like to compare the various methods of training that are commonly available. From this list you can compile a detailed breakdown of the various methods and decide if you have picked the most appropriate methods.Here is a list of the most commonly used methods.
The mini-lecture The demonstration Interactive learning Discussion and group learning Role play.The mini-lecture is the most formal method of training and the most 'classroom-ish'. It has a place in training, but you should be careful not to overuse it if you can avoid it. It is most useful when you want to introduce new information to a group quickly, but it should always be followed by a period of practice, discussion, individual or group learning. This consolidates learning. Remember that for learning to be truly effective seeing, hearing and doing applies.These are the rules that you should aim to apply:
It should be no longer than 20 minutes There should be a structure, as for any presentation Encourage questions afterwards There should be no more than seven main points There should be no more than seven slides or OHPs Back it up with a handout Reinforce the information by linking it to other sessions within the course.The demonstration speaks for itself. It is of most use when there is a particular task that needs to be learned. However, there is still an element of skill with this method. You need to learn how to allow the trainee to practise the task themselves, while being supportive. This is almost certainly how you learned to tie your shoelaces all those years ago and, if you can cast your mind back far enough, you will remember that whoever taught you to do this was patient and didn't criticise your efforts. Try to remember that when a child is learning how to ride a bicycle, we don't scold them for falling off - we encourage them to get up and try again.Interactive learning is where you really hang up your teacher's hat and become a facilitator. Facilitation means to do something that makes a change possible.In this situation you are not the information-giver or expert, you are simply the guide or helper. In fact, it can be quite hard to keep a tight rein on your own subject expertise.Interactive training allows the participants to discover, to practise, to discuss and develop, to learn through mistakes - in a safe environment - and to explore and refine. You must take a back seat, not telling or showing. You have the responsibility of making sure that everyone takes part and that they understand what they are doing and why. This is probably the most difficult type of training hat to wear, but the most valuable one if you can master it.In discussion and group learning you will need to set the subject. You must make sure that this is clearly expressed, or no one will know what is expected of them.The participants must be kept on the subject and reminded where they should be when they become side-tracked. It is important that you ensure that everyone has a chance to speak. If one participant hogs the floor, which is almost inevitable, you must arbitrate. The more reticent participants should be encouraged to speak so that no-one gets left out.Make sure that you take notes - ideally, summarise on a flip chart - and watch the time.The group must be small enough to give everyone the courage and opportunity to talk, yet large enough to opinions, experience and knowledge are varied. Four to eight is a good number. You must prepare them for the exercise - they must be aware that they are in charge of their own learning, not you. The group should be encouraged to keep notes of its discussion - a kind of 'self-test' of knowledge gained.This activity works very well for evening work on residential courses (where the trainer is also resident) as it can be run comfortably in a lounge or bar area. It can be one of the most productive forms of training, provided you ensure that participants stick to the rules.Role playing is an essential tool in the training workbox; it allows participants to put together the skills that they have learned in a safe environment (although they may not realise this).It is particularly useful when training behavioural skills, such as training, management, interviewing, coaching and so on.Many people really dislike the idea of role-playing. They see it as play-acting, unreal, time consuming and sometimes an opportunity for settling scores. For these reasons, role-plays must be carefully constructed and should exclude any elements that are likely to lead to embarrassment or failure. The last is not always possible in a regulatory environment, since many competency assessments rest on role-plays - all the more reason that you should be scrupulous when setting them up.Point out to students that role-playing is not acting, they are being themselves. It is an opportunity to practise skills that they may already have, or new ones that are being acquired.Stick to these rules when setting up and running role-plays:
Always try to work with real or very realistic case studies Write these things on a flip chart and display them: The objectives for the role-play The characters in the role-play The scenario The timings Any feedback required
Give participants time to prepare Ensure that the group (where appropriate) are taking notes to aid feedback Remind the group of the rules on giving feedback.Now that we have examined these common training methods in some detail, I want you to compare your ideas with these and see if you need to make any changes. Are there some methods that might be more suitable for your particular group of learners? Are there some other methods that you might use that we haven't discussed - self-directed learning, for example, where learners prepare for training individually - perhaps by reading something?Next week, we will start to put our fact-finding course together, suing some of these methods and you might like to give this some thought.
Kate Foreman is director of training at RW Group This page is edited by RW Associates, specialists in training, compliance and competence. Email: ruy.lopez@brokercompliance.co.uk 
