I was pleased to review Dan's new book - pleased because he addresses an old topic in a new way. He is making no assumptions for trainers who are not fully experienced and seasoned. He takes them step-by-step through practical and realistic methods to set up training graduates to actually be on-the-job performers. Enjoy, learn and be inspired.
Jim Kirkpatrick, PhD
Senior Consultant, Kirkpatrick Partners, USA
Daniel Bixby’s approach to Product Training for technical experts is practical, relevant and exactly what anyone who is required to train others on technical content really needs. He writes with candor and with a sense of ease, making the reader feel as though he is right there with you helping to develop your training competency. A must read for anyone on your team required to provide technical training to others!
Jennifer Alfaro
Chief Human Resources Officer, USA
An expert guide to developing and delivering technical product training programs
While there are many books on talent development, leadership training, and internal training program development, there are precious few offering subject matter experts (SME’s) guidance on training others to get the most out of their products. Written by a training expert with many years of experience working at top technology companies, Product Training for the Technical Expert fills that yawning gap in the training literature by providing technical experts with a comprehensive handbook on becoming effective product training instructors.
When new technology is rapidly transformed into products for popular consumption, technical experts, such as engineers, and other subject matter experts, are the ones tasked with instructing the public on their use. Unfortunately, most them have little or no prior experience or training in adult education and don’t have a clue about how to transfer their knowledge to others. In this book, author Daniel W. Bixby draws upon his vast experience developing and delivering training programs at Honeywell, Delphax, Telex, Bosch, and TE Connectivity, among other technology companies, to arm SMEs with the knowledge and skills they need to add “Product Training Specialist” to their resumes. It also makes an excellent course text for graduate-level engineering programs.
Table of Contents
Foreword xix
Preface xxi
Acknowledgments xxiii
How to Use This Book xxv
About the Companion Website xxix
Introduction xxxi
Part I The Foundation of Hands-On Learning 1
1 Hands-On Learning in the Classroom: Articulate Your Approach 3
Product Training as You Know It 3
What Makes Training Effective? 4
Your Goal: Proficiency 6
Articulating Your Training Approach 6
Three Things to Document 7
Adult Learning Principles: The Foundation of Hands-On Learning 8
The Strategy of Hands-On Learning 10
The Structure of Hands-On Learning 10
The Delivery of Hands-On Learning 10
Conclusion 11
Making It Practical 11
Notes 12
2 Experiencing Learning: Emphasize Skill over Information 13
How Does One Develop a Skill? 13
Remember How You Became an Expert 14
Build on Your Students’ Experiences 14
Create Experiences in the Classroom 15
Let Them Learn from Negative Experiences 16
Allow Students to Make Mistakes 17
Capitalize on Informal Learning 17
Allow Students to Share Their Experiences 18
Give Lecture and Observation Their Rightful Place 19
Provide a Structure for Your Hands-On Training 19
Phase One: Exhibit the Product 19
Phase Two: Execute a Function 20
Phase Three: Explore Independently 20
Apply All Three Phases 21
Conclusion 21
Making It Practical 21
Note 22
3 You Know It, Can You Teach It? Overcoming Your Own Intelligence 23
Address Your Biggest Challenge: Yourself 23
The Four Stages of Competency Applied to Instructors 24
Unconsciously Unskilled 25
Consciously Unskilled 25
Consciously Skilled 25
Unconsciously Skilled 25
Why Experts Find It Difficult to Teach 26
Experts Rarely Remember How They Perfected Their Skill 26
Experts Have Trouble Distinguishing Between the Simple and the Difficult 26
Experts Don’t Differentiate Between the Essential and the Nonessential 27
How Experts Can Teach It 27
Ask the Instructor (Yourself) the Right Questions 28
Conclusion 29
Making It Practical 29
Note 30
4 Ready or Not? Why Some Students Are More Ready to Learn Than Others 31
The Four Principles of Learner-Readiness 31
They Must Recognize the Need for Learning 32
What if Their Reason for Learning Is Wrong? 32
They Must Take Responsibility for Their Learning 32
Questions Demonstrate Learning 33
The Instructor’s Responsibility 33
They Must Relate It to Their Experience 34
They Must Be Ready to Apply It 35
Conclusion 35
Making It Practical 36
Part II The Strategy of Hands-On Learning 37
5 It is Never Just Product Training: Why You Should Offer the Training 39
Product Solution Training Versus Talent Development 39
Employee Product Training 40
Customer Product Training 41
Business Plan 41
Training as a Cost of Doing Business 41
Training as a Profit Center 42
Training that Sells Products 44
Conclusion 44
Making It Practical 45
Note 46
6 From Good to Great: Defining the Focus of Effective Product Training 47
Aim at the Right Target: Doing Versus Knowing 47
Change the Approach: Facilitator Versus Lecturer 48
Call It the Right Thing: Training Versus Presentation 49
Make It Sustainable: Standardized Versus Customized 51
Measure the Right Things: Performance Versus Reactions 51
Value the Right Things: Results Versus Head Count 52
Use the Right Delivery Methods: Effectiveness Versus Availability 52
Continue the Conversation: Process Versus Event 54
Keep Improving: Progress Versus Contentment 55
Conclusion 55
Making It Practical 55
7 What Is Expected Must Be Inspected: Assessing and Evaluating Hands-On Learning 57
Assessing the Individual 58
Assessing Their Knowledge 58
Quizzes 58
Exams 59
About Creating Exam Questions 59
About Administrating the Exam 60
Assessing Their Skills 60
Creative Assessments 61
Combining the Grades 61
Evaluating the Class 62
Evaluating Perceptions 64
A Note about Measuring Instructor’s Facilitation Skills 65
Conclusion 65
Making It Practical 65
Notes 66
Part III The Structure of Hands-On Learning 67
8 Dethroning King Content: A Paradigm Shift 69
When Content Is King 70
What if Content Is All They Need? 70
How to Tell if Content Is King 71
Giving Content Its Rightful Place 71
Introducing the 4 × 8 Proficiency Design Model 72
Is Training the Solution? 73
Training Will Not Improve Your Product or Solution 74
Training Is Not a Marketing Gimmick 74
How Can You Know if Training Is the Solution? 75
Conclusion 75
Making It Practical 76
Note 77
9 Designing for Proficiency: Determining the Curriculum 79
The 4 × 8 Proficiency Design Model 80
Level 1 80
Business Goal 80
Intended Audience 81
Level 2 82
Objectives 82
Exercise 83
Level 3 84
Outline 84
Constructive Activities 87
Determine Delivery Method 88
Delivery Method 88
Duration 89
Maximum Number of Students 89
Other Logistics 89
Level 4 89
Provide an Assessment to Validate the Learning 89
Create the Content 89
Why Is Content After Assessment? 90
Conclusion 90
Making It Practical 91
10 Pixels or Paper? How to Build the Content and Deliverables 93
Ask the Questions Again 93
Create a Student Guide 94
Create Your Visual Aids 95
Creating Presentation Slides 96
Use the Software Correctly 96
Don’t Rely on a Presentation 96
Don’t Let the Presentation Tie You Down 97
Know Your Material 97
Creating Handouts 98
Statement of Indemnification 98
Create an Instructor’s Guide 99
Running a Pilot Class 99
When an Instructor Teaches This Class for the First Time 99
When This Class Is Being Taught for the First Time 100
Handpick the Audience 100
Plan on Extra Time 100
Be Aware of Too Many Auditors 100
Debrief with Everyone 101
Debrief with Your Core Team 101
Conclusion 101
Making It Practical 101
Part IV The Facilitation of Hands-On Learning 103
11 Speak Up: Effective Verbal Engagement 105
Decorative Speaking 106
Controlled Energy 106
Controlled Breathing 106
Controlled Pitch 107
Controlled Tempo 108
Controlled Volume 108
Controlled Articulation 109
Declarative Speaking 109
Controlled Jargon 109
Verbal Crutches 110
If Your Use of Verbal Crutches Is a Communication Issue 110
If Your Use of Verbal Crutches Is a Habit 111
Poor Grammar 111
Conclusion 111
Making It Practical 112
Notes 113
12 Shut Up: Effective Listening and Engagement 115
What You Are Listening for 115
What They Already Know (or Think They Know) 116
What They Want to Learn 116
What They Have Learned 117
The Foundation for Engaging Learning 117
Students Learn Better When They’re Awake 117
Learners Require Time to Absorb the Learning 117
Set the Expectation for Engagement 118
Practical Engagement in the Classroom 118
Engaging as a Conversation 118
Engaging with Questions and Answers 120
Why Instructors Ask Questions 120
When and How to Ask Questions 121
Answering Student Questions 122
Engaging Group Learning Activities 123
Engaging Labs and Exercises 124
Icebreakers, Games, and Other Interactive Options 124
When Should They Be Done? 125
Games and Gamification 125
Interactive Technology 126
Conclusion 126
Making It Practical 126
13 Stand Up: Effective Nonverbal Engagement 129
Observed Communication: What They See You Saying 129
Posture 130
Facial Expressions 131
Eye Contact 131
Gestures 132
Physical Presence 132
Physical Appearance 133
Perceived Communication: What They Feel You Are Saying 134
Be Genuine and Humble 134
Be Likeable and Pleasant 134
Be Available and Prepared 134
Be Positive and Have Fun 134
Be Confident and in Control 135
Environmental Influences 136
Room Layout 136
Furniture, Lighting, and Technology 136
Know Your Environment 136
Hosting a Training Event 137
Make Your Students Feel Welcome 137
Conclusion 138
Making It Practical 139
Note 140
14 The Smartest Engineer: And Other Difficult Students 141
Set the Expectations at the Beginning 141
Take Responsibility for Your Learning 141
Be Prepared for Difficult Responses 142
The Stubborn Mule 142
The Pessimist 143
The Helper 143
The Talker 144
The Extreme Introvert 144
The Sleeper 144
The Expert 145
Conclusion 145
Making It Practical 146
15 Virtual Facilitation: Tips for Effective Webinars 147
What Doesn’t Change 147
The Philosophical Approach 147
The Structure 148
The Definition 148
Facilitating Virtually 148
Regarding the Presentation 149
Regarding the Tool 149
About the Event 149
Conclusion 150
Making It Practical 150
16 Technical Presentations: Effectively Design and Deliver Technical Information 151
When to Use Presentations 151
When the Objective Is to Deliver Information 152
When Time Is Limited 152
When the Audience Is Large 153
To Motivate and Encourage Change 154
How to Design Effective Technical Presentations 154
Determine the Delivery Method (Optional) 156
Informational Objectives 156
Motivational Objectives 156
Delivering Your Presentation 159
Ask Questions 159
Practice, Practice, Practice 159
Relax and Have Fun! 160
Conclusion 160
Making It Practical 160
17 Culture and Proficiency: Training for Proficiency in a Global Environment 161
What Doesn’t Change 162
The Philosophy of Hands-on Learning 162
The Strategy of Hands-on Learning 162
The Structural Design of Hands-on Learning 163
What Does Change 163
The Delivery of Hands-on Learning 163
The Facilitation of Hands-on Learning 164
Other Tips for the Traveling Trainer 165
Conclusion 165
Making It Practical 166
Part V The Operation of Hands-On Learning 167
18 Certifying Proficiency: The Fundamentals of a Product Proficiency Certification Program 169
What Is Product Proficiency Certification? 169
When Do You Need a Certification Program? 170
When Is a Certificate Program Sufficient? 170
Why You Should Consider a Certification Program 171
If the Product Is Complex 171
If Your Product Is Unique 172
Products That Are New to the Market 172
When the Go-to-Market Strategy Is Indirect or Complex 172
If It Involves More Than One Party to Integrate 173
If There Are Standards That Must Be Met 174
If There Are Industry or Company Standards That Must Be Met 174
When Quality Standards Must Be Verified 174
If the Product or Technology Changes Regularly 175
If Misuse Could Cause a Safety Issue 175
The Requirements of Product Proficiency Certification 175
Proof of Authenticity 176
Board of Decision-Makers 176
Curriculum and Program Acceptance 176
Proof of Conformity 176
Education or Experience 177
Exam and/or Proficiency Assessment 177
Code of Conduct 177
Recertification or Maintenance 177
Instructor Certification Process 178
Proof of Impartiality 179
Selection and Opportunity 179
Administration and Traceability 179
Exceptions and Deviations 179
Documenting the Certification Program 180
Certification Program Document 180
Process Documents 180
Conclusion 182
Making It Practical 182
Notes 182
19 Managing the Details: The Effective Administration of Hands-On Learning 183
Measurability 183
Sustainability 184
Revision Control 185
Simple Revision Tracking 185
Global Enterprise Classification 186
Propose, Approve, Implement 191
Train the Trainer 191
Prerequisites and Follow-Up 192
Prerequisites 192
Follow-Up 192
Traceable 193
Tracking People and Programs 193
Tracking Business Results 195
Tracking Compliance 196
Tracking Revenue Generation 196
Tracking Cost Savings 196
Improve Services 196
Conclusion 197
Making It Practical 197
Notes 197
20 Developing New Product Talent: Effective Mentoring of New and Junior Employees 199
Why Mentoring Matters 199
Why It Matters to the Mentor 200
Employers Value Mentoring Experts 200
Successful Experts Are Teaching Experts 201
Why It Matters to Your Company 201
Mentored Employees Have Real Input Sooner 201
More Meaningful Experience Sooner 202
Mentoring for Proficiency 202
Multiple Mentors 202
Real-Time Mentoring 203
Partnership Mentoring 203
The Foundation of a Mentoring Program 203
Develop a Structure for Success 203
Get Appropriate Endorsement and Approvals 204
Set Realistic Goals 204
Create Individual Objectives 204
Define the Qualifications of a Good Mentor 205
Aptitude 205
Attitude 205
Conclusion 206
Making It Practical 206
21 Now, Go Do It: To Be an Effective Trainer, You Must Train 207
Define Your Approach 207
DO Articulate How You Will Make Learning Effective 207
DO Emphasize Proficiency over Knowledge 207
DO Become Consciously Skilled on Your Products 208
DO Identify Students That Are Ready to Learn 208
Develop with a Strategy 208
DO Demonstrate the Value of Training 208
DO Improve Your Training from Good to Great 208
DO Inspect and Evaluate Your Training 208
Design with a Structure 208
DO Dethrone King Content 208
DO Use the 4 × 8 Proficiency Design Model 209
DO Build Engaging Content and Deliverables 209
Deliver with a Purpose 209
DO Speak Up 209
DO Shut Up and Listen to Your Students 209
DO Stand Up and Be Confident 209
DO Prepare for Difficult Students and Circumstances 209
DO Deliver Effective Virtual Training 209
DO Deliver Effective Technical Presentations 210
DO Allow for Flexibility When Training in Other Cultures 210
Don’t Forget the Details 210
DO Define Certification Properly 210
DO Manage the Details Properly 210
DO Mentor New Employees 210
Conclusion 210
Making It Practical 211
Part VI For the Boss: Executive Overviews 213
22 The Foundation of Hands-On Learning: An Executive Summary 215
An Overview 215
How You Can Help 216
Conclusion 217
23 The Strategy of Hands-On Learning: An Executive Summary 219
Overview 219
How You Can Help 220
Conclusion 221
24 The Structure of Hands-On Learning: An Executive Summary 223
Overview 223
How You Can Help 224
Conclusion 225
25 The Facilitation of Hands-On Learning: An Executive Summary 227
Overview 227
How You Can Help 228
Conclusion 229
26 The Operation of Hands-On Learning: An Executive Summary 231
Overview 231
How You Can Help 232
Conclusion 233
Index 235
