Training Session Scheduling

Trainers must be more than experts— Here's the secret to delivering impactful training sessions, no matter what comes your way. As a trainer, being prepared for instant changes in the delivery of any concept requires a flexible and adaptive mindset. Here are key strategies to help you stay prepared: 1. Thorough Subject knowledge - 📕 Master the content so well that you can break it down or present it in multiple ways, adapting to the audience’s needs. This will allow you to explain complex ideas in simpler terms or delve deeper if required. 2. Audience Analysis - 🧐 Before the session, understand your audience's knowledge level, learning preferences, and possible challenges. This will help you anticipate where you might need to adjust your delivery. 3. Create a Session Outline - 📝 Have a structured outline that allows for adjustments. Include different examples, analogies, and activities so that you can switch methods if needed. 4. Plan for Flexibility 🧘 - Build in buffer time to the session plan, allowing you to address questions or revisit concepts without rushing. Be prepared to cut less essential content if time constraints arise. 5. Use Interactive Methods 🗣️ - Include interactive methods such as Q&A, group discussions, or problem-solving activities. These allow you to gauge understanding and shift the delivery based on immediate feedback. 6. Technology Familiarity - 🧑💻 Know the tools and platforms you are using so you can quickly adapt, whether it’s changing slides, moving between resources, or using multimedia to reinforce concepts. 7. Stay Calm and Confident ☺️ - If a change in delivery is necessary, remain calm and composed. Confidence reassures the audience, and maintaining a positive attitude will help you navigate unexpected changes smoothly. 8. Prepare Backup Plans 🖋️ - Have alternative examples, exercises, or activities ready in case the original approach does not resonate with the group. 9. Stay Current 🏃 - Keep up with the latest trends, tools, and methods in training and your field of expertise. This allows you to bring fresh perspectives and solutions to any spontaneous situation. 10. Gather Feedback ✍️ - After a session, ask for feedback to understand where adjustments were successful or where improvements are needed. This helps in refining your ability to adapt in future sessions. Being prepared for changes is about blending preparation with flexibility and having the confidence to switch gears when necessary. #confidence #trainthetrainer #training #softskills #leadership #communication #learning

Let’s ditch “training notes”. To be honest, even when I was working in-house as part of a large training team, and we had to design training for others to deliver, they were always a bug bear of mine. (Remember the infamous session notes I wrote Emma Gillett which just said for Day 2 “follow the needs of the group??” 😂) Why have a completely standard “this is how we run the training workshop” when every single group is different?? Yes, there are always common themes, barriers and frustrations for leaders (across all industries) Yes, there are typical, helpful interventions, frameworks and tips. But the magic ALWAYS happens when participants focus on their own context. Their unique challenges. When they have chance to air frustrations, be heard, and then work together to overcome them. When they realise they have the choice to make changes and they determine what they’ll be and how they’ll implement them. When you share tips, frameworks that help them solve what they need to focus on - not just what you think fits a brief ahead of time. This DOESN’T happen when we create standard training sessions and expect them to work for everyone. This DOESN’T happen when we throw all the models and theories at people and expect them to work. It happens when you consciously and considerately shape a session around what both the participants need, and the outcomes expected by the business. And flex if it’s not right. When you create the space for discussion, connection and application & facilitate it well. It’s why when I train others to build workshops, I strongly suggest creating an outline plan along with a “Faciliators Treasure Chest”, so you’re not stuck with “one” way to deliver it. I love the challenge that each different workshop brings. Finding out what’s most useful when we’re together and shaping it as we go. Just yesterday, I even ditched the outline plan working with a fab group of Senior Leaders, as it was clear that it wasn’t what was needed and that it wouldn’t work. And the feedback? “Really engaging conversation and input from all members was really valuable. Katy facilitates these conversations fantastically, intervening when we go off topic” “Great to share experiences with peers. The worked examples / practise sessions were really instructive. Katy did a great job of bringing us back on topic whilst still enabling important discussions to take place” “What really worked? You being led by the group and not sticking to a plan if it didn’t work. The practise was short and sweet, allowing plenty of space for discussion and building on what we’d covered in previous workshops with you. A lot of openness and you were comfortable steering us back on topic when required. Powerful take homes from the day” It’s why I don’t have accredited programmes, as none of my workshops will run exactly the same way twice!

“Train-the-trainers” (TTT) is one of the most common methods used to scale up improvement & change capability across organisations, yet we often fail to set it up for success. A recent article, drawing on teacher professional development & transfer-of-training research, argues TTT should always be based on an “offer-and-use” model: OFFER: what the programme provides—facilitator expertise, session design, practice opportunities, feedback, follow-up support & evaluation. USE: what participants do with those opportunities—what they notice, how they make sense of it, how much they engage, what they learn, & whether they apply it in real work. How to design TTT that works & sticks: 1. Design for real-world use: Clarify the practical outcome - what trainers should do differently in their next sessions & what that should improve for the organisation. Plan beyond the classroom with post-course support so people can apply learning. Space learning over time rather than delivering it in one intensive block, because spacing & follow-ups support sustained use. 2. Use strong facilitators: Select facilitators who know the topic & how adults learn, how groups work & how to give useful feedback. Ensure they teach “how to make this stick at work” (apply & sustain practices), not only “how to deliver a session.” 3. Make practice central: Build the programme around realistic rehearsal: deliver, get feedback, & practise again until skills become automatic. Use participants’ real scenarios (especially change situations) to strengthen transfer. Include safe practice for difficult moments (challenge, unexpected questions) & treat mistakes as learning. Build peer learning so participants learn with & from each other, not just the facilitator. 4. Prepare participants to succeed: Assess what participants already know & can do, then tailor the learning. Build confidence to use skills at work (confidence predicts application). Help each person create a simple, specific plan for when & how they will use the approaches in their next training sessions. 5. Ensure workplace transfer support: Enable quick application (opportunities to deliver training soon after the course), plus time & resources to do it well. Provide ongoing support (feedback, coaching, & encouragement) from leaders, peers &/or the wider organisation. 6. Evaluate what matters: Go beyond satisfaction scores - assess whether trainers changed their practice & whether this improved outcomes for learners & the organisation. Use findings to improve the next iteration as a continuous improvement cycle, not a one-off event. https://lnkd.in/eJ-Xrxwm. By Prof. Dr. Susanne Wisshak & colleagues, sourced via John Whitfield MBA

A lot of time and money goes into corporate training—but not nearly enough comes out of it. In fact, companies spent $130 billion on training last year, yet only 25% of programs measurably improved business performance. Having run countless training workshops, I’ve seen firsthand what makes the difference. Some teams walk away energized and equipped. Others… not so much. If you’re involved in organizing training—whether for a small team or a large department—here’s how to make sure it actually works: ✅ Do your research. Talk to your team. What skills would genuinely help them day-to-day? A few interviews or a quick survey can reveal exactly where to focus. ✅ Start with a solid brief. Give your trainer as much context as possible: goals, audience, skill levels, examples of past work, what’s worked—and what hasn’t. ✅ Don’t shortchange the time. A 90-minute session might inspire, but it won’t transform. For deeper learning and hands-on practice, give it time—ideally 2+ hours or spaced chunks over a few days. ✅ Share real examples. Generic content doesn’t stick. When the trainer sees your actual slides, templates, and challenges, they can tailor the session to hit home. ✅ Choose the right group size. Smaller groups mean better interaction and more personalized support. If you want engagement, resist the temptation to pack the (virtual) room. ✅ Make it matter. Set expectations. Send reminders. And if it’s virtual, cameras on goes a long way toward focus and connection. ✅ Schedule follow-up support. Reinforcement matters. Book a post-session Q&A, office hours, or refresher so people actually use what they’ve learned. ✅ Follow up. Send a quick survey afterward to measure impact and shape the next session. One-off training rarely moves the needle—but a well-planned series can. Helping teams level up their presentation skills is what I do—structure, storytelling, design, and beyond. If that’s on your radar, I’d love to help. DM me to get the conversation started.

📈 Unlocking the True Impact of L&D: Beyond Engagement Metrics 🚀 I am honored to once again be asked by the LinkedIn Talent Blog to weigh in on this important question. To truly measure the impact of learning and development (L&D), we need to go beyond traditional engagement metrics and look at tangible business outcomes. 🌟 Internal Mobility: Track how many employees advance to new roles or get promoted after participating in L&D programs. This shows that our initiatives are effectively preparing talent for future leadership. 📚 Upskilling in Action: Evaluate performance reviews, project outcomes, and the speed at which employees integrate their new knowledge into their work. Practical application is a strong indicator of training’s effectiveness. 🔄 Retention Rates: Compare retention between employees who engage in L&D and those who don’t. A higher retention rate among L&D participants suggests our programs are enhancing job satisfaction and loyalty. 💼 Business Performance: Link L&D to specific business performance indicators like sales growth, customer satisfaction, and innovation rates. Demonstrating a connection between employee development and these outcomes shows the direct value L&D brings to the organization. By focusing on these metrics, we can provide a comprehensive view of how L&D drives business success beyond just engagement. 🌟 🔗 Link to the blog along with insights from other incredible L&D thought leaders (list of thought leaders below): https://lnkd.in/efne_USa What other innovative ways have you found effective in measuring the impact of L&D in your organization? Share your thoughts below! 👇 Laura Hilgers Naphtali Bryant, M.A. Lori Niles-Hofmann Terri Horton, EdD, MBA, MA, SHRM-CP, PHR Christopher Lind

Most L&D teams measure the wrong thing after a training program. Here's what we track instead. For years, the default metric was simple: did people show up, and did they like it. -Attendance. -Satisfaction scores. -A feedback form with five smiley faces. None of that tells you if anything actually changed. We stopped relying on that a while ago. Instead, we built a triangulated approach around one client's reinforcement stage. Three months, three layers of evidence: → Month 1: written communication, tracked through structured manager check-ins → Month 2: meetings and professional interaction, tracked the same way → Month 3: sustained behaviour, confirmed through 30/60/90 day conversations logged by the manager, not self-reported by the participant The evidence didn't come from asking people how they felt about the training. It came from asking their managers what they were actually seeing on the job. That's the shift. -Stop measuring the room. -Start measuring the workplace. Most L&D functions can tell you exactly how many people completed a course. Very few can tell you what changed because of it. Curious if others are seeing the same thing, or if I am wrong here.

Demonstrating the value of learning is easier than you think! In a recent workshop with The Institute for Transfer Effectiveness, I demonstrated how! One workshop participant was designing safety training to help employees use Microsoft 365 strategically to prevent data breaches. She was struggling to capture the value of the program for organizational leaders to understand. I used an alignment framework that incorporates Rob Brinkerhoff’s 6 L&D value propositions and mapped out how to connect her learning program with metrics that matter to organizational leaders. Here’s what that looked like! Aligning learning activities, initiatives or programs to strategic business outcomes is like looking for the through line between disparate things: learning, human performance, departmental key performance indicators, and organizational metrics. This can feel nearly impossible. The glue that holds these seemingly disparate things together are Brinkerhoff’s 6 L&D value propositions. In the safety training example we started by identifying the most relevant value proposition for the program. In this case, it was Regulatory Requirements: a learning program designed to ensure employees are complying with industry specific rules and regulations. Then we connect the L&D value proposition (Regulatory Requirements) with the most relevant outcome for the organization. In this case, it was Net Profit. If employees are complying with industry-specific rules and regulations, this consistent practice will save the organization money in fines, lawsuits, or dealing with the unpleasant consequences of safety challenges (like a data breach). Then we must do the hard work unpacking what people will be doing to support the targeted departmental KPIs. If you’re struggling to figure out the KPIs, you’ll likely find them by asking department leaders what problem they are experiencing on a regular basis that they would like solved. In this case it was too many data breaches and too many outdated files on the server causing misinformation and inconsistent practices. I discovered that what people could be doing differently to support the desired KPIs was adhering to updated protocols on how to manage data and documents within the 365 suite. If people followed the protocols with 100% fidelity, departments would experience a reduction in data breaches. Now … we have the behaviors to target in our training program and the data to use to show the value of learning: Learning metrics: Training attendance and completion rates. Capability metrics: Percentage of fidelity to data and document protocols before and after training. KPI metrics: # of documents on the server that are outdated (being at 20% of lower), # of data breaches per department being at 1 or less annually. Organizational metric: Net Profit How will you use the 6 L&D value propositions and alignment framework to tell your learning value story? #learninganddevelopment #trainingstrategy #datastrategy

𝗢𝗽𝘁𝗶𝗺𝗶𝘇𝗶𝗻𝗴 𝗔𝘁𝘁𝗲𝗻𝗱𝗮𝗻𝗰𝗲 𝗧𝗿𝗮𝗰𝗸𝗶𝗻𝗴 𝘄𝗶𝘁𝗵 𝗗𝗮𝘁𝗮 𝗔𝗻𝗮𝗹𝘆𝘀𝗶𝘀 Recently, I posted about a Google Sheets tool for tracking attendance and streamlining engagement monitoring. While it works well, it could be made even better especially for large classes or communities. 𝗟𝗲𝘁 𝗺𝗲 𝘀𝗵𝗮𝗿𝗲 𝗮 𝗿𝗲𝗮𝗹-𝗹𝗶𝗳𝗲 𝗲𝘅𝗮𝗺𝗽𝗹𝗲. I once volunteered with an organization that ran cohort-based accountability programs, each cohort with 100–200 participants. Participants logged attendance and daily activities via an app, which fed the data into a Google Sheet. However, the data wasn’t immediately useful for tracking consistency or engagement. Volunteers had to manually check and mark attendance daily on a Google Sheet template, a task that took hours and became overwhelming if left undone. When I joined, I completely automated the process, reducing hours of manual work to zero seconds. Here’s how I did it: ✅ Built a new attendance tracking template linked to the data sheet using IMPORTRANGE and QUERY functions. ✅ Used functions like IF. COUNTIF. etc to automatically mark checkboxes for attendance. ✅ Added formulas to calculate daily, weekly, and monthly attendance percentages for individuals and cohorts. ✅ Enabled real-time tracking of participation, helping the team identify participants needing extra attention or elimination based on engagement metrics. This is an example of how data analysis can optimize processes in fields like project management, monitoring, and evaluation, community management,etc. By leveraging simple tools and analytical thinking, I turned a manual, time-consuming task into an efficient automated system. 📽️ Check out the attached video to see the template in action. 𝗛𝗼𝘄 𝗵𝗮𝘃𝗲 𝘆𝗼𝘂 𝘂𝘀𝗲𝗱 𝗱𝗮𝘁𝗮 𝗮𝗻𝗮𝗹𝘆𝘀𝗶𝘀 𝘁𝗼 𝗼𝗽𝘁𝗶𝗺𝗶𝘇𝗲 𝗼𝗿 𝘀𝘁𝗿𝗲𝗮𝗺𝗹𝗶𝗻𝗲 𝗮 𝗽𝗿𝗼𝗰𝗲𝘀𝘀 𝗶𝗻 𝘆𝗼𝘂𝗿 𝘄𝗼𝗿𝗸 𝗼𝗿 𝗼𝗿𝗴𝗮𝗻𝗶𝘇𝗮𝘁𝗶𝗼𝗻? 

Training isn’t the goal. Impact is ⬇️ Training doesn’t end with the session. It ends with results. Most companies track training attendance. But few measure what really matters, impact. The Kirkpatrick-Phillips Model helps you do just that. It moves beyond completion rates to ask: Did learning change behaviour? Did it drive results? Was it worth the investment? Here’s how the 5 levels break down: ✅ Level 1 – Reaction ↳ Was the training relevant, engaging, and useful? ✅ Level 2 – Learning ↳ Did participants gain new knowledge or skills? ✅ Level 3 – Behaviour ↳ Are they applying what they learned on the job? ✅ Level 4 – Results ↳ Are we seeing improvements in performance, productivity, or quality? ✅ Level 5 – ROI ↳ Did the business gain more value than it spent? To apply this model well: Start with the end in mind ↳ Define clear business outcomes before designing training. Link each level ↳ Show how learning leads to behavioural change and how that drives results. Use real data ↳ Track both qualitative and quantitative outcomes across all five levels. Involve managers ↳ Bring them into the process early, they’re key to learning transfer. Be selective and focused ↳ Avoid tracking everything. Focus on what truly moves the needle. Tell a clear story ↳ Use the data to tell a results-focused narrative that shows the full value of training. 🧠 Remember: Great training isn’t just delivered. It’s measured, proven, and improved over time. Which level do you think L&D teams struggle with the most? -------------------------- ♻️ Repost to help others in your network. ➕ And follow me at Sean McPheat for more.

A leadership development pro reached out for advice. She was getting too many no-shows for training. Even with high-value, customized offerings, she was seeing 50% of participants no-show at the last minute. My response was to send her this case, which is the strongest improvement in attendance I’ve seen: Home Depot increased attendance from 4-5 people per session to 25-30 simply by adding nudges. The nudges served 3 key purposes: 1. They delivered clickable micro-coaching PDFs. 2. They sent reminders to prep for and attend the bi-weekly sessions. 3. They sent debrief notes after each session. The nudges blurred the line between learning and routine work. And learner engagement shot up as a result. Not only did attendance 5x, but engagement with coaching exercises spiked 10x. Sometimes it keeps me up at night thinking about how many companies are sitting on similar training programs, just "a few nudges away" from exponential results. #edtech #leadershipdevelopment #learninganddevelopment