Mistakes to Avoid in Training

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Improper Handling of Questions
In a classroom, putting off a student with a phrase like, "I'll answer that when we cover the next topic; wait until then.", or giving people the impression that their question is dumb or awkward will get you low marks on an evaluation. If the answer can be fully given in the next topic, go ahead and give a brief answer. You may want to follow the answer with a statement like, "... and that's the perfect question to lead us into our next topic, the 'History of Widgets'..."

Students asking questions via electronic mail or a listserv are no different than those in a classroom. It's fairly easy to forget that there is a real person on a remote machine. The electronic question should be answered directly to the student, even if you collect the questions and answers in a FAQ.

It's hard enough to maintain the personal feel to an online course, so spend a few minutes with the student via mail and do not forward the answer to any other student. Once the question has been answered, you can cut and paste the question and answer and create a FAQ entry, making sure that the student's name or e-mail address is not on the entry. Remember that many students will be uncomfortable with online training. Security may be so tight that only the class will see the course material, but the students may not know this. Seeing their name on a FAQ "for all to see" will not set well with many students.

On listservs, monitor them closely. Listservs are great tools to encourage interaction between students and staff. Questions are often posted on a listserv, but there is no way you can hide the name of the person posting the message. Allow no ridicule of any sort on a listserv.

Not Covering the Objectives
In designing a Web-based course, you first create an outline of what is to be covered. Constantly check yourself to make sure you are following the plan. The course material should be a perfect match to the outline. Once complete, you can add more. For example, add links to related sites of interest, add practice tests, or create Web pages that can be used as side-bars.

During instruction, whether online or in the classroom, focus on the outline and do not allow the technology to get in the way of learning.

Incidentally, you can be sure that at least one person will be checking carefully to make sure that the objectives are covered.

Not Involving the Students
Encourage, but do not demand, involvement. A listserv is great for this. Instructors can use the listserv to add new information. Students can add to the discussion as well, including their experiences, thoughts, or concerns. Students will have experiences that will prove useful in the discussion. Allow their contribution. Besides, interaction soon teaches student and staff alike how to use the computer as an effective communications tool.

There are Web-based tools, such as phone and conferencing software, that you can use. Phone and conferencing software enables voice and/or text communication with several people at once. Use forms, not just those directly related to coursework, but for other areas of support. Forms for requesting services from administration or technical support should be made available. While this may not contribute directly to your class, such forms greatly benefit the student. The student gets the impression of being looked after and sees more value.

Too Many Graphics
One of the fastest ways to irritate a student is to overload a Web page with graphics. Graphics add to the download time - time that the student would rather spend studying. Granted, depending on the subject, you may have to use several images in your Web pages. Be sure to give warning of what pages will have these graphics. The student can then plan to fill the time with another task.

If you're using such Web pages in a classroom, be sure you load view pages prior to the beginning of the class and do not clear the browser's cache. Web pages and their graphics are stored in a disk cache for faster loading later. When you call up one of these pages during lecture, the browser will read the data from the disk, eliminating the transfer time.

Appearing Disorganized
Have you tested your Web pages? Do the links work and do they point to the correct pages? Is the information on your Web pages correct?

Normally, the Web page author's name appears at the bottom of the page. If you're name is there and the links don't work properly, you will appear not only disorganized, but as one who doesn't know what you're doing. If another author's name is on the page and the links work improperly you can be seen as someone who didn't review the material or that you're having trouble using the new medium.

Test your pages and be familiar with the technology.

What about the flow, the transitions? How do you introduce things? Do you summarize? Tell your students what you're going to tell them, tell them, and then tell them what you've told them. Drill Instructors use this method to teach recruits new material and it's very effective. Of course, a D.I.'s delivery of the instruction can be as unique as it is effective, but I still use this technique, adjusting for the environment.

Not Checking the Environment
Inspect the room setting, the equipment, and materials that you will use. Make sure that e-mail accounts are made, the listserv is working, and that the online forms work as well. Online text must also be accessible.

Being a "Know-it-all" and Not Admitting Mistakes
You are an instructor because you are either a professional trainer or a subject matter expert on the material being covered. Take care not to hold this over the heads of your students, making them feel small. This doesn't mean that you should let go of professional presence as this adds to your credibility.

None of us are perfect, no matter what our level of experience and professional standing. We will make mistakes and there will be questions to which we won't know the answer. We should admit when we make mistakes or when we're lacking an answer to a question. Admission should be made to a single individual or to the entire class, depending on the situation. For questions we cannot answer? Find the answer and get back to the student who asked the question.

Outdated Material
Many Web pages contain a "page last modified" statement. How would you like to read a page that's two years old? Keep current and constantly revise both the material and the delivery of your instruction.

Neglecting to Present a Positive Image
Before the class begins, you should be focused. Chances are, the student's will not be as it will take them time to adjust. Have your name and the course name already written on the classroom display board. Start on time and with a bang. In a classroom setting, you can start off with a statement like: "Good morning! Welcome to class 4474, Introduction to UNIX. My name is Bill Dyer and I will be your instructor for this class..." Immediately after a brief introduction, illustrate a point and involve the class by asking questions.

Such a start only takes a minute and you achieve "command of presence". Your students quickly get the impression that you know who you are, that you're prepared, you have a purpose to achieve and that it will be an exciting ride.

You may choose to leave off the personal introduction and go straight into an illustration, introducing yourself soon after. If the class already knows who you are, you may want to leave out the personal introduction altogether. Do what works for you; the point is to take command quickly.

A bit harder to do, you can achieve a positive image in your online text. Start off with a good welcome message and introduction. You may want to post a Web page outlining your experience. A well-written syllabus tells the student exactly what to expect and a policy statement tells what is expected of the student.

The online, remote nature of Web-based training, depending on how it's being delivered, prevents visual contact between the instructor and the students. Accuracy of the online material and the stability and ease-of-use of the technology become the standards of how you are judged.

Rapport Not Established
In the classroom, you can create rapport by making and keeping eye contact with the class. You can keep this going by making yourself available during at least half of a break and at least 15 minutes before and after the class. With online texts, your writing style can play a big part in developing and maintaining rapport. The creation of services such as a listserv, e-mail accounts, online forms, also contribute. Take care of problems swiftly and for those problems that will take some time to clear up, provide updates. This will let your students know that you're on top of things and that they aren't forgotten - they feel important.

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Last Modified: February, 2005