Preparing for a Training Session with Multiple Learning Styles

🌱 Facilitating workshops that accommodate different #learning styles - what am I learning as a facilitator and trainer? 🌱 I'm slightly embarrassed to admit it, but I am a big fan of diagnostic tools. You know, the Myers Briggs / Four Seasons / SDIs / DISC type tools. Yes, they can be reductive and put complex humans in boxes (this human is in a ENTJ / Spring / Red box for those who are on the same wavelength :). BUT I also find them helpful in opening my eyes to other people's needs and preferences that I might not otherwise consider. Many of us (as facilitators, trainers, mangers etc) will have a bias to designing content and using methods that speak to our own preferences, and can forget that what works for us won't work for everyone. One of the diagnostics which has influenced my work as a facilitator and trainer is the Honey and Mumford's learning styles inventory which identifies four distinct learning styles: activist, pragmatist, reflector and theorist. For each of these styles. I have sought over the years to build in methods and activities to my workshops which meet all of the learning preferences these ''types'' have. A few brief examples are below! 💡 Pragmatists: for this group of people who have a preference for practical application to real life scenarios, I will often include case studies and try to provide lots of examples from real life application. I might also encourage them to come with a personal project or example they want to apply the learning to. 🙌 Activists: they learn best through doing, and almost never read the rules. For this group I will try and provide opportunities to dive in and try out a new tool, or practice a new facilitation method. 📈 Theorists: for this group understanding the theoretical underpinning is super important to learning. I try and make sure I share links to any relevant literature or background documents that help build context and explain the logic behind the work and activities we are doing. ✏ Reflector: this group needs time to process and reflect, often both individually and as a group. I'll try and share materials and the agenda / questions in advance so they can think ahead of time and make sure there is ''silent and solo'' time in the session to gather thoughts and make sense of what we're learning. Unsurprisingly (perhaps) these four styles also align with Kolb’s learning cycle (image below) - so even if you have a strong preference as one of the “types” of learners above, integrating activities that support participants through the full cycle is a helpful way of supporting and embedding learning. Now when I am designing workshops or events, I think less in terms of the individual types, and how I can build the full learning cycle in. I'm curious to hear how other trainers and facilitators think about accommodating different learning styles: what have you found works? And what doesn't? #facilitation #learning #cpd #training

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

“Draw a triangle.” That’s all I said. And that’s where everything began to shift Last week, during a soft skills session, I asked the group to draw a shape. Simple instructions: Draw a triangle. Draw a rectangle below it, same width as the triangle base. Add two small rectangles underneath. Put a circle inside the rectangle. The results? 17 different drawings. 17 interpretations of the same words. And 17 quiet “aha” moments when I showed what I had in mind. That’s when the room went silent. Because it wasn’t about geometry. It was about: Assumptions. Unasked questions. Unchecked clarity. And the dangerous illusion that “I’ve understood” is the same as “we’re aligned.” This isn’t just true in workshops. It’s true in boardrooms, factory floors, hospitals, and Zoom calls. Learning preferences have shifted, and training must too. Today’s learners — across industries — no longer want just theory, slides, and checklists. They want: - Stories, not stock phrases - Practice, not passivity - Emotion, not just information - Real-life, not role titles They want learning that sticks. And as trainers, we must shift from: Content delivery → Contextual facilitation PowerPoint lectures → Immersive activities One-time workshops → Continuous learning moments Here’s what’s working now (and what we used in the session): Brain-Based & Micro Learning: Because our brains remember stories and bite-sized takeaways better than data dumps. Case Studies + Role Plays: Like the one where a nurse preps the wrong Mr. Iyer for a CT scan. Or where “2 tablets of XYZ” meant two different things to the doctor, pharmacist, and nurse. Sticky Tools: WIIFM framing (“What’s in it for me?”) Emotionally anchored breakout discussions Micro contracts (1 action they’ll take tomorrow) And the data backs this up: 80% of safety issues stem from miscommunication or unclear assumptions. 60% of diagnostic delays arise because someone thought the previous person had checked. Not just in healthcare. Across teams. Across industries. So here's my reflection as a facilitator: If your session doesn’t create a pause, a shift, or an “I didn’t see it that way before”, it’s just information. But if it sticks, it shifts behaviour. And when behaviour shifts, culture changes. To all facilitators, L&D leaders, and coaches, are we still delivering? Or are we now co-creating transformation? I’d love to hear how you’re making learning stick in 2025 and beyond. Drop a comment if this post made you reflect. Share your favourite tool to make your sessions more human, more real. Let’s build a world where learning isn’t an event — it’s an experience. Follow me, Sudhakar Reddy G., for more such insights. #LeadershipDevelopment #Facilitation #CorporateTraining #StickyLearning #LifelongLearning #EmpathyInAction #CultureChange #ExecutiveCoaching #CommunicationSkills

Designing learning that works for every mind. In preparation for our session at World of Learning in October, Emma Hutchins and I are asking neurodivergent learners to share the 'one thing' above all others that would improve their digital learning experience. Thanks so much to everyone who engaged with and contributed to our last LI post. The list below is what we have so far. But are we missing anything? We'd love to hear from you in the comments if your 'one thing' doesn't appear on our list. Content design and structure - Provide clear and consistent instructions throughout all learning materials. - Ensure a clear and logical content structure so information fits neatly into well-defined categories. - Avoid poor colour contrast and other design issues that contribute to sensory overload. - Avoid locked navigation controls (like 'Continue' buttons) unless it is obvious what needs to be completed to progress. Control over media and sensory input - If possible, avoid linking to external video sites (such as YouTube) unless the learner’s return path is clear and accessible. - Do not include moving or animated content unless learners can pause or stop it. - Allow learners to change the speed of video content (both slower and faster) to suit their processing needs. - Always provide transcripts for video and audio to offer choice in how content is accessed. - Give learners control over narration and audio - allow them to start, stop, or bypass it entirely. - Keep multimedia experiences manageable to avoid overstimulation from multi-sensory overload. Assessment and feedback design - Write unambiguous questions and instructions and test them for clarity. - Provide clear, direct feedback for knowledge checks - explicitly state the correct answer and explain why it is correct. - Avoid double negatives in both questions and feedback, as they slow comprehension and retention. #WOL25 #Neurodiversity #Inclusion #Accessibility  (Five outlined human profiles, each with different colourful brain representations, including connected nodes, flowers, gears, puzzle pieces, and hearts, symbolising diverse thinking styles.)

Teaching adults? Lecture less, engage more. This guide helps you shift from information delivery to learning that sticks—by focusing on: Learner-Relevant Goals → Adults are motivated when they know why something matters. Frame each session around clear, practical outcomes they can use right away. Active Participation → Don’t just talk at them—get them thinking, questioning, and applying. Use scenarios, case studies, role plays, or small group discussion. Peer Learning → Adults bring experience to the table—use it. Let them share stories, debate ideas, and learn from one another. Immediate Application → Design exercises that mirror real-world tasks. Ask: “What will they do differently tomorrow because of this session?” Respect for Adult Learners → Avoid the “teacher knows best” tone. Adults value autonomy and want to feel respected. Build psychological safety and treat them as collaborators in the learning process. Keep It Chunked & Interactive → Break up content into digestible pieces. Follow short explanations with action: discussion, exercises, self-assessments, or problem-solving tasks. Because effective training isn’t about how much you say— It’s about how much they remember, use, and carry forward. Though the guide was written for the health sector, it applies to any context with adult learning involved. I also love how reader-friendly it is. Well worth downloading! 🔔 Follow me for similar content #AdultLearning #Facilitation

🎯 Chapter 4 “Learning Teaching” : Understanding Learners – A Quick Guide for Teachers 📌 Summary: Every learner is unique. They come with different motivations, backgrounds, learning styles, and emotional needs. Your role as a teacher isn't just to deliver content, but to understand how your students learn and why they learn — so you can guide them effectively, not just teach them. ✅ Do's – What to focus on: Personalize the experience → Adapt your approach to meet different learning styles: visual, auditory, kinesthetic, etc. Ask for feedback regularly → Let students reflect on what’s working and what’s not — this builds trust and engagement. Encourage autonomy → Give students choice and voice in activities — it increases motivation and responsibility. Be emotionally aware → Notice when students are anxious or demotivated. Sometimes emotions block learning more than language difficulty. Support progress over perfection → Celebrate small wins. It boosts confidence and helps them stay consistent. ❌ Don’ts – What to avoid: Don’t assume all students learn the same way → One-size-fits-all doesn’t work in the real classroom. Don’t rely only on testing → Understanding is deeper than correct answers. Use projects, peer work, and real communication. Don’t ignore silent students → Silence doesn’t mean laziness — it could mean fear, confusion, or just needing time. Don’t force students to speak before they’re ready → Respect their silent period. Fluency grows with input and confidence.