My last article about Was the Guy Who Won the Client’s Audition Better than You? may have really seemed off-topic to some, and my apologies to those who didn’t find my sentiment to their liking, but I think it was a valid point. Maybe I can re-address it here in different and more positive terms with a shorter story.

While my article may have been illustrative of a training situation, it is not probably one common to many of us. It is to me because I am a voice actor, actor/director, communicator and trainer. I don’t know about you, but I don’t like to think in terms of absolutes. There is the trend to put everything with a number–the three things you need to know, ten ways to do this or that, five secrets to wealth and posterity.

Pardon my substandard English: It ain’t possible! While the number gives an absolute answer–and absolute answers are comforting, life is too complicated to be set in stone. From my customer service days I have a different perspective regarding clients.

Clients are our livelihood; there is no denying that. Without clients, we cannot survive. But we have to engage them in a professional, oftentimes subtle way. Clients have to want you–and you in particular if your business relationship is to become successful.

I played tennis when I was younger. I used to go off by myself and practice serves in a local court. One day, an older woman in her sixties was watching me play.

“You need some help badly.”

Was I that bad?

I tried to ignore her. I needed to work on my swing.

“I can help,” she continued.

“Really,” I said sarcastically.

I was young and had been taught to respect my elders so I didn’t have a rude comeback–just the sarcasm, which she ignored.

“You can use my Wimbledon racket,” she said.

She got my attention. Her approach wasn’t optimum, but she got my attention by letting me know in a subtle way she had the “chutzpah” and the “chops” to work with a kid like me.

I learned from her. She became my unofficial trainer and coach. She had been to Wimbledon and she was good. When I got to where I could win a set or two occasionally, we stopped–but only because I had school. I had no real designs to be a pro. I played in college, but only for fun.

I think what I learned is that, if I hadn’t felt I needed the training no amount of “you need training to succeed” sentiment was going to make me ask for it–let alone pay for it. I knew I needed it and she had let me know her qualifications–take it or leave it. I took it.

We need to make our qualifications known in such a way as to draw attention to them in the right way. Not egotistically, not arrogantly. I don’t care how good we are, if that’s the way we express our qualifications; that’s how we lose customers, that’s how we lose clients. We can’t get too “big” for them. Bully me into using your services. You might, if I think I need you badly enough, get me once, but not twice.

Better to compliment the good, say you can help. Give potential clients the opportunity to see for themselves or hear from others how you good you are. The likelihood of a fit and long-term relationship is much enhanced.

End of shorter story. By the way, I still have that Wimbledon racket.

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For more resources about training, see the Training library.

Running a presentation skills seminar at a large federal agency’s training forum, I was impressed by how much learning takes place when participants share ideas in a Power Point-free environment.

I found this post on my LinkedIn Training and Development group and some of the responses given by professional trainers and speakers gave me pause. The responses were simple and direct answers of knowing when learning takes place. There can be clues, but no one really knows when learning occurs. This is what gave me pause. And, when I “pause,” I blog. It’s a bit like cursing at a motorist who cuts in front of you, making you drive defensively by applying your brakes before you really want to. Some people curse, I blog.

Many of the responses to the post above, I’m sure, were thoroughly thought out before being taken to the pen, but in the process of trying to sound intellectual and knowing, the responders lost something basic. At least I found something missing. Maybe the forums, while great formats for discussion, are not so good for the final answers. Are we ashamed to say that learning and effective communication are complex, and we don’t have all the answers? More than likely, I think, some of the writers were lost in trying to find one perfect approach to learning. Finding a simple, guaranteed approach to learning for all participants is no simple task. In my mind anyway. It is enough just to communicate well.

Here’s my perspective:

As trainers, we naturally have to be concerned with the amount of information that is actually absorbed by the people we are training. The same goes for presenters. Learning takes place internally. We can only facilitate it. To try to find a way to ensure it happens is something akin to plugging into our brain’s learning center and transferring information. As far as I know, that’s still science fiction.

We could be closer than I know technologically and I could be wrong, but aren’t we trainers and presenters better served concentrating on what we can to facilitate learning be it through inspiration or motivation, or by outlining the details to make them more accessible? Look back to my post on Training Sessions and Seminars: Who Should Do Most of the Talking? We can try to be all things to all people, but certainly not at the same time. I doubt we can be either, but being the best we can be (please pardon the cliche) is what we need to do. If you want to know what the audience has learned, give them a test, or…I don’t know…ask them. I do. It’s part of the communication process.

The impact of the knowledge presented is related to so many factors, all of which have to do with communication. Even the test is suspicious because of experimenter or tester bias, where the tested individual wants to please the tester and is, therefore, likely to give an answer that is expected rather than a true answer. Tester bias is a natural human behavior phenomenon that is very difficult to eliminate completely. Tell your audiences what you want them to get out of your presentation and there is a good chance they’ll tell you that’s what they got out of it.

Good communicators constantly look for feedback. I am a fan of PowerPoint but I know many a presenter who use it spoon feed information and think just because they present content on a visual, it is received, noted and remembered. A receptive and appreciative audience alone is no gauge.

I think some presenters and speakers think their every word is relished by the audience, evidenced by a laugh or a nod, and would be surprised to find out relatively little real information has reached them. Sometimes it’s not about information but inspiration, motivation, interest, a professional need to be in attendance, etc. I know trainers who do all the right things and are tuned out by their trainees who are not drawn to them as people, so even “chemistry” plays a part.

Those are my thoughts. What are yours?

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For more resources about training, see the Training library.

What does an actor have to teach an attorney? Acting, improvisation, communicating, moving on stage. Sounds like an acting class. Don’t be surprised. It is.

Most of us would agree a lawyer’s education is mostly about the law; but the practical application of law requires research, practice, experience and some knowledge of speech and acting skills that may not be taught in depth in most law schools–just few classes on courtroom procedure, some mock trials, etc.

Those who will be spending time in court could use training in public speaking, interpersonal communication skills, social psychology, etc., and some lawyers do take those classes in college because they know they will be important someday. For others, even if they took the courses, they may have blown them off, seeing them as “fluff” classes. We’ve all done that. You only have so much time, right?

“After all, I’m going to be a lawyer–a mouthpiece. I can learn all I need to learn in law school,” or words to that effect–or so they say.

Let’s face it. Not everyone is a natural communicator. Sometimes you need a different approach. In this case, we’ll start with acting principles. Actors have to make real what is conceived and written in a script. Lawyers take what they know to be the truth and convey that to an audience convincingly. If they can’t be convincing with the truth…

It’s all about knowing your audience, knowing your subject and knowing yourself. If you’ve ready many of my blogs you know that is my mantra. At the heart of every communication is a need for all three elements. While some people are more natural communicators, others with fine minds as well may not be. You know about getting the training you need to do the job. Those who do get the training and learn will succeed. And, so it goes here as well if you are lawyer needing to communicate the law and persuade the jury to your way of thinking, a way any audience can understand.

So, how does a litigator gain those communication skills that help him win over a judge and jury, how does an attorney present depositions to court, help a witness remain credible, even though he or she may be scared to death of being on the courtroom stage. Believe it or not, he hires an actor. Often that actor may be partnered with an attorney or someone with a similar background.

In the Philadelphia area, I discovered an equity actor and educator, Celeste Walker who teaches a course she developed called Courtroom Drama, which almost sounds like a theatre genre, but in reality her course is designed to loosen up attorneys and prepare them for the practical uses of confident and effective communication in the courtroom. She uses theatre exercises, warm-ups, improvisation and other methods leading up to storytelling. After all, in a courtroom, it is all about storytelling.

“It’s also about audience,” Walker says.

“An attorney can’t talk to a jury if he or she isn’t aware of who makes up that jury. He has to win that jury’s trust and he’s not going to do that if he talks down to them or can’t look them in the eye while he is talking to them.”

It’s all about good communication. Yet, another job an actor can do–besides acting.

An interesting aside. I was surprised to learn that Celeste had actually performed a scene from The Verdict with Paul Newman in 1994 while she was in graduate school. Newman’s much acclaimed film, The Verdict, came out in the ’80s. Celeste holds a Master of Fine Arts Degree in Acting from The Actor’s Studio Drama School at the New School University in New York.

This isn’t just a Philadelphia phenomenon. Look around. There are other actors/educators engaged in the same business. If you are an attorney and are interested, look up the acting and presentation coaches in your area who might have a similar course to suit you. If you aren’t an attorney, but anyone in need of good communication skills in the course of doing a good job, check out those acting and presentation coaches anyway.

Good trainers are good communicators, and it can work both ways. We all need to be able to talk to and understand each other. In court, a misunderstanding has a lot of impact. The same goes for hospitals. Do doctors need training in communicating to patients and colleagues? Hmm. Maybe that’s my next blog.

As always, comments, suggestions, praise if you think we’re doing something right here, as well as links to your blogs and websites are always welcome.

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For more resources about training, see the Training library.

I just read an article on BNET, an online resource like the Free Management Library–no disrespect intended to FML, nor am I promoting BNET. I get my inspiration from all over. The article was titled the The 5 Dumbest Management Concepts of All Time.

The author says, “These five commonly-held management concepts are responsible for most of the bad management practices around the world.”

The rest of the article is an invective of management practices: downsizing, leadership, human resources, empowerment, and business warfare. Although I disagreed with the style of the author in writing this diatribe, I found an opportunity to look at business to see where some people could be coming from. The article had many applauding his case, but I think these people had been there personally and it affected their judgment. I’m smiling, but it happens to us all.

Those of us in training have the opportunity to see what may be wrong in the corporate culture and help employees, managers, and leaders alike improve their lot, while also helping the company and work toward changing the corporate culture.

Personally, I find invective to describe organizational failings hardly funny. I’d rather think about solutions.

It’s not the fault of individuals but an entire culture based on money and success based on who has more of it. This is obviously a piece about the author and other people who have had unhappy careers in business. The author made his point, but there are exceptions to every rule.

I’ve had people I was proud to work for and with, had personnel that really tried to help with my career plans, and had a boss who helped me achieve my goals even though it meant losing a “resource”–me. I don’t think this article is really about bad management concepts, but rather the corporate culture that made these Frankenstein creations, caring more about the bottom line and people are indeed just a resource, and not people.

As trainers, it is our duty and obligation to see to it everyone is served with what they need to succeed. Do that and all is great for the company, and hopefully consumer who is also well served.

Take these “bad” management concepts and look at them for a training solution:

Downsizing? Re-training for another job–even if it’s outside the company shows the company cares. A re-hiring of this person at a later date may be possible and he will have new skills the company may be able to use. And this person is probably not going to bad-mouth the company because he was downsized.

Leadership? If providing leadership training falls on deaf ears, perhaps, training means educating boards of directors about the corporate pitfalls and leadership monitoring.

Human Resources? HR personnel can be trained to be customer service friendly, to actually work for employees, rather than the company. I have seen it and seen it be a great retention factor. Helping someone direct their career within the company means the best use of that individual, not so much training in the traditional sense but certainly apart of it.

Empowerment? The biggest problem is not training people to empower themselves but to train others to allow it and use these empowered individuals to the company’s advantage. One empowered and enthusiastic employee is a team player and one less employee to watch closely.

Business warfare? That one I think just happens, but if we train our leaders right, concentrate on character, vision and those other traits that make company leaders great and companies thrive, who knows? It’s hard to do battle with a healthy, successful company. Business warfare will be a thing of the past.

Take care of people as you take care of yourself, and some people will do anything for you and the company, often for nothing.

If the corporate culture is flawed and I’m sure it is, we can still do our part cut down on the negatives, ensure the company’s most important resource is able to serve the company, and take an active part in molding that culture.

We all have our jobs to do. You can’t be unhappy with yourself if you’ve done your best. Complaining doesn’t solve anything, but people who look for ways to achieve positive change are heroes to the company. Unsung maybe, but I can live with that. Can you?

Happy training from the Passionate Communicator at Acting Smarts. Know your audience, know your subject and know yourself, and you’ll have the success only you can make as an excellent communicator (and trainer).

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For more resources about training, see the Training library.

I recently had the pleasure of reviewing Naomi Karten‘s book on Presentation Skills for Technical Professionals and found it an excellent resource, not only for its intended audience but for others who may be giving technical presentations such as trainers. Naomi Karten, the author of several books, including Presentation Skills for Technical Professionals: Achieving Excellence and Changing How You Manage and Communicate Change: Focusing on the Human Side of Change, is my guest blogger today. You’ll appreciate her insight and guidance on facilitating learning through mimicking real life simulations in the classroom.

To Facilitate Real Learning, Use Experiential Training

by Naomi Karten

No doubt, you’ve attended training sessions in which the instructor reads from bullet-point-laden slides to students seated in rows, like second graders. For some topics, this passive approach to training is appropriate. But for helping people develop critical organizational skills such as communicating effectively, building relationships, and managing change, nothing beats experiential training.

Experiential training revolves around the use of simulations—activities designed to mimic real-life situations. In participating in these activities, students learn about themselves and others, and because they are fully engaged rather than passive listeners, what they learn tends to have staying power.

Here’s an example of a simple simulation that I’ve used dozens of times in my presentations on managing change. After introducing the topic and offering some initial comments, I ask everyone to gather their belongings and move to a seat that’s at least two seats away from their present seat.

When people get settled, I ask for their reactions to being asked to move. Keep in mind that these are people who lead (and experience) large-scale organizational or technological change. Surely, something as simple as changing their seats would be a minor matter. Or would it?

Here are some typical responses:

• I didn’t want to move. I liked where I was.
• It seemed like a fun thing to do.
• I had the perfect seat and I wanted to stay there.
• My seat had a bad leg. I was glad to move.
• It seemed silly.
• I resented having to change where I was.
• I didn’t understand the purpose, but it was fine.
• I got here early to get the best seat and you made me move.
• I was thinking of refusing to move, but finally I went along.

The presence of so many different reactions, from resentment and anger to eagerness and curiosity, is an eye-opener for those who assume everyone else must have had the same reaction they did. This range of reactions beautifully sets the stage for my information on how people experience change and what that means for change leaders.

About a half-hour further into the presentation, I ask people how they are now with their new seats. The woman who said she had the perfect seat and wanted to stay there admitted that her new seat was just fine. Others voice similar comments; though they may not have been eager to move, they adjusted to their new location. Their realization of the change process they just experienced enables them to join me in identifying guidelines for reducing the duration and intensity of the turbulence associated with change.

This experiential approach invariably helps people gain insights both into how they themselves respond to change and how they can better manage change in their own organizations. In addition, it generates some fascinating discussion. It’s full of learning for those present including, I’m happy to say, the presenter.

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For more resources about training, see the Training library.

Naomi Karten (www.nkarten.com) is the author of several books, including Presentation Skills for Technical Professionals: Achieving Excellence and Changing How You Manage and Communicate Change: Focusing on the Human Side of Change. Contact her at naomi@nkarten.com.

The Ongoing Debate Between Subject Matter Experts and Communicators

To most who have read other blogs by me, you will think you know my answer to this question. You might be surprised. In my usual style I will try to delineate why I believe as I do and why others disagree. As always I take the middle to begin with to say there are times for both to be effective in their own way. Now that I have said that, the debate can begin.

What I am really talking about is interest, focus and passion.

We talk about different ways people learn, process information, and deliver that information. If those things matter, what does a subject matter expert (SME) offer that a communicator does not? A little bit of a no brainer. Knowledge, of course. Specific knowledge. The communicator: general knowledge. What does the audience need? Specific knowledge? How specific? Is he or she doing research at the seminar?

Is it best to get the highlights and get back to the SME to clarify and add information not available or not enough time to deliver in the seminar? So maybe the seminar or training session is not the place to gather as much detailed information the SME has available or wants to give at one time, but the fact he was there made you come.

What if he were there to answer your technical questions instead of speak and make a presentation? We can leave the less technical details of introducing the topic and putting it in perspective for its audience to someone who specializes in doing that, a subject matter expert in communicating with an audience.

Communicators can boil a complicated subject to a level understood by many members of the audience. We all don’t have the same level of understanding or interests. I have spoken to high level audiences, even Presidential and Vice-Presidential candidates, a Chinese delegation of political leaders, civic and industry leaders from around the country. In most cases, we should say these are not dummies, but I spoke on Air Force Military Logistics and the Industrial Military Complex, which I can assure you I am no expert; there were plenty of SMEs in the room to answer questions, but you need only one. And, as a communications expert (a public affairs officer, in this case), I was less likely to blurt out information of a classified or sensitive nature that I shouldn’t have.

Sometimes the overview is what matters, giving the audience time to think about what is said before applying it to their particular interest. I also spoke on the operations of the North American Aerospace Command complex inside Cheyenne Mountain and Air Force Space Division missions and projects. Now, again, I am no expert, but I was able to know enough to be credible and to encourage the use of SMEs for a more in depth view, most often the high-ranking man or women running the show on the inside. How’s that for credibility?

Most speaking opportunities or even training sessions are not intended to be the end all—all the information you’d ever want relayed. What I recommend is a look at what the audience needs and what they are likely to get at that moment. If you want your audience to be pumped up about learning new information on a topic it’s better to get a person who is passionate in a way lay people can understand. SMEs are passionate about their subjects, too, but may lack the ability to “dumb” it down enough for an audience. Communicators lack the specific knowledge, but good ones can lay it out for an audience and make them want more.

Now I welcome your thoughts and comments as always. Meanwhile, if you need a communicator, an SME in communication (and training), give me a call.

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For more resources about training, see the Training library.

If we only knew what others were thinking, it would make our job so much easier as trainers. Especially if we are a trainer for the hospitality industry as a friend of mine. Cherry Santos, Learning & Development Manager at Taj Resorts & Palaces, is working on a module simply titled:

“How to Read People’s Minds” – How to Approach Your Guests in the Restaurant or Hotel

This got me thinking that this is an important topic. She said and I’m sure you would agree that while “you can read body language, use empathy, or make educated guesses on what a person might be thinking or feeling, reading minds is simply impossible. The value of this workshop would be to assist hotel associates to interact/communicate effectively among guests, or anyone, for that matter.” It’s a good idea.

In this age of international travel, it’s easy to overlook the basics about invading other guest’s personal and private space, sometimes just by talking to them or reaching for a plate at the wrong time. The last thing an hotel associate wants to do is irritate a customer. Yet, if he or she does not intervene at the proper moment, there is the risk of neglecting the “guest’s experience.” Or, even worse, alienating that guest.

Now that I got your attention with reading minds, I’ll tell you what I think are some solutions. Is there a way to read minds? Probably not really, but we can ask ourselves what works for us as customers.

Trevor Penton, a communications consultant in the United Kingdom, weighs in, “If I go to a hotel or restaurant, I want the service to contribute to a positive experience; proactive, but not intrusive, open, friendly, caring, and engaging. If I were putting your module together, my focus would be on two key areas:

• Raising awareness of how to read body language; visual and verbal cues, and critically what signals the hotel/restaurant guests are giving off about their mood.
• Practical tools/techniques to help the hotel/restaurant staff come across as great hosts: proactive, open, friendly, caring, empathic and being great ambassadors for the hotel/restaurant.

Obvious stuff but critical to get right to enhance guests experiences.”

I would agree. However, still too often that “caring” comes off as artificial based on the guests’ preconceived view of expectations. Behind all this employee “friendliness” a guest has an obligation to show his or her gratitude for service rendered. It’s difficult to have genuine relationship based on that. When money or a favor is expected, there exists a business relationship, plain and simple. So, how can you change that relationship, and maintain it at the same time?

If we were only able to read minds.

Interpersonal communication is complex, full of nuances, possible miscues, unknowns, and yet we manage to get along with each other every day and most of us survive. Listen, watch and learn. I just made that up for this occasion. Expressions and body language say a lot, but there is a lot you don’t know and can’t assume is going on.

In my government job, I have about a minute to scrutinize the people I talk to before I start talking. I need to listen to them. It’s important to know “who” my customer are and genuinely care about that. Hospitality staff have less time than that.

Perhaps, the answer is as basic as operating with no expectations. Look at the behavior of most staff in an “all-inclusive” resort where tipping is totally forbidden. Nice, friendly, approachable people open your guests’ hearts and although those guests may forget the staff for the moment, they remember the actions later when it is really important–like re-booking. And, I’ve been known to run down an employee later to “thank” them for their seemingly unselfish service.

Sometimes, training is an attitude culture change, not an act you can necessarily train for. As always I welcome comments, opposing views, and wisdom from readers. If I can be service as a trainer or communicator, or even as an actor, please don’t hesitate to contact me.

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For more resources about training, see the Training library.

My last two blogs focused on “acting” and “speaking,” and how those areas affected trainers. Trainers admittedly use both skills as well as organizational and facilitation skills, which could circle back to basic communication. Rather than go all the way back, I want to focus on another concept: teaching and teachers. Is it fair to compare training and teaching, and teachers and trainers?

To keep it simple, I’ve used a definition from MSN Encarta:

• Training is (1) acquiring of skill – the process of teaching or learning a skill or job, (2) improving of fitness – the process of improving fitness by exercise and diet.
• Teaching: (1) a teacher’s profession (2) something taught.

It seems training encompasses teaching; therefore, we, trainers, teach something. Does that mean we teachers also train? “Sure, sometimes,” we say. If we stick to our definition, teachers do not always teach a skill or a job, not specifically. So, we hesitate to say plainly, “Yes, we teach and we train.” Traditionally, it always seemed to me we trained a skill (specific) and taught an education (general). Is reading a skill? It’s called a skill. Accounting? Skill or knowledge? You need both. Entrepreneurship? Leadership? I can get really philosophical.

Do we train what we learned on the job and teach what we learned in school? And, the second definition on training, “improving of fitness” makes me think. Teachers improve the fitness of our minds… Contradictions abound based on perception and experience.

Okay, what’s similar? We both have classrooms and we may use interactive activities. Our end goals may be different. It may be obvious that teachers present more knowledge that may be waiting for our final adaptation of that knowledge further down the road in life. I saw a hand go up. “But… But…” Yes, trainers, consultants and coaches do that as well.

Maybe there is only a perceived difference based on the label that we put on what we do. In my home, I am a dad with my kids (my students), but sometimes I’m the judge, the facilitator or the referee. Come homework time or crisis time, I am the teacher. If I am showing my son how to operate a computer program or the lawnmower, or demonstrating to my daughter how to analyze a script and give her insight to help her act the part she has, is that more training than teaching? I think we are more apt to call it training if it is more specific—especially to a job, but we all teach.

How we teach, especially if what we give our students is interactive and given to them to learn by doing, we may want to call that training. But in teaching manuals, textbooks on learning—it is kinetic learning, just one of several ways people learn. Others learn better by listening or seeing rather than doing. If you are a trainer or a teacher, you know this. So, maybe, how-to is training. And, why is teaching. Maybe, it doesn’t matter. I hope I’ve given you something to thing about.

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For more resources about training, see the Training library.

Training and teaching is who I am, and I hope I’m good at it. Whatever we call it, I’d rather do that than anything else–except maybe write. My best seller is The Cave Man Guide to Training and Development. One of these days, I hope to have a couple companion guides. Interested in the way humans behave and create, I publish Shaw’s Reality, where I post various commentaries on teaching, training, writing and publishing, and talk about reality from various points of view. Those who follow my blog attempt to read between the lines of film, theatre and novels, or anything that has a reality beneath the surface. Here you will also find clips and discussion about my YA science fiction/dystopian novel, In Makr’s Shadow, where I explore human nature, essentially what is beneath the obvious storyline. By the way, the novel is available from all major booksellers electronically.

I welcome your comments and discussion.

“I y’am what I y’am, what I y’am.”

Now, I am an actor, a speaker, and a trainer–as well as a writer. When I act, I act. When I speak, I speak. When I train, that’s different, too. As I said earlier in my previous blog, acting is more than “being someone else” or “a scripted performance.” Keep in mind that there is a huge difference between those actors on film and those on stage–so don’t give me the unprepared actors’ speeches at the Academy awards routine.

Here’s something to think about: I use acting coaching methods to help speakers and trainers to better know how to interact with their audience.

While some people believe actors need a script to act, the best do not. There is a lot more to acting than some people think. Some actors can make it look so natural. Actors do interact with their audience (not always directly) and they damn well better be aware how they are affecting them.

Actors need to be sincere and real in their delivery as well; if they are not, believe me, they will get told by me as a performance critic that they are not doing their jobs. So it goes for anyone who is communicating with an audience. Trainers and public speakers come to mind.

There were some great comments and, unfortunately, some not so well-informed ones made in response to the LinkedIn question on actors and speaker differences that prompted the blog above. The very fact I come from an acting background and used “Acting Smarts” as the title of my company and blog may have made some “business professionals” think I teach only acting.

I teach communication. I don’t make a speaker become someone else to deliver a message; I help that person use who they are–the best of who they are–to present his or her message. The ability to act only makes me more comfortable at connecting with my audience in a personal way.

We, actors, often reach deep inside and willing to share those truths. But the same can be said of many people and many professions, yes? It just happens to work for me and entertain as well.

We all need a reality check once in a while (trainers, too) and I’ve kind of made that my job in a few areas. I call it Shaw’s Reality. Check out my best-seller based on posts here, The Cave Man Guide to Training and Development, and my futuristic novel, In Makr’s Shadow, talks of a time when people no longer may communicate freely and socializing without being vetted and matched is a capital offense.)

By the way, my background includes a masters in social psychology as well as an interdisciplinary dual masters in English and Speech/Drama with an emphasis in performance criticism. As for practical application, I have 30+ years in government and the military (my “day” job) as a spokesperson, trainer and writer, and continued to freelance as an actor whenever possible.

Actors are not only actors, speakers not only speakers, and trainers not only trainers, but a polygamous marriage and more; each are communicators in his or her own rights, and the best of us do whatever it takes and learn whatever we can to get the job done.

This makes me think of a great follow-up: What makes a great trainer? What is the difference between a public speaker and a trainer? A speech or training session? Next time. I invite your comments and questions. And, if you are looking for someone to communicate to an audience any of these things, please let me know. Happy training.

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For more resources about training, see the Training library.

Submitted by Guest Writer, Antonio Centeno
President, A Tailored Suit

The Effect of Clothing on Training – How to Dress Professionally for Successful Training

The direct relationship between clothing and a person’s state of mind has been observed for thousands of years. To see this in practice, simply look at how militaries, hospitals, and religious leaders the world over have uniforms that their professions utilize. The right clothing signals authority and a level of professionalism that can be expected. Wearing the right clothing for you, your audience, your training environment, and preparing for the worst case scenario can ensure your training session is successful.

Know Your Personal Style

First and foremost, a person should dress with confidence in clothing that he or she knows they look great in. If you are confident in your appearance, it allows your inner energy to shine right through. And although you might be slightly over or under dressed, your audience will forgive this small transgression once you confident engage them with the subject matter.

To understand your personal style, you should be aware of the colors, style, and fits that best compliment your body. And although this will narrow down what you should wear, it in no way restricts your personal style as a smart dresser realizes that within these confines are actually the right choices that will best compliment natural features. Some people look great in dark and light contrasting colors than fit closely; others are better off wearing loose fitting earth tones with low contrast accents.

Know your Training Audience

Almost as important as your personal style, knowing your audience is imperative to a person looking to effectively train a group. Meeting with a group of business student at New York University – they’re used to meeting with bankers and businessmen wearing custom suits. Training a group of construction business owners in Oregon? Expect a more casual atmosphere, but you’ll still need to ensure your clothing is professional and non-distracting from your message. If you are ever in doubt, ask; and if the audience is a bit unorthodox in their dress (a friend of mine did some training at a nudist colony and was going to be “overdressed” even in a towel), then revert to your personal style. As long as it does not offend, and you are comfortable, the message will be relayed.

Know your Training Environment

Is the training going to be taking place outdoors on the beach in Southern California? Are you going to be indoors, but perhaps in a building whose AC is notorious for breaking down during hot Houston summers? Know your environment, and if possible get as much information from your host if you are not controlling where the training will take place. If you are in control of the location, then arrive early to ensure the environment is stabilized and a non-factor. Strong winds can make wearing that dress a very unnecessary distraction or unseasonably cold day will mean you’ll need a sharp looking wool men’s overcoat as that bright Columbia Ski Jacket Coat isn’t going to cut it.

Prepare for the Worst

Always have an extra change of clothes with an emergency repair kit such as thread, needle, buttons, and scissors. Coffee spills on white shirts and popped buttons are inconveniences for your audience, for the person up on stage training they are a distraction that can cause you to lose your audience’s attention. Be prepared with an extra set of clothing also enables you to better address the weather problem

Conclusion – Training and your Appearance

There are many things you can’t control when you are training a group; the room you’ll be in, the quality of the equipment you’re provided, and the mood of the audience before they meet with you. However, what you decide to wear is firmly under your direction. Don’t let a lack of preparation when it comes to your clothing be a factor in whether or not your training event is a success. Understand the importance of your appearance, and then put yourself in a position to succeed by dressing appropriately.

Antonio Centeno
President, A Tailored Suit
Custom clothing you’ll pass onto your son

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For more resources about training, see the Training library.

See also: http://actingsmarts-jackshaw.com/