Anne M. Beninghof, an internationally recognized consultant and trainer, has more than 33 years of experience in learning and talent development fields. Her mission is to improve the quality of instruction and learning for students of all ages. She has provided professional development in all 50 states and four countries, authored nine books and several videotapes, and is a regular contributor to blogs and webinars. ATDs Learning & Development Community of Practice features Anne's tips and insights related to neuroscience and learning research.
Author Interview
How did you get started with the concept of Caffeinated Learning?
Anne: Several years ago, I attended a national conference sponsored by a prominent professional organization. I was excited to attend great sessions, meet others in my field and walk away with new ideas. After spending hours pouring through the catalogue, choosing a dozen sessions from the hundreds offered, I arrived at the convention center ready to learn. Unfortunately, what I learned is that many presenters don’t know how to effectively teach adults. Session after session had presenters that read from packed Powerpoint Slides or lectured from notes. Only one out of the twelve I attended asked for us to interact with our peers. One presenter refused a request to use the microphone, stating “I hate to use those things.” So this idea really had its genesis in my frustration over lost opportunities.
What do you mean by Caffeinated Learning?
Anne: A colleague and I were sitting on a beach talking about the state of adult learning classes. One of us mentioned the need for Grande coffees to keep us awake during most of these lecture sessions. That comment led to some frenzied, wild brainstorming about all the simple ways we knew to keep participants awake during training classes. Before the day was over I had created the concept of “Caffeinated Learning.” No coffee required!
Who will benefit most from your work?
Anne: In the long run, adult learners everywhere will benefit! But my intended clients include anyone whose role is to develop or facilitate learning activities for adults. This includes new trainers who need the basics, but also includes experienced trainers who want to stay current with how to use technology to enhance instruction. I work with organizations that want to overhaul the training they have in place, or develop new programs that are engaging and successful. Business professionals, university professors, church leaders, community volunteers – all have told me how helpful the ideas are to them.
What’s one thing you wish you knew when you first started out as a presenter?
Anne: Hard to pick just one, as there has been so much to learn over the years. I guess it would be to recognize that being a guide on the side is better for adult learners than being the sage on the stage. When I was a new presenter, I was always very nervous about not knowing an answer, or worried that my audience would be bored. But those fears were based in large part on my erroneous assumption that I was the expert in the room and had to spend the entire class sharing that expertise. Once I learned some structures that encouraged participants to share their knowledge and experience, I began to relax and see better results. This is especially important for subject matter experts (SMEs) who are being asked to share their valuable knowledge with others.
Can you give us a sneak peak at one specific tip that might be new to even seasoned presenters?
Anne: Never look at your watch. Never pick up your cell phone to look at the time. The last thing you want is for participants to notice the time. If they see you checking the time, they become aware of the time. Instead, you want them thinking, “Wow! It’s break already!” Instead, set a small digital clock on your presentation table – one with a clock face that is easy for you to see from your primary standing spot. You can glance at it throughout the day without anyone else noticing.
How did you get started with the concept of Caffeinated Learning?
Anne: Several years ago, I attended a national conference sponsored by a prominent professional organization. I was excited to attend great sessions, meet others in my field and walk away with new ideas. After spending hours pouring through the catalogue, choosing a dozen sessions from the hundreds offered, I arrived at the convention center ready to learn. Unfortunately, what I learned is that many presenters don’t know how to effectively teach adults. Session after session had presenters that read from packed Powerpoint Slides or lectured from notes. Only one out of the twelve I attended asked for us to interact with our peers. One presenter refused a request to use the microphone, stating “I hate to use those things.” So this idea really had its genesis in my frustration over lost opportunities.
What do you mean by Caffeinated Learning?
Anne: A colleague and I were sitting on a beach talking about the state of adult learning classes. One of us mentioned the need for Grande coffees to keep us awake during most of these lecture sessions. That comment led to some frenzied, wild brainstorming about all the simple ways we knew to keep participants awake during training classes. Before the day was over I had created the concept of “Caffeinated Learning.” No coffee required!
Who will benefit most from your work?
Anne: In the long run, adult learners everywhere will benefit! But my intended clients include anyone whose role is to develop or facilitate learning activities for adults. This includes new trainers who need the basics, but also includes experienced trainers who want to stay current with how to use technology to enhance instruction. I work with organizations that want to overhaul the training they have in place, or develop new programs that are engaging and successful. Business professionals, university professors, church leaders, community volunteers – all have told me how helpful the ideas are to them.
What’s one thing you wish you knew when you first started out as a presenter?
Anne: Hard to pick just one, as there has been so much to learn over the years. I guess it would be to recognize that being a guide on the side is better for adult learners than being the sage on the stage. When I was a new presenter, I was always very nervous about not knowing an answer, or worried that my audience would be bored. But those fears were based in large part on my erroneous assumption that I was the expert in the room and had to spend the entire class sharing that expertise. Once I learned some structures that encouraged participants to share their knowledge and experience, I began to relax and see better results. This is especially important for subject matter experts (SMEs) who are being asked to share their valuable knowledge with others.
Can you give us a sneak peak at one specific tip that might be new to even seasoned presenters?
Anne: Never look at your watch. Never pick up your cell phone to look at the time. The last thing you want is for participants to notice the time. If they see you checking the time, they become aware of the time. Instead, you want them thinking, “Wow! It’s break already!” Instead, set a small digital clock on your presentation table – one with a clock face that is easy for you to see from your primary standing spot. You can glance at it throughout the day without anyone else noticing.