Using a Video in a

Training Session
This checklist provides guidance for those who wish to use a video in a training
session. (Selecting a video for use in a training session is covered in a related
checklist).
Video is one of the most popular audiovisual media to be used in training. Using a
video in a training session is not easy; careful planning is needed to ensure that it
is used to its best effect. Unplanned use conveys an impression of amateurism to
the audience, which in turn means that very little is learned from the video, and it
can also mean the whole training session ends in failure. Conversely, if the video
is presented correctly the audience becomes more involved and is likely to learn
more.

MCI Standards
This checklist has relevance for the MCI Management Standards: Key Roles B and
C - Manage Resources and Manage People.

Definition
Video is a medium used to store and display moving pictures and sound; it is
usually in the form of a videocassette, which is played on a videocassette
recorder and viewed on a television screen. The use of the word "video" in this
checklist refers to those produced for a "mass" audience rather than those that
have been specifically commissioned by an organisation.

Advantages of using videos in training

 Holds the viewer's attention well.
 Gives "real-life" information, and presents scenarios that are not easy to
create in a training session.
 Passes on information which trainees can relate to their own experiences.
 Allows viewers access to "experts" at a fraction of the cost of a personal
appearance.
 Provides a change for the audience from the trainer.

Disadvantages of using videos in training

 Can be difficult to use the video to its best effect.
 Can be expensive.
 Can tend to go out of date - often quite quickly.
 Can appear to be merely entertainment or a break in the training session.

Action checklist
1. Obtain the video you wish to use
Purchase or hire well in advance. This is particularly important if you wish to hire
it as it may be booked up for months ahead. Often you will have the video only
for a very limited "slot", and you need to make sure there is time for proper
preparation.
2. Prepare for the training session
a) Book the equipment - video recorder, television, and possibly extra speakers
and a large display screen. The video recorder must be compatible with the
videocassette to be used.
b) Ensure that the room to be used is suitable for the size of audience and the
display of visual media. The room should be booked. When looking for an
appropriate room, check that:
 any windows or sky-lights have curtains or blinds to avoid screen glare
 the acoustics are such that echo or other distractions do not occur
 seating is comfortable, allows for note-taking, and is adequate for the
expected audience
 sufficient power points are available.
c) Make sure that the person operating the equipment (perhaps yourself) is
familar with all the controls.
d) A couple of days before the training session, check that all the equipment is
working and that the videocassette is at the correct starting point. Check this
again immediately before the session starts.
3. Do your homework
a) Read any documentation supplied with the video, such as a facilitator's guide.
This often gives useful information and may provide ready-made activities or
areas for discussion. The video may also be designed to be viewed in chunks
rather than as a whole.
b) Preview the video at least once, making notes of important points to be drawn
to the attention of the audience. When viewing the video, look for and note:
 points where you will want to pause for discussion
 areas where the video is weak and may need the trainer to expand
 irrelevant parts the trainees do not need to see.
4. Prepare for viewing
a) Plan when and how the video will be used: as an introduction to the subject,
used in sections throughout the course, as a discussion starter, or played at the
end as a summary of all the points made in the session. Remember that attention
spans are generally short - 15-25 minutes is average. Do not attempt to play a
long video in one continuous "burst".
b) If you use highlights rather than showing it in its entirety then the relevant
clips should be carefully noted. This can be done either by using the video
recorder's own counter or by the time elapsed. Forwarding and rewinding the
video to search for highlights will be distractive.
c) Prepare all handouts and overhead transparencies that will be used to reinforce
the main points. The extras supplied with the video, where applicable, can be
used, but it is often better to tailor them to the needs and experience of the
audience.
d) Consider questions that you can ask of the audience after the video to
reinforce the knowledge obtained.
5. Playing the video
a) Introduce the video before playing it. Let the trainees know why the video is
being shown, what they should be looking out for, and what follow-up exercises
there will be. Doing this should ensure that the trainees do not treat the video as
just a "break" in the session, but as an integral part of it.
b) Save handouts until after the video has been viewed, otherwise trainees tend
to read them while the video is being played and may miss important details.
Remember that handouts should be used to provide a summary of the key points.
c) At the start of the video ask the audience whether they can hear and see the
recording adequately. Make any necessary adjustments.
6. Use in training
If possible try and stimulate discussion about the video. If the trainees can
discuss what they have seen and raise points for and against the video it will
reinforce the learning process. Saying something controversial can often help.
Allow the audience to mention experiences they may have had which are similar
to the ones they have seen. This is especially useful for those videos which
continually show the "wrong" way of doing things. Again, if you bring this "real-
life" aspect into the session, and allow the audience to participate and interact,
they will be far more interested and willing to learn.
7. Evaluate the training
a) Obtain as much feedback as possible from the trainees as to the effectiveness
of the video, not just by itself but as part of the overall course. This is vital
because it enables improvements to be made where necessary and serves as a
useful way of making the trainees think again about what they have seen and
learnt.
b) Make any changes, if needed, to the choice of video or the way it was used if
the course is to be run again, along with any of the extra material such as
handouts or overhead transparencies.

Dos and don'ts for using a video in training

Do
 Plan the training session.
 Look for points that will stimulate discussion amongst the trainees.
 Get feedback from the audience as to the effectiveness of the video.
Don't
 Leave everything to the last minute.
 Rely completely on any material supplied with the video.
 Rely too much on the video to get the message across.

Useful reading
Books
Using video in training and education
Ashley Pinnington
London: McGraw Hill, 1992
Selecting and using training aids
David Flegg and Josephine McHale
London: Kogan Page, 1991
Journal articles
Lessons for the discerning viewer
Terry Wilson
People Management, Vol 2 no 9 , 1996, pp40-41
How to run a video based training session
Richard Roxburgh
Training Officer, Vol 30 no 9, November 1994, pp287-288
Choosing and using training videos
Sarah Rowe
Training and Management Development Methods, Vol 3 no 3, 1989, pp5.17-5.21
Videos in training: when and how to use them
Gill Peeling
Training Officer, Vol 31 no 7, September 1995, pp210-211

Related checklist
Selecting a video for use in training

Thought starters
 Have you ever seen a video being used effectively in a training session?
Why was it good?
 A video should only form one part of any training programme.
 Were you ever shown a video that you felt was a complete waste of time?

bu library
The bu library stocks a range of materials which will provide further information
on this subject. Tel: 01483 704757 or Clearway 2159 4757.

Revised Mar 1999