Our Trainers are able to
- Set a realistic and somewhat flexible agenda; hold lunch break and quitting time sacred
- Encourage trainee participation and know how not to become defensive or intimidated by an attempted takeover
- Teach constantly to agreed-upon objectives; once is generally not enough
- Listen for cues to learning breakthroughs; reinforce trainees who take learning risks; encourage others at critical learning times
- Provide reviews and summaries often
- Help trainees focus on specific learning tasks; point out ‘‘the good stuff’’ on which attention should be directed
- Go slowly and deliberately with instructions; be patient
- Use clear, consistent language; leave the jargon in the textbooks
- Be friendly, personable, approachable; move around the room
- Be a facilitative leader, willing to share information and to lead learners forward to effective discovery and mastery
- Give personal and useful feedback to trainees; receive and apply feedback from trainees
The Steps we follow while delivering a training
- Define or describe the task to be learned. Establish interest and mental readiness to learn.
- Tell trainees why this needs to be learned. Give several solid business reasons that most trainees can relate to. Focus on the big picture—profitability, market share, quality, job security, efficiency etc.
- State specific objectives for the learner. Be sure that trainees agree with what you say. Be flexible and ready to adapt the way you said it to include the way they want it said. Ask trainees if there are any other objectives that are unique to them.
- Teach content in small chunks. Use any appropriate medium— videos, case studies, role plays, examples, etc. Aim the content at the group as a whole.
- Guide trainees in a practice session. Suggest a problem situation that trainees can solve using the new skill/knowledge. Give plenty of cues and facilitative help.
- Suggest related higher-level problems for trainees who are faster learners.
- Vary the practice exercises until each trainee has achieved success at some level. Give trainees feedback about their progress relative to the agreed-upon objectives for learning. Tie the progress toward mastery at the end of training to the objective at the beginning.