Viewpoint: techniques for quality-minded training professionals

Citation

Cord, R.E. and Goldman, H.H. (2003), "Viewpoint: techniques for quality-minded training professionals", Measuring Business Excellence, Vol. 7 No. 2. https://doi.org/10.1108/mbe.2003.26707bab.001

Viewpoint: techniques for quality-minded training professionals

By Richard E. Cord and Henry H. Goldman, E-mail: hgoldman@socal.rr.com

Both the literature and experience suggests that "quality-minded trainers" all share the same seven traits. That is to say, that if one wishes to become a trainer with quality as forefront in your mind, these seven attributes must be a part of your very being.

Seven traits of quality-minded trainers

To begin with, every quality-minded professional training consultant must create the objectives for both the training course and for each session thereof. This will permit the adult learner to feel comfortable as to where the class is going. It is urged that these stated objectives be both posted and distributed.

A second attribute is to be well organized. The class will not go well if the trainer does not have a plan. Further, the trainer must be flexible. Often the class does not proceed as planned. The trainer must be able to modify the plan, as needed.

The fourth attribute of quality-minded trainers is sympathy, empathy, and patience. Learners learn at different rates and react to different depths of subject matter. The trainer must be sympathetic to the slower learner and the learner that may have related problems.

The trainer must be knowledgeable. Learners will rapidly lose interest if they perceive that the trainer is not knowledgeable in the course's subject matter. Generally, the better trainer is one who has the hands-on experience in the subject matter, as well as the proper educational background.

The trainer must understand the concept of "individual differences" among learners. This is particularly true in the increasing cultural diversity among companies, worldwide. Learners come from differing cultural and educational backgrounds. Even regional differences may cause concerns or problems, the trainer should use those differences in making the class interesting for all the learners.

The last of the attributes of quality-minded trainers deals with classroom rules. A good classroom is managed so that everyone feels comfortable and learners know how they are to act and/or respond and what is expected of them.

How learners learn

There are, at least, eight different ways that people learn. The list is continually being upgraded to reflect new understandings on adult learning. At the most basic level, learners and particularly adult learners, must feel a need for the knowledge, either because their supervisor has so indicated or because of a personal desire to acquire the knowledge.

It was the groundbreaking research by Professor Malcolm Knowles of the University of North Carolina that first proved that adults learn differently than do children or even teenagers. He determined that adult learners use three modalities in acquiring knowledge: verbal, visual, and manipulative. Other researchers have suggested that these modalities can be understood as hearing, or aural, touching or tactile, and visualizing. The quality-minded trainer will use all of these techniques to helping the course participants to gain the important points of the course.

Learners must have the opportunity to use the knowledge in a real situation using problems with realistic solutions. We recommend that each workshop or seminar have embodied within it a series of "applications workshops" that will offer hands-on activities.

Adult learners need constant guidance and positive feedback. Most have been away from school or a formal classroom for a long period of time and often have poor images of their learning abilities. Small group work tends to bring out the best among learners who have such a poor image. These allow for positive feedback from their peers as well as from the instructor. Grades are generally not needed for adult learners for satisfaction. For the most part, the adult learner knows why the class is important and knows if the information is being learned. Adults will not be hesitant to tell the instructor whether they "got it" or not.

Adult learners will learn better in an informal setting, whereby discussions and sharing is done in a non-threatening environment. Learners will use their personal experiences in their learning. It may be advantageous for the instructor to share personal experiences from their background, but avoid too many "war stories".

Finally, the adult learners must leave each session with some new knowledge, something that can be placed into service immediately. If they cannot, they are likely to feel that the training session was not important.

Classroom/seminar management

The quality-minded trainer will ensure that all classroom rules are followed and that everyone concerned is familiar with the "game plan".

Always set forth the classroom rules at the beginning of the program. The trainer must set the example. All rules that pertain to the class must also pertain to the trainer. If, for example, you have ordered that all cell phones be switched off, make certain that yours is also off.

The trainer selects the subject matter using the course/seminar/workshop objectives as a guide. The learners will become involved. The trainer must always be impartial. Learners must never feel that they are not receiving equal time. Never allow one participant to wrest control from you. There may be an individual who never stops talking. Be aware that such behavior can ruin an otherwise great class.

The class itself should be "learner-centered" rather than "subject-matter-centered." There should be emphasis placed on the learners and their interaction with each other. Subject matter is used as the medium to accomplish this.

Learners should all be involved in the activities of the class. Lectures can become boring unless the lecturer is an accomplished speaker. A variety of activities allows all the learners to learn using a style with which they are comfortable, i.e. reading, writing, listening, speaking, etc. If the participants seem to be unusually shy or introverted, as might be the case if you are teaching offshore where English is not the native language, use "ice breakers" to immediately involve the learners. One trick is to ask each learner to "introduce" the learner in the next chair. Care must be taken so as to not embarrass anyone.

Finally, the quality-minded trainer must observe certain basic "rule of engagement". These include, but are not limited to the following:

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  Objectives of the lesson – both the learner and the trainer must be aware of the objectives for the class itself and for any specific class segment.

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  Trainer activities – these are what the trainer will do during the lesson, including the timeline, the roadmap as to where things are going. These activities will also include materials, small group activities, board work, etc.

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  Learner activities – these describe what the learners will do during the lesson. These also include activities, etc.

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  Guided practices – the quality-minded trainer will direct the lesson, giving the learners the opportunity to practice what has been taught under supervision.

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  Independent practices – the learners will complete exercises without direct supervision, either individually or in small groups. To that end, it is advisable to make arrangements for "break-out" rooms, close to the main classroom.

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  Evaluation – it is essential that learners be given the opportunity to self-evaluate either through a written/oral exam or through open discussions.

It is important that the quality-minded trainer be evaluated by the learners. This allows the learner to make the necessary comments and to recommend, if necessary, changes to the program.

Enrichment/remediation

Those learners who require additional time on a topic will be given time for remediation. Those with a full understanding of the topic or issues will be offered enrichment problems. These activities may even include allowing the learners the opportunity of presenting their own perspectives of the materials.