How To Train Effectively: A Trainer's Dual Roles
Over the course of training, drills and group discussions are often incorporated in order for students to master various theories and use of techniques in a hands-on manner. This is especially true in training innovation techniques. Without learning the use of these innovation techniques through drills and discussions, it becomes difficult to apply or practice them in real life.
There are many facets to a trainer's responsibilities to their students, all of which can be boiled down into two roles, instructor and facilitator, that a good trainer personifies while performing their training. Both roles contain crucial elements which should be kept in mind for effectively training innovation.
1. The role of an instructor
For a number of participants to absorb instruction and complete assignments in a limited amount of time, precise presentation is necessary. It's critical, then, that the presentation be well-delivered. It's important to be careful that your presentation gets the point across effectively, that it achieves its purpose in getting across the information it intends to impart.
It's often suggested that instructors use the "whole-part-whole" method, in which large concepts are presented in bite-sized pieces. When presenting an assignment, it helps if students understand why they're working on the assignment now, and how the current assignment relates to the whole. Also, when they are working on the assignment in multiple steps, try to explain each procedure step-by-step, while also presenting the full picture. By being conscious of these two points, your presentations and instructions should become easier to communicate, as well as easier for students to engage in and comprehend.
2. The role of a facilitator
Even the most flawless presentation will fall flat if the following discussion isn't active or effective. Therefore it's the instructor's job to facilitate follow-up discussion which will both enhance the materials being taught and make it possible for the students to relate to them. But how do you bring out each individual's unspoken thoughts? How do you enliven the discussion without becoming the leader of the discussion?
For a facilitator, the focus is not on the discussion itself, but on the situation. Who is leading the discussion, and who is being silent? Who is speaking actively and who is looking away with crossed arms? The facilitator should be skilled at reading these cues, and speak as is appropriate to the situation. When there are a number of groups, it is also effective to reflect on each member's current feelings and emotions after each discussion has wound down. An instructor will learn more about how to make discussions fruitful and satisfying for everyone through the following steps:
- Have each individual rate their feelings after each discussion, including what they felt were high and low points.
- Use this feedback as material for group discussions.
- Compare group feedback data to find similarities, strengths, weaknesses, etc. for future discussions.
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