At a recent dinner party my wife and I were making conversation with some people we had just met.
“…So, what business are you in?” I was asked. “Training,” I replied. “Who do you train?” “Trainers” “What do you train them on?” “Training.” Our new friend thought I was trying to be funny. “Wait a minute, you’re telling me that you train trainers how to train?” “That’s right!” I said. His next response caused my wife to grasp my hand tightly as she was nervous about my reaction – wait for it – he said, “You don’t need to do that – anyone can train.”
That little exchange has happened to me on several occasions; people find it hard to believe that trainers need training on how to design and deliver training. We’ve all encountered subject matter experts (SMEs) who really know their stuff but have no classroom management skills and can’t deliver their material it in a way that people can get it. Knowing your stuff is only part of what it takes to be an effective trainer – there’s so much more.
If you consult the list of competencies for classroom trainers, you will find a broad range of interpersonal, conceptual, and technical skills that are needed before, during, and after training. For example, before the class even begins we require organizational skills to arrange and coordinate materials and set up the classroom, including our multi-media equipment. When that first learner walks through the door, we are “on” and our customer service skills must shine. As the class progresses we must show our top-notch presentation skills, manage time, build climate and rapport, and ask and answer questions. The list of competencies goes on and on. A skilled classroom trainer needs to be able to read individuals and the group, respond to signs of difficulty, manage group dynamics, give meaningful feedback, and I almost forgot – teach the need-to-know content!
If all of that is not enough, we still have to deal with difficult learners and awkward situations, keeping in mind not to adversely affect anyone’s self esteem and all the other Adult Learning Principles. Then, when it’s all over and the last learner has gone, we tear the flipchart paper from the walls, clear off the tables, and pack up our gear. (I just had a flashback to my younger days and the Jackson Brown song, “Oh won’t you stay aaaay, just a little bit longer…) At the end of the day a classroom trainer has used a wide range of very transferable skills. (I suppose I should also include that vital competency for a classroom trainer, “able to leap tall buildings in a single bound”!)
So, the next time you are involved in the “anyone can train,” conversation, pick your battles carefully, have someone hold your hand, bite your lip, or just smile. But all of us trainers know exactly what it takes to send learners back to work with new knowledge and skill, a sense of satisfaction, and value for their training time and money – a highly skilled and competent trainer!
And for some great tips to help you become a skilled and competent trainer, have a look at Martha’s 5 “Ps” from her recent blog post.
Langevin Team
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3 cheers for all the Trainers for we make this world a little better place to live in.
I’m so going to send this to the powers that be at my company who insist that they can just put any SME in front of a class and call it training. UGH!
Any thoughts on how to influence the powers that be of our skill and expertise? Our training department is sometimes the last to be notified (if at all) of new initiatives in the organization that require training. They just don’t get it, and wonder why we can not turn out materials on a dime, when being the last notified.
Also, if there is a class that speaks to this subject, please let me know. Thanks.
Hi Nicolette,
It’s a subject we discuss in our “The Successful Training Manager” workshop, along with other relevant topics.