So you want to be an inspirational trainer?

Author: Carolyn Claridge

Prelude:

I was asked recently to present at a national training conference.

Those who know me well are aware of my distress at public speaking. Whilst I possess my training and assessment qualifications, I don’t think I am a natural in any way, shape or form, at getting in front of a group of people (up to 30 is OK beyond that…) and facilitating discussion, imparting knowledge with confidence or even managing that silly little remote to change the slides – which I swear has it in for me every time.

My happy place is sitting behind a computer, making phone calls, performing site visits, chatting with clients, staff and students, auditing, coaching and consulting. But, if someone compliments me through a speaking invitation I take it as a personal challenge, thank them and do my best each time.

This particular time saw me fly to Melbourne, contain my alcoholic input the night before at the conference dinner, get at least forty winks (I made sure I packed my pillow this time) so I could be fresh, professional and confident for my half hour engagement of terror.

I spent extra time on my eye shadow, made sure my socks matched, my trousers were ironed, my boots shined and my smile was free from that morning’s tomato and bacon-breakfast. A run-through with a colleague before my agenda-time allowed her to (very politely with a grin) point out that my jumper was on backwards and the lipstick had dispersed all over my teeth – phew, that was close…I must remember to pay for her next coffee.

Needless to say, my presentation was well received. I got the desired audience interaction, they laughed at the right bits (or maybe I just heard the laughter in my head – oh well), the slides only botched once and I was thanked with applause and a presenter’s gift.

So that was my presentation – I informed, entertained (apparently), saw some nodding heads and there was note-taking going on; so I must have achieved what was needed. Right? Well, yes – when it is only a presentation that is required. But, what about when actual training is required? What about making sure you are understood and the audience actually learns from what you are saying and doing?

Giving a presentation is about informing an audience, and many newbie trainers fall into the trap of just talking as if they were giving a presentation – but what is training? There are different views on what training for adults is, and even more views on what is ‘best practice’ or ‘quality’ training.

The below article offers suggestions and explanations as to what quality training actually involves – from various viewpoints – some you may agree with and some you may phooey at.  I have purposefully not covered assessment practices here. Our compliance systems concentrate so heavily on how we assess competence, sometimes the art of training takes a back-step.

I hope you find the information useful and to all the trainers out there – I salute you from behind my computer.

I wrote this article for the VETIG Newsletter Spring edition, 2015. Please visit www.vetig.com.au for more information on the Vocational Education and Training Industry Group and how to become a member of this not-for-profit organisation representing vocational training in Australia.

This article looks at some examples of learning theories; providing just a taster for you to further explore. Whilst there are only four theorists mentioned here due to space constraint, let’s not forget further recommended reading on Gagne’s Conditions of Learning, Bloom’s taxonomy, Knud’s Dimensions of Learning and Fleming’s VARK Model, to name but a few.

“People are different: they learn, take in information and communicate in different ways. Not everyone thinks like you do. Knowing this will enable you to become a better trainer.”

Jim Buddin, Training Coordinator, The GÉANT Association

David Kolb

Experiential learning[1] is powerful. The intention is to learn and be an active participant in the learning process. Studying and applying the theories of David Kolb is an excellent step towards becoming a forward-thinking and effective trainer.

For the past 45 years, Kolb has been educating people on his idea that learning preferences come in two forms: 1) active experimentation/reflective observation and 2) abstract conceptualisation/concrete experience. The result of this is four types of learners: a converger, an accommodator, an assimilator and a diverger. This model is called the Learning Style Inventory and is suggested reason for psychologists, consultants, behavioural therapists, teachers and trainers world-wide[2].

Kolb’s learning styles[3]:

Wolfgang Kohler and Edward Tolman

Two brilliant theorists are Kohler and Tolman, who have contributed greatly to the theory of cognitive learning, describing it as “interpreting present perceptions in the light of past information to get our way through unfamiliar problems”[1].

An important concept of Cognitive Theory is that of insight, or the brain’s ability to solve problems by piecing previous information and experience together to produce a new thought or solution, the “AHA” experience. Similarly new information can be considered against information already held and through cognitive restructuring a new piece of behaviour can be demonstrated.

Humans, especially, have the power to see the relationship between things and come up with a solution.  This is what Kohler called as insight learning[2].

To understand further the theory of Kohler, we would look into a study done with Sultan, a chimpanzee.  Sultan is inside a cage and outside the cage is a banana.  The banana is way beyond his reach.  Inside his cage is a short stick.  The stick is still too short for him to reach the banana.  The stick however is long enough to reach a longer stick that is outside the cage.  The longer stick would later help him draw the banana closer to him.

Abraham Maslow

Maslow explored the concept of a hierarchy of needs, suggesting that we all have needs arranged in this kind of hierarchy[1]. The “lower” needs are the most fundamental to life and therefore are the ones that we must satisfy for ourselves first of all. Only when the physiological needs have been met do we then begin to think about satisfying our needs at the next level – safety – and so on.

Here are some questions for you to consider in the training room relating to the hierarchy of needs[2]:

1. Where on the hierarchy of needs might your learners be when they are in your training room?
2. What can you do as a trainer to establish your learners’ needs and meet them?
3. What are the implications for learning if the lower needs are not met?

Maslow suggested that only an unsatisfied need can motivate human behaviour.

References:

[1] Maslow, A. 1954. Motivation and personality. New York, NY: Harper.

[2] Steere, B. F. 1988. Becoming an effective classroom manager: A resource for teachers. Albany, NY: SUNY Press

[1] Sevilla et. al. 1988. General Psychology with Values Development Lessons. Rex Bookstore, Inc. Philippines. p167.

[2] For a video tutorial on Insight Theory and other experiments Kohler led, go to http://study.com/academy/lesson/insight-learning-wolfgang-kohler-theory-definition-examples.html

[1] Kolb. D. A. and Fry, R. 1975. “Toward an applied theory of experiential learning” in C. Cooper (ed.), Theories of Group Process, London: John Wiley.

[2] Kolb, D.A., Rubin, I.M., McIntyre, J.M. 1974. Organizational Psychology: A Book of Readings. 2nd ed. Englewood Cliffs, N.J.: Prentice-Hall.

[3] © concept david kolb, adaptation and design alan chapman 2005-06, based on Kolb’s learning styles, 1984.