By high performer ref 3063.
I believe it is critical to create the right atmosphere for training. It is important to recognise that most practical people who attend training sessions in this industry are not at all accustomed to sitting down for long periods in a classroom environment. It has been my experience that some individuals find it difficult to understand technical instructions in theory, however when they are able to use their hands to experiment and learn new skills they find the course content far less demanding, this energises them and sets the tone for a positive conclusion. In my opinion, all training and particularly when it is directed towards engineers should have a bias towards getting stuck in with the products and learning from seeing and doing, not just listening and looking at images on a computer.
I have always endeavoured to spend no more than one hour in the class room using illustrations without it being interspersed with some form of practical exercise. I have discovered that this is about the point in which people’s memory and attention significantly drops and pursuing a relentless theoretical syllabus is counterproductive. I have realised that providing there is a practical element or a natural break every hour the information they have absorbed is reinforced and creates confidence by allowing every participant to utilise the knowledge they have gained with a ‘hands on’ approach.
I am also keen to provide some form of measure against every training session I am responsible for. During my employment as a trainer for Worcester Bosch I developed question papers in a very casual format to ascertain the level of understanding for the course. This provided me with details on how the training could be improved, if necessary, and addressed any individual concerns over personal understanding. I have always adopted a sensitive approach to training, I appreciate that many people will be afraid to ask a question for fear of ridicule. To address this I always make myself approachable to provide one on one advice and ensure everyone has an excellent grasp of the course content before leaving. I am also keen for participants to ask relevant questions as they think of them and not after the session has finished as this can have a negative influence on their understanding and enjoyment. It has often been the case that many people would like to have a question explained but are not prepared to speak out; therefore they are grateful for the person who interrupted!
I am always very careful to only train people in what I know as fact. If there is any ambiguity to any particular statement I will explain why. I do not take myself too seriously and naturally I am well aware that I do not have all the answers. If somebody asks me a relevant question that I haven’t readily got the answer to, I always make a note of it and get the correct answer before the end of the training week. In my opinion it is one of the worst traits of a bad trainer to guess an answer to a question, as the recipient will hold onto that answer as fact which will undoubtedly cause them future problems.
Most importantly I believe training should be fun. Many of the people I have trained expressed surprise that they have enjoyed a session, as they expected it to be boring. It is good to provide opportunities for laughter and banter, providing the course is structured. People will learn more, for the simple reason, that they are not aware that they are absorbing information. Many of the stories people tell each other regarding their experiences at work in a comical format will assist others by sharing the wealth of experience.
