Train the trainer course – what to look for?

17 things to looks for in a Train the Trainer course…

Search the web for a train the trainer course and you are provided with a long list of websites which all appear to meet your needs – but do they? What is a train the trainer course? are they all the same and will they meet your needs?

What is Train the Trainer?

Lets first look at what a trainer is. Today in 2010 a trainer is a little different from those 10-20 years ago, indeed even the language has changed.

There are in essence 4 types of ‘trainer’ :

1. The full time ‘all skills’ trainer within a company or organisation
2. The part time trainer who has another role – often a “Subject Matter Expert” (SME) or “Subject matter Resource” (SMR)
3. The “training Officer” or “Learning and Development Adviser” a person that supports training (learning & development) in an organisation
4. The “Training Manager” or “Learning and Development Manager” who manages the function and provides strategic input and advice to the organisation.

(note in many organisations a wide range of terms is used, and indeed in the last 5-10 years the term “training” has been dropped in favour of “learning and Development” as a sign of the focus shifting from the organisation driving the requirements to the individual taking increased responsibility. In reality that does not often happen but that is the subject of another article!)

For each of these “trainer” roles different training and skills are required.

For the first two groups, a short course in design and delivery is often all that is required. The “Training officer” role requires a more rounded  skills set beyond basic analysis and delivery. And finally the manager has considerably different needs.

Just to add some confusion there is a new type of “trainer” and this one is called the “Instructional Designer”. This is a skill which has always been required in those that deliver training, however increasingly organisations are using e-learning and this is where a resource is needed that understand the basics of learning psychology to be able top construct the content for a technical specialist to fully configure.

Which of these 5 are you looking to develop? Knowing this can save a lot of unnecessary expense and save a lot of time.

What skills are needed in a trainer?

The ability to look at a task, break it down into manageable chunks and then design a range of ways of being able to communicate and test that knowledge and ability in others.

As the person physically delivering “face to face” a wide range of skills is required from rapport building, asking questions and interesting and engaging delivery.

The skills needed to run training day after day are different from running occasional sessions. In addition if your ‘experts’ are running training for clients it needs not only to be factually accurate, but it needs to engage people so that they listen and learn. There is nothing worse than have an expert in-front of you, doing their thing and you are bored out of your skill as they have the communication skills of a walnut.

If the course/ session is only 1 Hr long we can all suffer poor style (but we shouldn’t) – longer than that and style is just as important as content.

So once you have decided on the content you need then you need to find a provider:

What to look for in a short Train the trainer course:

1. A small number of participants (less numbers = more interaction)
2. Between 3 & 5 days ( anything less and experience cannot be built)
3. Provides participants the chance to practice at least 4 times
4. Includes an assessment of performance which is undertaken at the end (and that some people do not pass!)
5. Uses accelerated learning or “brain friendly” techniques (i.e. takes account of weel researched learning psychology)
6. Flexibility in delivery approach (we don’t want ‘robot’ trainers)
7. Something that can be built on if and when the role develops
8. Included one to one skills training and group work
9. What is included in the price e.g. manuals, web material, certification costs, ongoing costs?
10. Provides support beyond the training event for free (reasonable support)
11. Check that the trainers are aware of different learners needs (learning styles, pace etc) and that the course accommodates these
12. Are they able to provide testimonials from previous participants?
13. Is the course accredited by relevant bodies (if relevant)
14. Check that the trainer is themselves qualified
15. That the trainer undertakes continued development
16. That the course does not include any debunked theories ( eg Myths/ miss-quotes: Mehrabian, Yale/ Harvard goal setting, “Learning Pyramid”, only use 10% of our brain, practice makes perfect, left brain/ right brain)
17. Have a money back guarantee (if a public programme)

In the UK there are a large number of “train the Trainer” courses including:

CTP (Certificate in Training Practice – from various suppliers with varying content and accreditation including the CIPD) TMPA, TAP, ELF PTTLS and many others. In a series to follow in 2010 we will explore some of these courses in more detail.

Why Twitter is good for learning

Twitter the real brain friendly approach to informal learning

Can Twitter be used as a training tool?

The traditional approach to learning is to identify end to end learning that is required to achieve a new task. While this works for structured learning it is not very effective for informal or personal learning.

The human brain does not think in large logical ‘articles’, instead it thinks of information in small chunks, of which they form the whole picture. the process is not logical. indeed research shows that humans think of two or more thoughts simultaneously. which one we focus on will depend on the priority and task at hand. Equally the first thought may be a chunk of information that comes from the end of the journey, rather than the beginning. Think of Einstein and his beam of light. He has the answer long before he knew the journey.

Much like a human brain, the timeline for a twitter stream provides an unlimited source of thoughts and ideas. 99% of them will be ignored by us – that is ok. Its the 1% we are interested in. Those ideas that have some synergy with what we are doing at that moment in time, of maybe some ideas/ solutions of problems or opportunities we are facing at some point in time.

This is what makes twitter both powerful and an irrelevance to many people. unlike blogs and websites, which in essence follow the process of traditional publications, including planning, structure and conformity, twitter is much more organic. its is about the hear and now. That does not mean to say that the more concrete provision of knowledge is not important, indeed it is, but an adhoc spark of a thought provides a richness or stimulation to identify and find out more – real learning.

So how can we as learning facilitators and developers use this technology.

For our own individual learning I think that there is little to beat the ‘consciousness’ of the machine brain that is Twitter (or similar communities). However for networks and organisations this may be too diluted. One approach is to create a dedicated hash code for your tweets, or a closed group. This is where organizational or group based tools like yammer come into play.  as it is only members of the group that get to see the messages.

Learning we know takes time and the advantage of micro-blogging is that fact that it is here and now. A key learning point may not be relevant for an individual at a given point in time, they need the message ‘resent’ to them at the times that is right for them – the “learning sweetspot™” in terms of:

• Time
• Need
• Relevance

Where ‘traditional’ training falls down

What do I mean by ‘traditional’ training? well this could be classroom, action learning, e-learning, coaching, or whatever. anything that is not “Here and now”. Research from various sources clearly demonstrates that the most effective learning occurs ‘on the job’ and via coaching – be it by a coach, manager or peers. Indeed many people when asked claim that they learn most from their peers.

Twitter and other micro-blogging tools are indeed peer learning, it is about an individual ‘getting’ a chunk of knowledge at a time that is relevant to them.

The beauty of these tools is that you don’t just send a message once – you send it dozens if not 100s of times. often using different strategies, learning or communication preferences, but also multiple times. This has major advantages over ‘traditional’ methods where often participants or learners in a room seem t dislike repetition, but in this environment it really works.

With just 140 characters to use we need to be creative, but equally if not relevant to the reader at the time it is easy to ignore. A concept in the world of learning many of us are uncomfortable with, after all as trainers we are used to being a focal point of the learning delivery (and I don’t just mean an ego in the room).

Brave new world of informal learning

As organizations look to reduce costs, do more for less, learning and training starts to be scrutinized more and more. There is a current trend away from formal to informal learning. While I agree with this in principle we need to understand the difference between individual and organizational need.

If an organization needs certain skills, then this should be primarily a formal strategy, as there will need to be a certain amount of ‘push’ in the message. Certainly ‘informal’ options can be provided, but while the saying goes; “you can lead a horse to water but you cannot make it drink” has some resonance, as an organization we occasionally NEED the horse to drink (learn) for the survival of the organization.  If the horse wont drink, then it wont get used fully in the long term and will be surplus to requirements.

On the other hand we also need to encourage individuals to be responsible for their learning (if they own the output) and informal, ‘social media’ styles communications are much more powerful… why, well as I said at the beginning of the article, Tweets and short bursts of information (several at once) are much like how the typical brain functions. All we need to do is engage a little of this with synergy.

We would never recommend this strategy as a primary communication/ learning channel, however it is a powerful tool as part of your blended learning approach.

As a learning facilitator how are you engaging with your learning to provide true ‘just in time’ learning delivered to meet the “learning sweet spot” needs of the individuals you support?

CPM -v- CPD Is there a future in business led professional development?

CPM -v- CPD

The phrase CPD – continuous professional development has been around for a long time but do many organizations actually do it or do they practice CPM – Continuous professional maintenance – only doing enough to keep people at the same level, sure it may involve some learning but it is not about developing the person.

In some professions practitioners have to take annual or bi-annual assessments – not to show progress but to show that they have stayed still. Now in some areas I can understand this, for example in my voluntary work I am re-assessed for competence every 3 years – this is to check that the initial training has stuck and that I perform at least at a minimum level. On the other hand there are some professional qualifications that require people to stay at a level. Some of the ‘train the trainer’ qualifications for example – participants do not have to show progress against a previous identified gap – but to show that they still ‘conform’ to an arbitrary standard and not to have ‘progressed’. is this really what our customers and clients want?

So what do you want or expect your people to do – develop of maintain a minimum level… do you as an organization promote continuous development of skills maintenance?

Training Needs Analysis Template – TNA sample

Sample Training Needs Analysis Template

Often when starting out in training, managers are required to undertake a training needs analysis (TNA) on their people, however one of the hardest things to do in any job is start with a blank sheet. So here is one to get you started.

We have other articles on TNAs here at RapidBI however the basic process is:

1. identify the core skills or competencies the organisation or department needs
2. map each individual against those needs – i.e. how well do they currently perform against them
3. prioritise needs
4. identify training solution (in-house, open course, coaching etc)
5. plan the training
6. deliver the training
7. provide on-the-job support to learn and develope the skills (you don’t expect the courses to do it all do youi?)
8. conduct another TNA to chack the need has been met

The template:

Behaviour or competency	Employee 1	Employee 2	Employee 3	Employee 4	Employee 5	Employee 6	Employee 7
Skill/Competency 1
Skill/Competency 2
Skill/  Competency 3
Skill/  Competency 4
Skill/Competency 5
Skill/Competency 6
Skill/ Competency 7
Skill/Competency 8
Skill/Competency 9
Skill/Competency 10
Total (H)
Total (M)
Total (L)
Average

Instructions/ Guide:

Identify the core skills/ competencies/ behaviours required for the population of employees you are conducting the needs analysis.

Then using the scale:

• High (H) – effective at this
• Medium (M) – some development needed
• Low (L) – significant development needed
• Not applicable (N) – for the role

Rate each person for each skill. This then gives you not only who need what, but the priority, Low first – Medium next.

A word version of this is available in our resource/downloads section

Writing a training session or lesson plan – templates

One of the challenges for a new trainer is the development of a lesson or session plan for a training course or module.

The reason this is such a challenge are often simple – tutors do not provide a sample template or format to copy, saying that it is the trainer or teachers choice, however when you are learning this is more of a barrier than an enabler of choice to style. In addition, with the increasing trend of organizations delivering training internally, it is important that they have a standard approach to session plan development for consistency and contingency in the event of sickness or staff losses.

Below are a number of templates that could be used – each has their own advantages and disadvantages – use the one that is right for you. Any document is better than none – however if in an organisation it makes sense to have a consistent format.

When writing a lesson or session plans, consider the following factors:

 

· Assessing Needs
· Writing Learning Objectives
· Measuring success (evaluation)
· Outlining Content
· Selecting Methods and Media
· Writing the Lesson Plan

Once the information has been collected, the development of the lesson plan can begin in
a sequential, logical manner.

 
· Use a lesson plan format (see templates below)
· Consider TIME per topic, activity, exercise, etc.
· Include selected MEDIA in the body of the lesson plan
· Explain how to deliver and process discussions, lectures, activities, etc.
· Notate key points or directives to the right of the lesson plan
· Use simple, straightforward language

 Note an effective lesson plan should be able to be used by any trainer familiar with the material (i.e occupationally
competent)

Below are a number of training lesson or session plan templates that you may consider. feel free to
change and adapt to meet your needs.

Typical cover page of a course or lesson plan

Course title:
Session or lesson title:
Lesson objective:
Learning outcomes:	· · ·
Evaluation measures:	· · ·
Trainer or Facilitator
Duration:
Equipment:
Material & resources:
Pre-reading preparation:

Content template:

TIME		Aid/ reference
	INTRODUCTION
9.00	Introduce facilitators - name and background Q. Who are you? · name · location · current role · hope to achieve Ice breaker activity Course objectives Session objectives	Participant Manual Name cards PM page 3 PM page 5
	TOPIC 1
9.15                         9.30	Heading 1 Subheading 1 · Point 1 - Sub-point 1 - Sub-point 2 · Point 2 - Sub-point 1 · Point 3 - Sub-point 1 - Sub-point 2 Subheading 2 · Point 1 - Sub-point 1 Heading 2 Subheading 1 · Point 1 Sub-point 1 - Sub-point 2         · - Sub-point 1 Point 2       Subheading 2 · Point 1 - Sub-point 1 - Sub-point 2	SL 1     SL 2             SL 3     Handout 1
	TOPIC 2
10.00	Heading 1 Subheading 1 · Point 1	Participant Manual Page 15
	Break
	TOPIC 3
10.20	Heading 1 Subheading 1 · Point 1 - Sub-point 1
	TOPIC 4
10.50	Heading 1 Subheading 1 · Point 1 · Point 2
	BREAK
	TOPIC 5
11.00	Heading 1 Subheading 1 · Point 1 - Sub-point 1 · Point 2
	Summary and close
11.15	Review Topics · Point 1 - Sub-point 1 · Point 2	Poster – Mind map

A simple lesson/ session plan template format:

Training Session Agenda

Title of Session: 

Date of delivery:  

Time	Topic	Details	Resources

A more comprehensive training session plan template

Organization name training session plan

Title: ________

Subject: _________

Lesson/ Session title:	Trainer/ Facilitator:	Date:
Time:	Duration:	Number of learners/ participants:
Aims:	Objectives:	Prior knowledge:

Time:	Subject Matter:	Trainer/ facilitator Activities:	Learner’s Activities:
10.00 10.30 11.00 11.30 11.50   12.00	IntroductionsOverview of… More about…..	VE (verbal exposition) VE, Q & A, Tell students about objectives Ask the following Questions Tell them the story is about… Go around the tables assist group activity	Listen Q & A (question & answer) Listening Q & A Taking notes participants in small groups Group work activity Put the students into small discussion groups and using the following questions they discuss   Reading activity Class/small group activity Students should look for the following answers

There are many ways to format a session or lesson plan – these are just a few ideas. If you have a favourite format please
email it to us and we will include it here.

Other labels for lesson plan include:

curriculum, syllabus etc..

 

Advice for new trainers

Relax & Relate.. the first 5 minutes are the most important

Follow the 3 Golden Rules:

1. Relax & Relate – the most important ‘work’ is often done before the event starts, when you meet and build rapport individually with the learners.
2. Agree the Agenda with the group – Use the phrase ‘It’s your course’, to encourage involvement and ownership – especially with resistant participants.
3. Agree a clear ‘Course Protocol’ – i.e. what’s ‘ok’ and not ok, e.g. Ok: contributing, being receptive, having opinions,and sharing experiences, respecting the situation / other people, and having fun. Not ok: breaking event timings, being a ‘passenger’, not being willing to change, and ‘fighting’. I say this with tongue firmly in cheek, to relax the group and get people smiling at what can often be a tense or nervous moment for them.

The four steps to learning

Four step learning ladder – a model for learning to learn

Personal learning four steps, conscious competence

The Learning Ladder describes the steps we go through when learning a new skill.

Four levels or steps of learning

Unconscious incompetence – We don’t know what we don’t know

Conscious incompetence – We know what we don’t know

Conscious competence – We know what we know

Unconscious competence – We don’t know what we know

It can be applied to virtually all learning scenarios but the example we will use here is learning a second language. Suppose we think about learning to speak German.

How might we understand this learning model?

I begin as a child, at a level of Unconscious Incompetence. I cannot speak the language but I am not aware of this.

I may not even know Germany or language other than my mother tongue exists. One year we go on holiday to Germany. As my awareness expands I move to a level of Conscious Incompetence - I am aware that the language “German” exists and I am aware that I cannot speak it. I now have the option to do something about it.

I embark on a German course and become a proficient speaker. However, I am not yet fluent, I have to concentrate hard to get it right and am aware of my limitations. I am at a level of Conscious Competence.

Finally, after many years of learning and practise I become fluent in German, start to think in German and even dream in German. Speaking a foreign language becomes second nature to me and I no longer have to concentrate hard on the formation of the language. I have reached the level of Unconscious Competence.

Think of some other learning scenarios and see how these steps apply. Consider how you can use this information to help people learn more effectively.

“Until you make the unconscious conscious, it will direct your life, and you will call it fate.” – Carl Jung

Managers as trainers – a trainer 101

As times change more and more managers need to take responsibility for the design and delivery of training for their team.

Shortly the RapidBI team will be running a series on skills for managers to cover this, in the mean time here are some of the key points that should be done before running a session for another division or part of the organisation:Assumption that the following preliminaries have been completed:

• Training Needs Analysis (TNA)
• Audience Analysis
• Objectives/Outcomes
• Course Materials
• Participants contacted
• Travel arrangements made
• Very familiar with content

Preparation overview:

• Be Prepared
• Be early
• Check lists, check lists, check lists…
• Check and recheck everything

Preparation – check spelling within all communications with participants

• Letters, e-mails, web pages
• Course materials
• Training manuals
• Presentation material
• Feedback/ evaluation forms
• Name badges, plates or tags

Preparation – your contacts

• Venue coordinator (+ map?)
• Client contact
• Maintenance/security staff
• Hotel (+ map?)
• Transport

Preparation – the training environment

• Available 1 hour before/after
• Suitable size for people, materials, and equipment
• Visibility of screens, whiteboards, flip-charts
• Disability access?
• Lighting, temperature, ventilation
• Noise?

Preparation of venue – environment, layout etc

• Discussion: square, circular, U-shape
• Chairs/tables ergonomically suitable
• Sufficient space to write
• You can move around easily
• Location of external facilities
• Restrooms
• Beverages
• Public phones
• Emergency exits
• Safety and security issues

Preparation – Equipment and resources

• Cords and cables
• Projector(s), spare lamp (backup solution?)
• Computer/ network Login IDs and passwords
• Software installed and working
• Desktop icons and files on projection computer
• Extra copies and backup CD of all materials
• Screens, whiteboards, flip-charts
• Markers and eraser
• Size and style of writing
• Batteries charged
• Laptop
• Mobile Phone/ broadband dongle/ Wifi connection
• Other bits and pieces… and toys!

Preparation – You – are you ready?

• Food/drink supplies
• Water pitcher and glass
• Wheeled luggage and carry-ons
• Be aware of nervous symptoms

Preparation – practice – have you done enough

• Out loud, mirror, friends
• Timing and pace (know what can be skipped/skimmed)
• Ask to be told about habits and quirks -be prepared to be surprised!

On the day – meet and greet your learners

• Name and course title on whiteboard
• Wear name tag
• Find out about participants
• Meet and greet -use names
• First impressions DO count…

First Impressions
Dress -

• Professional, comfortable, suitable for group
• Avoid anything too tight (belts, shoes, underwear, clothes),or too loose (underwear!)
• Watch for excessive jewellery
• Clean, matching shoes
• Attitude
• Upbeat, positive

The day – the first few minutes

• Start ON TIME!
• Turn off mobile phones (yours too)
• Briefly introduce yourself and course
• Housekeeping details
• Restrooms, beverage facilities, public phones
• Breaks (synch. watches),meal arrangements
• Safety and ergonomic issues
• Rules of the room

Introductions
Establish your credibility (knowledgeable but not ‘elite’

• Individual introductions (~30 seconds)
• Who, why, what
• Maintain eye contact
• Thank them
• Preview the day
• Course outline
• Activities
• Question time

During the training – Smile -and have fun!

• Short anecdotes
• Eye contact -but don’t stare
• Use names
• Move around the room
• Check progress
• Help where needed
• Vary activities and instructional style
• Ask questions to ascertain learning
• Remember, you know more than they do about the content!
• Focus on the audience, not the visuals
• Provide a mid-afternoon snack

Delivery – your style, voice and tone:
Natural style

• Avoid being overbearing
• Speak slowly (esp. if you have an accent)
• Slow down/pause at important points
• Avoid monotones
• Speak loudly enough to be heard
• Don’t read the course materials!

Breaks
Time is money… stick to the schedule

• 10-15 min break every 60-90 minutes
• Give actual start time (Not: ‘Be back in 10 minutes’)
• First break reminder: locations of restrooms, beverage facilities, phones
• Start on time after a break (switch off mobile phones)

Dealing with your learners

• Be aware of why they may be there -and that they bring baggage!
• Difficult types (non-participants, hecklers, challengers, sleepers/drifters/dozers, monopolisers/know-it-alls, class clowns, talkers/chatterers)
• It’s OK to say “I don’t know”, don’t bluff; always follow up later

Delivery methods
Main Types:

• Lecture (avoid as much as possible)
• Exercises and Activities (60%+ of time)
• Discussion (you have facilitator role ONLY)
• Others:
• Demonstration
• Drill
• Role play
• Simulation
• Why, what, how, when, where, who
• Recap/reinforce – vital – need to do this on a regular basis
• Use graphics
• Use metaphors/analogies – real, made up and elicited from the group
• Use as many senses as possible
• Encourage self-learning (e.g. on-line help, Wiki, web 2.0 etc)

Closing the training session
Important for you and participant

• Formal (evaluation sheets)
• Informal (questions, body language)
• You can’t please everybody all the time, so don’t take criticism to heart

Allow 15 minutes for wrap-up

• Review outcomes achieved
• Invite questions (specific then general; remain behind to answer other questions)
• Give contact details
• Collect feedback sheets, name tag holders
• Thank participants for attending
• Clean up the room
• Return all borrowed items, security passes

TPMA – Trainers & Assessors for the IITT train the trainer award

Are you involved in IT or technical training?

The IITT in association with the BCS have launched a new training standard.
Three of the leading companies to go through trainer or assessor accreditation are:

Matrix42
Synergy Training
Happy Computers

Matrix42 were the first to have both their trainers and assessors accredited. Options include provision of training only, assessment only and training and assessing.

The TPMA award of an Institute Certificate in Training Practice (ICTP) is suitable for regular trainers in technical topics or subject matter experts that train occasionally. many trainers in the IT world will be looking to be re-accredited to this new and improved standard.

UPDATE – are you looking for a Train the Trainer courses

Training Definition

A great definition of training:

“Training is concerned with providing an individual with the opportunity to
learn what s/he needs to in order to do their job more effectively” 
                   
                                        
Source: Megginson and Pedler

TAGS: tips, learning, adult

Developing the developers – CPD for trainers

Developing the developers – CPD for trainers

Training our Trainers

 

Box quote..

” If I don’t know I don’t know
                                     I think I know
If I don’t know I know
                              I think I don’t know

Laing R D (1970) KnotsHarmondsworth; Penguin (p.55)”

 

Roles of trainers

There are in effect two primary roles in learning and development – those that plan and manage and those that deliver training or facilitate learning. 

As a trainer, your primary role is to support the learning and development of others. Your initial training may have started as a three to five day “train the trainer” course, so what do you do now to develop yourself further, your CPD? If you only have the basics then I would recommend looking at one of the certificates in training from the CIPD, BILD, ITOL or other providers. These courses help to ensure that you have a firm foundation upon which to build. The average developer has completed over 100 days of self development in their career, so you can see a five day course is just the beginning.

Developing your knowledge

In the 1970s Tom Boydell noted that to identify training needs effectively we need to do so at three levels – Individual, team and organisation. We need to look at CPD for trainers in the same way. It is easy to say –“oh I don’t know much about xyz … I’m interested” and then go off and learn and develop. This is great for self development activity but CPD is as much about meeting the needs of our employing organisation, at least in terms of priority. We can use Boydells structure to plan our development and the context in which we will use the new knowledge and skills. The old adage “we don’t know what we don’t know” is as true for training as it is all fields, this article aims to highlight some of the up and coming areas to help

Individual needs

The world of training, learning and development is about people and how they change; therefore if we are to be consistently successful in this field it makes sense to develop our understanding of psychology. To look at learning theory beyond the basic models used on training courses, to look at the psychology of change.  We may want to have our delivery ability re-assessed, or develop improved training delivery skills.

Team needs

If you are a member of a team of trainers, talk with them and identify areas of weakness and who should develop which specialisations. The team needs are specific to each team and cannot be highlighted effectively in an article like this.

Organisational needs

Each organisation has its own unique culture needs and structures; our development activity needs to take these into account. The organisation has a need for us to perform and to provide individuals with the necessary skills quickly and effectively. The organisation may well require that we change our delivery methods from classroom to one to one, or perhaps to undertake more consultancy work. These needs will have a significant impact on our development plans.

To  help meet these organisational needs we may well look towards developing skills such as accelerated learning, one-to-one coaching skills, organisational development diagnostic skills, development of E-learning or M-learning content etc.

We don’t know what we don’t know

To start to focus us on our needs for the immediate and medium term and to start to identify some of the topics that may be of value to us; let’s explore the needs as identified in the Develop the Developer survey – http://www.trainingzone.co.uk/cgi-bin/item.cgi?id=178060 – This comprehensive survey review of the development needs of trainers, by trainers. The ‘top ten’ personal development needs identified by those participating were: :

1.       Interpersonal skills

2.       Understanding the psychology of learning

3.       Facilitation skills

4.       Evaluation

5.       Group delivery skills

6.       Training and development methods

7.       Coaching skills

8.       Consulting skills

9.       Business knowledge

10.   Training needs analysis

 

In contrast the responders identified the following ‘top ten’ as key skills needed by the trainer/ developer population as a whole:

 

1. Coaching skills – as a range of styles not just one methodology
2. Consulting skills – internal and external
3. Evaluation skills
4. Diagnostic techniques – holistic and organisational as well at an individual level
5. Interpersonal & personal skills – personal skills
6. Organisational development
7. Facilitation skills
8. Training needs analysis
9. Business knowledge
10. Training and development methods – delivery methods

 

 

In the past, professionals have looked towards their professional bodies to support their CPD. But in the world of people development 19% of us do not belong to any professional body. Here’s a breakdown of membership:

 

·         CIPD (28%)

·         No Professional Membership (19%)

·         ILM (8%)

·         ITOL (5%)

·         Teaching Professional (4%)

·         CMI (3%)

·         IBC (3%)

·         Health care Professional (3%)

·         CIM (2%)

·         AMED (2%)

·         Engineering/ IT Institute (2%)

·         Finance Professional (2%)

·         ICPD (1%)

·         ASTD (1%)

 

There has been a steady decline in professionals meeting and using professional bodies over the past few years so perhaps this is not surprising. The good news for sites like TrainingZone is that some 73% use the web and forums for learning and development.

 

The following were identified as areas of growth in the world of learning and development by those who responded to the Develop the Developers survey. We have identified the top two growth areas in each area, so use this as a reference for inspiration:

 

• Activity based approaches – total wellbeing and mind gym
• Career planning – career workshops and Succession planning
• Creativity – risk taking within organisations and Linking individuals and organisational creativity
• Diagnostics – holistic and diagnostic reviews and 360 organisational reviews (business Improvement reviews)
• Equal opportunities – ageism awareness and men’s development
• Ethical development – SQ (spiritual quotient) and environmental responsibility 
• Evaluation – Kirkpatrick’s levels three and four  and ROI (Return on Investment)
• Group based training – external networking and External partnering 
• Leadership techniques – risk taking and developing a strategic view
• Organisational development – innovation (behavioural) and Investors in people additional modules
• Performance management – Integrated performance management systems and 360 performance management
• Retention – talent management and working from home
• Text delivery solutions – podcasts and m-learning
• Therapy techniques – hypnosis and time line

Interestingly, nowhere in the results of the survey did it highlight the need for development of our delivery skills – this could have been because the average responder had already undertaken more than 100 days CPD in their career as a trainer.

 

For those of us with less I would urge you to look at providers which can provide a peer review of your delivery ability. In fact I would recommend that all trainers delivering content have a regular ‘trainers MOT’.

 

Organisations like TrainerBase and the The Training Foundation already provide this – TrainerBase through their Certified Learning Practitioner (CLP) programme and The Training Foundation through the TAP programme.

 

If you are not a member of a professional body then regional groups from TrainerBase and others make great learning and networking opportunities, as do online groups like the Lone Trainer Networkon LinkedIn. Networking is particularly important for us as the majority of us work on our own and have few colleagues to ‘bounce’ ideas off. The Develop the Developer research identified that the number of people employed in an organisation primarily in a training or coaching role as:

 

Number of trainers per organisation (% of responders)

1 (27%)

 

2-5 (27%)

 

6-10 (14%)

 

11-20 (10%)

 

21-50 (12%)

 

 

Times have and are changing

Had this article been run 10 years ago, the focus would have been listing and identifying providers that could offer the above. However, times have moved on, and as we can see, self development is as much on the agenda for trainers as the people we work with. Certainly courses have their place, but so does the web and all it has to offer. We know from recent training publications and training related articles that there are many myths perpetuated within the world of learning and development and we as professionals need to understand what these are and do our utmost not to perpetuate them. This means research… not just taking something at face value and presenting it as fact.

 

What and how are you planning to develop yourself in the coming months?

** CPD Continuing Professional Development

Mike Morrison is director of RapidBI Ltd, a consulting and training company specialising in organisational development and the development of high performing teams and individuals.