10 Responses

1. Train the Trainer
   Your right, just because someone is fantastic at doing the day job, does not necessarily mean they will make it as a trainer. You can attach a trainer to them, to document their content and convert it into a standardised course. Or you could train them to become more effective communicators (not necessarily trainers), so that they start to understand about different styles of learning and include different elements in their presentations. You could also provide them with feedback on what they did well, and coach them on how they could improve what they might have done not so well. There are lots of options, if you want more ideas please feel free to email me.
   Wayne

2. Measure
   I’d firstly quantify why these people are bad trainers. I’d want to start by measuring participant pre and post course knowledge, skills and performance and then sit in and watch the trainers in action. Assuming that its their understanding of how learning takes place and their delivery style that’s in question,I’d then get them on a train the trainer programme, but title it something like Advanced TTT. Most people would welcome this type of investment in themselves and not see it as an insult.
   Be prepared however for some people not to be able to adapt their training style and methodologies even after training. You then have to make a call on their training future.

3. The Trainer Assessment Programme (TAP)
   Dear Dan

   You are right to be concerned!

   Research by the ASTD shows that more than 90% of the effectiveness of any classroom learning experience results from the trainer’s communication and people skills, as opposed to subject-matter expertise.

   Regards

4. measuring the capability of internal trainers
   Hi Dan,

   try talking the Institute of IT Training. They have a good Trainer Assessment Programme which is not that expensive. TAP comprises three inter-linked profiles:
   trainer activity profile;
   structure profile;
   delivery style profile.

   Together, these form the basis of both a qualitative and a quantitative assessment of trainer performance and effectiveness.

   You can find details about this at http://www.iitt.org.uk/public/courses/tap.asp

   Regards,

   Gary Homes MIITT
   [email protected]
   0788 9079 0815

5. NVQ, could help.
   I have recently used NVQ as a method of progressing 80 on site trainers who previously had little experience. This was preceded by a three day train the trainer course developed internally.
   The NVQ if offered by VQSET as part of a level 3 suite.

6. Training is a Profession
   One should no more expect non-trainers to meet “consistently good standards of training” than to expect non-surgeons to meet consistently good standards of surgery.
   The price you have to pay for good training is as simple as in any progession – you have to either hire capable trainers or have your technicians trained as trainers and screened to assure their ability to meet your needs.
   As to incentives you should consider some recognition for your technicians who are also serving as trainers. And aside from those tangible benefits, rather than “scaring anyone off” you should expect positive intangible motivational benefits to spring from new-found pride in being a trainer or mentor, in being able to share all that acccumulated knowledge and skills with new genrerations.

7. Super User Programmes
   I have been in exactly the same situation as you are in now, where you need the knowledge transferred to end users, via training.

   I overcame this by designing an ongoing training and development programme for the ‘non-trainers’ and taught them all the training skills they needed via an ongoing programme.

   Be warned though, you cannot expect everyone to be a good trainer.

   If you want more information please contact me and I can discuss further.

   Angela Holroyd

8. Facilitation Skills
   Two companies I know are in a similar situation with a large number of non-trainers supporting the rollout of both technical and non-technical training, over 100 people in each case. They have both decided to put these people through facilitation skills training, with an emphasis on sharing and building on knowledge and its application in the workplace. Not only are they more productive in their training role, but it also enhances their leadership skills.

9. Training Competences
   I recently worked on this with an Technology company in Sussex, who like you needed skills and technological knowledge transferred effectively by in house staff. I designed a modular programme that fitted the first 4 units of the City & Guilds 730 Adult learning certificate. The company promoted it under the umbrella of its continuous staff development model whilst working towards IIP, I had nothing but positive feedback from the most sceptical technicians.
   If I can be of help let me know……Rae

10. Internal Trainers
    Having been in a similar situation with a large multi site retailer, the two areas we had to focus on were the training skills and the knowledge of the ‘non training colleagues’. We put together a training programme which covered training and coaching skills, and covered all the knowledge aspects of the subjects they would be expected to train (don’t assume that just because they are doing the job they have all the knowledge!) At the end of the training programme, training skills, coaching skills, and knowledge were all assessed with a pass mark of 75% required to become an ‘approved workplace coach’. At the end of the course delegates who passed were given a certficate and small lapel badge (delegates who did not achieve 75% were given further training and the opportunity to undertake the assessment at a later date). Because the assessment wasn’t easy, there was a strong sense of achiement amongst those who attained the status of ‘approved workplace coach’ and as such they would wear their lapel badges with pride!!