WHAT QUALITIES MAKE A GOOD TRAINER?
Training is only as productive as the Trainer providing it. Organizations who decide to invite a trainer or multiple trainers to help deliver a training solution for their employees are placing a lot of trust in these trainers’ abilities. The quality of a trainer can either make or break the effectiveness of a training program. A contemporary study discovered that the total cost to an organization incurred by inadequate training is a staggering $13.5 million per year per 1,000 employees. The Trainer you select to instruct your learners has a direct impact on training effectiveness.
Most good trainers will possess the following:
Trainers are Decisive Thinkers and Partners
A mentor is a strategic intellectual.
A strategic thinker holds a strong business vision and has a good grip on how the training process undeviatingly affects the business. Diplomatic thinking is limited to being a part of training administrator skills and is one of the traits of a good trainer.
A perception of interest, cost, margins, ROI (return on investment), and staffing would surely give a trainer more beneficial insight into how their role influences the organization. Another one of the attributes of a good instructor is that he or she is a strategic associate.
There is a strong need for a mentor to develop networking abilities.
Do take note that a teacher doesn’t only work with students.
Looking at how the coaching process fits in the more prominent figure and how to strategically partner with the business’s surplus are great traits of a trainer. On the contrary, taking on a silo intellect is, and will always be, the cause of a trainer’s failure.
Coaches are well-versed in Instructional Design.
One of the most beneficial qualities of a good coach is that they are well-versed in the instructional design method. Aside from being included in the table of skills of a training administrator, instructional design (or ID) is also a massive part of a trainer’s collection of competencies.
So, what is coaching skills needed for ID, precisely? A working understanding of Training Needs Analysis (or TNA) and utilizing the inductive learning process through various adult learning methodologies are required. Training Needs Analysis is applying the data to determine requirements in an organization inscribed by learning interventions.
On the other hand, adult training methodologies are strategies that translate these interruptions into compelling training experiences for adult students. In short, TNA concludes what needs will be addressed, while adult learning methods determine how they will be discussed. Besides being fluent in these two structures, having both analytical and design thinking is also recognized as a good trainer’s essential qualities.
Trainers are Project Administrators
Once the instructional design and its complexities have been accomplished, the time has come to fulfill the learning program! Doing so needs a bit of project management because the teacher, most of the time, not only has to teach the subject but also has to design the program’s implementation and prepare the required resources.
Being able to handle projects is also one of the exceptional qualities of a good trainer.
Instructors are Facilitators of Change and Learning
As discussed above, a trainer’s foremost duty is to facilitate classes; but contrary to general belief, about twenty percent of a mentor’s skillset just takes benefit.
While it is regularly given that classroom facilitation is part of a good trainer’s attributes, a trainer must be a facilitator of Innovation.
A trainer is always assumed to be at the forefront of transformation. New processes and recent information would always demand some type of training intervention. Moreover, with constant renovations, competency and performance gaps are frequently bound to ensue; and the coach, in turn, can evaluate and approve viable and sustainable solutions.
Trainers are Evaluators
That is one of the most overlooked qualities of a good trainer. The skills required for trainers regarding evaluations include, but are not limited to: conducting surveys, creating useful tests, and assessing learners through observable behavioral changes.