Learners are diverse. They approach training opportunities with different life and educational experiences and with different expectations about their work and lives. These learning differences are based on different backgrounds and characteristics, such as gender, age, life stage, culture, and disability (if). The learning climate that trainers establish should consider the physical surroundings, other people in the room, and intangible elements, such as a relaxed, comfortable atmosphere which permits learners to feel that they have a degree of control and can ask questions, affect pace, and learn from others. Also, trainers should enable and encourage learners to collaborate to solve problems.
Finally, trainers must use good questioning techniques and encourage learners to ask questions when confused. Good questions help to stimulate insight and understanding by encouraging time for inquiry and reflection. Remember, when learners ask questions, trainers can observe areas of difficulty with the material or the instructional format. Trainers must make adjustments, if necessary, to foster understanding and successful transfer of learning. Apply the appropriate instructional philosophy for presenting material. Two instructional philosophies are common in designing training.
Review the four (4) roles of a trainer which include: instructor, trainer, coach and consultant. Next time you deliver training, make note of the various roles that you play.