Learnership Management System

Conducting training

Coaching happens as part of the teaching and training process or after the initial teaching was done. It is therefore important to review how teaching/training process.

Whether you are conducting training as part of further education or in an organisation the process is the same.

Planning and Preparing to train

Before begin the actual teaching/training, the learning climate needs attention; both the ETD practitioner and the learner have to prepare themselves for the work; and the training site, materials, and equipment must be readied for the training to begin.

Creating a Climate of Trust and Positive Expectations

The learning climate is a critical factor, particularly in one-on-one training.
How you plan and prepare sets the tone for the entire process.

Human beings are naturally motivated to learn but the entire issue of emotion cannot be overlooked.

Abraham Maslow places special emphasis on the role of safety in the learning process. He believes that human beings have two sets of needs – one that strives for growth and one that clings to safety.

Safety is an important component to address in creating an environment that meets the learner’s emotional needs.

ETD practitioners must create a climate of trust, openness, security, supportiveness, and mutual respect.

Trust is created by a sequence of events that advances from easier to more complex tasks. Participants learn to trust and feel safe when they are given an opportunity to express themselves without being judged (Vella 1994).

They must feel comfortable to ask questions and make mistakes without feeling stupid or inadequate. People will perform according to what is expected of them, either positively or negatively. The power of expectation alone can influence the behavior of others.

A ETD practitioner can easily communicate positive or negative expectations to the learner through inadvertent verbal and non-verbal messages.

If a ETD practitioner says, “Give it a shot” in a tone of voice that says, “I don’t expect much from you,” there is a great likelihood the learner will perform accordingly and accomplish little.

When we communicate to others our high expectations of them, their self-confidence grows, their capabilities develop, and their accomplishments multiply.

Preparing the ETD practitioner

As an ETD practitioner, you need to be mentally prepared for the experience.

Begin with information about the learner. Find out as much as you can beforehand. Talk to the learner yourself and/or ask him or her to complete a pre-training questionnaire designed to elicit information about previous job and instructional experiences.

The more you know about the learner, the better. The answers to the following questions will help you personalize a standard instructional plan to match the learner each time you deliver a new training.

 Who is the learner?

 What does the learner need to know?

 How much does the learner already know?

 What are the learner’s goals?