Training Philosophy
1. Overview
I never thought I would ever describe myself as any kind of teacher or trainer - beyond a brief period in my life when I
taught drama and theatre studies. But as it has turned out, a large amount of my time is now spent
designing and delivering training or experiential learning programmes. To say I have developed anything as grand as a
'training philosophy' is rather presumptuous, but I do realise that over the years I have evolved a style of training and a
number of training practices that seem to be increasingly coherent - a kind of dance between 'art' and 'science'. At least, it seems
coherent enough to try and share it - but largely to encourage others to create their own 'training philosophy' rather than to adopt mine.
I believe that the single most important thing in training or working with others is to be prepared for the unexpected...
A recent example of this is a team review of roles and professional attributes in which I was using the Belbin Team Roles Assessment Tool - it was quickly revealed that the person with the most junior post in the team had far and away the most potential for creativity and problem-solving (2 significant talents much needed by the team and till that point never accessed). We all make rash assumptions about other people based on their current roles and behaviour rather than their potential. Is it possible to develop ways of relating to each other that change this habit? This seems pretty fundamental to our approach to building skills and empowering others.
Another example: when teaching facilitation skills, I see again and again that virtually anyone can be a good facilitator - as long as they are true to themselves and don't try and imitate what they believe someone else's 'good facilitation' to be. In fact, on the PBAS course we regularly find those trainees that are the most unconfident about their facilitation capacities make some of the most competent facilitators. I see this as something to do with their natural modesty leading them to suspend their own personalities thereby giving space to others and listening meticulously.
2. Towards a Training Credo:
- In my view, "good practice" is an over-used term because:
- One doesn't actually know what is 'good practice' until one sees it;
- What is or is not 'good practice' changes according to the context and circumstances and
- Today's 'good practice' very quickly becomes tomorrow's formula.
- Effective training is far less to do with what the trainer says or knows and far more to do with who the trainer is and how he / she behaves. By which I mean that trainers are only as good as their deeds, not their words. How far does any trainer role model what they claim to be important?
- As a good trainer you can't teach 'active listening' and then fail to pay attention when someone is speaking; or preach the virtues of a creative environment whilst being prepared to work in a stuffy, dark, cluttered, ugly working space; or talk about the value of 'reflective practice' and neglect to give the trainees adequate time for reflection (this last one is my biggest personal failing as a trainer!).
- Above all, good training is about transformation - finding the 'tipping points' as Malcolm Gladwell explores so vividly in his best selling book
" In the end, Tipping Points are the reaffirmation of the potential for change and the power of intelligent action. Look at the world around you. It may seem like an immovable, implacable place. It is not. With the slightest push - in just the right place - it can be tipped" From THE TIPPING POINT, Malcolm Gladwell, 2000, Abacus
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