The notion of manager as trainer is a fairly new one but is gaining credibility for sound business reasons. For training to have a direct impact upon performance it needs to be as closely linked to real work as possible. This includes time, place, receptiveness of those being trained and the relevance of what is being taught. The right time for your section and the things you wish to teach may be just before the back shift, before the store opens, when a new consignment arrives, a soon as there is a trough in the workload, or when the rain stops.
If you're doing the training, it can be on your own equipment and in your own environment, and can include both recipients and their supervisors, and you will be a participant in their learning experience. All except the last point can probably be met by having an instructor come into your workplace by prior arrangement, but there will be occasions when your knowledge of the employees, of the subject matter and of the goals you are working towards make you the best person to do the training.
This whole book is about you, the manager, as trainer and developer, but straight instruction is different to other forms of development. Coaching, for example, is based on joint problem-solving and giving guidance rather than just providing the answers. People develop better if they are in charge of their own learning. But there are situations when more formal instruction is the most appropriate method of learning, e/g/ giving information or knowledge about changes in procedures, legislation or methods or work, new product/service details, passing on te4chnical skills, or introducing someone to a new job / task for the first time.
Al though instruction is more formal and directive than, say, coaching, it should not be a totally one way, authoritarian tirade, like a sergeant major taking drill or loading a rifle but numbers. There should be as much opportunity for participating and proactive as possible.
Whether the instruction is on a one-to one basis or to a group (in the form of a talk), or teaching a practical skill, the following checklist for action before, and during instruction may be useful.
Preparation for instruction.
Reflect on the person or people you are going to instruct and determine the right pace and level for their existing knowledge, experience and intellectual ability. Don't fall into the trap of some further-education teachers who confuse lack of knowledge with lack of intelligence and instruct everyone in words of one syllable - the trainee may have a higher IQ than you. On the other hand, don't talk over people's heads to show how well you know the subject - concentrate instead on showing how well you can instruct.
Bone up on the job or the subject matter being taught, especially if it is some time since you have been concerned with it. Prepare the session carefully, don't take your experience and knowledge for granted. Your subordinates will learn better from a logical sequence, not just how things come to you at the time. Be clear on exactly what the recipients need to know or be able to do and to what standard, and how you and they are going to measure it, and know when they've got there.
If you're doing the training, it can be on your own equipment and in your own environment, and can include both recipients and their supervisors, and you will be a participant in their learning experience. All except the last point can probably be met by having an instructor come into your workplace by prior arrangement, but there will be occasions when your knowledge of the employees, of the subject matter and of the goals you are working towards make you the best person to do the training.
This whole book is about you, the manager, as trainer and developer, but straight instruction is different to other forms of development. Coaching, for example, is based on joint problem-solving and giving guidance rather than just providing the answers. People develop better if they are in charge of their own learning. But there are situations when more formal instruction is the most appropriate method of learning, e/g/ giving information or knowledge about changes in procedures, legislation or methods or work, new product/service details, passing on te4chnical skills, or introducing someone to a new job / task for the first time.
Al though instruction is more formal and directive than, say, coaching, it should not be a totally one way, authoritarian tirade, like a sergeant major taking drill or loading a rifle but numbers. There should be as much opportunity for participating and proactive as possible.
Whether the instruction is on a one-to one basis or to a group (in the form of a talk), or teaching a practical skill, the following checklist for action before, and during instruction may be useful.
Preparation for instruction.
Reflect on the person or people you are going to instruct and determine the right pace and level for their existing knowledge, experience and intellectual ability. Don't fall into the trap of some further-education teachers who confuse lack of knowledge with lack of intelligence and instruct everyone in words of one syllable - the trainee may have a higher IQ than you. On the other hand, don't talk over people's heads to show how well you know the subject - concentrate instead on showing how well you can instruct.
Bone up on the job or the subject matter being taught, especially if it is some time since you have been concerned with it. Prepare the session carefully, don't take your experience and knowledge for granted. Your subordinates will learn better from a logical sequence, not just how things come to you at the time. Be clear on exactly what the recipients need to know or be able to do and to what standard, and how you and they are going to measure it, and know when they've got there.
