There are various tips that trainers can use for dealing with difficult trainees, but most importantly is that trainers to be equipped with practical and theoretical knowledge about the subject taught and also about trainees. This essay looks into specific tips and effective approaches to training for engaging and teaching the difficult trainees.
but Griffin (2012) indicates that the applicability of tips such as role playing, icebreakers, etc. needs to be adapted to the profile of the trainees group. Blanchard and Thacker (2013) recommend developing the training consisting in mingling role playing with theory, as the role playing provides the foundation of understanding how to apply the achieved skills in a real business situation.
For approaching the difficult trainees, Blanchard and Thacker (2013) indicate that the training sessions should be attractive, containing visual or video materials, while presenting new information for the trainees, in order to avoid redundancies, presented in an engaging manner. Sisson (2001) also suggest using visual features while presenting computerized materials, not only for engaging the trainees but also for demonstration purpose.
Inviting the trainees in an off-site location (a hotel, or a training facility outside the office) can be engaging for the trainees because it changes their day to day working environment, reducing the monotony, while boosting up their energy that can be optimized within the training sessions (Blanchard & Thacker, 2013).
The trainer’s profile is highly significant for developing and sustaining meaningful training sessions. Blanchard and Thacker (2013) describe the KSA (knowledge, skills, attitudes) mix that a successful trainer must possess. Trainers must possess knowledge in the subject, organization, adult learning or instructional methods, verbal, interpersonal communication, platform and organizational skills and attitudes showing commitment to organization, to helping others and also high self-efficacy (Blanchard & Thacker, 2013).
For the implementation of the training, there are various tips recommended for engaging the trainees, even the more difficult ones: icebreakers, exercises and games, time management and flexibility for breaks and refreshments or allowing the questioning while attentively listening to trainers (Blanchard & Thacker, 2013). Sisson (2001) also notes that question and answer sessions are effective training tips, but this author recommends that the trainer asks questions and the trainees answer them, for involving the trainees in the training while checking if they understood the materials.
A very important aspect in the training process is the evaluation of the training, which is meant to assess whether change has produced as a result of the training in terms of: trainees’ reaction, learning outcomes, job behavior or organizational results, which are outcomes of the training (Blanchard & Thacker, 2013). Because the outcomes are important to understand if difficult trainees changed their attitudes about trainings, it is important to establish the training’s needs prior to starting the training and after to evaluate them (Blanchard & Thacker, 2013). Griffin (2012) also mentions that determining the needs of the training is an essential step for understanding the skill gaps. The author considers that the training is the problem why trainees are disengaged or difficult to train and by correctly assessing the training needs it will be easier to approach them (Griffin, 2012).
For establishing if the effectiveness of the training is valid, the trainees need to be exposed to post training testing, and the results to be compared with the ones registered in the pre-training testing (Blanchard & Thacker, 2013). However, the threats of training tiresome or overload might influence the post test results and also the results can vary from a trainee to another, making an important task in evaluating all trainees for valuing the effectiveness of the training (Blanchard & Thacker, 2013). One tip for checking the validity of the training’s effectiveness is to have the trainees teach, as this strategy fosters the trainees’ gained knowledge, skills and attitudes, while spreading them further (Griffin, 2012).
This essay proposed found valuable approaches and tips to training from Blanchard and Thacker’s (2013) textbook, complemented by similar or new tips with various approaches to training from outside sources. The readings indicated that training is a complex process and although it is based on standard processes, it needs to be customized on the learners’ specificities, learning difficulties or skill gaps.
References
Blanchard, P.N. & Thacker, J. W. (2013). Effective Training: Systems, Strategies, and Practices (5th ed). Upper Saddle River, N.J: Prentice Hall.
Griffin, P.T. (2012) My top 20 Training Tips! Lulu.com.
Sisson, G.R. (2001) Hands-on training: a simple and effective method for on the job training. San Francisco: Berrett-Koehler Publishers, Inc.
