There are no shortages of mnemonics in the training industry and we here at Planet Speaking℠ are no exception. The reason mnemonics are so popular is they work. My post on Key Takeaways describes how and why valuable morsels like this are so important to the learning environment. Planet Speaking’s “Three C’s of the Effective Training Instructor”, Credibility, Content, and Classroom, focus on student engagement and serve as the foundation of our train the trainer methodology. In this article I will give an overview of these topics, and our website’s continued articles will typically relate to one or more of these three categories.

The Three C’s of the Effective Training Instructor relate to each other in a way similar to the Buddhist philosophy of non-self or interdependence. Each of the three cannot exist on their own and require the other two in order to be effective. Without credibility, the content and classroom environment suffer. Without the right content, establishing credibility is very difficult and the classroom environment suffers. Without the right classroom environment, instructor credibility and course content are affected. One aspect cannot effectively exist without the other two having been established.

There are so many factors that make up each of our Three C’s, it would be ineffective to list them all in one article. We will define them at a high level here and expand on each of them in subsequent posts.

Credibility

Instructor credibility makes successful completion of the course objectives possible. A colleague of mine, and fellow teacher of an older train the trainer program, always says, “Without instructor credibility, it’s hard to get much accomplished in the classroom”. It’s up to the effective instructor to first establish and then maintain their credibility. Adult learners need to believe the instructor is credible or they will find it difficult to participate.

The way we dress, the words we use, the tone we take, and student perceptions are some of the more direct aspects of instructor credibility. There are many other, sometimes nuanced, factors that also contribute to the credibility equation.

Content

Course content needs to meet the needs of the enterprise, any regulatory organization, and the student. The foundation for creating course content is the learning objective. Learning objectives are so important as they describe not only the expected outcome of the training but also define the training scope. It is the instructors job to make sure the learning objectives have been successfully met.

The enterprise must first identify what training is required and ensure it is aligned with the goals of the business/organization. It’s the responsibility of upper management to put support in place by providing communication and ensuring adequate budget is in place.

Guidelines or rules established by applicable regulatory agencies will need to be reviewed by the instructional designer/s to ensure the training is adequate. Some agencies, such as IEEE, have very detailed and clearly defined guidelines. Other certification bodies, like ISO, can cover topics that are much more broad.

Let’s not forget the student! The course content needs to meet the actual needs of the training recipients. If the objective of the training is for the student to demonstrate the proper way to extinguish a fire utilizing a handheld fire extinguisher….. We’re going to need a fire!

Classroom

Classroom requirements will also be defined after the creation of good learning objectives. As a professional training instructor, I’m quite particular about the capabilities and amenities of the classroom. This isn’t meant to imply that my particulars are always met. Quite the opposite is true in many cases! Many times the instructor has little to no control over the classroom location or setup and must improvise while minimizing any impact on credibility and content.

As with the course content, the learning objectives should be the key in identifying the classroom requirements. Can the objectives be met in a conference room or is some form of training laboratory required?

Other topics that need addressing with regards to the classroom are; class size, seating arrangements, access to electrical power, lighting, and many more. The classroom atmosphere is a combination of many aspects and will need to be managed by the instructor.

Closing

Each aspect of Planet Speaking’s℠ “Three C’s of the Effective Training Instructor” is equally as important as, and dependent upon, the other. It is the intent of this site to dive deep into each of them in a sort of modular “train the trainer” format that can be consumed as required by our readers. Whether your role is as an instructor, instructional designer, public speaker, manager, or human resources professional, we hope to provide valuable content to help you meet your training needs. As is true with our instruction, your feedback is a critical part of this endeavor and is always greatly appreciated.

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Posted by Josh

I've been a Technical Training Instructor for over a decade, teaching a wide variety of classes across the globe. I have a passion for creating and delivering high-quality training content in a way meant to fully engage the learner. "Planet Speaking" is our version of a Train the Trainer model based on our experiences as trainers and instructional designers.

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