"You have done some of the training materials, see if you can put together training for another team."
"There is not a lot of classes in the classroom this summer, so tell yourself and do somebody for one training instead" 19659003] "I think this trainer we have advised whether we can get it to deliver services to the workplace"
While I will not pretend to be direct quotations, these comments on senior management of servers to demonstrate genuine understanding of the difference in training and training and indicate some of the difficulties that may arise in moving from one discipline to another. They also indicate that those who commission or buy training and training are unclear the difference and the risk of using wrong tools for wrong job.
Training is not one-on-one training ("Sitting by Nellie") and training is not a team training. While both are very worried about making people bigger and better in what they do, the teacher's training is based on an approach best applied when the performance gap that lacks knowledge or skills has been defined. A good example would be to provide sales to a sales representative with a poor record of selling because he has poor funding strengths or has never been taken on various accessories of his sales swap packages. Training, on the other hand, is a student-oriented approach that is best used to address performance problems that pertain to attitude or mindset. If our salesman knows his product range and sales methods inside and outside, then more training is not helpful. If he has fatigue, boredom, stress, lack of focus, etc. Training is what he needs.
Classroom teachers have always been asked to perform one-on-one training when necessary and these are still practiced. The problem is to call this job training. I was once invited to attend any training that took place in a contact center. This consisted of a sales assistant who listened to a call from a consultant, pointing out the sales increases that were forgotten and the mistakes made. The consultant listened carefully, but did not learn much and was able to increase his performance by "trying harder". This is not training. At best, it's a reaction, at worst it's destructive criticism.
What if we want our mentors to be coaches too? Coaches know about participating in the student by asking questions, separating the rate of study, adult education and so on. The good news is that as coaches, they will definitely need to draw their skills in these areas.
Unfortunately, a lot of other things that they do as a coach will be acting as a coach. The most obvious of these is to say and guide. In training – especially technical training – these are important skills, and we use them to share information and make sure we have left. In the training, we are more concerned about helping students find their own way, and it is probably best advised to avoid saying and guiding as far as possible. This is because when we say or guess we assume that the study is going to happen, we deny our students the opportunity to think for themselves and we simply end up going to our recipe that is illegal in all respects as we for our student.
Wanting to help people reach their goals is a useful start, but the best hired coach and a possible coach is formal training in training. The options available to do so are varied and varied and beyond the scope of this article. My advice would be to start by excluding exactly what achievement you want from your coach's training; as accurate as you can before looking at what different providers offer.