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A Passion for Learning
Learning naturally precedes teaching. Obviously, without the acquisition of knowledge there is nothing
to present to another person. As one person conveys knowledge or skills to another, therein is born,
at least in a rudimentary sense, a teacher/student relationship. A good teacher, however, does not stop
there. A good teacher or trainer will always be increasing his or her own knowledge in two areas: first,
in the subject matter of the skills he or she trains; secondly, in how to train.
The world we live in and our understanding of it is constantly
changing. Only the simplest of tasks to be learned may not change.
All other tasks do change over time. Many fields of knowledge
change dramatically, some over a very short period of time.
The trainer who does not
continue
to learn about his or her subject either wrongfully believes
they have nothing more to learn or are no longer interested
in the subject. This makes them
less than a good trainer. The attitudes we carry are on display
for others to see and color everything we do. In the case of
the trainer who has ceased
to learn, his or her pride or apathy diminishes the learning
experience for the student and is therefore a detriment.
A good trainer, therefore, is continually striving to increase
his or her expertise in their chosen field by studying the experts that had
come before them, by comparing notes with their peers, and by investigating
new developments. They will do this for one of two reasons. One reason is
a sense of responsibility to the student. The student expects the trainer
to be an expert and the trainer works to fulfill that expectation. This is
good. The second reason someone seeks to become an expert is sheer exuberance
about the subject. This is better. The excitement a trainer has for his or
her subject is easily sensed by students and heightens their desire to learn.
The more voracious the appetite of the trainer for knowledge, the more they
have to offer.
The second area a good trainer should continually be increasing
is his or her knowledge of how to deliver the material, i.e.
how to train. This area is large for an inexperienced trainer
and diminishes with experience
but never disappears entirely. There are poor communication habits
that need to be broken, different ways to say the same thing,
students with unique
challenges, various techniques, and new tools to be mastered.
There are also new theories from time to time about learning
that need to be investigated
and tested. If they prove to be erroneous, they need to be noted
and discarded. If they are valid, then the trainer should learn
to exploit them to the students’ benefit.
The epitome of a passion for learning can be stated in this maxim: Die learning.
A Passion for Students
“Look what I just learned!”
As students push through the learning process, they naturally experience
excitement when they nail down a new task. Often times they are quick
to share their newly found knowledge with fellow students. Trainers should
have the same enthusiasm. A trainer is a fellow student that happens to
be further along the road of knowledge than the other students. Typically,
the trainer is way down the road from the students but the attitudes should
be the same, excitement and a desire to share the knowledge.
One of the most pleasant experiences for a trainer or teacher is the
look on a student’s face when ‘they get it.’ That’s
the payoff. That is why we do what we do. As a college teacher,
when I graded exams I found myself mentally celebrating with my students
when
I was returning high scores and various levels of concern when
returning lower scores.
Another expression I enjoy from my students is, “Oh! That’s
going to make my job a whole lot easier.” Yup, I can sure appreciate
that sentiment. A trainer with a passion for students will appreciate
it as well.
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Although I get paid to train, the money is not my primary motive.
I have to do something that pays so I may as well do something
I enjoy. A few years ago, however, I left a training department position
to take a position
as a database administrator. (The new training manager did not
like military veterans so I got out while the getting was good.) After
only a few months
away from training, I sought out an opportunity to provide training
pro bono. I wasn’t even sure myself what it was that I was lacking until I got
the “thank you for coming” from the students. That’s when
it hit me.
A Passion for Training
Training is a relationship between the trainer and the student.
Because it is relational, a passion for training is really
an extension of a passion for students. It is the marriage
between an appreciation for learning or knowledge and the desire
to benefit others with it. This should be accompanied by at
a least willingness, better a longing, to have an audience.
I once met a young lady who was sure she wanted to be a trainer
but insisted she could never stand in front of people and talk.
She was sure she would clam up not knowing what to say.
Not being one to mince words, I immediately told her she needed
to get over it.
I have heard it said that the only fear more common than fear of death is fear of public speaking.
“OK, this is the deal. Either you give that speech or we kill you.”
“I don’t care what you do to me! Just don’t make
me go out there and talk!”
The young lady I mentioned a moment ago had two hurdles to clear.
First, she did not possess any level of expertise in any particular
subject. She was young and had a limited education. That is
why she was so sure
she would clam up. She did not have anything to say. Since she
did not have any knowledge to impart she had never trained
anyone. The first fix
was easy. I told her to take something in which she was interested
and dig into it.
“What do you like to do?”
“I don’t know. I like to talk to my friends on the phone.”
She dug into current technological trends in cell phones. She
now had something to impart. Next, she had to stand up and talk. She was
obviously nervous when she started. Because she had done her homework,
after a couple minutes she had forgotten about her apprehension, which
is typical, and enjoyed sharing her new knowledge. She now had experience.
After that, she was hooked.
Standing in front of a room full of people can be intimidating
so apprehension about speaking publicly is understandable. If a person
wants to do anything beyond tutoring, however, this apprehension needs
to be overcome. It can be. Beware. Once it is overcome, a person may well
find themselves searching out audiences whenever they can. When a speaker
has something he or she wants to say, having an audience is pure pleasure,
at least for the speaker.
A passion for training also goes beyond having something to say
and a willingness to say it. It includes a desire to benefit
others. There are some teachers that have expertise, are comfortable
in front of an
audience, but could not care less about the students. These teachers
not only discourage student’s
from learning that particular subject, they may dispatch any
desire to learn anything in a formal setting. I have seen it
happen many times.
It truly saddens me.
If you don’t want to be there then get out now before you do
any more damage.
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