| I've sometimes gone into an organisation to run a | | | | be a good idea to have someone there, e.g. from HR, |
| training course, only to find that the outlook of the | | | | to answer any questions or note any comments to be |
| people I'm working with isn't quite the same as the | | | | passed on. |
| outlook of the person who asked me to run the | | | | On the day of the course, be aware of people's |
| course in the first place. | | | | moods. Watch as they come in, see how they interact |
| In the worst cases, there's a definite " them and us " | | | | with each other, listen to their conversations, watch |
| feeling. For example, someone asks me in to run a | | | | their expressions. Try to pick up whether there's a |
| course on, say, Time Management, because, " our | | | | good atmosphere or not. |
| managers don't use their time effectively, they could | | | | If you sense that there are things that need to be |
| be more productive ". | | | | brought out, allow some time for this. Explain that |
| When I get there, the managers' view is, " we don't | | | | you're keen to make sure the training is relevant and |
| need training in Time Management, the problem is the | | | | useful and you're aware that there might be other |
| useless systems we have to use, the outdated | | | | things which have a bearing on their work, so you're |
| software, the procedures, the pointless admin..." | | | | prepared to discuss this. But keep it controlled and limit |
| Of course, it could be that both parties have a point. | | | | the time. |
| As a trainer, you can walk straight into the middle of all | | | | Then say you'll pass on any points or comments to |
| this and be faced with a group of people who are | | | | the relevant person ( if that's what they want you to |
| reluctant to be there and resistant to what you want | | | | do ) and then get back to your timetable. |
| to do. They may also want to have a good moan | | | | Then you need to make a real effort to get a positive |
| about the organisation they work for. | | | | attitude among the group. Tell them that you've found |
| What's your best course of action in this situation? | | | | the discussion helpful because you can see how to |
| There are two main dangers. | | | | make the training even more relevant to them and |
| If you try to just get on with the training and avoid any | | | | stress how it can help them and what benefits they'll |
| discussion about the organisation itself, you risk being | | | | get from it. |
| seen as irrelevant or out - of - touch. You'll also fail to | | | | If you manage this well, it will increase your credibility |
| build much rapport with the group because they'll think | | | | with the group, it will make your training more relevant |
| you don't understand their situation. | | | | and it will give you a far better chance of getting the |
| If you try to let them raise issues they're concerned | | | | group on your side. And, let's face it, unless that |
| about, you risk losing focus as the whole thing | | | | happens, you don't have much chance of achieving |
| degenerates into a moaning session. | | | | anything anyway. |
| Here are a few approaches you can take. | | | | So, to get back to the question at the start, " Whose |
| Firstly, find out as much as you can about the | | | | side are you on?" |
| organisation and the people you're working with. Talk | | | | Of course, it's not as clear cut as that, but in the end, |
| to people, get their views, use questionnaires and read | | | | my view is that, as a trainer, my priority is the people in |
| between the lines if you have to in order to get a clear | | | | front of me. |
| idea of what the key issues are. | | | | My job is to help them get something useful from the |
| Ask questions - why is the training thought to be | | | | training, to help them develop and learn and to get past |
| necessary, who initiated it, how much does that person | | | | any potential barriers to that happening. My job is not |
| know about the situation " on the ground "? | | | | to promote some company line or just to get across |
| Then, if you think that there might be issues which | | | | messages which other people in the organisation don't |
| would affect the training, discuss this with whoever | | | | want to deliver themselves. |
| has asked you to do it. Suggest that you might find | | | | Fortunately, it rarely comes down to such a stark |
| some space for these issues to be raised and it might | | | | choice and I can keep everyone happy! |