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 Exemplary Trainers

What are the discrete characteristics

and competencies that distinguish
exemplary instructors?
 Exemp   e

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º y mind-set won¶t help them

º Everybody is human, unique with
potential
º
t¶s OK to teach
º o one best way
º eople never argue with their own data
º acilitators can¶t win arguments
º ilence is OK
º on¶t push the river
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Examples of Socratic questions include:

Questions of clarification
What do you mean by _______?
Let me see if
understand you; do you mean _______ or _______?
Could you give me an example?
Could you explain that further?

Questions that probe assumptions

You seem to be assuming _______. o
understand you correctly?
All of your reasoning depends on the idea that _______.

Questions that probe reasons and evidence

Why do you think that is true?
What are your reasons for saying that?
What led you to that belief?
 i 
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º Literally means: µmaking things easy¶
º A person who helps a group or team
to:
 Achieve results in interactive events

 By using a range of skills and methods

 To bring the best out in people as they

work together

 ocus on the process of 

 [epe
  



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language &
communication
listening using
feedback

questioning conflict handling

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e:ee
º cope with º be understandable
uncertainty º mobilise energy
º use power of
credibility to help º surface difficult
address issues issues and help
º be calm in times of others to do so
emotion º take themselves less
º support and counsel seriously
others º empathise
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e:[mp  Ôepe
º belonging to no
political coalition
within an
organisation

º being seen as
having no stake in
the outcomes
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OT

OT
º participant in the team
º team leader
º team organiser/administrator,
º negotiator on the team¶s behalf,
º servant who simply does the
bidding of the team
º expert trainer
 åup
p
e

e
:ee
º model appropriate behaviour
º ensure involvement
º enable understanding
º keep a task-related focus
º push for action outcomes
º manage time
º ensure that a record is
created
 emm dme
f
Effe
e
e
x. top talking 6. Have patience
2. ut your people at 7. Hold your temper
ease
3. how you want to 8. on¶t argue or
listen criticise
4. Remove distractions 9. Ask questions
5. Empathise x .    ![ å
 mue


se O  E  to probe:
* AWho, why, what, when, how?´

se CLOE (yes/no

answers)
to redirect/ summarise:
* AAre you saying that«?´
 mue

se YO questions
* How do you see this?
* What are your priorities?
* How important is ...... to you?
* Tell me more about ......?
* What if.......Why........How......?
 
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Ôelp participants to think through
these questions:

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º identify points of agreement
º reformulate contributions to highlight
common ideas
º encourage people to build on others¶
ideas
º test for false consensus
º test consensus for
relevance/motivation
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x. How much interaction does the
facilitator have with participants?
2. How much does the facilitator
contribute to the content/outcome of the
session?
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º ariable language skills

º Recognition of cultural differences
without reinforcing stereotypes
º ifferent cultural norms about
politeness and communication style ie
interruption & argumentativeness
º Awareness of perceived status
differences between cultures
º Loyalty towards one¶s own cultural
group
 def

def

uu 
du

º We appreciate & enjoy cultural diversity
º We accept that our own perceptions are
coloured by our own upbringing/culture
º We empathise with other¶s view
º We are open-minded and we don¶t
stereotype other nationals
º We openly discuss how our different
cultural backgrounds may be influencing
an issue
 def

def

uu 
du

º We recognise and accept that physical
contact differs across cultures
º We recognise that language is a barrier and
make allowances without being patronising
º We always double-check understanding
º We plan our communication to eliminate the
negative and accentuate the positive
º We communicate in a clear, direct, honest
and open way
 Ôepfuude
 ue

º y mind-set won¶t help them

º Everybody is human, unique with
potential
º
t¶s OK to teach
º o one best way
º eople never argue with their own data
º acilitators can¶t win arguments
º ilence is OK
º on¶t push the river
  
e


f
Exemp   e

º niversity of
llinois tudy

º 53 trainers interviewed
º 27 classified as exemplary
 e
u

º o difference between average and

exemplary trainers - using m
m

competencies
º Big differences - personal
characteristics
 Exemp   e

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Co-operation

Results