Last time, I blogged about what the balance should be between the What (the knowledge and content) and the How (the skills) in training, particularly in respect of the one-to-one training I’m putting together for Learning Developers. I looked at what the What might be – the expert knowledge that we possess that we pass onto our students, as well as allowing it to inform our work. This time, I’d like to flesh out the How a little more.
What are the skills needed by a learning developer to do their job well? In another recent post, I looked at the various hats we might wear in the performance of our role.
Teach: at this end of the spectrum, we are imparting knowledge to students which they don’t already have themselves. The skills we need here are how to do this effectively – good teaching is not just telling. We need to master a number of models of teaching, from offering multimodal and active ways of exploring a topic, to scaffolding students into a greater understanding and ability to apply new knowledge, to facilitating their own construction of understanding through problem-based learning.
Mentor: The skills to mentor someone are the ability to disclose your own experience in a productive way that doesn’t dismiss, diminish or detract from the centrality of the student and the issues they want to address. Modelling approaches, decision-making processes and techniques is one key strategy, together with non-directive advising, and the ability to draw out with the student the general principles which they feel they can apply in their own circumstances.
Coach: Coaching in the sense of using questions and other strategies to set goals, reflect, reframe and summarise is a key tool for learning developers, possibly as much as or more than teaching. It enables us to operate meaningfully in disciplines we aren’t familiar with, teach things we don’t know (and indeed, subject expertise is the opposite of what we offer!), and honour the knowledge and experience which students do have, helping them articulate and make sense of it.
Counsellor: We aren’t counsellors, of course, but we are ‘skilled helpers’, and one of the skillsets we need to develop is active listening, and knowing when to shut up! Using active listening, we can ensure that the student feels heard, validate their experience of studying at university, become a sounding board, allow them space to explore an issue, rehearse solutions and perhaps talk themselves into a course of action or insight. Sometimes the best and most helpful tutorials are the ones in which you, the tutor, doesn’t say a word….
There are more roles, I’m sure, that could usefully be included in one-to-one training but these are the core skills I’m aiming to focus on in the day event- are there any others I should add in?