A trainer and trainee clash over training pace. How can you find common ground and move forward effectively?

In individual training sessions or in small groups of up to about 4 people, spending time talking with them and listening to their background is helpful. Larger groups I’ve had people fill out questionnaires or even ask for some general back ground information on the group. Sharing your experiences is a great way to bond and find common ground. I use the listening phase to try to understand how they learn, remember topics, and search for more possible examples by asking questions. Obviously, if someone has experience their knowledge base may be better, but I make a point to not assume too much. Not all companies have the same processes, use the same systems, or have the same opportunities to learn, so there is always a learning curve.

Initial Assessment Meetings: One-on-One Interviews: Conduct in-depth interviews with the trainee to understand their background, learning style, and pace preferences. Written Surveys: Distribute paper-based surveys to gather information about the trainee’s needs and expectations.

Clear Communication: Kickoff Meeting: Hold a formal meeting at the beginning of the training to discuss and agree upon goals, timelines, and expected outcomes. Written Agreement: Create a training contract that outlines the expectations and responsibilities of both parties, ensuring everything is clear from the start.

It's important to create flexibility. Some ways to do that includes giving some people breaks who got it or allow them to work on tasks independently while giving more 1:1 time to that student who may need some more tailored learning.

Flexible Scheduling: Adjustable Timelines: Allow for flexible deadlines and make room for additional sessions if the trainee needs more time on certain topics. Varied Training Methods: Incorporate different teaching methods (e.g., lectures, hands-on activities, and self-study) to accommodate different learning speeds and styles.

To find common ground, start by listening to each other's concerns. The trainer should explain the importance of the current pace and how it benefits learning. The trainee should share why they feel the pace is too fast or slow. Together, they can adjust the training plan to better match the trainee's learning style while still meeting the necessary goals.

Consider disabilities. Nearly 1 in 5 children in the UK and USA have been diagnosed with additional education support needs. It's possible that adults in the training room have some unmet needs. For example, are your materials dyslexia-friendly? Are you using clear verbal and written communication? Are you catering for neurodiversity needs, eg being predictable, avoiding verbal overload? I use dyslexia-friendly slides and those without dyslexia don't even notice. I use clear communication and those who are neurotypical don't even notice. There's a lot you can do to be inclusive and meet needs that doesn't draw attention to the people who have them.

Encontrar un punto de alineamiento entre un entrenador y un aprendiz sobre el ritmo de la capacitación es crucial. Considerar: 1. Establecer metas claras: El ritmo debe estar dado por la meta, en términos de vencimiento, es decir, para cuándo se debería tener un nivel de desarrollo satisfactorio de una competencia determinada. 2. Evaluar la capacidad del aprendiz: La otra variable determinante es la capacidad del aprendiz, en términos de desarrollo de habilidades. 3. Seleccionar métodos adecuados: En base a estas dos variables, es crítico seleccionar las metodologías más compatibles para alcanzar los resultados según la capacidad individual del aprendiz. Encontrar un equilibrio entre estos factores permitirá avanzar de manera efectiva.