OVERVIEW

This overview of my training philosophy includes my views on the purpose of training, preparations I have undertaken to develop my skills, expectations I have set for myself and others, my training don’ts, and my goals for continued professional development.

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POTENTIAL

As a trainer, I believe in linking knowledge with possibility. I believe that we all have the ability to reach a greater potential than we sometimes realize for ourselves. I know this because I have experienced it myself when others provided training and education that unlocked new doors and new worlds for me. It is my hope that as a trainer and educator, I can do the same for others.  

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EMPOWERMENT

I believe that the purpose of training is to empower others to create or handle meaningful change. Training provides the opportunity to initiate these changes through the power of shared knowledge. It is important to me that the people I train find the information I offer to be useful professionally and personally. Training should equip people with the information, skills, and support needed to address the challenges they face.

 

PREPARATION

I have prepared to be a professional trainer through study, participation, and practice. Academically, I have been studying leadership, training, strategic communication, presentational speaking, health communication, and research skills as I work toward a master’s degree in strategic communication. During my coursework, I teamed up with classmates to team-teach a master’s class and to develop a strategic communication training session for university professionals and graduate assistants.

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I have also made it a priority to participate actively in my professional development at work to ensure that I am well-trained and understand current topics and training methods. Through my employer, I have completed more than 30 voluntary training courses and earned certificates in cross-cultural competency as well as leadership and management. 

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I have also prepared through continued practice and experience. I presented at the Association of College Unions International annual conference and facilitated student leader training sessions on branding and accountability, and I serve on a new employee orientation committee, which is responsible for quarterly presentations to new staff members. I also provide one-on-one graphic design, professional communication, and social media training to the student employees I supervise.  

 

EXPECTATIONS OF SELF

As a trainer, I see myself as responsible for creating an environment in which learning can take place. This begins with my planning an organized and cohesive learning experience that will make the training session useful and memorable for participants. The content must be well-researched, and the sessions must be engaging and well-paced. 

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For this reason, I use a variety of tools, such as visual aids, videos, interactive quizzes, team activities, writing exercises, brief readings, and discussion. This variation helps reach varied learning styles as well as maintain participant interest. The combination of team and individual assignments encourages participants to make connections with one another as well as to listen to their own voices. I pay particular attention to discussion questions, as they allow participants to learn out loud, making meaning of the training material in a way that is salient to them and revelatory to their peers.  

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In addition, I must approach training with an openness to trainees’ emerging needs and a responsiveness to their feedback. Whenever possible, I prefer to conduct a preliminary needs assessment in order to ensure that my training sessions respond to participants’ specific concerns. It is important to me that I solicit meaningful feedback from those who have completed training, so that I can consistently improve upon my methods. Along with group discussion, this feedback helps me to assess whether the training achieved the intended learning objectives.

 

EXPECTATIONS FOR LEARNERS

I expect those I train to arrive with an openness to the learning experience, looking for useful takeaways as well as opportunities to connect with other learners. I ask for participation and curiosity, with active engagement in activities and discussion.

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I ask participants to be fully present, without the distraction of mobile devices. Note-taking and active listening are encouraged. I expect participants to be respectful of others, willing to question ideas but not attack individuals. Most of all, I expect participants to challenge themselves and support one another in the learning process. 

 

TRAINING DON'TS

As a facilitator, I do not arrive unprepared or unqualified to lead a training session, and I do not train without opportunities for participant feedback. I do not force participants to learn, but rather provide well-designed opportunities for those who desire to learn. I do not disparage or shame learners, nor will I tolerate such behavior from participants. 

 

OVERVIEW

As a trainer, it is important that I continued to develop my own skills, so that the experience of learning new information stays fresh in my mind, and so I can expand the range of skills and concepts I am qualified to teach. To that end, I will complete my master’s degree in leadership and strategic communication in 2018. Afterward, I will look toward earning professional certifications in such areas as Adobe training and project management. I will also continue to present at professional conferences and read materials that will help me continue to pursue expert-level knowledge of current theories and best practices.  

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THANK YOU

Thank you for reading my training philosophy. What I hope you will remember about me is that I enjoy training because I believe in the transformative power of applying information to practice. I hope to share with you through training what I have had the privilege to enjoy: learning experiences that excite passions, engage the mind, and develop skills, so we can contribute to the greater community of learners together.

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