Positive energy from effective trainers has a ripple effect across the organization — impacting not only trainees and other employees, but also customers (who benefit greatly from well-trained staff).
Does your organization do training? Chances are the answer is yes. If so, how do you pick your trainers? In many organizations, trainers aren’t chosen through any sort of mindful selection process; they just become trainers by default. E.g., “Carole, we have a new server starting today. I’m going to have her follow you and I want you to teach her what she needs to know.” Or “Bob is our best telephone support person. Let’s have him teach a class for the holiday staff.” When we select trainers in such a haphazard way, we decrease the likelihood that they will be successful.
Of course, in some organizations, “Trainer” is a full-time position, which should mean that there is a clear job description and that candidates go through an interview process to get the job. But in many organizations — including Zingerman’s — there are no full-time trainers. Rather, training is done by a variety of people throughout the organization for whom training is only one element of their job responsibilities. It is this second group, the “part-time trainers,” that I am talking about here. Putting some thought into choosing these trainers can save you time and money down the road, when trainers feel better about (and are more effective in) their jobs and trainees learn more quickly.
Here are some things to keep in mind that seem really simple and obvious, but most organizations still don’t bother to do them.
• Find out who is interested. It sounds simplistic, but it is true: People tend to enjoy things they do well — and vice versa. So, while the fact that someone likes to teach doesn’t guarantee that he/she will be a great trainer, it’s a good place to start.
• Look for someone who “walks the talk” and models the behavior being taught. Giving someone the title of “trainer” designates that person as an authority, someone whose behavior on the job can reinforce, or totally undermine, what is taught during the training. So, make sure that your customer service trainer gives great service not only to customers but also to co-workers. That the chef who teaches knife safety follows those same rules while working the line. And that the person who trains new cashiers has a good track record of drawers that balance at the end of the night.
• Recognize that people who do a task very well become “unconsciously competent” in performing that task, which makes it hard for them to clearly articulate how and why they do things a particular way. Effective trainers are people who are (or can get themselves back to the state of being) “consciously competent” about the subject they are teaching: they are very aware of what they are actually doing and they can explain it, step by step (both what they are doing, and why).
• Ask prospective trainers to “audition,” with you (or their manager) as the “trainee.” This gives them a chance to demonstrate both their knowledge of the subject being taught as well as their ability to communicate effectively. Alternatively, you can observe the prospective trainer as he/she trains someone else. Be wary of anyone who is offended that you’re asking them to do this. In my experience, that’s a red flag and may mean that this person is more concerned about how well he/she comes across than about how well the students learn.
• When choosing someone to lead classroom-based training, look for people who are comfortable speaking in front of a group. There are many people who can speak passionately and fluently with individual customers or co-workers, but are terrified to face a group. Asking a prospective trainer to give a short presentation on a topic of his/her choice at a staff meeting is a good way to test this out.
Once you’ve identified prospective trainers, let your trainers know what is expected of them and what resources are available to help them meet those expectations. Zingerman’s staff can become certified to teach a specific class or to lead on-shift training for a specific department. The general requirements for certification include:
• Attending a “Train-the-Trainer” class, which provides either the basics of effective on-shift training or tips for teaching the specific class (such as our internal customer service class) that the trainer is becoming certified to teach
• Demonstrating mastery of specific class content or specific on-shift skills
• Teaching at least one pilot session of the class or shift, with an observer/coach
• Passing a written test on Zingerman’s approach to training
To remain certified, Zingerman’s trainers must teach their class or departmental shift training at least once per quarter, get an annual peer review (from another certified trainer), give an annual peer review (of another certified trainer) and attend an annual review meeting of all the trainers on that topic/skill area. It is at those annual meetings that revisions to training content and materials are agreed upon.
Trainers play an important role in our organizations. They are often the primary contacts for new hires and, as such, have a disproportionate influence on those employees’ success — and impressions of our workplace. Positive energy from effective trainers has a ripple effect across the organization — impacting not only trainees and other employees, but also customers (who benefit greatly from well-trained staff). Taking the time to choose trainers thoughtfully, rather than by default, is a good bottom-line investment of a manager’s/owner’s time.
