Counselling skills of teaching and training staff

Teachers/trainers in their role of learning consultants should not:

• give detailed instructions regarding the tasks of trainees and intervene at once at the smallest slip
• withhold information on significance of the programme or the task on hand
• openly mistrust the abilities of the trainees
• show lack of respect to the trainees
• show lack of interest regarding the learning subjects

The model training consultant

• stays in the background, but is available for questions
• motivates trainees and helps them overcome obstacles
• keeps appointments with the trainees
• holds review meetings at intervention points
• reflects own behaviour as learning consultant

Checklist for trainers:

• Am I aware of the personal learning objectives of the students?
• Do I know, what motivates them?
• How much do I know about external factors influencing the performance of the trainees (time constraints, social relations, leisure activities)?
• Do I provide opportunities for individual, flexible learning?
• Do I encourage realistic objectives and action plans?
• Do I provide a variety of learning sources and media to cater for different learning styles?
• Do I encourage trainees to share their knowledge and co-operate?
• Do I help learners with reflecting and evaluating their progress?
• Do I think over also my own behaviour when problems arise?
• Do I know, when I have to contact external professionals?

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