| It's the first day of a new class. You're young and | | | | a certain field, it automatically suggests to the listener |
| you're inexperienced. Discussing your training | | | | that you will probably be more than competent in |
| credentials with the class can be a cringing moment. | | | | that area (-which is probably why many job adverts |
| They feel it sounds a bit arrogant ('I have done this | | | | specify '2 years' experience'). |
| and this, and here are my achievements'). But at the | | | | Over 5 years' experience in the field suggests you |
| beginning of the day it is vital to set a good learning | | | | are an 'expert'. If you can back that up with phrases |
| environment, for 2 reasons: | | | | like: 'that should suggest that I have the necessary |
| Firstly, it will establish you as the expert, and why it | | | | knowledge' or 'which means I am well placed to be |
| would be a good thing for your students to follow | | | | able to help you', the training participants will feel |
| your instructions. | | | | reassured and confident. |
| Secondly, from the students perspective, they would | | | | So what happens if you apparently do not have the |
| appreciate somebody up there who is totally qualified | | | | relevant experience? |
| to deliver this training. | | | | On one level maybe you should ask yourself if you |
| (This also helps to answer the third of the 3 | | | | are in the best position to lead the training at all! |
| unspoken questions that most students have at the | | | | However, more likely, you will be able to point to |
| beginning of any training session:i. Why am I here?ii. | | | | parallel experiences that may be relevant: |
| What am I going to get out of this?iii. Why should I | | | | 'I have only been in this job for a few weeks, but I |
| listen to you? | | | | have 12 years' experience doing something very |
| If I needed a life-saving operation and my doctor | | | | similar'. |
| started off by telling me all the people he has | | | | 'I may not have delivered training in this area before, |
| successfully saved, I would be greatly reassured. I | | | | but I have many years' behind me delivering training |
| would not see that as blowing his own trumpet. | | | | in other fields.' |
| Indeed, as I am putting my existence in his hands, I | | | | The point is, the trainer's introduction is not there for |
| most certainly welcome his confidence! | | | | the greater glory of the trainer, it is there to |
| Nevertheless there is a subtle difference between a | | | | reassure the participants that they are in safe hands. |
| 'matter of fact' statement about what one has | | | | It is never about you - it is always about them. |
| achieved professionally and overblown personal | | | | Possible the most effective method is to reassure |
| bragging. | | | | them at the outset that you are the best man |
| Usually if you can point to over 2 years experience in | | | | woman for the job. |