Machinery Lubrication magazine published by Noria Corporation
Issue link: https://www.e-digitaleditions.com/i/490438
www.machinerylubrication.com | March - April 2015 | 7 ML accomplish this, I employ a few techniques, such as the following: • Lead the audience into questions before supplying them with too many facts. This fosters the idea that they are the ones driving the topic of discussion when in reality it is exactly the path you wanted to take them down in the first place. • Develop a rapport with students before the session even starts. Your goal is to optimize your approachability and encourage the asking of questions. • Show interest and give undivided attention when students want to share their thoughts, opinions and experiences. You will better learn what their particular motivation is and can then cater to it. • Ask point-blank questions. At the beginning of a course, I like to come out and directly ask, "Why are you here?" or "What are your expectations?" Orientation Maintenance professionals generally are problem-solvers rather than content-oriented individuals. They want to know how the material relates to what they want to achieve. There are several ways you can facilitate this during training. The method I prefer is a very direct approach. I will simply ask the participants a question or series of questions that drives them to make their own conclusion about how best to apply the material they just learned to one of their own problems. I've found that the retention of data is directly proportional to how relevant the topic is to solving their problems. The one issue that arises here is that sometimes the audience doesn't know enough about the subject to even understand their problems, so this must be addressed first. Foundation Most of my students have a wealth of knowledge. Some have been mechanics or millwrights longer than I have been alive. One thing I had to learn was how to use this foundation of knowledge to the benefit of the group. If you can make the environ- ment conducive to knowledge sharing, these plant veterans will help you teach the course. They love to share their experiences, so learning to be a moderator for the discussions that arise is essential. These reflective learning opportunities make sitting in a classroom much more tolerable for a maintenance professional. The amount of knowledge that can be transferred is quite substantial as long as you are doing your job to moderate and steer it. One downside to this is that along with the great experiences can also come incorrect information or practices. You must be able to quickly identify, assess and redirect the conversation if necessary. You do not want to disrespect or chastise the participant for sharing, but you also don't want to lose control of the material or the end goal of the training. goals Understanding your students' goals is also important. Are they trying to learn information to take back to their plant and make a difference, or are they attempting to pass a certification exam? Each of these scenarios requires different teaching methods. If they are looking to pass a certification exam, you should focus more on vocabulary and theory. If they want to have an immediate impact on maintenance and plant operations, concentrate more on hands-on types of activities. One of the easiest ways to discover your students' goals is to simply ask. I also like to do this covertly. If I can find out their goals without directly asking them and can speak to those goals, it makes them feel that I am speaking their language, and a better connection is made. Practicality Consider the typical maintenance professional. These individuals work well with their hands, are mechanically inclined, think No matter what you are conveying, you must foster an internal motivation to learn.