Before the training course, a preliminary phase of preparation of resources is a guarantee of success of the success of the lessons themselves. This phase must concern, on the one hand, the trainer himself, who will take care of setting up the speeches of the various lessons first, dividing the course at different times, to evaluate a theme in various aspects and through various and varied teaching approaches and finally to prepare all the material necessary.
On the other hand, the resources can also be prepared for the lessons themselves. In fact, in the phases immediately preceding the carrying out of the lessons, it may happen that the moods of students are anxieties, doubts and tensions of different nature. A moment prior to the course itself can be just intended to cheer up the minds. During this phase the students will be informed about what will be taught to them: they will be shown the program of the course. Secondly, the resources will be put aside for the benefits they will derive from attending classes. Finally, the students themselves can express their doubts and their perplexities.
The interactive logics of interchange between trainers and students are always winning. Communication is a path that must always be kept free and two-way. Trainers can therefore instill the desire to learn in resources by involving them directly.
Knowing your audience for the trainer is useful for modeling the lesson on the features of the audience of listeners , like a tailor who sews a dress on the body of his client. In this sense, in a preliminary phase to the course it is useful to ask questions to the resources, to make the course adherent to the needs of the company for which you work.
It is therefore a cognitive phase, where the trainer will learn the previous knowledge of the resources, what are the gaps that they possess and what is the type of language to be adopted to impart the information to the best. The interaction between students and trainer must obviously not be limited to the initial phases of the course itself, but last for the rest of the course.
We talked previously about interactive teaching methods, such as setting up a phase of questions and answers from resources or preparing role-playing games and more. These methods not only lighten the lesson, but prepare resources for learning, intriguing and encouraging them to learn more. Finally, at the end of the course it can be useful for the trainer to receive feedback on the performance performed.
Resources can then be asked to complete a questionnaire or respond to a survey where they can express opinions about the course just ended. This can be useful to understand any critical issues present or not, with a view to continuous improvement of the course.