Clean-Up / Integrate "Rummage Box" from Introduction Chapter

[alxlo]

There is still a lot of stuff left over from the NextCloud document by @alfredods and Ralf. Quite some things of this can end up in prerequisites or in LG1.

• It's not clear (from the text) whether this applies to T3 trainers or T3P (aka CPSA trainers).
• Formulating those desired qualities/capabilities as questions doesn't help either. They should be statements or express capabilities.

[mahduse]

Here are the reformulations of the questions to statements / competencies.

1. Subject matter competence The trainer is an expert and has knowledge of the subject matter. The trainer can refer to practical experience. The trainer practices continuously in his field of expertise. The trainer keeps himself informed about new trend and developments in the area of expertise. The trainer keeps his knowledge up to date.

   • This is the solid basis of any training.
   • Without expert knowledge, the trainer cannot demonstrate confidence.
   • The trainer should in broad have more expert knowledge than the participants. This is at least easier.
   • The trainer is sure which expertise is in high demand at the moment. The trainer can anticipate with a high probability what questions might be asked during the training.

2. Methodical competence The trainer has a clear concept regarding the design and structuring of the course. The trainer is able to convey the content in an understandable way. The trainer knows the specifics of adult learning. The trainer is able to ensure the achievement of the learning objectives even for different learning types and qualification levels. The trainer designs a stimulating, varied and sustainable training. The trainer knows how to prepare learning content in a way that is suitable for the brain. The trainer uses different media appropriately. The trainer knows and uses different teaching methods and techniques. Trainers can constantly motivate course participants and keep their attention focused. The trainer knows how to communicate in an interesting, varied way. The trainer knows how to use body language and, if necessary, how to interpret the students' body language.

3. Social competence The trainer is able to create a pleasant learning atmosphere. The trainer can optimally integrate the course participants into the teamwork. The trainer knows how group processes and group dynamics in general work. The trainer is able to recognize and resolve conflicts. The trainer knows how to deal with troublemakers. The trainer practices a professional feedback culture. The trainer is able to build good relationship with the participants.

4. Personality competence The trainer can motivate himself even in difficult situations. The trainer starts the training with a motivational kickoff for all participants. The trainer exudes confidence, professionalism and competence. The trainer also knows how to avoid and mitigate stress. The trainer uses his personal resources in the training in an optimal and balanced way?

[mahduse]

Bitte um Feedback

[alxlo]

Changes have been integrated into the document and committed with f518068daae640ebddcb2f07ec354081c4f781f0.

However, it's still not clear whether this should apply to T3 participants aka FL trainers or to T3 trainers only (Personally I think both.).

Also this content needs to find its place in the document, it's still in the rummage box for. Therefore reopen (sorry).

[mahduse]

Would that reformulations suite us better?

An effective trainer is a subject matter expert with a deep understanding of Software Architecture & Enineering. They can draw on practical experience to illustrate concepts and provide real-world examples. By continuously practicing and staying informed about industry trends, they ensure their knowledge remains up-to-date. This solid foundation is essential for building credibility and confidence, as well as anticipating potential questions and challenges that may arise during the training.

Trainers should also have strong methodological skills. They have a clear vision for course design and structure, ensuring a coherent and engaging learning experience. They are adept at conveying complex information in a clear and understandable manner, tailoring their approach to meet the specific needs of adult learners. By designing stimulating and varied training sessions, they ensure that participants remain motivated and focused. Additionally, they understand how to prepare learning content in a way that is conducive to effective learning and utilize a variety of teaching methods and techniques to cater to different learning styles.

A positive and cooperative learning environment is another important capability of a trainer. They can effectively integrate participants into teamwork, understanding the nuances of group dynamics and conflict resolution. By practicing a professional feedback culture and building strong relationships with participants, they create a supportive and inclusive atmosphere that encourages learning and growth.

Last but not least, highly effective trainers should have strong personal competences. They are self-motivated and can maintain enthusiasm even in challenging situations. By starting the training with an inspiring kickoff, they set a positive tone and motivate participants. Their confidence, professionalism, and competence create a sense of trust and credibility. Additionally, they are skilled at managing stress and utilizing their personal resources in a balanced and effective manner.