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	<title>Comments on: Confidence</title>
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	<link>http://www.dieguy.com/2009/10/29/confidence/stephens/</link>
	<description>Official Tim Stephens Website</description>
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		<title>By: Eric Kam</title>
		<link>http://www.dieguy.com/2009/10/29/confidence/stephens/comment-page-1/#comment-35</link>
		<dc:creator>Eric Kam</dc:creator>
		<pubDate>Fri, 30 Oct 2009 08:22:51 +0000</pubDate>
		<guid isPermaLink="false">http://www.dieguy.com/?p=365#comment-35</guid>
		<description>The trainees Competence is an attainable goal, with Confidence as well. But have you ever noticed Tim, that with exception of a notable few, that training is often not about what the students knows, but instead some kind of validation of what the instructor knows.

Valuable training offers:
- SKILLS Transfer (which means not piling on detail)
- Application of knowledge in a safe environment
- Opportunity to make mistakes
- Flexibility for varying levels of incoming knowledge
- Realistic expectations

As one of the best trainers I&#039;ve seen you are right to note that often the &quot;trainer&quot; sets some arbitrary standard for what the student must &quot;know&quot;. Instead we need to focus on what they can do, that they be willing to try in the future, and it is okay to leave knowing that there is something that they need help on, or call for support.</description>
		<content:encoded><![CDATA[<p>The trainees Competence is an attainable goal, with Confidence as well. But have you ever noticed Tim, that with exception of a notable few, that training is often not about what the students knows, but instead some kind of validation of what the instructor knows.</p>
<p>Valuable training offers:<br />
- SKILLS Transfer (which means not piling on detail)<br />
- Application of knowledge in a safe environment<br />
- Opportunity to make mistakes<br />
- Flexibility for varying levels of incoming knowledge<br />
- Realistic expectations</p>
<p>As one of the best trainers I&#8217;ve seen you are right to note that often the &#8220;trainer&#8221; sets some arbitrary standard for what the student must &#8220;know&#8221;. Instead we need to focus on what they can do, that they be willing to try in the future, and it is okay to leave knowing that there is something that they need help on, or call for support.</p>
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