Train-the-Trainer by DataHomeLab

A4.1.5 Instructors and Examiners

In recognition of the criticality of a competent instructor in any training program, EBT requires specific additional guidance on the required competencies and qualifications of instructors and examiners involved in EBT. This manual will provide valuable guidance on the conduct of EBT.

Why EBT raises the instructor bar

EBT is not a small modification to legacy training; it is a different operating model for the instructor. The handbook's framing (additional guidance on required competencies and qualifications) acknowledges that the existing instructor population was qualified under a different model and that an additional layer of competency development is required to make the legacy population fit for EBT delivery.

Three operational pressures sit behind the additional guidance:

  • Facilitation as primary technique. Under EBT, facilitation is the primary instructional technique and showing-and-telling is the fallback when the trainee lacks the prerequisite knowledge. The instructor population trained under the legacy model is, by default, more comfortable with showing-and-telling than with facilitation. Crossing that gap requires additional training in facilitation technique and assessment of whether that technique has been internalised.
  • Competency-based grading. The grading apparatus is the nine-competency framework with behavioural indicators mapped to a five-grade word-picture rubric. An instructor population trained on event-pass / event-fail grading needs additional development to grade reliably against a competency-and-behavioural-indicator framework. Inter-rater reliability across the instructor population is a measurable outcome and a precondition for using the resulting data to refine the programme.
  • Fault analysis depth. EBT requires the instructor to identify the root cause of an unsuccessful manoeuvre rather than to have the trainee repeat the manoeuvre until it works. Root-cause analysis is a discipline; the instructor needs to be assessed against it during selection and developed in it during instructor training. The handbook anchors this requirement to instructor selection: the ability to apply fault analysis should be a major determinant in the selection of an instructor for a competency-based programme.

Where the instructor-competency content lives in this cluster

The substantive instructor and examiner content is treated in the dedicated instructor-and-examiner appendices alongside this one:

The current chapter records the principle (EBT requires additional instructor and examiner guidance); the operational content is in the appendices and the conduct chapter.

Connections