Who should teach at work?

I think I have a different perspective on this than the average bear, and everyone who has come to learn what I’ve discovered seems to get a lot out of expanding their definition of "teacher."

What if I were to say that a qualified teacher is just a person who knows a thing? How would that make you feel?

That’s the work – my life’s work actually. It’s my job to help people who aren’t trained as Teachers be better at teaching the things they know. We’ve discovered that more teaching begets more learning and so then design systems to make it happen more often and with higher quality.?

But, the question remains, what makes a qualified teacher??

My kids and I just published a new book called “The Little-t teacher” which guides kids to better teach the things they know, and it defines a teacher as a learner who understands something and is excited enough about it to help someone else understand it. What? Too big an idea for a Monday.?

Bottom line: trust everyone to teach. Be opinionated about who should teach what and do the work to raise the caliber of teaching, but please, trust everyone to teach. It’s one of the most highly leveraged things you can do.?

Trust your kids’ coaches. Trust the guy at the wine shop. Trust me. Trust the kid you just hired.

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Here’s a technical essay on it based on early work at Upduo that was heavily informed by Daniel Craig 's efforts to get quality training to scale.

The "Least Qualified Qualified Teacher"

In the vast landscape of learning, especially in large organizations like corporations or government agencies, the bottleneck for training often arises from the misconception that only the "most qualified" individuals should be the ones teaching. This perspective, while well-intentioned, can inadvertently stifle the flow of knowledge and limit the potential for widespread learning.

Enter the idea of the "least qualified qualified teacher."

What is the "Least Qualified Qualified Teacher"?

At its core, the "least qualified qualified teacher" is an individual who, while perhaps not the most experienced or traditionally credentialed, possesses enough understanding of a subject to convey its basics to another. This person is not an expert, but they know more than a beginner. They've walked a few steps ahead and can guide those just starting out.

Why is this Concept Important?

• Distributing the Bottleneck: By allowing those who have just learned a concept to teach it, we distribute the responsibility of training. Instead of relying on a few experts, we have a multitude of teachers, each capable of guiding a handful of learners.
• Relevance and Relatability: Someone who has recently grasped a concept might be better positioned to teach it to a newcomer. They remember the challenges, the pitfalls, and the "aha!" moments that an expert might overlook. Their recent journey makes them relatable, and they can offer a perspective that's closer to the learner's current understanding.
• Building a Culture of Continuous Learning: When everyone is both a learner and a teacher, it fosters an environment where knowledge is continuously shared, questioned, and built upon. It encourages curiosity and reduces the intimidation factor of approaching "experts."
• Empowerment and Confidence: Teaching solidifies one's understanding of a subject. By entrusting individuals to teach what they know, we're not only facilitating the spread of knowledge but also boosting the confidence of these "little t teachers."

Implementing the Concept in Large Organizations:

• Peer-to-Peer Training Sessions: Organize regular sessions where employees can teach others about topics they've recently learned. This could range from technical skills to soft skills like communication.
• Mentorship Programs: Pair newcomers with those who've been in their role for a slightly longer time. This "near-peer" mentorship can be more approachable than traditional mentor-mentee relationships.
• Encourage Knowledge Sharing: Create platforms or forums where employees can share resources, insights, or tips about various subjects. This could be in the form of internal blogs, discussion boards, or regular knowledge-sharing meetups.
• Recognize and Reward Teaching: Just as achievements in one's job role are recognized, celebrate those who take the initiative to teach and share their knowledge.
• Continuous Feedback Loop: Ensure there's a system in place for feedback. This helps the "least qualified qualified" teachers to improve and refine their teaching methods.

In conclusion, the idea of the "least qualified qualified teacher" is not about lowering the standards of teaching but about expanding the horizons of who can teach. It's about recognizing the value in diverse perspectives, the richness in shared experiences, and the immense potential that lies in trusting everyone to teach. In the words of the preamble, it's about leveraging the power of teaching to its fullest.