2. WHO IS TRAINER?
The experiences of carrying out educational activities on different topics and with
different audiences have revealed that the success of training depends, to a great
extent, on the abilities, skills and personal qualities of the trainer who carries out the
training. The most important qualities for a trainer are:
•Ability to speak brilliantly before an audience and to listen to others
•Ability to offer participants opportunities to learn through participation and action.
•Flexibility and ability to easily adapt to the needs of the group
•Desire to experiment with new ideas
•Ability to learn fast and to learn from your mistakes
•Desire to help others to learn
•Ability to give clear instructions
•Ability to create an atmosphere of openness and trust within the group
•Ability to plan and implement training
•Regular evaluation of your work and success
•Ability to cope and learn when things do not go according to plan;
•Being organized in all aspects and precise in fulfilling tasks.

3. COMPETENCE OF TRAINER
The trainer competencies could be numerous, but at least the following competencies
are required by the trainer.
•The trainer should have the capacity to communicate and present ideas and
information in a meaningful way.
•The trainer should have the ability to motivate the trainees and to hold their interest.
•The trainer should possess should knowledge in the subject matter or area in which
people are being trained.
•The trainer should have capacity to understand the organizational needs and work
strategically.
•The trainees should have clarity to thought and analytical and logical skills.
•The trainer should be capable to exhibiting human relation and leadership skills.
•The trainer should have affective and empathetic listening skills.
•The trainer should exhibit enthusiasm confidence and sensitivity to the feeling to the
trainer.
•The trainer should have time management skills to make effective use of time.
•To ensure that the training in planned effectively the trainer should possess
administrative skills.
•The commercial acumen of the trainer should be high so that training resources are
used cost effectively.
•The personal credibility and integrity of trainer should be high so as to mike the
trainees perceive that the training can at value to their learning processes.

4. COMMUNICATION SKILLS OF TRAINER
•Informative
•Enjoyable
•Memorable
INFORMATIVE
Your delegate must find your material informative.
In order for that to happen, you must do the following:
•Select the best material- picking out the most valuable material and giving them your
best.
•Organise it into sets-The material needs to be sorted into similar sets, like you would
sort a hand of playing cards into suits.
•Arrange it into the correct sequence- figure out what time sequence would make the
best sense of your material.
Then, you must make that well-ordered material enjoyable.
ENJOYABLE
To make it enjoyable, you must work out how you will present it.
You need a nice balance between:
•Explanation - when you are telling people what your material is
•Demonstration - when you are showing concrete examples or illustrating the
principle with stories.
•Application - where you have figured out exercises that the delegates will do, in
session. You will have them work with and apply the material in the lesson
•Implication -Make explicit the specific action that the delegate should /could take
after the training as a direct result of learning your material.

5. MEMORABLE
Part of aiding the memory is included in the list already done (Organised structure,
vivid illustrations, enjoyable activities, interaction- they all help the memory)
But in addition you should work on your material and impose mnemonic devises and
"mental hooks" that will help the memory to grip onto the material.
When you are presenting, make a show of the mnemonic devices that you have
invented: and get the people to memorise your material as they go through the day.
Periodically repeat and check the memory as you progress through the material.
Rehearse and repeat the mnemonics with them, a few times, so that they have every
chance to memorise your material effortlessly, as you go through the training.
In addition
You need to think of your own communication style
your communication can be said to have four major elements:
• Your use of words
• Your Body language
• Your Voice tones
• Your Attitude

6. QUESTIONING SKILL OF TRAINER
This one day questioning skills training materials are aimed at helping your participants
to question effectively. The materials cover a range of basic techniques that can be
adapted to any situation where questioning is necessary. It includes-
• Don't Ask/Not Interested - Two short activities where participants experience what it
is like when they speak and receive no feedback. This emphasises the importance of
questioning during communications.
• Yes/No - This activity demonstrates the difficulties when the person answering
questions supplies only limited answers.
• Types of Information - A brief explanation of the three main types of information
that may be uncovered during questioning.
• Preparing to Question - Participants are encouraged to think about the preparation
they should make before questioning someone. They are also given the opportunity
to practice this.
• Preliminaries - We look at how we can prepare the other person so that they are
encouraged to answer our questions.
• The Motor Accident/The Green Eco Car - These two activities give participants the
opportunity to put into practice what they have learned.

7. MAKING THE QUESTIONING TECHNIQUE EFFECTIVE OF A TRANINER
The following is the list of things trainer should know about asking questions -
• The question asked by the trainer should make the trainees thing and open ended
question serve this better.
• The trainer should question in such a way that greater a chances exists for the trainee
to answer that question. Such answering will add effectiveness the technique.
• The trainer should give credit appreciation for partial answer.
• The trainer should never make fun of an answer unless the trainee giving it laughs
first.
• To determine whether learning is taking place a planning the pace of the session, The
trainer should ask question regularly during the session.
• At end of the session this technique is used as way to summarize and to find out how
far the imparting has been successful.
• To trainer should use a variety of question including direct and indirect question.
• The trainer should give plenty of time for the trainee to respond.
• The trainer should give everyone a chance to answer.
• If the trainer makes a mistake while answering he should admit it.
• The trainer should frame simple question and not tricky once.
• If the trainees ask question the trainer should never evade such a question and he
may ask someone else to answer or commends from the trainees may be solicited.

8. BODY LANGUAGE AND GESTURES OF A TRAINER
The trainer should take some cues from gestures and body language and pick-up cues
so as to include appropriate modification in the delivery .some of the indicative gestures
and their meanings could be as follows.
• When the participant covers his month while the trainer is speaking it may indicate
that the don’t believe what the trainer says .Hence it’s better that the trainer checks
before the goes further.
• If majority of the participants used both hands to support their head if may indicate
the setting in of boredom. Hence the trainer should change the tactics.
• Folded arms may indicate that the participants have put up a barrier. However, when
people side for long period they tend to fold their arms.
• If a person while answering or talking is rubbing has nose or eye , it may indicate
that he is uncertain or not sure about the responds.
• When the trainee’s head a supported by one hand and that hand has a finger
pointing vertically it may suggest that the person is evaluating the information the
trainer has just given.

9. HANDLING DIFFICULT SITUATION OF A TRAINER
As a leader or manager you can be sure that there will be difficult situations to deal with
from time to time. These difficult situations might include:
• Dealing with poor individual or team performance
• Trying to improve an organisation that is perceived to be failing
• A process that it is not working
• Staff or other resource shortages
• Adverse media coverage
So as a manager or leader what are the key tips for dealing with difficult situations?
• Establish facts first
• Ask lots of questions
• Actively listen
• Avoid pre-judgement
• Act professionally
• Aim for win-win
• Remember there is no one size fits all approach

10. Creativity skills OF TRAINER
Creative Presentation Skills is perfectly suited to the specific needs of creative teams and
creative industries workers, in fields such as television, design, advertising, marketing,
publishing, architecture, computer games, music, fashion, film, theatre, dance or
technology.
The workshop is also relevant to anyone who needs to present their ideas – and wants
to take a creative approach to making an impact. Creative Presentation Skills is for
anyone who wants or needs to be a better presenter. And these days, that includes most
of us.
Whatever your line of work, making a powerful connection with a live audience is
critical for success – in team meetings, and at conferences, auditions and client pitches.
And in many creative industries, pitching to win business is essential for companies to
survive and thrive.

11. TECHNICAL SKILL OF TRAINER
Technical skill is necessary when functional area training is conducted for marketing
manager technical skill and knowledge is necessary in areas like advertising
psychology of the buyer, general pricing techniques, etc. likewise for a finance
manager, financial analysis, budgeting, cost accounting project appraisal techniques
may be necessary. The trainer requires strategies diagnostic and technical skills. The
trainer must have technical expertise of that no one else can offer. Respect is gain
within the organization only if the training professional is seen to have good technical
skill.in recent years technical skills are one of the largest growth areas. Computer skills
manufacturing processes skills, skills for using particle system and equipment,
carrying out policies and procedures are all included in technical skills.

12. INTERPERSONAL SKILLS OF TRAINER
Interpersonal skills are sine qua non for trainer, as he has to constantly interact the
trainees. This requires certain basic traits and behaviours on the part of the trainers.
• Recognizing the rights and dignity of each individual.
• Developing human potential.
• providing learners quality education.
• Maintaining confidentiality and integrity.
• Conducting in an ethical and integrity.
• Improving public understanding of HRD
Interpersonal skills often referred to as human skills comprises of one’s ability to work
with understand and motivate others both individually and in groups. The trainer may
need the following interpersonal competence
• Understanding individual differences
• Recognizing distinction between their won feeling and those others
• Motivating the trainees to learn
• Know what the trainees went the presume the expectations others
• Managing and resolving conflict in win –win manner
• Persuasive ability
• Empathetic listening

13. DSEIGNING SKILLS OF TRAINER
The trainer while designing the training program should have appropriate skill to
collect an consider the following information and factors.
• The organization, which are going to nominate the trainees, their objectives and work
procedures.
• Skills for enhancement of the learning process.
• The training group to which the programmed is targeted and the trainer should and
skill to design the program consistent with the features of the group.
• The trainer should have skill in designing the training program which factors
maintaining momentum and impetus of the program.
• While designing, the trainer should have the knack of developing the program such
that the interest of the program and the performance of the program.
• In preparing training program the trainer should have the skill to incorporate
effective monitoring of the program and the performance of the program.
• The trainer should have the skill of collecting data on the expert faculty and in
selecting a good team which has the expertise and experience to deliver the
programmed successfully.
• While designing the program, the trainer should take into consideration the
administrative and management skills needed for delivering the program effectively.

14. STRATIGES FOR USING HUMOR
It's often suggested that as trainers, we begin our sessions with a story, perhaps a
humorous one. But once you're done telling your tale, you must figure out how to
maintain the energy generated by the story. While we know humour can be a useful
attribute to any training program, the question becomes how best to use it?
• Use humour to get attention.
• Don't let humour harm your training message.
• Use humour in established or recurring training.
• Use humour according to demographics:

15. CONFIDENCE OF TRAINER
Confidence is one of the important facts for trainer’s success. However, the trainer has
to display confidence and positive attitude without being arrogant. Confidence of the
trainer should be at the optimum level. Low confidence levels affect job performance at
the same time over confidence or pseudo-confidence is destructive, as domineering and
arrogance cause resentment. Trainers, who lack in confidence, have difficulty in
admitting mistakes, show pushiness and bragging. Trainer has to self-identify the
above symphonies of low confidence and correct themselves.
Confidence of the trainer can be increased by himself doing the following things.
• The trainer should be performance oriented and constantly strive to help improve
performance aimed at achieving organization objectives.
• The trainer should be striving for improving his interpersonal skills. Social skills are
equally important as the technical skills.
• Ability to master multi-linguistic skills-especially in a subcontinent sixe India where
many languages are in vogue.
• Skills like managing one’s time effectively, budgeting, planning the training calendar,
performing basic marketing tasked. May pave way for trainer being self-employed
and thus increase his confidence.

16. TRANSPARENCY OF TRANIER
Transparent and accountable training is contingent upon a substantive understanding of
the rules, laws and ethics by the trainer. The trainer should re-in force the principles of
transparency and accountability while delivering training. Internet maybe exploited for
training transparency in the following ways.
• A wide internet audience for potential feedback and comment.
• Performance on the web; the content remains after the battle- in board comes down
or all of the paper copies are distributed.
• Best practices to share with other trainees and to raise expectations.
• Easy accessibility and viewing of the trainee participation and progress by those
interested in his /her development like trainee’s organization, HR department,
counsellors, mentors, etc.
• Multimedia, allowing not just text but art, audio and video.
• The ability for others to find and use what trainees create by authorized viewers for
authentic purposes.
• Trainer transparency is what change everything.it exposes trainees and trainer to a
different level of scrutiny that is time both scary and empowering. It disrupts the
notion that what happen in the classroom is between the teacher and the trainees. It
literally flies in the face of traditional schooling where very little of what student
creates ever sees the light of day.

17. TRAINER’S STYLE
Each trainer has a unique style. Some trainers have preference for directing the learning
activates ; other are more comfortable in helping trainees to share and interpret the
reactions to training event, some trainers are adept at helping the trainee to generalize
concept and some trainers adopt the style of imparting trainees to apply how to use the
learning in their own situations. Depending on the above four generic styles emerge
namely, instructor, explorer, thinker and guide.
• Instructor
The instructor adopts a directing style during the learning activity. He is most
comfortable in taking charge of the training activates. The instructor trainer is well
organized, self-confident and prefers to tell the trainee’s what to do.
• Explorer
The explorer trainer is adept at helping trainee’s to share and interpret the reaction to a
leering activity. The style of trainer is open, good listener, encourages free expressions
and ensures that everyone participates
• Thinker
The thinker trainer is most comfortable in helping the trainee’s generalize concepts.
They help the trainee to categories, organize and integrate theories, principle and
concept.
• Guide
The guide style of the trainer helps trainees to apply the learning in their own situations.
They impart training through activities, problem-solving exercises, and discussions.
Practical application is encouraged by them.

18. POWER AND INFLUENCE OF TRAINER
Trainer has eight key power bases .they are-
• Expertise
• Position
• Reward/punishment
• Information
• Persuasiveness
• Valuing relationship
• Referent and
• Charismatic power
Power bases are levers that help people gain what they desire. Power can be used fairly
or unfairly the cooperation and consensus of trainees depends largely on the trainers
influence. When power based is used fairly it is called as influence and when it is used
unfairly it is called manipulation.

19. RESILIENCE OF TRAINER
Resilience trainers-
• View problems and challenges as opportunities.
• Learn from their mistake and failures.
• Succeed despite their hardships.
• Seek out new and challenging experiences.
• Don’t let anxiety and doubts overwhelm them.
• Have a sense of humour and realistic optimism under stress.
• Don’t feel shame or depression in the face failure.
• Transform helplines into power.
Why trainer’s need to resilience -
• Rapid changes in our industries.
• Changes occurring simultaneously.
• Pressures to do more with fewer resources.
• The need to paly multiple roles, wear multiple hats and satisfy multiple customers.
• Work and life balance.
• Greater workplace diversity; with comes differences which can lead to conflict.
• Changing job descriptions.
• Increasing pressure to achieve levels of performance.
• Outsourcing, downsizing and the fear of jobs loss.
• Project overload.
• Loss of control over our work.
• Merger and acquisitions blending of organizational culture.

20. TRAINERS ROLES
The trainer is expected to perform multiple roles. All the managerial roles are
performed by the trainer without fail. However, certain roles become prominent and
relevant, depending upon the situation and the demand of the programmer. Many a
time the trainer is called upon to carry out more than one role. Trainers roles are-
• Trainer as planner
• Subject matter expert
• Facilitator of learning
• Developer
• Leader
• Counsellor
• Trainer as a continuous learner
• Mentor
• Change agent
• Manager and administrator

21. CONCLUSION
Training, coaching, mentoring, training and learning design - developing people
Conventional 'training' is required to cover essential work-related skills, techniques and
knowledge, and much of this section deals with taking a positive progressive approach
to this sort of traditional 'training'. Importantly however, the most effective way to
develop people is quite different from conventional skills training, which let's face it
many employees regard quite negatively. They'll do it of course, but they won't enjoy it
much because it's about work, not about themselves as people. The most effective way
to develop people is instead to enable learning and personal development, with all that
this implies. So, as soon as you've covered the basic work-related skills training that is
much described in this section - focus on enabling learning and development for people
as individuals - which extends the range of development way outside traditional work
skills and knowledge, and creates far more exciting, liberating, motivational
opportunities - for people and for employers. Rightly organisations are facing great
pressure to change these days - to facilitate and encourage whole-person development
and fulfilment - beyond traditional training.