There is a wide range of specific skills needed to undertake one-to-one coaching, team building, facilitating, counseling, besides being an interventionist and change agent, explained here is the Skills of an Effective Trainer, as a part of lesson “Effective Hr training and Development Strategy”, brought to you by Welingkar’s Distance Learning Division. For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/effectivehrtrainingslides Join us on Facebook: http://www.facebook.com/welearnindia Read our latest blog at: http://welearnindia.wordpress.com Subscribe to our Slideshare Channel: http://www.slideshare.net/welingkarDLP

1. Welingkar’s Distance Learning Division
CHAPTER-05
Skills of an Effective Trainer
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2. Welingkar’s Distance Learning Division
INTRODUCTION
• There is a wide range of specific skills needed to
undertake one-to-one coaching, team building,
facilitating, counseling, besides being an
interventionist and change agent
• The problem is that a large proportion of trainers
and of training is still traditional in nature
• The role of the management trainer calls for change
in the basic model because of the changing role of
training and changes in the emphasis of activities of
training
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3. Welingkar’s Distance Learning Division
FACILITATION/COMMUNICATION SKILLS
• Some of the important mechanisms, which provide
for effective communication and facilitation are:
• Use of various interpersonal communication skills
to facilitate large and small group of learning
• Analysis of group process activity in terms of task
and maintenance functions; and
• Giving and receiving appropriate performance
feedback
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INTERPERSONAL COMMUNICATION SKILLS
Some of the very important skills that a
facilitator can learn in a very short time are:
• Paraphrasing
• Summarizing
• Question Asking
• Extending and
• Non-verbal Cues
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GROUP PROCESS ACTIVITY SKILLS
• Group Maintenance Functions
• Gate keeping
• Mediating
• Listening
• Encouraging
• Relieving Tension
• Group Task Functions
• Clarifying Contd...
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• Focusing
• Seeking Useful Information
• Reaching Task Agreement
• Giving Useful Information
• Moving Towards action
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PERFORMANCE FEEDBACK SKILLS
• Feedback is the process of receiving and
evaluating information about our behaviour
• It tells us how another person sees our
actions; and gives us the choice to change our
behaviour
• It is essential for both the trainers and the
learners to receive and give feedback in order
to make the learning process more effective.
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TRANSACTIONAL ANALYSIS (T.A.)
• It is an important method of sensitivity
training
• The basic philosophy and approach to T.A. is
was developed by Dr Eric Berne searching for
alternatives to Freudian therapeutic
procedures
• T.A. can help us to eradicate or minimize the
dysfunctional aspect of our personality
• The life script is a basic concept of T.A.
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TASK OF THE TRAINER
• The primary task is to interpret group behaviour
in terms of ego states in which the participants
are operating in the “here and now” situation
• The trainer must as far as possible operate from
an adult state and not get personally involved in
transactions between participants
• The trainer must have a specialist’s knowledge of
the theory and practice of T.A. which must be
clarified before he starts interpreting behaviour
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GROUP TASK ROLES
• Initiator
• Information/Opinion seeker
• Information/Opinion Giver
• Clarifier
• Co-ordinator
• Orienter
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GROUP BUILDING ROLES
• Supporter
• Harmonizer
• Tension Reliever
•
• Encourager The Oxford approach
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SELF-CENTERED ROLES
• Blocker
• Aggressor
• Recognition Seeker
• Clown
• Dominator
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TRAINERS KNOWLEDGE AND SKILLS
• For training purposes analyzing the tasks
involved in performing a job usually require us
to break down the tasks into their knowledge,
skill and attitude components
Contd...
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• Knowledge is defined “in the context of a
training programme, that part which is
concerned with imparting specific information
needed in order to perform a task or a job. It
is commonly linked with the development of
skills and attitudes as the component parts of
training objectives”
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• Skill is defined as “An organized and
coordinated pattern of mental and/or physical
activity in relation to an object, person, event
or display of information. Skills may be
described as perceptual motor, manual,
intellectual, social, etc. according to the
context or the most important aspect of the
skill pattern”.
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• The distinction between knowledge, skills and
attitudes is important to the trainer because
of the implications for designing a learning
event.
• Trainers have to do different things, may be
different training methods, depending on
whether they are trying to develop
knowledge, skills or attitudes.
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CATEGORIES OF KNOWLEDGE
• The knowledge a person has can be of two types;
facts that a person can remember, and ideas that a
person understands
• Based on above, four categories of knowledge can
be identified
• Facts
• Procedures
• Concepts
• Principles
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CATEGORIES OF SKILLS
Skills can also be considered as falling into four
categories:
• Thinking
• Acting
• Reacting
• Interacting
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PRODUCTIVE AND REPRODUCTIVE SKILLS
• This classification is also useful for the trainer
• Reproductive Skills are the skills that are
repetitive
Productive skills are those that require a certain
amount of planning, a strategy for decision-making
and show substantial variations in the way they are
done from one instance to another
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SIGNIFICANCE OF THE CATEGORIES
• The reason trainers identify different
categories of knowledge and skill is that
different training strategies are appropriate
for these various categories
Knowledge of facts can be developed by training
involving repetition, association of ideas and
memorizing
Contd...
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21. Welingkar’s Distance Learning Division
Knowledge of procedures can be developed by
repetition, by using a performance aid or by
guided discovery
Concepts can be learned by examples and non-
examples or by guided discovery
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• Principles can be learned from explanation
and non-examples or by guided discovery
• All skills require practice if they are to be
developed –initial training should follow the
sequence of explanation –demonstration –
practice –review –consolidation. For
reproductive skills, usually all that is needed
after initial training is further practice for the
skill to develop to the required standard.
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SOME OF THE CHARACTERISTICS WHICH HAVE
BEEN OBSERVED IN POOR TRAINERS INCLUDE
• Adopting a highly directive style of teaching
which does not allow participation nor
confirmation that learning has taken place
• Making unrealistic assumptions about the
trainees level of knowledge or failing to
establish their level of knowledge in the first
place Contd...
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• Displaying impatience or intolerance when
trainees fail to understand or are slow to learn
• Lacking commitment to the subject being taught
or to training as an important function in the
organization
• Lacking in verbal/oral skills
• Trying to teach too much too quickly
• Refusing to accept criticism or advice on teaching
methods
• Lacking in sociability and interest in the trainees
• Having an untidy appearance
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AREAS IN WHICH QUALITIES OF TRAINERS
COULD BE REFLECTED
• Outside interests, particularly those which are
people oriented and exercise interpersonal skills or
which may involve teaching others
• Simulated exercises which resemble training
situations
• Informal judgments based on relationships within
the work situation
• Formal judgments based on performance appraisal,
group meetings, developmental training
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SKILLS OF A TRAINER
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ROLES REQUIRED SKILLS
Subject matter
specialist
• Planning and making presentations
• Communication
• Receiving and giving feedback
Facilitator of the
Learning process
• Using various training method
• Communication
• Making presentations
• Motivating participation
• Using group processes for
• facilitating participating

27. Welingkar’s Distance Learning Division
SKILLS OF A TRAINER (Cont.)
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ROLES REQUIRED SKILLS
Facilitator of the
Learning process
• Interpersonal relations
• Receiving and giving feedback
Manager • Coordinating work of those associated
with the programme delivery
• Decision-making
• Mobilization of resources and
financial management
• Public relations
• General administration

28. Welingkar’s Distance Learning Division
SKILLS OF A TRAINER (Cont.)
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ROLES REQUIRED SKILLS
Developer of an
Individual
• Communication
• Interpersonal relations
• Using group process for individual
development
• Coaching
Leader of the
group
• Handling difficult situations in the
programme
• Communication
• Crisis intervention
• Conflict resolution

29. Welingkar’s Distance Learning Division
SKILLS OF A TRAINER (Cont.)
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ROLES REQUIRED SKILLS
Leader of the group • Decision-making
• Interpersonal relations
Planner • Planning

30. Welingkar’s Distance Learning Division
QUALITIES OF A TRAINER
• Enthusiastic
• Ability to work under pressure
• Sincerity and Openness
• Flexibility
• A Good Sense of Humour
• Willingness to Recognize Good Contribution
• Willingness to Accept Mistake and Apologies
For It
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TRAINING STYLES OF A TRAINER
• Corresponding to the learning styles of the
participants, there exists the training style of a
trainer and they can be grouped under
following key heads:
• Determinants of a training style
• Constituents of a training style
• Evolving a functional training style
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EVOLVING A FUNCTIONAL TRAINING STYLE
• A major segment of the style is open for you to shape it
the way you perceive your role and responsibilities as a
trainer in any given training situation and it is here you
have to focus your efforts and energy:
• Step 1: To convince yourself of the need to be open
and willing to adopt an approach that is varied. The
key to choosing a suitable style is a matter of deciding
what style serves the primary objectives of
reinforcing,
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• the learning process, enhancing the faith of
the participants in theprogramme, and
increasing the credibility of the training team
and the training agency
• Step 2: You should assess the role of each of
these constituents, including your personal
needs in your endeavor to realize the
programme objectives. To develop
Contd…
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• a practical and effective training style, the pitfalls of
emphasis on any the four constituents must be
carefully considered
• Step 3: Appropriateness or otherwise of a training
style is determined by the extent to which a trainer
takes into account the realities of the situation and
responds to the needs of the programme. On some
occasions, the need to provide quality inputs
override all other elements while during others the
training process gets precedence.
Contd….
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• Step 4: As the programme progresses and it
passes through different stages, your style
should also be suitably modified in
accordance with the needs of the programme
• Step 5: As a trainer, you should work to a
position where you are able to adapt your
style to conform to the requirements of the
programme, with confidence and
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ease. You should be able to switch from one style
to another without affecting the rhythm or the
momentum of the learning process
• Step 6: The basic elements of a training style
are evolved through a process of interaction,
experience and experimentation
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THE POWER OF BODY LANGUAGE
• Besides communicating your feelings and
attitudes, body language does several things:
• It makes messages more meaningful and
memorable
• It punctuates your presentation
• It relieves nervous tension
• Posture
• Gestures
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MAIN ELEMENTS OF BODY LANGUAGE
• Gestures
• Gestures naturally according to what you
think, feel, and say
• Create the conditions for gesturing –not the
gesture
• Suit the gesture to the word or occasion
• Make your gestures convincing
• Make your gestures smooth and well-timed
• Make natural, spontaneous gesturing a habit
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• Body Movement
• Facial Expression
• Eye Contact
• Know your material
• Establish a personal bond with each listener
• Monitor visual feedback
Videotaping one of your presentation is an excellent
way to discover your strong and effective body
language as well as any unconscious, nervous
mannerisms
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DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization
and organizational staff may be involved in
providing training in the following ways 􀂄
• Managers or their deputes, who provide or
supervise on-job training, coaching or open
and distance methods at the work place
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• Full-time training staff, who give formal
training at training centers or assist line
managers in the design, provision and
supervision of training at the work place
• Managers, specialists and other members of
staff who give occasional inputs to training on
particular subjects
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