Items Description of Module

Subject Name Human Resource Management

Paper Name Training and Development
Module Title Roles and Functions of a Trainer
Module Id Module -
Pre- Requisites Understanding of the concepts of training design and implementation
Objectives To study the roles, functions and qualities of a trainer
Keywords Roles, Functions, Qualities, Trainer
 QUADRANT-I

1. Module 29: Roles and Functions of a Trainer

2. Learning Outcome
3. Introduction to the trainer-Roles and Functions
4. Values of a trainer
5. Role of a Tariner
6. Skills of a trainer
7. Qualities of a trainer
8. Characteristics of a poor trainer
9. Trainer Styles
10. Summary

1. Module 29: Roles and Functions of a Trainer

2. Learning Outcome
After completing this module, students will be able to
a. Understand various roles of a trainer
b. Appreciate the qualities required to become an effective trainer
c. Learn different functions of a trainer

Source :
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748&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwj3odLR0-
7UAhWJMo8KHS1cAWsQsAQIJg&biw=1366&bih=662#imgrc=yL_n-BBMqPCW-M:

3. Introduction to the trainer-Roles and Functions

 The trainer is the kingpin in any training programme, perhaps, the most important element in the
process of training, especially in its delivery. This participants look to her as the person who will
help them realize their personal objectives. She is always in the center stage of action. She has normal
sensitivities, emotions and personal needs: even preferences, biases, strengths, and weaknesses. If the
competencies, behavior patterns, and values of a trainer are consistent with her professional
commitments, she is better placed to effectively fulfill her obligations as a trainer. If there is a
mismatch, it is bound to create difficulty for the trainer and for all those associated with the delivery
of the programme. If one aims to become an effective and successful trainer, one needs to
continuously engage in the task of change and behavior modification in the light of professional
commitments. In order to perform the roles expected of her with regard to the programme and the
training group in an effective manner, a trainer require requires a range of matching skills and
competencies, as well as qualities that facilitate her tasks. There is an old Arabic saying that if you do
not know where you are going then any road will take your there. A good trainer is clear in his/her
mind about what needs to be done and she knows that she will be doing the right thing. This means
that s/he will have thought about his/her aims and objectives and will have written them down.
Sometimes these will have been given to him/her and sometime they will have to decide for
themselves what they are. Even they are given, however, there is always the possibility of fine tuning
them and sharing them with the learners so that there can be agreement on exactly what a particular
course is trying to achieve. Note that s/he will have three different types of objectives
Head Hand Heart
Thinking Doing Feeing
Knowledge Skills Attitudes

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4.Values of a trainer
a.Faith in training as a tool for growth and development
If you wish to acquire the status of a professional trainer, the first prerequisite is that you should have an
abiding belief in training as an instrument for growth and change. Your commitment has to be complete.
There are no halfway measures, regardless of whether you are a full time or a part-time trainer. You have
to get fully involved in training.
If you are assured of the value of training in the life of an individual, you should communicate your
conviction through words and actions to the participants. It reinforces their commitment to the
programme and motivates them for more rigorous efforts.
b.Commitment to the programme and its objectives
You have planned the programme and now it is your responsibility to deliver it in accordance with its
objectives and the plan of action. As a trainer, you should pledge your unqualified commitment and
interest in the programme, its objectives and the contents. To further demonstrate you commitment to the
programme and its success, you should be willing to modify its contents, its methodology, or your own
style of functioning. Under all circumstances, your efforts should be directed at ensuring that the
objectives of the programme are realized.

c.Professional commitment and discipline

A key aspect of your professional commitment is your desire to perform well. You should endeavour to
make optimum use of your abilities and skills. You must constantly strive to improve your performance
and grow as a trainer through hard work and regular self-appraisal. This helps you to become aware of
your strengths and shortcomings. You know what you can deliver effectively in a training programme
and what you cannot. You should then direct your efforts towards reinforcing your strengths and
removing your short comings. You should abide by the professional ethics as well.

d.Faith in participatory training

Your faith in participatory training is crucial for the success of the programme. As an extension of your
commitment to democratic values and norms you need to promote participation of the learners in all
training activities and your presentations. The learning or the changes brought about in the behavior
patterns of an individual with her concurrence and participation are more enduring.
You should embark upon a training programme with a firm belief that all participants have a vast
reservoir of untapped potential and ability and training can help them draw from it to bring about growth
and progress. You must make the participants recognize that it is only through an intense desire and a
determined effort they can hope to realize this objective. And as part of this process, the participants
should be willing to engage in an exercise of self-exploration and self-assessment. A trainer can provide a
helping hand through a process of facilitation and support and by offering suitable opportunities.

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5.Role of a trainer
An accomplished trainer is expected to perform multiple roles in the context of a training programme.
However, it must be pointed out that these roles are not exclusive to one another and, often, overlap.

a.Planner
Planning a programme is primarily the responsibility of the trainer or the training team. The management
of the training agency may also participate in the process. There are a number of tasks associated with
this exercise.

b.Facilitator of the learning process

Facilitation means providing resources and arranging facilities for a session or the programme as a whole.
It involves creating a learning environment that stimulates and motivates the participants for meaningful
participation in the training activities, assists them in discovering the meaning and relevance of the
training to them and their job; and encourages them to make optimum use of the opportunities for
realizing their personal learning objectives. It also means that the participants are stimulated and even
helped to take on more responsibility for their learning. Basic tools in carrying out this task are the use of
a variety of training methods and techniques, training style, the contents and manner of presentations,
ability to understand and guide the group processes, and interpersonal skills. The extent to which a trainer
is able to effectively carry out this role is a measure of her commitment to participatory training.

c.Subject-matter specialist
A trainer is expected to bring an appropriate level of competence and a high degree of proficiency in the
subject or the topic of the programe. One needs to be fully familiar with various aspects of the topic,
relevant to the needs of the programme and the group. The participants expect a trainer to be in a position
to clarify issues related to topic/module and respond to their queries in a convincing and confident
manner. This, however, does not mean that she has to know everything about the subject. It only
highlights the need to ensure that she comes to the session fully prepared in the concerned topic/module.
If a trainer is not able to appropriately respond to a query from a participant, it is better to say so. In most
cases, the participants understand this situation and, even appreciate the candour and sincerity of a trainer.
However, if this happens once too often, trainer’s credibility, indeed even that of the entire training team,
can get undermined. The participants can even lose faith in the programme.

d.Developer of the individual

A training programme is not a tool just to enhance knowledge and develop competencies of the
participants. It provides a lot of opportunities to the participants to develop themselves as individuals, as
human beings, regardless of the nature of the programme. This is particularly the case in long-term
programmes. In these programmes, through sustained interaction with other members of the group, a
participant can learn a great deal about human behavior and its dynamics. She can also get engaged in a
process of self-analysis and self-assessment that opens up new avenues of personal growth and
development. As a trainer, your role is to provide feedback to the participants on their behavior and
actions and guide them in the process of personal development. But one can carry out this role effectively
only if one looks beyond her responsibility as a subject specialist.

e.Counsellor
Sometimes a trainer has to act as a counselor also. Consider a situation when a participant receives some
disturbing news from home; someone has difficulty in comprehending what transpires in the session; or
another has a problem of relationship within the group. These participants need some help. Such cases
are appropriate for your intervention. Any attempt on your part to desist from taking cognizance of the
problems and acting on it, will tantamount to disregarding, your professional responsibilities and
repudiating the core values of a trainer. A sympathetic car and some words of comfort, encouragement
and advice will go a long way in assisting the participants to come out of the situation.

f.Manager
In some training agencies, the role of a trainer extends beyond the precincts of a specialist. She is
expected to carry out the additional responsibility of overseeing the administrative and managerial aspects
of a programme. In other agencies, this could well be the responsibility of the administrative staff.
During the implementation phase, you may be asked to coordinate the work of the support staff to ensure
that the programme runs on expected lines and there are no hiccups. In some cases, she is expected to
take administrative decisions as well.

g.Leader of the Group

As a trainer, you are an undesignated and informal leader of the training group, especially in the initial
stages of a programme. Some of the tasks that you could be expected to perform as the leader of the
group, are indicated below.
 It is primarily your responsibility to ensure a smooth passage for the programme. You should
monitor the programme and if it moves off the course, you should be prompt in taking immediate
corrective action.
 You should be equipped and willing to take crucial decisions related to the implementation of the
programme. You determine what training activities should be organized to realize the
programme objectives; you assign tasks to subgroups or individuals; and you decide when to
intervene in the group process and what action to take.
 There are occasions when the participants look to you for direction and support. Some of them
may even want you to exercise some degree of control and authority to handle undesirable
elements in the group or situations.
 You also have a responsibility to counsel the group when it faces a crisis situation, to intervene
and sort out disagreements among the participants, or help in resolving intra-group conflicts.

h.Trainer as a Learner
An interesting and exciting part of job of a trainer is that she gets unlimited opportunities to learn. Thus,
participation in a training programme can be a very enriching experience provided she is willing to make
full use of the opportunities and is open to new learning. The participants develop a lot more respect for a
trainer if they realize that she is not only open to learning from them and the training situations, but are
willing to acknowledge it as well.

i.Member of the Group

While, on the one hand, a trainer acts as an informal leader of the group, on the other hand, she remains a
part of the group. She should identify with the group and its objectives. The trainers, individually and
collectively, should confirm to the norms of behavior and working procedures set out in the initial stages
of the programme. In this regard, she has no privileges. If trainer accepts this position, it sends an
important message to the group that the trainers consider them a part of the larger group. As a result, the
participants develop a healthy respect for her.

5.1 Some of the other role of a trainer

 Convert training needs into training objectives

 Decide the Learning Units in relation to Training Objectives
 Assess Entry Behaviour of trainee
 Select appropriate training methods
 Prepare a Session Plan for each Learning Unit
 Conduct training sessions ‘on’ or ‘off’ the job
 Coach individual trainees or members of staff
 Deliver Lectures or Lead Discussions as part of training sessions
 Use less conventional, learner-centered training methods viz., Group Exercises, Role Plays, Case
Studies, etc.
 Use existing instructional material or training materials supplied by a central resource agency
 Develop appropriate training materials
  Help individuals or groups with overcoming their performance problems
 Design or procure appropriate Visual Aids
 Arrange necessary infrastructural support viz., equipments, facilities, location, etc.
 Arranging seating or layout of classroom so as to maximise the participatory ethos in training
sessions
 Arrange briefing of trainees prior to training
 Give feedback to trainees/review performance
 Assess training results/outcomes
 Prepare assessment tools viz., Feedback forms, Examination Papers, Quizzes, Assignments, etc.

6.Skills of a Trainer
In order to perform the roles and carry out the tasks, mentioned above, in an effective manner, a trainer
should possess a wide range of skills. Therefore, a relationship exists between the roles and the skills as
will be evident from the table below:

Subject-manner specialist  Planning and making presentations

 Communication
 Receiving and giving feedback

Facilitator of the learning process  Using various training methods

 Communication
 Making presentations
 Motivating participants using group
processes for facilitating participation
 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
Developer of an individual  Communication
 Interpersonal relations
 Giving feedback to the participants
 Using group processes for individual
development
 Coaching
Leader of the group  Handling difficult situations in the
programme
 Communication
 Crisis intervention
 Conflict resolution
 Decision-making
 Interpersonal relations
Planner Planning

Some of the key skills of a trainer are discussed below:

a.Planning skills
One of the key skills of a trainer relates to the planning of a training programe.

https://pixabay.com/en/photos/training/

b.Skills in selecting and using appropriate training methods

By itself, a training method cannot achieve much. It becomes an important tools for enhancing learning
only when it is relevant to the learning objectives and used with proper know-how and skill. If you are
familiar with different ways of making presentations and structuring learning experiences, you increase
your ability to deliver a module on carry out a training activity in the most effective manner. You should
therefore, work hard to develop the necessary expertise in a wide range of training methods.

c.Interpersonal skills
Interpersonal skills are your asset. It has a lot to do with liking people, wanting to interact with them and
a desire to establish warm and cordial relationships with them. In training situations establishing good,
functional relationships with the participants and other members in the training team are core factors.
Connecting with the participants and cultivating sound social relationship with them is a test of your
interpersonal skills as in a training group, you often come across participants with dispositions and
behavior patterns that are different from yours. It is important to keep your personal preferences aside
and accept them in the same way as you accept those who come up to your expectations. You should also
have the ability to get along well even with those who do not agree with you on certain issues or even
challenge you.

d.Communication skills
Communication does not just mean a good facility with the language, a pleasant voice or a spontaneous
flow of ideas and words. It means using a language and words that are understood by the person at whom
they are directed. It is all about transmitting your message in a simple, clear and unambiguous manner.
Your words should stimulate and inspire the participants. You should be able to understand whether you
are reaching out to the participants through your communications. Ability to decipher the body language
of the participants is part of your repertoire.
 Source :
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748&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwj3odLR0-
7UAhWJMo8KHS1cAWsQsAQIJg&biw=1366&bih=662#imgrc=yL_n-BBMqPCW-M:

e.Skills in managing conflicts in the group

When a sizeable number of individuals are put together in an unfamiliar setting for a considerably long
period in a training programme, contentious issues emerge and there are differences and disagreements in
the group. This situation is more noticeable in a long-term training programme. These situations, if not
prevented or properly managed, can lead to some very adverse consequences for the programme.
Therefore, you should possess the skills that help prevent discords and disagreements in the group from
blowing up into conflicts, intervene in a crisis in accordance with the demands of the situation, and handle
difficult situations in the group. If a member of participants are involved in the conflict, the learning
process can get severely disrupted, as the energy of the group gets directed in wrong directions. It is,
therefore, necessary to develop skills that help to handle conflict situations in the group, judiciously and
tactfully.

f.Ability to receive and give feedback

The ability to give and receive meaningful feedback is an important skill of a trainer. Feedback helps the
trainer to evaluate the learning process. It is also a tool for motivating and stimulating participants. You
can obtain feedback by asking questions and encouraging participants to pose queries whenever the issues
or your communication is not clear to them.

g.Skills in understanding and using group processes

A wrong knowledge of human behaviour and skill in the management of emotions and feelings are key
prerequisites for effective use of the group processes in realizing you objectives. In this context, group
processes will include the following specific elements.
 Promoting and guiding the interactions in a way that fosters and nurtures healthy and harmonious
intra-group relationships.
 Developing a mutual support system within the group that encourages free and frank expression
of ideas and viewpoints and infuses confidence in the participants.
 Stimulating interest of the participants in the training activities and facilitating their active
participation.
 Providing opportunities for self-discovery and self-analysis; stimulating behavioural changes
through interaction and sharing.
 Directing the group processes in a manner that enhances learning.
 Connecting with the participants at social and professional levels.

h.Skill in organizing and conducting training activities

 The scope of a training activity differs. Its duration can vary from a session to several hours and even
a few days. The manner in which you organize and conduct a training activity and its logistics can
vary not only with the training method that you wish to use but also with the training group.
Organizing a training activity is, therefore, not a simple matter but requires considerable skills on the
part of a trainer. Some key aspects of a training activity that deserve attention are:
 A thorough understanding of the training method
 Understanding of your role in the context of the activity.
 Awareness of the requirements of the group in terms of support, guidance and assistance
during the activity.
 Ability to handle situations/s arising out of the implementation of the activity.
 Deciding on the approach you would follow in leading the group to the learning outcomes.
 Providing appropriate facilities and physical environment.

i.Trainer as Facilitator
Facilitating places the trainer in a position where he or she becomes an enabler for students to learn by
themselves. The trainer and the trainees become interdependent and draw upon one another’s knowledge
and skills to achieve the learning objective. In effect, control over the learning process passes in varying
degrees, depending on the tactic of the trainer.
In the facilitating mode, the trainees contribute knowledge skills and experience, which have been
acquired over a number of years which they can share with others. Also they are likely to bring with
them their own learning style. Self confidence, esteem, motives for learning, prejudices, needs of the
trainees and individual within the group which could involve a change in or development of, the trainer’s
attitudes. These must be an acceptance of openness within the group so that it can establish its own
ground rules of work together as a cohesive unit and that the facilitator will need to exercise a variety of
skills. There is a need to be aware of, and to monitor the individual learning and emotional needs of
members of the group, to create a secure climate to structure the learning experiences and activities of the
group and to control the learning experiences so that they remain relevant and that the objectives are
achieved. Rogers (1969) identifies a range of qualities of facilitators, they are as follows:
 Less protective of their own constructs and beliefs than other trainers
 More able to listen to students especially to their feelings
 Able to accept the ideas of students especially to their feelings
 Able to devote as much time to developing relationships with individuals and the group as to
training content
 Able to accept positive and negative feedback and use it in their own development.

7.Qualities of a trainer

a.Enthusiastic
A trainer should not only appear to be enthusiastic but also radiate liveliness through words, actions and
behavior, stimulating the participants and reinforcing the learning environment. Enthusiasm does not
mean being excessively demonstrative in actions or being energetic. It suggests that you are earnest in
your approach to training and in interactions with the participants and full of life. You should not only be
whole heartedly in the training process but also appear to be enjoying the work. It has been seen that
generally the participants are more comfortable with a trainer who is full of life and vigour than with one
who is monotonous and lackluster.

b.Ability to work under pressure

During the implementation of the training programme, anxiety, tensions and pressures are all over the
place, surrounding a trainer. As the programme progress, there are a number of occasions when the result
of your efforts are not on expected lines. Sometimes your plan goes awry. Unforeseen problems emerge
almost from nowhere. The administrative staff are not up to their task and the participants are unhappy.
There are often long working hours during the programme, and there is not much time left for the family
and other social commitments. This can result in a lot of stress, affecting your motivation and efficacy.
At times a feeling of frustration and helplessness can overwhelm you. So there are all sorts of pressures
working on you, affecting your motivation and enthusiasm, even disturbing your rhythm as a trainer.
They also test your patience. You should know how to handle them.
There are some factors that have considerable bearing on the work attitude and frame of mind of a trainer.
Many of them have families with the usual domestic problems and stresses. The domestic situations have
the potential of influencing the moods, perceptions, and level of motivation of a trainer at a given point in
time. You need to be conscious of these factors and keep a close watch on how they affect your behavior
during the programme and in your interaction with the participants.

c.Sincerity and openness

Be sincere in what you say and in your actions or behaviour. Remember that you are under the gaze and
scrutiny of the participants even out of the training activities. They cannot be deceived by your pretences,
appearing to be interested in the programme or in them. A rule of thumb, regardless of the nature of the
programme and the level of the group, is that participants appreciate sincerity and openness. They like
trainers who are truthful, genuine and transparent.

d.Flexibility
In the context of a training programme, flexibility means that a trainer is sensitive to the needs of the
group and the demands of the programme at a given point in time. It signifies willingness on the part of a
trainer to bring about the desired changes in the programme or in her own behavior, actions, and training
style and strategy. One should also be sensitive to the feedback received from the participants.

e.A good sense of humour

This is a desirable quality in a trainer and a good supportive tool for her. A good sense of humour does
not mean that the trainer has a bagful of jokes for all occasions or has the skill to evoke instant laughter.
Humour is not cracking jokes or clowning about. It is the ability to keep the environment relaxed,
informal and learner-friendly through you behavior and comments. It is also your wit and responsiveness
to a training situation. If this attribute is used to illustrate or explain a point or incorporate an example or
anecdote, it can be an effective aid in making the presentation interesting and stimulating.

f.Willingness to recognize good contribution

An inclination to acknowledge and recognize a good contribution of a participant is a key quality of a
trainer. It helps winning the respect of the group and helps to connect with the participants on a person to
person level. This quality is put to test when a participant expresses a view point that is inconsistent with
yours. You should be willing to appreciate it if you find merit and substance in the position she is
expounding. You should have the skill of turning around the situation and using the opportunity for
widening the scope of discussion, thus, enriching it. In the process, you will enhance your credibility as a
trainer. On the other hand, any attempt to run down a participant or deride a comment can back-fire. It is
part of trainer’s role to assist and encourage the participants in expressing their views in a clear and
coherent manner.

g.Willingness to accept mistake and apologies for it

Another virtue that can endear you to the participants is your willingness to own mistakes and take
responsibility if you goof up. You should not hesitate to apologise. Some trainers believe that if they
accept their follies, they will make a fool of themselves before the participants. This is not a correct
assessment of the participants’ attitude. On the contrary by this action you will enhance your stature and
get more respect from the participants.

Following are the other important attributes of a trainer

i.Behavioural Qualities

 Empathises with Trainees

 Is friendly and cheerful in disposition
 Is innovative and creative
 Is flexible and open to suggestions
 Has a positive mental attitude
 Is a keen observer and learner
 Is helpful and a team player
 Is confident and bold
 Is enthusiastic and inspiring
 Is disciplined and consistent in thought and action
 Has good inter-personal communication and presentation skills
 Is non-judgmental and encouraging in giving constructive feedback
 Is gender sensitive and proponent of gender equality & justice

ii.Professional Qualities

 Is a role model
 Has up-to-date knowledge of the subject
 Is fully conversant with subject matter
 Is eager to acquire new skills to adapt to emerging training techniques and technologies
 Has expertise in interactive and participatory methodologies of training
 Has capability to assess training needs, design appropriate need-based training interventions,
implement effective learning events responding to the entry-behaviour of trainees and assess
outcomes
 Has a capacity to visualize clearly and experiment creatively
 Is zealously committed and striving to make training a creative endeavour for self-actualization
and organizational development
 Is always seeking opportunities for enrichment of knowledge, skills and attitude of self as well as
others

iii.Managerial Qualities

 Is systematic in approach to training and work

 Is organized and methodical in using a step-by-step facilitation of learning
 Manage time effectively
 Is proactive in approach to Management of Training and not reactive only
 Is effective in liaison with Organizational Management to convincingly establish a high priority
for training
 Is able to sell, promote, propagate the cause of ‘training for all’ to organizations, managements
and policy makers
  Is able to demonstrate and validate training outcomes as effective in solving performance
problems of individuals and organizations
 Has a positive mental attitude and is an advocate of human resource development for promoting a
work culture of excellence in organizations.

8. Characteristics of a poor trainer

 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.
 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

Apart from the opposites of the ones mentioned above, the qualities of a good trainer are:
 Demonstrating technical competence in the area being taught
 Showing a natural ability to teach and gain satisfaction from it.
 Possessing a high level of interpersonal skills
 Being good listeners and questioners
 Having a genuine interest in people
 Being flexible in the use of training strategies and tactics
 Valuing the need for thorough planning and preparation
 Accepting a share of accountability for the trainee’s future performance.

9.Trainer Styles
 The humble expert:
High competence, high concern for people, but low teaching skills.
 The oblivious incompetent:
Low competence, low leaching skills, and low concern for people
 The arrogant charlatan:
High teaching skills, but a low concern for people, and a low level of competence.
 The boring lecturer:
High level of competence in the subject, but low teaching skills and a low concern for the learners.
 The directive instructor:
High competence, high teaching skills but a low concern for people.
 The endearing bumbler:
Low competence, low teaching skills, but a high concern for people
 The shallow persuader:
High concern for the learners and high teaching skills but low job competence.
 The professional trainer/instructor/teacher/facilitator
Competent in subjects, high concern for the learning and well-being of the participant grope and
impeccable teaching skills and techniques.

10.Summary
This module deals with the issues related to the values, roles and functions of a trainer in a training
programme. The purpose was to enable you to access abilities and capabilities as a trainer in the light of
the responsibilities you carry for the planning and implementation of the training programme. This
module also throws light on characteristics of a good and a poor trainer. Different styles of a trainer are
also discussed.