A successful training program is built on various components.

One of the key components is

managing participants. When we talk about managing participants, the most effective tool is
questioning. Questioning by both trainer and the participant. However, trainer is skilled at
questioning participants but managing questions of participant is more skilful job. This eventually
results in successful conclusion of training program. At the beginning let us understand the effective
question by the instructor. Effective questioning is perhaps one of the most critical facilitation skills.
It serves several functions:

• Helps you to determine what participants already know about a topic so you can focus on
what they need to know.

• Invites participation and involvement in the training process.

• Provides feedback about how the training is received.

• Enables participants to assess their learning.

The three skills associated with effective questioning are asking questions, handling learners answers
to questions, and responding to learner’s questions.

1. Asking Questions

Question Types

Asking questions effectively during training is one of the most important skills you can develop.
Asking questions effectively means selecting the right type of question, phrasing it so it elicits the
response you are after, and then directing the question appropriately.

2. Handling Participants' Answers to Questions

The second skill associated with questions involves the way in which you handle participants'
answers to your questions. To ensure maximum learning, you need maximum participation. The way
in which you respond to a person's answer has an impact not only on the individual but also on the
amount of future participation you will receive from everyone. Some ways to handle answers to
questions that will maintain a high level of participation are to:

• Use positive reinforcement for correct answers.

• Acknowledge the effort of the respondent, regardless of whether the

answer is right or wrong.

• Minimize potential embarrassment for wrong or incomplete answers.

3. Responding to Participants' Questions

The third skill associated with the questioning process involves responding to questions from the
group. Participants' questions provide an opportunity to enhance the learning for the group as well
as for the individual. The way in which you respond to questions also affects whether people feel
free to ask future questions during training.

There are three suggested ways to respond to questions:

1. Provide the answer yourself. This is most appropriate when you are the

only person who can provide the answer.

2. Redirect the question back to the person or to another participant. This

is appropriate when there is a high probability that the person will be

able to come up with the correct answer.

3. Defer the question. This is appropriate when:

 The question is beyond the scope of the session

 The question cannot be handled in the allotted time frame

 The answer will be provided by material covered later in the session

 You need time to think about it or research the correct answer

We learnt effective questioning by the trainer. Now we will move to next phase managing questions
and participants. This ensures great value and it is icing on the cake to the training program.
Participants in a training program come all shapes and sizes. Each has a different motivation to
attend it and an agenda to pursue. And each adopts own strategy to match the objective. Following
are some of the situations and types of participant attending a training program.

Situation 1 Learners are complementing training - in this situation, the priority is always personal
growth and professional development. These participants unlearn before enters and make full use of
learning opportunity that is present to them. They are driven by motivation and dependent on
external factors. They participate in all the activities and keen in presentation and discussions and
make useful contribution. Also, they are punctual and are seen making note of everything.

Learner type of participants are ideal participant on whom you can rely for support and help. They
can become catalysts in motivating the learning process and help you in brining into the discussion
for those who are disinterested in the activities. They can become role model to other participants.
In case of trainer, has to balance attention between both the learner and disinterested.

2. Disinterested participant in the training- These participants are not only disinterested in the
training activities but remain away from participants as well. They do not want to be a part of the
social process. The reasons for this behaviour can be varied. Some of them may be unwilling
participants, a few lack faith in the training and they show no interest in what is happening in the
around. Some others confused, as the training is different from their pre training assumptions. These
participants may seem curious about the activities but their body language of conveys parti their
disinterest in the in programme. They don’t break the rules but they might distract another
participant.

As a trainer you cannot ignore these participants. Trainer should attempt to establish
communication with them, find out the reasons for their Distraction and make an effort to bring
them into the ongoing activity. Some understanding and empathetic attitude may help them come
out of their misconceptions and help them become active part of the training group.

3. Attend training as Tourist- It is common situation for trainer that the participants wanting to visit
places of interest at the venue of the and nearby, but what distinguishes these participants from
others is their over excitement to look for the opportunity to go sightseeing. For these participants
attraction for their coming to the programme is not the training but the nearby tourist spots. This
satisfies their desire to travel and visit places. If the venue is in another country or even in a big city,
not visited earlier, it is an added bonus. This eagerness sometimes makes the participant forget
responsibilities as a participant and a nominee of the organisation, group norms and rules, and even
with the programme schedule of the training. They resist any attempt on the side of trainers to make
the group work beyond the normal working hours because this may interfere with their schedule.
Clearly, their interest in the training activities is minimal. They may also attempt to rope in other
participants to form a subgroup.

These participants are not directly interrupt the programme or affect group processes. Therefore,
role of the trainer is limited. As mentioned earlier, trainer can provide for some free time to the
participants to pursue their personal activities or attend to their social engagements. This is not
unusual and trainer should make it part of the schedule, If this is done, these participants will be
able to organise their leisure hours for visiting. Also, trainer can remind the group of the participants
responsibilities toward their organization and commitment to the training program. 

4. Pre assumption I Know all- These are participants who are lacking acceptance in the need for
training and feel that they know almost everything that the training programme intends to focus on.
They flaunt either their long years of experience or their status to show that they know a lot more
than others. They are likely to interrupt the trainers and put challenges to them just to demonstrate
to the group that they are more knowledgeable than other participants and therefore, this training is
not useful for them. While some of them may have a different attitude towards other participants,
while others may try to emphasise their position through control and influence. Their body language
is generally very different from others because there is certain arrogance in their behaviour. They
are not good listeners as they feel that others cannot have better ideas than them.

The trainer can bring this into play in front the group, to make the participant realise the irrational
behaviour. The trainer can share a small story through which it reaches to the participant. If you still
find no improvement in the behaviour, have a dialogue with the concerned participant during lunch
or tea break. Politely convey the message, it is not helping the group or other participants learn or
educate about the subject covered in training program.

5. Dominating the training- These are the participants who dominate all the time the group whether
it is activity or group discussion. The purpose of this domination is show off their knowledge to seek
attention of other participants. Some of them may also be seeking positions of influence and control
for themselves, and also, they want to make their presence felt in the group and with the trainers.
They would always want to intervene in any discussion and take charge whenever a subgroup is
engaged in a training activity.

 During the first few sessions, trainer can use the opportunity to caution the group about the
presence of these participants in any training group. This way the trainer alerts the participants and
also send an indirect message to these participants that they should immediately change the
behaviour that could be considered as inconsistent with the interests of the other participants. Also,
trainer can encourage and support other trainees to work in the group and the programme and
reinforce the efforts to keep the atmosphere positive.