GURU GHASIDAS VISHWAVIDYALYA

(A CENTRAL UNIVERSITY ESTABLISHED IN 2009)

BILASPUR (C.G.) 495009

DEPARTMENT OF MANAGEMENT STUDIES

MASTER OF BUSINESS ADMINISTRATION PROGRAMME

SESSION: 2022-2024

M.B.A. III Semester

SUBJECT: MANAGEMENT TRAINING AND
DEVELOPMENT TOPIC - TRAINER

Submitted To: Submitted By:

DR. HARISH KUMAR KUMAR GAURAV
(PROFESSOR) MIMANSA BARETH
DEPT. OF MANAGEMENT STUDIES
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 INDEX

S. NO CONTENT PAGE NO.

1 Introduction and Meaning 4

2 5-6
The effective trainer

3 6-7
The traditional roles of a trainer

4 The role and responsibilities of the trainer 7-8

5 8-9
Suggestions for the trainer

6 10-11
Training Techniques

7 Must have skills and qualities for effective trainer 12-15

8 16
The ten traits of terrific trainers

9 Secret of becoming effective trainer 17-19

10 20
Conclusion
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 ACKNOWLEDGEMENT

I would like to express my special thanks of gratitude to our teacher DR. HARISH KUMAR SIR
who gave me the golden opportunity to do this wonderful assignment on the topic “TRAINER”
which also helped me to do lots of Research and I came to know about so many new things.
Secondly, I would also like to thank my friends and seniors who helped us in finalizing this
assignment within the limited time frame.

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INTRODUCTION

Training is only as effective as the trainer providing it. Organizations who decide to invite a trainer or
multiple trainers in to help deliver a training solution for their employees are placing a lot of trust in the
abilities of these trainers. The quality of a trainer can either make or break the effectiveness of a training
program.

Training is one of the most critical factors in human performance and productivity. Whether it is formal,
classroom training, web-based training or on-the-job training done one-on-one, employees need it. They
need it for orientation to their jobs when they are new to the company. They need it when they get transfers
or promotions. They need it when the company reorganizes or downsizes, and they end up doing more or
different work. They need it to grow within their jobs and within the organization.

Without it they often find their current abilities inadequate. Far too often, they find that they had the
qualifications to get the job but lack sufficient knowledge or skills to perform well on that job at that
organization.

Delivering training requires many skills. A trainer must know the content well or be an expert in it, be able
to communicate well, know how learning works, have a high level of empathy to understand what delegates
are going through and be able to show enthusiasm about the content.

Since these are only skills, anyone can master them with correct training. Trainers must feel confident about
their domain or expertise, however a good trainer must pose a set of skills directly dedicated to training
others and on transfer of knowledge form one person to another.

People always remember a good teacher many years later and the same applies to the training world.
Becoming a good trainer is not at all hard. All you need to do is to practice the required skills and have
persistence to use them. Next, adjust your performance based on the feedback from your delegates and how
much they have learned from your delivery session.
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MEANING:

A trainer is a person who has the required abilities, attitude, skills and knowledge to impart training.
The trainer is responsible for providing training in a specific job area by focusing on teaching specific
areas of knowledge or the working capabilities that are needed for certain positions or roles.

His/her job description entails ensuring that employees or workers of a particular organization possess the
necessary skills and knowledge to compete efficiently and effectively, and also meet the organization’s
business goals and objectives.

It may also involve delivering training or supervising a team of instructors, depending on the structure and
the size of the HR department.

THE EFFECTIVE TRAINER

The following are some suggested general characteristics of effective trainers. For a person considering
taking the trainer role, this list of characteristics can be treated as guideposts for planning. The more
intensive or formal the program is, the more importance these guidelines assume. They are listed in
approximate order of priority.

1. Openness to change:

Because the trainer role is not simple, and requires "sensitive use of the self," the prospective trainer must be
willing to look at him/herself, question things he/she does and has always taken for granted. The person
whose views of him/herself are unchangeable will have considerable difficulty in working as a trainer.

2. Reasonable "comfortableness":

To do a good job as a trainer, one must be secure enough to try out new things. Training, like teaching, or
any form of human interaction inevitably gets one off base, and into puzzling situations for which there are
no readymade answers. An effective trainer needs to be comfortable with him/herself as a person, be
comfortable with others, and be reasonably able to cope with new situations without getting upset.
3. Desire to help:

An effective trainer needs to have genuine motivation for helping people learn. The person who tries out
the trainer role only because it is "interesting," or because the role was assigned by a superior, is unlikely to
get very far before things freeze up or the group become apathetic. A thoughtful self-appraisal of one's
reasons for wishing to try out the trainer role is strongly suggested.

4. Openness to change:

Because the trainer role is not simple, and requires "sensitive use of the self," the prospective trainer must be
willing to look at him/herself, question things he/she does and has always taken for granted. The person
whose views of him/herself are unchangeable will have considerable difficulty in working as a trainer.

5. Reasonable "comfortableness":

To do a good job as a trainer, one must be secure enough to try out new things. Training, like teaching, or
any form of human interaction inevitably gets one off base, and into puzzling situations for which there are
no readymade answers. An effective trainer needs to be comfortable with him/herself as a person, be
comfortable with others, and be reasonably able to cope with new situations without getting upset.

6. Desire to help:

An effective trainer needs to have genuine motivation for helping people learn. The person who tries out
the trainer role only because it is "interesting," or because the role was assigned by a superior, is unlikely to
get very far before things freeze up or the group become apathetic. A thoughtful self-appraisal of one's
reasons for wishing to try out the trainer role is strongly suggested.
7. Being seen as helpful:

The trainer must be seen by the members of the training group as being potentially (and actually) able to
help them learn. This seems obvious but is easily overlooked. Without acceptance of one's trainership by
group members, little learning is possible.

Most people markedly lacking in the other characteristics listed here will also tend to be seen by potential
members of the training group as being unable to provide training assistance. This boils down to: "Do
people in the group think I am competent to help?"

8. Role flexibility:

It helps if the trainer is a person who can do different kinds of things in group situations without too much
difficulty. He/she need not be a super-member or an unusually skilled individual, but he/she ought to be able
to handle him/herself with a minimum of strain in group situations.

9. Sensitivity to groups:

A good trainer notices things in group situations. He/she picks up what is going on, can see objectively and
accurately what is happening. If he/she has not learned this sensitivity, it will be difficult to help members
develop it.

10. Openness to change:

Because the trainer role is not simple, and requires "sensitive use of the self," the prospective trainer must be
willing to look at him/herself, question things he/she does and has always taken for granted. The person
whose views of him/herself are unchangeable will have considerable difficulty in working as a trainer.

11. Reasonable "comfortableness":

To do a good job as a trainer, one must be secure enough to try out new things. Training, like teaching, or
any form of human interaction inevitably gets one off base, and into puzzling situations for which there are
no readymade answers. An effective trainer needs to be comfortable with him/herself as a person, be
comfortable with others, and be reasonably able to cope with new situations without getting upset.
12. Desire to help:

An effective trainer needs to have genuine motivation for helping people learn. The person who tries out
the trainer role only because it is "interesting," or because the role was assigned by a superior, is unlikely to
get very far before things freeze up or the group become apathetic. A thoughtful self-appraisal of one's
reasons for wishing to try out the trainer role is strongly suggested.

13. Being seen as helpful:

The trainer must be seen by the members of the training group as being potentially (and actually) able to
help them learn. This seems obvious but is easily overlooked. Without acceptance of one's trainership by
group members, little learning is possible.

Most people markedly lacking in the other characteristics listed here will also tend to be seen by potential
members of the training group as being unable to provide training assistance. This boils down to: "Do
people in the group think I am competent to help?"

14. Role flexibility:

It helps if the trainer is a person who can do different kinds of things in group situations without too much
difficulty. He/she need not be a super-member or an unusually skilled individual, but he/she ought to be able
to handle him/herself with a minimum of strain in group situations.

15. Sensitivity to groups:

A good trainer notices things in group situations. He/she picks up what is going on, can see objectively and
accurately what is happening. If he/she has not learned this sensitivity, it will be difficult to help members
develop it.

16. Understanding of the training process.

A good trainer has a reasonably clear picture of how people can learn in an inductive, experience-centered
way.
17. Formal and practical knowledge about groups.

It helps if the trainer knows something about group dynamics, and is comfortable with concepts in this area.
Background experience with different kinds of groups is also useful.

18. Methodological knowledge.

For effectiveness, the trainer needs to be familiar with the teaching method being used.

Again, these are open-ended criteria. Even an accomplished trainer could show improvement in all of them.
The person who is experimenting with the trainer role for the first time can use these criteria as guideposts to
evaluate and improve his/her performance as he/she proceeds.

Three qualities to always strive for, however, as an effective trainer are:

Genuineness: A effective trainer is non-phony, non-defensive, authentic and natural in his/her

encounters with learners and other trainers.

Warmth: An effective trainer can provide a non-threatening, safe, trusting or secure atmosphere
through his/her own acceptance, positive regard, valuing and acceptance of others.

Understanding: An effective trainer can understand, "be with," "grasp the meaning of" or have a high
degree of empathy with the learners.

THE TRADITIONAL ROLES OF A TRAINER

• A Designer: A designer adapts training programmes to trainees' needs and knows and uses the principles
of learning adults. He/she introduces adequate training methods, designs training manual and learning
methods and materials.
• An Organizer: As an organizer, a trainer needs to learn about the participants and place of training. He/
She needs to design the training materials and arrange the training rooms. During the training, he/she
needs to take care of training resources and participants.

• A Leader: As a leader, a trainer needs to define the training situation, manage the work of the training
group and act towards managing the training goal. A leader understands and controls the group process.
He/ she also responds in difficult situations.

• A Moderator: As a moderator, a leader uses discussions as a learning method and stimulates

engagement of trainees. A leader is one who activates the process of sharing experiences.

• An Expert: A trainer is meant to be an expert in his domain, and they make use of their expertise
and broad knowledge base.

• An Ally: As a close confidant, trainees expect the trainer to take good care of them and make them
feel safe and secure while divulging their inner fear and setbacks.

• A Presenter: A very important traditional role of the trainer is to define the situation of presentation and
structure the presentation accordingly. A trainer inspires, tells stories, uses humour and engages the
trainees. A trainer needs to prepare proper slides, use effective body language and keep in contact with the
audience.

THE ROLE AND RESPONSIBILITIES OF THE TRAINER

• Content Creation:

The modern trainer has the advantage of using the huge amount of available data on the web. But the
problem lies in sorting, analyzing and presenting the already available data in a meaningful way. Content
creation does not mean discovering new ideas or creating anything new, but a modern trainer needs to have
good working knowledge about using the internet or the legal complications of using the already available
data.
• Knowledge of E-Learning activities:

Knowledge of E-learning schedules and activities becomes an absolute necessity for the modern trainer. A
modern trainer needs to be appreciative of the E-Learning techniques and methods in order to use them in
his training schedules and blend the best of training methods together for his trainees.

• Analyzing and interpreting the entire picture of imparting training:

The ability to forecast and analyze the entire picture of training will not only be beneficial for the trainer but
also for the organization as well as the trainees. This would help the trainer to choose the most effective
method of imparting training suiting the budget of the organization.

• Creating and using visuals for effective delivery:

Nowadays, visuals play a very important role in training delivery. A modern trainer should effectively create
and use visuals to make his presentations worth listening to. The visuals need not be artistic but must be
attractive enough to catch the attention of the trainees.
• Should be efficient with oral, written as well as visual communication:

A modern trainer should be well versed with oral, written as well as visual communication skills. While the
traditional trainer was expected to be conversant only with oral communication skills and body language but
for a modern trainer grammatical knowledge, proper sentence framing, gab for writing along with confident
delivery is an absolute necessity.

• Use the remote learning tools effectively:

A modern trainer needs to understand the use of remote learning tools and should have knowledge of their
usage and application. Right from the primitive remote tools like E-mail to the most updated solutions like
virtual online presence, these remote learning tools have widened the scope and horizon for a trainer. A
modern trainer must exude confidence while dealing with non-face to face interaction while imparting
training.
• Training evaluation:

Training evaluation is an attempt to identify the effects of a training program and a modern trainer needs to
be a pro at calculating the cost –benefit analysis of a training imparted. Training evaluation helps in
comparing the post training results to the objectives expected by the trainer, trainees, administrators and
management in totality. Without training evaluation, the results of training would not be fruitful.

• Acts as a Consultant and Innovator:

A modern trainer is more concerned with identifying and analysing business problems and attempting
solutions for the same through training. Training imparted without any proper objective or goal becomes
meaningless in the long run. Also, as an innovator the role of a trainer is to manage changes in the
organization and effectively provide performance solutions.

Based on the above-mentioned points, one can easily identify that the job of a trainer is not easy. In fact, a
trainer today needs to continuously upgrade himself and have a better understanding of the environment
surrounding him, the organization and his trainees. Only a proactive approach in training will truly benefit
the parties involved and affected by the training program.

SUGGESTIONS FOR THE TRAINER

In preparation for each session:

1. Remember that groups always vary. Research your audience to make sure the materials in the manual are
appropriate to use with them. In some cases, the materials will need to be modified because of varying
levels of expertise, sophistication, background, and experience of a given group. Be cautious in examining
the materials. Think how each exercise will be viewed and/or accepted by the group. It is up to you to
modify materials as necessary to meet the needs of the group.

2. Become familiar enough with each session so that you understand the exercises and contents well enough
to run it with ease. If you do not feel comfortable with a certain exercise, alter it so that it suits you, yet still
meets the objectives.

3. Prepare an outline, or notes in the margin, to help you remember important points.

4. Make sure you have all the necessary equipment, prepared flip charts, and other materials.

5. Complete the following tasks before the participants arrive:

 Horseshoe Style

a) Set up a seating arrangement that best suits the group and number of participants. Avoid using desks and
tables. They can get in the way of group movement and interaction. Keep them on the sides of the room in
case participants want to use them for writing when they are working on individual or small group tasks.
TRAINING TECHNIQUES

A structured exercise is an experiential learning activity that is designed to achieve a certain purpose.
Based on the theory that individuals learn most effectively by doing, structured exercises are designed to
allow the learner to participate in an activity. You, as trainer, may help facilitate the learning, but the
participant must learn for him/herself. This method is based on the premise that guided experience (the
structured exercise you will facilitate) is the best teacher. After a structured exercise, you, as trainer, must
allow enough time for the "processing" stage, in which you help them discover what they have learned so
that they are sure to share, integrate, and apply what they have learned to their daily lives.

PROCESSING is the technique you will use to help participants make generalizations, discuss what they
have learned, and state how the learning’s can be used in their respective work, community, or home
situations. The learning in each session is designed to take place in the following sequence:

Introduction or information is provided.

Participatory activity (structured exercise) takes place.

Processing is done.
It is important that the processing stage never be deleted. Every exercise provides you with basic
processing questions you can use. Your role is to ask questions, carefully listen to the responses, and help
people come to conclusions about what they have learned.

Besides using the questions with which you are provided, you can also ask
participants: What have they learned?
What have they
discovered? What have
they noticed?
What have they realized?

LECTURETTE. A lecturette is a brief, carefully prepared oral presentation of information which you offer
for the purpose of having others understand the information or to motivate or influence the attitudes of the
listeners. Sometimes your opening statement, explaining what the group will be doing during the session, or
the explanation of the topic, is done in lecturette form.
GROUP DISCUSSION is a conversation and deliberation about a topic among two or more participants
under the guidance of a trainer. It is a time for the individual participant to share his/her ideas and
experiences with others.

Because two of the purposes are to help participants share information and give them the opportunity to
jointly design strategies, you will see group discussion used often as a technique. It is useful for
involving the entire group, and pooling the abilities, knowledge, and experience of all to reach a
common understanding, conclusion, or strategy.

When you are leading a large group discussion with all the participants, it is your responsibility to
keep it going, to ask the questions, and to keep participants on track. Each time an exercise
necessitates processing with the entire group, you are given questions to use. You should try to
establish and maintain an atmosphere in which participants feel they can comfortably disagree, try
out new ideas, discuss their own experiences, and propose conclusions, solutions, and strategies.

There are many cases of small group discussions where groups of only four through seven work on a task.
In this case, your responsibility is to make the instructions clear and let the groups work on their own.

A natural leader will usually emerge in each group. However, you and other co-trainers can "float"
from group to group to make sure the assignment is being done correctly. At the end of the small group
discussion, the conclusions or ideas from each group are usually reported to the large group.

ROLE PLAYING is a training technique in which participants act out a situation without a script in front
of the rest of the group. In order to decide what they will say and do in the role play, participants are given
a situation described in detail and assigned a role to play. Role players and observers are aware of the
general situation, but individual role players may be the only ones aware of the intricacies of their
respective roles. The intricacies are either told to the role players individually, or written on a slip of paper
for each role player. After the role play is completed, it is discussed by the entire group.Role playing can be
used to examine delicate problems, to explore solutions, and to provide insights into attitudes differing from
those of participants.

Sometimes participants are too self-conscious to role play. Others tend to "overact." Allow people to
volunteer for roles, never assign or appoint them to roles. In briefing the role players, tell them to try to
stay close to the role and to act it out as realistically as possible. To "put them in role," put a name tag on
them that shows who they are playing.
When people have finished role playing, it is important to de-role them and to tell them they are no longer
in role before discussing the role play.

"De-roling" can be done by asking the players to move out of their seats or situations, and removing any
role name tag. Tell them clearly the role play is over and they are to go back to being themselves.

BRAINSTORMING involves asking the group to generate ideas, words, or phrases about a given topic.
Spontaneous thinking is encouraged, and as the participants offer their ideas rapidly and spontaneously,
you will often write them on a flip chart. No idea is dismissed or criticized, for the purpose is to obtain as
many ideas as possible and to stimulate thinking and participation.

PARAPHRASING is restating in your own words or behavior what another person's statement means to
you, followed by his/her agreement that you succeeded in grasping the meaning. This helps that person
clarify what s/he said and indicates your understanding of what s/he said. Too often people add to what
others say without being really clear that they understand what was meant.

An example of paraphrasing:

Participant: "I find this training is terrible'

Trainer: "Oh, you really don't like these activities."

Participant: "No, I like these activities, I just find it uncomfortable remembering how I
once acted in an organization."

Trainer: "You like the training, even though you feel uncomfortable about parts of it."
Participant: "Yes."

Must-Have Skills and Qualities for Effective Trainers

Being a good trainer requires commitment, a solid reputation, and qualities that can impress the learner.
Considering the swift technology changes, if you’re thinking about choosing a trainer, instructor, facilitator,
or whatever nom de guerre you decide to use for them, to provide training for your company, then you must
do your research well.

The difference between skills and qualities

Before we go on to a trainer hunt, we ought to know the difference in the terminology we’re using. Often
people will confuse skills for qualities but turns out there is a slight difference.
 When we refer to skills, we are talking about something that we learn to do over a certain time. For instance,
during education or work, you will learn new skills that you can use differently. You can refine those skills
through further training or life experience.

However, when we talk about qualities, we refer to them as parts of people’s personalities, with which they
are usually born and that describe them as individuals. You cannot learn qualities or transfer them to
another; you can grow and develop them through time.

Some trainers happen to have both skills and qualities merged, making their performance out-
standing and engaging audiences at their maximum.

Skills
Communication
skills
It takes a lot of discipline and self-training to be able to adapt to the mind-sets of different people. This is,
however, what is expected from good trainers.

They know that learning is a process that manifests differently, depending on their trainees, yet, they find a
way to reach them. Their communication skills are not similar to lecturing solely. Instead, they try and root
for interaction and discussion, as the key strategies to keep an active approach towards the training process.
Effective trainers know how to explain complex concepts so that people can grasp them easier. It’s up to
them to raise interest and demand participation. That is why this skill is their most valuable asset.

Organization skills

It’s good for all of us to have some spontaneity and improvising skills every once in a while. We can use it
not to sound mechanical and script-based when we are explaining or elaborating concepts. However, you
should always take the time to plan and prepare your training materials and facilitation delivery very
carefully. An effective trainer knows that using every minute of the training, to process information properly
is very important to the trainees’ retention rate. Well-organized materials and lessons help remain consistent
focus on the topic and prevent the audience from wandering off from it.

Analyzing skills

Some trainers often get caught up in the delivery process so much that they forget about the audience’s
needs and differences. Focusing on being a perfectionist while facilitating, may have its perks. One of the
main tips for being a good trainer involves conducting a needs analysis, understanding through a needs
assessment what needs to be learned by your audience through and what you need to prioritize.

Advanced research skills

Good trainers are expected to possess innovative thinking. Instead of following old formats and dull
materials, they should be bolder into experimenting with interactive and fun content in their courses. All this
can be incorporated into training tools such as software platforms that allow them to combine different
engaging media while still corresponding to the identity of their learning management system (LMS).

Good trainers will also know the importance of social media. They will use them to understand learners’
characteristics, to help them connect, or to approach them through personalizing the whole learning
experience.

Skills of ‘entertaining’

Not all of us can manage to possess a fine sense of humor, to entertain the masses and keep them engaged by
doing so. However, given the previously elaborated training tools such as videos, facilitating is no longer a
one man’s show. By being an entertainer, you can make sure that you’re adding enough interest and
enthusiasm to the subject, enough to keep the learners focused. It is important, though, to combine this skill
with all of the above; otherwise, entertainment alone will not induce productivity and change in your
audience.

HERE ARE SOME QUALITIES OF A GOOD TRAINER:

1. CONTINUOUS LEARNER

Learning should never stop for a trainer. Great trainers are always open to new learning to ensure
participants receive their maximum effort and the latest information. A continuous habit of learning is a trait
shared by the best. Trainers need to be equipped with enough information or the ability to reach information
to guide and learn answers. They invest in learning to better understand the difficulties a learner might
encounter by reflecting on their own challenges. The learning process for a trainer is a continuous affair,
with every new subject and student posing a different challenge.

Good trainers will channel the knowledge obtained and focus on continuous improvement in their training
methods. It can be an experience with a learner or opening up to innovative ways to conduct a lesson, a
trainer with an aptitude for learning has more potential to be an excellent trainer. The greatest way to learn
something is to train on it!

2. FOCUSES ON THE LEARNER

For a trainer to successfully understand the requirements of those that they train, developing a relationship is
essential. Good trainers lay emphasis on developing a professional relationship with their learners to better
understand their difficulties, their learning methods and styles, and their reasons behind learning. Great
trainers are completely focused on the learning and the learner and tailor their approach to deliver a more
meaningful and personalized learning experience.

3. DESIRABLE PERSONALITY

The ability to listen, to be patient and to care about the learner and the job at hand are essential traits of a
good trainer. Learners respond to characteristics such as kindness and empathy as they believe it makes the
trainer more approachable. The sensitivity displayed by trainers makes it clear to them that no problem is too
small or too big and the trainer is always ready to receive them. When trainers have effective listening skills,
the learners feel more comfortable approaching them.

4. GOOD ORGANIZATIONAL SKILLS

For a trainer to be successful, good organizational and planning skills are necessary. Training involves
preparing lesson plans, setting targets and helping the learners achieve them. A structured approach to
training ensures the trainer is focussed on the tasks at hand, the learners have an outline of what to expect
and both parties can measure the progress made. A well-prepared trainer has a greater ability to adapt to the
changing needs of a learner. A well-organized trainer will also ensure the learner feels confident and builds
trust, knowing the trainer has everything planned out.

5. ADAPTABLE

With the development of technology and particularly training tools and software, there are more means than
ever to make training more innovative. A good trainer quickly adapts to the changes and can utilize the
technology to create impactful lessons. The ability to think on their feet and improvise their training
methods are qualities that make a good trainer. Trainers who get out of their comfort zones to create unique
and innovative approaches to training will become more popular with learners. As learners are diverse and
the training methods can vary, adaptability is a quality that is possessed by good trainers.

6. COLLABORATIVE

Another quality of a good trainer is recognizing the value of collaboration. As part of a continuous learning
experience, trainers can only do so much research or courses on their own to sharpen their training skills. An
effective way to gain useful information is to meet other trainers and engage in sharing ideas, reflect on
challenges encountered and share steps taken to overcome them. Good trainers know the importance of
collaborating with fellow trainers to create a more fruitful learning experience for learners
7. ENDURANCE AND PATIENCE

Training is a profession that requires a lot of patience. A trainer interacts with different learners regularly,
each one with their strengths and weaknesses. A good trainer is patient enough to spend time and understand
those that they train. They invest time in recognizing the challenges faced by every individual learner and
develop ways to address them effectively. A trainer will persevere through the difficulties endured and has
the ability to motivate themselves as well as their learners.

8. GOOD COMMUNICATION SKILLS

The ability to communicate effectively is a quality seen in the most successful trainers. Communication is
not just about language or vocabulary; it is also about engaging the learners in the discussion and developing
a two-way communication path. This enables a trainer to convey information easily and accurately and
properly respond to questions or comments from learners. Communication is also necessary to develop an
atmosphere of sharing without barriers so that the learners do not hesitate to share problems and
communicate feedback.

9. UNDERSTANDS THE BIGGER PICTURE

A good trainer understands the responsibility at hand when approached by a learner. A student relies on the
experience, and the dedication of the trainer to learn new skills and expand their knowledge. Good trainers
are able to recognize the role they play and ensures the faith of the learner is repaid by putting in a genuine
effort to help the learner attain their goals. A trainer has a passion for training and sees it as a responsibility
to impart knowledge or skill to the learner. The enthusiasm for teaching and the passion for it leads to
training sessions of top quality.

10. PILLARS OF SUPPORT

Good trainers are able to understand the challenges experienced by their learners and find ways to encourage
and support them. Veteran trainers have the ability to motivate their learners by analyzing the learning

methods and suggesting tweaks to make learning more effective. Learners can always rely on good trainers
to help them overcome setbacks and humility and compassion of trainers go a low way in aiding the learning
process of the learner.
11. PASSIONATE ABOUT LIFE-LONG LEARNING

Learning is a continuous process. Good trainers know this, and except delivering the knowledge, they will
also try and absorb some themselves. They are self-driven, avid readers who understand that just because
they have a certain degree or title, their methods can become outdated if they do not update to contemporary
informal learning trends. This quality is essential, as we know that good learners make good teachers. The
enthusiasm good trainers have about their field of expertise passes on and reflects directly in the audience’s
outcomes.

12. GOOD LISTNER

There is a reason why trainers are invited to evaluate employee’s performance and to provide feedback. This
is because if the problem to an employer is lack of productivity, a good trainer will translate it differently.
He will involve the employee or learner, listen carefully, and understand that the problem is actually an
inability to focus, distracting environment, confusing directions, or technological challenges encountered.
Interpreting and listening to the trainees properly is key to finding an in-depth solution for them.

13. MOTIVATIONAL

The right trainer will provide your staff with enough confidence to do their jobs in the best possible way.
Motivation is a crucial element that makes the difference in the approach towards the trainees. Through
motivating them, the trainer will direct learners toward their learning goals. Sometimes the training process
requires a change of behavior and habits, except for just changing what learners know. And when an
employee is motivated, change comes easier and gradual. Motivational trainers enhance trainees’ overall
performance.

14. STRATEGIC THINKER

Thinking strategically involves the process of thinking, planning, and doing the work that will lead
your company towards the most prominent future. This is what good trainers will do for you and your
employees. They will have a good grasp of how the training process directly affects the business in the
long-term. And, they will manage to think ahead on how to train employees regarding their roles and
responsibilities, more efficiently.

15. SELF-EVALUATOR

Evaluating their trainees’ performance is one thing; however, effective trainer characteristics involve the
process of assessing one’s self as well. They should be very sensitive about their performance, by measuring
it through the objectives that the trainees have achieved, and by welcoming their feedback. Successful
trainers rely on the regular update of their professional skills, network with other domain experts to keep
track of changes in their field. Their self-analysis can determine the establishment of a successful training
program.

Overall, it takes a certain set of attributes to be an effective trainer. We hope these skills and qualities will
help you identify trainers that can take you on tour on the best practices of Learning and Development

The Ten Traits of Terrific Trainers

by Jim M. Allen

1. They know their stuff.

The best trainers are intimately familiar with every aspect of the material they are presenting. They know
what's in their handouts, brochures, and trainee materials.

2. They know what they don't know.

Great trainers are also very aware of and honest about what they don't know. Just ask them and they'll tell
you... they will also work very hard to help you find the answer.

3. They can train around the weak spots.

Even the best-designed training materials will have some weak areas. Good trainers can spot these and
develop ways to work around them.

4. They don't just train, they "entertrain".

Top trainers know that you can't teach a sleeping student, so they work diligently to present their
information in a manner that keeps trainees attuned, alert, and learning.

5. They are eminently adaptable.

Flexibility is the key to good training. What works for one student may not work for another and trainers
know how to adapt their styles, examples, and material to fit the needs of different audiences.

6. They are time bandits.

One key to successful training courses is to start and stop on time. Great trainers can manipulate their
material as needed so that they are always on time.

7. They are masters of their domain.

Once in the training environment, the trainer controls everything. To observers, it may seem like chaos
reigns, but the talented trainer keeps things moving forward and on-topic.

8. They have their PhDs in people skills.

Regardless of scale, trainers are always interacting with many, many people. The best trainers deal
effectively with personalities of all types, from the ultra-shy to the loud-and-belligerent.

9. They understand that learning is a life-long process.

While the course or class they teach may be short, top trainers make themselves available even after the
formal training has been completed.

10. They are constantly improving.

Great trainers actively search new ideas, tips, and techniques to improve the quality of their training, their
delivery, and their material.

SECRET OF BECOMING EFFECTIVE TRAINER

1. Effective Trainers Explore the Significance of a Subject First, and then Explain it

Before embarking on a subject, top trainers’ first priority is to explain why people need to listen to them or
care about learning that subject. They know that if participants don’t care about a topic, they will not put any
effort in learning it. Trainers who jump into a topic without making their audience feel excited about it, risk
losing them as soon as the topic becomes a bit more involved.
Example:
Before explaining how to praise others, it is important to explain why praising is significant, why we are so
deprived of it and why it helps you stand out from others.
2. Effective Trainers Seek First to Understand the Needs, Then to Teach

Training is subjective. Good trainers know that before explaining how something should be done, they need
to first understand what their audience needs and which areas they have difficulties in. By carefully
understanding the needs both before the training course and during the course, effective trainers can provide
a tailored training solution that addresses specific requirements. By knowing the needs, you can focus on
addressing weaknesses and make the training course much more efficient.
Example:
Interview the leader of a team and ask him to highlight communication issues. Next, interview the team
members and see what they think of their team’s efficiency. Next, prepare a course based on identified needs
by focusing on problematic areas. Deliver a course and get delegates to interact with each other under your
strict guidelines so you can bring out workplace interpersonal communication issues and explore techniques
that can be used to overcome such issues.

3. Effective Trainers Do Not Lecture

A top trainer is not a lecturer who constantly speaks with an aim to only pass information. A training course
is about learning skills. People learn skills by doing them. A verbal unidirectional approach will have little
short term effect, let aside any long lasting skill transfer. Top trainers are engaging; they raise interest in a
topic, they demand participation, they guide, they provide feedback and monitor progress. They are ready to
help people try, practice and demonstrate skills.

Example:
Provide games and memory exercises on giving feedback to each other at workplace. Use interactive
conversational exercises so delegates can see how misunderstandings happen and what they should do to
correct each other before a misunderstanding escalates. Use experiential learning methodologies to boost
training while simultaniously make life easier for yourself as a trainer.

4. Effective Trainers are Knowledgeable and Prolific

A good trainer is not necessarily a person who knows the most about a particular technical topic. The most
important quality of a successful trainer is to know how to train well. Because of this, good trainers usually
train people on many topics, because they are good at the art of training and helping others progress towards
an ideal objective. Top trainers are usually prolific, have in depth knowledge of several topics and know
how to train people on them.
courses to derive a tailored training course specifically designed for their delegates. They plan the pacing,
the sequence of topics to explore, the overall tone of the course, subtopics, auxiliary topics to cover in case
of gaps and so on. Everything is carefully planned with one objective in mind: to maximise skill transfer in a
given time.

Example:
You have a public course on customer service skills. Find out who is attending before the course and which
industries they are from. Some may need more telephone skills while others benefit from more face-to-face
skills. Find out about their typical everyday roles. Tailor your content based on their roles to avoid talking
about irrelevant topics. Select customer service example conversations from your collection of examples that
are related to their line of work so you can use this as a basis of your training. Similarly, select appropriate
exercises and games which are meaningful for their roles.

CONCLUSION

To be successful in the method of training, a coach or trainer should be able to help the learner achieve
their goal as well as instill an appetite for continuous improvement and learning. A great trainer is first
and foremost an amazing student, constantly building their knowledge base and method of delivery.
People always remember a good teacher many years later and the same applies to the training world.
Becoming a good trainer is not at all hard. All you need to do is to practice the required skills and have
persistence to use them.

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