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TRAINERS AND TRAINING STYLES

Mrs. G. Sree Vani Mrs. V.Vishnu Vandana AGI, Hyderabad

TRAINERS SHOULD CREATE
 

Induce favorable climate Include an absorbing interest and excitement in the subject and work Eagerness to share the task Taking more responsibility Accepting people with different needs and personalities Empathy, self trust and confidence

   

Responsibilities

of trainer

 Communicate positive feelings

 Be Genuine - not for promotion or power
 Personally interested

 Atmosphere of trust

Relationship between personal needs and choice of training methods

Need not be simple and direct, Sometimes it can be inverse.

Trainer’s choice of methods will tell more about them rather than their intellectual assessment towards events

Choice of training is chosen based on what suits them Ex: Lecture method – More need to talk, feels that controlling is necessary Problem: leads to lengthy explanations compromising on learning for difficult learning tasks –

Trainers with need for control may advocate collaborative and permissible methods to avoid their actual need for control.
 Do not participate and engage in it but stand aside.  Characteristic – Anxiety and lack of spontaneity of the trainers.  When relationship is very friendly – become superficial and dependent.

Significance
 There is close link between trainer’s personal needs,

behavior and the methods they select.
 Managers who shape entire organization so that

they express & reflect their personal needs.
 We all experience satisfaction from congruence &

seek it many ways , by our choice of occupation.
 Congruence-appropriately used, brings enthusiasm,

care and concern producing an effective trainer.

Situations and implications
 Many Trainers – may not be by choice but for respect, or for

other career. They may go in their own appropriate directions, it brings enthusisam, care, and concern-to produce an effective trainer.
 Truth & perversion.  Training was not their first or even second choice, it is the only

road open earning a respectable living or an activity seen as a
step toward some other career.
 Great cost to the economically and human ways.

Power and Influence – two modes
Power – double edged sword –to make others powerful

or make others feel increasing ignorant and abused.
1. COERCIVE POWER  Formal status, threats of punishment and proximity

with higher authorities 2. PERSUASIVE SHARING BASIS –
 Helping others to think and make powerful

Kinds of influence
 DIRECT INFLUENCE – telling precisely what to do,

limits the acceptable range of performance , setting standards, developing relationships. Direct influence inhibits the development of group
 INDIRECT INFLUENCE – expands the range of

possible activities in all the three.Indirect influence –

fosters the growth.

Behaviors of Trainers – three situations
1. When the task is not clear to participants

2. When the task is clear and attractive
3. When the task is clear but unattractive

WHEN THE TASK IS NOT CLEAR TO PARTICIPANTS
Direct influence:
1. Trainers decide that participants are confused 2. Guess the cause of their confusion. 3. proceeds to explain - guidance

4. Participants – will come time after time for guidance instead of taking initiative 5. Leads to a vicious cycle lacking imagination and initiation, flexibility of the participants 6. Direct trainers influence more criticism and directions than indirect trainers. 7.Criticism interferes with learning and evokes fear which results in short term performance not long term learning.

 INDIRECT INFLUENCE:

1. Trainers ask participants to take initiation
2. Participative training 3. More pressure and time taking to the trainer 4. Participants will learn taking decisions by

choosing alternatives.

WHEN THE TASK IS CLEAR AND ATTRACTIVE
 Ideal situation – to be set up and maintained  Trainer helping them by giving directions and asking

questions
 If the trainer behaves illogical – then the situation

becomes like first scenario.
 Direct influence increases dependence and indirect

influence decreases dependence.

WHEN THE TASK IS CLEAR BUT UNATTRACTIVE
General method used : power of authority Or mixing easier works with unattractive works But, the learning may not be effective. To be used: To share with the participants - identify the factors for not being attractive. Encouraging participants to reassessing goals

Helping themselves

TRAINER’S REALNESS UNDER PRESSURE
Pressure due to Lack of Time and quantity of work General ways of Reacting:
 Round off roughly at the cost of learning  Not interrupting but losing objectives  Telling them gently and finding time in some

break to continue

THREE DILEMMAS FACED
1. Participant’s expectations vs. Trainer’s

intentions
2. Individual vs Group needs

3. Consistent vs. flexibility

Suggestions:
 Bring conflicting opinions and make open

common plans
 Give paired suggestions instead of one  Work in small groups to handle individual

variations
 Deal with specific personal situations outside the

session

Trainer’s role: Three Hidden functions
1. Providing guidance and support to individual participants – Mentoring 2. Designing and helping to implement change strategies at organizations – organization development intervention 3. Preparing and running an entire training

program – Mangerial function.

TRAINER’S STYLE:
 Unique  Appropriate  Flexible  Slow maturing process

Source: Training & Development , Udai Pareek, Rolf P. Lynton, Sage , 2011

THANK YOU