Coping with Major Stressors in Graduate School

Yichen Shao

Bingrui Wang

Qianying Zhang

University of Pennsylvania
PART ONE: TRAINING DESIGN
Table of Contents:

Introduction of Training: As graduate students we need to cope with a great deal of

stress from many different aspects of life such as schoolwork, part-time jobs, postgraduate plans,
career prospects, financial situations and interpersonal relationships. As supported by decades of
research in the medical and psychological fields, stress has been known for affecting peoples
body, feelings, thoughts and behaviors negatively and thus needs to be tackled properly for
students to thrive in graduate school. While we cannot remove the big stressors from our lives,
we can adjust the way we perceive and react to these events in order to maintain a healthy and
productive lifestyle.
Design Components:
Needs Assessment and Result:
In order to customize our training to the requirements of our prospective participants and
thus maximize the effectiveness of the training, we designed a needs analysis that was able to
help us gain a concrete understanding of the relationship between our participants and their
respective stressors in life. The needs assessment results played a very important role in
narrowing down the scope of our facilitation and providing information that is useful for our
specific target group.

On the needs assessment, participants were asked to assess their current level of stress
holistically and all of our participants indicated that they were experiencing at least moderate
stress with more than half of them indicating considerable to unbearable stress. Job/Career
Prospects, Schoolwork and Interpersonal Relationships were ranked the top three sources of
stress. Eighty-five percent of the participants said that they would consciously cope with stress
and named Venting to People They Trust, Hibernation, Drinking/Overeating/Smoking, Taking
Baths and Exercise as their most frequently-used stress-coping strategies.
Agenda and Techniques/Activities/Materials:
The workshop starts with an energizer (10 minutes) that is meant to give the participants
the opportunity to experience stress. The energizer consists of three rounds of trivia game and
each round is played by four representatives from all four tables. Since the answers that the
representatives give will determine whether or not their table wins the game, we imagine that the
competition will induce a tense and stressful atmosphere among the participants. The energizer is
followed by a whole class discussion, which later transitions into small group discussions on the
major stressors that the participants are currently experiencing in their lives (5 minutes).
After the group discussion, a lecturette on the theoretical aspects of stress and coping is
introduced (25 minutes). Participants are provided with an index handout with the definitions and
pictures of the technical terminologies mentioned throughout the lecturette (See Appendix A).
Facilitators walk the participants through the physiological definition of stress, consequences of
stress, and perception of class with a PowerPoint presentation (See Appendix B), after which
participants are asked to fill out the Cohen Perceived Stress Scale (See Appendix C). When
participants are finished, they use their individual score to find a corresponding spot on the
barometer and are able to compare their perceived stress level by looking around on the
barometer.
The lecturette continues with a new focus on the mental and physical consequences of
failing to cope with stress properly. A cross-cultural perspective on stress that links the idea of
locus of control with coping follows and participants are asked to reflect on their own stress-
coping behaviors in terms of internal or external locus of control in a whole class discussion.
The lecturette reiterates the importance of facing stress head on and participants are asked
to share their preferred stress-reduction techniques. The facilitator collects the answers and
divide them into positive strategies that are healthy and effective and negative strategies that are
dangerous and destructive. Further details about the common stress-coping strategies are then
provided and explained. In the meantime, participants can refer to the step-by-step tutorials of
perception-based coping strategies (See Appendix E).
After the lecturette, the facilitators demonstrate three stress-coping strategies that target
three different stress-inducing graduate school scenarios, one by one. The first scenario, which
corresponds to the Schoolwork stressor, is that students have been working on a big project
with their groups in a study room in the library all day and feel very stressed out. The facilitators
then provides a recommended solution, which is GBTC, the morning exercise routine in China
and lead the group to try it out (10 minutes). Participants are later asked about how they feel
about the exercise and given the opportunity to connect the activity with the previous theoretical
information to think about the possible reasons why doing GBTC can help the lower stress levels
of students in this scenario (5 minutes).
 The second and the third scenarios are conducted in the same format. The second
scenario, which corresponds to the Job/Career Prospects stressor, is that students feel anxious
because of their upcoming job interview (10 minutes). Coloring is recommended as the
appropriate coping strategy and the same brainstorming and discussion process follows (5
minutes). The third scenario, which corresponds to the interpersonal Relationships stressor, is
that students have some interpersonal problems that really bother them but they do not want to
talk to anyone about such problems. The facilitators introduce meditation as an effective way to
deal with stress in this scenario and guide participants through a meditation session with music
and scented candles (15 minutes).
The training ends with a wrap-up right after the meditation when participants are still in
the state of relaxation. Participants share what their biggest takeaways are from the training and
how they plan to use the coping techniques they learn in their business lives (5 minutes).
Group Norms:
Since the causes of stress vary from person to person and many of such causes can be too
private for the participants to feel comfortable sharing with the rest of the group, the facilitators
establish that the participants are in a safe space where they do not need to disclose any
information about themselves if they do not feel like doing so. When questions are left
unanswered in whole class discussions, the facilitators do not try to pose any pressure on the
participants to answer the questions. Stress is also likely to trigger depressive or anxious
responses among participants. Thus it is of critical importance for the facilitators to reassure the
participants that they are more than welcome to take a deep breath and recollect themselves
whenever they need to. The participants are reminded by the facilitators of these two group
norms throughout the entire workshop.
PGOs:
Purpose: we want to help the participants to perform at a more productive level by better
managing the stress they experience in their lives.
Goals: the goal of our workshop encompasses all three design components (Pfeiffer,
1994). Knowledge (K): to enhance the participants knowledge of the different sources and forms
of stress and its consequences. Awareness (A): to help the participants better understand their
stress levels. Skills (S): to introduce stress management strategies.
Objectives: The participants can see how much stress they are experiencing on an
analytical scale.The participants can name one or two negative consequences of failing to cope
with stress.The participants can judge whether or not some commonly used stress management
strategies are good. The participants can describe the phases of a recommended stress-reduction
activity. The participants can choose an appropriate strategy for different occasions and purposes.
Methodology:
The foundation of the workshop design stems from the Lewinian Experiential Learning
Model, which emphasizes the conflict between concrete experience and abstract concepts (Kolb,
1983). Given that the idea of stress is relatively abstract, we believe it is appropriate to draw on
the participants concrete experience so that stress as an abstract concept can be felt and the
stress-managing information we provide can be tested and validated. The scope of the workshop
is narrowed down to the graduate school setting, which is a common experience shared by all of
our target participants in their real lives. The scenario practices are also developed based on the
three major stressors that graduate students identify with, to provide a concrete, shared reference
point for the participants to make associations between the theoretical or technical information
provided to them inside the training space and the practical situations that they face outside the
training space.
The specific techniques and activities used in the workshop follow the Kolbs
Experiential Learning Cycle and attend to the needs of individuals with different learning styles
(Kolb, 1983). The energizer designed to create a stressful atmosphere provide the participants
with concrete experience. The participants gain a better understanding of how much perceived
stress they are under in comparison to others through reflectively observing their spots and their
surroundings during the barometer activity. While the lecturette is loaded with abstract
information, real-life examples are given and reflective questions are asked to help the
participants digest and conceptualize the theoretical concepts. Through the three scenarios, the
participants are able to engage in active experimentation and experience the stress-reduction
techniques themselves.
Target Audience:
Our target audience is the graduate student population at any higher education institution
in the United States. Students are typically over 21 years old and are from different disciplines
and various cultural backgrounds. Each training can serve 16-20 graduate students. English is
used as the medium of instruction and communication.
Evaluation and Follow-up:

Participants are asked to fill out a stress-related knowledge self-assessment composed of

two columns for before and after the training (See Appendix F). On the self-assessment,
participants will grade themselves on eight areas related to stress and coping using a five-point
scale, from novice to master. The pre-training and post-training results serve as an evaluative
measure that informs the facilitators of which areas of knowledge/understanding are improved
because of the training among participants and which ones are not. The evaluation results can be
traced to their respective training parts and provide insights on what went well and what went
wrong.
A list of resources used in the training, such as the GBTC video link, coloring sheets and
meditation scripts is provided for the participants to explore (See Appendix G). Extra
information on stress management services that are available on campus is also given to
participants as on the same page for future references
Logistical Considerations:
As the participants enter the room, the facilitators stand on both sides of the entrance to
greet them. The participants then follow the seating setup on the screen and find their spots.
Once everyone is settled, the three facilitators will be in front of the participants and take turns
introducing themselves. One of the facilitators, Ray, walks to the right-hand side of the front wall
and goes over the agenda and objectives up on the wall with the participants, while the other two
facilitators, Jenny and Yichen, step back to stand against the side wall so that the participants can
focus on the presenter and do not have their vision blocked.
When the energizer starts, four chairs are pulled to the center of the room. Jenny stands
next to the computer in front of the four chairs to manipulate the PowerPoint slides while Yichen
uses the left side of the front wall to keep scores for the trivia game providing a clear update of
the game. Ray walks to the table to draw names out of the four cups and walks back to the side
wall after she reads aloud the drawn names before each round starts. In each round, four
participants whose names are called come up to sit in the four chairs in the middle of the room to
play the game, facing the screen. When three rounds are over, all participants return to their seats
and start group discussions. During group discussions, Yichen and Ray each approach two tables
to see if they have any questions so no table will be approached more than once. When the whole
class discussion starts, Yichen writes down the keywords of the participants responses on the
left-hand side of the front wall. The keywords serve as the personal data from the participants,
which the facilitators can refer back to throughout the workshop in order to personalize the
training and maximize its effectiveness.
During the lecturette, the three facilitators take turns to stand next to the computer to
present and the two facilitators not presenting stand next to the side wall. Yichen stands in front
of the screen to provide participants with visual guidance by using her hand to follow the shape
of the diagram. When the participants receive their final scores on the Cohen Perceived Stress
Scale, they are instructed to use the score to find a spot on the barometer set up in front the four
tables in the middle of the classroom, with Jenny and Ray each standing at one end of the
barometer. A PowerPoint slide that demonstrates the high, medium and low marks on the
barometer is projected on the screen as guidance for the participants to see. The participants are
asked to look around, share their reactions and then go back to their seats.
When the GBTC exercise starts, the participants are asked to push their chairs to the
walls, spread out in the space in front of their tables and follow the movements of Yichen and
Jenny who are standing in front of the screen. Ray stays next to the computer to control the
GBTC video. The participants return to their seats after the exercise and remain in their seats
throughout the coloring scenario. When the meditation exercise is introduced, all participants
gather in the center of the room again and this time, they sit on the floor in one big circle with
two lighted candles placed in the middle of the circle. The workshop ends with the facilitators
and participants sitting intimately in the big circle to make the participants feel safe about
sharing their final thoughts and ideas.
 APPENDIX A
Index Handout
Adrenal Glands: Stress signals from the hypothalamus cause the adrenal cortex to produce
cortisol and the adrenal medulla to produce epinephrine. This starts the process that gives your
body the energy to run from danger.

Amygdala: the part of the brain that performs a primary role in the processing of memory,
decision-making, and emotional reactions.

Mandala: A mandala is a spiritual and ritual symbol in Indian religions, representing the
universe. In common use, "mandala" has become a generic term for any diagram, chart or
geometric pattern that represents the cosmos metaphysically or symbolically; a microcosm of
the universe.
Cardiovascular System: Chronic stress can contribute to long-term problems for heart and
blood vessels. The consistent and ongoing increase in heart rate, and the elevated levels of
stress hormones and of blood pressure, can take a toll on the body. This long-term ongoing
stress can increase the risk for hypertension, heart attack or stroke.

Cerebral cortex: the brains outer layer of neural tissue in humans and other mammals.

Cortisol: a steroid hormone, and is produced in humans by the zona fasciculata of the adrenal
cortex within the adrenal gland. It is released in response to stress and low blood-glucose
concentration.

Endorphin: "endogenous morphine", are produced by the central nervous system and the
pituitary gland. The principal function of endorphins is to inhibit the transmission of pain signals;
they may also produce a feeling of euphoria very similar to that produced by other opioids.
Epinephrine: also known as adrenalin or adrenaline, is a hormone that plays an important role
in the fight-or-flight response by increasing blood flow to muscles, output of the heart, pupil
dilation, and blood sugar.

Liver: When cortisol and epinephrine are released, the liver produces more glucose, a blood
sugar that would give you the energy for "fight or flight" in an emergency.

APPENDIX B
PowerPoint
 APPENDIX C
The Cohen Perceived Stress Scale
COHEN PERCEIVED STRESS

The following questions ask about your feelings and thoughts during THE PAST MONTH. In each
question, you will be asked HOW OFTEN you felt or thought a certain way. Although some of the
questions are similar, there are small differences between them and you should treat each one as a
separate question. The best approach is to answer fairly quickly. That is, dont try to count up the
exact number of times you felt a particular way, but tell me the answer that in general seems the best.

For each statement, please tell me if you have had these thoughts or feelings: never, almost never,
sometimes, fairly often, or very often. (Read all answer choices each time)
Perceived Stress Scale Scoring
Each item is rated on a 5-point scale ranging from never (0) to almost always (4). Positively worded
items are reverse scored, and the ratings are summed, with higher scores indicating more perceived
stress.

PSS-10 scores are obtained by reversing the scores on the four positive items: For example, 0=4,
1=3, 2=2, etc. and then summing across all 10 items. Items 4, 5, 7, and 8 are the positively stated
items.
Your Perceived Stress Level was ________

Scores around 13 are considered average. In our own research, we have found that high stress groups usually
have a stress score of around 20 points. Scores of 20 or higher are considered high stress, and if you are in this
range, you might consider learning new stress reduction techniques as well as increasing your exercise to at
least three times a week. High psychological stress is associated with high blood pressure, higher BMI, larger
waist to hip ratio, shorter telomere length, higher cortisol levels, suppressed immune function, decreased
sleep, and increased alcohol consumption. These are all important risk factors for cardiovascular disease.

APPENDIX D
The Holmes-Rahe Life Stress Inventory
 APPENDIX E
Cognitive Restructuring and Imagery Tutorials
How to use Cognitive Restructuring

Step 1: Calm Yourself

Use meditation or deep breathing to calm yourself down if you feel particularly stressed or upset.

Step 2: Identify the Situation

Start by describing the situation that triggered your negative mood, and write this into the appropriate box
on the worksheet.

Step 3: Analyze Your Mood

Next, write down the mood, or moods, that you felt during the situation. Here, moods are the fundamental
feelings that we have, but they are not thoughts about the situation.

Step 4: Identify Automatic Thoughts

Now, write down the natural reactions, or "automatic thoughts," you experienced when you felt the mood.

Step 5: Find Objective Supportive Evidence

Identify the evidence that objectively supports your automatic thoughts. Your goal is to look objectively at
what happened, and then to write down specific events or comments that led to your automatic thoughts.

Step 6: Find Objective Contradictory Evidence

Next, identify and write down evidence that contradicts the automatic thought.

Step 7: Identify Fair and Balanced Thoughts

By this stage, you've looked at both sides of the situation. You should now have the information you need
to take a fair, balanced view of what happened. If you still feel uncertain, discuss the situation with other
people, or test the question in some other way.

Step 8: Monitor Your Present Mood

You should now have a clearer view of the situation, and you're likely to find that your mood has
improved. Write down how you feel. Reflect on what you could do about the situation. (By taking a
balanced view, the situation may cease to be important, and you might decide that you don't need to take
action.) Finally, create some positive affirmations that you can use to counter any similar automatic
thoughts in the future.

How to Use Imagery

To start managing stress using imagery, take the following steps.

Step 1: Find a Quiet Place

If possible, find a quiet place to sit down. This could be a park bench, an empty room, or even your office.
Close your eyes, and breathe slowly and deeply to calm down.

Step 2: Choose Your Setting

Once you feel relaxed, picture yourself in the most peaceful environment that you can imagine. This can
be an imaginary place, or a memory of a place or time that has a special meaning to you.

The scene that you imagine is highly personal and should ideally be one that you feel emotionally drawn
to. It's important to remember that imagery's effectiveness relies on using all your senses.

Step 3: Relax

Stay in your relaxed scene for as long as you feel comfortable, or as long as your schedule allows.
Continue breathing deeply, and try not to let any outside thoughts intrude.

APPENDIX F
Evaluation
Stress-related Knowledge Self-Assessment

Directions:
1 The first column is to be completed at the beginning of the workshop.
2 The second column is to be completed at the end of the workshop.
Please use the following scale to assess your degree of knowledge on stress-related issues:
From 1 (beginner/novice) to 5 (highly competent)

1 2 3 4 5
Novice Low Adequate High Master

Knowledge Start End

1. Knowledge/understanding of what stress means

2. Knowledge/understanding of what stress can do to your body

3. Knowledge/understanding of perceptions of stress

4. Knowledge/understanding of positive stress-coping strategies

5. Knowledge/understanding of negative stress-coping strategies

6. Knowledge/understanding of the benefits of exercising

7. Knowledge/understanding of the benefits of coloring

8. Knowledge/understanding of the benefits of meditation

APPENDIX G
Resources Handout
Coloring sheets for Adults can be found on
http://www.coloring-pages-adults.com/

To rewatch and retry the GBTC video, please visit

https://www.youtube.com/watch?v=GuMIomW9wwg

Guided Meditation Scripts can be downloaded from

http://www.innerhealthstudio.com/meditation-scripts.html

Connecting with Counseling and Psychological Services (CAPS) at Penn

They are at 3624 Market Street, First Floor, West (on right)
Philadelphia, PA 19104-2615

They are open:

9am - 5pm Monday, Tuesday, Friday
9am - 7pm Wednesday, Thursday

To make an appointment at CAPS, call:

215-898-7021

After Hours & Weekend Emergencies: 215-898-7021*

To know more about CAPS, please visit: http://www.vpul.upenn.edu/caps/about.php

PART TWO: TRAINER-TO-TRAINER NOTES

Given that stress is a topic that can induce negative affect, it is of essence for the
facilitators to iterate that the participants are in a safe and warm environment and that if they
want to take a deep breathe and recollect themselves at any point, they can feel free to do so.
Since the causes of stress vary from person to person and many of such causes can be too private
for the participants to share publicly, the facilitators also need to make it explicit that the
participants do not need to disclose any information if they do not want to. First and foremost,
such group norms ensured that the participants felt mentally and physically ready for the
training, free of distractions and disturbances resulting from depressive or anxious feelings
associated with stress. Secondly, by establishing such group norms, we were able to create a
friendly and intimate space where the participants were willing to share their thoughts and
personal experience. These personal data, in turn, provided us with a concrete focal point to refer
back to throughout the training, which ended up giving context and meaning to the theoretical
aspects of stress and coping and deepening the participants understanding of these aspects.
Another set of measures that helped us run the workshop smoothly were taken to make
sure that the professional knowledge of stress and coping we provide is clear, accessible and easy
to follow. We selected what materials to include in the lecturette with the understanding that the
majority of our participants do not possess much background knowledge in health psychology.
Thus we screened out the theoretical models that are too complicated for a layperson to
adequately comprehend and opted for a concise demonstration of only the core processes
involved in a stress response. We utilized many graphics to provide the participants with the
appropriate visual aids and we stood in front of the illustrations and pointed to the specific parts
as we explained so that the participants knew where to pay attention. While many participants
found this way useful, it was also mentioned that the presenter blocked the image for participants
who were sitting in a certain direction. To resolve this conflict, we recommend that future
trainers be aware of their location in regards to their audience. They can either find a spot that
allows them to use their body language for demonstration without blocking the screen or use a
laser pointer pen to help the participants know what to focus on. Since some biological
terminologies were inevitably used, we provided an index handout of the terms mentioned with
their respective definitions and pictures for the participants to get some clarifications when they
feel lost during the lecturette. Many participants appreciated such materials especially those
whose first language is not English. However, it should be noted that for some participants, it
was difficult to search for the terms on the handout and read their definitions while following the
lecturette. Thus we think in the future, the trainers can let the participants know in advance that
the index handout has been alphabetized which saves them time in searching and give them more
time to process and absorb the information when going over the terminologies and the related
principles, such as setting aside 15 seconds for the participants to read the handout each time a
new term is introduced.
Another effective way that made the abstract concepts easier to follow for the participants
was to pair them with real-life examples that the participants can relate to. If we only provided
the theoretical differences between acute stress and chronic stress, the chunk of conceptual
information might quickly bore the participants. Instead, we associated acute stress with finals
week and chronic stress with having an annoying mother-in-law, and as a result, our participants
were able to engage in the training more fully and concretely.
Since we as facilitators are not professional health psychologists, it is also important to
establish credibility of what is included in the training so that our participants feel confident
about the content we provide and can continue their participation without doubts. We did
extensive research beforehand and decided on the information with the most robust empirical
evidence or from the most credible sources. On the PowerPoint, with each piece of such
information, we listed their references to signal their legitimacy. We also used phrases such as
according to the American Psychological Association, or decades of research have suggested
to keep our audience convinced and reassured.
Our participants also indicated that appropriate tone of voice, pitch and speaking rate that
matched the different contents of the training were helpful for them to stay focused, which we
definitely recommend for future use. The different techniques and activities we had designed for
the workshop have their specific purposes, and we adjusted the way we talk throughout the
workshop to better fulfill these purposes. The energizer, for example, was meant for the
participants to experience stress, so Jenny talked fast and spiritedly with a high pitch to promote
competitiveness among the participants. When Jenny was leading the meditation, she read the
meditation scripts in a slow, peaceful and soothing manner so that the participants can enjoy their
relaxation.
We also utilized several non-textual materials to maximize the participants engagement
in the training, which were well received by our participants. We played smooth jazz music in the
coloring activity and lighted scented candles during the meditation exercise. Tapping into the
visual, aural and olfactory sensations of the participants, we were able to create a truly
multimodal learning experience for our audience.
What differentiates experiential learning from traditional learning the most is that
experiential learning fosters involvement and responsibility on the part of learners instead of a
unilateral mode of knowledge transmission (Pfeiffer, 1994). However, our training did not fully
achieve this purpose in its execution.
While part of the problem stems from the design of our workshop, the larger part of the
problem is caused by the communication between the facilitators and the participants during the
workshop. We hope to provide future trainers with some insights from both these aspects on how
to convey the purposes, goals and objectives of the training in the most effective way possible.
Admittedly, we did not provide enough opportunities for the participants experience
issues as well as identify them intellectually. As pointed out in the participants feedbacks, the
processing and generalizing stages of the experiential learning cycle were not sufficient in our
workshop. To give the participants a more balanced experiential learning experience, we
recommend adding more interactive components into the workshop. When the participants
shared their own go-to stress-coping strategies, we did not ask them to reflect back on the
theories introduced earlier and use the information to make their own judgement of whether their
strategies are likely to lead to positive or negative results. Instead of feeding the participants with
what is good and what is bad, the facilitators can give the participants a chance to report the
correlations and effects they have noted and make their own decisions, and then synthesize the
participants answers and draw a final conclusion at the end of that part.
With the same line of thinking, a similar piece can also be incorporated in the debriefing
stage after the three scenarios. After the participants actively experiment with the recommended
strategies, the facilitators can ask the participants to think about why a certain strategy is
recommended for that specific scenario and then provide the scientific evidence based on what
the participants say. If the participants are able to correctly point out the theoretical support for
the coping strategies, the facilitators can build on their answers and provide more details. If the
participants offer new information that is different from what the facilitators have prepared, the
facilitators can acknowledge their input and then add the prepared materials to the conversation
as additional evidence. More importantly, the facilitators can ask the students to think creatively
of other strategies, which may be a combination or a modification of the previously introduced
positive strategies.
Another area of communication that can be worked on in the future is explicit stating the
purpose of each phase of our training design so that the participants have a clear understanding
of why the technique or activity is designed and executed in that way. We believe that with more
priming in place, the reactions of the participants will be more in line with the expectations of the
facilitators and are less likely to feel confused along the way.
 Some participants mentioned that the three scenarios we gave were a little arbitrary while
in fact the three scenarios were developed based on the three major stressors that the participants
had indicated on the previous needs assessment. By making a stronger connection between the
needs assessment results and the workshop design, the future facilitators may be able to
showcase that the workshop is designed in that way to cater to the specific requirements of the
participants and make them feel confident that their needs have taken into consideration.
It was also noted that for some participants who had never heard of GBTC, it was
challenging for them to keep up with the choreography. Our goal for this activity was not to
teach the participants to do GBTC correctly step by step, but to give them a chance to experience
an indoor physical exercise that helps graduate students regain their energy after long hours of
studying. However, we failed to communicate that message to the participants and as a result, the
participants focused more on the forms of the movements instead of how their minds and bodies
felt during the process. We recommend that future trainers make this message clear to the
participants before they get to try GBTC. They might also want to consider using a video-editing
software that can adjust the video to a slower speed rate so that all the participants can follow
the choreography.
A self-assessment was developed for the facilitators to gather evaluative feedbacks from
the participants about the workshop experience, but was not administered in our actual training
due to the time concern. For future trainers, it will be of great value to administer the evaluation
because it can provide the trainers with insights on what went well and what went wrong in the
training.

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