ASSIGNMENT OF

TRAINING AND DEVELOPMENT

ON THE TOPIC-

“SKILLS OF A SUCCESSFUL TRAINER”

SUBMITTED BY- SUBMITTED TO-

SHIVANI BANSAL DR. HARJEET KAUR
M. COM. 2ND (A)
N. 50521
 SKILLS OF A SUCCESSFUL TRAINER

Trainer is the most important element in the process of training, especially in its delivery. His assignment of
delivering the programme effectively to the training group is the culmination of all the efforts that have
gone into the planning of the programme and making it happen. The trainer is the first formal and logical
contact for the participants when they come for attending the training. The participants look to the trainers
as the persons who will make their experience during the programme an interesting and useful one, helping
them realize their personal objectives.

MEANING OF TRAINER
A trainer is a person whose job or profession is to enhance the knowledge, skills and abilities of
participants/trainees on specific topics related to workplace. In other words, trainer is a person who carries
the burden of developing and training employees of an organization. There are two types of trainers:
(1.) Internal Trainer: When an organization develop their own internal persons as trainers to carry the
burden of developing and training employees. These persons are said to be internal trainers. Main
features of internal trainers are:
 They use to give training relating to product or service and systems of the organization.
 They make healthy interaction, discussion and transfer knowledge or skills as they know the
participants or learners.
 They have more knowledge of the organization policies and procedures, which helps to
provide effective training in the organization.
 (2.) External Trainers: When an organization use professional or experts from outside, to carry the
burden of developing and training employees. These persons are said to be external trainers. Main
features of external trainers are:
 They provide major changes and specialized training for example, customer-service,
leadership and other soft skills development programs.They bring experience from different
organizations.

SKILLS OF A SUCCESSFUL TRAINER

There is a need for effective instructions to be given by the trainer and this is very essential for the success
of the training programme. This will ultimately improve employees performance which will result in
improving the business performance. The quality of instructions depend upon the skills that the trainer
possess although there are many approaches to increase the effectiveness of instructions but the most
important among all is the skills of the trainer.

Fundamental Categories of Skills/Core competencies

(1.) Communication Skills

The main critical success factor for a trainer is his communication ability. By communication we not
only mean his verbal delivery skill but also include the trainer's non-verbal cues. Verbal communication
includes paraphrasing. Summarising, questioning, facilitating, giving and receiving feedback.
The trainer communication skills can be classified into three key categories:
a) Verbal language
b) Listening skills
c) Motivating participants

a) Verbal Language

Verbal skill includes language skills both spoken and written. It is important for any trainer to use
appropriate Grammar and Syntax. This depends on the proficiency of the trainer over the language that he is
speaking. The trainer should also consider the level of proficiency of the trainees while speaking. It is better
to use down to earth practical terminology than conceptual vocabulary. The trainer also should be
concerned about his volume, the rate of delivery and the rhythm or tempo of speech.
How the trainer speaks includes vocal pitch, tone, rhythm, pauses, laughter, groaning, etc., which
are not considered as language but do convey meaning. The trainer can use silence and pauses also to his
advantage.

b) Listening Skills
 Listening is different from hearing. Hearing is with the ears whereas listening is with the mind. The
trainer should have effective listening capability. The speaker can speak at the rate of 100-200 words
whereas the listener brain can process words faster than the rate at which the words are spoken. Hence there
is brain idle time. The trainer should use such idle time to identify the trainee's objective search for other
clues of meaning and reviewing.
For the trainer to have effective listening capabilities the following simple rules may help:
i. The trainer should recognize that the trainee has something to say and needs to talk it out.
ii. The trainer should genuinely show interest in what the trainee has to say.
iii. Appropriate feedback is to be given from time to time.
iv. The trainer should refrain from making judgments.
v. The trainer should recognize the trainees feelings, be it, anger or enthusiasm, disappointment or
elation.

c) Motivating Participants

One of prime responsibilities of the trainer is to go all out to motivate the trainees as it enables and
enhances the communication and facilitation process. The trainer can adopt some of the following
suggested ways to motivate the trainees.
i. Giving feedback.
ii. Looking for positive signs like part of the answer to the question asked or being on the right track
while answering, etc.
iii. Encouraging the trainees to stretch beyond their limits during process of their learning.
iv. Giving some rewards or prizes to encourage competition.

(2.) Questioning Skills

This technique is one of the greatest tools available in the armoury of the trainer for enabling the
trainees to learn to make them participate. The ability to ask probing questions forcing the trainees to open
their minds and stay focused on the topic under discussion is one of the greatest assets of the trainer. This
technique is also one of the yardsticks to find out whether the learning has taken place or not.
The learning of the trainees will be better served by asking question rather than providing
information. Written questions can also be used such as a test or a quiz; questions prepared in advance will
serve the trainer better. The questions asked may be either direct or indirect. When the question is asked to a
specific person to answer it becomes a direct question. When the question is presented to the entire group
throwing it open for anyone to answer the question is indirect. If the trainees are reluctant to answer the
question is asked in general first and then the question is put a particular trainee. Sometimes indirect
questions are posed to make the trainees think though no answer is expected.

Making the Questioning Technique Effective

The following is the list of things a trainer should know about asking questions.
i. The trainer should tell the audience in the beginning itself that the he/ she will be asking lot of
questions and trainees are expected to provide answers to them. The trainer should explicitly say
that it is OK with him if the answers are sometimes wrong.
ii. In most of the occasions open-ended questions like who, what , where, when, why, how, if, etc.
work the best.
iii. The questions asked by the trainer should make the trainees think and open-ended questions serve
this better.
iv. The trainer should question in such a way that greater a chance exists for the trainee to answer that
question. Such answering will add effectiveness to the technique.
v. The trainer should give credit and appreciation for partial answers.
vi. The trainer should frame simple questions and not tricky ones.
vii. The trainer should try his best not to answer the question himself especially when the group is
quiet.

(3.) Body Language and Gestures

Non-verbal communication includes observable behavior that conveys meaning without the use of spoken
or written words. Sometimes non-verbal communication is more impacting than the verbal communication.
For this some of the reasons are: more time is spent on non-verbal communication, the non-verbal cues are
more reliable and the underlined emotions are better conveyed through non-verbal communication, etc.
could be attributed.
In training delivery eye contact is one of the critical forms of non-verbal communication. The trainer should
make eye contact with all the trainees regularly throughout the delivery of the session. Eye contact is
important because it can capture attention, convey meaning and appreciation, impart information and
understanding, express emotions, provide guidance, enhance attentiveness and can be used effectively by
the trainer to control and enhance the participation of the trainees. When a question is asked to a group of
trainees, to determine whether anyone is willing to respond can be done easily by scanning the classroom. If
anyone makes the eye contact, is willing to respond. If a trainee avoids eye contact following a question, it
usually signals that the trainee is unsure of the answer and not willing to respond. When most of the trainees
avoid eye contact it may be a signal that environment is not conductive for the involved participation of the
trainees.
 It is through facial expression people express themselves. Emotions such as surprise, shock, anger, joy,
sadness and displeasure are conveyed effectively through facial expression. Even across cultures the
emotions and their respective expression have been found to be consistent.
Body movements and gestures do communicate messages. During training sessions the trainer will
have lot of opportunities to complement verbal messages with gestures. However, unlike facial expressions
gestures may have different meanings across cultures.
The trainer should take some cues from gestures and body language and pick-up cues so as to include
appropriate modifications in the delivery. Some of the indicative gestures and their meanings could be as
follows:
 When the trainees' head is supported by one hand and that hand has a finger pointing vertically it
may suggest that the person is evaluating the information that the trainer has just given.
 When the participant covers his month while the trainer is speaking it may indicate that they don't
believe what the trainer says. Hence it is better that the trainer checks before he goes further.
 If majority of the participants use both hands to support their head if may indicate the settling in of
boredom. Hence the trainer should change the tactics.
 Folded arms may indicate that the participant has put up a barrier. However, when people sit for
long period they tend to fold their arms.
 If a person while answering or talking is rubbing his nose or eye, it may indicate that he is uncertain
or not sure about the response.
The trainer should be careful while comprehending the above gestures. When the trainer is uncertain
about the meaning it is better to clarify with the trainee.

(4.) Handling Difficult Situations

As a trainer sometimes one may have to get into disagreeable, disturbing and disliking situations during the
course of the training. Hence identifying some of the difficult situations and prescribing ways to handle
them may not be a very comprehensive solution, however, there are certain typical situations that usually
confronted by trainers and how the situations are handled by experienced trainers may throw some light on
handling difficult situations. However it is only indicative list and not an inclusive listing.
i. During a session a participant may be monopolising the situation without giving room for other
participants to participate in the discussion. May be the dominating participant is trying to get the
reorganization of the group or has a high level of self-esteem or simply trying to show-off. As a
trainer it is better to avoid direct confrontation with the dominating participant. If his/her contribution
is appropriate acknowledge the same so as to satisfy their desire to get some recognition and then
start seeking the opinion of other participants either by pointing out or by calling them by their name.
ii. Sometimes a participant repeatedly interference with his/ her questions. This may result in retardation
of the learning process and other participants may feel uneasy. The participant may be seeking the
attraction of the group or may be trying to provoke you and embarrass you. The trainer should follow
 the strategy of keeping cool and soliciting the view of some of the participants those who appear
unhappy. If the participant's intervention and questioning is appropriate and helpful the trainer may
summarise the point and continue with the session.
iii. Verbal duel between two participants may affect the training session and distract the trainees. This
happens when both participants are vying with each other for the leadership of group or using the
training platform to settle some personal score. In such a situation the trainer should not get exited or
judgemental and bring it to the notice of those participants that their contribution is not helping the
group in the learning process.
iv. Sometimes one participant may talk and hijack the audience time without substantial contribution and
totally off-the-point. This may make the trainees a bit uneasy and restless. In such a situation the
trainer should not under any circumstances belittle the participant. If it is a problem of
comprehension on the part of the trainee, then the trainer should bring in clarity by quickly rendering
the key-points.
v. Sometimes the participants may differ with the views or comments of the trainer. When it is
expressed it can be either an attention seeking strategy or expression of hostility, under such
circumstances the trainer should not lose his patience and composure. The trainer should be willing
to accept others' point of view if it has some substance and meaning. The trainer may strategically
invite the views of the other participants.
vi. Sometimes it so happens that majority of the participants is not participating in the discussion and is
merely passive listeners. This may be due to the fact that the topic may be totally new to them or the
participants are reserved or shy or they may not be interested in the presentation. The trainer should
invite one or two silent trainees to contribute by specifying them without embarrassing anyone. If
some participants lack fluent communication the trainer may help them by supplying a word or
adding a phrase.
vii. When the trainer is asking a question or eliciting a point of view and the participants are not
responding and silence prevails. In such a situation the trainer may rephrase the question and may ask
someone who is enthusiastic. Using some humour or anecdote the trainer may defuse the situation
and continue the session. If the session is nearing the time for a break the session may be wound-up
early.
viii. Sometimes the participants may be constantly coming in and going out which may distract the other
participants. In such a situation the trainer should take the stock of methodology that he is using and
should change the same to participative one. He may also invite the view of the other participants so
as to make the distracting participants attentive.
ix. If there is a private conversation going on between two participants the trainer may use non-verbal
communication to signal to the participants to stop the disturbance or directly ask them whether he
could be of any help in clarifying the points of discussion or he could ignore the conversation and
continue with the session.
 x.

(5.) Creativity Skills

Creativity refers to the cognitive activity that results in a novel way of looking at solving the
problem. Creativity depends on the trainer's ability to think divergently and convergently. Divergent
thinking allows the trainer to see difference between situations and events. Convergent thinking enables him
or her to perceive simultaneously between situations or events. Creative people are generally good both in
divergent and convergent thinking.
The trainer needs flexibility of approach, use of initiative, divergent and convergent thinking. The
trainer who can not only agree that he or she needs to try a different approach but also can decide to do so
on the spot, and has another idea ready to experiment with, so far more powerful model than the trainer who
agrees that this isn't working and then loses confidence and says that they need to go away and ask
permission to try a different approach.
As a trainer one has to use creative methodologies like brain-storming, fish bowl, training games, etc.
adopting the same to the situation so as to bring in relevance for making the session effective.

(6.) Technical Skills

Technical skills are basically those skills which are specifically related to the subject matter. In most
of the cases, these are the skills of the job or position that the instructor trains in.
Technical skill is necessary when functional area training is conducted. The trainer requires
strategies, diagnostic and technical skills. In the strategic segment conceptual understanding and the
organizational objectives and methods to achieve them are to be present in the trainer. The professional
must be able to bring something to the organization that is unique and valuable. In the diagnostic segment
entry skills to gain acceptance, analytical skills to structure a problem, intervention skills to use right
method, contractual skills for getting psychological commitment from the trainee and transition skills to
manage the process of change. The third segment required by the trainer is technical skill. The professional
must be able to bring something to the organization that is unique and valuable. The trainer must have
technical expertise of value that no one else can offer. Respect is gained within the organization only if the
training professional is seen to have good technical skills. In recent years technical skills are one of the
largest growth areas. Computer skills, manufacturing processes skills, skills for using particular systems and
equipment, carrying out policies and procedures are all included in technical skills.

(7.) Interpersonal Skill

Interpersonal skills are sine qua non for trainers, as he has to constantly interact with the trainees. This
requires certain basic traits and behaviours on the part of the trainers.
i. Recognising the rights and dignity of each individual.
ii. Developing human potential.
iii. Providing learners quality education.
iv. Maintaining confidentiality and integrity.
v. Conducting in an ethical and honest manner.
vi. Improving public understanding of HRD.
vii. Besides functional relationships cultivating sound social relationship is a test of challenge with
dispositions, belief systems, orientations and behavior patterns. The personal bias and prejudices of
the trainer should not come in the way of his developing acceptance, social relationship with
trainees. In a training situation the trainer faces certain "interpersonal blocks" from the trainees.
Whenever these blocks are there the learning may not take place or may be incomplete.

Kipnis and other by their research identify the skills that are needed by a trainer for influencing others and
grouped them into seven basis categories.
 Reason, the use of facts and data to support the development of a logical argument.
 Friendliness, the use of flattery, goodwill and favourable impression.
 Coalition, the mobilization of allies to support and therefore strengthen a request.
 Bargaining, the exchange of benefits and favours.
 Assertiveness, acting in a direct and forceful manner.
 Higher authority, the gaining of support from higher levels to back up requests.
 Sanctions, the use of rewards and punishments.

Interpersonal skills often referred to as human skills comprises of one's ability to work with,
understand and motivate others both individually and in groups. The trainer may need the following
interpersonal competencies-
i. Understanding individual differences.
ii. Recognising distinction between their own feeling and those of others.
iii. Motivating the trainees to learn.
iv. Persuasive ability.
v. Empathetic listening.
vi. Not taking criticisms personally but look at them objectively.
vii. Ability to give and receive interpersonal feedback.
viii. The trainer shows that he believes in the training group as a shared enterprise.
TRAINER’S STYLE

A training style can be understood as a configuration of behavior, actions and techniques adopted by
a trainer in communicating with the participants – making a presentation, conducting a training activity,
establishing bond with the training group and responding to various training situations. Therefore, trainer’s
training style refer to direct transactions, especially in the context of learning, between a trainer, on the one
hand, and the training group, on the other.
Depending on the above four generic styles emerge namely, instructor, explorer, thinker and guide.
The Instructor adopts a directing style during the learning activity. He is most comfortable in taking
charge of the training activity. The instructor trainer is well organized, self-confident and prefers to tell the
trainees what to do. The instructor trainer relies on lecture method giving examples and controlling trainees'
participation. The trainer concentrates on one thing at a time.
The Explorer trainer is adept at helping trainees to share and interpret the reactions to a learning
activity. This style of trainer is open, good listener, encourages free expressions and ensures that everyone
participates. Explorer trainer is empathetic to the feelings of the trainees and picks non-verbal cues
comfortable. The explorer trainer encourages self-directed learning.
The Thinker trainer is most comfortable in helping the trainees generalize concepts. They help the
trainees to categorise, organize and integrate theories, principles and concepts. This style focuses on ideas
rather than feelings. They are more conceptual and objective.
The Guide style of the trainer helps the trainees to apply the learning in their own situations. They
impart training through activities, problem-solving exercises, discussions, etc. Practical application is
encouraged by them. The trainer acts as a facilitator to translate theory into practice. They emphasise more
on applications oriented solutions to real life problems and encourage active participation.
Inspired by the managerial grid mode Gilley et. Al provided an alternative trainer style model and
identify five instructional styles taking information and application as two different continuums.

Gilly's Model of Trainers' Styles

a) Philosophical Instructor
The trainer emphasizes neither content nor experience in this style. This style is valued for its intrinsic,
intellectual satisfaction. The cognitive exchanges result in gratification. New ideas or facts are not
presented. To be effective this style requires not only intelligent and matured instructor but also like wise
trainees.
b) Disseminator
These trainers believe that training is primarily a process of disseminating information. They usually adopt
lecture method. These trainers use very few examples and do not emphasise application of concepts. The
trainers adopting this style use tests or examinations for evaluation.
c) Facilitator
They are experiential in delivery. Ideas, facts, concepts and theories are not emphasized. The experiences of
the trainees are presented and the exercise is participative in nature. The trainee must possess an adequate
understanding or have relevant application in order to have meaningful awareness. The trainees' experiences
become a source of knowledge and a benchmark for comparisons. The training becomes active and
interesting because of this style and this style is very effective when basic knowledge already exists among
the trainees.
d) Classroom Instructor
In this style the effort of the trainer is to integrate information and application. The instructors prefer a safe
non-life-like environment. The trainer adopting this style compromises information for application at times
and vice-versa. Consequently the amount of learning that takes place is slight and is forgotten when the
employees go back to their job. In this style the trainer adopts a combination of lecturing method for
information delivery and application relegated to role playing or simulations.
e) Learning Agent
In this style the trainers give equal and highest importance to information and application, the equal partners
in the learning acquisition process. The trainer is skilled in several training methods and techniques and his
subject knowledge is very high. The trainer focuses simultaneously on information and its application and
demonstrates concern for the trainees and for the material to promote a healthy balance between them.
The level of knowledge and the maturity of trainees, the training situation, the trainer's skill and the training
facilities available force a trainer to use a particular style.
Udai Pareek and Rolf P Lynton identified three styles viz., a) unique; b) appropriate; and c) flexible.
They opined that trainers during their professional practice, which involve diverse functions, develop their
own style, which is suitable and effective for them. Regardless of their style, the authors were of the opinion
that the trainers were flexible and were able to vary their roles and methods to suit one's personal style and
the situation. They concluded that effective trainer's style range is markedly high and they behave far more
flexibly than ineffective trainers.
Applying the principles of transactional analysis Dr. Udai Pareek in his book has identified twelve styles of
trainers, which are detailed here below:
A person in an influential role (a trainer) may show behaviours relating to several of the styles.
However, he may show several styles of behavior. One style will be used more frequently than others. We
may thus get a style profile of a person in an influencing role. An instrument has been prepared for
obtaining such a profile – SPIRO-T (Style Profile of Influence Roles in Organisations) – Trainer. Each form
consists of forty eight statements, to be self-rated on a five-point scale.
a) Rescuing Style: Such a style develops a dependence relationship in which the trainer perceives his main
role as that of rescuing his participants. The latter is seen as incapable of taking care of him. Another
characteristic of this style is that support is provided conditionally, contingent on deference to the
provider. The general attitude is one of superiority; the person's support constantly reminds others of
their dependence and these people show their support to solve problems.
b) Supportive Style: Also called as "supportive coaches". In this style support is provided when needed.
They encourage their participants, cheer them on, and provide the necessary conditions for their
continuous improvement. Trainers in this style show patience in learning about the problems of their
participants, have empathy with them. The same is true of trainers. Trainers with this style motivate
their employees. They listen to them with sympathy and empathy. They take care of their participants.
c) Perspective Style: People with this style are critical of others' behavior; they develop rules and
regulations, and impose them on others. The trainers with this style make quick judgements and insist
that certain norms be followed by all the participants. A trainer who does not smoke may dislike his
participant because the latter smokes. A trainer gives mere advice and prescribes solutions to his
participants rather than helping the participant to work out alternative solutions for the problem.
d) Normative Style: In this style trainers are interested in developing proper norms of behavior of their
participants and helping their participants to understand how some norms are more important than
others. A trainer with this style not only helps his trainees to develop ways to approaching a problem
and raises questions about relevant values. Such a trainer emphasises the development of a general
approach to the problem. A trainer with this style influences the participants through the modeling of
behavior, that is, by behaving the way he would like participants to behave. A trainer also raises
questions about the appropriateness of some aspects of behavior and work.
e) Task-obsessive Style: Managers or consultants or trainers in this style are more concerned with the task.
Matters not directly related to the task are ignored. They are not concerned with feelings, and in fact,
fail to recognize them, since they feel that they are not related to the task. They function like computers.
The trainer focuses his attention on the task ignoring any "non-task" information. A trainer is insensitive
to the emotional needs, personal problems, and apprehension of the participants. People with this style
are more concerned with the task.
f) Problem-solving Style: In this style a trainer is concerned to solve problems but he does not see the
problems being merely confined to the tasks. For him the problems have various dimensions. Trainer
does not function as the old-styled computer, but acts like a more sophisticated computer which takes
into account several matters for which the previous models of computers did not have the capability to
handle. The focus of the trainer is on dealing with and finding out solutions to problems. In this process
he takes the help of and involves his participants.
g) Sulking Style: A trainer in this style keeps the negative feelings to himself; finds it difficult to share
them and avoids meeting people if trainer has not been able to fulfil his part of the contract. Instead of
 confronting the problem, a person in this style avoids them; feels bad about solutions, but does not
express himself.
h) Resilient Style: In this style a trainer shows creative adaptability, learning from others, accepting
others' ideas, which appeal to him, and changing his approach when such a change in needed.
i) Bohemian Style: In this style the creative child is active. A trainer has lots of ideas and he is impatient
with the current practices. He is less concerned about the working of the new ideas and is mainly
concerned with the ideas themselves. Such people are non-conformists and enjoy experimenting with
new approaches, primarily for fun. They rarely allow an idea or a practice to stabilize before going to
another. Such trainers are called as "scatter-brains".
j) Innovative Style: People with this style are enthusiastic about new ideas and approaches and take others
along with them. However, they pay enough attention to nurturing an idea so that it results in concrete
action and gets internalized in a system. Such people are innovators.

k) Aggressive Style: People with this style are fighters. They are also called as "punks". Trainers with this
style show their aggression towards others. They may fight for their participants, or their ideas and
suggestions, hoping that this will help them to achieve and desired results. Their aggressiveness,
however, makes people ignore them and not to take them seriously.

l) Confronting Style: In this style, the trainer is concerned with the exploration of a problem.
Perseverance is the main characteristic. Such trainers are called as "Partners" for such trainees. They
confront the organization to get things done for their participants. People with this style are more
concerned about confronting problem rather than confronting persons for the sake of confrontation. A
trainer with this style confronts the trainee in order to help him explore various dimensions including
those pertaining to their relationship. Such people are frank and open, but are equally perceptive and
sensitive. They respect others' feelings.

ROLE OF A SUCCESSFUL TRAINER

a) Planner -
One of the primary role plays by the trainer is planning the training programme. He renders technical help
in planning process.
b) Subject matter specialist-
The trainer is expected to have appropriate level of competence and high degree of subject proficiency. He
should be able to clarify the doubts of the participants on the subject concerned. Professional commitment,
thorough preparation, continued interested in the subject and hard work and strong desire to excel will pave
way to becoming an expert in the subject.
c) Facilitator of learning-
He is responsible for creating a learning environment that stimulates and motivates the participants to learn.
This is achieved by the trainer through the role of encourager. The extent to which the trainer is able to
carry out this role is a measure of its commitment to training.
d) Developer-
The trainer takes the role of developer, as he is responsible for enhancing the knowledge and developing
competencies of the participants. He should provide feedback to the trainees on their behavior and actions
and guide them in the process of personal development. He should take the responsibility for the personal
growth and development of the trainees.
e) Leader-
It is the responsibility of the trainer to achieve the programme objectives and at the same time maintain the
morale and cohesiveness of the trainee group. The trainer should provide direction and support to the
trainees. He should exercise some degree of control and authority to handle undesirable elements in the
group or situations.
f) Counsellor-
The trainer should counsel the trainees, so as to encourage them for the expected level of performance and
participation.
g) Trainer as a continuous learner-
The trainer should be ready to darn the role of learner as well and he should willingly make use of the
opportunities and should be open to learning.
h) Mentor-
The trainer should provide guidance and support to individual participants and should play the role of the
mentor at least during the period of training. However, the trainer should take care that the dependency of
the trainee is not unduly prolonged.
i) Change Agent-
The trainer plays the role of change agent in designing and helping in implementation of organizational
change strategies. They not only implement the change intervention but also ensure that the newly gained
competencies of trainees or use to the fullest extent in the organization.
j) Manager and Administrator-
The trainers should be capable of conceiving designing and delivering effective training programmes. In the
process they have to manage staff materials, facilities, logistics, budget, etc. and in this role their managerial
and administrative capabilities would be tested to the maximum.

QUALITIES OF A SUCCESSFUL TRAINER

(1.) Enthusiastic
The trainer should not only appear to be enthusiastic but also radiate liveliness through words, actions and
behavior, stimulating the participants and reinforcing the learning environment. Enthusiasm does not mean
being excessively demonstrative in actions or being energetic. It should be reflected in the effective
communication way with the group. It is manifested in the manner, the trainer organize training activities,
including his own presentations, and conduct himself during a session and outside it. The extent to which
the trainer is in a position to generate interest in the activity and stimulate the trainees for increased
participation, is a measure of trainers involvement in the activity, commitment to training and bonding with
the participants. All these merge to raise the level of trainer’s enthusiasm.

(2.) Sincerity and Openness

Trainees or Participants are often smart and keep watching the trainer’s actions and behaviours. They like
trainers who are truthful, genuine and transparent. Trainer should be open to new ideas or suggestions that
come in a way while interacting with the participants. It is possible that during the course of discussion,
certain dimensions of the issues may be presented by the participants that the trainer had never considered
earlier. So trainer need not get irritated, but try to find out the shortcomings and take steps to consider them.
Thus, trainer should be sincere and opened.

(3.) Ability to work under pressure

During the implementation of the training programme, anxiety, tensions and pressures are all over the place.
The trainer is not isolated from these. Problems emerge like administrative staff in not performing their
task, participants are unhappy, long working hours, family responsibilities also create stress. Trainer may
become aggressive, irritated and lose the confidence to deal with these problems. At times, a feeling of
frustration and helplessness can overwhelm the trainer. But a successful trainer should know how to work
through these pressures and manage stress.

(4.) Good sense of humour

Humour is good way to help reduce stress in the training environment. Humour includes jokes, tricks,
stunts, funny stories that are used for slight loosening up and entertainment as well as for learning. Success
of humour in training session often depends on its timings. If the trainer is able to incorporate humour as it
present itself, it can be highly effective because it is relevant and genuine. Thus, it is a desirable quality in
the trainer. However, the success and failure is often dependent on subtle nuances like timing, knowing how
to end the joke etc. But the trainer should take precaution that the joke does not offend, insult or confuse
trainees.

(5.) Flexibility
In the context of a training programme, flexibility means that a trainer is sensitive to its demands and the
needs of the group at a given point in time. It signifies willingness on the part of a trainer to listen to other
stakeholders and bring about the desired changes in the programme or in his own behavior, actions, training
style and the strategy.

(6.) Ability to acknowledge and recognize contribution of participants

Trainer should not hesitate to acknowledge and recognize a good contribution of a participant. Even if the
comments of a participant are not very focused or are not helpful to the discussion, trainer would do well
not to put her down. Trainer should be supportive and encourage the participants in expressing their views
in a clear and coherent manner.

(7) Patience: Trainer should show the willingness to compliment slow progress and refrain from the anger
when mistakes are made. It includes the techniques of repeating instructions, breaking down a task into
small units and allowing time to the participants to try out.