Sheet#06-----Page |1

Trainer’s Skills and Styles

SKILLS OF TRAINERS
The competencies of trainers come from the combination of different skills. The
necessary skills needed for trainers are as follow:

A. COMMUNICATION SKILL
The main critical success factor for a trainer is the communication ability.
Communication skills not only mean his verbal delivery skill but also include the
trainer’s non-verbal abilities. Verbal communication includes paraphrasing,
summarizing, questioning, facilitating, giving and receiving feedback and so on. The
non-verbal communication includes body language, gesture, eye contact etc.
however, the trainer communication skills can be classified into three key
categories:
(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 words are spoken is very important in a training situation.
The pronunciation, the phonetic accent plays an important role. How the trainer
speaks includes vocal pitch, tone, rhythm, pauses, laughter, groaning etc., which are
not considered as language but do convey meaning.
(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. The following may be helpful
making listening effective:
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.

Dr. Shaheen Ahmed, Associate Professor, School Of Business, Bangladesh Open University.
 Sheet#06-----Page |2

iii) By showing some sign like nodding (moving head indicating agreement or
conformation) the head or by giving some verbal cues (indication) the trainer
should encourage the continuation of communication of the trainee.
iv) Appropriate feedback is to be given from time to time.
v) The trainer should refrain from making judgments.
vi) The trainer should recognize the trainees feelings like: anger or enthusiasm,
disappointment or elation (excitement).
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 (make bigger) beyond their limits during
process of their learning.
iv) Giving some rewards or prizes to encourage competition.

B. QUESTIONING SKILLS
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 question asked may be either open-ended or closed . A closed question has only
one answer like true or false, yes or no or a direct answer of fact. This will serve
the trainer to indicate whether the trainees are paying attention or not. Open-
ended questions probe more deeply and indicate how well the learning objectives
are met.
The question 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.

Dr. Shaheen Ahmed, Associate Professor, School Of Business, Bangladesh Open University.
 Sheet#06-----Page |3

C. 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.
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 imparts 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.
It is through facial expression people express themselves. Emotions such as
surprise, shock, anger, joy, sadness and displeasure and 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
gesture. However, unlike facial expressions gestures may have different meanings
across cultures.

D. HANDLING DIFFICULT SITUATIONS

As a trainer sometimes one may have to get into disagreeable, disturbing and
disliking situations during the course of the training.
Human behavior is very complex and very unpredictable. 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 situation.

E. CREATIVITY SKILL
Creativity refers to the cognitive activities that result in a novel way of looking at
solving the problem. Creativity depends on the trainer’s ability to think divergently
and convergent way. 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.

Dr. Shaheen Ahmed, Associate Professor, School Of Business, Bangladesh Open University.
 Sheet#06-----Page |4

F. TECHNICAL SKILL
Technical skill is necessary when functional area training is conducted. For
marketing manager technical skill and knowledge is necessary in areas like
advertising, psychology of the buyer, general pricing techniques, etc. Likewise for a
finance manager, financial analysis, budgeting cost accounting, project appraisal
techniques may be necessary. The trainer requires strategies, diagnostic and
technical skills. Computer skills, manufacturing processes skills, skills for using
particular systems and equipment, carrying out policies and procedures are all
included in technical skills.

G. INTERPERSONAL SKILL
Interpersonal skills are sine qua non for trainers, as he has to constantly interact
with the trainees. 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) Recognizing distinction between trainer’s own feeling and those of others.
iii) Motivating the trainees to learn.
iv) Knowing trainees want and presume the expectations of others.
v) Managing and resolving conflict in win-win manner.
vi) Persuasive ability.
vii) Empathetic listening.
viii) Discouraging criticisms personally but look at them objectively.
ix) Ability to give and receive interpersonal feedback.
x) The trainer should have a basic feeling of respect to the participants. This
feeling may facilitate empathetic listening and avoid unnecessary interruptions.
xi) The trainer shows that he believes in the training group as a shared enterprise.

RESILIENCE
Collard et.al. (1996) defines resilience as the ability to accept the changing
circumstances even when the circumstances are discouraging or disruptive.

Dr. Shaheen Ahmed, Associate Professor, School Of Business, Bangladesh Open University.
 Sheet#06-----Page |5

Resilience is the ability to recover from or adjust easily to misfortune or change.

It is also the capability of a strained body to recover its size and shape to bounce
back after being subjected to pressure.
Resilience trainers have following characteristics –
1) View problems and challenges as opportunities.
2) Learn from their mistakes/ failures.
3) Succeed despite their hardships (adversity).
4) Seek out new and challenging experience.
5) Don’t let anxiety and doubts overwhelm (defeat) them.
6) Have a sense of humor and realistic optimism under stress.
7) Don’t feel shame or depression if failure comes.

CREDIBILITY
Credibility is the ability to inspire belief and trust and image of believability and
reliability and an intuitive sense of confidence. The trainer credibility is extremely
important because it reinforces the importance of trainer to the learners. There
are three dimensions to the trainer credibility.
(a) Personal Conduct: Personal conduct of the trainer, his actions and appearance
create an image for the trainer and influence the trainees’ perception of the
trainer. The trainer should project and image of professionalism to establish
credibility with trainees. Visual appearances like clothing, grooming, postures
and movements add to the credibility of the trainer. Personality
characteristics like admitting mistakes or lack of knowledge, keeping up of
promises, seeking trainees’ feedback, etc. contribute to the trainer’s
credibility.
(b) Content Expertise: This is also called subject matter expertise. This content
expertise can be demonstrated to the trainees in many ways. Professional and
academic credentials, work experience, subject matter mastery, ability to
respond to subject specific questions and accepting divergent views and
opinions, etc. are the ways in which the content expertise may be exhibited.
(c) Social Practices: Social practices include showing respect, kindness and
consideration to the trainees. Consideration during on and off the training
sessions, not showing favoritism to the trainees, making adjustments to the
trainees’ needs, etc. are included in social practices.

Dr. Shaheen Ahmed, Associate Professor, School Of Business, Bangladesh Open University.
 Sheet#06-----Page |6

CONFIDENCE
Confidence is a positive and balanced attitude having to do with the self. It
consists of a basic belief within the trainer that he can do what is needed to
produce the desired results. When obstacles occur, a confident trainer continues
to work to overcome the barriers. Less confident trainer usually do not carry out
the session or do not begin anything where find something unusual.
Confidence of the trainer should be at the optimum level. Low confidence levels
affect job performance at the same time over confidence or pseudo-confidence is
destructive, as domineering and arrogance cause resentment.
Trainers, who lack in confidence, have difficulty in admitting mistakes, show
pushiness (determination) and bragging (egotism). Trainers have to self-identify
the above symphonies of low confidence and correct themselves.
Confidence of the trainer can be increased by himself doing the following things.
a) The trainer should be performance oriented and constantly strive to help
improve performance aimed at achieving organizational objectives.
b) The trainer should be striving for improving his interpersonal skills. Social
skills are equally important as the technical skills.
c) Ability to master multi-linguistic skills.
d) Skills like managing one’s time effectively, budgeting, planning the training
calendar, performing basic marketing tasks, etc. may pave way for trainer
being self employable an thus increase his confidence.

TRAINER’S STYLE
Each trainer has a unique style. Some trainers have preference for directing the
learning activities; others are more comfortable in helping trainees to share and
interpret the reactions to a training event, some trainers are adept at helping the
trainees to generalize concepts and some trainers adopt the style of imparting
trainees to apply how to use the learning in their own situations. Depending on the
above four generic style emerge namely, instructor, explorer, thinker and guide.
1. The Instructor adopts a directing style during the learning activity. He is
most comfortable in taking charge of the training activity. The instructor

Dr. Shaheen Ahmed, Associate Professor, School Of Business, Bangladesh Open University.
 Sheet#06-----Page |7

trainer is well organized, self-confidant 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.
2. 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.
3. The Thinker trainer is most comfortable in helping the trainees generalize
concepts. They help the trainees to categorize, organize and integrate
theories, principles and concepts. This style focuses on ideas rather than
feelings. They are more conceptual and objective.
4. 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
emphasize more on applications oriented solutions to real life problems and
encourage active participation.

GILLEY’S MODEL OF TRAINERS’ STYLES

a) Philosophical Instructor (1,1)

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 (10,1)
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 emphasize application of concepts. The trainers adopting this
style use tests or examinations for evaluation.
c) Facilitator (1,10)

Dr. Shaheen Ahmed, Associate Professor, School Of Business, Bangladesh Open University.
 Sheet#06-----Page |8

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 (5,5)
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.
e) Learning Agent (10,10)
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.

TRAINER’S ROLES
The trainer is expected to perform multiple roles. All the managerial roles are
performed by the trainer without fail.
1. Trainer as planner: The primary role played by the trainer is planning the
training program. He renders technical help in planning process. Trainer
takes decision about when, where and how the training sessions to be
conducted.
2. Subject matter expert: The trainer is expected to have high degree of
subject proficiency and high level competence. 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
strong desire to excel will pave way to becoming an expert in the subject.
3. Facilitator of learning: He is responsible for creating a learning
environment and for stimulating and motivating participants to learn. This
achieved by the trainer through the role of encourager.

Dr. Shaheen Ahmed, Associate Professor, School Of Business, Bangladesh Open University.
 Sheet#06-----Page |9

4. Developer: The trainer takes the role of developer, as he is responsible for

enhancing the knowledge and developing competencies of the participants.
He should take the responsibility for the personal growth and development
of the trainees.
5. Leader: It is the responsibility of the trainer to achieve the program
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.
6. Counselor: The trainer should counsel the trainees, so as to encourage them
for the expected level of performance and participation.
7. Trainer as a continuous learner: The trainer should be ready to darn (sew
up) the role of learner as well and he should willingly make use of the
opportunities and should be open to learning.
8. 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.
9. 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.
10. Manager and Administrator: The trainers should be capable of conceiving
designing and delivering effective training programs. 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.

Dr. Shaheen Ahmed, Associate Professor, School Of Business, Bangladesh Open University.