TRAIN THE TRAINER BY- MUKESH BHALSE

Presented By Vijay Tiwari & Mukesh Bhalse

Trainers are made, not born
The art of teaching is the art of assisting discovery.

Train the Trainers training program is designed to meet
organizations need to train their executives, officers to be good
trainers to that the organizations can reduce their dependency on
external training organizations. Organizations need to conduct
training for their employees to bring change in Skills.
Skill change may be required due to:
•Change in procedures
•Change in process
•Change in organizational structure
•To update or strengthen knowledge
•To strengthen decision making ability
•To bring change in attitude
•Objectives and targets

Skills needed in Trainers
Some believe that only subject expertise is needed to be able to be a good trainer,
but this is not true.
A Trainer must have 4C’s as skills:
•Comprehension
•Conceptualization
•Creativity and
•Conduct
Comprehension is all about subject knowledge, trainer’s expertise and capability.
Conceptualization is his/her ability to dream or visualize design of a training course
(we will see how to design a training course during “Training Process”)
Creativity is art of making presentations, use of proper color, font size, graphic
design, charting etc.
Conduct is art of presentation.

In addition to 4C’s, trainer must possess
host of personal qualities such as:
•Personal skills
•Confidence
•Voice modulation
•Adjusting to environment
•Ability to listen
•Theatrical skills
•Flexible
•Cools headed
•Desire to learn
•Ability to relate
• Sense of humor

Training Process
The training process is a cycle, which starts
from determining need, fulfilling the need and
verifying that need is fulfilled.The Training
process is 4D’s:
•Determine (Requires Comprehension skill)
•Design and Development (Requires Conceptualization
and Creativity skill)
•Deployment (Requires Conduct skill)
• Determine (Requires Comprehension skill)

Contents
Following topics are covered in the presentation with ice
breakers, motivational cartoons, image based stories and much
more:
•1. Why We Need Training
•2. Why Train the Trainers
•3. Teaching or Training
•4. Trainer Potential
•5. Training Ability and Skills
•6. Training Process
•7. Practice Sessions
•8. Discussion on Practice Sessions
The training package consists of Presentation in PowerPoint with
trainer notes giving text of full speech and instructions to conduct
training program.

4 Major Differences Between Facilitator and Trainer Roles
Great Facilitator Great Adult Educator (Trainer)
Is not necessarily a con-tent expert. Is a content expert.
Is an expert in many forms of group process
(including inter-and-intra-group conflict
resolution, strategic planning, team
building, etc.)
Is not nec-es-sar-ily expert in many forms of group
process. Instead, con-tin-u-ally devel-ops new
meth-ods to help par-tic-i-pants achieve spe-cific
learn-ing outcomes.
Often helps the group to define and ver-balize
its own out-comes (e.g. to solve a spe-cific
problem or develop a new procedure.)When
out-comes are exter-nally pre-scribed, helps
the group develop, implement and “own”
action steps to achieve the outcomes.
Most often in corporate, organizational or higher
education settings, the trainer does not help each
learner group estab-lish its own learn-ing out-comes.
(That‟s a whole other approach, called Popular
Education.) However, the trainer may be involved in
imple-ment-ing and/or analyzing the results of
training needs assessments. These should include
input from rep-re-sen-ta-tive (poten-tial) participants
as well as other stakeholders.
Sees facil-i-ta-tion as a process to help
achieve specific “bits” of broad
orga-ni-za-tional goals.
Often focuses on training‟s impact on actual,
dis-crete job per-for-mance or tasks. Trainer may
evaluate training‟s effectiveness long after the
train-ing event takes place.

Ele-ments the Two Roles Share
Both great facilitators and the best trainers…
•Help the group achieve specific outcomes through the use of
active, participatory, participant-centered methods.
•regularly evaluate the process in real time, and can mea-sure
how well the participants achieved the stated out-comes at the
end of the process.
•have made them-selves familiar with the organizational culture
and context in which they are working, and ensure the processes
“fit” that culture.
•stimulate dialogue and interaction between participants, not
just between them-selves and the participants.

Adult Learning Theory
•Adults bring prior experience and knowledge with them. Validate where
people are. Create allies, not pupils.
•Adults want to know what's in it for them (WIFM).
•Adults enjoy speaking to one another, not just listening to the sound of
your voice.
•Adults have preferences and prejudices that may not be overcome in a
one-shot training.
•Adults like to assist you and feel like an active part of the learning
process.
•Adults expect to be respected.
•Adults enjoy active learning, small group exercises and moving around the
room. Vary training activities.
•Adults expect to be able to use what they learn immediately. Make
information applicable.
•Adults learn at different speeds and through different methods. Be flexible.
•Adults need feedback and constructive criticism. The emphasis is on
building the person not tearing them down.
•Adults like to laugh.

Principles of Adult Learning Work Sheet
What are some strategies and techniques for achieving the
conditions under which adults learn best?
•To Create a Supportive Environment
•To Emphasize Personal Benefits of Training
•To Use Training Methods that Require Active Participation
•To Use a Variety of Teaching Methods
•To Provide Structured Learning Opportunities
•To Provide Immediate Feedback on Practice
•To Meet Trainee's Individual Learning Needs
•To Make Course Content Relevant and Coherent

Strategies and Techniques
Maximize Training Effectiveness with Adult Learners
Create a Supportive Environment
•Convey respect for individuals and the belief and value in the
learning process. Draw on previous experiences of participants.
•Techniques:
•call each trainee by name throughout training
•listen to each person's questions and viewpoints
•never belittle an individual
•always be courteous and patient
•assure individuals that mistakes are part of the learning process
•look for opportunities to validate each person
•encourage trainees to support one another in learning endeavors
•ensure that the physical space is as comfortable as possible.

Emphasize Personal Benefits of Training
•Adult learners need to know how the course relates to their immediate work and will help them
reach personal and professional goals--what's in it for them (WIFM).
•Techniques:
•have each participant develop their own personal goals for this training
•encourage participants to write down specific actions they will take in response to this training.
Use Training Methods that Require Active Participation
•Active participation engages trainees in the learning process and enhances retention of new
concepts.
•Active Learning Techniques:
•design curriculum that allows training to be student-centered
•limit lecturing to trainees
•encourage participation and sharing of experiences
•use question techniques
•weave discussion sections with exercises that require trainees to practice a skill or apply
knowledge.

Use a Variety of Teaching Methods
•To engage all learners, it is best to vary the methods in which information
is communicated.
•Training methods:
•group discussion (small and large)
•skill practice (role-play)
•lecture
•case study
•laboratory
•panel/guest expert
•games
•structured note-taking ("accelerated learning")
•individual coaching
•question/answer
•demonstration
•technology (media, video, computer, interactive)

Provide Structured Learning Opportunities
•Empower trainees to be self-directed learners as they strive to fulfill
objectives of the training, by teaching them how to master the content and
to become aware of their own learning process.
•Techniques:
•teach trainees how to learn by implementing learning tools into the
curriculum
•structured note-taking
•problem-solving exercises
•brainstorming
•progress logs
•evaluating own work and the work of others
•identify learning styles and assist trainees in becoming aware of their
own preferred style, e.g.,
•have them analyze the way they went about doing a learning project
•encourage participants to support/train one another

Provide Immediate Feedback on Practice
•Providing timely corrective feedback leads to successful learning and mastery of
content and skills
•Sensitive feedback helps trainees correct errors and reinforces good behaviors.
Adult learners want gentle, constructive criticism.
•Techniques
a.self feedback
b.peer feedback
c. trainer feedback
Meet Trainee's Individual Learning Needs
•Effective trainers never forget they have a group of individual learners with varying
abilities, experiences, and motivation.
•Techniques
a. get to know trainees
b. consider each trainee's capabilities and interests
c. encourage individual creativity and initiative
d. pay attention to individual communication
e. acknowledge cultural differences

Make Course Content Relevant and Coherent
•Begin with the basic and build on each part in sequential order when presenting
course content.
•Be sure that exercises and content can be applied to real-life situations of the
trainee (WIFM).
•Techniques:
•provide overview of course with objectives
•relate each new component to previous component
•when presenting new material, present overall concept first
•utilize an Experiential Learning Model
•provide examples of concept that are relevant to trainees' work.

Adults learn best when they:
•Are in a supportive environment
•Learners are allowed to define their own needs
•See personal growth opportunities in the training
•Material presented is relevant to perceived needs
•Participate actively in cooperative and individual exercises
•Educator respects the life experience of the learner
•Material can be immediately related to learner's life experience
•Direction of learning made explicit at the outset
•Instructions for learning activities are clear
•Experience a variety of training methods and media
•Are empowered with learning skills
•Receive timely feedback on practice activities
•Learners receive positive reinforcement for accomplishments
•Have their individual needs met
•Are taught course content that is relevant and in integrated patterns
•Learners feel free to question and challenge
•Learner's self-esteem and ego are respected

Different methods of training
1. Special course and
2. Conferences
3. Case Studies
4. Brainstorming
5. Laboratory Training
A. Simulation
(i) Role-Playing
(ii) Gaming
B. Sensitivity Training

Other 20 methods or training aids
•Lecture
•Demonstration
•Role Play
•Case Study
•Group Tasks
•Group Discussion
•Group Exercise
•Brainstorming
•Interviews
•Individual Exercises
•Debate
•Quiz
•Games
•Puzzles or riddles
•Q&A sessions
Additional methods that you may want to consider incorporating into your
delivery include:
1. Field Trips
2. Video or Film
3. Guest speakers

Preparing your Content
S O S
Select Organise Shape
5W’s 4T’s 4P’s
Who
What
Why Which When & Where
Selecting your matter….. 5 Ws
5 Ws

Who What Why When/ Where Which
Audience-
Number, Age,
Gender
Qualification &
experience
Cultural
Background
Homogenous or
Heterogeneous
Occupation
Level (senior,
middle, junior)
Language fluency
Purpose of
presentation
Is it to inform?
Is it to create
awareness?
Is it to educate?
Is it to „sell‟
something?
Is it to inspire?
Rationale of
presentation
Why is the
audience
attending?
Why was I asked to
speak?
What is their
attitude towards my
organization and
me?
What is their
attitude towards my
message?
When & where is my
presentation-
When am I making my
presentation?(morning /
Post lunch /…..)
Which place? (logistics,
travel time..)
What kind of hall / room?
(size...)
Seating arrangement
(fixed / adaptable…)
Equipments & other
facilities required by me?
Analysis of need/
requirements
Which matter do they
already know?
Which do they need to
know?
Which of their needs
can I fulfill?
What kind of examples
/ analogies will make
an impact?
What kind of
presentation style will
they prefer?

Organizing your Matter… 4 Ts
The elements of a good presentation are:
•Introduction
•Body
•Conclusion
•Recommendation
THE 4 P's - PLAN, PREPARE, PRACTICE AND PRESENT YOUR SPEECH
PLANNING YOUR SPEECH:
THE PURPOSE OF THE SPEECH:
Decide what you wish to speak about
Decide what is the primary purpose of the speech?
What are you trying to achieve
What are the objectives of your speech
Know your audience (see separate topic below)
Know the venue (see separate topic below)
PREPARING YOUR SPEECH:
THEME:
In one sentence, write down the object of your speech. This sentence will become the
criterion against which all material is be judged whether to be included or not.
If there are a number of points to be dealt with, establish a theme, a central idea or concept which gives unity,
direction and coherence to the presentation as a whole.
List the main points to be covered and arrange them in a logical sequence.
Your speech should be structured into 3 distinct parts - Opening, Body and Conclusion

OPENING or INTRODUCTION:
The introduction is most important as your audience will accept your
message in the first 30 - 90 seconds, or they will switch off and ignore the
rest of the speech.
In the introduction you
(a) Introduce the theme
(b) Set the scene
(c) Establish a direction
(d) Gain the attention of the audience and get them involved.
The introduction should be short, positive, easy to handle, generate interest
and expectancy and you must feel comfortable with it. It should create a
vivid image and possibly an image that the audience can identify with.
DO NOT repeat the title, read the introduction, apologize, explain, complain
or make excuses.
Ideas for an attention gaining opening: Use a question related to audience
need, Pay a sincere compliment, Use a quotation. This reinforces your
opinion. Remember to state the author.

BODY:
The body should flow naturally from the introduction and lead the audience to
the conclusion you wish to accept.
Be sure to stick to your theme.
DO NOT try to cover too much ground - three or four main points are sufficient.
Use stories, anecdotes, examples to keep the audience interested.
Pause after each major point, example or illustration for effect and to allow the
audience to consider your point.
Remember the audience likes to be entertained as well as informed, convinced or
motivated.
Try to include some humor, if appropriate to the topic.
CONCLUSION:
The conclusion should re-state the essential message. Keep it short and simple
Memorize the conclusion and the opening.
Refer back to the points in the introduction to round off the speech. The
conclusion should always link back to the opening.
DO NOT introduce any new information to round off the speech.
DO NOT just fade off.
DO NOT thank the audience at the end of the speech.

Know Your Audience
When speaking you need to know something about the audience and what they expect of you.
When speaking before an audience you need to know:
•General age & gender of audience
•General educational standards
•General social status
•General interests
•General qualifications
•General expectations
You need to know:
•How you will be seen to them (i.e. an entertainer, a superior, a teacher, young, old, an outsider, patronizing,
etc).
•How long will you be talking to them? What is the venue like? Is there a microphone?
Is there can overhead projector? Will you need to use visual aids?
•Fit your speech to the audience ( i.e. there is no point in speaking to a senior citizens group about taking up
boogie boarding. Teenagers are unlikely to be interested in house maintenance.)
•Dress appropriately (i.e. teenagers will accept jeans rather than a dinner suit.) If in doubt
dress slightly better than the audience will.
•Adjust your speech to the group's interests. Use examples so that the audience will understand. Use jokes
that the age groups will understand and appreciate.
•Limit statistics and avoid jargon. Explain unfamiliar concepts in ways the audience will understand.
•Use vocal variety, gestures, voice, and visual aids to enhance your presentation. Be sure you are sincere,
enthusiastic and have knowledge of the subject.
•Adjust your language to the audience.
•Be sure you are punctual for any assignment. Check for yourself that all visual aids work.

DO NOT:
•Do not appear to be unprepared
•Apologize
•Explain
•Complain
•Ramble
•Read directly from your notes
•Exceed time limits
•Use distracting mannerisms
•Appear patronizing.
Know the Venue
When planning your presentation you need to know:
•Size of the venue
•Size of the audience
•Effects of a large hall and a small audience
•Arrangements of seating - fixed or movable
•Obstacles between audience and speaker

PRACTICE, PRACTICE, PRACTICE
•Practice until you are very familiar with the speech. Practice helps to reduce nerves
•Practice:
In front of family
To gain feedback
Using a tape recorder
A strong opening
To ensure logical flow & Credible evidence
To identify distracting mannerisms
To ensure your speech is within the allocated time period
PRESENT YOUR SPEECH
•Rely on the fundamentals:
Own your subject
Feel positive about your speech
•Make positive first impression:
Establish eye contact
Confident body language
Be relaxed and well groomed
•Build rapport with your audience:
Be sincere and be yourself
Say "we" not "you"
Talk in terms of your audience's interests & involve your audience
•Hold the attention of the audience:
Be enthusiastic
Use vivid words
Express yourself clearly and concisely
Have an upbeat voice

Nonverbal communication cues can play five roles:
1.Repetition: they can repeat the message the person is making verbally.
2.Contradiction: they can contradict a message the individual is trying to convey.
3.Substitution: they can substitute for a verbal message. For example, a person's
eyes can often convey a far more vivid message than words and often do.
4.Complementing: they may add to or complement a verbal message. A boss who
pats a person on the back in addition to giving praise can increase the impact of the
message.
5.Accenting: they may accent or underline a verbal message. Pounding the table,
for example, can underline a message.
It’s not what you say; it’s how you say it
Intensity- A reflection of the amount of energy you project is considered your
intensity. Again, this has as much to do with what feels good to the other person as
what you personally prefer.
Timing and pace- Your ability to be a good listener and communicate interest and
involvement is impacted by timing and pace.
Sounds that convey understanding- Sounds such as “ahhh, ummm, ohhh,”
uttered with congruent eye and facial gestures, communicate understanding and
emotional connection. More than words, these sounds are the language of interest,
understanding and compassion.

Effective Usage of Microsoft PowerPoint As A Visual Aid
THE TEXT
THE BACKGROUND
THE CLIPS
THE PRESENTATION
Significance of Body Language and Eye Contact during a presentation
Strong, Direct Eye Focus: How It Connects You to Your Audience, Inspires Trust, and
Helps Keep You In Control
It initiates communication.
It inspires trust.
It helps you to stay in control.
It helps control stage fright.
It puts others at ease.

Dealing with Difficult Questions
1.Questions that keep on coming
Short sharp concise answers
Set Limits
Acknowledge and Delay
2. Off-topic Questions and Discussions
Ask for Relevance
Write Down Questions
3. Confrontational Questions
Separate Content from Tone and Restate calmly.
Address Hostility behind Closed Doors
Tips for Answering Difficult Questions:

Important aspects to remember while making a power point
presentation
Here are a few ways to help grab and keep your viewers’ attention.
1.Select or create your own theme.
2.Use video and audio to convey your message more effectively.
3.Use graphics to emphasize key points
4.Use animations and transitions wisely
5.Clearly communicate your information
6.Start by outlining your presentation.
7.Use masters and layouts to save time and help get better results.
8.Consider differences between print and on-screen presentations.
9.Use notes pages and handouts to help deliver the story.
10.Keep file size manageable.
11.Use the tools available to get it right the first time.
12.Turn off (or manage) AutoCorrect layout options.
13.Know exactly what your viewers will see.

Different Types of Trainees
There are basic four types of trainees that need to be considered before giving them any
kind of training as: -
Activist: - They enjoy new experiences and opportunities from which they can learn. They enjoy
being involved and are happy to be in limelight. They prefer to be active rather than sitting and
listening.
Reflectors: - They prefer to observe, think, and assimilate information before starting their own
activities. They like to review what is happened, and what they have learnt. They prefer to reach
decisions in their own time and do not like to feel under pressure.
Theorist: - They like to explore methodically. They think about problems through step-by-step
method and in logical way. They ask many questions before implementation of their ideas and
methods. They tend to be detached from surrounding. They are more analytical rather than
judgmental. They like to intellectually stretched and feel uncomfortable with lateral thinking,
preferring models and systems.
Pragmatist: - They like practical solutions and what to get on and try new things. They dislike too
much theory. They like to experiment and search new ideas that they want to try out. They act
quickly and confidently. They may be down-to-earth and responds problem as a challenge.

Quick tips for dealing with annoying trainees
Whether you’re lecturing a large group, or training just a few, every once in a while you experience the joy of having
to deal with an annoying and/or obnoxious trainee.
From interrupting the trainer with unrelated questions, to disagreeing with certain training methods and even arguing
with instructors, disruptive trainees can be a handful. Not only are they annoying to you as the training instructor, but
the entire classroom of students also has to deal with their shenanigans throughout the course.
Dealing with these pesky students can be difficult, but getting disruptive behavior under control should be done early
and sternly if you want to get through the training course with your sanity intact.
Here are some quick tips for dealing with an annoying trainee:
Don’t ignore it. Rather than letting the behavior grow into a big problem, confront the disruptor. Have a
conversation with the student during a break to let them know about their disruptive behavior and how it affects the
rest of the class.
Empathize. However bad their behavior may be, remember that you’re still dealing with an adult here. Most adults
know better than to be rude to an instructor. So, pull the annoying trainee to the side and explain that you
understand their frustration, but would rather discuss it another time and not in front of the entire group.
Know that you may hurt their ego. You’re in charge, it’s your classroom and you have to do what’s best for the
group. Your comments regarding their behavior may hurt their feelings, but trust me, they’ll get over it.
Let them be heard. The reason behind an trainee’s annoying questions may be because they don’t feel like their
opinion is being heard. Let the student say what they have to say and their comments or questions may die down
once they’ve had the chance to talk.
Engage. Create training activities that engage students in a hands-on activity. If they’re busy working with other
students on a clear and focused task, they may be less likely to act out.
Include. Sometimes a person is being annoying because they are knowledgeable in the topic you’re training and
want to share what they know. If possible, make the student responsible for a piece of the training course. It could
help add more life to the training and you never know, you could actually learn something new in the process.
Dealing with difficult people at work or in a training setting can be a challenge, to say the least. Remember to bring
along a little patience and understanding to the situation and you’ll soon be on the road to success (and sanity).

TRAIN THE TRAINER BY- MUKESH BHALSE

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