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Final training

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  • 1. ROLE TRAINER INPARTICIPATORY TRAINING Dr. B, KRISHNAMURTHY PROFESSOR OF AGRIL. EXTENSION DEPT. OF AGRIL. EXTENSION UAS, BANGALORE
  • 2. INTRODUCTIONThe main objective for the trainer are two foldb)Simulating critical faculties of learnerc)Creating conditions for learning. In order to achieve these two objectives the trainer playsmultiple roles before, during and after the training . Each of theseroles requires a particular set of competencies and entails certaincorresponding responsibilities. The related competencies can bestbe understood by seeing them as consisting of three components.Knowledge, awareness and skills. An effective performance of anyrole involves the use of more than just one competency.
  • 3. Conti…… The roles and responsibilities presented here asdistinct. Though they are at times overlapping andmostly interrelated in reality. Many of these rolesresponsibilities and competencies may appear commonto conventional and participatory training but there aresome distinctive elements for participatory training asmentioned here
  • 4. TRAINER ROLESA. PRE-TRAINING1. Training Designer The role of identifying and translating earning needs into objectives, content and designing the programme. Collecting and identifying the learner needs Listing objectives Working-out related contents/methods/excurses Sequencing the contents/activities Identifying the resource person Preparing and selecting the learning material
  • 5. 2. Administrator/Organizer The role of ensuring and meticulously planning in advance the facilities. Learning material., required equipments, participants and other related components of the training event and the conditions of the programme logistics Choosing venue and time Selecting scheduling facilities Regularly communicating with learners regarding the programme plans Identifying and arranging the needed support system at the training venue Scheduling the time of co trainees and resource persons Distributing the training material Arranging resources
  • 6. B. DURING TRAINING1. Facilitator The role of guiding the learning process so that individual learn from each other and the group functions effectively Eliciting opinions Enhancing participation Focusing trainees attention on their potentialities Summarizing and synthesizing information
  • 7. 2. Instructor The role of presenting information and concepts, clarifying objectives, creating and sustaining a structures learning environment and helping generate new learning Providing information and concepts Directing structured learning role plays, simulations and discussions Using learning aids, films, audio tapes and other
  • 8. 3. Counselor The role of supporting individual trainees during periods of stress and strain helping trainees to assess their potentialities and personal competencies so as to enable them to reflect, grow and change. Developing rapport with trainees Showing genuine interest in directing their process of growth Communicating on one to one basis Organizing sessions to enhance self confidence and self esteem of some individuals
  • 9. 4. Recorder The role of maintaining the record of the process and contents to enable monitoring, analysis and documentation Observing keenly both flow of contents and process Maintaining detailed notes on daily basis
  • 10. 5. Evaluator The role of assessing the impact of the training programme on the trainees Planning evaluation mechanism Using written as well as verbal reports to assess an event Utilizing the evaluation design to assess individual changes in behavior, attitude and knowledge Forming steering committees to assists in day to day evaluations Conducting mid term reviews Sharing reflections and analysis with co trainer Providing relevant feedback
  • 11. 6. Organizer/ Administrator/Manager The role of managing all the related tasks of training the programme, managing time and space boundaries Managing time and space for each training session Solving problems related to accommodation food, etc Organizing reservations, departures/arrivals, reimbursement, etc Managing the learning situation
  • 12. C. Post training1. Report writer The role of preparing a report of the training programme Organizing relevant information for report writing Disseminating reports to all participants and other interested
  • 13. 2. Follow up coordinator The role of continuing contacts with individuals and their organizations to assess impact of training on the organization and individuals and providing the necessary follow up support whenever needed. Communicating at regular interval Inviting feedback from both individuals and organizations Collating learning needs for next event if so designed Providing support in the field
  • 14. Major trainer responsibilities and related competencies Every trainer role involves a number of related responsibilities which have been identified ad follows2. Identification of trainees needs3. Designing training programme4. Preparing trainer5. administration6. Trainer role during training7. Organization during training8. Monitoring and evaluation9. Follow up
  • 15. 1. Identification of trainees needs This responsibility entails a process of identifying who the trainees are, what they are doing, and what their learning needs are. This lays the foundation for the design of training programmecompetencyA) KNOWLEDGE Getting detailed information about individuals and organization contextual data collecting general and specific learning needs of individual: knowledge of different methods of needs assessmentex. Self interviewing and questionnaire Theoretical underprings of participatory training methodology: the philosophy, principles and theory of this training approach which distinguish it from a conventional training approach
  • 16. B) awareness A keen and sensitive understanding of the expressed needs of learners An emotional and intuitive identification with those needs: using one’s own insights of the social context of learners to grasp the real meaning of those needs Realization of the potentialities of limitations of training
  • 17. c. Skills Sensing high frequency receptiveness: tuned to subtle nauacence of individual expressions Analytical: ability to identify and critically analyze the collected information Survey: ability to plan and conduct a survey of learning needs Synthesizing: condense, collate and compile information and meaning into meaningful categories
  • 18. 2. Designing a training program The responsibility involves detailed planning of the programme, setting objectives, determining contents, sequencing and choosing appropriate methods.Competency(c)KNOWLEDGE Contents and relevant material Available methods Materials available Resource persons available A framework within which the objectives of the training programme have been defined and the
  • 19. (B) AWARENESS Sensitivity to the specific group of learners based on perception of their needs and requirements Perception of how and why the contents are planned and flow in particular sequence(C) SKILLS Ability to design need based programme Flexibility in planning and implementation of the programme Preparation of material Less ability to use different methods of need assessment Eg. Projective questionnaire, sentence completion, interview Facility with language
  • 20. 3. TRAINER REPARATION A much forgotten and taken for granted area, thisresponsibility stresses the need to constantly developthe self. Since development of the trainees is animportant consideration of a training design, thisdevelopment can only result when the trainer also goesthrough a similar process. Special effort is neededbefore each training programme.
  • 21. (A)KNOWLEDGE Understanding what constitutes and promotes self development Content area Sources and resources available(B) AWARENESS Understanding ones own strengths and weaknesses Acceptance and understanding of self A learning orientation(C) SKILLS Ability to seek and direct ones own learning process Ability to build up self confidence Skills in self growth
  • 22. 4. Administration The responsibility entails planning and coordinating staff and logisticsCompetency(A)KNOWLEDGE Identifying availability of facilities needed for the training programme Cost analysis(B) AWARENESS Sensitizing self to understand the specific requirements of learners during training programme Understanding the requirements of a learning environment and physical facilities needed to support
  • 23. (C) SKILLS Administrative: ability to administer efficiently and effectively Managerial: identifying resources needed and acquiring those resources Anticipatory: ability to foresee the requirement of training beforehand
  • 24. 5. TRAINER ROLE DURINGTRAININGThis is the central responsibility of trainerCompetency(C)Knowledge Knowing how adults learn, acquire skills and develop attitude Understanding how groups forms, develop and terminate group process Contents of the programme(B) Awareness Group dynamics: recognizing what is happening in group at a given time Sensitive to the different levels of the learners
  • 25. (C) SKILLS Communicating Active listening Motivating the learners Facilitating the group Summarizing Flexibility in approach Use of training methods relationship building Role versality Energizing learners Inspiring Use self as model
  • 26. 6. Organizing during training This responsibility involves the organizing of time, space and facility and requirement during the training programmeCompetency(C)Knowledge Locally available resources and materials Support staff locally available
  • 27. (B) Awareness A critical understanding of what the learners anxieties and concern are during training What could be done to relive these anxieties, how to respond to those concern Requirement of training designs(C) Skill Organizational: time and place Management: foresight, thankfulness, flexibility and ability to handle crisis situations
  • 28. 7. Monitoring and evaluation These responsibility entails a continuos process of monitoring during the programme and evaluating its impact afterwards Competency(A) knowledge Knowledge of the techniques and approaches which can used to monitor and evaluate the programme, eg. Feedback, steering committees
  • 29. (B) Awareness Individual monitoring: responsive to individual needs and concerns Group monitoring : aware of underlying dynamics that affect individual and group learning Understanding issues that need monitoring (like male- female relationship(C) Skills Collecting and scanning information Analyzing relevant findings Recording Gathering information through robbing, questioning Using different methods of evaluation
  • 30. 8. Follow up The trainer is responsible for the follow up after the training programmeCompetency(C)Knowledge Framework and long- term perspective Methods of follow upB) Awareness Potential and limits of follow up Learning- in – action: sense the constant tensions that individuals experience in relating theory to practice Type of support needed by individual learners and entire group
  • 31. (C) Skills Collecting and analyzing information Report- writing Flexibility in using different follow up methods (distance and in field follow up methods

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