The document outlines the emerging role of trainers and the new skills required. The role now includes facilitating strategic planning, process improvement, and problem solving. Trainers must understand learning styles, coach managers, and ensure training is integrated. New skills like listening, facilitating groups, and evaluating impact are needed. When performing these functions, trainers must consider subject matter expertise, principles of adult learning, strong communication abilities, and personal qualities like flexibility and a positive attitude.

1. Role of a Trainer

2. Emerging Trainer Role
The new role of the trainer includes:
 Knowing more and more about peoples learning styles.
 Training line managers how to train.
 Guiding executives in establishing strategic directions for the
organization.
 Facilitating process improvement and/or teaching line managers how to
do it.
 Constantly being in touch with employees and work processes and be
aware of their skill needs.
 Acquiring in-depth knowledge of the organization and its mission/goals.
 Knowing information technology and explore the use of electronic
training opportunities, including development of multi-media training
programs (where feasible and appropriate).
 Entrench training as an integral activity in the organization.
 Facilitate problem-solving teams.
 Help managers to think through performance and solve them either
through training or otherwise.
 Help trainees to think over their jobs.

3. New Skill Requirements
The new role of the trainer calls for new skills which include:
 Listening
 Negotiating
 Coaching
 Facilitating small group interaction
 Awareness of different learning styles.
 Measuring and evaluating
 Strategic planning
 Problem solving
 Facilitating organizational change and
 Communication Skills

4. Factor to be considered
In performing these activities the trainer has
to consider four basic factors namely:
 Subject matter expertise
 Andragogical knowledge and skills
 Communication skills
 Personal traits and qualities

5. Subject matter expertise:
 An Instructor/trainer needs to possess the
technical knowledge of the subject which is
referred to as Job Knowledge.
 Apart from this the trainer needs to possess a
broad knowledge of the organization, the
general rules, regulations and policies. Job
skills which include the ability to operate
various equipment’s and tools where relevant,
should also be present in a trainer.
 The ability to select between variety of
instructional methods, skills to guide trainees
and counsel them - all form a part of this skill.

6. Andragogical knowledge and Skills:
This includes some formal qualification
coupled with an understanding of the
principles of adult learning and motivation.

7. Communication Skills
 A good communicator (both in oral and
written) is an asset to any trainer.
 Questioning, explaining, listening,
illustrating and preparing training material
demand very high communication skills.

8. TRAINER LIKE QUALITIES (TLQ)
(ILLUSTRATIVE)
 ROLE MODEL *FLEXIBLE
 COMMUNICATION SKILLS *CHANGE AGENT
 SUBJECT EXPERTISE *VALUE DRIVEN
 ENABLER *COMPETENT
 MENTOR *TOLERNT
 DEVELOPER *PATIENT
 LEARNER *INNOVATOR
 COACH *POSITIVE THINKER
 NEGOTIATER *PURPOSE
DRIVEN
 LISTENER *DEMONSTRATOR OF
INTEGRITY
 EMPATHY *CONFIDENT
 HIGH PERFORMER *RESOURCEFUL
 & HIGHLY MOTIVATED
 DISCIPLIENED *WILLING TO DO EXTRA WORK
 TEAM – BUILDER & VISUALISER *POSITIVE ATTITUDE

9. TRAINER UNLIKE QUALITIES (TUQ)
(ILLUSTRATIVE)
 ARROGANT * BLAMING OTHERS FOR ALL THAT IS BAD
 EGOIST * INFLEXIBLE
 INDIVIDUALISTIC APPROACH * IMPULSIVE
 MONOPOLY OF WISDOM * ABRASIVE
 SECRETIVE * SHIRKER
 FRUSTRATED * DEMOTIVATOR
 STATUSQUOIST * ALOOF
 REACTIVE * AGGRESSIVE
 DRIVEN BY “NO-RISK SYNDROME”
 PUTTING OTHER DOWN
 TAKING CREDIT FOR ALL THAT IS “GOOD”
 EXERCISE: IDENTIFICATION OF POTENTIAL TRAINERS