1. Trainers and Mentors
Glenn Miles

2. Trainer
Using the assigned objectives the trainer delivers the training
They ensure that they are aware of the overall training course so they can refer to other modules.
They then assess whether the student has understood the session through giving and marking their assignment

3. Mentor The mentor provides support to the student
To do their assignments
To apply the knowledge to their work-place
In examining their practical competencies

4. Qualities of a good Trainer
Confident
/appropriately
Know content
Good observer
Clear & audible
Flexibility
Good Listener
Available
Good reputation
Reliable
Good awareness of how words and body language communicate
Passionate
Create safe atmosphere
Rapport with trainees
Sensitive to context
Dress decently

5. Qualities of a good Mentor
Available
When and how to say things and respond appropriately.
Patient and encouraging
Speaks truth in love and give constructive feedback
Exemplary= walk the walk and walk their talk and talk their walk
Knowledgeable and experienced
Willing to walk together with the student
Good role model
Good listener
Allowing the person to develop themselves rather than a clone of them.
Barnabas and Mark
Paul and Timothy
Jethro and Moses
Emotional intelligence
Know themselves

6. Recruiting Trainers
Talk to training managers in big orgs e.g. WV if you can borrow trainers
Think about who you know who is already known as a good trainer in your community and invite them. Not only well known pastors and Bible school teachers but those working directly with children.
Some may need encouragement and support to teach others.
Listen out for when potential visiting speakers in the area; adjust timetable accordingly.
Try out trainers in the first module and see how students respond and check their knowledge.
Write a Directory of trainers for each context.
Invite trainers to introductory session for trainers to describe role and be available to respond to questions.

7. Recruiting Mentors
Ask students to put on their application who should be their mentor (usually someone who is their manager or for managers a peer from a different equivalent organization).
Have a pool of other people who would be willing to be a mentor; managers, pastors and possibly trainers as well.
Invite to introductory session for mentors to describe what their role is and be available for questions.

8. Developing your trainers
Training of trainers introductory session
Explain philosophy expectations – about preparation, being aware of the context, using local case studies, presenting their session, evaluating their session and giving feedback to course organisers and attending an overall feedback at the end of the course.
Describe the course objectives and modules
Describe different techniques of how to do teaching – not relying on lecture style but including work-shops in particular where there is learning from each other; offer additional session on this if required.
Explain how to mark assignments. Support trainers and arbitrate if student disagrees with mark given for assignments.

9. Developing your mentors
Training of mentors introductory session
Expectations of their role
Regular meeting with students between sessions
Check-list at the end of the course to evaluate practical competencies.
Being available for emotional support to your students
Being available as a mentor to the mentors to respond to questions and concerns they may have.
Use evidence to assess students.
Where there is arbitration issues when someone is considered not competent to support mentor in decision/support student and re-assess.