1. Becoming an Effective Trainer
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“What is your first thought when you learn you going to a training?” <Click next to see this photo>
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2. “What is your first thought when you learn you going to a training
“What is your first thought when you learn you going to a training?” <Click next to see this photo>

4. How is Training of Trainers different?
See one.
Do one.
Teach one.
The traditional teaching method in Medicine is: See it once, then that’s enough to do it well, and then you can teach it.
This is not adequate for addressing violence. Violence is much more complicated and needs a better learning method.

5. Learning Objectives for Becoming an Effective Trainer
Understand important aspects of how adults learn.
Incorporate strategies for engaging your participants.
Identify methods to improve knowledge and to change practices.

6. Participatory Approach
Training Methods
Traditional Approach
Participatory Approach
Learning as a product
Teacher controls
Transfer of knowledge
Trainer = Expert
Learner = knows nothing
Learner = passive, receptive
Encourages conforming, coping
Learning as a process
Student-centred
Discovery of principles
Trainer = facilitator, resource person, partner
Learner = full of capacities, knowledge of reality, active, discovering
Stimulates independent thought, creativity
Source: Singh, Y.P. (1999) Training of Trainers Manual, Haryana Forest Department

7. Values that will help us achieve change in our new role
We will value:
Struggle over prescription
Questions over answers
Tension over comfort
Capacities over deficiencies
Source: Block, P. (2010). Flawless Consulting

8. Methods which enhance the participatory approach
Brain storming
Interactive talk
Illustrative talk
Group discussion
Panel discussion
Case study
Role play exercise
Field practical
Participatory evaluation of training

9. Methods which enhance the participatory approach
Brain storming
Interactive talk
Illustrative talk
Group discussion
Panel discussion
Case study
Role play exercise
Field practical
Participatory evaluation of training
These are the methods that will be used in this TOT and in the OSC trainings, but you can and should consider using all these methods and others as you continue to assess what is most effective. I want to hear back from you about what worked, and what didn’t, and what you think might work. And as I tell you this, I want you to tell this to the participants in your trainings.

10. Conditions that facilitate learning
Create an atmosphere that:
Encourages people to be ACTIVE
Emphasizes the PERSONAL nature of learning
Accepts that DIFFERENCE IS DESIRABLE
Recognizes people’s RIGHT to make mistakes
Tolerates imperfection
Encourages OPENNESS OF SELF and TRUST IN SELF
Makes people feel RESPECTED AND ACCEPTED
Puts emphasis on SELF EVALUATION in COOPERATION
Permits CONFRONTATION
Source: Singh, Y.P. (1999) Training of Trainers Manual, Haryana Forest Department

11. Knowledge of Learners
Learners are not “taught.” They become motivated to seek new knowledge, skills and behaviors.
Learners more readily accept and use concepts that have meaning to them and are relevant to their lives, their work needs and problems.
Learning often requires giving up old, comfortable ways of believing, thinking and acting; thus, it may not necessarily be a pleasant experience for a learner.
The learner’s background of experiences provides a wealthy resource for problem solving and learning.

12. Knowledge of Learners
Learners have feelings as well as thoughts. Learning is maximized when learners understand and say both what they think and what they feel. Hence learning is both an emotional and an intellectual process.
The ability to be understanding, accepting, trusting, comforting, sharing, helping and evaluating requires a developing, evolving process.

13. A good communicator Knows his/her audience, its wants and its needs
Knows his/her message and to present it to that particular audience
Knows the most effective channels of communication to reach the audience with his/her message
Knows his/her own abilities and limitations, both in technical knowledge and as a communicator
Is interested in his/her audience, its welfare, and how his/her message can help them

14. A good communicator
Is interested in improving his/her skills in communication
Prepares his/her message carefully using appropriate materials and aids to arouse interest and to ensure a successful reception
Speaks clearly and uses terms and expressions the audience can easily understand
Can listen and interact as well as speak
Communicates with the whole class, not only the more active trainees who easily come forward

15. A good communicator
Realizes that establishing a bond of mutual understanding between speaker and audience is mostly the speaker’s responsibility
Is very conscious of the limitations of time and the attention span of the participants
Does not involved the audience too long at any one time

16. Create an effective learning environment
Arrange participants in a U-form seating arrangement.
Protect learners from outside disturbance.
Don’t make lessons longer than 50 minutes.
Vary the teaching tools to break the monotonous effect.
Arrange the course at a suitable time when the trainees are relatively free from their routine activities.

17. 7 Commandments of Being an Effective Trainer
Be creative yourself and also encourage the trainees to be creative.
Supplement your talk with suitable illustrations.
Make maximum use of two-way communication by inviting comments and questions from the trainees and sharing your views with them.
Your role is not only to train, but also to inspire, encourage and enthuse the trainees to become facilitators of a self-sustaining growth process.

18. 7 Commandments of Being an Effective Trainer
Assess the impact of your role as a committed and competent trainer, and do it as objectively as you can.
Equip yourself with knowledge of recent developments in the field.
Continue to think and act on developing new tools and techniques to further enrich the training.