Page 156 - DMGT518_TRAINING_AND_DEVELOPMENT_SYSTEM
P. 156
Unit 9: Trainer’s Style
9.4 Trainer’s Role Notes
The different roles of trainer are explained below:
9.4.1 The Trainer as Planner
The trainer’s role is primarily to help produce practical, promising plans for learning. During
early diagnostic work, the trainer may help others in assessing needs for training and in launching
formal planning. Then he helps the programme planning group in further diagnosis of needs
and in the construction of a set of learning experience that meet these needs for specified
participants. The major contribution of the trainer during planning is probably methodological.
He can supply technical help to the planner.
9.4.2 The Trainer as Guide: Building Group Norms
During the actual operation of a training activity, the trainer’s basic role is to help things keep
moving so that people learn as much as possible. Here are some of these training-relevant norms.
People are Important
The trainer has a basic feeling of respect for the worth of persons. The trainer does not interrupt,
he listens; he rejects ideas but not people. He shows that he believes that persons are ends and all
else is means and the norm of basic respect for persons gradually becomes established in the
training group.
It’s Safe to Try Things Out Here
The trainers also indicate by his actions that trying something new is not only permissible but
desirable. He permits and invites discussion of his/her own behaviour.
Feelings are Important
The trainer takes expressions of feeling seriously. When people say they feel mad, sad, bad,
glad, he help the group members tell us how well progress on the which to work. Feeling of
group member tells us how well progress on the task is going.
Things are not taken ‘Personally’
The trainer responds ‘objectively’ to expressions of feeling. Feeling are facts, her behaviour says
to the group Joe gets mad at me, that tells us something about what has been happening, and so
does my impulse to lash back at him. The trainer does not inhibit her own feelings, but reports
them for discussion and analysis. The trainer does resist the temptation to actually lash back, to
get caught by the ebb and flow of interaction, wound up in the content of group discussion
rather than attending to its process.
9.4.3 Trainers Encourage Objectivity and Creativity
The trainer also encourages objectivity through work procedures, such as tape playback, a
process observer, or post-meeting reaction sheets. The appropriate identification of training
needs, designing of the training programme, effective and appropriate planning and coordination
of the available resources, effective evaluation of the training programme provides objectivity
to the training programme.
LOVELY PROFESSIONAL UNIVERSITY 151
