Training of Trainers

TRAINING
OF
TRAINERS
FOR
PANCHAYATS
AND
RURAL DEVELOPMENT
11/04/2021 R.K.Maiti, Joint Secretary,P&RD 1

Deptt, WB.
Good training is an art, not of putting
ideas into people’s heads, but of
drawing ideas out.
Learning is a change of behavior

occurring from the process of
internalising knowledge, skills and
attitudes.

Deptt, WB.
Training, Learning, Education and
Development
 Training is the process of effecting change in
an individual human behaviour often applied to the
acquisition of limited job- related skills.
 Education is learning or acquiring orderly
logical systems for processing new information.
 Development is the process of change from
the present condition to a better one. It is
enhancement of capabilities and creating
opportunities.
 Learning is the process of gaining and using
knowledge, understanding or skills through
experience, practice and exercise.
Deptt, WB.
When you stop learning you
stop growing
Learning must be a continuous phenomenon. Every

day and every time, learn something. The day you
stop learning you fail to acquire the competence you
need to face the present moment challenge.
4
Four ways of learning
Imitation
Being told—learning event for a
reproductive task
Trial and error
Thinking --- learning event for a
productive task

Deptt, WB.
Why training?
FOR
More rapid development
Increased output
Improved quality of products
and services
Less waste of time, money,
materials,and people
Better utilisation of resources
Deptt, WB.
When Training?
Training is necessary when:-
Policy changes.
Technology changes.
People are to take up new
jobs/challenges.
Organisation takes up new ventures.
Induction/Refresher

Deptt, WB.
Definition of training
Training is
“ A planned process
To modify attitude, knowledge or skill
Through learning experience
To achieve effective performance
In an activity or range of activities ……
To satisfy Needs of organisation.”

Deptt, WB.
Behavioural changes through training
Knowledge-
Knowing what and how to do it.
Facts and procedures
Standards
Working environment
Skills
Having the ability to do it
Physical
Interpersonal., social
Intellectual
Attitude
Of being prepared to do it
To people, quality, safety
Of willingness to change.

Deptt, WB.
Performance Problem and
Training Intervention
A performance problem is a situation of concern to the
organisation where there is a difference or deviation
between what was planned or expected to happen and what
in fact happened.
To bridge such Gap , training intervention is required.
But there are other factors in life which may be obstacles to
performance enhancements.
These non-training factors should also be dealt with
properly and simultaneously.

Deptt, WB.
Generic principles in adult learning
• Participants are not empty receptacles into whom knowledge
is to be poured
• Conversely, Resource Persons are not the repositories of all

knowledge and wisdom
• Pre-knowledge of participants should form the basis of

further learning
• Every participant, irrespective of his/her gender, caste,

community has infinite capacity to learn
• Mutual learning can be achieved through non-hierarchical

and informal mode
• No training is complete unless it shares the warmth of the

human touch.
How Adults learn?
• “I like to learn, but hate to be taught”—Winston Churchill
 “I never teach my pupils. I only attempt to provide the conditions in which they
can learn.” Albert Einstein
 Adults learn in an enabling environment .
 Adult Learning principle
 Adults learn when they develop a sense of self worth.
 Adults learn as much from acting and thinking– when it becomes an emotional
experience for them.
 Adults learn by their choice.
 Adults learn what they think is relevant to their lives and struggle.
 Adults learn from their experience—when the new information or skill is
related to what they already know or can do.
 Adults respond best to an atmosphere of acceptance, respect and
encouragement.
 Adults should feel free to ask questions and contribute to discussions.
 Adults learn better when the trainees and trainers discuss and solve problems
as a team.

Deptt, WB.
Training environment
• Learning occurs best in an environment which:
– Is non-threatening and encourages people to be active
– Facilitates the individual’s discovery of personal potential and

capabilities
– Recognizes people’s right to make mistakes
– Accepts differences
– Encourages openness, self and mutual respect
– Promotes togetherness among learners.

Training needs Analysis
Performance is influenced by three common factors:-
Lack of knowledge or skill.
Lack of environmental support. (Non training needs)
Lack of motivation.
Commonly performance of a task needs Knowledge, Skill and
Attitude.
Because Knowledge and Attitude form a necessary
background to the performance of any task, we can call
these categories as “Enabling Factors”
But the actual performance of a task requires more than
knowledge and attitude.
It will need one or more of the other three skills, namely
Communication skills, Decision- making skills and Manual
skills. We can call them as “Performance skills”

Deptt, WB.
Aspects of a Task Analysis
Examine the context or situation in which it is performed.
Divide the task into sub- tasks or components.
Define the Enabling factors.
Define the Performance skills needed.
 When the task is described accurately and task analysis has been done,
the knowledge relevant to the task should become clear.
 This will help the trainer to define the Minimum and Necessary
knowledge required. But it will not of itself answer the question “ How
much?”. This depends upon the level of responsibility attached to the
task etc. This idea is expressed as the target concepts. This divides
knowledge into three categories– Must know, Helpful to know and Nice to
know.
 The outcome of the Task analysis is a complete list of what the trainees
should learn and a complete list of what should be assessed.

Deptt, WB.
What is Participatory training?
Participatory training is an educational
strategy based on the alternative training
approach ,where
Learners are active participants in the
learning process.
Their needs, questions, reflection, analysis
and their strategies for change carry the
process forward.
It is a learning through sharing and doing
activity.
It is discovering one’s needs and sharing
knowledge – while developing interpersonal
skills.
Deptt, WB.
Principles of participatory training
• Participant centred, rather than Trainer centred
• Focus on awareness, knowledge and skills
• Learning through experience of participants
• Creation of suitable learning environment
• Including time and space for unlearning
• Applicability and utility in day to day life and
living
• Trainer’s behaviour is an important element in
participatory training.
Traditional and Alternative training approaches
Traditional approach Alternative approach

Learning is a product. Learning as a process.
Trainer controlled. Trainee-centred.
Transfer of knowledge & Discovery of principles.
expertise. Trainer as facilitator/
Trainer as expert. Resource person.
Assumptions Assumptions
Learners know nothing. Learner is full of capacities
Learners are passive, having knowledge of reality.
receptive. Learner is active,
Encourages conforming discovering.
and coping. Stimulates independent
thought, creativity.

Deptt, WB.
Social Change and participatory Training
Social change implies improvements in the lives of
the vast majority of weak, unorganised,
underprivileged people(labourers, marginal and small
farmers, artisans, tribal, workers, women etc) in the
direction they consider appropriate for themselves.
It entails informing, mobilising, and organising this
vast majority so that they can identify , articulate and
struggle for their common interests.
Participatory training is a process for Enhancement of
Capabilities.
It is a form of creating social opportunity for the
participants.

Deptt, WB.
Participatory Training in Rural Development
It aims at creating an experience of personal and collective
change, then strengthening people’s understanding that
change is possible, within one’s self and at the level of the
group.
It encourages people to question what they have always
accepted, to critically examine their own experiences, to
derive insights through analysis thus releasing their latent
powers.
It recognises and validates authentic people’s knowledge –
leading to a powerful sense of ownership and willingness to
transform the reality.
Learners then become prepared for action.
Participatory training is not putting ideas into people’s
heads, but of drawing ideas out.

Deptt, WB.
Participatory Training as a process of Empowerment
For “Power” in Empowerment to be in permanent supply, it
must be:-
P—Participative (Involve everyone)
O--Open ( to ideas & questions)
W–Willingness to let go (let others learn from mistakes)
E– Enabling environment ( helping to clear barriers)
R--- Results driven ( concentrated on SMART objectives)
I want to do + I can do = I will do.
( Motivation + Enabling = Empowerment )
Belief leads to Attitude, Attitude leads to
Behaviour, Behaviour leads to Action.
Authority= Right to command and Power= capacity to
command
Feeling of Empowerment:- “I can do it” “We can
bring about change” “ I can change”

Deptt, WB.
Limitations of Participatory training process
Structures and systems of society do not change within the
training situations. Individuals can understand social
dynamics and social change, their potential role in the
change process, assess their strengths and weakness,
acquire relevant skills to play a meaningful role .
Group can learn how to function as an effective unit of
action, the possibilities of democratic functioning .
While working towards change with the poor, illiterates,
women and unorganised people there is a great temptation
to define or dictate change for them.
We the educated and privileged can skillfully manipulate our
own thinking so that the people start believing it as their
cause. In this process we become equally guilty of mind-
control as another oppressive power.

Deptt, WB.
Four basic learning steps in a training
workshop
 Starting with experience

 Deepen understanding
 Move to theory
 Move to Action
GROUP DYNAMICS
Problem solving by Groups

Direct Trainer’s Skills
Primary duties of Direct Trainers include:-
Using appropriate training methods and
instructional skills to help people learn. These may
include, for example:-
Conducting training sessions “on” or “off” the job.
Coaching individual trainees.
Delivering lectures or leading discussions.
Using less traditional, learner- centred training
methods– such as Group exercises, Case studies,
Role plays etc.
Using instructional materials.
Helping individuals or groups with their performance
problems.

Deptt, WB.
Direct Trainer’s skill (contd)
Secondary role of trainer
Identifying training needs—of individuals
and organisation.
Planning and designing learning units.
Assessing results:-
The quality of training provided.
Whether this resulted in improved
performance.
Whether the training was worth doing.

Deptt, WB.
Three Phases in Training process
Pre-training phase :-determination of what
kind of training is required and preparation for it.
In- Training Phase:-individuals undergoing

structured learning experience.
Post-training phase:- ensuring that what is

learnt is transferred to the actual job situation.

Deptt, WB.
Plan and design training
Identification of Performance problems.
Identify training needs.
Plan and Design training
Implement training.
Assess results.

Deptt, WB.
Aim of Training
Aim is a statement of intent.
It provides a general link between
training need and the provision of
training.
The purpose of aim is to draw
attention to the training being provided
and to communicate this intention to
learners, Management, Line Managers ,
etc.
Deptt, WB.
Objectives in training function
Performance objectives
The standard of performance that the client organisation
would like to be achieved so that when trainees return to
work, they perform their task to the specified standards.
Training objectives
A clear, precise and unambiguous statement of what the
learners will be able to do at the end of training.
Enabling objectives
The discrete elements of knowledge and skill the learner will
need to acquire. The cumulative effect of completing all
enabling objectives would enable a person to achieve
training objectives.

Deptt, WB.
Training Design definition
The process of converting training
objectives in a well thought-out and
purposefully integrated pattern of the
contents to enable the participants to
acquire learning as effectively as
possible.

Deptt, WB.
Training Design- Parameters
Design Brief
Aim
Objectives
Assessment
Formative
Summative
Validation
Internal
External
Place
Time
Methods
Trainers
Entry Behaviour
Constraints

Deptt, WB.
Questions that need answering for a DOT
Who are the participants?
How many of them?
What is their seniority?
Why are they coming?
What do they hope to get out of the programme?
Where is it to be held?
What are the facilities?
What visual aids etc are available?
What body of knowledge– Must I cover?/Should I
cover?/ Could I cover?
What skills are they hoping to acquire?
To what level of competency?
Why is the organisation sending them?
Deptt, WB.
Questions to be answered for a DOT(contd)
What are the objectives of the programme?–

Individual objectives/ Organisational objectives.
What methods should I employ?
What resource materials will I need to deliver the
programme?
Will I be on my own?
Will others be helping me/ Who are they?
How will I know the course has met its objectives?
DOT is Demand based and not Supply based.
DOT has three distinct areas :- Training
programme, Training course and Learning units.

Deptt, WB.
Design- Brief
It is the outcome of TNA and provides broad
training specifications which form the basis for
designing training courses. The training specifications
will include:-
Performance problem
Training need
Overall context of the training needs
Total number and level of people to be trained
Constraints within which trainings is to be designed
Aim of training
Outcome /Benefit

Deptt, WB.
Designing a Learning Event
Select Content from training objectives ( from
Known to unknown/ concrete to abstract/ General to
particular/ Simple to complex)
Sequence ( what after what)
Select method (lecture, brain storming, case study,
role play, group discussion, group exercise ,etc )
Select media (audio/ audio- visual/visual etc )
Select trainer( Internal/ External )
Review timings
Assess results
Improve upon

Deptt, WB.
Writing “SMART” Training Objectives
S– Specific
M– Measurable
A– Attainable
R– Relevant
T– Time-Bound
A training objective states what a person is, or will
be able to do – a statement of performance
expressed in terms that are SMART.
When writing training objectives we should
remember not to provide more what we can deliver.
An objective uses behavioural terms to describe a
learner’s performance by means of Action verbs
linked with KNOWLEDGE, SKILLS,ATTITUDES.

Deptt, WB.
Typical Action Verbs for writing
Training Objectives
For Knowledge For Skills For Attitudes
Define Adjust Agree
Describe Inspect Distinguish
Explain Calculate Help
Identify Check Recognise
List Maintain Negotiate
Select Operate Indicate
State Repair Practise
Deptt, WB.
WRITING TRAINING OBJECTIVES
Verbs which are not observable and not measurable
should not be used in training objective such as:-
Appreciate
Realise
Perceive
Understand
Aware
Know
The trainer should set training objectives for the
benefit of learners rather than himself or herself.
Example:- (1)The participants will be able to
calculate the amount of tax.(2) He/ she will be able
to use an OHP,(3) She will be able to explain the
basic tenets of the 73rd Constitutional Amendment.

Deptt, WB.
Design of a training proposal
Writing proposal:-
Design Brief– for meeting organisational requirement
Organise your proposal;-
Purpose statement
Problem statement
Solution statement
Implementation statement
Follow up statement
TIPS
Organise your ideas according to client’s interest.
Use single theme paragraphs.
Don’t become slave to any approach.
Keep short as possible.

Deptt, WB.
Design of training
Planning:--
Job analysis
What?
Why?
How/
How well?
Trainee Analysis
Who?
Where?
Level of Knowledge/ Skill/ Experience
TNA
Weakness
Ways to overcome
Determine Training objective
What to be done?
Under what conditions/
Upto what standard/
How to evaluate?

Deptt, WB.
Design of Training
Preparation
Select and organise content ( Must, Should, Could)
Knowledge
Fact
Procedure
Concept
Principle
Skill
Thinking
Acting
Reacting
Interaction
Sequence

Deptt, WB.
Design of training
Preparation (contd)
Select training techniques, Methods, aids.
Being told
Imitation
Trial and error
Thinking
Prepare lesson plan
Decide each lesson presentation
Set out step by step
Allocate time
Evaluation
When?
Methods?
Questionnaire?

Deptt, WB.
Design of Training(contd )
Presentation
Conduct training
Keep to your lesson plan
Use variety of methods
Encourage participation
Use demonstrations, models, visual aids.
Consolidate learning (SLATE:- Summary/ Link/ Ask questions/ Test
understanding/Extend learning)
Evaluate Training
Conduct planned evaluation
Summarize results
Write evaluation reports
Review and revise
Summarize training
Review in the light of evaluation
Discuss with other trainers
Improve design

Deptt, WB.
Example of a training design proposal
Project
Context (performance problems/people/ organisational
imperatives etc)
Aim of project design
Training needs (K/S/A) with an indication of non- training
needs to be tackled by the organisation itself )
People ( Who/Where/Experience )
Objective (SMART)
Enabling objectives/ Training Objectives( Action Verbs)
Entry Behaviour
Learning events ( session plan/ training methods/ media)
Performance assessment
Validation measures ( internal/ external )
Duration
Faculty
Design Constraints (trainees/ their availability/ budget/
materials/ timings /trainers/ time/ equipment/ location etc)
Budget for training.
Deptt, WB.
Planning a Training Course/Programme
“Course” refers to distinct topic ( a group of tasks) arranged
by a trainer/trainers over a definite length of time. What
each individual course contains will depend upon the
grouping of the task list and on the task analysis.
“Programme” means when and where different tasks will be

taught. The teaching of tasks takes place during class
periods, practical sessions, field visits, self study and
assessment periods.

Deptt, WB.
Importance of planning a course/ programme
It is the only way in which time given to various
sessions of the course can be balanced. “Failure to
plan is planning to fail”
It is easier to learn topics in a logical sequence.
Performance skills of a task need to be practised as
soon as the enabling factors have been absorbed.A
course programme helps a trainer to arrange
practical which relate to knowledge learnt.
Field visits should fit into the training programme.
If continuous assessment needs to be part of the
course this also needs to be planned in advance.
If the course programme is given to the trainees
they will experience a sense of progress as they
learn.
Deptt, WB.
Most training workshops should have the following
sessions
 Welcome and introduction
 Finding out the participants' expectations and what they
hope to learn
 Aims and objectives
 Start with own experience
 Give people new information, understanding or skills.
 Apply what was learnt
Planning the next step
 Do an evaluation of the session
How to use common training methods
It is divided into the following parts:

Inputs and presentations
Participation
Discussion
Skills practice sessions
Team-building
Ice breakers
Planning a lesson
After a trainer has made an outline of his/ her programme
he/ she can start to plan each lesson in detail.
The lesson is the focus where the trainer’s skill is applied.
The trainer’s understanding of what helps people learn and
his /her skill in using techniques suited to particular types of
learning is given practical expression in the lesson.
The educational circle (Objective– method– assessment–
evaluation) applies to every lesson, as well as to the
training programme as a whole.
By preparation of a lesson plan we mean collecting and
making the resources needed by the plan which has been
outlined. For example, hand outs, models, visual aids, tests
and exercises.
Planning and preparing lessons takes a great amount of a
trainer’s time.

Deptt, WB.
How to plan a course programme
Date/ Learning Content Methods Aids Trainer/ Assessment
day/ objective division Facilitator
time
Day-1
Day-n
11/04/2021 R.K.Maiti, JS, PRDD, WB 51

Evaluation of training
Definition:- Evaluation is the assessment of the total value of
a training system, training course or training programmes.
It attempts to measure the overall cost –benefit of the course
or programme and not just achievement of laid- down
objective.
It has the key role of quality control by assessing:-
The effectiveness of methods being used.
The achievement of objectives set ( both by trainees and
trainers)
Whether the needs originally identified have been met.
Control of training costs.
Credibility for training function.
Link between training and organisational strategy.
Staff morale.
Purpose of evaluation
Feed back
Control
11/04/2021 Research R.K.Maiti, Joint Secretary,P&RD 52
Deptt, WB.
Evaluation of training (contd)
Validation is a process of measuring the extent to which
objectives of a training programme have been achieved.
Generally it is done in two steps.
Internal validation:-a structured questionnaire designed to

ascertain trainees’ reaction on whether the training has
achieved the objectives which were specified in the design.
External validation:-a series of tasks and assessment

designed to ascertain whether the behavioural objectives of
an internally valid programme were realistically based on
accurate identification of training needs.

Deptt, WB.
Four Levels of Evaluation
Level one:- The trainee reaction.

Level two:- Change in the trainee-
learning.
Level three:- Behavioural change on
the job.
Level four:- The results to the
organisation.

Deptt, WB.
Role of Feed back in Evaluation of Training
Feedback increases the speed of learning.
When information is actively recalled or used by the learner.
The process by which a trainer informs a learner
that she/ he is right or wrong is called feedback.
Trainers give feedback to learners in many ways:-
When they comment on the quality of learners’ answers to
questions.
When they observe learners doing tasks.
When they advise the learners about—
What is being done well and what is being done badly.
Feedback is most helpful when:-
It is immediate.
It states the standard of performance.
It guides improvement.

Deptt, WB.
Development Of Training Materials (DOTM)
Development of training materials refers to the
activities undertaken after design of training and prior
to implementation of training.
DOTM– a sample list of activities:-
Course material–Hand outs, Course guide, Course
brochure.
Assessment measures– Formative, Summative.
Performance aids– Check lists, Flow charts, Tip
sheets.
Exercises.
Case studies along with methodology to run them.
Visual aids– Transparencies, Flip charts, Power point
slides.
Measures for transfer of learning projects, action
plans.
Course documentation. 56
DOTM- Training documentation
A complete set of training material including the
methodology for running the course.
Training Manual –a self contained guide for
trainers/ training managers– assembling linkages
between course material , methodology, training
techniques and training aids.
Lesson plans-a document that sets forth the
objectives to be attained in a single lesson, the
content to be learnt and the means by which the
objectives are to be attained.

Deptt, WB.
Visual Aids
Visual Aids provide
An appeal to a variety of senses.
A focus of attention.
A change of pace.
A simplified explanation to help understand.
A more vivid and lasting impression.
A consolidation of learning.
Help to transfer learning (TOL)
AVOID
Talking to them.
Reading them word by word.
Waving pointer.
Putting too many words on visuals.
Unwanted light on screen
Obstructions.

Deptt, WB.
VISUAL AIDS (CONTD)
Use of colour in visual aids
Visibility
Contrast
Interest
Legibility
Types of visual aids (Mechanical)
OHP
Slide projector
Computers/ LCD projectors
CD players
Video
Visual aids (Non mechanical type)
Chalk board/ White board

Flip chart
Chart/ Poster/Map/Graph
Photograph
Manual
Hand out/ Text books 59
Role of Five sense organs in learning
HEARING— 13 %
TASTE-- 3%
SMELL-- 3%
TOUCH---- 6%
SIGHT--- 75%

Deptt, WB.
Structuring the Content of Lesson Plan
Beginning:- Where a trainee is prepared for

instruction.
Middle:- Where instruction is carried out and

a trainee learns.
End:- Where instruction is consolidated

and objective achieved.

Deptt, WB.
INTRODUCTION
Interest– Arouse the trainee’s interest in learning.
Need-- Explain the need for learning.
Title--- State the title, subject, or purpose or aim.
Range--- State how far, how deep, what aids.
Objective- Observable, achievable, testable.
Tell them what you are going to tell
them. Tell them. Then tell them what
you have told them.

Deptt, WB.
How we remember?
10% of what we read.
20% of what we hear.
30% of what we see
50% of what we see and hear.
80% of what we do

Deptt, WB.
Speed of thinking and speech
We can think a lot faster than we can
talk.
The average person can speak at
about 200 words per minute.
Tests show we can think at 600 words
per minute

Deptt, WB.
Role of Body language in communication
Body language research reveals that, in face-to-face

communications the impact of the message
accounts for
60-80% on non-verbal signals,
20-30% on vocal sounds,
7-10% on words.

Deptt, WB.
Body Language for an effective trainer
Listening Skills
Eye contact
Posture
Gestures
Para phrasing
A useful Mnemonic (SOLER)
S—Stand or sit straight, turn your face squarely and smile.
O—Have an open body position -no crossed legs/folded
arms.
L– Lean towards the person slightly.
E – Maintain eye contact ( but do not stare) and make
encouraging noises.
R– Relax and be comfortable ( but stay alert)
Deptt, WB.
A synoptic frame of SAT for the trainers
Identification of training needs (ITN/AOTN)

DOT --it is a contract between the client and the designer– it
is creative –unit by unit– it is objective driven.
Learning Unit
Objectives ( SMART)
Entry Behaviour (EB)—Expectation & Competence/
Motivation/Existing skills/How many of them/How best learnt
Learning Event– Content(Must/Should/Could)/Sequence/Time/
Methods/ Media/ Trainer/ Assess results/
Transfer of learning/ Action plan
Assessment and Validation -- Formative/ Summative
Assessment, Internal/ External validation.

Deptt, WB.
Transfer of learning (TOL)
What is TOL ?
It is the application of new learning off the job to job or work
situation.
It is a structured intervention for building opportunities to use
of learning in an on the job situation.
It helps in rearranging and reassigning work on the basis of
new learning.
Why TOL?
To provide opportunities for application.
For retention of Knowledge and Skill learnt in the training
situation.
For better organisational performance.
Presumption in TOL.
Most learning situation off- the job are different from the job
situation.

Deptt, WB.
Building TOL in a training programme
Building TOL
Obtain management support for training.
Discuss with both the learners and the supervisors; their role
in the learning process and in TOL.
Design TOL mechanism on consultation.
Activities to help TOL
Action plans
Individual projects
Group projects.
Individual guidance & coaching.
Formal review sessions.
Seminars and guest speakers.
Workshops.
Training and development plan

Deptt, WB.
Transfer of learning
Trainer’s role in TOL
Minimise all external factors inhibiting TOL.
Provide resources for TOL.
Build TOL mechanism at the design stage.
Involve learners’ supervisors in training design.
Minimise internal factors and build job related issues in design.
Encourage learners to assume responsibility for use and
development of learning.
Organise and help for implementation of TOL.
Monitor the whole process.
Difficulties in implementing TOL
Physical environment is different- so also attitudes, feelings
and motivation of learners.
Rigid mindset of supervisors and peers.
Supervisors may feel threatened.

Deptt, WB.
MANAGING TRAINING
Registration of participants
Development of Reading material.
Distribution of works among trainers and support staff.
Preparation of the Training programme.
Selection of place for the training.
Fund management.
Food arrangement for trainees and guests.
Reception.
Accommodation (male/female) of participants and External
Resource persons.
Transport arrangement.
Training Kit/ Writing pad/ pen etc.
Class room arrangement.
Drinking water.

Deptt, WB.
Managing training (Contd)
Audio visual aids (PA systems/ OHP/
Board/Computer/ Projectors
Resource persons(internal/ external).
Moderator/ Facilitator.
Evaluation.
Certificate.
Payment of actual fare/ DA etc.
Support staff.
Thanks giving.
Inauguration/ Valediction.
Report on training (Introduction, Objectives,
Content, Running of training sessions, Major points
pointed out by participants and trainers for
consideration in future, Evaluation, training module
and list of participants.
Deptt, WB.
Role of trainers--- Pre-training phase
Identification of performance problem.

Analysis of performance problem.
Identification of training needs.
Selection of target group.
Lay down performance/ training objectives.
Lay down evaluation criteria.
Preparing training specifications.
Development of training material.
Drawing up plans for implementation.

Deptt, WB.
Role of trainers – In training phase
Planning and preparation.
Organising training resources.
Assessment of Entry behaviour.
Presentation of structured learning experiences.
Formative/ summative assessment.
Internal validation.
Presentation and practice of audio- visual aids/
performance aids.
Preparation and presentation of Action plans.
Agreement on Transfer Of Learning (TOL) strategy.

Deptt, WB.
Real communication happens when
people feel safe
Encourage people to give feedback.
Make them comfortable when the communicate with you.
Listen, don’t argue.
Actively participate when one communicates.
Above all compliment communication.
Thank the communicator if appropriate.
Don’t let one down, by inappropriately quoting one.
75
Feedback is the breakfast
of the Champions
-Rick Tate
It is important to give proper feedback on

performance of your people, for them to
know where they did well and where they
went wrong. It must be a matter of routine.
76
Your game is only as good as
your practice
Even the very famous Film actor, rehearses umpteen

number of times, before he acts in front of the film
camera. Learning, Practice, trial runs are all very
helpful for one to be exemplary in one’s work
performance.
77
Role of trainers –Post training phase
Preparation for Transfer Of Learning (TOL)

Seeking organisational and line managers’ support
for continued practice of acquired skills.
Facilitation of individual / group activities and
projects envisaged in Action Plans.
External Validation of training.
Evaluation of training .
Analysis of validation ( internal/ external ) and
evaluation of data and providing Feedback to
trainees, training system and organisation .

Deptt, WB.
Some Helpful Hints for Trainers
Every training programme needs to be planned and
developed to suit the varied needs of the group
members.
Start with a topic that is familiar to the group, but
add something new to stimulate curiosity and to
arouse awareness .
Move forward one step at a time adjusting the
content and pace to the learner’s ability relating
earlier experiences.
Make sure you provide opportunities for all
members to practise their newly acquired skills.
Be flexible in all your methods.

Deptt, WB.
Try to put yourself in the other person’s shoes and
to imagine how you would feel , react and behave if
you were the person being trained.
A trainer should Encourage/Enthuse/Energize /
Inspire the participants.
Enable but don’t dictate.
Enabling is a process by which a person not only
gains certain abilities but also gains the confidence
that he/she is indeed capable and can learn all other
abilities needed.

Deptt, WB.
Some helpful hints for the trainers (Contd)
Encouragement and praise are among the cheapest
and best of all training tools– they are also among
the least used.
Remember that meanings are in people’s minds–
not in the words themselves.
Keep your trainees hard at work for limited periods
only. Allow enough time for creative thinking to
produce worthwhile ideas.
Imagination can play an important role in
learning(suppose you had been made Prime
Minister, Bill Gates. What would you do?)
Try to make every member feel “Involved”, feel
they can share experiences freely, without fear of
“Losing face”.
Self respect + Self confidence = Positive self
image.
Deptt, WB.
Some helpful hints for trainers (contd)
Exercises should be seen to be worthwhile and relevant–
preferably ending with useful and practicable
recommendations.
Develop a working climate that encourages constructive
self- criticism ( How can I do better next time ?)
Regular evaluations will help to build great empathy .
Natural concentration peaks intensify in the late morning. It
drops off sharply after lunch but there is another peak after
the afternoon tea break. A good trainer exploits these
concentrations.
Most people can not concentrate hard for more than about
20 minutes at a time.
Involve everyone in experience sharing, but make sure
comments are concise so that every body has a chance to
participate.

Deptt, WB.
Some helpful hints for trainers (contd)
What the listeners think the speaker said is more
important than that the speaker thinks he said.
Don’t forget that the traditional lecture is probably
the most ineffective way of all in trainings. Words
are the least effective training aid.
Real experiences are the most effective .
“Hearing is with the ears, but listening is with the
mind”
Your ability to field questions effectively can make
or break your training session. Try to field open-
ended questions.

Deptt, WB.
Repeat or rephrase questions ensuring all
participants to hear it allowing additional time
to think.
If don’t know the answer to question asked
by trainee, please say “ I don’t know, but I’ll
find out for you”
“ Good teaching is one- fourth preparation
and three- fourths theatre”– Gail Godwin.
“There is nothing wrong with change if it is
in the right direction”– Sir Winston Churchill.

Deptt, WB.
Role of a Facilitator
Information provider
Motivator
Counselor
Link worker
Guide
Trouble shooter
Organiser
The facilitator is a person who encourages the members to state their
own view points and enables them to take informed decisions . The
facilitator does not in any way take decisions for the group.

Deptt, WB.
Comparative chart for use of some training methods
Method Main use Advantage Disadvantage
Brain storming  Problem solving by Very active Time consuming
stimulating ideas participation High trainer skill
Uses experiences required
& ideas
Case Study Problem solving Provides Time consuming
Developing concrete subjects Difficulty in
analytical skills for discussion validating when
Modifying attitudes there is no
Team work qualifiable solution
 gaining Confidence Difference
in decision making between two
situations & real
life world.

Deptt, WB.
Group Problem solving Learner’s Time
Discussion exercises activity can be consuming
Forming/moulding high Has to be well
attitudes Interest can be controlled
Stimulating interest quickly assured Learners must
& constructive know or have
thought opinion about
Supplementing the topic.
other methods.

Deptt, WB.
Group Develop Highly High trainer
Exercise interactive/ participative skill is
interpersonal Learners are required to
skills. usually highly review & help
Team building motivated transfer of
activities learning.
Lecture For transmission A large Learners are
of facts& material can passive,
information which be covered in Speaker
learners not short time for dominates.
expected to a large mass. No/little
remember in full. Can be used feedback,
with Attention
illiterates. distracted

Deptt, WB.
Method Main Use Advantages Disadvantages
Role For re- Attractive Participants
Play enactment of past (interesting) may not be able
experience Participant to do it.
For practising involvement All participants
skills where are not involved.
criticism or expert
advice of
colleagues or
trainers is
available in
training situation

Deptt, WB.
Field Taking Exposes Often provides
Visit participants to a participants to inputs only on
real situation real life impact.
where past action situation. Difficult to
has taken place to Can be learn about
see the highly inspiring process.
application of and Socio- cultural
concepts and ask informative. milieu may be
questions to Provides different to that
clarify doubts opportunity to of trainees.
clear doubts. Time
consuming and
cost intensive.

Deptt, WB.
Monitoring of programmes
• Monitoring means keeping a watchful eye.
• It is an important management function directed towards ensuring the
successful execution of a work.
• It involves review of progress of work at regular intervals till its
completion.
• It requires systematic and continuous collection of information about the
progress of work and comparing them with the expected progress at
different time periods.
• It is also about quality.
• Monitoring helps to identify the shortcomings and weaknesses of a
programme and their causes.
• It provides necessary signals for providing interventions to ensure pace
and quality.

Deptt, WB.
Monitoring ( Contd)
• Monitoring helps us to assess the actual or potential problems in implementation.
• It has three major components:_
 Time
 Cost
 Quality
 While the task of assessment of the first two are easily tackled, the third is rather
complicated.
 And it is in this respect that the present system of monitoring is very much
lacking.
 It is in the third aspect that participation is crucial.
 Participation in monitoring empowers the people to intervene effectively at the
right time.
 It is not merely about quality of output or results, it is more about change in
such things as individual, community and organisational capacities.
 It is about redefining people’s relationship with those who have power and
authority.

Deptt, WB.
Participatory monitoring
• To identify the stakeholders, explain the objectives to them
and enthuse them to get involved.
• Share all information relating to the programme with them.
• Tell them about the quality of the work being expected.
• Remember that monitoring is not about money and time
only, but quality as well.
• Try to work out a consensus regarding the parameters or
indicators which will guide the monitoring work including its
periodicity.
• Results of the monitoring exercise are to be shared with the
people and retained by them for future use.

Deptt, WB.
Participative evaluation
• It means to take stock or to judge.
• It is one of the most important components of management
functions.
• Why do we need it?
• We need it to know whether a particular intervention has
been executed properly, or in other words, whether it has
been done as per specifications.
• The specifications may be of a quantitative or a qualitative
nature.
• Three types of evaluation:-
 Evaluation of output.
 Evaluation of outcome
 Evaluation of impact
Deptt, WB.
Participative evaluation(Contd)
• It has the following qualities
 It ensures economy
 It creates efficiency
 It ensures the process by which the voice of the
stakeholders gets precedence in evaluation of development
interventions.
 A sense of ownership is generated among the stakeholders.
 It ensures sustainability of the programme
 With these feelings of ownership they feel encouraged to
play a more effective role in their development.
 This generates new capabilities which in turn leads to
Empowerment.

Deptt, WB.
Participative evaluation
• It is not mechanical and not determined by the Govt and
the external agencies. It goes deeper.
• It not only helps to identify the mistakes but their
rectification.
• The criteria are flexible and are evolved jointly with the
target group.
• It is done in a collaborative manner.
• Given the nature of constraints you may have to innovate
the method on the field.

Deptt, WB.
Proactive Attitudes
in
Rural Development

Deptt, WB.
What are attitudes?
Attitudes determine how a person tends to behave.
In a particular situation a person’s actions are the result of
several attitudes, and these attitudes may be conflicting.
Attitudes are different from knowledge and three types of
skills– manual, communication and decision making skills
because attitudes are rather vague and difficult to specify or
define.
As a result of this difficulty, it is very hard for trainers to
know exactly what and how should be taught .
Attitudes are not completely stable. They may change over
a period of time– although there must be some degree of
stability.

Deptt, WB.
Belief leads to attitude.
Attitude leads to behaviour
Behaviour leads to action.

Deptt, WB.
Are attitudes important?
Attitudes are very important.
In rural development works the attitudes of the workers are even more
important than for those involved in office- oriented activities.
At the specific and practical level, they often work in greater isolation,
with less supervision and fewer rewards of prestige and money than other
workers.
Therefore the temptation not to maintain standards is much greater.
The rural development workers is to develop community’s or individual’s
capacity to look after themselves.
This ability depends on his/ her sharing knowledge and skills. And to do
this, he/she must have communication skills- but they must also have the
attitude which makes them want to communicate their knowledge and
skills.

Deptt, WB.
Can attitudes be taught?
Some people believe that attitudes are established at a very
early age and that established attitudes can not be changed.
There are some truth in this idea.
Certainly young children change attitudes much more readily
than middle aged adults. And attitudes learnt in early childhood
do tend to continue into adult life.
Trainers working with groups over a period of time are able
to see changes in the trainees’ attitudes. At the same time
trainers are also able to remember how their own attitudes
have changed over the years.
So changes in attitudes do take place- but can trainers cause
this change of attitudes?
.

Deptt, WB.
Can attitudes be taught?
Changes in attitudes are quite different to changes in knowledge.
Example:-
A person who does not know how to make Oral Re- hydration fluid can be
told the ingredients and how to mix them. The trainer can then test the
person’s knowledge and can be reasonably confident that the person’s
knowledge has changed .
On the other hand , a person who does not want to share his/ her
knowledge with the community is quite a different problem for the trainer.
The trainer may tell the person that he should want to share knowledge .
As a result the person may have changed his knowledge. But that person’s
attitude is unlikely to change so easily.
Changing attitudes is much slower, less direct and less certain than
changing knowledge or skills. But it is possible.

Deptt, WB.
What attitudes should be taught?
The attitudes which are important in a particular situation will
depend on that situation.
Following list is an example of attitudes to provide a stimulus to
help trainers to think about which they would like their participants
to have by the end of the course.
A desire to continue learning throughout life.
Respect for the convenience, comfort and beliefs of all
concerned.
An eagerness to overcome difficulties.
A willingness to share in the whole range of community
activities.
A desire to be of service to the community and to individuals
within the community .
A desire to co-operate with other workers in the community.

Deptt, WB.
Methods of attitudinal trainings
Training an attitude is quite different from training facts.
Attitude change is usually the result of a series of experiences.
The trainer’s job is to provide a whole series of experiences for
the participants, which together will influence Beliefs and
encourage positive attitude change.
One difficulty is that experiences which participants have may
lead to unplanned attitude changes. Example:- If trainers often
arrive late at sessions or if they take no action when participants
are persistently late, then the trainer’s behaviour gives a
conflicting message that promptness/ punctuality does not
matter.
All experiences tend to shape attitudes– not just the
experiences which were designed to influence beliefs and change
attitudes.

Deptt, WB.
Trainers must think what kind of attitudes might result from
all aspects of the curriculum. They should consider among
other things:-
The proportions of time spent in the field and the class room.
Whether the training should be based in a village or a town.
Whether consultants or in- house trainers do the training.
Whether the assessment is competitive.
Whether trainers are seen as the source of all information, or
whether participants can rely on their own experience and on
books,etc.

Deptt, WB.
Within this context–trainers can do specific things which will
help to shape attitudes. These are—
Telling the participants what attitudes are appropriate.

Encouraging them to discuss attitudes.
Providing information and experiences.
Providing “Role models” and examples.
Using Role play exercises.

Deptt, WB.
Telling participants about attitudes
Telling participants what attitude they should adopt can not
be expected to be enough.
However, it is sensible to talk to them about the importance
of attitudes and to tell them what attitudes they should have.
Sometimes they will disagree with the trainer. Sometimes
they will agree at an intellectual level, but not adopt the new
attitude at an emotional level.
Sometimes they will agree with and adopt the attitude. This
will be most likely when the trainer is respected, liked and
admired by them.
It is least likely when the trainer is not respected and when
the trainer clearly does not have that attitude himself/ herself.

Deptt, WB.
Encouraging participants to discuss attitudes
Discussion of attitudes should be done in groups which are
small enough for everyone to express his/her ideas.
The aim of the discussion should be to put each participant in
a situation where he has to:-
Explore what their own attitudes are;
Think about whether these attitudes are appropriate;
Consider alternative attitudes.
In all discussions with participants the role of the trainer is
mainly to ask questions and to provoke them into thinking for
themselves.

Deptt, WB.
Providing information and experience
Attitudes are partly based on logic and partly on emotions.
So if you wish to encourage participants to be more eager
to communicate knowledge and skills, you can provide
factual information which shows why this attitude is
desirable.
Example:- You might tell about oral re hydration, how
mothers can make up their own re -hydration mixtures and
how they can give it to their own children. You can quote
estimates of number of deaths in infants which could have
been prevented.
Information and experience can be provided by the trainer
sharing his/her own experience or data collected.

Deptt, WB.
Providing information and experience (contd)
But the participants should also have direct experience in
the field by working in communities and meeting other
workers.
In this way they can observe the attitudes of Rural
development workers and they can also see the consequence
of both effective and ineffective attitudes.
Another source of information is through films, pictures,
posters, tape- slide programmes.
Sometimes the information or experience will be so
dramatic that it will lead directly to attitude changes.

Deptt, WB.
Providing Role models and examples
The attitudes of trainers and other RD workers are amongst
the most powerful influence on participant’s attitudes.
The most common link is for participants to copy the attitudes
and ways of working of trainers and RD workers they admire.
Therefore it is important for trainers to provide a “Role
Model”
Does the trainer give the impression that he knows
everything in this field?
Does the trainer treat participants, colleagues, people living
in the community with friendliness and respect?
Does the trainer discourage poor quality of work?

Deptt, WB.
All the time, trainers display their attitudes– often
unconsciously.
Trainers should also spend sometime in examining
what their own attitudes are, and whether they are
appropriate.
Trainers organising field work should also try to
make sure that the participants come in contact with
RD workers who will provide the best possible role
models.

Deptt, WB.
Role Play exercises
 Role play exercises can and should be widely used in
training RD workers.
 They are useful in training communication and decision-
making skills as well as attitudes.
 To transform the role play from entertainment to
purposeful learning, the trainer must prepare the participants
and follow the role play with a structured discussion.
 At the end of the role play the trainer should lead the
discussion and start saying like, “Well– what are your
reaction to what you have seen?”, “What did you think of
that?”, “Do you feel that this worker was sympathetic to the
problems ?”, “Do you have the same attitudes as that
worker?”
 Finally, “What attitude should RD workers have
towards--?”
Deptt, WB.
Assessing attitudes
It is difficult to find out what a person’s attitudes
are.
So assessing attitudes is difficult .
Attitudes should be assessed during the training
course.
The assessment should be used to give feedback to
each individual trainee.
The result should be discussed to find out whether
the trainee agrees with the assessment and whether a
change in attitude is appropriate.

Deptt, WB.
You get from People what you
expect
When you underestimate people’s capabilities, they
conform to your wishes by adhering to your
‘underestimation’.
See people without any prejudice or judgment.
Work with them, enable them, encourage them and
compliment them - for whatever work they had
done.
115
Never punish a learner.
When a learner makes a mistake, help him by guiding

him to do better - to do correctly.
If you punish him for his mistakes, he might stop
learning the right things.
116
Eagles flourish when
they are free to fly.
When you identify a performer, give him more

freedom to operate and he will reach greater
heights.
117
Training team
• No training is complete unless it shares the warmth
of the human touch
• Training team should comprise a group of like
minded individuals, selected for their commitment
to certain social values and principles
• Training team should be objective and non-
judgemental in outlook, a group with whom the
trainees can feel free to communicate without fear
or ridicule
• Trainers are not Lecturers – but facilitators, friends
and counselors, who can evoke and stimulate
thinking – and accept criticism from the trainees.
On Leadership
LAAGAN LEADERSHIP
Thank you
Towards responsive Governance with excellence & accountability

11/04/2021 R.K.Maiti, JS,PRDD,WB 120

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TRAINING

11/04/2021 R.K.Maiti, Joint Secretary,P&RD 1

Learning is a change of behavior

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Learning must be a continuous phenomenon. Every

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• Conversely, Resource Persons are not the repositories of all

• Pre-knowledge of participants should form the basis of

• Every participant, irrespective of his/her gender, caste,

• Mutual learning can be achieved through non-hierarchical

• No training is complete unless it shares the warmth of the

11/04/2021 R.K.Maiti, Joint Secretary,P&RD 12

– Is non-threatening and encourages people to be active

– Facilitates the individual’s discovery of personal potential and

– Recognizes people’s right to make mistakes

– Encourages openness, self and mutual respect

– Promotes togetherness among learners.

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Traditional approach Alternative approach

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 Starting with experience

Problem solving by Groups

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In- Training Phase:-individuals undergoing

Post-training phase:- ensuring that what is

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Identify training needs.

Plan and Design training

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What are the objectives of the programme?–

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“Programme” means when and where different tasks will be

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It is divided into the following parts:

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Internal validation:-a structured questionnaire designed to

External validation:-a series of tasks and assessment

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Level one:- The trainee reaction.

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