Collection – Basket

Choose the topic. Choose at least three sub-topics. Collect some exercises- case histories-examples- slides-handouts related to the topic/subtopics. Write down the headings/titles of all that you have collected on one paper. Mark it as B1.

Selection – Basket 

Amongst all that you have collected, select what you feel is appropriate. Select only those which you can deal with in the given time. Write them down on another paper. Leave the rest in the first basket itself. Mark it as B2.

Clarity – Basket 

Work on each of the topics/subtopics you have selected. Decide as to what and how much you are going to speak on what. How much time you would be spending on the selected exercise/story/narrative/ problem /role play etc. 

Write down in your own shorthand against each of the components, the minor details along with the allocated time. Mark it as B3

Organized Basket

Write down on a paper picking up components from the second and third basket (Baskets 2 and 3). This organized basket shall remain with you while you present. This will help you to navigate your presentation in the right direction.

Note: Contents of the Organized basket should be written down on paper as small as a palm chart. 

“Choice of the appropriate process takes away the anxiety about the process.”

Slamw

---

(All Copyrights reserved by the author S.Susheela)

Summing up is an essential part of a mediation training program. Summing up can be done at different stages:

Summing up the contents of the previous session

If the previous trainer has not summed up but has abruptly closed the session, then the next speaker may take 2-4 minutes to sum up the contents of the previous session, and then proceed forward by giving an introduction to the topic to be dealt with.

If the previous trainer has summed up, it is always better to pick a line or two from the previous session, speak about it as briefly as possible, and then introduce another topic. This will prepare the mindset of the participants to move towards a new topic from the previous topic. They don’t feel disturbed by the sudden jerk. This technique is generally used by experts to give a feeling of comfort to the participants. The discomfort of a sudden landing can be avoided by using this technique. 

If the previous session had elements that are required to be constantly kept in mind, in order to understand the concepts to be introduced in the next session, even then the technique of summing up the contents of the previous session will be helpful. Such summing up will help in reinforcing what is already learned by the trainees in the previous session. It will enhance their capacity of retention. This will also give the trainees an understanding of the involvement of the co trainer in the learning process, when the other trainer was giving the presentation. 

Intermittent summing up

Experts make use of this technique quite often. Every time a new concept is introduced, explained, and an example/case history is shared, they end the same with summing up. The summing up will reinforce the core content of the topic covered. 

In a session of an hour, a trainer may use the technique of intermittent summing up every time before moving on to another topic/concept/subtopic.

Intermittent summing up is a layering technique. This makes the foundation of understanding very strong. While dealing with technical topics, this technique will be very helpful. Trainers are given the taste of concept after a concept so that they enjoy the experience of adult learning.

Summing up at the end

Just before the ending of the session, the trainer has to sum up all the important concepts dealt with in the session. Summing up does not mean repeating the title(s)/ subtitle(s) of topics/subtopics dealt with. A single line about each of the concepts, which should always stay in the mind of the trainees has to be communicated. Trainer has to work hard on the choice of the words. The entire concept should get crystallized in a sentence or two. 

“When we sum up we know what we have done and not“

Slamw

---

All copyrights reserved by the author S. Susheela

Mediation training is teamwork. In order to achieve the best outcome, there has to be a strategy before commencing the actual training. For every training following the following steps may be of some assistance

SETTING THE TONE

One amongst the trainers must take leadership. Such a lead trainer has to work meticulously on 

• Goals to be reached 
• Procedures to be adapted 
• Methods to be followed.

SEEKING INFORMATION

Team members must collectively work on the aforesaid 3 aspects, based on their previous experiences. Additional data may be exchanged. New ideas may be discussed.

SEEKING OPINION

• Lead trainer may have to seek the opinion of the team members regarding:-
• Which member of the team is interested in taking charge of which part of training.
• Their relative strengths and weaknesses
• Any suggestions or alternatives required to be considered.

CHALLENGES FACED

• Suggestions, alternatives, wishes of all the team members have to be integrated and an integrated solution may have to be evolved based on its workability.
• Critical examination of issues and problems that may come up, and probable solution/s for the same may have to be discussed.

DELEGATION

Each member of the group has to be delegated with at least one task which will be common to the training program on all the days/sessions. The delegation is to be accompanied by the authority to do or not to do the delegated work in a given manner. 

Example

1. Distributing role plays – general and confidential information
2. Appropriate seating arrangements – for the theory session- for practical role plays – for a session on ice breakers, etc.
3. Pre-briefing
4. Debriefing 
5. Monitoring the role plays.
6. Monitoring time 
7. Operating audio-visual equipment
8. Board writing 
9. Preparing and giving feedback forms and collecting feedback forms
10. Reading the feedback and bringing its essence to the notice of other team members.
11. Giving overview of entire program
12. Giving overview of day’s program
13. Handling session on interaction – recording the questions and answers
14. Handling a short session on every morning on KLP (Key learning points of the previous day) 
15. Working on the evaluation of homework (if any) assigned to the participants.
16. Recording the proceedings of the entire day.

NOTE
If specific tasks are not specifically assigned to a given trainer, professionalism may get compromised. In order to reflect utmost professionalism, assigning each part of the training, on each day to a chosen trainer, will be helpful. This will avoid confusion. This will bring in a sense of accountability to each of the trainers. A more responsible and focused behavior gets demonstrated in the entire training program. No part of the training program is to be considered as negligible. Delegation presupposes inclusiveness. With this, no one takes individual credit for the success or failure of any training but the team as a whole gets acknowledgment. 

FEEDBACK ON THE DELEGATED WORK

At the end of each day’s training program, the trainer assigned with the task will express his/her opinion about the difficulty faced. Group will discuss and suggest the changes that are required to be implemented immediately.

The other group members will also find out the laches if any in any given trainer’s performance of the assigned role, in the form of constructive criticism. All will be open to receive constructive criticisms wholeheartedly.

If need be, trainers will be open to switching over to other delegated tasks and wholeheartedly hand over the assignment, assigned to them to some other member of the team. 

“When you delegate tasks, you create followers. When you delegate authority, you create leaders.” 

Craig Groeschel
Founder of Life Church

---

(All Copyrights reserved by the author S.Susheela)

Handling questions is an integral part of any training program. Trainer must be prepared for it. Questions cannot be avoided or brushed aside. They need to be answered or deferred. In every training program, the trainer has to make note of the questions asked by the trainees. This will give a cue on the probable questions the trainees may pose. Often the same questions or similar questions may be asked by different trainees in different training programs. How different trainers have answered the very same question in different ways or in the same way may also be noted. At times the trainer may hear a question for the first time. A separate note book earmarked for the questions asked by the trainees is required to be maintained by the trainer. At times, trainees may not feel satisfied with the answer given by the trainer. They may or may not express it. Nevertheless trainer will have to understand it from the body language of the trainee/s .In such circumstances, trainer can consult someone else, or work on the question, or read more material and equip as to how a clear, correct and satisfactory answer can be given to that question, if ever that question is asked by any one in future. 

1. Anticipating questions

Trainees may have to anticipate questions that may generally be asked by the trainees and be well prepared to answer the same. Or, may bring the key elements in the presentation in such a way that there is total clarity and the probable question in the mind of the trainees gets answered without even the question being specifically asked.

2. Deferring the questions:

Trainer can defer the question:

• If answer is not known to the trainer
• If the question asked would get answered in the coming sessions
• When the question needs an elaborate answer and would consume more time
• When the question asked is such that it would give room for further chain of questions. 

However, the trainer has to be very diplomatic while deferring the questions.

3. Not answering the questions

Trainer need not answer the questions

• When the question does not relate to the topic under consideration
• When it is asked to test the trainer’s capacity
• When it is asked to exhibit that trainee knows better and more than the trainer
• When it is asked to distract the other trainees
• When the question is asked to get control over the entire training session making the trainer stand helpless.
• When the question requires to be answered by some one else than the trainer to whom the question is put.
• When the question is in the form of unsolicited advice to the trainer. 

4. Cutting short the question

Trainer may have to cut short the questions in the following circumstances:

• When the person who is asking the question is not clear about his doubt
• When the person asking the question has not coined the question properly
• When the very person asking a question, starts talking too much in the guise of asking a question
• When the person asking a question, following his own question, tries to give his /her answers in an elaborate manner. 

A simple answer to the question/is asked in situations covered under (3) and (4) may be: “Sir/ Madam, let me complete the presentation and consider what needs to be done on your question a little later.” 

5. Accepting lack of knowledge 

 There is nothing wrong when a trainer acknowledges that he/she does not know the answer to a given question asked by the trainee/s. In such circumstances, trainers may tell the same openly and may seek time to get back to the trainees. Consult someone /read some material and get back to the trainees with the answer. Or the trainer may ask any of the co trainers or lead trainer to answer the question. Or, Trainer may even ask any of the participants to answer the said question if they knew the answer. 

Such acknowledgment reflects the humility on the part of the trainer. Trainer has to remember that “ it is not necessary to know answers to all questions related to a topic, and lack of knowledge does not always reflect the incompetence of the trainer.”

“My whole life is waiting for the questions to which I have prepared answers”

Sir Tom Stoppard
British Playwright

---

All Copyrights reserved by the author S.Susheela

“Identification of the purpose of training” and “identification of the purpose of the trainer as part of the training program”  take  a trainer to the next higher level. However when a trainer either fails to identify these purposes or wrongly identifies these purposes, there will always be an element of dissatisfaction within the trainer. Even the outcome of the training may not be up to the level.

Some trainers identify the following as purpose/s:-

1. I should stand out.
2. I should excel all other co-trainers
3. Every one should appreciate me.
4. Everyone should lookup to me
5. I should prove that I can never go wrong.
6. I should do something different which none has done hitherto.
7. I should be respected by all
8. I should be recognized as the best trainer.

Above aspects of identification may help a trainer to some extent in the beginning stages of  training. It may to some extent  help in building the level of confidence of a trainer. But over a period of time it may also induce over confidence or superficial confidence in a trainer. 

On the other hand some of the following  aspects may be considered:

“I must be well prepared”

Question yourself: “Am I well prepared?”

For those who have prepared well, the assigned task never becomes difficult. For the ones who are unprepared, chances of feeling difficulty about the ‘unprepared  part’ cannot be overruled.

Identification makes things easier

Things  felt  and/or  perceived  as Impossible or difficult things  can be done effortlessly if the purpose is identified properly and there is prior preparation to achieve the identified purpose.

Question yourself

Have I practiced or gone through  what I am going to present or am I going to present whatever comes to my mind on the training floor?

With practice also one may fail at times. But without practice chances of failure is more.

If any trainer wants to be  part of training because being a trainer is beneficial to him/her, he/she can never be a good trainer. Focus has to be on the trainees. The identified purpose must align with the identified  purpose of the trainees.

“If you want to know what your purpose is, it is to make the most of your talents and skills for the greater good and that means starting with yourself.“

Tony Clark
executive director of the Major League Baseball Players Association

---

---

(All Copyrights reserved by the author S.Susheela) 

The trainer’s professional competence is a comprehensive competence. It includes the trainer’s competence in 

• Theoretical knowledge 
• Practical knowledge 
• Knowledge in training 

Some tips to increase the level of competence of a trainer

Keeping up to date

The trainer must make a constant effort to keep oneself up to date in all three areas of competence.

 Common mistakes

1. Using the very same old-slides
2. Repeating the same case history – story- example for different levels of trainees in all training programs.
   Or
   Being unable to take the trainees to the next level of understanding of the concept with the very old/known example/story or case history.
3. Not fine-tuning the contents based on the receptive capacity of the trainees.
4. Not focusing on the specific techniques to be used at different levels and in different situations in practical mediations.
5. Ignoring the importance of self assessment and peer assessment as integral parts of the training process.
6. Not being able to reschedule the methodology chosen, based on the ground requisites.

Focusing on the three key elements

1. Theory
2. Strategy and
3. Experience

are the three key elements which make the training very effective.

The objective of the training cannot be successfully achieved if any one or more of these is/are ignored.

Mediation training being more of experiential learning, given to adults, it is very essential that the trainer must work on the theory part of the presentation, and, should develop a strategy suitable to the ground situations as to how the theoretical concepts are communicated to the trainees. The strategy should also include the trainer using his/her experience as a mediator and also amalgamating the experiences of the trainees in order to see to it that trainees have the benefit of experiential learning.

“Hope is not a strategy. Be prepared.”

---

All Copyrights reserved by the author S.Susheela

The story goes like this: 

There was a great master. He was considered as the best in the field. People used to stand in que to get trained by him. Many trainers used to approach him to get their training skills enhanced. Once he was given the responsibility of evaluating the trainers. He was requested to give them his feedback in a single line, which is expected to be acceptable by all. There was an additional request to see to it that with his single-liner feedback the trainers understand where they were going wrong and work towards correcting themselves immediately. 

The Master requested the authorities to provide him an opportunity of observing the trainers. The master witnessed several sessions conducted by each of the trainers as an Observer. There were 14 trainers. They were all hosted in a resort. Each one was given a separate room. The training was scheduled for eight days. Two days before the closure, the Master requested the authorities to send a letter to each of them. The letter read like this: “You are requested to leave the key to your room with the reception along with the keys of your suitcase/briefcase, bags/ pouches, etc. We request you not to keep anything under lock and key. The reception will take the responsibility of keeping your belongings safe. Losses if any will be compensated.”

All the trainers followed the instructions obediently. 

On the evening of the 7^th day, after the training, when the trainers entered their respective rooms they did not find any of their belongings. The rooms were as they had just entered on the very first day. Each trainer started calling the reception. They were informed that the Master took all their belongings and had left the same in the big hall on the fourth floor. One after the other all went to the big hall. They could see a heap. It had everything for each of them. But nothing was in order. Someone’s saree was all over, another’s scarf was under someone’s wallet, and someone else’s crumpled pants were caught in between a slipper and an innerwear and so forth. Everyone was shocked to see the big messed-up heap. Everyone was speechless. They were helpless. They were sure nothing was missing, and everything was there. But as a whole, one sight at the heap, and it looked very disgusting! 

Suddenly they heard the sound of the door opening slowly. 

They saw the master entering the room. The Master left a placard with the following words

“YOUR TRAINING WAS LIKE THIS”

The Master slowly moved away, as he had successfully completed the task assigned to him.

“The only difference between a mob and trained army is organization”

Calvin Coolidge
30th President of the United States of America

---

All Copyrights reserved by the author S.Susheela 

NOTE OF THANKS FROM THE AUTHOR

“Sincere thanks to one and all for being in this journey from Blog One to Blog Hundred”

The objective of a refresher course may have to be different from the objective of giving training for forty hours in mediation. A trainer cannot ignore the fact that refresher courses are generally given for those mediators who have already handled a minimum of twenty to fifty live mediations. It is in this background designing a course curriculum for a refresher course, choice of role-plays, simulation exercises, etc. will have to be carefully and meticulously done.

Understand the background of the trainees

The course curriculum would depend upon the background of the trainees.

• It would depend upon the number of mediations the trainees might have done. Course curriculum will be different for those who have done (a) 10- 50 mediations (b) 50-100 mediations (c) 100- 500 mediations (d) Thousands of mediations
• It would also depend upon the area of practice of the trainees. 

Example
Whether the majority of the mediator trainees handle (a) Family matters (b) Commercial matters (c) Property matters (d) IPR matters (e) Labor matters etc.

Or

They assist in mediations related to any one or more of these areas.

The role plays and simulation exercises may have to be chosen depending upon the area of interest of and usefulness to the majority of the trainees in the group.

Moving from known to well known 

Refresher course focuses on the elements of positive and negative reinforcement. What is being done properly is encouraged and strengthened further. What is not done properly is discouraged from being continued. Reasons for discouragement are made known to the trainees. The concepts, which have already been learned by the mediator trainees, are strengthened layer by layer so that they reach a level of better understanding. They start understanding the concepts at a deeper level. They enhance their skill sets, and they sharpen their already learned skills. They move from the stage of “ I know it” to the level of “I know about it very well”.

Choice of topics and sub-topics

Depending on the availability of time, choice of topics and subtopics may have to be identified. The majority of the time, Topics are chosen for a refresher course will be those which have been part of the curriculum of forty hours’ training undergone by the mediator trainees at the initial stage. Nevertheless through the refresher course objectives of better learning and strengthening are achieved.

Trainer has to identify: 

• What more I can tell you about this topic.
• What value will it add to their existing skill set/s?
• Am I just repeating what they already know or am I moving them to the next level?

Role plays & simulation exercises

Depending on the availability of time, the trainer can take a call on (i) Conducting a complete role play from the beginning till the end or (ii) a portion of the role play drawing the attention of the parties to a given concept.

In situations where the trainees have handled hundreds of mediations, it is ideal to take them through situational role-plays. In this method, brief facts of the case (background) are given to the trainees by the trainer. The situation is given in writing. Participants are chosen to play the given role/s. Mediator is asked to handle the situation.

Example
Topic: Handling interference by third parties

Background: Husband has filed a petition for restitution of conjugal rights. Wife has filed a petition for divorce. During the course of mediation both parties agree for reunion. Mother of wife is opposed to this thought. She is dead against her daughter going back with her son -in law. Wife/daughter says, without the consent of the mother she does not want to go with the husband. 

Participants: Mediator – Mother of wife ( Third Party)

COMMON ERRORS

• Ignoring the fact that it is a refresher course.
• Getting into the mode of talking
• Going on telling the very same basics which the participants already know very well. 
• Not making a preparation on what to tell and how to tell?
• Explaining in detail a very simple concept with several well known examples.
• Getting into arguments with the trainees.
• Spending too much time trying to convince one of the participants, without going to the crux of the topic.
• Spending time in answering questions that are out of context of the topics chosen for presentation.
• Ignoring the foundation of experiential learning of participants.
• Ignoring the limitations of the capabilities of the trainer. 
• Entering into argument with the co trainer – or displacing the inputs given by a co trainer. 

BEST TIP

1. Prepare the presentation for fifteen minutes on any chosen topic, to be presented for the benefit of trainees undergoing forty hours’ training in mediation.
2. Prepare the presentation for fifteen minutes on the very same chosen topic, to be presented for the benefit of trainees (who have done more than hundred mediations undergoing refresher course.
3. Prepare the presentation for fifteen minutes on the very same chosen topic, to be presented for the benefit of trainees (who have done more than a thousand mediations undergoing refresher course.
4. Compare each of the presentations. Work and re-work on each of these.
5. For every topic or sub-topic a trainer should have these three sets of preparation, kept ready well in advance. 

“Spend less time focusing on outcomes and more time focusing on the habits that preceded the results.”

James Clear
Author of Atomic Habits

---

All Copyrights reserved by the author S.Susheela

Do not compete

Training is essentially a Team Work. The trainer should not aim to compete with another trainer. The goal is not to out beat one another. The objective is to take the training forward hand in hand. The aim should not be to compete with another trainer but to give one’s best. Surrendering to the cause rather than to selfish expectations will slowly take away the pressure (if any) from within inducing one to compete with another. Those who work for a genuine cause always come up. 

Why should one avoid the tendency to compete? 

• Ultimately one has to run one’s own race.
• Thought of competing or overpowering will create internal pressure.
• “The ease”, moves away from the trainer, and the trainer’s performance falls down.
• The natural flow of thoughts gets obstructed. 

When a trainer comes across any other trainer who has made a remarkable mark in the field of training, the following can be done:

Try to emulate

Follow such a trainer (a) Observe (b) Learn (c) Inculcate (d) emulate 

Action by action

Take forward one step at a time. (a) Best opening statement (b) three minutes’ talk on any topic or subtopic (c) One best relevant example presented in a very short span of time etc.
No one can become a trainer overnight. It is always action by action. Despite being recognized as a trainer, if one wants to continue to be in the field, he/she has to work hard on oneself. Action by action he/she can grow and lead.

Analyse

Why have you not achieved the desired progress?

What makes the other person a better trainer than you?

Replace frustration with hard work towards excellence.

“We don’t rise to the level of our expectations, we fall to the level of our training.”

Archilochus
Greek Lyric Poet

---

All copyrights reserved by the author S. Susheela

Trainer would feel something as difficult when she/he is not prepared. For the one who is well prepared nothing is difficult.

Preparation refers to a process that a trainer undergoes before the given training program. Preparedness refers to being prepared at any time in any situation. It reflects the stability and capability of a trainer to handle any part of training with ease. Trainer can be considered as a well prepared professional only when neither the trainer feels the difficulty while communicating and presenting the thoughts nor the trainees feel difficulty in understanding what is being communicated.

Preparedness is a quality that can be learnt and inculcated. In the context of mediation training, ‘Preparedness’ presupposes adequate preparation to handle the responsibilities expected to be discharged by a trainer. 

How does one know whether the trainer is well prepared or not?

1. If the flow of thoughts is continuous and uniform.
2. If that flow relates to a specific topic chosen for presentation in a given session (which is one of the components of the training curriculum).
3. If the trainer lays the foundation first and takes the trainees step by step to make them understand the concepts in a phased manner.
4. If the trainer demonstrates her/his understanding of the fundamentals of the topic, with clarity and there is no confusion in the trainer’s understanding.
5. If the trainer does not feel blank or is not left without thoughts and is not searching within himself/herself as to what should be said next?
6. When the trainer is communicating in order to connect to the audience.

Fundamentals of preparation

1. WHAT CAN GO WRONG?

1. Visualise all that can go wrong.
2. Work on the possible solutions to meet the situation if anything goes wrong.
3. Foresee the worst that can happen and things that may most likely go wrong

2. AVOID – WHERE YOU HAVE DOUBT

If there are two extreme possibilities avoid entering into that arena.

Example

Using a chosen example may or may not hurt the religious sentiments of the trainees. 

3. ROLE REVERSAL

Step into the shoes of the trainees and visualize whether what is supposed to be delivered can reach them or not .

“One who is not prepared for the worst cannot hope for the best.”

Slamw

---

 (All Copyrights reserved by the author S.Susheela)