Revisiting is a unique technique, which, if mastered makes the presentation more effective.

Revisiting has to be preceded by:

IDENTIFICATION

1. Identify the concepts to be dealt with.
2. Identify the methodology of explaining the concepts.
3. Identify the examples/ stories/case histories to be shared or exercise/s to be done.
4. Work out the above within the allocated time.

When is revisiting done?

If any time is left over, then trainer can re visit any of these again.
Trainer may elaborate more on the concepts by giving further input
Or
May share some other/more examples/stories/case histories to make the concept more clear.

The area/s to be revisited is left to the discretion of the trainer.

CHECKS

Trainer should know whether there is need for revisiting- Only if the answer is YES, then he/she has to proceed.
Simple concepts, which have already been understood by the trainees should not be revisited.
Revisiting is a strengthening process.

Advantages

1. If a trainer knows that he/she can revisit any area at a later point of time, he/she will not be struck with one point., or one particular component of the presentation. Often many trainers lose their time in explaining more and more about a simple concept, or the first component and lose their time for the other components to be dealt with.
2. The identified topic – with all the sub topics can be presented by the trainer in a short and effective manner at the first level, and later trainer may meet the areas which need more focus by way of revisiting.

Example: Greeting and seating

While telling the procedural aspects of greeting and seating- all that the trainer may choose to explain is how greeting and seating is to be done. If time permits, he/she can explain why it is being done so. Trainer can also demonstrate as to how greeting and seating is done. After all the stages of mediation are explained, if any time is left over, trainer can revisit the component of ‘Greeting and seating’ again and say, “let me share with you what happened when I did not wish the advocate of one party …”.

How to remember what is to be revisited?

Many trainers use the technique of drawing a box on the top of the white board to its full length.

As they go on giving the presentation, they chalk down what are the points to be revisited.

After all the points are covered, they look at the box and choose one sub topic after the other, and deal with it, till the session time gets over.

This helps in remembering what needs to be said later.

This helps the trainer to park the points for revisiting in the box, so that it does not pop up within them, telling them repeatedly “you should have said that …you should have given that example etc.”

 Board with noting on points to be revisited

Somu’s story, Ex. for inter personal conflict, third party, 9 dots exercise.

The area of revisiting includes ‘something which can also be said, which can also be shared in addition to what has already been said earlier on a given topic/sub topic.’

“No one knows what you wanted to say and yet did not say. Let this not bother you. Life gives opportunities in abundance to revisit.”

Slamw

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Story telling is a wonderful technique used to make presentation more interesting and appealing. In mediation training it is used to drive home a point.

The following steps are required to be followed while using Story telling as part of presentation:

Identify the objective – drive home point.

1. Am I telling the story to make the concept clearer?
2. Am I telling the story to make the trainees understand the importance of procedural aspects?
3. Why am I telling this story?
4. Should I tell this story at all?
5. What difference would this story make in their understanding?

Create a powerful introduction

1. Use a single line introduction to the story
2. Before telling the story, tell them in one sentence what is the story all about?
   Example
   Let me tell you a story of “a rich sister who had filed suit for partition of against her two poor brothers.”
   Let me tell the story of a “daughter for partition filed against her father who had sexually abused his daughter”.
   I will share with you the real-life story of “a respondent wife in a divorce petition who had all alone seen the long suffering of her son dying of cancer”.  
3. The powerful introduction should create interest in the audience. They should physically move/lean forward in all enthusiasm to listen to the story

Voice modulation – USE of tone

See the words in bold letters in examples given in (2) above. Stress the words appropriately, bring an emotional element. Give a pause. Make the listeners feel that you have experienced what you are telling or you have experienced what the original narrator had told you. You are not playing drama. You are sharing something which a live example.

Structure the story

1. Give explanation in two or three lines as to what the story is all about.
2. Tell the story in 5-10 lines. (Depending on the time)
3. Tell the key learning points from the story.

What makes the story very appealing?

1. Its shortness
2. Emotional component.
3. Factual Information to which listeners can easily relate to.
4. Strong message the story carries with it.
5. The concept or the key learning points taken from the story.

CHECKS

1. Never tell a story which goes beyond five minutes.
2. Never tell a story which is not relevant to the topic of presentation.
3. Do not get into explanatory modes.
4. Frame sentences in the mind before telling a story.
5. Project the concept at the end in a single line or two liner statement/s.
6. Work with paper and pencil as though you are a script writer, before actually presenting the story.

“A story has no beginning or end; arbitrarily one chooses the moment of experience from which to look back or from which to look ahead.”

Graham Greene
Novelist and Author

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Lead trainers are living examples for the potential trainers. Seniority alone does not make a trainer a lead trainer. Lead trainer has to be very careful and watchful every second. Anything that the lead trainer does or says may leave a strong impact. A lead trainer may lose the credibility if the assigned role is not taken very seriously and the associated duties are not discharged effectively.

Trainers lead in three different ways:

1. Performers

Some lead trainers, just perform. They do not tell other trainers, as to what was missing in their presentation. They do not tell the potential trainers as to what should or should not be said or done, or how and when something is to be done or not to be done. They reserve their comments or compliments. It is for the potential trainers to watch them meticulously and learn by observation and constant follow up. As part of learning process, potential trainers should note down the positive aspects of lead trainer’s presentation. They should note down what is to be followed, and what more needs to be done by them in order to reach up to the level of such lead trainers who are excellent trainers.

2. Guide

Some lead trainers watch the performance of the potential trainers, and suggest them what more can be done. They guide them as to what needs to be done, and how they can reach the next level. They do not speak about the mistakes committed by the potential trainers. They give their feedback very politely. They do not force or compel the potential trainers to follow or implement the suggestions given by them. They do not get agitated or find fault with the potential trainers, if their suggestions are not taken seriously or implemented.

Tough Masters

Some lead trainers take their role very seriously. They are very tough masters. They do not worry about being popular with the potential trainers. They mean only business. They note down each and every minute to major mistakes in the presentation or performance of potential trainers. They point out everything that is observed by them, without hiding anything. They tell the potential trainers on their face as to where did they go wrong. They tell them how such mistakes could be avoided. They suggest remedies authoritatively. They command the potential trainers to work on the corrective steps. They follow up with the potential trainers, and force them to implement the suggestions. They sometimes tell, warn, and/or even threaten the potential trainers only with an intention to motivate them to move towards perfection. Unless the true intention is made clear to the potential trainers, such lead trainers are generally not appreciated by the potential trainers.

BEST PRACTICE

A lead trainer should assess the receptive capacity of the potential trainers and their psychology and thereafter lead by adopting a particular strategy. Depending on the capacity and psychology of potential trainers, a lead trainer may just be a performer, or a guide or a tough master. To some, a trainer may be a Tough Master, to some others he/she may be a guide and to some others still, he/she may just remain as a role model by observing whom one can learn a lot.  

“For a true leader, those whom he is leading are more important than himself“

Slamw

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A template is a sample document with some cues on details to be incorporated therein. Templates of different kinds help a trainer in honing presentation skills.

In order to take the best care of all the four quarters of presentation namely, (i) contents  (ii) Communication skills (iii) Presentation skills (iv) Time management, working with  preparatory templates before actual presentation helps a lot.

Preparatory templates are useful

• For beginners
• For experienced trainers when they are asked to give presentation on new topics.
• Where audience are supposed to be very intelligent and well informed
• For advanced trainings

Preparatory Template for Beginners

Time: 90 minutes.

Number of Participants: Form a small group of not more than 8 -10 like minded potential trainers

Topic and time for presentation: Allot a specific topic, at least a week in advance. Allocate fifteen minutes’ time for presentation.

Number of speakers: Choose only two persons to speak on the topic.

PROCESS

PART 1

Step 1: First speaker will speak on the topic for fifteen minutes.          

Step 2: Moderator will thank the speaker with words of appreciation for 2 minutes. (This is done to provide time for the speaker to come out of the presentation mode).

Step 3: Speaker will be requested to evaluate his/her presentation and give personal feedback.

5 minutes’ time is to be allocated for this. (This will help the speaker to self assess the  positive and negative aspects of presentation. This will also help the speaker to hone the skill of constantly watching oneself while giving presentation without causing negative impact on the quality of presentation.)

Step 4: Moderator will request two persons (who have already been chosen and informed) from the group to give critical feedback on the presentation. Each will be given five minutes’ time to do the same. This will help the group members hone the skills of keen observation, and mastering focus on minute details.

With the next speaker

Moderator invites the next speaker, and walks everyone through steps 1 to 4 as mentioned above.

PART 2

Step 1: Moderator invites the first speaker. Requests the first speaker to tell everyone in the group, what would they try to do and not to do, if they are asked to give presentation on the same topic again. How would they like to add more value to their presentation on the same topic on any other day?

10 minutes’ time is given to the speaker

Step 2: Step 1 is repeated with the second speaker.

(This will help the speakers hone their positive and negative reinforcement skills. This will also help them assess the benefit of group learning).

Advantages

Working on Preparatory Templates will help every one in the group to learn many aspects of training which cannot be learnt excepting in group learning.

Tendency to get annoyed by other’s criticisms gets slowly wiped out.

Trainers will be prepared to receive and in fact happily welcome constructive criticism from the audience.

Trainers start welcoming feedback as part of their trainers’ profession, but not as performance review to pull them down. 

 ‘Feedback is the breakfast of champions’

Ken Blanchard
Leadership Theorist

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Alignment is a technique which takes training to a master-class level.

Elements of alignment

1. Placement
2. Order
3. Free of clutter

Placement

Trainer has to place everything that is required to be conveyed to the trainees in the presentation.

Nothing that is important and crucial should be left out.

Trainer should know the difference between what is important and what can be  interesting.

In the process of giving interesting information, important information should not be left out. On the other hand, trainer must inculcate the skill of presenting important information in an interesting manner.

Trainer should identify specific timing and space for concept, example, story, question, discussion, slide show, simulation exercise etc.

Order

Though placement is an important element in presentation, trainer must know where to present what, and when. Mastering the skill of “maintaining the order in presentation” adds value to the presentation.

Everything trainer wants to communicate should have a specific identified place in the presentation. Trainer should premeditate as to:

1. Whether I should tell this in the beginning or at the end or in the middle of the presentation
2. After which concept should I tell about this concept
3. Should I tell the example first and then tell the concept or should I introduce the concept first and then give example.
4. Whether role play should precede introduction of a concept or it should be done after introducing a given concept.

The main idea is to have ‘everything in an identified place’.

The presentation must be a clean and neat presentation. There has to be content, clarity, brevity and continuity.

Free of clutter

Trainer has to work before hand ‘to separate the grain from chaff’ before presentation. This task must not be left to the trainees.

Trainer has to contemplate on:

1. Whether there is something in my presentation which is unwanted,
2. Is there something, which, though relevant in the context of the topic, may not be necessary for the chosen audience,
3. Is there anything which cannot be understood by majority of the trainees
4. Whether the examples chosen are difficult to comprehend? etc.

Some of the following add to the clutter in the presentation: 

1. Excessive details notwithstanding the same being relevant to the topic
2. Enthusiasm to serve anything and everything on the plate.
3. Temptation to overfeed.
4. Overloading of slides and poor designing of slides –
   1. making it appear as though something from the newspaper is pasted over there
   2. information which cannot even be read in minutes is expected to be understood by the trainees.
   3. ‘Confusing structure of presentation’ –  Creating a feeling in the mind of the trainees as though each one of them is standing amidst everything from his/her own home but yet, hoarded in a shed one over the other, and he/she is in a confused state of mind as to what to do and how to it sort out.
      Confusing structure of presentation makes a trainee get completely exhausted by the end of the presentation. Trainees will be waiting for the presentation to get over.

‘Alignment trumps everything. Stay off the subject that disturbs  your alignment, and everything that you are about will come into alignment.’

Esther Hicks
also known as Abraham Hicks
American inspirational speaker and author

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WEEK 51

“Group discussion through Brain Storming Exercise”

It is ideal to use this exercise in refresher course or in advanced course. 

How to do this exercise?

1. Choose a topic for brain storming .
2. Form a group of  five or ten  each.
3. Make  one of the participants  in each group to lead the respective  group.
4. Make the objective of the exercise clear.
5. Prescribe the time limit.
6. Ask the leader to note down the inputs given by each member of the group, including the leader.

Duration  of exercise: 15 minutes to 30 minutes.

Ideal Time:  Immediately before or after lunch or at the end of the day.  

Example:-

Topic chosen: Impasse

Exercise 1: Each of the participants may be asked  to give one  instance of impasse which they have come across in their mediation sessions.

Objective: (i) To identify  When and how and where did the impasse arise

Exercise 2 : Facts: Suit for specific performance .Plaintiff wants  the registered sale deed to be executed.  Defendant is agreeable  only for  refund of  advance money. Both are not moving from their positions .

Each of the participants may be asked  to find  a   different option and  also  tell as to   how would that participant as mediator  assist the disputing parties to  come out on their own  with that option ., remembering that mediator cannot give options.

Objective: (ii) How to assist the parties to generate options

Exercise 3 :  Facts: One of the parties does not have an advocate. Said Party does not even communicate properly .Other party is very intelligent. He  is also supported by an intelligent advocate.

Each of the participants may be asked  to suggest how  would he/she propose to take the mediation forward in such situations

Objective:  (iii) To know how to handle impasse  

Benefits:-

1. This exercise helps participants to learn from each other’s experience.
2. An ideal exercise to share and gain through experiential  learning
3. Enhances professionalism
4. Trainer can assess the trainees’  capacity of retention, transference and reinforcement
5. Trainees are exposed to Group Culture
6. Trainer can know how good or bad he/she is in giving instructions to the participants
7. The group leader gets an opportunity to moderate and learns how to get things done from the group.

RISK FACTORS:

If the instructions are not given properly , there will be chaos.

If the objective is not made clear the participants in the group may lose focus,   keep talking  about various things , by   giving unwanted  lengthy explanations.  

Challenge to the trainer;-

1. To note down the instructions to be given to  each group
2. To equip the leader of the group to moderate and collect all inputs, one after the other , in  shortest  form.
3. The see to it that the participants do not traverse beyond the objective.
4. To prepare well in advance, the handout with the details of the exercise and the objective

Suggestion: Trainer’s kit  should have  such exercises on various topics  related to mediation.

“It is better to have enough ideas for  some of them to be wrong, than to be always right by having no ideas at all.”

                                            Edward de Bono.

(All copyrights reserved by the author S.Susheela)

Group learning is a wonderful technique which helps trainers move towards perfection.

Group learning helps:

• In building confidence
• Receiving peer support
• In building capacity to handle risks
• In developing the trait of personal accountability
• In deeper understanding of the content

Small – group learning helps trainer to reach greater levels. In group learning every individual’s hard work adds value to the improvement of the other. Every one’s pocket gets filled with the treasure from all other members of the group.

STEPS

Things to be done before commencing Group Learning

1. Choice and number of persons in the group
2. A group of 4 but not more than 6 of like-minded would be very ideal in the beginning stages.
3. Choose the objective, identify a common goal
   Goal may be a broader/larger or specific.
   Ex: (Broader goal) To be a better trainer
   Ex: To improve content knowledge about the topic “Disputes and Conflicts” (Specific goal)
4. Time Limit
   Interim Arrangement: Have only one session or three sessions spread over a week, month or two.
   Continued arrangement: Have weekly /fortnightly / daily sessions etc.
5. Circulate the topic identified for group learning
   Allocate time to each of the members to give presentation on the topic. It is ideal to have not more than 15 minutes for each of the participants.
6. Request each of the participants to have all the materials ready with them.
7. Identify the focus point of feedback
   Contents/ presentation skills/ questioning skills/ examples, case histories etc.

Things to be done after commencing Group Learning

1. Let each trainer give presentation on the topic.
2. As soon as the session is over request others to give their feedback.
   Collection of feedback is to be done in a structured manner.
   • First, collect feedback only on “contents” part
   • Identify the areas where the speaker needs improvement
   • Identify the areas where the speaker is completely wrong.
   • Correct the error in the understanding by group discussion
     Then move on to the presentation part
     Then move on to the time management part.
     If fifteen minutes’ time is allocated for presentation, for the feedback part fifteen minutes’ time can be allocated.
     Thus, in a session of an hour two speakers can give their presentation, and take constructive feedback from two others.

Making use of technology

It is ideal to use virtual platform for group learning using platforms like ZOOM, WEBEX etc.

3. Be strict with Timing
   For no reason, do not continue the session beyond an hour. Notwithstanding the fact that the discussions are so interesting, and all the group members being interested in continuing further, it should not be continued beyond an hour. When the participants know that the session can get prolonged further, they slowly start losing their interest in future sessions.

4. Homework
   After every day’s session prepare a detailed feedback note in writing:
   Mention the name of the speaker and the topic on top and,
   Write all the positive aspects noticed by all the group members.
   Write all the negative aspects noticed by the members of the group.
   The written feedback can be on all the four quarters of presentation, i.e., (i) Contents (ii) Communication (iii) Presentation skills (iv) Time management.
   Give it to the speaker for his/her benefit and improvement.
5. Reaping the benefits
   As the group moves from one speaker to the other speaker, there has to be improvement. Identify whether the next speaker has overcome the mistakes committed by the earlier speaker. By the time the last speaker speaks, it will definitely be a wonderful presentation.

“None of us is as smart as all of us”

Ken Blanchard
American Author and Motivational Speaker

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(All Copyrights reserved by the author S.Susheela).

Successful trainer keeps track of probable expectations and tries to meet those.

Following are some amongst other expectations from trainers:

1. Good presentable voice.

Voice attracts the audience at the very beginning of the presentation.  

No one likes to listen to monotone. Voice modulation is a skill to be developed and mastered by trainers. No one likes to listen to someone who speaks in very high volume. Whispering or shrill voice is also not appreciated by the trainees. Talking to oneself, talking in a murmuring voice, or talking in low voice is to be avoided. Trainer should learn to maintain appropriate distance between the trainer and the mike. If the collar mike is used, it should be properly placed to avoid jerking – shrieking sound interrupting the delivery of speech.  

Why should a trainer work on voice culture?

Trainees can easily make out from the very voice of the trainer that:

• Trainer is nervous
• Trainer is anxious.
• Trainer is hasty.
• Trainer is suffering from performance pressure.
• Trainer is gasping for breath.
• Trainer is unprepared.
• Trainer has no content to speak.
• Trainer wants to boss over.
• Trainer is arrogant.
• Trainer is confident/over confident/has no confidence.
• Trainer is calm and composed.
• Trainer is balanced.
• Trainer is assertive but not aggressive.
• Trainer is not in a hurry.
• Trainer is knowledgeable.

2. Should be capable of overcoming nervousness.

Some may feel nervous on the previous night of or hours or just before the presentation, or during the presentation. After 2 -3 trainings trainer can easily take a mental note as to when he/she gets nervous. Trainer has to understand the reason for such nervousness and try to adapt strategies to overcome the same. A nervous trainer may be tolerated by adult trainees out of sympathy but such trainers are never appreciated.

Being nervous, feeling nervous, exhibiting nervousness are three different aspects. Each of these aspects must be addressed by the trainer. Trainer has to master the skills of overcoming all these three factors.

3. Should develop a unique and distinguishable style. 

Even though there is nothing wrong in following a mentor, or a lead trainer or a co-trainer, it is always advisable to develop a unique and distinguishable style.

How does a trainer explain any complex concept? Through stories, examples, case studies, skits- role plays, discussions?

• How does a trainer handle questions?
• How does a trainer facilitate discussions?
• How does the trainer do coaching?
• How does a trainer do pre briefing and de briefing?
• How does a trainer design the time table?
• How does a trainer work on the preparation of several aspects of training?
• How does a trainer maintain time?

Every aspect of training can and may be dealt with by different trainers in different ways. One can work on what is best according to one and master that stye in such a way that, any one should be able to say “Oh! This is unique style of Mr/Mrs…… How nice is this style! We need to follow it.”

“The Human Voice is the most perfect instrument of all”

Arvo Part – Grammy Award Winner – Music Composer

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It is quite common to hear many trainers taking a strong decision after every training. “By next time I will not commit the mistakes I have committed in this training program.”  This stand needs to be appreciated. But unfortunately it stops at that. What needs to be done in order to see to it that the mistakes are not committed, or the level of performance improves is not determined  by the trainer. At times even though it is  determined it is not followed up. There is a big gap between what one wants to do, what one decides to do, and what one actually does.

“I have decided to do it. I will do it.

I will definitely do it.

I can do it any day.

I know what to do.”

Such affirmative statements are helpful to some extent. But who will make an adult do what he/she has decided to do, or what he/she should do? By waiting to take some corrective steps things will not fall in place. One has to work. Planning not being followed by action is of no use.

Following steps may be considered:

STEP 1:

• Find out what went well in the previous training?
• What did not go well in the previous training?
• What does the trainer plan to do for the future?

STEP 2:

Trainer has to chalk out a schedule.

Announce the schedule to co-trainers. Involve like-minded people. 

STEP 3:

Trainer has to work on the smaller bits. 

Each topic is to be divided into several sub-topics. Each sub-topic is to be divided into further sub-topics. Each quarter has to be worked carefully and repeatedly until the trainer gets hold on it. Doubts, if any, must be got clarified by consulting lead trainers or other experts. There cannot be any compromise on the correct understanding of concepts. If a trainer is found to be going wrong on fundamental understanding of the concepts, any day he /she may have to be prepared to move out of the system of training itself.

STEP 4:

Examples

Trainer has to work on example/s for each of the sub-topics, and share it with co-trainers, and get their feed back. Trainer has to discuss on the examples from case studies of actual mediations done by different trainers.

STEP 5:

Forming a small group of 4-5 trainers.

Through Zoom or Webex, a group meeting is to be organized.

Trainer can identify a topic for presentation each week. He/she can coordinate with others in the group as to who should speak on which sub-topic that is related to the main topic. After 4 trainers speak, the fifth trainer has to speak/give presentation based on what the other presentations given by four trainers earlier.

STEP 6:

Inviting constructive criticism.

Everyone in the group should not step back in pointing out the mistakes identified by them in the presentation given by their co-trainer. When constructive criticism is offered, the trainer who has presented the topic must receive the same with a positive attitude, without getting into justification mode. 

STEP 7:

Repeat

Next week’s presentation on the same topic must be repeated. Entire topic along with sub-topics is to be taken by one trainer. Others must be requested to give their feedback.

STEP 8:

Covering all the phases

All the topics-including the sub-topics are to be covered in a phased manner as mentioned above.

As the trainers move forward by following the above method, their level of confidence increases.

Slowly one can start working on the larger bits. 

“When you avoid doing some things, you will find time to do many things. The choice is yours.”

Slamw

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(All copy rights reserved by the author S.Susheela)

Palm notes can be used:

1. To note down the points
2. To note down the points in sequence
3. To streamline the flow of thoughts
4. To set an agenda
5. To overcome mistakes due to forgetfulness.
6. To streamline negotiation.

Trainers can give a palm note to all the trainees with all the elements to be covered in an opening statement

FORMAT:

1. What is Mediation? 2. Role of Mediator – Neutral 3. Process details: (a) How does the joint session take place?                                            Party 1 tells facts of the dispute                                            Mediator makes restatement                                            Advocate is requested to speak on legal issues Party 2 tells facts of the dispute Mediator makes restatement    Advocate is requested to speak on legal issues    (b) Ground Rules                                   (c) How does the Private Session take place     Confidentiality                                            Time-limit                                   (d) Agreement                                            What if settlement is arrived                                            What if there is no settlement?     4. Advantages:                                  (a) No appeal                                  (b) Refund of court fee                                  (c) Connected cases can be resolved (d) Time, Money and Energy can be saved.

Palm note can also be given to trainees as to what needs to be done in joint session:

Listen to the narrative by Party 1 Make restatement using skill of reflection Listen to the advocate on legal issues Listen to the narrative by Party 2 Make restatement using skill of reflection

Palm note is encouraged to be prepared by the trainees before commencing each private session.

Noting down their proposed plan of action, which includes:

1. Information to be gathered.
2. Types questions to be asked.
3. Techniques and skills to be used. 
4. With whom should the conversation happen and when.
5. Issues to be dealt with in the order of priority.

Palm note is encouraged to be kept by the trainers while giving their presentation on any topic.

Such palm notes may have the points to be covered.

Example: TOPIC – REACTIVE DEVALUATION (RD)

Definition – What is RD When and why it happens? How to control it? Examples – Case history of Mr. X and his Boss Story – Two donkeys and their conversation What will happen if RD is not addressed? How to handle it?

It is necessary to develop the habit of keeping such palm notes ready in the trainer’s kit on every sub-topic.

ADVANTAGES

1. It avoids trainer moving out of the track
2. It guides the trainer
3. Trainer need not get panic as to what should be said next
4. Helps the trainer to manage the time effectively
   (In the example of Reactive de-valuation, with a palm note on hand, the said sub-topic can be very effectively and neatly dealt within 3-5 minutes)
5. Professionalism gets demonstrated.
6. Performance pressure and anxiety of poor performance gets controlled
7. Whether trainer keeps the palm note in his/her palm or not, a glance at it before the session will also help.

Where to keep the palm note:

1. It can be kept in hand, and there is nothing wrong if the trainer looks at it often.
2. It can be kept on table and trainer can go there and peep in
3. When the trainer is giving presentation by sitting, palm note can be kept on the table in front of the trainer, and behind the palm note a big book is kept, so that trainees do not find out that the trainer is keeping a palm note.

“Do not hesitate to change the course only to be on the right track”

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