In order to demonstrate professionalism in the perfect blending of practical and theoretical aspects and training techniques use of ‘fillers’ as a tool in training programs is very helpful. Fillers are used (i) to make the best use of time between 5 minutes to 15 minutes that is unexpectedly available (ii) to make a concept understandable through a quick exercise (iii) to remove the boredom factors (iv) to make the sessions more interactive and participative (v) to make the best use of waiting time.

Fillers are also used to explain a complex procedural aspect in a structured manner.

A trainer is expected to have at least 4-5 filler exercises on each of the concepts in the trainer’s kit.

EXAMPLE

USE OF “WHWE”:  WHAT – HOW – WHEN – END RESULT

Background

Petition for divorce filed by the husband. During mediation couple have agreed that widowed mother of the husband is the root cause for matrimonial dispute between them.

The following form is given to the parties. Both are asked by the mediator to discuss and fill in the form and give back.

What is required to be done
How is to be done
When is to be done
End Result

Instruction: Answer should not exceed one line.

Form Filled in

What is required to be done	Mother-in-law’s interference is to be stopped
How is to be done	Make separate arrangement for her stay
When is to be done	Within 6 months
END RESULT	Divorce petition is to be withdrawn forthwith.

Trainer’s Role: Trainer has to keep the paper typed with brief background history in not more than 4 lines. Below that the form with questions, and space for answers is to be provided.

Trainer should ask the trainees to form a group of two and fill in the form and return it to the trainer.

3 minutes’ time must be given for discussion between the two and three minutes’ time for filling the form.

FURTHER EXAMPLES

1. Suit for partition of a single house between two brothers. One brother agrees to take money in lieu of his share.
2. Petition for maintenance filed by the wife. Husband agrees to pay maintenance.
3. Suit for specific performance. Plaintiff agrees to give up his half share.
4. Complaint under Negotiable Instruments Act regarding cheque bounce. Accused has agreed to return half of the cheque amount.

ADVANTAGES OF THIS EXERCISE 

1. Trainees will learn how to crystallize the settlement in a short duration.
2. Trainer will now whether the trainees are capable of bringing the settlement in to an executable state.
3. Technique of generation of options is developed.
4. Trainees will know that agreement between the disputing parties   to end the dispute alone is not the end of mediation.
5. Trainees will know that their mind must be prepared to work quick and fast.
6. They will learn to discuss with each other only on focused issues, one after the other without talking about anything unwanted.
7. Trainees will understand the concept of streamlining of decision-making process.
8. Trainees will know how to have the skeleton of mediation settlement on hand as a base to write a detailed settlement agreement later.
9. Trainees will understand the value of time.
10. Trainees will learn the art of filtering.     

TRAINER’S ROLE

Trainer must keep the printed material ready

Trainer must keep the stop watch and bell, and give strict instructions to the trainees to adhere to the rules regarding time.

Trainer must inform the trainees, that, after the first bell they can discuss between the two for three minutes. Once the second bell rings there should not be any discussion. There should be absolute silence and they should start filling the form. After the third bell the pen should be put down.

(This instruction can also be displayed on the screen or written on flip chart/ white board.)

A small reward can be announced to the winners who have filled in all the four rows.

If some more time is left after the exercise, trainer can explain to the trainees, the advantage of this exercise. If more time is available, trainer can ask the trainees to tell, what did they learn from this exercise, and then at the end trainer can also tell some of the advantages.

What does the Trainer learn?

Filler exercises help trainers in molding their leadership skills.

Trainer can master the skill of giving instructions.

Trainer can master the skill of getting things done from others “in minutes”.

Trainer will understand the value of time.  

PERSONAL TRACK RECORD

Trainer must keep track of how many minutes is used for the entire exercise from giving instructions to distributing papers and receiving back the papers.  From one training to another trainer should know how not to lose a single minute.

“In every day there are 1,440 minutes. That means we have 1,440 daily opportunities to make a positive impact.”

Les Brown – American Motivational Speaker

S.SUSHEELA

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(All copyrights reserved by the author S.Susheela)  

“If you are irritated by every rub, how will you be polished?”

Rumi

Some trainers, despite having sound content knowledge, fail in their presentations, because of their over speed in delivery. Once they start, they go on talking. Thoughts do not flow from them but are poured by them. One can see the rush of thoughts. One can feel the anxiety in the speaker to send out everything they know.

When such trainers are taking their session, trainees may get all the feelings of passengers in vehicle driven by a very rash and negligent driver. Such trainers don’t stop, don’t take break. They don’t even give a pause. They don’t give time to the audience to comprehend the information given by them. 

Such speakers have only two goals: “One is to begin and the other is to end.” They try to fill in what all they know, in between the two. They are not bothered to know what exactly is required to be delivered. Their tension is all about “how much of information I can place before the trainees?”

It is more about quantity than about quality. They do not work on the ‘need assessment’. They do not make a sincere effort to know the capacity of the receivers. They try to expand the objective of the session, sometimes of the training also. They are more focused on conveying everything they know or assume to be knowing about the subject. They want to impress upon the audience that they are equipped with abundance of  knowledge. 

Many a times they are focused only on delivery of information. They suddenly get to read or know some information about the topic, or remotely connected with the topic under consideration, may be just few hours before the session, or in the training hall, or on the previous night, and yet, they try to deliver that information to the trainees. They do not work on it, they do not try to understand it or internalize it, but they compel themselves to transfer the information to the trainees very recently acquired by them. They collect some points  from some articles, texts, net etc., and try to connect the dots and deliver. If confronted by the trainees, they start giving explanations, justifications, without any logic, reasoning and understanding of the concept.

They tilt their head many a times. They shake their bodies. Number of movements of hands goes on increasing. They walk on the stage with anxiety from one end to the other. Many a times trainees are seen enjoying the shadow of such trainers on the wall of the training hall. Often trainees can hear the sound of their movements. The volume of voice goes on increasing. Sometimes, it becomes shrill. Often the trainees get a feeling that the trainer is screaming. At times they struggle hard to gasp their breath. At times even the sound of their breath also gets heard. Trainers can see how fast such trainers are breathing. At times saliva falls from their mouth. In their haste to write something on the board, the easel falls down. They remove their spectacles often and in their anxiety wear the same upside down.

Every single thing they do catches the attention of the trainees. But nothing the trainer has said gets into the mind or heart of the trainees. Some of the trainees get stressed. They start getting a feeling “why are we unable to understand what the trainer is telling? Is our level of comprehension so low?” Some may get a different feeling and may start questioning themselves ‘who asked this trainer to come and stand in front of us with such anxiety stress and tension?’

Reasons for the tragedy

1. “Trainer not having control over his/her urge to talk”
2. Trainer not having control over the speed of delivery.
3. Trainer not concerned about remaining connected with the audience.
4. Trainer not having mastered the required skills of communication of a trainer.

SOME SUGGESTED STEPS

1. One can start reading aloud, a passages from any book, or from the notes on any topic related to mediation, using appropriate pace and pause. Request someone to hold a card with letters “SLOW” written in bold. Request that person to show the card whenever the reading is very fast.
2. The same process can be adapted, while the trainer gives a presentation before the co-trainers. One of the co-trainers will show the card to the trainer who is speaking too fast.
3. Work on learning the importance of punctuation, pace, pause, break, silence etc.
4. Work on segmentation (one of the four quarters of presentation).
5. Work on time management.
6. Work on the principle of ‘rule of three’, and identify what is the best one can present within the available time, without being under pressure of any kind.
7. Understand that ‘communication is more about connecting’.
8. Focus on delivering only what is required to be delivered.
9. Watch video recording of presentation and as an observer find out the flaws.
10. Request lead trainer and co-trainers and some trainees to give their fair feedback.

“The trouble with talking too fast is you may say something you haven’t thought of yet.”

Anna Landers

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Advantages of Flipchart

1. Points for discussion can be written.
2. Discussion outlines can be mentioned.
3. Important procedural aspects can be written.
4. Noting on the flip chart will have guidance value while doing role plays.
5. The flip chart notes used on the Day 1 can be pasted on the wall, so that on the next day, or any other day of the training the points noted on the flip chart can be revisited.

Examples of practical use of Flip Chart

1. Session on Opening Statement

Trainer can use the flip chart to note different components of opening statement.
OR
After a session on opening statement, followed by practical demonstration of opening statement, trainer can ask each of the participants to come one after the other and write one component of opening statement on the flip chart. Each trainee writes one aspect and gets back to the seat. (Before commencing the exercise total silence is requested to be maintained.)

1. What is mediation? 2. Role of mediator 3. Neutral Party’s right of self determination – no force or compulsion………..   etc.

Flip chart is used to create  interest in – or to re-draw the attention of the trainees. It is also used when there is too much of noise going on and everybody’s attention is required to be drawn towards the object of the session. 

2. Use of flip chart while doing a role play

As the mock mediation is going on, trainer may use the flip chart and point down the techniques/skills used by the mediator, and mistakes if any committed by the mediator.

1. Mediator‘s opening statement 2. Incomplete Restatement – technique of reflection is not used 3. Mediator is controlling emotional outbursts very well. 4. Mediator is using sub-caucus 5. Mediator is cross examining 6. Mediator is advising    7. Mediator is using circular questions 8. Mediator is using the technique of setting an atmosphere. 9. Mediator is unable to overcome the strategic barrier. Etc.

After the mediation is completed, the participant who has played the role of the mediator is asked to go through the points noted on the sheets of flip chart sheets pasted on the wall.  

Generally this method is used in refresher courses, or in advanced courses, where participants would have done minimum of 50 practical mediations.  

By use of flip chart, trainer points out the positive and negative aspects in the mediation process, very delicately but very effectively.

This exercise will help all the participants to know the nuances of mediation completely.

This will also help the participants to know the technique used in mediation by name. Their proficiency gets fine-tuned.

3. Flip charts are also used during facilitation exercise

Example

Subject : Whether mediator can give proposal?

Two Flip charts are placed on two easels.

Points in favor of giving proposal can be noted on one chart and the points against giving mediator’s proposal are noted on another chart.

While taking a session on Brainstorming, use of flip chart is most effective.

CAUTION

1. The trainer should have thorough knowledge about the techniques used in mediation.
2. Incorrect titles, or headings should not be given
3. Trainer should give 100% attention to what is being written on the flip chart.

PRECAUTION

Trainer should know the following:

1. How to place the flip chart on the easel.
2. Where to place the easel.
3. How to write on the flip chart, so that all can read it from wherever they are.
4. How to use minimum words to communicate a point.

“When you are not practicing, someone else is getting better”.

Allen Iverson
Former Basketball Professional Player

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Trainer has to be capable of giving examples for any of the concepts related to mediation, in order to make the concept more clear. The practical experience of a trainer, as a mediator, can very easily provide at least 3-4 examples on any given concept. Trainer has to make use of these in the training sessions. This approach will help the participants understand the theoretical and practical aspects of mediation simultaneously.

While explaining a concept, example can be given or a scene related to the concept may be enacted.

Example:

Concept – Ethics- Sub topics – Neutrality  Impartiality Confidentiality.

Case history

Plaintiff has filed a suit for recovery of ten lakhs with interest, based on a cheque issued by the defendant. Defendant denies entire transaction.

In private caucus, plaintiff agrees to accept Rs.5 lakhs, in full and final settlement of all his claims. The defendant, in private caucus, agrees to pay Rs.6 lakhs to the plaintiff towards final settlement.

Each party permits the mediator to convey the offer to the other.

Mediator’s dilemma

If plaintiff’s offer is communicated to defendant , defendant will be benefited by one lakh.  If defendant’s offer is communicated to plaintiff, defendant will be losing one lakhs rupees.

Trainer’s role

Step -1

Trainer has to ask three participants to play the role of mediator, plaintiff and defendant.

Find out how the mediator handles the situation without compromising on any of the ethical principles.

If any of the participants, as a mediator, passes through the test, it is fine.

Otherwise, trainer has to take the role of Mediator and demonstrate how the situation can be handled.

Step – 2

Trainer convenes a joint session between the parties. 

Trainer: Both of you have expressed your offers to me. But I have not yet exchanged it to either of you. (Protection of confidential information is informed)

I request you to exchange respective offers to each other. (Mediator’s impartial role is taken care of)   

Now kindly let me know who would propose his offer first? (Procedure is allowed to be chosen by the parties so that neutrality is preserved)

However, please note that I make it clear to both that you have every right to go back on your respective ‘offers’ as informed to me. (Parties’ right of self determination is respected)

Mediator waits for the response.

If plaintiff wants to propose his offer, and the defendant agrees to it matter ends there.

If defendant wants to propose the offer and the plaintiff agrees to it, matter ends there.

If both are confused as to who has to give the first offer, with the approval of the parties, names of both parties can be written on two slips and some outsider may be asked to pick up the chit. The party whose name is found written on the chit will give the offer first. It is for the other side to accept it or reject it. (Process is allowed to be chosen by the parties so that neutrality is preserved partiality is not attributed)

In all the stages mentioned above, there is complete transparency. The mediator does not compromise on any of the ethical principles.

De-briefing

Trainer has to draw the attention of the parties on the concept of neutrality, confidentiality, and impartiality, and parties’ right of self determination, and explain to the parties with the help of above role play, as to how each or any one of these concepts could have got diluted, if the mediator had not been diligent and careful while framing the sentences.

Technique used by the mediator

Control over the words to be used.

Frame the sentence carefully and properly, and then speak.

TIPS TO THE TRAINER

1. Reflect on the actual mediations done. Note down the situations where there was a situation to compromise on ethical principles, and how it was overcome.
2. Prepare the script of the situational role play with not more than 10 sentences. (see the example above, where 5 sentences are used for case history, and two sentences are used to express mediator’s dilemma.
3. Keep the copies of role play  ready for distribution.
4. Manage the time in such a manner  to see to  it that the role play is completed  between 5 – 15 minutes’ time depending on the availability of time.
5. The same situation can also be explained as an example.

COMMON MISTAKES

1. Being careless about working on examples.
2. Not even bothering to know that there can be examples for every concept.
3. Not understanding the situations related to demanding compromise on ethical principles and the techniques to handle the same.
4. Presuming that the concept has been understood by participants without an example.
5. Presuming that there need not be synergy between theoretical and practical aspects of mediation.  

Advantages of use of examples and scene/s from role play

Positive and negative attributes can be well demonstrated .

“Examples appeal to adult learners than instructions.”

Slamw

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As a trainer one has to be “Prescient”. Trainer should have foresight and reasonable knowledge of things or events before they exist or happen.

Imagine yourself in this situation:

Situation – One

You and your co-trainer have prepared to go to a remote place in some other State to conduct 40 hours’ training program in mediation. On your way, your co-trainer gets a message that there is a family emergency and he has to return immediately. Your co-trainer gets back to his hometown. On reaching your room you realize that in your anxiety, you have left one bag with all the training material, laptop etc. in the train itself, and that the train has moved on, and it is impossible for you to get the materials in another 3-4 days’ time. Now, all alone, you have to handle all the sessions and topics.

‘ Are you ready for this take?’

Let us assume ‘you are not’.

Situation -Two

Let us assume another trainer in your place, who gets down from the train just 45 minutes before the training. Gets ready and walks into the training program as fresh as a morning rose, as cool as a cucumber. No anxiety is reflected on his face. Tiredness due to an overnight’s tedious journey and disturbance due to loss of materials and laptop are not at all reflected on his face.

Said trainer takes the stage with full confidence. Takes session after session effortlessly. Every topic and subtopics are dealt with clarity. Sessions are broken down into several segments. Sessions are designed then and there. Different methods are adapted by the trainer to keep the attention of the trainees thoroughly focused. Theory and practical aspects are neatly merged so that the trainees do not feel that the same trainer is holding the session from morning till evening on all the five days. Role plays  are created then and there and participants are given complete clarity on what is expected from them. Trainer never uses a single piece of paper for reference. Everything comes from his heart. He gets connected to the participants very easily, commands their respect because of his knowledge and training techniques.      

‘Are you the one? ‘

Expectations from the trainer

Trainer has to be prepared to handle any topic, any session and any situation at any point of time. “I am not prepared, I can’t do it now, I need some more time, I am not comfortable with this topic. I can’t do it as I am expected to do. I can do only this and this but not that and that” are all not the statements to be made by a trainer.

Some tips

1. Spend quality time in “knowing what you do not know”.
2. Work on every topic and sub-topics to be covered, until you feel confident .
3. Trainer’s kit is a trainer’s “Treasure Island”. Keep everything ready in it.
4. Keep all the notes, on every topic, sub topics, prepared.
5. Keep all the role plays , simulation exercises, hand out materials in the kit.
6. Store all the materials in a pen drive, in addition to the same being loaded in your laptop.
7. Send the materials by mail to your own mail ID, so that you can have access to it any time from anywhere.
8. Send the required materials in advance to the training center for needful.
9. Make a group of 4 or 5 trainers. Give presentation to the team members on each topic. Do not refer to any notes, or slides etc. See how you can bring case history, exercises, role plays etc. on the training stage and weave these in to the learning process.  
10. Get feedback from the team members.  
11. Request other members of the team to take a session one after the other on the same subject.
12. Compare. Be receptive to healthy criticism and move towards mastery.

Major mistakes

1. Coming back from a training program, putting the training kit on a rack, picking it up on the day before the next training and walking into the training hall and conduct the session with a delusion that ‘I know it all and I can handle it.’
2. Not trying to get mastery over the subject, irrespective of whether your next training session is going to be during the next week, next year or after five years.
3. Procrastinating – Postponing preparation till the next assignment as a trainer is received by you.

“At the heart of it, mastery is practice. Mastery is staying on the path”

George Leonard
(American Writer known for the ‘Human Potential Movement’)

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Situational role plays are used to bring absolute clarity about a concept. These are used in

1. Refresher Courses 
2. Advanced training
3. In Forty hours’ training in mediation  

Steps to be followed

1. Pre-briefing in situational role plays:
   • Only a select group is requested to come on the stage to enact the roles. Other participants are requested to observe.
   • Entire role play is not asked to be played.
   • The gist of the general facts of the case is informed by the trainer to the trainees in 3-5 minutes’ time.
   • The situation which needs to be addressed is explained.
   • The concept which is being addressed is made known to the participants.
   • The participants playing the role of parties/third parties/advocates are given specific instructions as to what needs to be done. Some times, a script needs to be prepared and given to the participants.
   • The mediator is asked to handle the situation.
2. Trainer watches the participant playing the role of mediator.
3. Corrects the mediator by adopting techniques and skills of coaching.
4. Where a given participant mediator does not handle the situation, another trainee/participant is asked to step in and take the mediation process forward.
5. If no one knows the technique, then the trainer or any other co-trainer steps in to play the role of mediator.

EXAMPLE

Situational role play on the concept of Confidentiality.

(This role play is to be enacted at the end of the session on confidentiality.)

General facts of the case in brief:  

Hindu Sister who has married a Christian has filed a suit for partition against her two brothers claiming 1/3^rd share. Suit schedule property is a single house which is the self acquired property of the deceased father of disputing parties. Mother of disputing parties is also dead.

Defendants’ case:

They are Hindus. Both brother are bachelors. Sister has got married to Christian. Hence she is not entitled to share. Sister is very rich. 

During private session:

Sister to mediator: “I do not want any share in property. I want my brothers’ love. But Mediator Sir, please do not disclose it to my brothers.”

During private session:

Brothers to Mediator: “We have no objection for giving the entire house to our sister. We are both suffering from terminal illness and may not survive beyond 2 years. After our death let our sister take the entire property. But Mediator Sir, please do not disclose about our illness to our sister at any cost.”

Challenge to the mediator:

How does the mediator handle this situation?

1. Does mediator take permission from the disputing parties to reveal confidential information?
2. What if they refuse to give permission?
3. What if one gives permission and the opponent party does not give permission?
4. What if both the parties give  right to the mediator to use his discretion either to reveal confidential information or not ?
5. Whether mediator uses the technique of setting an atmosphere in such a way as to see to it that the confidential information is exchanged between the parties by themselves?         

Preparation

1. General facts in brief must be  prepared and kept ready for circulation to all.
2. Participants playing the role of  disputing parties must be given the script  in advance.
3. Participants playing the role of disputing parties must be asked to reflect each of the 5 situations noted under the head of challenge to the mediator.

Total time duration

10 minutes

ADVANTAGES

1. Trainer’s professionalism gets reflected.
2. The theoretical and practical aspects of given concept gets blended bringing clarity to the participants.
3. The required point for consideration alone is touched.
4. Time is saved.

CHALLENGES TO THE TRAINER

1. Trainer must be ready with several such situational role plays on various concepts.The materials must be kept ready.
2. At times, trainer may have to think on the spot and create a situational role play and get the concept to reach the participants with clarity.
3. Trainer may have to use experiences from practical mediation to prepare the material for such situational role plays.

“The difference between something good and something great is attention to detail.”

Charles R Swindoll – Pastor and Author

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As a trainer one should know the distinction between 40 hours’ training in mediation, refresher course for mediators and advanced training for trained mediators. In 40 hours’ training focus will be on introducing basic concepts related to mediation and procedural aspects related to mediation process so that the process of mediation is not diluted at any cost. In refresher course, focus is on bringing perfect synergy between theoretical and practical aspects. In advanced training, focus is on perfection and clarity.

In advanced training following may be considered as some of the objectives:

1. Assisting the trainees to finer tune the skills already acquired by them.
2. Increasing their level of confidence.
3. Helping them know for sure ‘what they are doing?’ and ‘why they are doing what they are doing?’
4. Introduce advanced techniques and/or skills.

Beginning the Advanced Training with a Role-play

It is ideal to begin advanced training with a role play. All the participants in the role play must be amongst the trainees.

One of the trainees must be asked to give the gist of the facts of the case where the settlement could not be reached due to impasse. 5-7 minutes time may be given to explain the facts.

The participants must be assigned their roles and the role-play should begin from greeting, seating, introduction, caucus etc.  

At every stage, the mistake, if any, is asked to be identified by the trainees. If they fail to do so, the trainer asks the participant playing the role of the mediator to identify the mistake/s committed by him/her. If the mediator also fails then the trainer points out the mistake. The trainee playing the role of mediator is asked to ‘replay’ without the mistake.

The technique or skill used by the mediator is asked to be identified by the participants. If they fail to identify, the participant playing the role of the mediator is asked to identify the technique/skill. If they fail to identify, the trainer identifies it.

During the course of the role play the trainer gives some cues to the disputing parties, and asks the disputing parties to bring strategic barrier, cognitive barrier etc. or cause emotional outbursts, or bring emotional impasse, substantive impasse etc. or bargain using accommodating style/competitive style etc. or demonstrate ‘reactive devaluation’, or introduce the concept of integrative bargaining etc. If the participants who are playing the role of parties in the role play fail to demonstrate what was asked to be demonstrated that gives a cue to the trainer that either (i) these participants do not know by name/nomenclature what they are doing, or (ii) these participants do not even know the concepts suggested by the trainer. In either or both the situation/s trainer has to lead them.

Principle Behind

Nothing in mediation is an empty formality. Everything has got logic and meaning  associated with it. Mediation is a structured process. It has to be meticulously followed. Unless the mediator knows what is being done and why he/she is doing what he/she is doing mediator cannot claim himself/herself to be a professional.

At times without knowing the basics of specific techniques and/or skills, and their consequential effect, a mediator may have used the same. But as a professional this  habit should not be cultivated and must be avoided. 

Many a times settlements happen on their own. Such cases should not be taken for bench mark. The cases where settlement could or could not happen notwithstanding the professional assistance given by the mediator should be taken for guidance.

Example

(Assisting the trainees to further fine-tune the skills already acquired by them)

Party 1 – Wife to Mediator (talks for about 10 minutes) 

I got married with Party 2 ten years ago. We have two children. Party 2 beats me, uses vulgar words like ……, kicks me … does not get us food clothing etc… Has kept a mistress. Spends all money for her………. She is the one who has spoiled our life. She is ……. (name calls). I have filed this petition for maintenance.I am fed up of him..*cries*…

Mediator – listens to the Party 1. And then,

Asks the Party 2: “What do you say?”

Trainer: “What is the mistake committed by the mediator?’

One of the Trainees: “Restatement is not done.”

Mediator: Repeats what all was stated by Party 1 verbatim.

Trainer: “What is the mistake?”

Trainees unable to point out

Trainer: “Use summarizing, paraphrasing, use filtering, use the technique of reflection while making the restatement.”

Mediator: Summarizes using paraphrasing, avoids using the negative words used by the Party 2 against Party 1 by using the technique of filtering.

Trainer: “Good. Please do the restatement now again and use the technique of reflection.”

Mediator and trainees fail.

Trainer does the restatement and demonstrates:

“Madam Party 1, according to you, you and Party 2 married ten years ago. You have two children. For various reasons there is no harmony in your matrimonial life, and you feel that there is intervention of a third party in your life, whom your husband is associated with. According to you, you are finding it difficult to maintain yourself and your children.

Reflection: “From everything you have said, I get the impression that because of all that happened in your life ‘you are pained and disappointed’. I also get to know from you that ‘you are now interested in getting maintenance for yourself and children’.

Have I understood you properly? Please correct me if I am wrong.”   

Trainer asks the mediator to repeat the same.

Trainer reiterates what reflection all about:

“Identify the interest – reflect the emotion”

Caution

A trainer who does not know the specific techniques and/or skills by name and the concepts associated therewith, should not offer to conduct advanced training. 

Mistakes are always forgivable if one has the courage to admit them.

Bruce Lee

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Trainer is looking at only one group of trainees and ignoring the others.

It is often noticed that some trainers focus all their attention to only those seated in the first or/and second row/s ignoring the others. Some trainers address only those who are seated either to their left or to their right. Though the trainer may be audible to everyone, the others may feel disappointed. They lose the track. This practice may prompt the trainees to withdraw their attention. Some trainers speak only to one of the trainees, who keeps nodding the head, seemingly agreeing and sailing with the trainer.

TIP:

In the initial stages, while speaking to a larger audience trainer can look at the row behind the last row and speak. This will also help in reducing the fear of facing the audience directly. But a trainer may have to get trained to maintain the eye level matching to the eye level of the audience. Otherwise, while looking beyond the last row, it would look as though the trainer is addressing the wall/door/roof or the sky. Trainer may turn head slowly from one end to the other and get back in the same manner. Trainer may focus attention through the movements of eyes, on any one or two rows, pause for a while, be there with them, and then proceed.

Too many movements

Some trainers distract the attention of the trainees by too many movements. Trainees feel disturbed by their reckless movements. Many a times, trainees attribute this to the hidden tension and unpreparedness of the trainer. Too much of hand movements will also distract the focus of the trainees. Some trainers begin a sentence, and when they do not get an appropriate word move their hand and say “you can do this”, and move on to the next sentence. What do they mean by “this” is not made known to the trainees. When this is repeated by the trainer 2-3 times, trainees may lose their concentration on the topic.

TIP:

Standing at one place and communicating with the audience may be appropriate when the subject/topic chosen is suitable for a lecture mode. In training atmosphere, majority of the times , graceful movements are appreciated. Instead of standing on the dais, occasionally walking around the trainees and connecting with them while delivering the contents would be ideal.

Sound breathing

Some trainees have heard the sound of breath of some of the trainers. It may be the sound of inhaling and/or exhaling. This sound distracts the focus of the trainees. They may get a feeling that the trainer is tense and not confident.

TIP:

1. Trainer has to take a pause after one or two sentences.
2. When trainer feels tensed up and starts hearing the sound of his/her own breath, he/she may turn towards the white board and take two minutes in the pretext of finding the marker( even though it is in front of the trainer), and write on the board the word used or to be used by the trainer related to the topic.
3. Trainer may give commands of affirmation to himself/herself like “I am alright. I am calm. I can handle this” …. pause …. “Now I will begin”

Who will help you?

Many of the mistakes committed by a trainer may not be noticed, identified or recognized by himself or herself. It is expected that at the end of each session a trainer has to ask co-trainer/s as to whether he/she committed any of the mistakes mentioned above, and request him/her/them to give honest feedback and thank them for their feed back. Trainer may also get the video recording of at least a portion of the presentation and watch it calmly to notice the mistakes if any in the presentation. Trainer may have to request the co-trainer or lead trainer to do the video recording so that it remains confidential.

Courage doesn’t always roar. Sometimes courage is the little voice at the end of the day that says,

“I’ll try again tomorrow”

Mary Anne Radmacher

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(All copyrights reserved by the author S.Susheela)

 REMEMBERING  “I  C  S” 

1. Inspiration

There is nothing wrong in  getting inspired by another co-trainer or lead trainer or master trainer. There is nothing wrong in appreciating that other trainer and looking up to that person as a role model. There is nothing wrong in taking a decision that ‘as a trainer one would give presentation/s as given by or better than that other person’. But the important question to be asked is “Will getting inspired alone make you a better trainer?”

“Inspiration can take you to the first step. Motivation keeps you moving till the last step. Sincere commitment and constant hard work keeps you always remain in the safer zone.”

2. Choice of topic

At times, a trainer notices that when a particular topic is dealt with by a co-trainer all the trainees demonstrate keen interest, but the same finds missing when some other topic is dealt with by the very same trainer. This may influence a trainer to draw an incorrect conclusion that ‘the choice of the topic determines the quality of presentation’. A trainer may go further to justify thinking that ‘If that topic had been allotted to me, instead of the topic allotted to me, I would have given a better presentation. I failed because this topic was allotted to me”. What a trainer needs to understand is that every topic  prescribed under the curriculum is important and that a trainer should be capable of presenting any topic in such an effective manner so that the trainees’ interest subsists throughout, during and after the training.    

“Quality of presentation is dependent on the trainer’s content knowledge, segmentation skills, but not on the topic chosen by the trainer.”

  3. Shortage of time

More often than not trainers keep telling that ‘had they been allotted with more time they could have given better presentation’. Allotted time or the available time is the time within which a competent trainer has to weave the contents  to be delivered and present the same. For example: Following the principle of ‘Rule of three’, about the topic “Conflict” a trainer should be capable of addressing the audience for three minutes to thirty minutes to thirty hours depending on the situation.

It may not be possible to have the time under the control of the trainer. But the  contents to be delivered within the available time will always be under the control of the trainer.  

TIPS:

1. Prepare  on every topic in the curriculum
2. Do not ignore any topic.
3. Prepare to give presentation from 3 minutes, 10 minutes, and 45 minutes.
4. Prepare to give presentation for THIRTY HOURS on every topic.

“Growth depends on making the best use of what is under one’s  control ignoring what is not.”

Slamw

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(All copyrights reserved by the author S.Susheela)

Adapting the principle of Rule of three will help in laying a neat layout for the presentation.

Rule of three deals with three segments:

1. Must be done    
2. Good if it is done    
3. Can be done

It is advisable to follow this principle while working on the three out of the four quarters of presentation namely:

1. Contents 
2. Segmentation and
3. Presentation skills.

Example 

CONTENTS:

MUST BE DONE	GOOD IF IT IS DONE	CAN BE DONE
Nothing in this part should be left out.	It is ideal to cover contents identified in this part. Out of three contents identified in this part at least 1-2 can be tried to be dealt with.	The contents identified in this part may or may not be covered by the trainer. The identified contents of this part are optional. Out of the three contents identified here one or two can be dealt with or all the three can be left out.

SEGMENTATION

Divide the contents into to three sub=parts in each part.

Note: The same principle may be adapted in the choice of examples, stories/case history, exercises etc.

Example

MAIN TOPIC : CONFLICTS

MUST BE DONE	IDEAL TO BE DONE	CAN BE DONE
1. Definition of conflict with example 2. Difference between dispute and conflict, example 3. Sources of conflict with example.	Give some examples for each in Part 1 and ask the trainees to identify: 1. What exactly is the conflict   2. The difference between conflict and dispute 3. The source of conflict.	Role plays on conflict focused on sources of conflict, management of conflict and resolution of conflict.
Managing Conflict: Why conflict requires management Mechanism to manage conflict Positive and negative effects of conflict.	For part 2, Give instances of conflict situations. Ask the trainees to reflect 1. Whether such conflict requires management? 2. Positive and negative  effects of such conflicts
Resolution of Conflict   1. Why conflict has to be resolved   2. Techniques to resolve conflict   3. Positive and negative aspects of resolution of conflict.	Which is the best mechanism?        Take a case history and 1. Briefly explain the conflict situation 2. Explain the technique used to resolve the conflict and 3. Its impact.	Roleplay on conflict situation and its resolution: 1. Pre-briefing 2. Roleplay enactment 3. Debriefing.

Principle of three helps a trainer to identify main topics, sub topics, and further segmentation of sub topics.

Even the introductory part and conclusion part can be divided into three segments as mentioned above.

Advantages

Following the principle of Rule of three will help the trainer move with focus only on the identified track.

• Professionalism gets reflected in the presentation.
• Makes trainees to understand each component with clarity.
• Avoids confusion and overlapping.
• Time management becomes easier.
• Trainer gets complete control over the entire slot.

“Focus is the art of knowing what to ignore”

James Clear

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(All copyrights reserved by the author S.Susheela)