Giving advanced training  to those  who have already handled hundreds of mediations is a very great challenge. Trainees may be from different backgrounds. Some of the trainees may have knowledge base but may not have so much of practical experience required to handle different types  of disputes. Some may have handled hundreds or even thousands of mediations and yet may be accustomed to following the   same methodology.  Drawing their attention to consider handling the process differently is a difficult task.  At the end of the day the trainees should not feel that “ We knew all these.. It is more like a refresher course , but not an advanced training”.  Thus one of the primary factors that is required to be kept in mind in any advanced training is that it should be completely different from a refresher course.

Following the  Three Parts’  Technique  helps to address the above issue.

I.PART

Learning through reading and listening.

The identified  reading material ( case histories, scholarly articles, books, videos  etc) on the  topics chosen for consideration  are given in advance to the trainees. They are requested to read the same  and equip themselves with the content knowledge well before the advanced training.

On the day of training,   trainer  gives them further inputs through “lecture” .

2.PART -2

Learning through exercise/role play/conversations/discussions

Trainees are involved in healthy discussions  regarding  grey areas/difficult situations.  Group discussions are encouraged. Trainer uses “Facilitation” method  to lead the conversations and discussions.

Some situational role plays / simulation exercises are  chosen to draw home the point .

3.PART-3

Learning through Coaching

Trainee and the trainer together handle a  given mediation.

Trainer sits as a co -mediator. Trainee proceeds with the process. As and when required  trainer gives tips /suggestions  to the trainee . The tips are given by way of cues  in not more than 1- 3 words in writing.

When the trainee feels struck, the trainer takes the lead role and  from that stage, trainer  proceeds further. Trainee watches the trainer handling the situation differently.

 CAUTION:-

All the  three parts must go hand in hand. If first two parts are dealt with properly, in  the third  part, chances of  intervention of the trainer will be very minimal.

“Decide to be methodical. Rest will fall in place.”

                                           SLAMW

(All Copyrights reserved by the author S.Susheela)

….

TOT 146

WEEK 146- BOARD  WRITING

One of the objectives of Board writing  is  to reinforce what is already  stated .  Board writing is used as a tool  at different levels by trainers to meet different objectives.

  Board writing is  also used  to  bring  perfect synergy between practical and theory. Making use of the advanced technology instead of using the black or white board, slides are  also being used.

Effective use:

One of the trainees is asked to  give the material inputs on the previous day  to prepare a role play , which has to be based on the actual mediated case where either no settlement is arrived at or where there is an impasse.

Based on the inputs , the lead trainer  prepares the role play on the previous day.

On the next day..

One of the trainers  takes the role of mediator.  Other participants are chosen for specific roles.  The case history – general information  is given to all the concerned. Confidential information is given to  the concerned participants.

 The role play takes place on the Dais.

Step 1:-

Lead trainer   gives the gist of the general information / facts of  role play., in not less than 3-4  minutes’ time.  ( Lead trainer practices well before hand  on this so that (i) Time schedule is maintained. (ii) There is clarity  . (iii) The facts reach everyone ., without there being any room for confusion.

•    Lead trainer also gives the gist of general information  , through slides ,in not more than 10-15 lines  , spread over  2-3 three slides. Lead trainer requests all the participants to read  the same  put on the screen.

• As the role play proceeds, the lead trainer  uses the laptop.. and goes on  mentioning  what is going on. Trainees watch the same on the screen.

• The simultaneous  inputs given by the lead trainer  focuses on:-
• Stages
• Naming the Specific techniques or  skills used
• Mistakes( if any) committed , by the mediator .

• As the mediator is going through the process :-

Lead trainer would  label the stages by writing  : greeting-  opening statement / restatement/ joint session/caucus with plaintiff’s advocate/ joint session with plaintiff and his daughter etc..

If the mediator has ignored the advocate – lead trainer would mention” Defendant’s advocate was ignored“.

If the mediator has not used the technique of reflection while restating-lead trainer would write- “ Reflection – not considered”.

The type of question/s asked by the mediator is identified and noted by the lead trainer , like.. “  factual question”, “ bi polar question” etc

Where the  mediator is struck the lead trainer can also put suggestions..

“ Mediator can use convergent questions/circular questions..etc.

Thus in every stage what is being done by the mediator is labelled and trainees identify, each and every part of the process.

Guidelines:-

 Lead trainer must be very cautious and focused.

Lead trainer must observe the process meticulously.

Lead trainer must be very alert and should not miss out on any technique or skills.

Lead trainer should not aim  only at finding fault with the mediator.

Only when necessary corrections may be suggested.

Any of the  observations made by the lead trainer must be in one or two words only

Advantages: Participants  understand that the mediation process is a meaningful and cautiously structured process.

They understand each of the techniques and skills by name.

They understand  how each and every  sentence spoken by the mediator and each and every question asked by the mediator  must have some relevance .

They understand the importance of structuring the process.

“Boundaries are basically about providing structure, and structure is essential in building anything that thrives.”

Henry Cloud – American Author- Co author of ‘Boundaries’.

(All copyrights reserved by the Author S.Susheela)

TOT 145-WEEK 145

“ Work on yourself”.

“Never fail to address shortfalls”.

Trainers perform differently in different training programs. At times, even  the best of the trainers may not feel satisfied at the end of  their  session.  Notwithstanding appreciations and  good comments and/ or feedback from trainees and co trainers, a trainer is the best person to assess  his/her  performance.  Self audit is the best audit  as far as training program is concerned.  Something from within a trainer tells him/her that “ you could have done better”,  “ You must have  got your knowledge updated” , “You could have prepared better”, “ You could have been little more systematic”,  “ You wasted your time here and there” etc.    A good trainer  does not fail to  take  serious  note of what his /her conscience tells him/her at the end of  each session. .   He/she works on the same to see to it that such mistakes  do not get repeated again. Best trainer  is  one who works more and more on oneself. Good trainers do not  give justifications for their shortfalls. They try to overcome  and win over their shortfalls. This is an absolute  necessity as far as  a trainer’s profession is concerned.  Any one of the above said thoughts/reflections may come to a trainer  at any point of time in his/her  career as a trainer.  It may cause little bit of disturbance and disappointment. Nevertheless , trainer has to address  these areas with an open mind. Failing which, these initial  signals will become  tumbling blocks  and obstruct the performance of a trainer. 

Performance must get noticed and will get noticed:

Self assurance is also  an important aspect.”   No doubt, “I am confident. I can do well. I have conducted many trainings. Many have appreciated my performance”,.etc  may all have to be  repeatedly remembered in order to feel confident. But one should not  keep over thinking about these  , and stop working towards being   better.  Over confidence, false self assurances may  stop the growth of an individual.  Simple questions like  the following may be asked by the trainer  “ May be I was  appreciated in the past. Does it mean to say, even now they will appreciate me? May be I did my best in that training program where the trainees were so and so.. will I be appreciated in this training program where trainees are so and so.?”   Can I do something more this time?  Can I do better this time?” etc..

Trainer must not forget that performance must get noticed and will get noticed. Trainees may be different..but by word of mouth the credibility factors of a trainer gets spread over. If the organisers of the trainings are same, some amongst them may  notice that “ This trainer   has not grown at all. He/she is what he/she was.. . “   “ Old wine in the very same  old bottle” .  “ Has not worked on contents.  Has not worked on innovative delivery techniques.” etc.  Even if no one notices or tells any of these things , trainer will know   . Before the performance gets noticed by others, trainer will notice  the  negative aspects of his/her performance.   Some trainers  wipe of these observations, and,   paint the same with positive false affirmations, and thus   go down in their career.

What is hard?

“I cannot work so much.. There is no need to work  so hard .. I can make things very simple.. This much is enough..” Such affirmations  will not take the trainer forward. On the other hand ..”I can  work little more. I can learn something more. I can do this better as I am capable of learning better ways “ etc can be positive affirmations. With these replaced affirmations if one starts working,  no preparation becomes hard.  No effort becomes hard..  When one commits to  learning  and working on one self , nothing remains hard. The process becomes enjoyable. Each day, with each skill /techniques  getting added to the trainer’s  personal  treasure box   trainer  feels  really competent. With a feeling of contentment , trainer’s  performance  reaches  the ultimate level.     

Where a trainer feels that trainer’s job is the  hardest job, and he/she cannot cope up with it , but still would like to be in the career, it is better to  give up.  It is  a wrong choice for such trainer  to continue as a trainer.   Before working on the trainees, every trainer must be well prepared to work on himself/herself.

“The worst jobs are not the hardest jobs. The worst job  is the job you know is wrong for you.”

                                              John Hodgman – American Author Actor and Humorist.

(All copyrights reserved by the author S.Susheela)

….

TOT 144 –WEEK 144

“Strengthening techniques”.

In advanced training trainers’ responsibilities are different. They have to constantly work on strengthening the skills of the trainees  , the concepts they already know and   contribute value additions to their knowledge base.

Designing  the curriculum and the  working  time table  for advanced courses is  a challenge.

The techniques, skills  and the related concepts required  for different types of mediations  will be altogether different . Trainer has to meticulously  work on the choice of  domain.   If  all the trainees  are  undergoing advanced training in  one particular field  it will be considerably easier.  For example if the objective of the training  is to  give advanced training in family mediations then the designing has to be different  from the designing which is required to be  followed in commercial mediations or mediations related to consumer disputes only.

If it is a mixed group of trainees, then the designing should be worked in such a way that  all the trainees from different groups get equally benefited.

In such circumstances  two aspects  are required to be  kept in mind:- (i) Choosing topics – techniques -skills that are common to any type of mediations can be  taken  for consideration.

ii)  Dividing  the  topics  based on domain knowledge

 The curriculum is specifically designed in such a way  that  the topics, sub topics, techniques and  skills chosen for deliberation while dealing with mediations related to a given domain  are different from the ones   chosen for mediations related to another domain.

     Example: Family Mediations –

Topic : Advanced  training related to Role of third parties

1. Identification: Who are the third parties   required to be involved and  

Who are to be avoided – possible  obstacles – how to overcome .

• Private sessions

How to make use of private sessions to understand  more about the third parties (a)  who can be helpful in the resolution of the dispute

(b) How to get them to the mediation room/ .

(c) Who may cause obstruction  to the resolution of disputes.

 ( d) Setting the agenda 

  (e)  Setting the atmosphere

( f) Developing strategy  for resolution of disputes taking the assistance of third parties

(g) Avoiding  areas of conflict between the parties and third parties from their own side and between the parties and third parties  from their opponent’s side…etc

3) Joint sessions

Deliberation:  Whether to have joint session between third parties from both sides – Consequences

Identification of Objective of such joint session.

What if the objective is not achieved.

Foreseeing impasse .

Strategy to avoid possible  impasse situations..etc

For each of the above  identified areas – specific  techniques and skills have to be introduced by the trainer.

There has to be  a short simulation exercise on each of the identified   sub topics . The specific skills and techniques are to be introduced to the participants and  they have to be applied  in the simulation exercise . The concept  underlying use of each technique or skill has to be explained in not more than two lines.

Advantages:- (i)Trainees understand what is required to  be done, why ,   when and how . (ii) Trainees understand  where a given technique should not be used and why. (iii) Learning becomes systematic and positive reinforcement gets  reflected.

“The future belongs to those who learn more skills and combine them in creative ways.”

Robert Greene-American Author

(All copyrights reserved by the author S.Susheela)

….

TOT 143

WEEK 143

Map Technique

 Trainers  can use the  Map  Technique to make their  sessions  stress free and  also  very effective.

They  structure the  session  well before hand very neatly, and, by and large  follow the same structure  even  on the training floor.

Basic guiding principles : (i) Topic  for consideration

                                             (ii) Available time.

Efficient trainers do not speak anything out of context. They do not speak anything  which does not relate to the topic under consideration. They very carefully touch  delicately upon related topics if and only if it is necessary  . They never transgress into other related topics. They avoid  answering questions  which do not relate to the topic under consideration. They always  keep their focus constantly and parallelly   on  the topic for consideration and  the available time    

The following example may be considered :-

Topic – Conflict          Time- 30 minutes

Topic/subtopic	What to  do	Time in minutes
What is conflict How does conflict arise	Different definitions of conflict  and  explanation  with example  as to how conflict  arises Ex..( Mother and daughters’ case)	5
Sources of conflict	Some sources  Some examples (…. & …..&…..)	3
Types of conflict	2 types- Explanation- One example for each Ex.(….&….)	3
Management of conflict	How an individual manages conflict without assistance- Asking questions—( to participants) (ii) explanation (iii)Example (……)	5
Resolution of conflict	How  conflict can be resolved through  proper assistance Explanation Examples (…..)	4
Practical	Simulation exercise on conflict resolution	10

Advantages:

Keeping a map will always  boost the confidence of the speaker.

Trainer  will not have any anxiety as to what needs to be covered .

Trainer  will not have  anxiety  as to whether  it would be possible for him/her to cover what is required to be covered in the given time.

This single sheet of paper  without  lengthy notes etc.. will  help the trainer  go spontaneously without stumbling.

 Professionalism gets demonstrated.

Learning becomes easier for the trainees.

Trainer gets clarity on the direction and destination .

“Be very strong…be very methodical in your life if you want to be a champion.”

Alberto Juantorena – Former Cuban Runner

(All copyrights reserved by the author S.Susheela)

….

TOT 142-WEEK 142

“ Training through Role Play”  .

Trainees learn a lot from simulation exercises and role plays.  Role plays are effective tools to bring in perfect  synergy between  practical and theoretical knowledge. Trainees get more  strengthened  when  a trainer stands next to them throughout the role play  to monitor at least some of the  role plays, and correct them and/or  help them to have progress in the role plays. 

It is ideal to have separate faculty for practical trainings.

On the job training:-

(a)Correcting :-Trainer corrects  the person playing the role of mediator , as and when a mistake is committed.

Suggestion  regarding  correction should be indicated  in one or two words or at the most in a single line.  Trainer should  not get into talking /teaching/explanatory  mode.

Trainer should keep a list of  all the corrections suggested.

(b) Follow up

Trainer should get the trainee play his/her role, by incorporating the corrections suggested by the trainer.

Trainer should note down whether the trainee could implement the suggestions forthwith.

( c )  Stepping in

Trainer can replace the trainee mediator  and play the role of  a mediator , only to demonstrate how a particular stage can be handled  by the trainee-mediator.

However this is done if and only if it is absolutely necessary.

d) Reflections:

While de briefing the trainer addresses  all the trainees  regarding each of the mistakes committed by the trainee -mediator, and the  corrections suggested  along with the reasons for the same.

Thus through debriefing the trainer takes all the trainees to reflect on (i) what was done   by the trainee mediator (ii) what was  or what was not required to be done (iii)  How it was required to be done (iv) How it was done and (v) Reasons behind.

 “Be very strong… be very methodical in your life if you want to be a champion.”

Alberto Juantorena-   Cuban Former Runner

(All Copyrights reserved by the author S.Susheela)

….

TOT 141-WEEK 141

Spectrum of problem and solutions

(for advanced training only)

Mediation is a facilitative process. Mediator facilitates the  disputing parties in understanding their problem, understanding the  possible solutions that can be  expected, and in moving them from problem towards solution.

After understanding the entire narrative given by the disputing parties and other participants, mediator sets specific agenda/s  to assist the parties.

One of the  following two   strategies  are generally  adapted.

1. Moving  from past to future.
2. Moving their vision from  future to present ..that is moving from where the parties want to be to where they are now., step by step.

Depending on the circumstances  one of the two strategies can be followed.

The idea is to make the parties visualize what had happened in the past- what is  happening in the present and what would they like to happen in future  and what they  may  reasonably expect to happen in the future.

There can also be  the possibility of  meeting two different  faces   by each of the parties during the mediation:-

The painful part – where concessions  / leverages may have to be given

(Notwithstanding their unwillingness to do so).

Satisfactory part: Looking  at and being satisfied with  the  larger picture.

Mediator may be asked to assist the parties in understanding  that : 

a)The options evolved may have to be actionable and workable options for both the parties.

b)The proposed change if any in the present circumstance/s/situation/s must be a sustainable and acceptable change for both the parties.

c)The solutions  evolved during the process of mediation may not be hypothetical, dependent on severable variables but may have to be reasonably apparent and practical.

It is in this context trainer has to equip the trainees to enable them assist the parties in actual mediations, systematically.

Mediator has to take the parties through each of the above mentioned (a) (b) and (c)  tests.

Practical steps:

1. Give a role play.
2. Ask the trainees to set an agenda by identifying the topic for consideration for discussion.
3. Decide whether the first or second strategy is to be adopted

a)Moving from past to future.

or

b)Moving from  future to present ..that is moving from where the parties want to be to where they are now.

4) Frame questions  to get  the parties moving  towards one of the strategies

5) Ask the trainees to identify:-

The painful part – where concessions  / leverages may have to be given

(Notwithstanding their unwillingness to do so)., and assist the parties to  accept  the same (if they are willing)

6) Ask the parties to identify the Satisfactory part: Looking  at and being satisfied with  the  larger picture., and assist the parties  in understanding on their own  that the deal is a good one.

Objective: To assist the parties to understand that : (i) There is problem (ii) It needs to be resolved (iii) They should own the responsibility to move from problem to solutions ( iv) They cannot be struck with the dispute  but will have to move towards resolution.

“We must accept responsibility for a problem before we can solve it.  We cannot solve a problem by saying” It is not my problem”. We cannot solve a problem by hoping that someone else will solve it for us.  I can solve a problem only when I say “This is my problem and it is up to me to solve it”.

Mr.Scott Peck – Author – The Road less Traveled.  

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

….

WEEK -140

“Disciplined  questioning.”

Moving the  disputing parties and other participants in mediation from talking to conversation, and from there to fruitful discussion , and slowly towards negotiation and at the end , leading them to the stage of  taking decision either way is navigated by the mediator.   

Objectives of questioning  by the mediator has to be well understood.

Logic behind questioning  prompts the answerer to  have  reasoning behind answering.

Generally the  disputing party / the one who takes decision  may assign  reason/s for the decision.  Though it is not the duty of the  mediator  to influence the party/s to take  or not to take such decision, the  mediator may have to assist the parties in evaluating  on their own, the decision that they have taken. It is in this context  the mediator has to get trained in “ disciplined  questioning’.

By  asking gentle questions mediator encourages the party/s to  analyze each of the thoughts preceding the decisions  from many angles . The mediator uses  skills of direction and re-direction. 

In order to enable the trainees to do this, the trainer may follow the following :-

1. Situational role play :Give  them a role play.  Identify a situation from the context of the role play.
2. Context of question: Ask the trainees to select /choose the context of question
3. Context answers :Ask them to frame questions in such a way that  answers given by the participants in mediation are only “ context answers”.
4.  Scripting the question:  Ask them to write down  the question before asking them.
5. Anticipating reply: Ask them to anticipate the answers  and write down the same  in shorthand .
6. Rephrase- redirect:Ask them to rephrase and redirect the questions

Caution: Every  question  should be “issue specific”.

“He explained to me  with great insistence that every question  possessed a power that did not lie in the answer.”

Elie Wiesel   American Writer  Nobel Laureate

Author of Night   

(All copyrights reserved by the author S.Susheela)

WEEK 139

“READING MATERIAL”

 Reading materials  are given to the trainees  by some trainers as  a tool in the process of learning. These can be given either  before  , or during the training.

1. Contents of opening statement  (2) Role play materials (3) Passages or  books  or essays on a given topic   (4) Instructions   (5)  Poems (5) Short stories (6) Riddles .. etc can be given as reading materials.

Some reading materials are  prepared by the trainer and given to the trainees , which may be of guidance value.

EXAMPLE:

USE OF READING MATERIAL  TO BRING SYNERGY BETWEEN   PRACTICAL AND THEORY

 Providing appropriate  reading material to the trainees   in order to  guide them in making use of their  theoretical knowledge to the practical situation is very challenging.

All such  reading  material cannot be prepared  and kept ready  well ahead of training .  Some of the materials may  have to be prepared overnight depending  on the receptive capacity of the trainees.  

The following example may  be considered:-

SYSTEMATIC USE OF  PRIVATE SESSION FOR GATHERING INFORMATION:-

                                      (Reading  Material)

Private sessions are to be  used  by the mediators in a methodical and  systematic manner  to get all information regarding person, problem and  solutions.

• UNDERSTANDING THE PERSON :-Very first part of private session  be used   to (a) Know about the person in detail (  Please tell me something about you) . (b) What does Party 1 think of the other party   (c) What does the other party think of party 1. (d) Whose words would matter much to the  Party 1. ( e) Whom does the other party respect more .  (f) Whom does the party 1 wants to avoid in negotiation   (g) Whom all does he /she want to involve.

(Repeat the same with Party -2) .

ii)UNDERSTANDING THE PROBLEM

• What according to  Party 1 is the problem?
• What according to the  other party is the problem?
• What is the cause for the  problem?
• Who according to Party 1 is the source of the problem ?
• Who can help in resolving the problem?
• Who can aggravate the problem?
• What are the negative effects of the problem?
• How would the life be , with the problem getting resolved in mediation?
• (Revisiting:- (a)What is the actual problem ?

(b)What can be the probable possible solution acceptable to both the parties?

(Note; (ix) Should not be asked unless I to viii are covered.)

( The same exercise may be done with the other party and if need  be with some of the third parties)

  III) UNDERSTANDING THE SOLUTION

• What according to party 1 are the probable solutions?
• What according to the other party may be the solution for the problem?
• Are the suggested solutions achievable/workable?
• How can they be made  workable/achievable/
• Are there any  other options?
• Can the party think out of the box?
• Can party assign reasons as to why a particular option does not work?
• Can party give reason as to why a particular option should be honored by the other party?

Note:  Reading material on similar lines can be prepared  and given   providing guidelines for conducting  (i) initial joint sessions. (ii) intermittent joint sessions (iii) sessions with experts (iv) developing negotiation strategies (v) sessions with the counsels etc   

III). Advantages:

Giving role plays  and  asking the mediator  to try to gather information  is  not bad. However  giving reading material well before hand  will make the trainees playing the role of mediator aware of  how to proceed in a systematic manner. 

They learn the professional way of mediating .

Trainees know that mediation is not   something that is done without preparation.

Trainees   understand that the quality of mediation process is also  dependent on   “ what questions are to be asked when and why and how”.

Trainees can keep this reading material  for  guidance  for setting agenda, depending on the   facts and circumstances of the case  on hand.  

“ You just have to have the guidance to lead you in the direction until you can do it yourself”.

Tina Yothers – American  actress and singer

(All copyrights reserved by the author S.Susheela)

….TOT 138–WEEK 138

“I want more time”.

Some trainers think that there  efficiency is determined based on how long they are capable of holding the  session. Of course length of time  taken by a trainer also plays a role but it is not just the duration of the session  that decides the efficiency of the     trainer.  The decisive factors are (i)  how long a trainer  takes to draw the attention  of the  trainees/audience and (ii) how long  is he/she capable of  retaining  the attention of the audience. When these two vital aspects balances, the session  becomes more interesting and more productive too.

• How long a trainer  takes to draw the attention  of the  trainees/audience .

This depends also on the following aspects:

• The body language  of the trainer.
• The dress /presentable  factors related to the  trainer.
• The way in which the trainer  gets on  to the  training floor , stands -sits-moves around, in the first few minutes.
• Dignified and  graceful body movements
• Voice modulations.
• Eye contact with all the trainees.
• “A POWERFUL OPENING  STATEMENT/QUESTION ” – related to the  topic under consideration to be deliberated  by the speaker, evoking interest in the mindset of the trainees  towards the topic  and also towards the trainer.

II How long  is e trainer  capable of  retaining  the attention of the audience:-

1. Contents Vs time:Quantity of contents vis-a-vi the available time
2. What do I give:-Quality of contents
3. How much I should give : Quantity.
4. Segmentation : Division of  main  topic into sub topics, and each sub topics into further sub topics.
5. Setting the atmosphere: Beginning and Closing every sub topic  with one or two  powerful  sentence/s, which can never be forgotten by the trainees, and which  will make the trainees waiting to listen more to the trainer.
6. Use of silence: Giving a small break in the from of a pause..before moving on to the next sub topic.
7. Holding the thread of Connectivity: Bringing connectivity between one sub topic and the other so that  all the subtopics are  made inseparable  yet definite part/s of  a  single comprehensive presentation.
8. Chronology: Placement of sub topics in an order.., so that the thread of continuity is not torn.
9. Impressive and interesting presentation :-Using  various  tools like- slides- stories-case histories- questions- simulation exercises etc..

Advantages:-

Every sentence the speaker speaks gets underlined.

Trainees will get a feel  of the professionalism of the trainer.

They do not find any chaff .. but see only the spread of  grains.

Demand for more time:-

1. Professionalism lies in doing your best in the allocated time.
2. Thoughts like “I can cover this topic if only I am given “X” number of minutes or hours “, should not be  controlling  the trainer.
3. ‘What best can I do in the given time?’ should be the  decisive factor.
4. Where can I  avoid loss of time.. ?
5. How can I make the best use of every second of the  time slot given to me?

Why some demand for more time?

1. They begin the presentation with an opening  remark” This topic needs more time, and I have shortage of time”.  When they begin with this statement,  something from within keeps telling such trainers,  pulling them down ,  that, due to shortage of time,  the trainer  will not be able to give the  best.
2. They get into talking mode. They use more sentences than required .
3. They do not work on the examples  or  case histories meticulously.
4. They do not  sit with a timer  and work on the time chart before presentation to see , how long they can take on each example or  case history?
5. They spend more time on explaining very simple concepts in detail.
6. They give more number of examples where one or two would be sufficient.
7. They get struck with one or two sub topics, and do not move forward to other sub topics that are required to be covered.
8. They get moved by the response and questions asked by the trainees, give control of the time  factor to the audience. They do not master the skill of deferring.
9. They try to answer  every question/s  asked by the participants even though the same may not be related to the topic under consideration.
10. They get struck in the maze of repetition.

“Measure your words. Think twice, speak once.”

(All Copyrights reserved by the author S.Susheela)