Concept of Training and its approach:

2.1: Concept and Meaning of Training and ToT:
Training: “I never teach my pupils, I only attempt to provide the conditions which they can learn” -(Albert Einstein)
? Training is a process of acquiring necessary knowledge, attitude & skill that are required to perform a job better;
? Training is transfer of applied information for being able to do something better;
? Training is directly linked to knowledge, attitude and skill. The traditional type of training focus mostly on skills, less on knowledge and the least on attitude. But modern types address attitudinal aspects as well as skills and cognitive aspect;
? Training is the process to fill the gap between the desired performance and actual performance ;
? Training should be viewed as an educational process, which involves the creation and acquisition of knowledge awareness and skills. It is not only for `knowing more’ but `behaving differently’. The focus is not upon information alone mere knowledge in itself is insufficient but upon consciousness rising. It helps in building up one’s critical consciousness examining one value, attitudes & orientations.
? Training is an educational process which involves the creation and acquisition of knowledge, awareness and skills. It is not only the act for behaving differently. It helps in building up one’s critical consciousness examining values, attitudes and orientations.

Concept of Training:

ToT: Training of Trainers (ToT) is a form of training imparted to an individual with a view to preparing him/her for his/her future role as a trainer. This is a process which aims to develop his/her capabilities and capacities of imparting training to others as a skilled professional. ToT also aims to help organizations to build their own cadre of trainers. Thus ToT has a dual role to play: the individual growth and the organizational growth.

The focus of ToT is not only to build a cadre of trainers, but also to develop necessary orientation, awareness and abilities to perform a catalytic role as facilitators of change.

2.2: Key Elements of ToT
There are five basic elements of ToT, which play a major role in shaping the structure and strategy of the training process. Which are as follows:
a) Training goal
b) The trainer (resource person)
c) Target group (the trainees)
d) Training course
e) Training approach
a. Training Goal
Training of Trainers is characterized by a definite goal orientation. The major thrust is not so much on ‘transfer of information or expertise” as on “sharing of ideas and experiences”. Also, the ultimate objective of training is not so much oriented towards the gain in knowledge as on “change in ideas and attitudes”. Likewise, the major thrust of the activity is not so much to produce skilled professionals or efficient workers as to prepare a cadre of facilitators of change.
Unlike other training programmes where the objectives are outlined in terms of the requirements of a particular job or employment, in ToT it is the user’s need that provides the base for the structure and strategy of the training. It is, therefore, essential that the training design of ToT is outlined in the light of the outcome of a training needs assessment.
b. The Trainer/ Resource Person
Although the place and role of a trainer has special significance in all types of training, yet, in ToT the trainer is the key element. Some of the important roles which a trainer is expected to play , shown as below:
a) Understanding the training needs of the target group;
b) Developing the outline of the course contents in accordance with the requirements of the trainees;
c) Preparing the subject matter;
d) Understanding the principles and practices of suitable training methods;
e) Arranging training infrastructure;
f) Conducting the training;
g) Assessing the impact of the training;
h) Taking necessary follow-up action.

Sometimes the efforts of a trainer need to be supplemented by a resource person, who may belong either to the same organization or may be from an outside agency. In both cases, however, the competencies and the responsibilities of the trainer will remain the same.

c. Target Group / the Trainees
ToT puts a lot of emphasis on trainees. It is neither possible nor desirable for any trainer to know everything about all of them. What is relevant is to know what concerns the training programme. For example, it is useful to know the characteristics of the trainees and their potentialities to undertake the tasks for which they are being trained.
Broadly speaking it will be worthwhile to know the physical, socioeconomic, intellectual and psychological characteristics of the trainees. In other words, the background information about physical factors such as age and key socio-economic characteristics such as income, intellectual traits , level of knowledge, skills, language, psychological characteristics , attitudes and values, if known in advance, help the trainer to plan the contents and approach of the training more realistically.
d. Training Course
As pointed out earlier, it is on the basis of the outcome of a training needs assessment that the course contents and their sequencing is to be outlined. As regards the subject matter to be covered under each course, the trainer/resource person should make use of different types of materials according to his/her own experience, the expertise of subject matter specialists and experience sharing with fellow professionals. Once the material on the subject matter has been collected through different sources, the next step, to design the course contents, is to determine the sequence of lessons in a particular course. Such sequencing can be made on the basis of some major criteria like job performance order, logical order and psychological order.

e. Training approach
The use of proper training approach is a prerequisite of the effectiveness of conducting a training programme. The selection and use of such approaches/methods becomes all the more crucial as the participatory nature of the activity demands that the training should be not only educative, but equally stimulating. Use of a single most effective approach or combination of approaches promotes greater interaction between the trainer and the trainee and, hence, creates a productive learning experience. Although there may be various approaches of imparting training, yet, mainly two approaches are adopted. They are based on i) instructional methods, and ii) group participation methods. While the instructional approach mainly uses lecture method under a classroom situation, the group participation approach uses such methods as discussions, workshops, seminars, field trips and study tours.
None of the above mentioned approaches is singularly suitable or sufficiently effective for any training activity. Every approach has its own advantage or disadvantage. It is from this angle that there is a need to make proper selection quite carefully, taking into account a number of factors and go for the most appropriate one. In most of the cases, however, the training programmes have to employ a combination of approaches. The choice for selecting suitable training approach/approaches depends on certain basic assumptions, as under:
a) The trainees have different backgrounds regarding their past knowledge and work experience which have significant bearing on their learning process.
b) The trainees learn most in a situation that encourages their participation in the learning process.
c) No single approach is effective enough to ensure the maximum impact in terms of learning experience.
d) Effective use of a particular approach depends on the intelligence and skill of the trainer.
e) The trainer, to whatever extent skilled and intelligent he or she may be, has to understand that the efficiency of the job performance depends on one’s continuous growth in knowledge and experience.
For this he/she has to first ‘de-learn’ in order to learn the skill of seeking active involvement of the learners in the learning process during the course of training. Then only the process of learning the principles and practices of training starts.
This process of learning has to continue throughout his/her professional career as a trainer.

2.3: Steps in Organizing a Training Programme
The following steps need to be taken to develop & organize a training Course:

I) Training Needs Assessment (TNA): This is perhaps the very foundation on which the whole structure of training is to be designed, as it is always the user need based training which attracts wholehearted interest and involvement of the trainees and delivers the expected benefits.

II) Setting the Goal: With definite goal orientation the training programme has the obvious advantage of the needed direction, and, therefore, this step is quite vital to the success of the ventured exercise.

III) Determining the Training Contents: The contents of a training course have to be designed in accordance to the set goal of the training programme and also as per training needs of the target group. This can be done by adoption of measures mentioned below.

IV) Developing an Action Plan: One of the essential requirements of an action plan for a training programme is that it should be based on the following points:
? Proper scheduling of training activities.
? well specified purpose.
? clearly specified course contents.
? adequately listed training materials and equipment.
? Identification of qualified resource persons.
? Selection of appropriate training methods.
? deciding the approach of involving trainees in different training activities.
? listing the critically practical assignments for the trainees.
? systematically designed evaluation plan of the training, both during and after the training course.
? Strategy for follow-up action.

V) Ensuring Job Efficiency during a Training Session
Much of the success of a training course depends on the performance of the training or resource person during a particular session, in which he/she has been assigned a talk to be delivered on a specific topic. In case of advanced training courses, the job efficiency may also relate to the skill of technical presentation through the use of audio-visual aids. There are certain measures which are usually recommended to enhance the job efficiency of the trainer. Some of the important ones are:
a) Proper collection of the reference material as relevant to the course title.
b) Thoroughly review of literature, keeping in view the subject matter.
c) Preparation of the outline and outline should include:

? Course title
? Lesson title
? Time allotted
? Objectives
? Needed training materials/aids
? Training method to be adopted
? Main content of the talk
? Concluding note
? Theme/topic leading to discussion
? Type of practical assignment to the trainees

d) Presentation is important as the preparation of the outline. It should be marked by the following:
? Introduce the topic in a clear way.
? Relate the session with previous lesson.
? Emphasize the importance of the theme and the
purpose of the session.
? Give motivation for the new learning experience -
? Coverage of the subject matter.
? Give a summary along with review of main points.
? Relate with the next lesson.