Trainers and Mentors Glenn Miles Trainer Using the

Trainers and Mentors Glenn Miles

Trainer � Using the assigned objectives the trainer delivers the training � They ensure that they are aware of the overall training course so they can refer to other modules. � They then assess whether the student has understood the session through giving and marking their assignment

Mentor � The mentor provides support to the student ◦ To do their assignments ◦ To apply the knowledge to their work-place ◦ In examining their practical competencies

Qualities of a good Trainer � Confident � Know content � Clear & audible � Good Listener � Good reputation � Good awareness of how words and body language communicate � Sensitive to context � Dress decently � /appropriately � Good observer � Flexibility � Available � Reliable � Passionate � Create safe atmosphere � Rapport with trainees

Qualities of a good Mentor � Available � Patient and encouraging � Exemplary= walk the walk and walk their talk and talk their walk � Willing to walk together with the student � Good listener ◦ Barnabas and Mark ◦ Paul and Timothy ◦ Jethro and Moses � Emotional intelligence ◦ When and how to say things and respond appropriately. � Speaks truth in love and give constructive feedback � Knowledgeable and experienced � Good role model � Allowing the person to develop themselves rather than a clone of them. � Know themselves

Recruiting Trainers Talk to training managers in big orgs e. g. WV if you can borrow trainers � Think about who you know who is already known as a good trainer in your community and invite them. Not only well known pastors and Bible school teachers but those working directly with children. � ◦ Some may need encouragement and support to teach others. Listen out for when potential visiting speakers in the area; adjust timetable accordingly. � Try out trainers in the first module and see how students respond and check their knowledge. � Write a Directory of trainers for each context. � Invite trainers to introductory session for trainers to describe role and be available to respond to questions. �

Recruiting Mentors � Ask students to put on their application who should be their mentor (usually someone who is their manager or for managers a peer from a different equivalent organization). � Have a pool of other people who would be willing to be a mentor; managers, pastors and possibly trainers as well. � Invite to introductory session for mentors to describe what their role is and be available for questions.

Developing your trainers � Training of trainers introductory session ◦ Explain philosophy expectations – about preparation, being aware of the context, using local case studies, presenting their session, evaluating their session and giving feedback to course organisers and attending an overall feedback at the end of the course. ◦ Describe the course objectives and modules ◦ Describe different techniques of how to do teaching – not relying on lecture style but including work-shops in particular where there is learning from each other; offer additional session on this if required. ◦ Explain how to mark assignments. Support trainers and arbitrate if student disagrees with mark given for assignments.

Developing your mentors � Training of mentors introductory session ◦ Expectations of their role �Regular meeting with students between sessions �Check-list at the end of the course to evaluate practical competencies. �Being available for emotional support to your students � Being available as a mentor to the mentors to respond to questions and concerns they may have. � Use evidence to assess students. � Where there is arbitration issues when someone is considered not competent to support mentor in decision/support student and re-assess.