Trainer:Master of many roles


My name is Kirilka Angelova /Kiki/ . I am group dynamic trainer, expert in assessment center, soft skills trainer, entrepreneurship tariner and human rights trainer. With 10 years experience .From 2008 I am a co-founder of EVENTTEAM, a profit company that is specialized in delivering trainings and developing people’s skills. I have long history of developing people’s skills from different structures, including business and governmental one. In my portfolio are organizations like: Unicredit Bulbank, Kempinski hotels, Embassy of South Africa, Renault Nissan Bulgaria, Schneider electric, Balkanstar Auto France 3000, Eurolese Auto, Cvidya, Medihelp International, Nielsen Company, Ministry of Education, CEZ Group etc. The topics I have strong expertise are: communication skills, building and developing teams, negotiation, conflict management, personal and professional development, motivation, leadership, organizational development, entrepreneurship and human rights. I am also engaged with non-profit sector. For the past 6 years I am a Business volunteer in Junior Achievement Bulgaria working with youths and teachers . I am also engaged with C.E.G.A. Foundation for past 4 years..I am working Friedrich Ebert Bulgaria as external trainer in Training for Youth Political Leaders. In 2014 I become external trainer of Dorea Educational Institute based in Cyprus and as a an expert and external trainer of National Association of Foster Care in Bulgaria. I am part of pool of trainers of Salto Youth – am working within the Erasmus+ Youth programme, the EU programme for education, training, youth and sport . I am Professional Fellow under the topic “Sustaining Civic Participation in Minority Communities”, program funded by the U.S. State Department Bureau of the Educational and Cultural Affairs.

aaeaaqaaaaaaaafsaaaajdu5mjeznjeylwvmzmitndm2zs04m2qxltqxnjdlythhytljzqTrainer makes plans, inventions, new discoveries, by putting different talents together; and his discoveries become more subtle and penetrating as he learns to combine his talents in complex and intimate ways. Trainers do much more than train people.


In 1983 the American Society for Training and Development (McLagan & McCullough, 1983) identified fifteen roles of the training element of HRD. These are:
1. evaluator
2. group facilitator
3. individual-development counselor
4. instructional writer
5. instructor
6. manager of training and development
7. marketer
8. media specialist
9. needs analyst
10. program administrator
11. program designer
12. strategist
13. task analyst
14. theoretician
15. transfer agent
Thirty-one competencies also were identified as necessary to fulfill these roles. Because the fifteen roles deal primarily with the instructional aspect of HRD, they are limited in scope. To fit the broader, generalized pattern of the field, the following are proposed to represent the major roles of the HRD professional:
1. facilitator
2. communicator
3. writer
4. analyst/evaluator
5. psychologist
6. anthropologist
7. leader/motivator
8. manager
9. marketer
10. financial analyst
11. computer user
There are other roles, of course, but these represent most of the functions that trainers performed . Here are main 😉

In the training room

FACILITATOR – though a person of many roles, a trainer is most of all a facilitator of learning. Being a facilitator provides a common focus for all trainer roles. Flexibility is essential in this role; the situation may call for the facilitator to be active (maintaining total control of the process) or to adapt at any stage along the continuum, including being totally passive.Several important developments have direct bearing on the role of the facilitator. These are:

1. Adult learning theory. Research in this area has shown that adults control their own learning to a large extent. Thus, the trainer’s role truly is to facilitate the learning process rather than to “teach” in a traditional sense.
2. Whole-person concepts. Awareness of the physical and spiritual needs of learners can help trainers to be more effective in facilitating cognizant or psychological change.
3. Our “information society.” Because so much information is available, the trainer must sort out a “digestible” amount of pertinent information for each training situation.

Present this, present that

COMMUNICATOR – communication is the essence of training; good trainers are good communicators. The trainer must be skilled in delivering and interpreting both verbal and nonverbal communication. The role of trainer as communicator involves two subroles:
1. communicating as the means of facilitating learning.
2. providing communication training to others.

Setting an example for learners is an integral part of the second subrole. Various levels of communication training also are provided as part of most other types of training, such as supervisory skills and assertiveness training. Because communication skills are necessary in most aspects of life, they must be some of the trainer’s principal strengths.

Getting ready

WRITER – there are three things to hope for when writing: “that the reader will read it, understand it, and remember it” . If communication is the essence of training, writing is the fabric that holds it together. Trainer must be able to communicate (and, often, to teach others how to communicate) in a variety of written media, including:

1. Training materials: training plans, lesson plans, handouts, and experiential materials;
2. Audiovisual media: visual aids, scripts, and storyboards;
3. Courseware: for computer-assisted instruction;
4. User documentation: textbooks, participant work books, and operator instructions; 5. Everyday correspondence: letters, memorandums, reports, and evaluations.

Training materials

ANALYST/EVALUATOR – The times we live in have been called the systems age. The concept of systems analysis—viewing the “big picture” before breaking it into its components—is one useful result of the systems approach. Evaluation is a special form of analysis. It is analysis applied “after the fact,” performed to determine if the action taken has achieved the objectives established in the front-end analysis.However, evaluation is not always the last step in the process.The role of trainer as analyst/evaluator includes several subroles. These are:
1. needs assessment
2. task and skills analysis
3. training planning
4. performance evaluation.
5. training evaluation.
6. instrumentation


 BEHAVIORAL SCIENTIST -an understanding of human behavior is essential to effective training. Studying the behavioral sciences involves more than experiential learning from daily interactions with others. Practical experience should be supplemented with more formal learning. The trainer as behavioral scientist functions as both psychologist and anthropologist. This distinction is somewhat arbitrary because human behavior is so complex, but these two roles encompass most of what the trainer as behavioral scientist does.

There are several subroles of trainer as psychologist. These include:
1. counselor
2. learning theorist (with emphasis on adult learning theory)
3. conflict manager
4. stress manager
5. whole-person developer
6. mind expander
7. life-cycle expert

Soft Skills trainer

LEADER/MOTIVATOR -leadership is getting things done through others. Whereas management has to do with procedures, principles, and operations, leadership involves personal interactions and emotions—the human element of human resources. An understanding of human behavior enhances leadership because leadership involves influencing the behavior of others, interpersonal relationships, and teamwork. Motivation is an integral part of leadership. Whether they be physiological or psychological, motives influence behavior. The trainer as leader/motivator is involved in:
1. leading/motivating learners
2. executive and supervisory development
3. human relations training
4. motivational aspects of sales training
5. mentor/protégé relationships and training.
11102010_789941571104252_4324762932991831522_oMANAGER -management traditionally includes functions such as planning, coordinating, staffing, directing, delegating, and controlling. It may involve managing people, managing resources, or managing oneself. The job of the trainer as manager includes such functions as:
1. Managing the training function or some portion of it (people and/or resources).
2. Management development (training others to be managers);
3. Dealing effectively with other managers and organizational groups;
4. Making organization development interventions; and
5. Managing one’s own time, tasks, and professional development.
MARKETER -marketing, whether it involves advertising, selling, predicting consumer needs and trends, working toward the acceptance of an idea or program, or merely facilitating some type of exchange, has become a major task of most organizations.

What else?

FINANCIAL ANALYST – may trainerss are required to perform the following tasks:
1. budgeting and forecasting
2. estimating the costs of training
3. determining the cost effectiveness of training
4. conducting training in finance
5. determining productivity
6. providing data for accounting
7. pricing training products

…ande even more?
Me as a trainer …10 years are not too much but are not less experience . So what is it to be a trainer? A whole junble of thoughts come to mind when I start thinking what is beeing a trainer: Wild. Top. Fun. Outrageous. Crazy. Pasion. Perpetual motion. The give-and – take. Meetings. People. Learning. Educating. Life. Incredible people. Big decision. Real game. Lots of swings. Sitations. Travel. Process. Implemetation. Learning. Education. Trips …etc.It’s as good as it gets! Like every job, though, it has its pluses and minuses – but the good sure oberwhelms the bad. There’s no such a thing as typical day. You never know whats around the corner. Everyone trainer does it differently, and there’s no right ot wrong way to do your job – you are learning all the time if you want to, it’s all about efficiency there is no magic formula.

The last thing we learn about ourselves is our effect – personal mastery entails honing our effectiveness in the world through brave self-observation. Changing one’s world view, is actually easier than overcoming chemical dependence, and people break such deadly habits all the time.It is like in the story of Pinocchio, it is the master’s love and the behavior of love that brings the puppet to life. It may be that way with personal mastery. Only to the extent that we are willing to step into these practices and give them life do they have the potential to shape our destinies and those of the organizations we form. The catalyst missing from such efforts is the inside-out change offered by personal mastery. I doubt that the best team players can be made by teaching the external strategies of teamwork alone. To be constructive members of a team, people must examine their attitudes about collaborating with others, resolving conflict, coping with mistakes (their own and others’), dealing with anger and fear, and so on. That comes from the never-ending pursuit of personal mastery of our personal example. It is all about involving and enggaing.

The only way not to work is to love what you do. And I really do love my job.

Master greetings for me,



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