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■■Language proficiency, e.g:If it’s an English training or seminar workshop, they always look for a trainer whohas a facility in the ... English language. [EPI-1: 155]■■Relevant teaching experience, e.g:They [trainers] should have practiced what they are preaching. That’s arequirement. [SHDI-1: 289]■■Understanding of the topic, e.g:If the participants know that this person is an authority ... when it comes to thefield of whatever the topic is... Somehow we get confident ... I would consider such[a] trainer to be a qualified one. Sort of an authority in that line. [STI-4: 168]In addition, the same part of the data also made frequent reference to threefurther, more ‘process-oriented’ attributes needed by trainers, as follows:■■Communication skills (this was not perceived to be same as languageproficiency, but rather, the way in which language was used), e.g:I mean, if they deliver their spiel ... in a boring manner... that will hinder yourunderstanding or absorbing whatever is talked about. [TEFG4: 168-172]■■Facilitation skills (i.e., those needed for successfully handling interactive,participant-oriented parts of the training process), e.g:The trainer ... must be sensitive [about] why this person or teacher is notlistening... So, maybe he could ask a question or he could inject a humour ...maybe an activity will do also... [ETI-4: 205]■■Personality traits (the primary concern here was with those aspects ofpersonality that would enable empathy with the trainee point of view), e.g:A trainer has to be patient... accommodating... not easily ... irritated byquestions of teachers left and right... always ready to respond to ... queries orproblems. [SI-2: 95]Perceptions of these kinds were also strongly echoed by the responses to Qs.12-15 in the questionnaire, as Table 3 below indicates.322 | Best Practice INSET