Unit 3: Presenting & Facilitating Training Diane Surratt

G-265: Basic Instructional Skills

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Unit 3: Presenting &

Facilitating Training

Diane Surratt &(Hilliard if he’ll ever marry me…)

Mike Hilliard

G-265: Basic Instructional Skills

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Unit Objectives

• Describe effective presenters

• Distinguish between effective

and ineffective techniques

• Distinguish between

presentation and facilitation

• Describe interpersonal skills required to

facilitate interactions

• Describe how to use training media effectively

• Identify techniques for putting yourself at ease

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Discussion: Effective Presenters

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Presentation Skills: Overview

Attending and Nonverbal

Communication

Using Your Voice

Attending your audience

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Attending to Your Audience

•Do:

• Clear your mind of all

distractions

• Face the participants

• Maintain a relaxed but

attentive stance

• Draw people in by

walking toward them

•Don’t:

• Talk with your back to

the group

• Place a barrier between

you and the participants

• Stand in a fixed

position, fidget, or shift

your weight

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Discussion: Barriers & Strategies

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Nonverbal Communications

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Presentation Skills: Overview

Attending and Nonverbal

Communication

Using Your Voice

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Using Your Voice

•Do:

• Speak loud enough to

be heard

• Vary the pace of your

presentation

• Slow down for important

parts

• Use the pause

•Don’t:

• Speak with a monotone

voice

• Be afraid of pauses

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Tips for Projecting Your Voice

• Have plenty of water to drink

Avoid tea and coffee to prevent dehydrating

your vocal area

• Stand when presenting (if possible)

• If the room is large, use Mike

• Take a deep breath

• Use short phrases and slow your pace

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Tips for Projecting Your Voice

• Lower your pitch to reduce stress and to make

your voice carry

• Don’t try to talk over noise or side

conversations

• Rest your voice between presentations and

take a drink of water

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Tips for Eliminating Fillers

• At transition points, or

when you hear yourself

adding a filler:

Pause

Take a breath

Gather your thoughts

Ladies and gentlemen, Diane

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Presenting vs. Facilitating

• Working in your table groups

1. Identify five differences between presenting

and facilitating

2. Summarize your work on the chart paper

provided. Select a spokesperson

3. Be prepared to present in 5 minutes

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Facilitation Skills Overview

• Encouraging Involvement

• Observing Nonverbal

Communications

• Asking Questions

• Responding to Answers:

Listening

Paraphrasing

Responding or Redirecting

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Encouraging Interaction

• Get everyone involved by:

Fostering participation

within the first hour

Asking for volunteers

Using the expertise in

the room

Using small groups

Acknowledging

responses

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Using Interactive Training Methods

• Role play

• Group discussion

• Case study/small group activity

• Simulation/drill

• Games

Page SM 3.15

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Engage, Don’t Lecture!

• Use content as a guide, not

a script

• Avoid verbatim reading of

PowerPoint visuals

• Summarize the points

being made

• Tell the class beforehand if

there is a critical point that

you do need to read

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Observing Participants

• Provides verbal and nonverbal

information about how the

participants are responding

• Helps determine when a group

understands information and is

interested in the topic

• Helps determine if participants

are bored or confused

• Turn to page SM 3.18

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Asking Effective Questions

• Questions should:

Be clear

Be simple

Be concise

Focus on a single issue

Not require more than

one answer

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A horrid example…

• Who attends the tactics meeting and how does

their participation support the overall incident

command structure when used in the Unified

Command format with administrative support

from a local emergency operations center as

run by an elected Mayor from Toronto…

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Asking Effective Questions

• Require more than a

one- or two-word

response

• Usually begin with

“what,” “why,” “when,”

or “how”

• Open up discussion

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Asking Effective Questions

• Require a one- or two-

word response

• Often begin with “can,”

“how many,” “do,” or “is”

• Get a quick status check

on the participants

• Close off discussion

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Listening Tips

• Always:

Keep an open mind

Maintain eye contact

Listen for the central

themes

Consider the speaker’s

nonverbal behaviors

and tone

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Activity: Listening Self-Assessment

• Working individually:

1. Complete the listening self-assessment

SM 3.25

2. Identify steps you can take to improve your

listening skills

3. Be ready to discuss the

assessment in 5 minutes

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Paraphrasing

• Paraphrases should:

Summarize

Be in your own words

Remain neutral

Demonstrate that

you listened

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Activity Part 1: Paraphrasing

• Working in your table groups:

1. Write one challenging statement that you think

course participants are likely to say during

training

2. Be prepared to read the statement as if you

were that course participant

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Activity Part 2: Paraphrasing

• Working individually:

1. Listen to each statement

2. Write down word-for-word how you would

paraphrase this statement

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Bridging Communications

• Approach others with interest

and openness

• Speak slowly and clearly

• Ask for clarification

• Check your understanding

frequently

• Avoid generational or cultural

idioms

• Be careful of jargon

• Be patient

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Participant Responses

• Remember to:

Acknowledge

participant responses

Never judge a person’s

response

Never declare an

answer wrong

Listen!

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Handling Unclear/Incorrect Responses

Response is… Then…

Unclear Ask a clarifying question

Allow the participant to rephrase or clarify

the response

Incorrect Use additional questions

Reinforce and build on the correct elements

Allow other participants to help

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Tips for Putting Yourself at Ease

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Control Your Nerves

• Prepare ahead of time

• Practice the presentation

• Connect with the audience

• Convert nervousness into

positive energy

• Maintain a sense of humor

• Know that there is no such thing

as perfect presentations

• Realize that your audience

wants you to succeed

• Know it is okay to pause

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Using Training Media Effectively

• Test all equipment

• Have a backup plan

• Label light switches

• Preview all media fully

• Organize media items by

lesson

• Become proficient in new

technology before using it

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Thoughts

• Turn to pages SM 3.36 to -39

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Unit Summary

• Are you now able to:

Describe effective presenters?

Distinguish between effective and ineffective

techniques?

Distinguish between presentation and

facilitation?

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Unit Summary

• Are you now able to:

Describe interpersonal skills required to

facilitate interactions?

Describe how to use training media

effectively?

Identify techniques for putting yourself at

ease?