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Train-the-Trainer
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Corporate Training Materials All of our training products are fully customizable and are perfect for one day and half day workshops. You can easily update or insert your own content to make the training more relevant to participants. Our material is completely customizable and is backed up by a 90 day 100% no questions asked money back guarantee!
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TABLE OF CONTENTS Preface .............................................................................................................................................. 3
What is Courseware? ................................................................................................................................ 3
How Do I Customize My Course? .............................................................................................................. 3
Materials Required ................................................................................................................................... 4
Maximizing Your Training Power .............................................................................................................. 5
Icebreakers ........................................................................................................................................ 6
Icebreaker: Friends Indeed ........................................................................................................................ 7
Training Manual Sample ..................................................................................................................... 8
Sample Module: Understanding Training and Facilitation ....................................................................... 9
Instructor Guide Sample ................................................................................................................... 15
Sample Module: Understanding Training and Facilitation ..................................................................... 16
Activities ......................................................................................................................................... 25
Quick Reference Sheets .................................................................................................................... 28
Certificate of Completion ................................................................................................................. 30
PowerPoint Sample .......................................................................................................................... 32
Full Course Table of Contents ........................................................................................................... 38
Preface
What is Courseware? Welcome to Corporate Training Materials, a completely new training experience!
Our courseware packages offer you top-quality training materials that are customizable, user-friendly, educational, and fun. We provide your materials, materials for the student, PowerPoint slides, and a take-home reference sheet for the student. You simply need to prepare and train!
Best of all, our courseware packages are created in Microsoft Office and can be opened using any version of Word and PowerPoint. (Most other word processing and presentation programs support these formats, too.) This means that you can customize the content, add your logo, change the color scheme, and easily print and e-mail training materials.
How Do I Customize My Course? Customizing your course is easy. To edit text, just click and type as you would with any document. This is particularly convenient if you want to add customized statistics for your region, special examples for your participants’ industry, or additional information. You can, of course, also use all of your word processor’s other features, including text formatting and editing tools (such as cutting and pasting).
To remove modules, simply select the text and press Delete on your keyboard. Then, navigate to the Table of Contents, right-click, and click Update Field. You may see a dialog box; if so, click “Update entire table” and press OK.
(You will also want to perform this step if you add modules or move them around.)
If you want to change the way text looks, you can format any piece of text any way you want. However, to make it easy, we have used styles so that you can update all the text at once.
If you are using Word 97 to 2003, start by clicking the Format menu followed by Styles and Formatting. In Word 2007 and 2010 under the Home tab, right-click on your chosen style and click Modify. That will then produce the Modify Style options window where you can set your preferred style options.
For example, if we wanted to change our Heading 1 style, used for Module Titles, this is what we would do:
Now, we can change our formatting and it will apply to all the headings in the document.
For more information on making Word work for you, please refer to Word 2007 or 2010 Essentials by Corporate Training Materials.
Materials Required All of our courses use flip chart paper and markers extensively. (If you prefer, you can use a whiteboard or chalkboard instead.)
We recommend that each participant have a copy of the Training Manual, and that you review each module before training to ensure you have any special materials required. Worksheets and handouts are included within a separate activities folder and can be reproduced and used where indicated. If you would like to save paper, these worksheets are easily transferrable to a flip chart paper format, instead of having individual worksheets.
We recommend these additional materials for all workshops:
• Laptop with projector, for PowerPoint slides
• Quick Reference Sheets for students to take home
• Timer or watch (separate from your laptop)
• Masking tape
• Blank paper
Maximizing Your Training Power We have just one more thing for you before you get started. Our company is built for trainers, by trainers, so we thought we would share some of our tips with you, to help you create an engaging, unforgettable experience for your participants.
• Make it customized. By tailoring each course to your participants, you will find that your results will increase a thousand-fold.
o Use examples, case studies, and stories that are relevant to the group.
o Identify whether your participants are strangers or whether they work together. Tailor your approach appropriately.
o Different people learn in different ways, so use different types of activities to balance it all out. (For example, some people learn by reading, while others learn by talking about it, while still others need a hands-on approach. For more information, we suggest Experiential Learning by David Kolb.)
• Make it fun and interactive. Most people do not enjoy sitting and listening to someone else talk for hours at a time. Make use of the tips in this book and your own experience to keep your participants engaged. Mix up the activities to include individual work, small group work, large group discussions, and mini-lectures.
• Make it relevant. Participants are much more receptive to learning if they understand why they are learning it and how they can apply it in their daily lives. Most importantly, they want to know how it will benefit them and make their lives easier. Take every opportunity to tie what you are teaching back to real life.
• Keep an open mind. Many trainers find that they learn something each time they teach a workshop. If you go into a training session with that attitude, you will find that there can be an amazing two-way flow of information between the trainer and trainees. Enjoy it, learn from it, and make the most of it in your workshops.
And now, time for the training!
Icebreakers
Each course is provided with a wide range of interactive Icebreakers. The trainer can utilize an Icebreaker to help facilitate the beginning of the course, as it helps “break the ice” with the participants. If the participants are new to each other, an icebreaker is a great way to introduce everyone to each other. If the participants all know each other it can still help loosen up the room and begin the training session on positive note. Below you will see one of the icebreakers that can be utilized from the Icebreakers folder.
Icebreaker: Friends Indeed
Purpose
Have the participants moving around and help to make introductions to each other.
Materials Required
• Name card for each person • Markers
Preparation
Have participants fill out their name card. Then, ask participants to stand in a circle, shoulder to shoulder. They should place their name card at their feet. Then they can take a step back. You as the facilitator should take the place in the center of the circle.
Activity
Explain that there is one less place than people in the group, as you are in the middle and will be participating. You will call out a statement that applies to you, and anyone to whom that statement applies must find another place in the circle.
Examples:
• Friends who have cats at home • Friends who are wearing blue • Friends who don’t like ice cream
The odd person out must stand in the center and make a statement.
The rules:
• You cannot move immediately to your left or right, or back to your place. • Let’s be adults: no kicking, punching, body-checking, etc.
Play a few rounds until everyone has had a chance to move around.
Training Manual Sample
On the following pages is a sample module from our Training Manual. Each of our courses contains twelve modules with three to five lessons per module. It is in the same format and contains the same material as the Instructor Guide, which is then shown after the Training Manual sample, but does not contain the Lesson Plans box which assists the trainer during facilitation.
The Training Manual can be easily updated, edited, or customized to add your business name and company logo or that of your clients. It provides each participant with a copy of the material where they can follow along with the instructor.
Sample Module: Understanding Training and Facilitation Depending on the need of your participants, you may be called to provide training, or facilitate a discussion of ideas. This module will help to determine which approach you need in a particular situation.
Knowing is not enough; we must apply. Willing is not enough; we must do.
Johann Wolfgang von Goethe
What is Training?
Learning can take many forms, and in terms of training, our goal is to bring about a behavioral change in something that we do. Training is not an event, where we attend a workshop one day and expect the desired behavior to take place the next day. Training is really a process. It begins before our participants even sign up for a class and continues right up until the new knowledge, skills, and attitudes are applied regularly.
Training includes:
The purpose of training is to deliver results. We make training available when we want to improve performance in some way, because we believe that it will help to move an organization from where we are right now, to where we want to be.
Presenting is something that can take place in training or a meeting, and your presentation skills come with you. If you are one of those people that get complimented because you have great speaking skills, good pacing, and quality materials, then you already have great presentation habits. On the other hand, if you are someone that tends to mumble if you are tired, or you don’t inject inflection into your voice, then you can develop those skills.
Sometimes trainers rely on their presentation skills to get a point across, but not all training is presenting. A lot of training is delivered in other ways, such as demonstration, case studies, exploration activities, games, and guided practice.
When do we need training?
Lack of performance does not always mean that there is training needed. There are several areas to consider BEFORE even looking at training as a consideration.
Identifying the need for new
learning to take place
Securing management buy-in for training to
be developed
Creating participant-
centered learning opporutnities
Evaluating the effectiveness of
the training offered
Determine the type of need.
• Is there a gap between high and low performers? If so, what is one group doing that the other isn’t?
• Is there a real opportunity for improvement? We like to think, especially as trainers, that there is always something to learn and room for growth. In looking at the gap you have just identified, is there room for that growth to take place?
• When you have new products, equipment, or regulations, the indication for training may be very clear. Try to provide training early so that there is no slowdown in performance as the changes take place.
Who needs the training?
• Identify the level of the organization that is being impacted by the need you identified in Step 1. Problems or deficiencies can exist specific to an individual or to a job.
• Future planning may mean that an entire shift of people or an organization need training, which would be the case if you are opening a new plant, for example.
Make sure that you need training.
• If the gap really exists because of performance issues, attitudes, or capacity for learning, then training is not what you need. Despite what we may like to think, we cannot train all people to do all things.
Do the systems support you?
• We can train people for all kinds of things, but if the systems in place don’t support your training, performance will not improve. If Jean finishes her work every day by 3:00 in the afternoon, and you continually scan the office to see who is behind and give extra work to Jean, she just might eventually learn to make her work extend until 5:00 anyway, so that you stop giving her that extra work.
• Does Jean need training to improve her performance? Of course not. Jean was being punished for performing well since there was no incentive for getting more work done than everyone else. In addition to that, the other staff was being rewarded for their slower performance since Jean was picking up the slack.
• While her colleagues might benefit from training that helps them be more efficient, the other aspect to consider is that Jean needs an incentive to do more than the minimum daily expectations.
Would coaching suffice where training is considered?
• Sometimes people don’t actually need a full training program. A supervisor with skill in identifying gaps and providing coaching could potentially provide the support that is needed in 10-minute sessions of focused coaching. Sometimes our employees just need their concerns addressed, questions answered, or a skill demonstrated.
• Sometimes we tell supervisors that they are now coaches, but they may not know how to coach. They may not understand what a powerful tool coaching is, and so it’s up to you to help them. (Could your coaches use some training?)
• On the job coaching (and training) can be a very good return on your investment, rather than long training sessions. Coaching can provide that “just in time” support that provides the employee with the information that they really need to move ahead.
What is Facilitation?
Whereas a trainer can have knowledge that participants do not have coming into a workshop, a facilitator may not have the same knowledge or expertise in the particular subject matter that the participants do. The role of the facilitator is to provide an experience in sharing, discussion, learning, and openness for participants. As a result, although we may use the terms trainer and facilitator interchangeably at times, there are tangible differences.
Can you think of some possible differences?
Identifying Appropriate Situations
A facilitator uses their knowledge of group processes and dynamics when planning their meeting. They might make use of their skills to run a meeting or a workshop where participants are considering problems, addressing pressing business needs, or planning for the future. Just like in skills training, a facilitator needs to have an agenda, specific objectives, and a plan for how the meeting
will go.
Facilitating requires the following basic skills:
• Make sure everyone participates
• Make sure everyone understands the problem(s) being addressed and is focused on them
• Protect participants from any kind of backlash or abuse by creating and maintaining a safe environment
Provide regular check-ins and follow-up within the session. When people get involved in a facilitated group, they need to know whether they are still on track and that they are making progress. In addition, they need frequent interaction with the facilitator to inject energy, keep them on track, and also to allow some of what they do to sink in.
One way to bring it all together is to check in with the group and record their progress on a large flip chart or whiteboard at the front of the room. This will facilitate guided discussion, mind-mapping, and exploration. Keeping the group focused and together in this way also helps to foster the cohesiveness of the group.
Instructor Guide Sample
On the following pages is a sample module from our Instructor Guide. It provides the instructor with a copy of the material and a Lesson Plans box. Each Instructor Guide and Training Manual mirrors each other in terms of the content. They differ in that the Instructor Guide is customized towards the trainer, and Training Manual is customized for the participant.
The key benefit for the trainer is the Lesson Plan box. It provides a standardized set of tools to assist the instructor train that particular lesson. The Lesson Plan box gives an estimated time to complete the lesson, any materials that are needed for the lesson, recommended activities, and additional points to assist in delivering the lessons such as Stories to Share and Delivery Tips.
Sample Module: Understanding Training and Facilitation Depending on the need of your participants, you may be called to provide training, or facilitate a discussion of ideas. This module will help to determine which approach you need in a particular situation.
Knowing is not enough; we must apply. Willing is not enough; we must do.
Johann Wolfgang von Goethe
What is Training?
Estimated Time 10 minutes
Topic Objective To define training and presenting.
Topic Summary Understanding your purpose for delivery will help you to design the best kind of program.
Materials Required Flip chart paper and markers
A copy of Worksheet: What is Training for each participant.
Planning Checklist Make sure you print out one worksheet per participant.
Recommended Activity
Arrange participants in small groups of three to four to discuss the questions on their worksheet and find the answers in the workbook material.
• How will you know if training is the right approach for a gap that you have identified?
• List three skills that a trainer exhibits.
• List three elements of a presentation.
Delivery Tips Having more than one way to determine your groups for activities will allow more people to meet one another.
Review Activity Ask participants to give examples of training versus presenting.
Learning can take many forms, and in terms of training, our goal is to bring about a behavioral change in something that we do. Training is not an event, where we attend a workshop one day and expect the desired behavior to take place the next day. Training is really a process. It begins before our participants even sign up for a class and continues right up until the new knowledge, skills, and attitudes are applied regularly.
Training includes:
The purpose of training is to deliver results. We make training available when we want to improve performance in some way, because we believe that it will help to move an organization from where we are right now, to where we want to be.
Presenting is something that can take place in training or a meeting, and your presentation skills come with you. If you are one of those people that get complimented because you have great speaking skills, good pacing, and quality materials, then you already have great presentation habits. On the other hand, if you are someone that tends to mumble if you are tired, or you don’t inject inflection into your voice, then you can develop those skills.
Sometimes trainers rely on their presentation skills to get a point across, but not all training is presenting. A lot of training is delivered in other ways, such as demonstration, case studies, exploration activities, games, and guided practice.
When do we need training?
Lack of performance does not always mean that there is training needed. There are several areas to consider BEFORE even looking at training as a consideration.
Identifying the need for new
learning to take place
Securing management buy-in for training to
be developed
Creating participant-
centered learning opporutnities
Evaluating the effectiveness of
the training offered
Determine the type of need.
• Is there a gap between high and low performers? If so, what is one group doing that the other isn’t?
• Is there a real opportunity for improvement? We like to think, especially as trainers, that there is always something to learn and room for growth. In looking at the gap you have just identified, is there room for that growth to take place?
• When you have new products, equipment, or regulations, the indication for training may be very clear. Try to provide training early so that there is no slowdown in performance as the changes take place.
Who needs the training?
• Identify the level of the organization that is being impacted by the need you identified in Step 1. Problems or deficiencies can exist specific to an individual or to a job.
• Future planning may mean that an entire shift of people or an organization need training, which would be the case if you are opening a new plant, for example.
Make sure that you need training.
• If the gap really exists because of performance issues, attitudes, or capacity for learning, then training is not what you need. Despite what we may like to think, we cannot train all people to do all things.
Do the systems support you?
• We can train people for all kinds of things, but if the systems in place don’t support your training, performance will not improve. If Jean finishes her work every day by 3:00 in the afternoon, and you continually scan the office to see who is behind and give extra work to Jean, she just might eventually learn to make her work extend until 5:00 anyway, so that you stop giving her that extra work.
• Does Jean need training to improve her performance? Of course not. Jean was being punished for performing well since there was no incentive for getting more work done than everyone else. In addition to that, the other staff was being rewarded for their slower performance since Jean was picking up the slack.
• While her colleagues might benefit from training that helps them be more efficient, the other aspect to consider is that Jean needs an incentive to do more than the minimum daily expectations.
Would coaching suffice where training is considered?
• Sometimes people don’t actually need a full training program. A supervisor with skill in identifying gaps and providing coaching could potentially provide the support that is needed in 10-minute sessions of focused coaching. Sometimes our employees just need their concerns addressed, questions answered, or a skill demonstrated.
• Sometimes we tell supervisors that they are now coaches, but they may not know how to coach. They may not understand what a powerful tool coaching is, and so it’s up to you to help them. (Could your coaches use some training?)
• On the job coaching (and training) can be a very good return on your investment, rather than long training sessions. Coaching can provide that “just in time” support that provides the employee with the information that they really need to move ahead.
What is Facilitation?
Estimated Time 10 minutes
Topic Objective To understand what facilitation is.
Topic Summary Facilitation is a specific process that is different from training.
Materials Required Flip chart paper, and Markers
Recommended Activity
Ask participants to discuss the role of trainers and facilitators for five minutes, drawing up a list of distinct differences and similarities between the two. Possible answers could include:
Trainers:
• Bring about a difference in behavior
• Focus on improving specific skills and learning new things
Facilitators:
• Allow for an examination of attitudes
• Create an environment for participants to discuss, share, and explore
Delivery Tips
Circulate around the room as participants discuss features of facilitation, training, and even presenting to offer assistance and feedback.
When you bring the large group back together, ask them to share one or two points of their lists and record their answers on the flip chart.
Stories to Share It is really possible to have training and facilitation going on within the same “workshop” experience for participants. Knowing when to train and when to facilitate, however, are important distinctions for the trainer to make.
Whereas a trainer can have knowledge that participants do not have coming into a workshop, a facilitator may not have the same knowledge or expertise in the particular subject matter that the participants do. The role of the facilitator is to provide an experience in sharing, discussion, learning, and openness for participants. As a result, although we may use the terms trainer and facilitator interchangeably at times, there are tangible differences.
Can you think of some possible differences?
Identifying Appropriate Situations
Estimated Time 10 minutes
Topic Objective To develop skill in determining the right approach.
Topic Summary Whether you use training or facilitation depends upon the purpose of your meeting, as well as the desired outcomes.
Materials Required Worksheet: Identifying Appropriate Situations
Flip chart paper and markers
Planning Checklist Make sure you print out one worksheet per participant.
Recommended Activity
Have participants work through this exercise in pairs or small groups. Some statements should generate more discussion than others, and in some of them it could easily be argued that both training and facilitation might be needed. However, if they answer the questions without over-thinking their answers, you should see answers similar to those below.
1. FACILITATION will bring the group together, re-energized and focused on the project.
2. FACILITATION will help to bring the group back together. However, if the individual is not getting buy in from colleagues because he lacks skill in assertiveness, he may benefit from some TRAINING.
3. TRAINING will address the skill development for the new equipment. 4. TRAINING since they are new to the plant and the company. 5. FACILITATION since the finance team knows all about how to budget
and forecast; they need to work together to develop a new process.
Delivery Tips Have the small groups debrief in larger groups, or among the entire group depending on your class size.
A facilitator uses their knowledge of group processes and dynamics when planning their meeting. They might make use of their skills to run a meeting or a workshop where participants are considering problems, addressing pressing business needs, or planning for the future. Just like in skills training, a facilitator needs to have an agenda, specific objectives, and a plan for how the meeting will
go.
Facilitating requires the following basic skills:
• Make sure everyone participates
• Make sure everyone understands the problem(s) being addressed and is focused on them
• Protect participants from any kind of backlash or abuse by creating and maintaining a safe environment
Provide regular check-ins and follow-up within the session. When people get involved in a facilitated group, they need to know whether they are still on track and that they are making progress. In addition, they need frequent interaction with the facilitator to inject energy, keep them on track, and also to allow some of what they do to sink in.
One way to bring it all together is to check in with the group and record their progress on a large flip chart or whiteboard at the front of the room. This will facilitate guided discussion, mind-mapping, and exploration. Keeping the group focused and together in this way also helps to foster the cohesiveness of the group.
Activities
During the facilitation of a lesson Worksheet or Handout may be utilized to help present the material. If a lesson calls for a Worksheet or Handout it will be listed in the Lesson Plan box under Materials Required. The trainer can then utilize the Activities folder for the corresponding material and then provide it to the participants. They are all on separate Word documents, and are easily edited and customized.
Below you will see the Worksheets or Handouts that are utilized during the training of the above lesson. They are located in the Activities folder and can be easily printed and edited for the participants.
Sample Worksheet: What is Training?
How will you know if training is the right approach for a gap that you have identified?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
List three skills that trainers exhibit.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
List three elements of a presentation.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Sample Worksheet: Identifying Appropriate Situations
Facilitation is a specifically different skill than training. Review the list of examples below, and determine whether the topic is best addressed through training or facilitation. Be prepared to discuss your decisions with the group.
SCENARIO TRAINING? FACILITATION?
A project seems to have stalled and participation is dropping off because people have either lost interest or moved onto other work.
An individual working on a project seems to be having problems getting commitment from other team members, and is now late on a couple of deadlines.
The project group has begun to work together; however, there are several members of the team who need to learn to use the new equipment before it is installed.
A new production plant will open in six weeks, and 55 staff members will be new to the company as well as the plant. There will be six senior staff transferred from an existing division of the company. What can the new staff expect?
Your company has decided that a new process for budgeting and forecasting is required. The financial services team will be responsible for developing a new process.
Quick Reference Sheets
Below is an example of our Quick reference Sheets. They are used to provide the participants with a quick way to reference the material after the course has been completed. They can be customized by the trainer to provide the material deemed the most important. They are a way the participants can look back and reference the material at a later date.
They are also very useful as a take-away from the workshop when branded. When a participant leaves with a Quick Reference Sheet it provides a great way to promote future business.
Types of Activities
Trainees expect that training will be stimulating, interesting, and yes, fun. That does not mean that you have to be a comedian (unless you are, of course, and are hosting a stand up comic’s training workshop), but it does obligate you to incorporate some activities into your training that helps to engage your learners.
• Keeps the day moving at a stimulating pace
• Fun helps to bring people together and break down barriers
• Laughter leads to an endorphin release, which is healthy
• Improves retention of material by providing hands on application and practice
The Power of Sticky Notes
Sticky notes don’t just add color to your presentation; they can also add value as a visual aid. A few ideas for using sticky notes in a presentation:
• Write just one idea per note.
• Write only one or two words per note.
• If you are using sticky notes at the front of a room, make sure you use saturated color markers and write in the same size letters you use on your flip chart or whiteboard.
• Place smaller sticky notes on participant tables so that they can use them to highlight memorable information throughout your workshop or use them as a bookmark.
Using Group Work
In order to make group activities work for you as a trainer, here are some tips:
• Provide the group with clear directions, points to discuss, or case studies to keep their work focused
• Make sure that you have all the needed materials for group work to start on time and be most effective
• Circulate around the room, keeping groups on track and offering assistance or refocusing when needed
www.corporatetrainingmaterials.com © Corporate Training Materials
Train-the-Trainer
Certificate of Completion
Every course comes with a Certificate of Completion where the participants can be recognized for completing the course. It provides a record of their attendance and to be recognized for their participation in the workshop.
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PowerPoint Sample
Below you will find the PowerPoint sample. The slides are based on and created from the Training Manual. PowerPoint slides are a great tool to use during the facilitation of the material; they help to focus on the important points of information presented during the training.
Full Course Table of Contents
Preface ..............................................................................................................................................5
What is Courseware? ................................................................................................................................ 5
How Do I Customize My Course? .............................................................................................................. 5
Materials Required ................................................................................................................................... 7
Maximizing Your Training Power .............................................................................................................. 7
Module One: Getting Started .............................................................................................................9
Housekeeping Items.................................................................................................................................. 9
The Parking Lot ....................................................................................................................................... 10
Workshop Objectives .............................................................................................................................. 10
Pre-Assignment Review .......................................................................................................................... 11
Action Plans and Evaluations .................................................................................................................. 11
Module Two: Understanding Training and Facilitation ...................................................................... 12
What is Training? .................................................................................................................................... 12
What is Facilitation? ............................................................................................................................... 15
Identifying Appropriate Situations.......................................................................................................... 16
Module Three: Gathering Materials .................................................................................................. 18
Identifying Participants’ Needs ............................................................................................................... 18
Reviewing the Materials ......................................................................................................................... 20
Identifying and Resolving Gaps .............................................................................................................. 22
Module Four: Creating a Lesson Plan ................................................................................................ 24
Planning for the Basics ........................................................................................................................... 24
Adding Slack Time ................................................................................................................................... 26
Creating a Plan B .................................................................................................................................... 28
Module Five: Choosing Activities ...................................................................................................... 30
Types of Activities ................................................................................................................................... 30
Preparing for Emergencies ..................................................................................................................... 32
What to Do When Activities Go Wrong .................................................................................................. 34
Module Six: Preparing for the Workshop .......................................................................................... 37
Creating a Materials List ......................................................................................................................... 37
Gathering Participant Information ......................................................................................................... 39
Setting Up the Physical Location ............................................................................................................ 40
Module Seven: Getting Off on the Right Foot .................................................................................... 43
Greeting Participants .............................................................................................................................. 43
Being Prepared ....................................................................................................................................... 45
Using Icebreakers and Energizers ........................................................................................................... 47
Module Eight: Delivery Tips and Tricks .............................................................................................. 49
Using Visual Aids ..................................................................................................................................... 49
Creating Supporting Materials ............................................................................................................... 51
Break! ..................................................................................................................................................... 53
Module Nine: Keeping it Interactive ................................................................................................. 55
Encouraging Discussion .......................................................................................................................... 55
Using Group Work .................................................................................................................................. 57
The Power of Sticky Notes ...................................................................................................................... 59
Module Ten: Dealing With Difficult Participants ................................................................................ 61
The Ground Rules .................................................................................................................................... 61
Challenges and Solutions ........................................................................................................................ 63
Handling Interruptions ............................................................................................................................ 66
Module Eleven: Tackling Tough Topics .............................................................................................. 68
Tough Stuff to Watch Out For ................................................................................................................. 68
Adjusting Your Material for a Sensitive Issue ......................................................................................... 70
Dealing With Sensitive Issues in the Workshop ...................................................................................... 71
Module Twelve: Wrapping Up .......................................................................................................... 73
Words from the Wise .............................................................................................................................. 73
Parking Lot .............................................................................................................................................. 73
Lessons Learned ...................................................................................................................................... 73
Action Plans and Evaluations .................................................................................................................. 74
