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Faultless FacilitationFor APPHL.

ByNTC, Surat

I’m just a trainer….Power is having personal or positional resources to

change situations or people’s attitudes & behaviours.

What personal resources do you bring to the role?

ExCEEd Teaching Workshop July 12 - 17, 2009

Great Trainers Clarity

Technical expertise Organization Understandable

Stimulating Engaging presentation Enthusiasm Elicits intrinsic motivation

“…the capacity to explain a complex subject simply.”

“…training is undeniably a performing art.”

Are u Stimulating?Do you have clarity?

Intellectual Excitement (IE)

Interpersonal Rapport (IR)

The Content to be Learned

The

Learner

Enthusiasm & Care for

Trainers (only IE) Facilitators(IE and IR)

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Who is this course for?

This module is concerned with developing your training skills.- You will be training colleagues and other

professional contacts on various topics and ideas.

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What will this course cover? Different types of learning skills Opening and Closing Training Programs Communication and facilitation Presentation skills Engaging Participants Answering Questions Vitamin – ‘H’ --- The Magic

Effective Programs Involve participants and tap their experiences.

Allow participants to translate past experiences into new learning.

  Are responsive to audience needs physically,

emotionally, and mentally.  Help participants build self-confidence.

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Encourage creativity and respect diversity.  Are respectful of cultural differences.  Solve problems or rise to challenges the

participants have in real life situations.  Allow time for people to integrate and translate

information.8

Allow time for direct application.

Provide a safe environment to try new ideas and make first steps toward change.

  Present information in varied ways.  Are aimed for the success of the participant. 

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Are fun and easy to take.  Are led by well-prepared, caring, and

knowledgeable trainer who spells out objectives and purpose, sees to smooth logistics, provides appropriate direction, processing, facilitation and information within a realistic schedule, using varied techniques for interaction.

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Responsibilities of Trainers

setting the climate  demonstrating and fostering respect  clarifying expectations  staying on track/on time 

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incorporating adult learning principles into the session

  determining learner’s needs  maintaining enthusiasm  maintaining the pacing and energy flow

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demonstrating knowledge of topic  ability to give and receive feedback

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Adult Learning

Know Your Audience

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Know your A-u-d-i-e-n-c-eAnalysis - Who are they? How many will be there?

Understanding - What is their prior knowledge?

Demographics - What is their age, sex, background?

Interest - Why are they there? Who asked them?

Environment - Where will I stand? Can they all see?

Needs - What are their needs? What are your needs?

Customized - What specific needs to address?

Expectations - What do they expect to learn or hear?

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Putting principles into practice! Readiness

Adults must themselves be ready and willing to learn before teaching can increase knowledge.

Implications for Trainer. Must show that: the course is for participants’ benefit the training can help solve or avoid a problem the new knowledge will provide new opportunities

as well as personal or professional growth.

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Putting principles into practice! Experience

Adults already have a wealth of knowledge and experience.

Implications for Trainer should take account of this; otherwise risk

losing participants’ interest and insulting them. provide opportunities for participants to

contribute and share their experiences

Allows trainer to manage course appropriately.

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Putting principles into practice! Autonomy

Adults have the power to make their own choices.

Implications for Trainer. Must: allow as much autonomy as possible; otherwise

participants may feel undermined and alienated. provide lots of opportunities for participation in the

training session. e.g. games, simulations, discussions etc. where

participants can figure things out for themselves, reflect on materials and potential uses, etc.

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Putting principles into practice! Action

Adults need to see how new skills will be put into action in their work. If not, they will lose interest; learning will decrease.

Implications for Trainer. Must: clearly explain how and when skills learned can

be applied to the participants’ own work. incorporate an environment close to

participants’ work setting into practical exercises.

Create a welcome before you even start

If you can, make contact with participants in advance using a welcome email, flyer or phone call, so that you have made a one-to-one connection with each participant before the session, can provide information about the session, and find out if any of your participants have any access needs.

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A good welcome email/flyer should include:

What to expect from the training session – place, start and end times, aims and objectives, and a menu of activities.

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Any pre-reading or pre-session thinking or activity you might want them to do.

An invitation for participants to contact you to ask any questions and/or discuss any access needs before the session starts (so don’t forget to include your name and contact details).

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Setting the Learning Climate

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Determining a Trainer’s Credibility Participants determine a trainer’s credibility

within the first three minutes of the training by assessing:

their level of preparedness and organization how they are dressed – does it match the way the group is

dressed? their body language and tone of voice – are they standing or

sitting, calm or rushed their use of humour – are they able to make you laugh their ability to pull in the audience – humour is one way to do

this, eye contact and involving the participant’s are others27

Setting the Learning Climate

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Setting: location and size of room, lighting, temperature, refreshments.

Room Set-up: arrive early, rearrange seating if necessary and check location of equipment, outlets etc.; check equipment carefully

Greetings: greet each participant as they enter the room

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Use effective openings and icebreakers Be friendly Be organized Know you material Dress appropriately Have handouts prepared for distribution Start on time

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What works and doesn’t work in

opening exercises

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What Works:

 people talking to each other active participation working on tasks with others expectations clarified and negotiated learner buys in with contract an icebreaker – a light, fun exercise that

warms people to the task at hand and introduces everyone to each other

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What Works:

participants getting a sense of who is in the room

creating a sense of welcome establishing and atmosphere of cooperation

and interaction beginning the course on clearly understood

expectations 

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What Doesn’t work:

feeling unsafe feeling unclear feeling misrepresented participants expectations may not be

negotiable with those of the course

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Icebreakers and Warmers Icebreakers and warmers are short activities

used to promote group cohesion.

Icebreakers are normally used at a first session, to allow participants to get to know one another.

Warmers can be used at any point, to engage

people in the content of a session. 35

A good warmer activity

Includes everyone Has clear instructions and time limit Involves everyone speaking at least once (this

makes them more likely to speak later on) Creates a sense of enthusiasm at the beginning of

the session Appeals to several different learning styles at once May be related to the content of the session or the

learning outcomes

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Overview/Introduction Introduces the lecture topics

Main points Quick “road map” of information

Gets the attention and interest Informs of agenda

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An Effective Introduction Keep it brief

Don’t go into details of lecture Set the objectives Set expectations Relate to prior knowledge Try to get attention

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Summary/Conclusion Reinforces message Summary of main points A closing grabber Provides a sense of closure Time for questions & answers

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Effective Conclusion End with a bang, not a whimper!!! Don’t give new information. Only review points. Review process/steps. Refer to your introduction. When summarizing a module, show where it fits

in the big picture.

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Questions and Answers Listen to the entire question. Repeat the question out loud. Pause to think if needed. Credit the person. Respond to the question.

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The Answer! Always tell the truth!!!

If you don’t know the answer, promise to research. Get back to trainee with answer.

Answer directly. Simple answer to simple question. Stay on track, brief and to the point.

Refer to your speech. Helps reinforce & clarify presentation.

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Questions and Answers (Cont.)

Anticipate areas of questioning and prepare. Acknowledge every question.

If not appropriate, postpone.

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