1. Providing Effective Training: Tips for Trainers

2. Discussion: What are qualities/ practices of the best trainers/ facilitators?

3. Some Attributes of a Good Trainer
Knowledgeable
Flexible
Neutral facilitator
Inclusive
Organized
Responsible
In control, but not controlling
Pays attention
Good storyteller
Knowledgeable: knows the content and plans the process
Flexible: adapts the process to the situation
Neutral facilitator: stays in the process
Inclusive: encourages participation from all group members
Organized: for group sessions, has all materials ready up front
Responsible: has the best interests of the group in mind, and ensures that needs are met
In control, but not controlling: manages the group, process & time, but is transparent to the outcome
Pays attention: is aware of group dynamics, energy levels, and needs
Good storyteller: shares from personal experience to help the audience with application of ideas

4. Overview: Designing a Training Program
Develop instructional activities
Prepare the training design, including setup
Prepare participant evaluation form
Determine follow-up activities
Define purpose of training and target audience
Determine participants’ needs
Define training goals and objectives
Outline training content
A training design is a detailed plan for what you will do, why you will be doing it, and the best ways to reach your objective.

5. Planning
Talk to leadership/ convener for guidance and goals/ objectives for the training
Collect information early and use it to design your training
Ask questions to better understand your audience
Start to consider format, scheduling, and agenda
The more accurately you know the needs of your participants, the better your training design will be. Find out their needs and expectations by:
If possible, get participants to complete a brief, written survey, or survey a random sample of participants by phone to collect more detailed information. Ask them:
Current roles and responsibilities
Previous training on this topic
Reasons for attendance
Specific needs and expectations of event
Review past evaluation and feedback forms

6. Define Purpose and Target Audience
Be clear who your target audience will be
Be clear about what your training needs to accomplish; prioritize
Define training objectives
Clearly defined objectives provide criteria for:
Clarifying expected outcomes
Outlining training content
Planning specific training activities
Selecting/developing material
Designing evaluation procedures
Communicating program intent to participants & others
Ensuring training is realistic and appropriate

7. Outline Training Content
Introduction: Establish a positive learning environment; stimulate interest; reduce anxiety and build bonds. Include some content into introductory activities.
Learning component: Concepts and ideas taught and explored; skills demonstrated, practiced and discussed. Activities should actively involve participants in acquiring knowledge or practicing skills.
Wrap-up and evaluation component: Pull it all together. Highlight essential learnings; summarize central concepts and themes; describe next steps. Open up for questions, concerns, and feedback.
Trainings have 3 components: an introduction, a learning component, and a wrap-up and evaluation component.
Introduction: Establish a positive learning environment; stimulate interest; reduce anxiety and build bonds. Include some content into introductory activities.
Learning component: Concepts and ideas taught and explored; skills demonstrated, practiced and discussed. Activities should actively involve participants in acquiring knowledge or practicing skills.
Wrap-up and evaluation component: Pull it all together. Highlight essential learnings; summarize central concepts and themes; describe next steps. Open up for questions, concerns, and feedback.
 Remember to repeat stated objectives and outcomes to guide program content and remind you of your purpose.

8. Develop Instructional Activities
Design with identified outcomes in mind
Provide opportunities to apply learning
Remember strategies that promote active learning, such as brainstorming, games, mini- lectures, small work groups, simulations, role- playing, case studies, etc.
Don’t forget to develop resource materials (e.g., handouts, worksheets, case studies)
Design with identified outcomes in mind
Provide opportunities to apply learning
Remember strategies that promote active learning, such as brainstorming, games, mini-lectures, small work groups, simulations, role-playing, case studies, etc.
Don’t forget to develop resource materials (e.g., handouts, worksheets, case studies)

9. Prepare Trainer Outline
Write a detailed plan of the training session, including the sequence of specific learning activities and time allotted to each, directions and key points to cover for each activity, and which trainer will be responsible for each segment/ activity
Use the detailed plan to stay on track, make mid-course adjustments, and document training details

10. Prepare Participant Evaluation Form
Evaluation determines if the training has achieved its objectives and identifies what needs to be improved. Include questions such as:
Did participants acquire the skills and knowledge they were supposed to?
Were the trainers competent?
Were the activities interesting and effective?
Was the training format appropriate?
Was the training on this topic adequate?
Will the training be useful for their efforts?
Etc.

11. Four phases Phase 1: Planning Phase 2: Setup
Phase 3: Providing the training
Phase 4: Follow-up
Next, we are going to talk about setup/ logistics…

12. Logistics Dates Venue Food and drink Materials & A/V Roles
Disseminate readings
Prepare/ rehearse
Ensure dates are convenient for participants
Arrange for a suitable venue
Make arrangements for food and drink
Prepare materials; ensure all visual materials are in place
Work as a team and assign roles (e.g., presenter, facilitator, note-taker, logistics person, etc.)
Make sure everyone gets any necessary information, readings, or other material in plenty of time to study it well beforehand
Prepare well and rehearse

13. Phase 2: Setting up the training
Set a positive context
Room set-up should encourage participation
Places to hang newsprint, microphones/audio visual
Set a positive context
Set up the room to encourage participation
Chair arrangements, places to hang newsprint, microphones/audio visual

14. Phase 3: Providing the training
Put people at ease
Break the ice
Review agenda
Develop norms/ ground rules
Keep discussion on track
Encourage participation
Help members feel good about their contributions
Watch the time
Summarize
Put people at ease
Use an ice-breaker to energize participants and facilitate name-learning;
Review the agenda
Help the group develop norms/ ground rules
Keep discussion on track
Encourage participation; invite others to share their experience
Help members feel good about their contributions
Watch the time
Summarize what you hear

15. Common ground rules Take breaks as needed Listen to others Be on time
Respect each other
Allow all ideas to be heard
Be supportive
You will want to develop ground rules with the group…here are some common ones. Can you think of additional ground rules to add?

16. During the Training
Facilitator or trusted person to take detailed notes
Keep your eye on the clock
Leave plenty of time to discuss points
Leave time for final perspectives
Round robin for additional comments
The facilitator can be the recorder if:
The material is simple
The discussion is slow
No skilled recorder is available

17. Record Notes Let people know they've been heard Provide a record
Provide information to people who were not there
Help keep everyone on track
Finding the best person for the job:
Experience recording
Knowledge of the group
Clear handwriting

18. Tips for Trainers/ Facilitators
Review workshop aims
Get a sense of participants’ knowledge and expectations
Use a variety of communication methods and visual aids
End each day with a “Plus/ Delta” exercise
Start each day with a recap
Ensure everyone knows workshop aims
Get a sense of participants’ knowledge and expectations
Agree to “ground rules” for the workshop
Use a variety of communication methods and visual aids
End each day with a “Plus/ Delta” Exercise to reflect on positives of the day and anything that should be adjusted for the following day
Start each day with a recap of the previous day
What would you add?

19. Attitude/ Behavior as a Trainer/ Facilitator
Model the behavior and attitudes you want group members to employ
Use encouraging body language and tone of voice, as well as words
Give positive feedback for joining the discussion
Be open and honest; stay relaxed and calm
Be a good listener; observe, record, etc.
Be aware of people’s reactions and feelings, and try to respond appropriately

20. Attitude/ Behavior as a Trainer/ Facilitator: Continued
Be aware of language barriers, cultural sensitivities
Re-focus wandering commentary back to key topic
Make eye contact, speak slowly and clearly, move around
Involve all participants
Use humor, stories, and examples
Address questions and concerns

21. After the Training: Follow-up
Gather feedback from the group
Send follow-up materials
Summarize evaluation feedback
Review feedback for future improvements
Follow-up activities require more resources but increase the likelihood of significant learning. Follow-up activities can include newsletters and website postings, peer observation and coaching, mentoring, study groups, and ongoing communication between participants and trainees.
Review evaluation/ training feedback for future improvements