1. Train the Trainer

2. Structuring a training session Adult Learning (know your audience)
Agenda
Structuring a training session
Adult Learning (know your audience)
Presentation Skills
Practice presentation
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3. Structuring a Training Session
When presentations are poorly organized, the impact of the message is reduced, and the audience is less likely to learn.
POINT
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4. Structuring a Training Session (cont.)
Modular
Builds on one another
From easy to harder
For each subject
Presentation
Demonstration
Hands on practice
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5. Structuring a Training Session
Main
presentation
Introduction
Summary
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6. Overview/Introduction
Introduces the lecture topics
Main points
Quick “road map” of information
Gets the attention and interest
Helps in organizing the material
Informs of agenda
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7. 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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8. Every point leads to the next. Don’t jump from one topic to other.
Main Presentation
Logical flow
Every point leads to the next.
Don’t jump from one topic to other.
Connect the points.
Explain the details
Use simple words.
Use graphics when needed.
Use Examples
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9. Main Presentation (Cont.)
Use Syllabus.
Refer to Handouts.
Answer only content relevant questions.
Refer others to later.
Ask questions.
Don’t read from slides.
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10. Provides a sense of closure Time for questions & answers
Summary/Conclusion
Reinforces message
Summary of main points
A closing grabber
Provides a sense of closure
Time for questions & answers
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11. End with a bang, not a whimper!!! Don’t give new information.
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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12. Highlight main features. Make sure all students can see.
Demonstrating
Demonstrate workflow.
Highlight main features.
Make sure all students can see.
Do it slowly!!!
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13. Hands on Practice I hear and I forget. I see and I retain.
I DO and I UNDERSTAND.
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14. Insist on students completing exercises.
Hands on Practice
Practice makes better!
Insist on students completing exercises.
Instructor looks over shoulders to offer help.
Don’t DO IT for them.
NO, on the computer
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15. Listen to the entire question. Repeat the question out loud.
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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16. If you don’t know the answer, promise to research.
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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17. Questions and Answers (Cont.)
Anticipate areas of questioning and prepare.
Acknowledge every question.
If not appropriate, postpone. ? ? ?
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18. Investigate (the problem) Acknowledge Formulate solution Respond
Problem Solving
Investigate (the problem)
Acknowledge
Formulate solution
Respond
Follow up
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19. Have all students present.
Other Factors...
Time constraints
Daily schedule
Breaks
Lunch
No interruptions!
Have all students present.
Do NOT
Disturb
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20. Define setup in advance. Be early.
Class Set up
Define setup in advance.
Be early.
Set up class with appropriate computers and applications.
Set up files and training materials.
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21. User Guide/Care & Maintenance Guide Technical notes Installation Guide
Training Material
User Guide/Care & Maintenance Guide
Technical notes
Installation Guide
Relevant drawings
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22. Summary
How should it be?
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23. Adult Learning
Know Your
Audience

24. Understanding different learning styles Culture differences Motivation
Table of Contents
Course audience
Understanding different learning styles
Culture differences
Motivation
Information processing
Preventing learner overload
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25. Key principle of a successful presentation.
Know Your Audience
Key principle of a successful presentation.
Preparation must include gathering information about your audience and their needs.
A well prepared speech given to the wrong audience can have the same effect as a poorly prepared speech given to the correct audience. They both can fail terribly.
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26. Know your A-u-d-i-e-n-c-e
Analysis - 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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27. What are their objectives? What is their prior knowlegde?
Know your Audience
Who is your audience?
What are their objectives?
What is their prior knowlegde?
What are their expectations?
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28. Individuals perceive and process information in very different ways.
Learning Styles
Individuals perceive and process information in very different ways.
How much individuals learn has more to do with whether the educational experience is geared toward their particular style of learning than whether or not they are "smart“.
Educators should not ask, "Is this student smart?" but rather "How is this student smart?"
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29. Learn and prepare in advance. Adapt as much as possible.
Culture Differences
Be aware!
Learn and prepare in advance.
Adapt as much as possible.
Customize to local needs.
Be patient and ask for patience.
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30. Issues Affecting Adult Learning: Learner’s Motivation
Information Processing
Applying Knowledge
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31. Getting learners Attention Keeping instruction Relevant
Learner’s Motivation
ARCS model - Kellers (1987)
Getting learners Attention
Keeping instruction Relevant
Giving learners Confidence they can learn
Maintaining interest by providing Satisfaction
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32. Information Processing Elements
Before you start…
Prior Knowledge
Objectives
Gain Attention
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33. Information Processing Elements (Cont.)
Presentation
Course Overview
Focus Attention
Level of Presentation
Organize Material
Transferring to Long Term Memory
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34. Information Processing
How would you cope with a
learner that does not understand your explanation?
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35. Preventing Learner Overload
What is learner overload?
Why does it occur?
Learners need to process information.
Learners cannot hold large amount of information in working memory.
What is learner overload?
Too much information that cannot be processed
Why does it occur?
Instructor does not realize capacity of learners
Learners need to process information
Learners cannot hold large amount of information in working memory
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36. Preventing Learner Overload - Suggestions
Talk simply and explain more.
Incorporate key learning points into notes.
Do less while participants do more.
Chunk training and distribute it over time.
Give new learners “training wheels”.
Detect and remedy overload situation.
Talk simply and explain more
Incorporate key learning points into notes
Do less while participants do more
Chunk training and distribute it over time
Give new learners “training wheels”
move from simple to complex
Detect and remedy overload situation
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37. Coping with Difficult Trainees
Involve participants.
Acknowledge trainees ideas.
Don’t get personal - be objective.
Don’t give in to personal attackers - stick to the facts.
Enlist other trainees help if it is disruptive to them as well.
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38. Learner centered instruction Objectives Needs Expectations Motivation
Summary
Learner centered instruction
Objectives
Needs
Expectations
Motivation
Prior knowledge
Personality type
Learning Style
Learning Capacity
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39. Effective Customer Relations
Listen to your customers -
Then talk
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40. Presentation Skills

41. What Is a Winning Presentation?
List the elements that influence a presentation.
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42. Table of Contents Overview Before You Begin... Using your Voice
Body Language Skills
Language and Style
Demonstrating aids
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43. Verbal (content) Vocal (How it is said) Visual (What is seen)
Communication is...
Verbal (content)
Vocal (How it is said)
Visual (What is seen)
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44. Communication Success
7% VERBAL
55% VISUAL
38% VOCAL
Psychologist Albert Mehrabian
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45. Positive self-messages
Before You Begin...
“There are two types of speakers, those that are nervous, and those that are Liars”. (Mark Twain)
Prepare
Positive self-messages
Attitude towards yourself, teaching, material, audience
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46. Prepare
9 P’s
Prior Proper Preparation Prevents Poor Performance of the Person Putting on the Presentation.
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47. Preparing Presentations
Know audience.
Know subject matter.
Know training material - Rehearse first 3 minutes.
Prepare room.
Check equipment.
Handouts.
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48. How Do People Use Their Voice?
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49. Using your VOICE Breathing Projection Articulation Volume Variety
Common Voice problems
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50. Good Breathing= Good Voice Relaxes Frees muscles for good speech
Proper Breathing...
Good Breathing= Good Voice
Relaxes
Frees muscles for good speech
Focuses thoughts
Enables the right attitude
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51. Making yourself understood Bringing breath forward into sound
Projection
Projection
Making yourself understood
Bringing breath forward into sound
Relax muscles and stand erect.
Shouting tires voice, causes hoarseness.
Projection gives POWER.
Projection:
Reinforce that breathing is the key to a good voice. If you breath correctly you will be able to project your voice.
Can give the following exercise:
Say hello from the back of your mouth
Breath deeply and then say hello, projecting the word.
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52. Articulation - making yourself understood.
Every sound is clearly heard.
Articulate with consonants = t,d,p,b,v,f,k,c,g
Enunciate with Vowels = A, I,O,E,U
TIP! Consonants lost over distance – Exaggerate!
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53. Add excitement, enthusiasm by varying: Pitch - tone
Variety
Add excitement, enthusiasm by varying:
Pitch - tone
Adds impact and drama.
Pace
Pause
Volume
Change for significant information or new mood.
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54. Swallowed voice - Mumbling Thinking Noises: Um, Ah, Er Lip smacking
Common Voice Problems
Nervousness
Swallowed voice - Mumbling
Thinking Noises: Um, Ah, Er
Lip smacking
Shouting
Speaking too fast or slow
Monotone
Nervousness
Vocal problems e.g shrillness, shortness of breath can be caused by nervousness. Work at relaxation techniques and developing a positive attitude.
Swallowed Voice
Can be caused by incorrect breathing, or not using jaw to articulate. Try move the jaw more freely while talking.
Thinking Noises
Er, Um are common thinking noises, or sucking or tutting noises. Speakers never know that they are making these noises, but they distract the audience and weaken the effect of the speech.
Lip smacking
Speakers moisten lips when they become dry. If lips are parted quickly, they may produce a smacking sound. Here again, the speaker is unaware of what they are doing.
Shouting
Caused by not breathing and projecting voice properly
Speaking to fast or slow
Vary pace, but do not speak to fast or slow
Monotone
Vary pitch
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55. Total body as a communication vehicle
Body Language Skills
Total body as a communication vehicle
Eye Contact
Hands and Arms
Dress
Gestures
Facial expression
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56. Eye-to-Eye Communication
Engages audience, gains attention, improves impression, provides feedback.
HOW?
Connect with audience, one person at a time.
Look directly.
Move eyes after 3-5 seconds.
Speak to everyone.
Do not shift gaze - left to right.
Talk to audience not screen, projector, ceiling.
Connect with audience - engage a person for a brief moment.
Look directly - side glances do not install confidence
From 3-5 seconds - If you gaze at a person for longer they will begin to feel uncomfortable, and you appear figety Speak to everyone- do not only direct attention at high ranking person. Even when answering a question, keep the whole group in the dialog.
Do not shift gaze - audience will feel that you are watching a ping pong game
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57. Vary facial expression - put emotion into speaking.
Facial Communication
Vary facial expression - put emotion into speaking.
Don’t forget to SMILE!
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58. Using Your Hands and Arms
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59. Using Your Hands and Arms
HOW ?
Become conscious.
Do not grip things or hands.
Natural movements.
Eliminate irritating movements.
Jingling keys, waving, tapping.
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60. Dress
BE:
Comfortable
Appropriate
Yourself
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61. Using Language and Style
Be Specific.
Explain ambiguities.
Use simple words.
Watch Abbreviations & Acronyms.
Active voice.
Be Specific: Describe concepts and procedures exactly. Never assume the audience knows what you are talking about. Never say “uh, like you know…”
Use simple words: Do not be pretentious. George Orwell said.. Never use a long word when a short one will do.
Limit Abbreviations & Acronyms: Be careful with these. Only use them when all parties know what they mean and understand them to mean the same thing.
Active voice: More understandable, and less ambiguous.
Grammar flaws: Watch grammar flaws e.g double negatives, “ I didn’t never say that”, tense confusion “ He trunk his coffee already”, adjective, adverb confusion “ She spoke good”, Verb confusion “ I will learn you”.
Jargon and Slang: Only use if technical audience
cliches and redundancies: Try avoid tried and tested cliches.. Like the plague.
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62. Language and Style
Watch:
Grammar faults
Jargon
Slang
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63. Spicing Up your speech Introduce: Examples Questions Case studies
Stories
Humor
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64. Tell them what you are going to do.
Demonstrating
WHAT TO DO?
Tell them what you are going to do.
Demo it, or get class member to demo.
Tell them what you have done.
HOW?
Project voice, Speak slowly.
Maintain eye contact with audience.
Only look at screen when needed.
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65. Demonstrating - Tips and Tricks
DO:
Make sure EVERY member can see the demonstration.
Face and speak to audience, not monitor or machine.
Use pointer to highlight items.
Stand to the side.
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66. Block line of sight to screen.
Demonstrating - Do NOT
Block line of sight to screen.
Create shadows.
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67. Summary - Winning Presentations
Use your voice correctly
Breathing, being heard, being understood, variety.
Use your body
Eye contact, expression, hands and arms, gestures, dress.
Use correct language.
Keep the audience interested.
Demonstrate effectively.
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