# Training Basics

**Handout**

**(Draft)**

# 

# Objective for this Session

## Participants will gain knowledge in the basics of facilitating training

# 

**Important Training Concepts**

> The following concepts are important and will be referred to
> throughout the training.

1.  **Facilitate** **the learning**. **When training adults it is
    important that trainer** creates a collaborative atmosphere by
    including the participants' ideas, knowledge and experiences. The
    trainer's role is to enhance, assist, and foster learning rather
    than being the only one who provides all of the content.

2.  **Training is NOT education**

-   Training is providing participants with skills, knowledge, and
    attitudes that they can apply immediately to their job.

-   Education is providing students, patients, colleagues with content
    information that they may or may not use at a later date.

-   An example that illustrates the difference between training and
    education is do you want your child to have sex education in school
    or sex training?

3.  **Telling is NOT training**

-   Simply telling participants things and providing a Power-point
    presentation does not mean that they will actually learn the
    information and gain the skills. Participants need to engaged and
    participate in the learning to increase retention. More information
    on this will be provided during the Using Adult Learning Principles
    section.

4.  **Teaching more content does NOT mean that more learning will
    occur**

-   More content might mean that too much information is being provided.
    It is better to concentrate on the important information so that
    participants will actually learn it. Too much information can
    overload participants with content and they will

# Training Basics

> This training cannot possibly cover all aspects of training. What will
> be emphasized is what happens when **delivering** the training, since
> this is information that is needed to participate in a Teachback
> training-of-trainers. These aspects can be used no matter what
> training activities you are conducting. For example, whether you are
> facilitating -

-   Interactive lecture

-   Exercise or group discussion

-   Role play

-   Laboratory skills session

-   Computer skills session

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-   Training basics covers the following topics

## Know your Audience

-   Use Adult Learning Principles

-   Be Prepared to Train

-   Manage the Training

-   Communicate Effectively

-   Engage the Participants

**Know your Audience**

# 

# 

## One of the most important aspects of training is to know who your target audience is. Knowing who your audience is will help you

## Design your training to meet their needs

## Choose the right participants for the training

## Omit unnecessary content 

## 

## What you need to know about your audience 

> Following are some things that you need to know about your audience.

## Experience

> Knowing the experience level of the participants will help when
> designing the content and exercises. It will also help in knowing what
> technical level is required for training. In addition, it will help
> you can identify those people who have a lot of experience and can
> contribute to the discussions. Also for exercises you can pair-up
> participants who have a lot of experience with those who have less
> experience.

## Skills

> It is important to know what the in-coming skill level is of the
> participants so you will know how to plan what skills to teach. It
> will help determine if the training is to provide new skills or simply
> a refresher to skills the participants already know.

## Attitudes

> Knowing what the attitudes are about the topic of the training can
> help address fears, concerns, or biases during the training.

## Age and sex 

> This will help with logistics of the training as well as for planning
> for the types of examples to use in the training.

## Knowledge 

> Knowing the in-coming knowledge level of the topic will help determine
> what level of content is needed (low, medium, or high) and what type
> of exercises are needed.

## Job position

> Knowing the jobs or positions that the participants have will help you
> relate the training to their jobs.

## Education 

> Knowing the education level and also the type of education of the
> participants can help you know what level of language to use, as well
> as what type of examples to use.

## New responsibilities

> Knowing what new responsibilities participants have will help you know
> what to emphasize. This is particularly important when providing
> examples or choosing exercises.

## Training needs

> Knowing what the training needs are of the participants will help you
> design your course to provide training skills that will actually be
> used. If participants don't need certain things in a course, it may
> help you know what information to delete or what to cover quickly.
>
> **Choosing and assessing the right participants (before the
> training)**
>
> Choosing the right participants for the training is crucial to having
> a successful training. If a participant attends and is not appropriate
> for the training, it can create many problems for the participant as
> well as the trainer. For example, if a participant will never use the
> knowledge or skills in their job they may become very disinterested in
> the training. Similarly if the training is too far below or above
> their knowledge or skill level they too might become frustrated and
> disinterested. Some ways to choose and assess the participants before
> the training include

-   **Discuss participant selection with appropriate and authoritative
    people**

> These are the people who actually choose and recommend the
> participants to attend the training. It can also be helpful to provide
> these people with the justification for why it is critical that the
> right people attend the training.

-   **Send course invitation letter**

> One way to ensure that the right participants attend the training is
> to send an invitation letter that clearly outlines the purpose of the
> training and who should attend.

-   **Include:** goals, objectives, participant criteria, purpose and
    description of training, how the skills and knowledge can be applied
    to the job. Write this information in bullets or an outline form so
    it is easy for people to grasp these points.

-   The letter should be sent from an a person with organizational
    authority. It will be more persuasive if the letter is from someone
    who is respected, and has some authority or influence.

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-   **Use a participant pre-assessment form**

> This can obtain a lot of information about the participants. Be sure
> to send it out far enough in advance of the training so participants
> have time to complete it and return it and you have enough time to
> compile the results and adjust the training. It can be difficult to
> get participants to return the forms. But one way to ensure some
> success is to send it out with the invitation letter and returned to
> the person with organizational authority.

-   **Talk to a few potential participants prior to the training**

> It can be very helpful to talk with some potential participants prior
> to training to determine what their fears and concerns are and what
> their knowledge and experience levels are.
>
> **Get to know the course participants (during the training**
>
> There are many ways to learn about the course participants that
> include

-   Use a "get-to-know-you" exercise

-   Ask participants to share their expectations of the course

-   Talk with them before the training starts, during breaks, etc.

# 

# Use Adult Learning Principles

## 

Many people think that training adults is the same as teaching students
in a traditional school system. But this is not true. Adults learn
differently from children and require different training approaches.
Knowing how adults learn is critical to the success of your training
courses. Using adult learning principles helps you use the right
training technique to enhance learning. The following chart describes
some important adult learning principles and training techniques you can
use to engage the adult learner.

# Principles of Adult Learning 

+----------------------------------+-----------------------------------+
| ## Principle                     | ## Training Technique             |
+----------------------------------+-----------------------------------+
| Adults bring a wealth of         | ## Encourage participants to sh   |
| knowledge and experience and     | are their knowledge and experienc |
| which they want to share         | es. Include activities that utili |
|                                  | ze their knowledge and experience |
+----------------------------------+-----------------------------------+
| ## Adults are decision-ma        | ## In                             |
| kers and self-directed learners. | clude problem-solving activities  |
+----------------------------------+-----------------------------------+
| ## Adults have different learni  | ## Provide multiple ways for p    |
| ng styles that must be respected | articipants to learn the material |
+----------------------------------+-----------------------------------+
| ##                               | ## Create a p                     |
|  Adults want to participate rath | articipatory learning environment |
| er than just listen to a lecture |  with various types of activities |
+----------------------------------+-----------------------------------+
| ##                               | ## R                              |
|  Adults are motivated by informa | elate the content to problems par |
| tion or tasks that are meaningfu | ticipants encounter in their jobs |
| l and applicable to their jobs.  |                                   |
+----------------------------------+-----------------------------------+
| ## Adults prefer training tha    | ## Re                             |
| t focuses on real- life problems | late content to the types of prob |
|                                  | lems they encounter in their jobs |
+----------------------------------+-----------------------------------+
| ## Adults expect their time duri | ##                                |
| ng training to be used carefully |  Follow a realistic time schedule |
+----------------------------------+-----------------------------------+
| ## Adults feel anxious wh        | ## Avoid criticism. Acknowledg    |
| en participating in a group that | e all participants contributions. |
|  makes them look uninformed, eit |                                   |
| her professionally or personally |                                   |
+----------------------------------+-----------------------------------+
| ## Adults learn best i           | ##                                |
| n a positive environment where t | Create a positive environment by  |
| hey feel respected and confident | provide positive feedback and sho |
|                                  | wing respect to all participants. |
+----------------------------------+-----------------------------------+
| ## Adults come from different    | ## Respect all differences and e  |
| cultures, life-styles, religious | ncourage participants to respect  |
|  preferences, genders, and ages. | each other's differences as well. |
+----------------------------------+-----------------------------------+

# Three Basic Learning Styles

> In addition to principles of adult learning there are three basic
> learning styles. These include

## Visual: Learning through watching, observing, and reading

## Auditory: Learning through hearing

## Kinesthetic: Learning through moving, doing, practicing, and touching

> Most people use all three styles, but we each have a dominant or
> preferable style. The style of learning that people use also depends
> on the skills and knowledge that are being taught.
>
> For example:
>
> **When leaning how to counsel clients, participants use:**

-   **Visual** -- to learn protocols, observe good counselling
    behaviours

-   **Auditory** -- to learn ways to say certain things,

-   **Kinesthetic** -- to learn how to counsel the patient, say the
    right words, show compassion, follow the right counselling methods

> **When learning how to perform an HIV rapid test, participants use:**

-   **Visual** -- to see how to perform the tests

-   **Auditory** -- to learn ways to say certain things,

-   **Kinesthetic** -- to practice performing the test

# What Adults Remember

> The following chart provides information on what adults remember. This
> is very important for knowing how to design your training. If a
> trainer only lectures, then participants will probably only remember
> 20% of what is said. So creating a participatory training where
> participants are active and "saying and doing" will help them remember
> more from the training. It will help ensure that participants actually
> gain the desired knowledge and skills.
>
> **What Adults Remember**

# ![](media/image1.wmf)

# 

# 

# 

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# 

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# 

# 

# Blending Styles

## Following is a well-known saying in training courses:

## *I hear and I forget.*

## *I see and I remember.*

## *I do and I understand.*

### 

### But remember: 

### Some people learn (and remember their learning) primarily by hearing others.

### Some people learn primarily when they only see someone do an activity or they can see visuals and printed materials

-   Some people learn by moving and doing

# Key Point to Learning Styles

# So how do you plan your training given all of these different aspects about how people learn? The goal is not to focus on one style of learning, but to use a blend of training methods to reach the greatest number of adult learners. For example

> Provide a variety of learning methods such as

-   Interactive lectures

-   Discussions

-   Role plays

-   Exercises (i.e., quizzes, brainstorms)

> Provide a variety of training materials such as:

-   Slides

-   Manuals/handouts

-   Videos

**Use Repetition to Encourage Remembering**

> For people to actually learn something they sometimes have to hear it
> 7 times.
>
> **So Repeat, Repeat, Repeat**

-   In the Introduction: Tell them what you are going to tell them

-   In the Presentation: Tell them again

-   In the Summary: Tell them what you just told them

**Less content with more repetition may mean more learning will occur!**

# Be Prepared to Train

## 

## Know what you are training -- this is very critical to the success of the training. Even the best training skills cannot hide the fact that a trainer does not know the content. 

-   Review the course material several weeks before the training (not at
    the last minute) so you will be very prepared.

## Know the goals and objectives of the training

-   Know the content enough so that during the presentation you only
    refer to the notes, slides or other visuals but do **NOT** read
    them. Reading the materials when you train indicates that you do not
    know the material. It will also be boring to the audience and cause
    them to become disinterested in your presentation. So knowing the
    content and the content on the visuals is really important to your
    presentation.

## Know the training activities (i.e., discussions, exercises, role-plays, demonstrations) so that you can manage the activities easily.

## 

## Use effective organizational skills

## Organize the training logically

## Follow a plan -- use an agenda and stick to it 

## Use checklists before and during the training

## Keep everyone informed -- especially if there are changes

## 

**Prepare the Training Room**

## Check the room before the training day if possible

## Make sure all of the materials, supplies and equipment are available

## Arrange the training room to allow for the best learning situation

-   Arrive at least an hour early on the training day

## Test all equipment before the training

-   Download files on the computers (if necessary)

## Prepare as much ahead of time as possible (i.e., flip chart pages, distribute manuals/handouts, arrange things for activities, exercises and demonstrations)

**Have a Back-up Plan**

> Sometimes problems occur so it is best to have a back-up plan for
> those problems that can be anticipated.

## Have extra supplies and materials available

## Use multiple formats (handouts, slides, overhead transparencies, flip charts). Sometimes the electricity will go out and so the PowerPoint slides will not be able to be shown or maybe the bulb on the project will blow out. Having handouts of the slides available will enable the training to continue.

## Be flexible. Problems often occur so relax and adjust to the situation.

## Make positive situations out of negative ones. For example, when problems occur make them into a learning situation. 

## Practice 

> Practicing your training presentations helps to ensure that they will
> be successful.

## Practice out loud in front of a mirror or with a colleague (if you will be standing to present then practice that way).

## Rehearse in the training room, if possible.

## Time your presentation so you know about how long it will take. Allow time for questions, answers and comments.

## Practice with the equipment and materials before the training. 

## Use only 1 set of notes (either the handout, facilitator guide, or printouts of the slides, but not all three). 

## Practice handling your notes using a microphone and advancing slides at the same time.

## Practice with other audiovisual equipment, props, and supplies. For example, check to see how large you will need to print on the flip chart for participants to see from the back of the room.

**Manage the Training**

As the facilitator **you are the manager of the training**. You are
responsible for creating a training that successfully meets the goals
and objectives. Following are some suggestions for how to manage the
training.

**Do your best to KEEP ON TIME -- it shows respect for:**

-   Your commitment to the time allotted

-   The participants so they know what to expect

-   Those that follow your presentation so they don't have to rush
    through or cut short their presentations

**If trainers do not keep on time it can impact the course by**

-   Having to revise the agenda

-   Extending the hours of the training course

-   Certain presentations my have to be shortened or deleted

**What to do before the training to keep on time**

-   **Use an agenda that shows the amount of time** for presentations as
    well as the times of day. For example:

> 8:30 -- 9:00 30 minutes.
>
> This reinforces the amount of time that each presentation takes so
> that people don't have to add it up in their heads.

-   **Review the agenda with all facilitators ahead of time**. Emphasize
    the importance of staying on time and how it shows respect.

-   **Set up a time keeping structure and review with facilitators**

    -   Designate a time-keeper to provide visual reminders with signs
        that show

        -   5 minutes

        -   1 minute

        -   Stop

    -   If necessary, use a bell to signal the end of the time

    -   If the bell doesn't work you may have to interrupt

-   **Practice before the training.** Practice the presentation out
    loud. Review your material so you will know what can be covered
    quickly and if necessary deleted. Practice your presentation using
    the equipment. This will help you determine how long it takes for
    presentations and activities.

-   **Discuss how to keep on time with all of the facilitators**

    -   Keep the training focused on the objectives

    -   Let participants know what to expect by reviewing the agenda at
        the beginning of each day.

    -   Give clear instructions

    -   Emphasize only the "need-to-know" content

    -   Know what content or activities can be shortened or deleted if
        necessary

    -   Use the "Parking Lot" for discussions that take too much time or
        are related to but not critical to the training -- but they are
        critical to the participants

        -   The "parking lot" is a sheet of flip chart paper posted on
            the wall of the training room. The purpose is to provide a
            place to put interesting topics that are taking up too much
            time or are related to but not critical to the training.
            These topics are usually critical to the participants. The
            topics are written on paper and sit in the "parking lot"
            until time is available to discuss them at the end of the
            course or during breaks, lunch or at the end of the day.

    -   Refer to handouts/manual for more detailed information

**What to do during the training to keep on time**

-   **Use a clock that the facilitator can see.**

-   **Adjust the schedule when things take longer**

    -   Shorten breaks, lunch

    -   Lengthen the day

    -   Delete some presentations or activities

## Manage Difficult Participants

> Managing participants in a training situation is an important skill to
> have as a trainer.
>
> When there are participants who are difficult, it is up to the trainer
> to manage the situation so that the difficult participants do not
> disrupt the training.
>
> Some ways to manage difficult participants are to

-   Maintain control

-   Use verbal cues

-   Use body language

-   Refer to the ground rules. Establishing "ground rules" (see Ground
    Rules handout) at the beginning of the training is a great
    management tool that can provide a means of establishing how people
    should act during the training. It can also provide a graceful way
    of dealing with difficult behavior during the training by referring
    to the ground rules. For example, if one of the ground rules was to
    not interrupt others then when someone interrupted another
    participant the trainer can mention that in the ground rules we
    discussed that we would not interrupt others.

-   Use the parking lot (see Parking Lot handout)

-   Give the person a specific task

-   Talk to the person outside the classroom

-   Never loose your "cool" or be rude

> Following are examples of difficult participants and suggestions on
> how to manage their behavior

-   **"Dominates the conversation"**

> There is usually at least one person in each group that tries to
> dominate the conversation. They frequently have a lot of experience
> and knowledge and are very eager to share that with everyone.
>
> **Ways to manage this behavior include:**

-   Refer to the ground rules (Be sure to include in the ground rules
    that no one person should dominate the conversation and that all
    participants should have the opportunity to contribute)

-   Thank them for their valuable contribution and say that we need to
    also hear from other participants

-   Mention that they have already provided a lot to the discussion and
    you want to hear what other people have to say

-   Use body language such as not looking at them when asking for
    responses and standing in front of them and looking at the other
    participants for responses

-   When asking for responses it may become necessary to ignore them

-   It may become necessary to interrupt them and summarize their
    comments before hearing from other participants

-   Give them a task to do that supports the course objectives

-   If necessary, speak to them outside the training room

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-   **"Interrupts others"**

> Some participants have a habit of interrupting others so as the
> trainer it is important to manage this type of behavior.
>
> **Ways to manage this behavior include:**

-   Refer to the ground rules (make sure that one-person should talk at
    a time is included as a ground rule at the beginning of the
    training).

-   If they continue interrupt mention that the other person was not
    finished.

-   If necessary, speak to them outside the training room

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-   **"Is a Know-it-all"**

> Some participants will try to challenge the trainer or try to make the
> trainer look bad. They think they know everything and will make
> remarks to undermine the knowledge or authority of the trainer.\
> **Ways to manage this behavior include:**

-   Acknowledge their valuable experience and ask if there are other
    opinions

-   When they ask you a question ask them what they think the answer is
    or open up the question to others

-   Give them a task to do to help with the training

-   If necessary, speak to them outside the room

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-   **"Does not participate"**

> Some participants will not respond. They may be shy, or not
> interested, or have been forced to attend the training, or may not be
> an appropriate person to be attending the training. Whatever, the
> reason it is important to encourage all participants to contribute.
>
> **Ways to manage this behavior include:**

-   Use your body language to encourage them to participate.

-   Look directly at them when asking to hear from some of the people
    who have not contributed

-   Stand by them and look at them when asking questions

-   Talk to them outside the training room to establish a connection

-   Find out about their experience and knowledge so that can be
    incorporated into questions.

-   Ask them to help you in some way (i.e., write on the flip chart,
    pass out papers, summarize key concepts)

-   If necessary, ask them outside the training room why they are not
    involved in the training.

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-   **"Does not want to be at the training"**

> Some participants are forced to come to the training by their
> supervisors. So they can resent being at the training and see it as a
> punishment rather than an opportunity to learn.
>
> **Ways to manage this behavior include:**

-   During the introduction to the training you can mention that
    everyone is coming to the training for different reasons that you
    would like to set a tone of open-mindedness because everyone can
    learn something from any situation.

-   Emphasize the value of each individual and how they will contribute
    to the success of the training.

-   Specify the follow-up process to the training. Emphasize that they
    may need to demonstrate the skills as part of their job
    requirements.

> Also, some people like to attend trainings because it simply gets them
> away from the office or they can earn extra money through the per
> diem. As a result, they may not think that their active participation
> or learning the content is necessary.
>
> **Ways to manage this behavior include:**

-   Emphasize the value of each individual and how they will contribute
    to the success of the training.

-   Ask them to help you in some way.

-   If necessary ask them outside the training room why they are not
    involved in the training.

-   Specify the follow-up process to the training. Emphasize that they
    may need to demonstrate the skills as part of their job
    requirements.

> This situation can be avoided be ensuring that the right participants
> attend the training. Communicate with supervisors about the criteria
> for who should participate in the training.

## Manage Difficult Training Locations

> **Location of training course**
>
> Adult learners have responsibilities for their families and their jobs
> and so it is difficult for them to attend trainings away from work or
> their families.

-   **Not too close to work**

-   Some locations are too close to work and so participants can get
    distracted or even leave the training to do something at work.
    Choose a location that ensures that participants will provide their
    undivided attention -- this might mean a hotel in another city.

-   If it is important for participants to do course work at night, it
    is important that the training be held out of town where they stay
    in a hotel. Adult learners have responsibilities for their families
    so it is difficult for them to do work at night.

-   Participants are more likely to arrive on time and be focused on the
    training if they stay in a hotel.

-   **Easy to get to**

> Choose a location that is easy to get to. If the training is difficult
> to get to, it can discourage participants from attending. This is an
> important consideration if the training is held in the same city where
> the participants live. If it is difficult to travel to the location it
> can also be more expensive and require extra travel time.
>
> **Training room**

-   **Temperature -** The temperature of the training room can cause
    participants to be too hot or too cold. And the "best temperature"
    will vary from person to person. Try to choose a medium temperature
    that is comfortable for "most" participants.

-   **Electricity -** There needs to be adequate electrical outlets for
    the training and the outlets need to be in appropriate locations. If
    extension cords have to be used make sure they are secured so people
    do not trip over them.

-   **Lighting -** In appropriate lighting can be very distracting to
    the training especially when showing slides. So try to choose a
    training room that enables you to lower the lights enough for people
    to see the slides, computer screens, videos but bright enough to
    read their handouts.

-   **Room layout -** When the training room is too big, too small, or
    too narrow it can cause problems. It is important to check out the
    room before the training to ensure that it is the right size and can
    be set up in a way that maximizes learning and provides a
    comfortable environment.

-   **Outside noise --** noise level can be distracting. So choose a
    training location that does not have outside noise level.

## Manage Difficult Things

-   **Equipment problems**

-   Equipment (especially computers) does not work

-   Equipment does not arrive on time

-   The wrong equipment is sent.

> Plan ahead and have back-up plans. Be sure to checkout the equipment
> before the training to prevent unexpected problems during the
> training. If equipment is provided by someone else (or a company) be
> sure to put your request in writing and double check before the
> training that the correct equipment will be provided.

-   **Materials**

-   Materials do not arrive on time

-   The manual was not assembled correctly.

-   Not enough materials

> These problems can be avoided if you plan ahead and have materials
> delivered in plenty of time to correct any mistakes.

## 

## Communicate Effectively

## 

# 

# Being a good facilitator requires having good communication skills. You have many ways of communicating that can help you in your training. 

## 

+------------------+-------------------------------+------------------+
| ## Way           |                               |                  |
| s to Communicate |                               |                  |
+------------------+-------------------------------+------------------+
| ## Voice         | ## Ears                       | ## Mind          |
+------------------+-------------------------------+------------------+
| ## Eyes          | ## Body Language              | ## Heart         |
+------------------+-------------------------------+------------------+

## 

## Use your voice

## Your voice is the most important way to communicate with participants. 

## 

## Your voice

-   Sets the tone of the training (It should be friendly and supportive)

-   Conveys most of the training content

-   Shows enthusiasm

-   Encourages participation

-   Provides positive reinforcement

-   Can be used to help manage the training

### 

### Use your "trainer's voice"

-   Project your voice so everyone can hear you -- what you have to say
    is important and it is critical that everyone hears you.

-   Vary your pitch -- so you sound interesting and provide emphasis to
    those things that are important.

-   Use a comfortable and varied pace -- to provide interest and
    emphasis. If you speak too fast, participants might miss some of
    your most important information. If you speak too slow, it can put
    them to sleep. It is also important to use the appropriate pacing
    for the types of training you are doing. For demonstrations or
    complex information, you will need to speak a little slower. If your
    accent or language is different from the participants then speak
    slow enough that they can easily understand you.

-   Speak at the right technical level

-   Use a friendly tone

-   Use a microphone, if necessary. Practice using a microphone and
    check with the participants about what is the best level for your
    voice. Don't hold the microphone too close or too far away. Also,
    ask participants to speak into the microphone when they are asking
    questions or commenting.

#### 

## Use your eyes

### Way to communicate with participants

-   Maintain eye contact

-   Show enthusiasm

-   Encourage participation

-   Provide positive reinforcement

-   Manage the training

#### 

### Way to observe 

> It is important for you to observe what is happening with the
> participants to determine things such as:

-   Are participants engaged?

-   Do participants understand?

-   What is the energy level?

-   Are there group dynamics?

-   Who is not participating?

## Use your ears

### Use listening skills

#### Listen to participants. This is a very important skill for a facilitator especially when creating a participatory learning environment 

##### Listen and wait for participants to finish what they are saying before you speak

##### Use pauses to allow participants respond

##### Listen to what participants are saying 

-   Do they understand?

-   Are there concerns?

-   What are the needs of the participants?

##### Use silence to manage the training

#### 

## Use body language

## Facial expression

-   **Set the tone of the training** (friendly and supportive) if your
    expression is friendly and approachable it will encourage
    participants to engage in the training

-   **Convey a friendly expression** -- Smiles are contagious. If you
    smile, participants tend to smile back. This is one way to create a
    friendly and supportive training environment.

-   **Provide positive reinforcement** -- By smiling when people
    respond, they are more likely to respond again

-   **Show enthusiasm** -- If you show enthusiasm for your training it
    encourages the participants to be enthusiastic also

## 

## Use your hands naturally

### Show expression. Be natural about using your hands. They are a great way to show expression and emphasis.

### Encourage participation. An open hand is a non-verbal signal to encourage people to comment. 

### Provide positive reinforcement. Sometimes a pat on the shoulder can be comforting.

## 

## Move around

## Moving around the training room is beneficial to both the participants and facilitators. 

-   **To encourage participation.** Moving towards a participant when
    they comment can encourage them to contribute. It makes you more
    accessible to the participants. Hiding behind a podium creates a
    barrier between you and the participants -- which creates a formal
    non-participatory training.

## To ease nervousness. Walking around can help ease nervousness and make you feel more relaxed in front of the participants. 

## To provide variety. If you walk around, participants are looking in various places -- not always at one spot.

## To manage the training. Standing in front of a difficult person with your back to them can convey the message that you want to hear from other people. Standing by people who don't respond can encourage them to contribute

> Moving around is good, but do not move around so much that it is
> distracting.

### 

## Use your mind

## Be adaptable and resourceful. If problems arise, adapt to the situation and use your resourcefulness to handle the situation

## Be creative. Training can be fun or boring. It is up to you to bring it to life. Think of new and participatory ways to teach the content of the course.

-   **Anticipate problems.** Think ahead to what problems might occur
    and determine possible solutions. This is part of having a back-up
    plan.

-   **Make positive situations out of negative ones.** When problems
    occur make them learning situations.

## Use your heart

-   **Show respect.** Participants come from many backgrounds and it is
    important as a facilitator that you show respect for all
    individuals. Even if you do not agree with them, you need to respect
    their point of view. If you set the tone of showing respect to all
    participants it will help them show respect for each other.

-   **Recognize that everyone has their own style.** Not everyone will
    do things the same way or at the same pace. As a facilitator, it is
    important to show acceptance for different ways of doing things.

-   **Show support when people make mistakes.** As adults we all get
    embarrassed when we make mistakes. By showing support for them in
    these situations you create a positive and safe learning
    environment.

-   **Show compassion.** We all have problems and difficult situations.
    So it is important to show compassion for participant.

# 

# Engage the Participants

Engaging participants in the training can be both challenging and
rewarding. There are many training techniques that help participants
stay engaged. For example:

## Create participatory learning situations 

## Use a variety of: 

## Presentation styles 

## Media

## Learning activities and exercises that help participants apply the information

## Change the pace and activity (about every 30 minutes). They say variety is the spice of life but, it is also the spice of training. Providing variety in different ways will help participants keep engaged.

## Change speakers. Just by having a different presenter can change the pace. 

## Change training activities often. Divide participants into different groups for exercises. Try to vary which group they go into for each exercise so that they interact with different people from the training course.

## Change location of seating arrangements

## Vary where people sit in the room and which way they face. It is helpful to have participants sit in different locations and can be an effective tool to manage difficult participants. If two or more participants are continuing to talk together throughout the training you can split them up. 

## For a group discussion have people sit in a circle in a different part of the room

-   For exercises they can move to different parts of the room

## Use examples that participants can relate to their jobs/situations

## Use humor (where appropriate)

# Use questions to engage the participants

## Encourages all participants to contribute share knowledge and experiences

## Allows for differences of opinions

## Keeps participants alert

## 

## Use questions to determine participants' knowledge and understanding

> Ask participants to

-   Explain complex issues

-   Describe how they would apply the information to their jobs

-   Repeat key content during reviews

##  

# There are three types of questions

## Close-ended

## Close-ended questions generate short, final answers such as "yes" or "no" or just a few words. They do not encourage discussion because they limit what the participant says.

## Examples

## Is it X ...?

## Do you need ...?

## Have you ever...?

> **How to use close-ended questions**

## They can be used to gain a final answer, a conclusion, or for confirmation. 

## Open-ended Questions

## This type of question generates descriptive answers that encourage discussion.

## Examples:

## What are some ways...

## How can you \...

## Why would you want to...

> **How to use open-ended questions**

## They can be used to encourage participation and sharing of knowledge and experiences.

## Probing Questions

## These are questions that generate additional discussion. They probe for more information and ask participants to explain in greater detail about a subject.

## Examples:

## Tell me more about...

## Could you explain...

## Would you elaborate..

## What would be an example...

## Anything else...

> **How to use open-ended questions**

## They can be used to encourage participants to go into further detail. 

## 

## Quiz: Name the type of question 

> Determine what type of question each of the following questions are.

# How can trainers manage the training course?

# What are some communication techniques you can use in training?

# Can you tell me more about the techniques? 

# Have you ever dealt with a difficult participant before?

# 

# 

# 

# 

# Use Questions Effectively

## Ask questions that focus on the "need-to-know" information

## Do not to embarrass participants by putting them on the spot with difficult questions they cannot answer

## Repeat questions and comments from participants so that everyone in the room knows what is said 

## Give positive feedback when participants contribute

## If you do not know the answer ask participants to answer, or state you don't know but you will find out

-   Know when to quit. Asking questions does engage the participants but
    it is important to manage time and keep the training focused. When
    it is time to move on in the presentation you can say things like

-   "I have time for one more comment."

-   "You have a lot to say about this topic and what you have to say is
    important. In the interest of time we can put it on the parking lot
    and come back to it later."

# What Should You Do When Participants Do Not Respond to a Question?

## Maintain a deliberate silence 

## Repeat or rephrase the question 

## Use body language or eye contact to encourage participants to contribute

## Encourage answers with positive statements (Take your time. I know some of you have had experience with this and I would like to hear about your experience.)

-   Give an example

-   As a last resort answer the question yourself if none of the
    participants answers.

**Use Energizers to Keep Participants Engaged**

> **The definition of an energizer is that it is a short, fun activity
> that "breaks up" periods of concentrated learning.**

-   Often involve physical activity

-   May or may not be related to the training topic

> **Types of energizers and how they help engage participants**

+--------------+-------------------------------+-----------------------+
| **Type of    | **How it Engages              | **Examples**          |
| Energizer**  | Participants**                |                       |
+--------------+-------------------------------+-----------------------+
| **Physical** | Maintains energy and          | -   Using the body to |
|              | attention\                    |     spell out a word  |
|              | (use especially after lunch)  |                       |
|              |                               | -   Simon sez         |
+--------------+-------------------------------+-----------------------+
| **Team       | Builds rapport among team     | -   Create a name for |
| building**   | members                       |     the table         |
|              |                               |                       |
|              |                               | -   Scavenger hunt    |
+--------------+-------------------------------+-----------------------+
| **E          | Reinforces content and/or     | -   Question ball     |
| ducational** | assesses what the             |     with review       |
|              | participants have learned     |     questions         |
+--------------+-------------------------------+-----------------------+
| **Mental**   | Provides a problem to solve   | -   Word jumble       |
|              |                               |                       |
|              |                               | -   Mind teasers      |
+--------------+-------------------------------+-----------------------+
| **Fun**      | Highlights a special skill or | -   Dancing           |
|              | talent or is just fun to do   |                       |
|              |                               | -   Singing           |
|              |                               |                       |
|              |                               | -   Musical chairs    |
+--------------+-------------------------------+-----------------------+

> **Guidelines for using energizers effectively**
>
> **Consider**

-   Cultural/organizational context

-   Participants' backgrounds and expectations

-   Training goals

-   Time constraints

-   Room layout

-   Number of participants

> **Avoid energizers that**

-   Cause embarrassment

-   Provoke disagreement

-   Disrupt "flow" of learning

-   Take too long