# Presentation: 538643

## What You’ll Learn 

## What You’ll Learn

**Some answers may include:**
**The environment was conducive to learning.**
**The instructor was knowledgeable in the subject matter.**
**The course content was targeted to the audience’s needs.**
**The course activities supported the content. **

## What You’ll Learn

## What You’ll Learn

**Although there is no time in this session to perfect your skills, you will improve your skills and make this course more effective. **

## What You’ll Learn

**How to:**
**Establish an environment that is conducive to learning.**
**Make a training presentation.**
**Conduct exercises and lead group discussions.**
**Manage classroom interactions.**
**Handle difficult students.**
**Use training evaluation results to improve training.**

## What You’ll Learn

## Cross-Cultural Training Issues

**Avoid . . .**
**Situations that cause a “loss of face.”**
**Analogies, metaphors, expressions, or stories that are culturally or gender-based based.**
**Symbols or graphics that could offend others.**
**Colors that could be misinterpreted across cultures.**
**Jokes or humor that could offend others.**

## Adult Learner Characteristics

**Adults . . .**
**See themselves as responsible, self-directed, and independent.**
**Tend to avoid, resist, and resent not being treated as adults.**
**Should be treated as resources as well as learners.**

## Adult Learner Characteristics

## Adult Learner Characteristics

**Adults . . .**
**Learn when they perceive a need or identify disadvantages of not learning.**
**Are more motivated when training:**
**Explains the “whys.”**
**Is related to personal goals.**
**Focuses on “real world” situations.**

## Adult Learner Characteristics

## Adult Learner Characteristics

**Adults . . .**
**Have large banks of previous learning.**
**Learn by linking new learning to past experiences.**
**May need to “unlearn” previous learning or assumptions.**

## Adult Learner Characteristics

**Lessons learned from previous experiences are routinely fed back to ensure that personnel build on past experience to improve current or future performance.**
**After-action reports work on the same premise.**

## Adult Learner Characteristics

## Adult Learner Characteristics

**Studies show that 3 days after learning new **
**information, adults retain:**
**10% of what they read.**
**20% of what they hear.**
**30% of what they see.**
**50% of what they see and hear.**
**70% of what they say.**
**90% of what they say as they do.**

## Adult Learner Characteristics

## Adult Learner Characteristics

## Activity:  Understanding Your Audience

| Intelligence
Terrorism
Knife
Justice
Bird
Tree
Watch | Pot
Truth
Table
Fork
Pen
Stream
Wisdom
Security | Flower
Encryption
Meaning
Field
Analysis
Pencil |
| --- | --- | --- |

## Activity:  Understanding Your Audience

**Techniques for Enhancing Learning:**
**Create a strong beginning and ending.**
**Make the middle of the training memorable.**
**Changing training methods/media**
**Reenergizing the group**
**“****Hook” new learning to existing frameworks through stories, analogies, and association.**
**Break training into chunks.**

## Activity:  Understanding Your Audience

## Activity:  Understanding Your Audience 			

**New information is hooked to old information. When the words changed from Intelligence-related terms, you were left to search for places to hook the information to.  By the time you found the right hooks, several new terms had come and gone.**

## Activity:  Understanding Your Audience

**People tend to remember more information when it is presented in clusters or groups.**** **

## Making Presentations

## Making Presentations

**Characteristics of effective instructors:**
**Attending to the audience**
**Observing the audience**
**Using nonverbal behaviors**
**Using the voice**

## Attending to the Audience

**DO:**
**Clear your mind of distractions.**
**Face the students.**
**Maintain a relaxed but attentive stance.**
**Draw people in by walking toward them.**

**DON’T:**
**Talk with your back to the group.**
**Place a barrier between you and the students.**
**Stand in a fixed position, fidget, or shift your weight.**

## Attending to the Audience

## Common Distractions for Instructors

**Lack of familiarity with the materials**
**“****Difficult” students**
**Side conversations**
**Audio-visual issues**

## Attending to the Audience

## Observing the Audience

**DO:**
**Be aware of nonverbal behaviors.**
**Scan the room and be aware of your blind spots.**
**Share observations with students.**

**DON’T:**
**Just look at the students, **_**see**_** them.**
**Stare at any one spot or person for too long.**
**Bury your head in notes or materials.**

## Observing the Audience

**DO:**
**Use natural facial expressions.**
**Show enthusiasm through expressions and body movements.**
**Be aware of energy lows and develop methods for avoiding dips.**

**DON’T:**
**Appear insincere.**
**Use behaviors that could be seen as negative or judgmental.**
**Use distracting gestures.**

## Using Nonverbal Behaviors

## Using Nonverbal Behaviors

**Identify your audiences likely energy cycles ahead of time.**
**Schedule an activity when your audience are likely to hit an energy lull.**
**Eat a light lunch.**
**Call a break and get some fresh air during the break.**

## Using Nonverbal Behaviors

## Negative Nonverbal Behaviors

**Those behaviors that:**
**Appear negative.**
**Appear stern.**
**Provide negative feedback.**

## Using Your Voice

**DO:**
**Speak loud enough to be heard.**
**Vary the pace of your presentation.**
**Slow down for important points.**

**DON’T:**
**Speak in a monotone voice.**
**Be afraid to pause.**

## Using Training Media

## Using Training Media

## Effects of Nonworking Media

**Content can’t be presented as intended.**
**The instructor’s timing is thrown off.**

## Using Training Media

**DO:**
**Practice on and test all equipment.**
**Have a backup plan.**
**Label light switches.**
**Organize items by lesson and groups.**

**DON’T:**
**Use media without previewing it.**
**Allow media to distract you.**
**Assume that flashy materials take the place of good instructors.**

## Putting Yourself at Ease

## Putting Yourself at Ease

## Putting Yourself at Ease

**Prepare ahead of time.**
**Practice and visualize the presentation.**
**Do relaxation exercises (e.g., deep breathing, stretching).**
**Connect with the audience ahead of time.**
**Use nervousness as positive energy.**
**Maintain a sense of humor.**
**Realize that the students want them to succeed.**
**Understand that it’s okay to pause to gather thoughts.**

## Facilitating Discussions

## Facilitating Discussions

**Encourage involvement**
**Ask questions**
**Respond to answers**
**Answer questions**
**Lead discussions**
**Lead exercises**
**Provide feedback**

## Facilitating Discussions

## Facilitating Discussions

**Use questions to:**
**Encourage participation.**
**Generate curiosity and thinking.**
**Foster discussion.**
**Check student understanding.**
**Get feedback on the training.**

## Facilitating Discussions

**Responding to student answers:**
**Listen**
**Paraphrase**
**Respond or redirect**

## Facilitating Discussions

## Facilitating Discussions

**Paraphrasing demonstrates that you **
**listened by: **
**Restating the speaker’s statements and feelings.**
**Using your own words.**
**Remaining neutral.**

## Facilitating Discussions

## Facilitating Discussions

## Facilitating Discussions

## Managing the Classroom

**Managing the physical environment.**
**Preparing the instructor team.**
**Managing the clock.**
**Making midcourse corrections.**
**Handling difficult students.**

## Managing the Classroom

## Managing the Classroom

## Managing the Classroom

**Preparing the instructor team:**
**Agree on responsibilities for instruction.**
**Agree to ground rules for working together.**
**Prepare guest speakers.**
**Conduct a “dry run.”**
**Develop a plan to touch base during breaks.**
**Debrief at the end of each day.**

## Managing the Classroom

**Break management tips:**
**Take a break about every hour.**
**Watch for nonverbal signs that a break is needed.**
**Try to find natural breaking points.**
**Enforce break time limits.**

## Managing the Classroom

**Making midcourse corrections:**
**Collect continuous feedback from the students.**
**Adjust the pace of the training.**
**Use breaks to reassess and adjust.**
**Substitute less time-consuming activities.**
** **
**Ensure that corrections allow you to achieve all learning objectives!**

## Managing the Classroom

## Managing the Classroom

**Having the entire group complete an exercise together.**
**Reducing the number of questions or activities.**
**Giving the group part of the answer and have them work on completing the remainder of the activity.**

## Managing the Classroom

## Managing the Classroom

**Dealing with difficult students:**
**Take action before others get frustrated.**
**Preserve a positive learning environment.**
**Don’t compromise the individual’s self esteem.**

## Activity:  Pulling It All Together

**Getting ready:**
**Become familiar with the Instructor Guide.**
**Review the learning objectives.**
**Gain an understanding of the content.**
**Highlight the key learning points.**
**Tailor the content to your target audience.**

## Summary and Transition 

**This unit covered:**
**Delivering Effective Training**
** **

## Summary and Transition

**Questions?**