Train-the-Trainer Workshop Manual

Planning & Implementing Active Learning Workshops
TRAIN-THE-TRAINER WORKSHOPTABLE OF CONTENTS

Table of Contents
Introduction
Learning Development Process
Workshop Objectives
AgendaOpening a Training Session

3-7
3
4
5
6-7

DesignConducting a Needs Assessment
Goals & Objectives
Evaluation Strategies
Writing a Training Proposal

8-30
8-21
22-26
27-28
29-30

Development
Kolb Learning Styles
Sequencing Learning Activities
Organizing a Presentation
Effective Visual Aids

31-49
32-34
35-39
40-48
49

Delivery
Delivery Skills Reminders
Interaction Skills
Group Process
Cultural Factors
Resistance & “Difficult Learners”
Facilitation Skills
Energizers
Closing a Training Session

50-82
50-52
53-61
62-64
65-66
67-71
72-78
79
80-82

Further Reading

83

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2LEARNING DEVELOPMENT PROCESS

Learning Development Process

Design• Conduct Needs
Assessment• Set Learning Objectives &Plan Evaluation Strategy

Development

Delivery• Select, Sequence, & Prepare
Learning Activities• Facilitate Learning
Experience• Evaluate Learning

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OBJECTIVES

Workshop Objectives



Explain the elements and stages involved in managing alearning process.



Conduct a needs analysis and target learning interventions
effectively.



Identify learning objectives and plan an evaluation approachaligned to organizational needs and capacities.



Develop and sequence engaging activities that ensure
achievement of the learning objectives.

Deliver interactive training content and facilitate active
learning
sessions.



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4AGENDAWorkshop Agenda

Day 1

Day 3

Introductions
Opening a Training Session
Conducting a Need
Assessment

Presentation PracticeGroup Critique & Feedback

Writing Goals & Objectives
Evaluation Strategies

Interaction Skills:• Listening to Understand• Discussion Skills

Day 2
Kolb Learning Styles
Developing & Sequencing
Learning Activities

Day 4Group Process Skills:•Managing Resistance•Cultural Factors

Presentation Skills
Effective Visual Aids

Facilitation Skills
Facilitation Practice & Feedback
Closing a Training Session

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OPENING A TRAINING SESSION

Opening a Training Session

Using this workshop as an example, what does a trainer needto do to in the Opening of a training session to:
1. Establish a positive learning climate?

2. Bring focus to the training session?

2. Things to avoid?

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OPENING A TRAINING SESSION

Opening a Training Session
Adults are motivated to learn when they know that the material they arelearning is relevant to their needs. In other words, they want to know
“What’s in it for me?” They may not see the relevance, however, until
you explain it to them. So the best time to explain it is at the beginning,
before you go into the content. This means taking the time to position
the content at the opening of the workshop and before each exercise.
Opening Statement Learners come to a learning experience with anumber of questions on their mind. Is this workshop worth my time?
What exactly are we going to cover? Where does this material comefrom? Is the instructor credible? How will we be working together as agroup? The best idea is to answer these questions in the first 10-15
minutes so you can keep the learners’ attention focused. In youropening explain:
Purpose. The purpose from the learners’ point of view. What is themain value or utility of the workshop?
Goals. The broad areas they will cover and how these relate to the
Purpose.
Method. The organization of the workshop, agenda, expectations,learners’ role, and instructor’s role.
Background. How the workshop was designed and developed. For
example, the results of the needs assessment, how the content wasdetermined, and your expertise as an instructor.
Introductions. Who else is at the workshop? What resources andknowledge do they bring? How will we interact with each other?
Benefits. The key benefits to them as learners. What will they gain?
How will this learning experience help them in their work?
Once you have answered these questions for your learners, it is more
likely they will be ready to move ahead to the first activity with open
minds.
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DESIGN

Organizational Needs“Determining your organizational needs will help you todetermine what training you need to do. More important, it
will help you determine what training you don’t need todo, either because the organizational need cannot be
addressed by training or because the organization cannot
support the training that is needed.”— George M. Piskurich, Rapid Instructional Design

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A Request for Training
You are the head of the statistical training institute in your country ora training focal point for agriculture statistics in your ministry. Today,
your direct supervisor called you and explained that she had recently
met with the Minister of agriculture, who complained about the lackof official data on fisheries and aquaculture. The Minister had justreturned from an international conference and was disappointed tofind out that many countries produce regular official statistics onfisheries and aquaculture. However, his ministry only gathers somedata from registered fishing boats. Your supervisor is frustrated
because your NSO/statistical unit is not able to regularly produce thisinformation. She asks you to urgently organize a training to fill thisgap.
You understand the importance of this information, and you want toorganize the training as quickly as possible. However, you believe it isimportant to understand the needs of all stakeholders before moving
ahead with the training. What needs and/or factors will be importantfor you to consider?
Make a list:
•
•
•
•
•
•
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9DESIGN

Role of Training
Purpose of training: to improve individual or organizational
performance.

EducationVS.

Training• Content based• Performance based• Content organizedaround intellectual
categories andhistoricaldevelopment;
academic approach• Content organizedaround how it will
be used; focus on
skill building andapplication to real
world

• Instructor-oriented;
learners dependent
on instructor/expert• Learner-oriented;
learners havepragmatic view oflearning (“What in
it for me?”)

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Role of Training
Do not use training as a first step to remedy performance problems
caused by:• Poor supervision• Lack of reward for good performance• Inefficient work flow
• Unclear objectives• Unrealistic expectations• Lack of consequences for poor performance• Inefficient workplace design• Poor recruitment
In the above cases, the cause may be due to factors that training won’t
correct, since poor performance may be a symptom of another root
cause. And the cause must be corrected before the performance
improves. Training may still be an option but only after you haveidentified the root cause!
 What examples can you give of “training” requests that are more
appropriately requests for other types of intervention?

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DESIGN

Role of Training
As a result of your analysis, you may find that other interventions,instead of training, may be more useful or practical as ways to enhance
performance.* These include:• Recognition and rewards for excellent performance• Communication systems such as bulletin boards, e-mail, andnewsletters• Improved supervision of work flow
• Documentation and standardization, including reference manuals,
certifications, and standardized procedures• Ergonomic and human factors, such as human-machine interfaces,
color coding, interior design, and furniture• Feedback systems, such as performance appraisal, performance
management, peer appraisal, and customer appraisal• Training systems, such as computer-based instruction, distancelearning, and on-the-job training.
• Career development systems, such as job rotation, mentoring andassessment centers* Adapted from George M. Piskurich. Rapid Instructional Design.

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12DESIGN

Role of Training
Use training to improve individual or organizational performance bydeveloping learners’ knowledge, skills, and attitudes to achieve
performance standards.
Knowledge

Information that learners must know to perform
effectively: facts, concepts, rules, procedures,
policies, etc.

SkillsAbilities learners must have to perform effectively:
cognitive (analytical), communication skills,
psychomotor (manual dexterity), etc.

Attitudes

Values, feelings, beliefs, perceptions, styles, etc.
learners should have to perform effectively

 What examples can you give where training is the rightintervention?

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DESIGN

Needs Analysis Steps• Assess current performance level• Assess expected performance level• Identify performance gap• Set goals and objectives• Plan evaluation strategy

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DESIGN

Conducting the Needs Analysis
When you conduct a needs analysis you gather information that will
help you understand the gap between current performance andexpected performance. This information will help you plan alearning experience that will fill help the learner bridge the gap.
Current
Performance
What’s the situation
now?
Learners’ current
knowledge, skills,
attitudes
Personal factors that
affect performance
Organization al factorsthat affect performance
Factors that affectlearners’ access tolearning

The Gap

Expected
Performance
What performance isdesired?
Performance standards

Learning
Experience

Factors influencing
maintenance of the
behaviour

Goals &
Objectives

Other reasons to conduct a thorough needs assessment:
To generate course material. The information you collect will provide a
wealth of data and illustrations to bring the learning to life and make it
relevant to your learners.
To involve supervisors & managers. Get their support and input. More
important, get their egos involved so they will see the learning as their own
priority.
To examine the work environment. You may be able to identify ways ofhelping your learners work smarter, not harder. Methods, policies, andprocedures should always be examined for improvement.
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DESIGN

Needs Analysis Exercise
Purpose In this exercise you will have the opportunity to conduct aneeds analysis interview with the Director of agriculture statistics
about a training idea she has for her staff members. There are threeroles:
A. Training developer. Ask questions to identify “the gap.” Use
the following page as your guide.
B. Training sponsor. As the Director of agriculture statistics andsponsor of this training workshop, you are eager to provide thisdevelopment opportunity for your team.
C. Observer. You will observe the interaction, make notes on thequestions asked, and conduct a feedback session after theinterview.

Active Listening
Open-ended Questions• Tell me more about ...
• What are your priorities for ... ?
• From your point of view, what isessential?
• How do you see it?
• What are your concerns about ... ?
Restatement• You think ...
• Your main priority is ...
• You would prefer ...
• You would feel a lot better if ....
• You are not convinced that ...

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DESIGN

Needs Analysis Exercise
Use this model to guide the discussion with the Director of
agriculture statistics. Use it to identify the gap for staff members in
her department.
Current Performance
What’s the situation now?

Expected Performance

The Gap

What performance is desired?

Learning
Experience

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DESIGN

Assessment Tools
After deciding what information you need, your next step is todecide the best way to get it. You’ll want to get only the information
you need as efficiently as possible. Here is a list of options:Open-ended Questionnaires You compose questions for which
there are many possible answers or interpretations. For example,“What are some of the challenges you face in your work?”
Advantages• Allow respondents tointroduce new topics• May uncover important data
not asked for• Are less work to prepare

Disadvantages• Are harder to answer andrequire more thought from
respondents• Allow no way to probe further

Closed-ended Questionnaires You compose questions with alimited number of responses. For example, “How long have you
worked at your job?” a) 0-2 years b) 3-5 years c) 6 years or more
Advantages• Are easier to answer• Are easier to analyze andtabulate• Give more precise information

Continues on next page …

TRAIN-THE-TRAINER WORKSHOPDisadvantages• Require more skill to prepare• Are limited in scope and ask
only what is already known• Allow no way to probe further

DESIGN

Individual or group interviews You conduct face-to-facemeetings with one or several persons. You prepare questions
beforehand but you can introduce others as the interview progresses.
Group interviews (focus groups) allow for interaction andbrainstorming of issues.
Advantages• Are flexible and allow further
probing• Can pick up non-verbal
responses• Can build commitment to theworkshop on the part ofinterviewees

Disadvantages• Are time-consuming• Require skilled interviewers,
especially group interviewers• May cause group interviewees
to influence each otherObservation You observe the learners on the job. You notice what
they do or what they may need to do, including job conditions, key
events, and other factors.
Advantages• Can be a good way to bringout subtle things that are hard
to express in interviews orquestionnaires• Can be a good way to gather
data for learning materials• Can build rapport with target
population

Disadvantages• Does not always reveal
attitudes• Can require considerable timeto see all aspects of work
• Can interfere with work andinfluence what happens (byobserver’s presence)

Analysis of documents You review written materials that
contain useful information, like policies, procedures, reports, etc.
Advantages• Doesn’t depend oncommitment of others• Can get date from several
sources in one place, saving
time

Disadvantages• May not cover all areas
needed• May yield too much data
making analysis difficult

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DESIGN

Needs Analysis Exercise
After your interview with the Director of agriculture statistics,
decide what additional information you will need. Decide which
tools to use on the following pages:

Assessment
Tool

TRAIN-THE-TRAINER WORKSHOPInformation to Be Collected

Needs Analysis Application
Make some notes on the needs analysis you will conduct for yourown learning project.
Current Performance
What’s the situation now?

Expected Performance

The Gap

What performance is desired?

Learning
Experience

Assessment
Tool

Information to Be Collected

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DESIGN

Goals & Objectives
Once you have completed your needs assessment, the next step is todevelop goals and objectives.
The Gap

Current
Performance
What’s the situation
now?

Learning Experience

Expected
Performance
What performance isdesired?

Goals &
Objectives
By achieving the goals & objectives, the learners will attain the
expected performance level. Here is a way to formulate the learning
outcomes:
Goal

A broad statement of the learning outcome that you
want the learners to achieve.
Example: “Learners will be able conduct a needs
assessment.”

Objective

A specific learning outcome to be accomplished. Eachlearning goal will usually have several objectives thatwhen met will indicate accomplishment of the goal.
Example: “Learners will be able to:- Differentiate between training needs and other needs- Use assessment tools to identify the need
- Identify the gap between current and expected levelsof performance”

In most cases you will find it useful to start with the goals and thenspell out the objectives. However, sometimes it may be necessary towrite down the objects and then develop goals for these objectives.
Whichever way you arrive at it, you’ll want to end up with conceptual
frame that makes sense.
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DESIGN

Writing Objectives
Objectives are best when they are written in behavioural terms, thatis, in ways that can be measured. Using behavioural objectives helps
you focus the content and makes it easier to evaluate the learning.
My making objectives behavioural, you avoid misinterpretations andyou focus the efforts of everyone involved: managers, course
developers, instuctors, and learners. Here are some commonly used(and commonly misinterpreted terms) and their behaviouralalternatives.
Learning
DomainCommonly
Misinterpreted Term

Behavioural Term

Knowledge

To know, learn

To list, define, name,describe, explain

SkillsTo understand, know
how toTo use, apply, operate

Attitude

To feel, value

To explain theimportance of
To list the benefits of,
To demonstrate

Some objectives are harder to write in behavioural terms than others.
Those related to attitude can be particularly difficult. Nevertheless, themain thing is to be as specific as possible so that you can translate theobjectives into well-conceived activities in the development phase ofyour project.

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DESIGN

Writing Objectives
Read the following objectives and make a √ next to the ones that arestated in behavioural terms. For those not written that way, rewrite themso that they, too, are written in behavioural terms.
1. Understand the three phases of workshop development anddevelop presentation skills.

1. Learn various types of sampling methods for agricultural
surveys.

1. To identify basic requirements and assess feasibility ofstructuring a statistical register system by integrating several
administrative registers.

1. Feel confident in their ability to facilitate a training session.

1. Know the characteristics of administrative registers and be
familiar with methods for developing statistical registers.

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DESIGN

Writing Objectives
Together with your colleagues in your table group, write 2-3 learning
objectives for the staff members in the agriculture statistics department.
Make sure that they describe the learning outcomes in behavioural terms:

Objectives:

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DESIGN

Writing Objectives
Use the space below to write down a goal and behavioural objectives fora training programme or module of your own design.

Goal:

Objective(s):TRAIN-THE-TRAINER WORKSHOP26

DESIGN

Planning an Evaluation Strategy
Don’t wait until after you have conducted your workshop to
figure out how you will evaluate it. An effective learning design
incorporates a plan for how you will determine if goals andobjectives have been met.
Donald Kirkpatrick, an expert on evaluation, has identified fourtypes of evaluation:
Type

CentralQuestion

MethodReaction

Did they like it?

Questionnaires
completed by learners
at the end of aworkshop

Learning

Did they learn it?

In-class tests, pre- andpost-training tests

Behavior

Are the learners
using the skills on
the job?

Surveys of learners andtheir managers,
observation

Results

Was it worth it?

Cost analyses, impact
on organisation

Another reason to do extensive evaluation is that the staff
members in your organisation are always evaluating yourworkshops informally. They form perception based on theirexperience and tell colleagues and superiors about the workshops
they attend. Like it or not, your credibility and success depend onsuch perceptions. Evaluation helps you understand your impact inthe organisation and take corrective action whenever necessary.

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DESIGN

Analyzing Evaluation Results
What are the possible implications in the following situations?
1. Workshop receives negative reaction evaluation.

2. Workshop receives positive reaction but negative learning
evaluation.

3. Workshop receives positive reaction and positive learning
evaluation but negative behavior evaluation.

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DESIGN

Writing a Training Proposal
After completing the design phase of programme development, it
makes sense to check in with the programme sponsor to makesure that your proposed plan is in line with your sponsor’s
expectations. A training proposal includes the following sections:Purpose. Explain the broad issues the programme addresses.
What are the benefits to the organization and to the individuals
who will be trained? What will be the impact of the training?
Description of participants. What have you learned from yourneeds analysis? What is the current level of performance? What isthe expected level of performance? What are the organizational
factors that affect performance? What systems and rewards willneed to be in place in order to sustain the performance?
Programme goals & objectives. Explain how your programme
solves the problem(s) you’ve identified in the needs analysis. List
all the objectives so that you can get your sponsor’s (andmanager’s) approval on each one. Explain how you will evaluate
the programme.
Programme requirements. Explain the length and format of the
programme you expect to produce. Outline the development time,
instructor requirements, the budget, conference room andaudiovisual requirements, and a time table for delivering thetraining.
The suggested format above includes a minimum of information.
You may require more, depending on the circumstances andcomplexity of the training. Use this document as a way ofsummarizing expectations and getting your proposal approved. It
can also serve as a plan to guide your development efforts.

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DESIGN

Working with Training Providers
When working with training providers, communication is key!
Make sure you have discussed and agreed to the following items
before beginning the project: Purpose of the project. What are the broad goals to beaccomplished? What are the training, and “non-training” issues
associated with the project?
 Scope of needs analysis. Who needs to be involved? Whatassessment methodologies will be used?
 Project time table. What are the expected time frames for
conducting the needs assessment, design, and development of the
project?
 Training proposal. What items should be addressed in thisdocument? (See suggestions preceding page.) Development. What learning activities will be used? What canbe done to make the programme an engaging and high-impact
learning experience?
 Other issues to consider:

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DEVELOPMENT

Development Steps• Select learning activities• Sequence learning activities• Create an opening statement• Create transitional links between modules

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DEVELOPMENT

Characteristics of Adult Learners

Your learners are adults. Their personalities, learning styles, andbehavior patterns are well developed (and may be relatively
inflexible.) They are busy people with many responsibilities and many
may view training as an intrusion upon their time.
To develop learning experiences that respond to the needs andlearning styles of adult learners, it is useful to keep the following
characteristics in mind:•

Adults have a reservoir of personal and work-related experience.

•

Adults’ attention needs to be gained and sustained.

•

Adults are task oriented.

•

Adults tend to be cautious, anxious, and easily discouraged in new
situations.

•

Adults need to be self directing and autonomous.

•

Adults expect high-quality learning experiences.

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DEVELOPMENT

Kolb Learning Style Inventory
Concrete Experience“Experiencing”

ACCOMMODATING

DIVERGING

Active Experimentation

Reflective Observation“Doing”“Reflecting”

CONVERGINGASSIMILATING

Abstract Conceptualization“Thinking”

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DEVELOPMENT

Kolb Learning Style InventoryYour Kolb Learning style: ________________________________• In your small groups, give examples of “peak” learning experiences.

• What made them particularly effective for you?

• After having listened to the other 3 styles, what will be important tokeep in mind when you work with others whose styles may bedifferent from your own?

Accommodating

Diverging

Assimilating

Converging

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DEVELOPMENT

Sequencing Learning Activities
An effective learning experience creates a flow of activities thatkeeps your learners’ attention and builds their mastery of thecontent you are presenting. No matter how well you develop aparticular activity, its impact may be greatly diminished if it ismisplaced in the sequence of training. For example, learners may
get tired if one theoretical activity follows another, or if atheoretical activity is presented after lunch.
As you develop the sequence of activities, here are someapproaches to keep in mind:

Broad picture

Details

Simple content

Complex content

TheoryApplication

Becomeaware

Identify

Produce

You can also sequence activities to create variety and interest. In
the end, however, the sequence you select should be a logicalresponse to your learners’ needs.

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DEVELOPMENT

Learning Activities
Type

PurposeApplication
Exercise

Identify steps or actions to use in learners’
own environment.

Case Study

Identify concepts and skills in a specificenvironment; apply knowledge

Demonstration

Observe skills in action, usually by
instructor or experienced performer

Discussion

Draw on learner’s experience; encourage
application; identify challenges andobstacles

Fish Bowl

Observe skills in action; provide feedback

Games &
Simulations

Discover learners’ habitual tendencies;
establish a a need to change; experience andanalyze underlying issues; practice skills

Lecturette

Introduce new area of content; convey
conceptual, historical or theoreticalinformation

Pen & Paper
Exercise

Identify concepts and knowledge; practiceand test knowledge

Personal
Reflection

Create awareness of concept; encouragelearner’s emotional involvement

Reading/ Self
StudyIntroduce new area of content; gain broader
background on topic

Role Play

Establish the need to change; practice skills
in a work-related context

Video Clip

Provide information; set a mood;demonstrate interaction

Visualization

Engage learners’ imagination.

Notes

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DEVELOPMENT

Sequencing Learning Activities
Purpose This exercise asks you to sequence a series of learning
activities. It will give you an opportunity to apply the principles ofsequencing presented on the previous page.
Situation You are an HR manager. You are developing a module on
how to give positive and constructive feedback to colleagues. Read thelist the activities below and place them in a logical order
A. Ask participants to identify people intheir workplace to whom they would liketo give feedback
B.

C.

Ask learners to write down and example
of positive and constructive feedback
they have received in the past
Set up role plays so participants canpractice giving feedback

D. Provide a 10-minute lecture on giving
effective feedback
E.

F.

Ask participants to have a group
discussion about difficulties of andbarriers to giving feedback; summarize
in large group

Sequence
1.

_____

2.

_____

3.

_____

4.

_____

5.

_____

6.

______Why?

Ask participants to fill out a worksheet
where they must distinguish between
effective and non-effective feedback

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DEVELOPMENT

Sequencing Learning Activities
Select one of your objectives. Make a list of learning activities to help
learners gain mastery of the objective. Be prepare to explain therationale for the activities and sequence.
Objective:

Activities:

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DEVELOPMENT

Sample Instructional Sequence

Module 1: Giving Effective Feedback
Time

Activity

9:009:10

Learners write down examples of positive andnegative examples of feedback; share with partner.

9:109:25

Instructor gives lecturette on effective feedback,including making it specific and behavioral; elicits
examples from learners.

9:259:35

Learners complete written exercise on
distinguishing positive and negative feedback.

9:359:45

Learner write down examples of feedback to give totheir real-life work colleagues.

9:459:55

Instructor demonstrates giving effective feedback.

9:5510:15

Learners role play in triads, playing speaker, otherperson and observer.

10:1510:30

Instructor debriefs what was learned from role play;gives out handout on additional tips for giving
feedback

10:3010:45

Learners conduct small-group discussion (10 min.)and then summarise comments for large group. (5
min.)

Notes

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DEVELOPMENT

Organising a Presentation

Listener
ProfileOpening

PurposeAgendaBenefits

Body

Development• Structuring Techniques• Rhetorical Strategies

Close

Recap of Agenda
Take Away Message

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DEVELOPMENT

Organising a Presentation

Listener
ProfileStart by defining your listener. Write down all theinformation you have about your listener’s needs,interests, and priorities. The more information you
have, the better prepared you will be to get andkeep your listener’s attention. To be persuasive,
you need to present your idea from your listener’s
point of view. Several questions to consider:• What is the listener’s technical level ofunderstanding?
• What are the listener’s expectations about
your presentation? How can you exceed these
expectations?
• What do you want the listener to do after
hearing your presentation?
• Do you have more than one listener? If so,
what are the needs and expectations of all of
the listeners? Who is the primary listener?
Your goal is to get inside your listener’s mind andsee your idea from his/her point of view.
Additional things to consider about your listener:• Personal interests• Work history• Educational background• Leisure interests• Age

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DEVELOPMENT

Organising a Presentation

Opening

Purpose. Start with a strong, single statement that
explains the purpose of your presentation. Frame itin terms that the listener can understand and relate
to. A good approach is to mention the subject
matter of the talk and a reason why the subject
matter is important to this listener (benefit). Here isa useful format:
subject matter + so that + benefit to listener
Example: “The purpose of my talk is to give you
an overview of visual aid techniques so that you
can increase the impact and interest of yourpresentations.”
Not: “Now I am going to talk about visual aids.”
Agenda. Then, explain your agenda. List the
topics you'll be covering. Make sure there is alogical link between the purpose and the topics you
outline. Say enough on each topic to orient yourlistener, but save the details for the body of yourpresentation.
Example: “First I will review the planning steps ofa presentation. Then I will show you somestructuring techniques; these are some templates
that you can use to develop content in the body of
your presentation. Lastly, I will demonstrate somedelivery techniques so that you know how to create
the greatest impact with your visual aids.”

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DEVELOPMENT

Organising a Presentation

Opening

Benefits. Finally, let the listener know what's in it
for him/her. How will the listener gain by paying
attention? Why should the listener invest the time?
Example: “When I'm finished, you'll have a tool
kit for preparing and delivering effective visual
aids. You will also have learned some ways to keep
your listeners' attention and help them to remember
what you say.”

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DEVELOPMENT

Organising a Presentation

Body

During the body of your presentation, you develop
your agenda topics. Referring to your listenerprofile, outline the main points your listener needs
to know about each of the topics. Keep in mind thequestions you think your listener will have about
each of the topics. Then, include only the necessary
detail to support the points and to answer thelistener's questions.
Structuring Techniques
For each topic in your presentation, you willdevelop a visual aid (or several visual aids) toconvey the main points and to answer the listener'squestions. Use the following structuring techniques
as templates for the ideas you wish to convey.

Structuring
Technique

When to Use

1. Bullets

Bullets are the most versatile and widely usedtechnique for structuring information. Use bullets to• list reasons• give examples• provide background and details

2. Bullets(with graphic)

Add a graphic to create interest and to make the bullets
easier to remember. Include a conceptual graphic to• explain a concept• label an idea or project

3. Charts:
Bar Chart

A bar chart presents the totals of several data elements.
Use a bar chart to compare the totals. (Example: asummary of budget amounts from several years.)

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DEVELO9PMENT

Organising a Presentation

Body

Structuring Techniques (continued)

Structuring
Technique

When to Use

4. Charts:
Flow Chart

A flow chart shows steps in a process. Use a flow chart
to give an overview of the whole process; then explain
each step.

5. Charts:
Line Chart

A line chart shows a single trend or compares several
trends over time. (Example: the movement of a social
indicator such as GNP growth, production levels, orfunds spent on education.)

6. Charts:
Pie Chart

A pie chart shows the relationship of the part to thewhole. (Example: the foreign trade level of one country
as compared to that of all countries in the region.)

7. Diagram

A diagram simplifies and displays a set of relationships.
Use a diagram to• show a physical or organizational relationship• describe a technological configuration or problem• explain any complicated idea or product8. Table(numbers ortext)

Use a table to display related information. A table is aneffective way to• display several important numbers• list advantages and disadvantages• compare related information• show a chronology of events

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DEVELOPMENT

Organising a Presentation

Body

Rhetorical Strategies
As you make decisions about how you will
structure your ideas and represent them visually,
you should also be thinking about how you will
convey the information verbally. Will you cite astatistic, state an example, or give an analogy? Inother words, what rhetorical strategies will youuse?
By rhetorical strategy we mean the form of yourargument or discussion: what you say to prove apoint, answer a question or simply makeinformation clear.
Analogy. The analogy is a creative way to explain
an idea quickly and clearly. To best use an analogy,
step outside the topic of your presentation andexplain the idea in a simpler or more familiar
context. Then link this explanation back to youroriginal context. Your listener's interests may
suggest opportunities for developing analogies.
Anecdote. Tell a story that demonstrates the idea
or principle that you are explaining. An anecdote
gets your listeners' immediate attention and helps
them see the truth of what you are saying in arealistic context. It sets up an emotional link to thematerial that will help them remember what you
said.

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DEVELOPMENT

Organising a Presentation

Body

Rhetorical Strategies
Example. With an example, you can make anabstract concept concrete. Try to draw the example
from your listener's frame of reference. That way
you can demonstrate the concept in a way that isunderstandable—and easy to remember.
Experience. You can draw on your own
experience to explain an idea or concept: Explain
how it has worked for you in the past.
Or, you can use your listener's experience: Relate
your idea to a similar action taken by your listenerin the past. Show him/her that your idea will workin a similar way.
Finally, you have the experience of the idea itself.
Explain the success of the idea, as shown overtime.
Expert. You can use an expert to prove your point.
Just make sure that your listener acknowledges thisperson as an expert. An expert can also be an
institution or periodical that your listener accepts asa credible source of information.
Fact. A fact is a basic truth. There are many
accepted truths in our day-to-day business world.
An example: It takes money to make money. But
watch out—what seems like a fact to you may seem
like an opinion to someone else.

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DEVELOPMENT

Organising a Presentation

Close

During the close of your presentation, yousummarize your main topics and ask for questions.
Recap. Briefly review the topics you covered andrelate them back to your purpose. Remind yourlisteners of what you have covered and why it isimportant to them.
Take Away Message. At the end of your talk,you have the opportunity to leave your listeners
thinking about an important message. What is themain point you want your listeners to think about
and/or take action on? Or perhaps you can leavethem with a personal insight that summarizes in theinformation in an emotional way.

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DEVELOPMENT

Effective Visual Aids
Visual Aids will help your listeners understand — and remember —the information you are presenting. Here are a few tips to keep inmind when you are using visual aids:

Make visual aids simple.



Make them large.

Limit words.



Represent ideas conceptually by means of graphics.



Use a standard template that keeps the headings and formats
consistent from slide to slide.

Use a color palette of 6-8 colors. Do not overwhelm the listenerwith colors, graphics, and animation.

Position visual aids at the side of the room (not the center)whenever possible.



Create anticipation through verbal transitions.

Interact with visual aids by pointing and revealing information
gradually.



Talk to your listeners, not to your visual aids.

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DELIVERY

You are the Message
Your presence influences the atmosphere of your workshop. Your
words, and even more important, according to much research, isyour nonverbal communication.
From your experience, what are steps that you can take to create
rapport at the beginning of a session?

To Do

To Avoid

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DELIVERY

Delivery Skills Reminders
Eye contact. Eye contact is a key communication skill. Good eye
contact helps you stay focused and increases the confidence you
project. Look at each of your listeners for one complete thought. Thatway you keep them involved also.
When you look at your listeners, you gain feedback. Good eye contact
helps you understand the impact your words and presence are having
on your audience.
Pacing/Shifting. The first step to eliminating a nervous habit is
becoming aware of it. If pacing or shifting is a concern for you,concentrate on planting your feet. Then you can redirect your energy
into more positive uses such as gestures and facial expression. Or, try
moving purposefully, making eye contact with different members of
the group.
Nonwords. Occasional nonwords are not a problem. They become
distracting only when you use them repetitiously. Your listeners quit
listening and begin counting nonwords. Use pauses instead: Theysmooth out your delivery and help you demonstrate greater
confidence.
Gestures. Gestures are natural. Most people use them when
speaking conversationally. Gestures make you more interesting
because they add a visual dimension to your communication. They
also increase your intonation. Loosen up, be yourself and feel free to
use your hands to express yourself.

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DELIVERY

Delivery Skills Reminders
Pauses. Silence is difficult to endure when you are speaking before
a group. But silence can add great impact to your message. Pauses
are also an effective way of modulating a fast speaking pace. Don't
try to slow down the way you say your words—you'll sound stilted.
Instead, put in pauses after key words and at the end of completethoughts.
Intonation. When it comes to intonation, the more variety, thebetter. In some cases, you may want to raise the volume of yourvoice to increase the confidence you project. And, by experimenting
with different levels of volume, you can also add interest. Just be
careful not to let your voice trail off at the end of sentences. In othercases, you may want to add more intonation to decrease monotone
and to hold your listeners' attention more effectively.
Enthusiasm. You may have noticed that there is a gap between
how you think you are coming across and how you are actuallyperceived by your listeners. Don't be afraid to be enthusiastic about
what you are saying. Remember, your energy projects confidence
and makes your presentation more interesting to your audience.

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DELIVERYInteraction Skills
As a facilitator, your role is to guide the discussion and to keep thegroup on track. Sometimes this means helping the learners focus theircomments or encouraging them to take action. At other times it means
drawing out silent learners or helping learners make links between
their comments and those of other learners. It may also meanchanneling or refocusing negative or unproductive comments.
Your challenge is to mobilise the group and to build consensus at thesame time. You can do this most effectively when you create apositive climate. A positive climate promotes understanding,encourages participation, and builds commitment to the learningachieved.
In this module, you will be experimenting with several interactive
skills that will help you encourage the learners’ interaction while you
maintain a positive climate. The skills are:Restating
Drawing Out
Building
Differing

Each is explained on the following pages. By using these skills,
facilitators and learners alike will achieve more positive results intraining sessions.

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DELIVERY

Restating
When

You want to confirm your understanding of what theperson has saidYou want to check to make sure that you understoodcorrectly



You want to encourage the other person to say more

You want to calm someone down who is angry or
frustrated



How



Key
Phrases

So what you’re saying is ...



If I hear you correctly, your concern is ...

You think ...

RESTATE in your own words what you understand theother person to be saying

NOTE: Restating does not mean that you agree with the other person. By
restating you show that you understand what the other person is saying.

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DELIVERY

Drawing Out
When

How



You don’t fully understand what another person issayingYou don’t understand why another is saying something

You want to encourage an inhibited speaker whose
contribution is necessary

DRAW OUT the other person by asking for
more information on:• what has been said
• why it has been said
Use questions that require the other person to answer
with more than just a “yes” or “no”

KeyPhrasesWhat do you mean by __________?



Could you give me an example?

How would you describe the situation?

What are the reasons for _________?

Tell me more about that ...

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DELIVERY

Listening to UnderstandThe role of the facilitator is to help the group understand and “process” themany contributions made by its members. This means drawing out andrestating learners’ contributions even when you disagree or believe that aspeaker’s comments are negative or not helpful to the process.
Listening to understand means interacting with the speaker and probing tograsp the total message — both verbal and non-verbal. It involves a
temporary suspension of your own point of view and efforts to:Check your personal biases and avoid automatic judgments.



Mentally summarize the speaker’s message.



Notice the non-verbal clues.

Remain open to ideas that challenge your belief system and
NOT interrupt, interrogate, or preach.



Ask questions to clarify the speaker’s message using a
positive and friendly tone.

Give the speaker brief, encouraging verbal comments suchas “oh,” “uh-huh,” “I see,” “right,” “interesting,” etc.



After listening to understand, it is usually a good idea to summarise byrestating what has been said and why it has been said.

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DELIVERY

Building

When

How



You see a way to increase the usefulness ofanother person’s idea or suggestion

You want to get the other person’s buy-in to an
idea or suggestionAcknowledge the connection between the otherperson’s idea and what you are about to say

BUILD by adding value to the original idea
through• slight modifications• additional benefits• a more effective way to realise the original
intentKey
PhrasesYour idea makes me think of ...

Just to build on that, we could ...

Not only that, it will also ...

Another way we could achieve that goal ...

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DELIVERY

Differing
When

How

Key
PhrasesYou see value to an idea/suggestion but also
have some concernsYou don’t want to embarrass the other person



DIFFER by giving an itemised response• specify the positives• explain your concerns

Identify ways to retain positives and eliminate
concerns• invite/make suggestions• give/invite reactions

For positives
What I like about your plan ...



The good points are ...

For concerns

My concern is ...

I see the following disadvantages ...

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DELIVERYInteraction Skills Exercise
Let's take a moment to summarise the techniques we've looked at
up to this point. Read the following list and label each as an
example of one of the techniques we've discussed:
Drawing Out (DO)Restating(R).

Building (B)Differing (DF)____

1. Your approach is a good one for several reasons.
However, I think we need to look at these disadvantages.

____

2. So what you're saying is that you need some more
information about the problem.

____

3. I'm not sure I understand. Could you elaborate?

____

4. Just to follow up on your idea, I think we could also
expand the program to other areas of the organisation.

____

5. You're right on target with your suggestion. And we
could probably get Human Resources involved also.

____

6. What are your reasons for saying that?

____

7. So, in other words, you want to make sure that the needsof your section get adequate consideration.

____

8. I like the format and the conclusions of the report. Whatconcerns me is the length — It's quite long.

____

9. Sounds like a good idea. Could you be a little more
specific?

____ 10. If I understand you correctly, you'd feel a lot better if westarted our sessions on time.
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DELIVERY

Increasing Interaction in
Presentations
With smaller groups (40 people or fewer), you can increase youraudience’s involvement by conducting your presentation as a
discussion. When you believe your audience has information thatwill advance the presentation, get them thinking, and talking, byasking them questions. This approach works best when you havelisteners who enjoy speaking up and voicing their own opinions.
Here are some techniques to try:
Technique

PurposeExamplesClosedQuestions• To get a response
from the audience• To conduct an onthe-spot needs
assessment• How many of you get nervous
when giving presentations?
• How many of you have worked
in a field office?
• How many of you believe thefollowing statement is true?
False? Not sure?

Drawing Out• To get specificinformation & ideas(Note: to get people
talking, it’s often
good to ask questions
that are easy toanswer and have
many possible
responses.)• What are some examples?
• What are some reasons?
• What are the advantages?
Disadvantages?
Avoid superlatives. Example:• What is the most importantreason for …?

Restatement• To confirm what aperson has said
• To make sure thateveryone has heard apoint made bysomeone in theaudience• So what you are saying is …
• Your main point is …
• You believe that …
• I am hearing a number ofimportant points here …

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DELIVERY

Increasing Interaction in
Presentations
Technique

PurposeExamplesBuilding• To increase the valueof a point made• To connect points
made by several
people• Just to add to that …
• Building on your point …
• Both of these ideas suggest …

Differing• To find value in acomment that partly“misses the mark”• To avoid
embarrassing
someone• Yes, I agree (with some aspectof the comment) … however …
• I can understand your concern… on the other hand …

Example A UN Day presentation to high-school students
Speaker (Asking for a show of hands) How many of you have studied the UN inschool? How many of you have visited a UN office? (closed questions)
The UN is a family of organisations. What are some examples of UN
organisations? (open-ended question.)
Student UNESCO
Speaker That’s right. What are some others? (open-ended question)
Student The Red Cross
Speaker Well, yes, the Red Cross is an important international organisation;
however, it is not part of the UN system (differing). What are some others?
Speaker (moving on) What do you think are some of the goals of the UN?
Student Helping the poor countries in the world.
Student Trying to stop wars.
Speaker Right. So you see development as a UN priority. (restatement) And, in
addition to that, working for peace in the world. (restatement & building)
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DELIVERYManaging Group Process
By “group process,” we mean all of the steps that you and the grouptake to define and agree on the outputs of the learning. It also involves
keeping the group on track and making sure that the needs and voicesof all are acknowledged — and acted upon, to the extent possible.
Process works best when the trainer creates a climate of respect andstrives for consensus in the actions and decisions that are taken.
Aspects of process include: Clear purpose statement for learning session


Logical agenda and clear time frames for activities



Input from learners on issues to be addressed

Agreement on norms to be followed

Clear goals and logical plans for conducting learningachieve the greatest impact

activities to


seems

Consultation with learners when a change in course
necessary Trainer’s and group’s commitment to achieving outputs agreed to

Review the list of interventions on the following pages. Imagine
situations where they might be useful to help you manage the flow ofactivities, resolve differences and promote positive relations among
learners.

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DELIVERYManaging the Process
The facilitator's task is to keep the group on track. This means setting up andmaintaining the process of the session. It may also mean checking with the groupand re-negotiating the process if new or unforeseen circumstances make a change inthe process necessary. Here is a list of interventions, the facilitator's “tools of the
trade.”

Intervention

Definition

ExampleGet agreement on
the purpose,
agenda, decision
making process,and ground rules

Reviewing and checking
for agreement at the
beginning of meeting“Before we get started,
I'd like to review the
purpose of the session
and the way we willproceed.”Make a proceduralsuggestion

Suggesting a way for thegroup to proceed"I'm not convinced wehave the time to deal
with that issue rightnow. What do others in
the group think?"

Get agreement on
how the group willproceedChecking for agreement
on a process that has beensuggested.

“Is everyone inagreement that weshould finish analysing
the problem before
discussing thesolution?”Throw back togroup

Returning a question to theperson asking or to thegroup“So what are the risks?
How do you see it?
What do others in thegroup think?”

Maintain/Regain
focus

Making sure everyone isfocused on one thing at at
time“Wait a minute. These
are all important points.
Let's take them one at atime.”

Ask /Say what's
going onNaming something that
isn't working and getting it
out in the open so group
can deal with it“I sense that you are
not all in agreementwith the way we aremaking this decision.
Let's talk about it.”

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DELIVERYManaging the Process

Intervention

Definition

ExampleEnforce procedural
agreements

Reminding the group of aprevious agreement or
ground rule

“We agreed that during
brainstorming we will
withhold evaluation.
Could you hold ontothat idea for later?”

Deal with or defer

Deciding with the group if
it's appropriate to deal with
an idea or defer till later“I'd like to suggest that
we finish looking at all
aspects of the problem
before discussing thesolution.”

Use body language

Focusing attention througheye contact and movement

Regain focus bystanding up, moving to
the center of the room,
or increasing energy
levels.

PraiseLetting individuals and thegroup know how pleased
you are with theircontributions“That's an important
insight.” “We've madeexcellent progress
today.”

Use humour

Making a joke to relieve
the tension (but being
careful not to do so atsomeone's expense.)“I flunked penmanshipin grade school, but I
studied remedial
flipchart writing in
graduate school.”

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MANAGING GROUP PROCESS

Cultural Factors
When you plan a session, it is important to analyse the cultural values thatplay a part as well. A useful distinction for understanding cultural values
related to communication is the concept of low context vs. high context
communication.*High Context (indirect)

Low Context (direct)• Message is explicit.
• Meaning is amplified throughextended talk and writing.
• Indirectness is viewed as awaste of time and sometimes
with suspicion as dishonest.
• Stress is placed on argument
and persuasion, rather thanharmony.
• Distinction is made between
the position taken and theindividual self.

* E. T. HallTRAIN-THE-TRAINER WORKSHOP• Message is subtle and often
indirectly stated.
• Heavy emphasis is given to
nonverbals and context of
message.
• Indirectness is tolerated andoften used.
• Stress is placed on harmonyand social relationships —face saving is important.
• Emotional quality is more
important than the meaningof particular words.

MANAGING GROUP PROCESS

Cultural Factors
An important consideration when you plan a learning session is to look at
the learning outputs and the learners seeking to achieve them. The learners'
culture, to a great degree, will determine their expectations about, andbehaviour in, the session. By culture we mean not only the learners’
national culture but also differences based on their company, profession,
age group, gender, etc.
An effective facilitator will keep in mind these differences and plan asession that allows learners to work in ways that are comfortable andappropriate for them. Here are several factors to keep in mind:

Factor

Expectations about
interaction
Communicationstyle
Attitude toward
status & hierarchy

Attitude toward
conflict
Decision making
style (group vs.
individual)
Attitude towardsilence

TRAIN-THE-TRAINER WORKSHOP

Low-context

High-context• Discuss issues• Debate openly• Listen &understand trainer• Direct• “Speak one’s mind”• Indirect• Points are often
subtle and implied• Not so important• Everyone “weighsin”• Important• Deferential attitude
toward senior
people• Expected• Make sure all sides
are heard• Avoided• Harmony & facesaving• Emphasis is on
persuasion• Emphasis onconsensus &reading the “cues”• Empty space• Avoided as
uncomfortable• Multiple meanings• Normal & acceptedDELIVERY

Handling ResistanceAccording to Peter Block, a noted organisational psychologist,
resistance is a predictable, natural, and necessary part of dealing withproblems and organizational change. Don’t take it personally! Your
challenge, as a facilitator, is to help learners express the resistancedirectly. Resistance can take many forms:
1. Give me more detail
2. Flood you with detail
3. Timing is not right
4. Impracticality
5. “I’m not surprised.”
6. Attack7. Confusion
8. Silence
9. Intellectualizing
10. Moralizing
11. Compliance
12. Questions the methodology
13. Flight into health
What are some nonverbal signs of resistance?

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DELIVERY

Handling Resistance
Block suggests several steps for handling resistance:
Step 1: Pick up the clues•

Notice non-verbal reactions of the other person.

•

Listen to yourself. Often your own nonverbal reactions or feelings
will reflect those of the other person.

•

Notice repetitions and negative language.

“You have to understand …”“Let me explain something to you …”
Step 2: Name the resistance•Use neutral language; encourage the other person to make a more
direct statement about what he/she is experiencing.
Form of ResistancePossible Response

Compliance“You seem to be willing to do anything I suggest. I
can’t tell what your real feelings are.”Attack“You are taking issue with many aspects of theapproach. I get a sense that you are angry aboutsomething.”

Step 3: Be quiet and let the other respond•Don’t take it personally.

•

Listen. Use empathy to acknowledge the other’s feelings. He/She
will be more willing to listen to you if he/she feels listened to.

Step 4: Restate the other’s concern in a positive, or moreproductive, way.
Step 5: Respond to the other’s concern

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DELIVERY

Handling Resistance
Exercise
After naming the resistance and listening actively to the participant,
it is often a good idea to restate the concern in more positive
language. In each of the following situations, write a restatement ofwhat the other person says. How can you convey the same meaning
in a more positive, productive way?
Other person says …

1.“She’s always late with thisreport.”Possible “Restatement”“So you are concerned about
making sure that the report is
submitted on time.”

2.“Nobody ever listens to myside of the story.”

3.“His reports are never any
good because they are so fullof errors.”
4.“There are so many
bureaucratic procedures, andmost of them are entirely
unnecessary.”
5.“I am never consulted. Not
even when it concerns my
specific tasks.”
6.“Everything is a crisis forthem. They make demands
without keeping us informed
so everything is last minute!”
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DELIVERY

Handling “Difficult” Learners
Training expert John Townsend offers the following suggestions forgetting the “challenging participants” back on track:

Challenger

ProfileWays to Handle

Aggressive/
Defensive• Questions all assignments as totheir usefulness• Reluctant to participate inactivities

Paradoxically, naming sensitive
people in examples to some extent
allays their fears. “Let’s imagine
that Janet has just started using the
new system and has this problem…” You pre-empt Janet’s own
reservations.

Dinosaur• Displays rigid opinions andunwillingness to consider otherpoints of view

Agree/Differ/Throw Back toGroupFind something you can agreewith. Then, gently differ on themain issues. Then throw back:“How do the rest of you feel about
this?”

Eager Beaver• Keeps trying to help but theirfrequent comments are
distractions• Ask them politely to explain therelevance of the remarks.
“Sorry, could you help me
understand how this fits withwhat we’ve been discussing …”• Speak to them during a break
and ask for their help in getting
others involved in thediscussion.

Exhibitionist• Monopolizes discussion withcomments and questions about
his/her own situation• Always ready with “Iremember a time …”• You might say: “Thank you foryour candor. Let’s not get into
too many details here.”• Then, try to pull back and get
the group to focus on issue at
hand.

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DELIVERY

Handling “Difficult” Learners
Challenger

ProfileWays to Handle

The Expert• Wants to be recognized as theexpert• Interrupts to point out facts or
to disagree with facts.

• Thank them for their comments.
• Respond, deflect by asking for
response from rest of group.

The Hijacker• Wants to take over
• Suggest that the time
available could be spent more
usefully on another topic

Restate/Throw back to group
Say something like: “If I
understand you correctly, you
think we could skip this section
and work on XYZ. How do the restof you feel?”

The Joker• Tells jokes/funny stories• Makes fun of serious topics• If other participants are enjoying
it, use your own humorous
comments to build on the humor.
Don’t try to stifle it, use it.
• If humor seems “over the top,”
speak with them during a break.

The Quiet
Person• Avoids eye contact• Speaks rarely and in a quiet
voice• Build on their rare contributions.
• Use their names in examples toencourage their involvement.

The Silent
Cynic• Demonstrates bored bodylanguage• Rolls eyes or sighs following
your or others’ comments• Draw our their concern orobjection: “You don’t seem to
be in agreement.”• Listen & restate their comments• Throw out to group: “How do
the rest of you feel?”• Or, respond to their concern byreminding them of thevalue/importance of the topic.

Side-talker• Makes whispered comments
to neighbor.

• Stop talking and lookunthreateningly at them.
• Wait for them to look at you.
• Non-verbally ask for permission
to continue (eyebrows raised,head nod, silent-mouthed“Ok?”)TRAIN-THE-TRAINER WORKSHOP

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DELIVERY

Process Techniques
Bulleted List

When

How



To gain more information about a topic



To identify reasons or examples

To understand the value or benefits of a topic
or issue

1. State the reason behind the question you areabout to ask.
2. Ask an open-ended question. Wait.

3. Restate and post responses on a flipchart orwhite board.
4. Summarize responses and relate them back to

the reason you asked the question.

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DELIVERY

Using the Flipchart
A flipchart is an essential tool for facilitators. Flipcharts allow importantdata to be displayed and serve as a portable record of the group’s
decisions. Here are some points to keep in mind:Clarify the response you get from a group before you post it
on the flipchart. Use follow-up questions to expand and focus anunclear answer.

ExampleA definition of the term “vision”

Facilitator:

In a moment we will work on creating a vision for our
team. What comes to mind when you hear the word“vision”?

Ali (learner):

The future

Facilitator:

Say some more about what you mean …

Ali:

Something you are trying to achieve …

Facilitator:

You mean like a “future goal”?

Ali:

Yes. (Facilitator posts “Future Goal” on flip chart.)

Facilitator:

What else?

Sarah:

It motivates you and inspires you.

Facilitator:

Great point. (Facilitator writes “Inspiring” on flip chart.)

Facilitator:

What are some other characteristics?

Restate complicated ideas and check with group to make sure thesummary is correct.



Post a response using the group member’s own words when possible.

Confirm with group that what you have written is correct.

Keep all information visible and available to the group. Place theflipchart pages around the room.



Print responses in neat, clear letters that are visible to the entire group.

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Process Techniques
Balanced Assessment

When

How



To evaluate actions taken in the past

To decide on which of two (or more) actions totake

To encourage a group to understand several
points of view before decidingTo persuade a group of the value of a certain
action1. Ask: “What are the advantages of the idea,
course of action, etc.?”
2. Ask: “What are the disadvantages of the idea,
course of action, etc.?”
3. Post responses on flipchart labeled (+) and (-)

Notes



This technique is good for giving feedback
because it requires feedback to be specific andbalanced.

Also, it is often useful when a group focuses on
the negative aspects of an issue or action. The
facilitator can begin by listing the negatives andthen ask the group, “What are the advantages?”Thus, the group is led to examine both sides of
an issue.

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Conducting a Learning Activity
Transitions Whenever you begin a new activity, your learners wonder,“How does this relate to what we just did?” And usually, “What value
will this exercise have for me?” This second question is particularly
important when you are using an experiential activity where its
applicability is not immediately apparent. To motivate learners and freeup their mind, answer these questions before you begin:
Need. Mention a concern or issue that they face.
Benefit. Explain the benefit of the upcoming activity and how it will
help them address the need.
What it is. Give the name of the activity and explain how it relates tothe rest of the content.
How it works. Explain the steps for completing the exercise.
By using this sequence you convince the learners of the need for, andbenefit of, an activity before explaining what it is. Contrast these twotransitions for a module on delegation for a supervisory skills
workshop:
Recommended
Not Recommended
Need. “Many times you’re faced withdelegating a task and you need to figureout who to assign it to.”Benefit. “In this next exercise, you willlearn criteria for selecting the right
person for the task. You can use
delegation as a way to develop andmotivate people.”“The next module is a roleplay on delegation. First,
you will read a scenario,
then you will prepare yourrole, etc.

What it is. “This exercise is a role play.
It builds on the communication skills
we just practiced.”
How it works. “First, you will read a
scenario, then you will prepare the role,etc.”
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Facilitating a Discussion
Plan
How will you introduce the activity? (see p. 75)

Conduct
What questions will you ask? What will be important to keep in mind?
How will you record the information elicited?

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Facilitating a Discussion
Feedback
What feedback did you receive about yourself as a facilitator? What did
you do well? What might help you do this activity more effectively in the
future?

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Debriefing a Learning Activity

There are many kinds of learning activities, with different aims andprocedures. However, there are several general principles for making theactivity meaningful and increasing its impact.
1. Start with the learners with most at stake (often, the ones practicing
the skills.) Ask: “What went well? What could you have done
differently? What might you do differently next time?”
2. Get feedback from the “receivers” of the practice. Ask: “What stoodout for you? What was most effective? How could this have beeneven more effective?”
3. Ask other participants for their feedback.
4. Synthesize the comments by asking the group to summarize what they
have learned. Ask them to link their learning back to the work
situation. You can do this by asking: “What are some points toremember for the future?” OR “What will be most important for you
to follow up on?”
5. Post the participants comments on a flip chart. This is a good way to“focus” the learning for later recall.

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Energizers
As a facilitator, it is important to monitor the energy in the room. Low
energy often means low learning — and low productivity. So a briefenergizer often helps participants “recharge their batteries” andincreases their attention to the learning content. Here are some
popular energizers:
Write your name. Ask participants to stand. Then, ask them to:
1. Write their name in the air using their preferred hand
2. Do the same using their left hand; then, right foot, left foot, hips
and waist.
Ball Toss. This is a review and wake-up exercise when covering
material that requires heavy concentration. Have everyone stand up
and form a circle. Toss a ball or bean bag to a person and have tellwhat they thought was the most important learning concept was. They
then toss the ball to someone and that person explains what they
thought was the most important concept. Continue the exercise until
everyone has caught the ball at least once and explained an importantconcept of the material just covered.
Process Ball. This is similar to the above exercise, but each person
tells one step of a process or concept when the ball is tossed to them.
The instructor or learner, in turn, writes it on a chalkboard or flip
chart.
Stop/Start. Ask the group to walk around the room and shake off any
tiredness they may feel. Ask them to stop, when you say “Stop” andthen start when you say “Start.”
Then, introduce a new element, ask them to jump when you say,
“Jump.” Ask them to clap when you say “Clap.” Practice thesecommands in different orders as the group moves around.
Next, explain that the commands have been reversed: Stop means
Start; Start means Stop; Clap mean Jump; Jump means Clap. Practicethese commands for a few minutes. Then, form a large circle and ask
for the group’s reactions.
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Closing a Training Session
In the Close of a workshop, your main task is to set participants up to
apply what they have learned in the “real world.” You also want toencourage them to take responsibility for their ongoing developmentof the knowledge and skills that they have gained. Here are someways to make the learning “stick”:
Summary. Provide a summary of the workshop. You can do this byreviewing the purpose of the workshop and the agenda that has been
followed. You can also ask the participants to review the learning by
posting blank flipcharts with titles of the workshop modules andasking participants to post key points for each module.
Self Reflection. Encourage participants to do a self assessment of
their learning. For example, they can complete a balanced assessment
worksheet on their strengths and areas for development. Or, they canhave a conversation on their learning with the other participants attheir table.
Action Plan. After participants complete the self reflection, ask themto write down learning goals and ways they can work on them.
Encourage them to write down specific time frames for their goals
and opportunities to practice them.
Barriers. In cases where participants may face resistance, they canidentify the internal and external barriers that may keep them fromapplying their learning. Then, encourage them to list ways toovercome these barriers.
Support. Elicit and explain ways to support their learning. Provide a
reading list for independent learners who like to follow up on personalareas of interest. Explain any ways that the organisation will follow
up by providing follow-up sessions, coaching and other learning
activities.
Continued on next page …
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Closing a Training Session
Support. (continued) It may also be a good idea to involve theparticipants’ supervisors in some way. For example, an email could besent to supervisors explaining the objectives of the workshop andsuggesting ways to give participants feedback on their development.
Or, participants could be encouraged to explain their action plan totheir supervisor.
Role Models. Participants can identify a person in their work
environment who possesses the knowledge and skills that they aretrying to develop. They can learn by observing this person and, if
appropriate, by talking with him/her about them.
Community. Encourage the participants to connect with fellow
participants after the workshop. For example, they might decide toorganise brown-bag lunches to discuss their ongoing application of
the skills. Or, they could identify a learning partner for peer coachingand discussion.
Reflective Learning. Explain that most professional learning happens
on the job itself after a workshop. To continue to develop their skills,
it is important for participants to conduct after action reviews on theiruse of the new skills. They can do this by reflecting on theirperformance and the results achieved by asking: “What went well?
What could have been better? What will I do differently next time?”

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Action Planning
As a result of your participation in this workshop, you now havegreater awareness of yourself as a facilitator. You have identified
your strengths and areas for development. Make a list of both. Then,write down the techniques you intend to practice in order to continue
your development of these skills.
StrengthsAreas for DevelopmentTechniques to PracticeTRAIN-THE-TRAINER WORKSHOP82

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Further Reading

Bolton, Robert. People Skills. New York, Simon & Schuster, 1986.
Brookfield, Stephen and Preskill, Stephen. Discussion as a Way ofTeaching, San Francisco: Jossey-Bass, 2005
Higgins, James M., 101 Creative Problem Solving Techniques, Winter
Park, FL: New Management Publishing Company, Inc., 1994.
Kayser, Thomas. Mining Group Gold, 2nd edition, New York:
McGraw-Hill, 2010.
Knowles, Malcolm. Adult Learner, Sixth Edition: The Definitive
Classic in Adult Education and Human Resource Development, 2005.
Piskurich, George. Rapid Instructional Design: Learning ID Fast andRight, 2015.
Schwarz, Roger. The Skilled Facilitator. San Francisco: Jossey-Bass,
2002.
Silberman, Mel. Active Training: A Handbook of Techniques, Designs,
Case Examples, and Tips. San Francisco: Jossey-Bass, 2006.
Townsend, John. Trainer’s Pocketbook. Management Pocketbooks,
2003.
www.astd.org (American Society for Training & Development)
www.iaf-world.org (International Association of Facilitators)

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