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Train The TrainerTrain The Trainer
fire procedures;
smoking & mobiles;
comfort breaks;
note taking;
questions & answers.
House keeping House keeping
1. Who are you – socially and domestically?
2. What work do you do?
3. What are your fears and anxieties, hopes & expectations of this programme?
1. Who are you – socially and domestically?
2. What work do you do?
3. What are your fears and anxieties, hopes & expectations of this programme?
IntroductionIntroduction
1. Over twenty eight years experience in training
2. Training & management consultant
3. Radio and TV talk show host
4. Author of three books
1. Over twenty eight years experience in training
2. Training & management consultant
3. Radio and TV talk show host
4. Author of three books
Errol A WilliamsErrol A Williams
ObjectivesObjectivesBy the end of this Train The Trainer programme you will be able to:
1. Identify training needs, design the most dynamic training programme, deliver it with excellence and evaluate it for ongoing development
2. Understand group dynamics and know how to use it to accelerate learning
3. Maintain an high level of energy, inspiration and enthusiasm from start to finish
4. Identify all the challenges that hinder some trainers but cause other trainers to excel
5. Identify strengths, weaknesses, opportunities and threats and know how to deal with them, for greater personal effectiveness
6. Apply the concepts of NLP and Accelerated learning in training
7. Understand the difference between training and presenting information
ObjectivesObjectives8. Handle all fears, criticisms, resistance and difficult
delegates with confidence and assertiveness
9. Promote learner participation and involvement by using effective questioning techniques
10. Use role-play management skills, video recording and playback, PowerPoint and other training resources with maximum impact
11. Use your unique personality, attitude, skills and knowledge as a major tool
12. Define effective feedback
13. Maximise your impact by the way you dress and the messages that you send by your body language
14. Listen and communicate with accuracy, clarity and effectiveness
1. Unclear objectives
2. Lack of research
3. Insufficient information
4. Lack of preparation
5. Nervousness and fear
6. Mental block
7. Poor communication
8. Difficult people
9. Poor structure & delivery
10. Negative body language
11. Poor product knowledge
12. Lack of resources
13. Poor review
14. No follow up
EnemiesEnemies
The training cycleThe training cycle
Objective
Planning &
preparation
Resources
Structure &
delivery
Evaluationoff all stages
Planning & preparationPlanning & preparation1. Decide why you are giving this training session
2. Know your audience
3. Know where you will be presenting it
4. Research and know your facts
5. Prepare what you are going to present
6. Prepare your notes
7. Memorise your introduction
8. Know how you will present it
9. Rehearse your presentation to perfect it
10. Anticipate mishaps
ObjectivesObjectives Clearly define your objectives by asking yourself:
1. Why am I making this presentation?
2. What is it that the audience wants or needs?
3. Stick to the objectives throughout the whole presentation
4. Sell success, results, needs and desires
EvaluationEvaluation1. How effective was my presentation?
2. Have I achieved my objectives?
3. What were my strengths and weaknesses?
4. How appropriate was my planning and preparation?
5. What have I learnt not to do the next time?
6. Evaluation level: Attitude, Skills & Knowledge
Handling the EvaluationsHandling the Evaluations
1. Wait till the end
2. Explain the value to learners
3. Consider anonymous evaluations
4. Leave the room / have a drop box
5. Read them!
Master tipsMaster tips1. Know your strengths and weaknesses.
2. Picture yourself enjoying the success of your presentation.
3. Maintain eye contact and address your audience as individuals rather than as a group of people.
4. In your conclusion, highlight the key points that you want your audience to remember - what is said last is always remembered first.
5. Put your presentation on paper - it helps to clarify your thinking.
6. Research other people’s thoughts and ideas on the subject that you are presenting.
7. You learn to make presentations by making presentations, just as you learn to play the flute by playing the flute.
8. If (O) opportunity, (P) positive action, (E) excitement and (N) enthusiasm is not in your presentation, don’t go ahead.
9. Know your facts and have notes.
Master tipsMaster tips10. Use short words, short sentences and avoid jargon.
11. Never exceed your time limit.
12. Remove objects that rattle.
13. Always check your appearance before you start.
14. Always have a handkerchief and glass of water to hand.
15. Check and secure all visual aids and supporting equipment.
16. Those who fail to plan, have planned to fail.
17. Always review at the end of your presentation.
18. Tell yourself that you are the best and that you love presenting.
19. Smile where necessary.
20. Help others.
Structure & deliveryStructure & deliveryBeginning
InterestNeedTimingResponseObjective
End
1. Highlight key points of your presentation2. Give handouts3. Evaluate4. Thank audience5. Close presentation
Middle
1. Logical structure2. Demonstrate 3. Participation4. Question & answers
1. Tell them what you are going to tell them• Objectives, outline, agenda, questions
2. Tell them• Main content, questions
3. Tell them what you told them• Summary, review, questions
Structure & deliveryStructure & delivery
The sum is greater than the parts …
Make sure you show them the completed picture
Structure & deliveryStructure & delivery
T.R.A.C.T (question & answer)T.R.A.C.T (question & answer)Thank
Rephrase to confirm understanding
Answer the question
Check understanding
Thank person for asking question again
1. Use open-ended or reflexive questioning
2. Try to ask more and tell less
3. Lead learners to the right answer
4. Wait for their responses
5. Don’t put anyone on the spot
Nonverbal communicationNonverbal communication1. Mouth – be aware of your facial expression
2. Appearance – dress moderately
3. Gesture – support what you say by how you say it
4. Posture – be aware of your body talk
5. Voice – use vocal variety
6. Eyes – maintain eye contact throughout
Communication is:
1. Body language 55% - as above
2. Voice 38% - tone, tempo, rhythm, volume
3. Words 7% - content and form
Assertive behaviourAssertive behaviour1. State your needs, wants, feelings,
opinions or beliefs in a clear, direct, specific, honest and suitable way and not at the expense of others.
2. Be honest with yourself and others.
3. Be confident, positive and understanding.
4. Do to others as you would have them do to you.
Passive
I’m not ok
you’re ok
Assertive
I’m ok
you’reok
Concealed aggression
I’m ok
you’renotok
Open aggression
I’m ok
you’renotok
The picture that you consistently hold in your mind, will eventually be played out in your life and it may affect others.
Maximising your impactMaximising your impact
StyleStyleYou are unique in your own identity because there is not another like you anywhere in the universe, therefore:
1. You do not have to imitate other people’s style
2. Develop your own style
3. Be yourself
Interpersonal & personal skills
Interpersonal & personal skills
1. Communication
2. Listening skills
3. Negotiation
4. Speaking
5. Persuasiveness and influence
6. Sensitivity
7. Courtesy
8. Positive attitude and behaviour
9. Warmth and good humour
10. Assertiveness
Needs of audienceNeeds of audienceThe more your audience is involved with your presentation the more successful you will be, therefore:
1. Let your audience participate in the presentation
2. Listen to your audience and communicate effectively
3. Be sensitive to the needs of your audience
4. Be empathic - putting yourself in the audience’s position
5. Move around
6. Speak with enthusiasm and passion
7. Use delegates names
8. Create a non threatening environment
9. Encourage learner – learner interaction
Understanding learning – how do adults learn?
Understanding learning – how do adults learn?
How Memory WorksHow Memory Works1. Memory exists in
neuron patterns
2. New information
alters existing
patterns or creates
new ones
3. Associations
facilitate retention
Short and Long-Term MemoryShort and Long-Term Memory
• STM - remembering a phone number. – limited capacity
• LTM - remembering where you live.– unlimited capacity
Getting it into LTMGetting it into LTM
1. Attention
2. Motivation
3. Relevance
4. Association
5. Meaningful patterns
6. Repetition
7. Emotion
8. Experience
AssociationAssociation
Time
RetentionWithout Association
TimeTime
RetentionRetention
With AssociationWith Association
Creating ContrastCreating Contrast
If you want something to be
remembered make it
STAND OUT.
We notice and remember differencesUse colour, highlight, intonation, volume,
emotion - anything to
“CREATE a CONTRAST”
Meaningful PatternsMeaningful Patterns
1. The brain likes to make sense of data.
2. The brain is pattern-seeking and structure-seeking.
3. The brain looks for a recognisable pattern.
What learners don’t want…What learners don’t want…
1. Impatience
2. Lack of involvement with learners
3. Lack of knowledge
4. Lecturing
5. Disorganisation
6. Being unprepared
7. Getting off track
8. Blaming others
9. Assuming that everyone is following
10. Inflexibility
11. Talking “down” to learners
12. Lack of enthusiasm/energy
13. Lacking a sense of humor
What learners do want…What learners do want…
1. Patience
2. Involvement with
learners
3. Knowledge
4. Organisation
5. Preparation
6. Staying on track
7. Adapting to their
needs
8. Flexibility
9. Respect
10. Enthusiasm/energy
11. Sense of humor
The learning cycleThe learning cycleEngage: The activities in this section capture the student’s attention, stimulate their thinking and help them access prior knowledge.
Explore: In this section students are given time to think, plan, investigate, and organise collected information.
Explain: Students are now involved in an analysis of their exploration. Their understanding is clarified and modified because of reflective activities.
Extend: This section gives students the opportunity to expand and solidify their understanding of the concept and/or apply it to a real world situation.
Evaluate: During this stage all aspects of the learning cycle is evaluated for greater effectiveness.
Logical levels of change
Logical Levels of Change
Explanation
Purpose What’s your purpose, mission or goal?What will that do for you?
Identity Who are you? What role are you playing? What are you defending, protecting, promoting, championing,challenging, defeating or rebelling against?
Beliefs andValues
What do you hold to be true about this context and the other person? What is important to you in this context? How is that important to you?
Capabilities & Skills
What are you capable of (positively)?How can you do that?
Behaviours What do you actually do?
Environment Which external factors (people, place, time etc.) influence your behaviour?What external factors influence what you can do, what you believe or value, who you are or what you want?
Robert Dilts
Useful for understanding change from an individual, social or organisation point of view.
Useful for understanding change from an individual, social or organisation point of view.
What is NLP ? Neuro-linguistic Programming
What is NLP ? Neuro-linguistic Programming
1. NLP was created in the 70’s by John Grinder and Richard Bandler when they asked themselves this question:
2. “What is the difference that makes the difference between someone who excels at a skill and someone with basic competence?”
3. It was this question that led to the initiation of their pioneering work into the structure of human excellence
Neuro ~
• The nervous system and how we use our five senses to translate experiences into thought processes both consciously and unconsciously.
Linguistic ~
• The use of language to interpret experiences and how we communicate those experiences to ourselves and others.
Programming ~
• How we ‘code’ and utilise our experiences in a series of steps in the nervous system to achieve a specific outcome.
What is NLP ? Neuro-linguistic Programming
What is NLP ? Neuro-linguistic Programming
NLP is how we understand and utilise:
1. human communication
2. behaviour and
3. experiences to achieve a specific outcome.
It provides:
4. a method of increasing our awareness,
5. developing our understanding of the nervous system
6. and learning how to manage it to achieve our absolute maximum potential.
What is NLP ? Neuro-linguistic Programming
What is NLP ? Neuro-linguistic Programming
1. Beliefs and values2. Visualisation / Imagination 3. Modeling and replicating talent4. Relaxation5. Stress free6. Hypnosis7. Music8. Health9. Sex transmutation 10. Memory (S.A.R.A)11. Attitude12. The power of words
What is NLP ? Neuro-linguistic Programming
What is NLP ? Neuro-linguistic Programming
TechniqueTechnique1. Be natural and open
2. Gain eye contact with most or all of your audience
3. Explain jargon
4. Don’t mumble
5. Don’t use big words and long sentences
6. Paragraph your presentation
7. Use pictures, charts and graphs
8. Use different colours
9. Give handouts where appropriate
10. Tell stories
11. Role play
ResourcesResources1. TV and video
2. Overhead projector
3. White board
4. Layout of tables and chairs
5. Lectern
6. Total room layout
7. Testimonies of others
8. Computer aided multi media projection
9. Handouts
MenStraight
MenAngular
MenContoured
Women Rectangular (Straight)
Women Pear
(or egg-shaped)
Women Hour-glass
(curved)
Women Inverted triangle
(Angular)
On behalf of Errol A Williams
On behalf of Errol A Williams
