Train The Trainer

State of Oregon
Training Development Series

Train the Trainer Course
Train
The
Trainer
Statewide Training and Development Services 1

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
Table of Contents
Introduction............................................................................................
Lesson 1: Introduction and Overview ....................................................
Lesson 2: Using Adult Learning Principles............................................
Lesson 3: Defining the Training Need ...................................................
Lesson 4: Developing Training Objectives ............................................
Lesson 5: Developing a Training Design...............................................
Lesson 6: Developing and Using Visual Aids........................................
Lesson 7: Preparing to Deliver the Training ..........................................
Lesson 8: Delivering the Training..........................................................
Lesson 9: Practice Training ...................................................................
Lesson 10: Using the Training Skills .....................................................
Miscellaneous........................................................................................

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
Introduction
The purpose of this training manual is to provide you with information
that will help you complete the objectives of each lesson in this Train
the Trainer workshop. It also includes the tools you need to help you
on the job when you are called upon to develop and deliver training or
to make presentations in front of groups. Throughout the workshop,
and when you return to your job, you’ll be able to refer to this manual
for reminders and guidance on how to develop and deliver training.
None of the material in this manual is intended to be the final word on

training. It can be added to or altered in any way to meet your
particular needs. Experience will build your confidence and skills and,
no doubt, diminish your reliance on this manual. And that’s a very
positive outcome!

Version v1.0, 2007
State of Oregon
Train the Trainer

Workshop Objectives
At the end of this workshop, you will be able to:
♦ Design a training lesson.
♦ Demonstrate training delivery skills and techniques.

Version v1.0, 2007
State of Oregon
Train the Trainer

Workshop Plan
Day 1
♦ Introduction and Overview

♦ Using Adult Learning Principles
♦ Defining the Training Need
♦ Developing the Training Objectives
♦ Developing a Training Design
Day 2
♦ Developing and Using Visual Aids

♦ Preparing to Deliver the Training
♦ Delivering the Training
♦ Practice Training Preparation
Day 3
♦ Practice Training Sessions

♦ Using the Training Skills
♦ Workshop Close

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
Lesson 1
Introduction and Overview
Objectives
At the end of this lesson, you will be able to:
♦ Describe the importance of training skills in your job roles and
functions.
♦ Describe the personal resources and learning goals you bring to
the workshop.

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
Definition of Training Skills
For the purposes of this workshop, we are defining training skills as:
♦ Skills related to organizing, developing, and delivering information
in a way that helps people learn and apply the information.

Version v1.0, 2007
State of Oregon
Importance of Training Skills
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Version v1.0, 2007
State of Oregon
Participant Flip Chart
Resources I Bring Learning Goals
♦ Asking thought-provoking ♦ Summarizing discussions

questions better
♦ Telling relevant stories ♦ Staying on track and on time
♦ Using games and exercises for ♦ Finding and using techniques

active participation by for coping with “the jitters”
learners
♦ Making “pre-made” flip

charts Rich

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
References
and
Resources

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
Different Ways to Do Trainee Introductions
“Hi, my name is … and I work for …” How many times have you attended a training session
where the introductions were like this? Instead of relying on this standard “name, job,
department, why you’re here” approach, try something different and fun. Here are several
introduction ideas you can try as is, mix and match, or modify to meet your needs.
♦ Use any soft object that can be tossed (koosh, nerf ball, roll of toilet paper, etc.) and
hand it (or toss it) to a trainee. After they introduce themselves, they toss the object to
another trainee, who then introduces him or herself, and so on. For utter chaos, use
more than one tossing object.
♦ Have everyone tell about his or her favorite food, most unusual vacation, favorite color,
etc. If the people in the group you’re working with know each other, try to pick
something that wouldn’t be widely known, such as “how many times did you have to take
your driving test before passing?”
♦ Pass a roll of toilet paper around the room and instruct everyone to take “some.” The
number of squares they take is the number of things they must tell about themselves in
their introduction. If it’s an environmentally aware group, you can use M&M’s instead.
♦ Pair participants off and give them five minutes to learn about their partners. They must
then introduce each other.
♦ Another spin on partner introductions is to have partners draw portraits of each other
and then share their drawings with the class.
♦ Ask “if” questions that the trainees must answer. For example: “If they were making a
movie about your life, what would the title be? And, who would star as you?” Or ask: “If
you could have one super-power, what would it be and why?”
♦ ______________________________________________________________________
♦ ______________________________________________________________________
These kinds of innovative introductions, engage the trainees, energize them, and relax and
get them comfortable. In turn, all of these results set the stage for a participative and
successful session.
Source: HR Northwest Advantage Newsletter

Version v1.0, 2007
State of Oregon
WHY OPENERS (OR ICEBREAKERS)?
1. Provide a content outline for the workshop.
2. Preview the workshop objectives.
3. Orient participants to the workshop format.
4. Introduce the workshop materials.
5. Identify important characteristics of the participants.
6. Help the participants find partners for future activities.
7. Help form teams.
8. Increase cohesiveness and collaboration among the participants.
9. Provide a framework for mentally storing the workshop content.
10. Establish ground rules.
11. Communicate administrative and logistic information.
12. Help the participants set individual goals.
13. Introduce the participants to each other.
14. Distract the participants from their initial anxieties.
15. Focus the participants’ attention on the workshop.
16. Encourage interactive learning among the participants.
17. Encourage creative playfulness among the participants.
18. Energize the participants.
19. Provide a common baseline experience for later analysis.
20. Encourage appropriate levels of self-disclosure.
21. Put the participants at ease.
22. Pretest the participants to make sure they have the prerequisite skills and knowledge.

Version v1.0, 2007
State of Oregon
How to Access Books 24 X 7
1. Go to the Oregon State Library’s “State Employee Information

Center” at
http://library.state.or.us
2. Select the “Databases” link
3. Select the “Books & Journals” link
4. Select the “Books 24 X 7” link
5. Select the “continue here” link for “if you would like to use books
24 X 7”
6. - If not a registered user, select “register” link
- If a registered user, login with your username and

password

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
Lesson 2
Using Adult Learning Principles
Objective
♦ Differentiate between the way children and adults learn so that
you can apply adult learning principles when developing and
delivering training.

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
Differences between Adults and Children

as Learners
♦ Self-Concept Differences
♦ Time Perspective Differences
♦ Accumulated Experience Differences

Version v1.0, 2007
State of Oregon
Some Adult Learning Principles
1. Keep learners actively involved.
2. Relate learning to learner’s goals.
3. Let learners assess own progress.
4. Allow debate and challenge of ideas.
5. Focus on job-related problems.
6. Emphasize learning applications.
7. Relate learning to learners’ past experiences.
8. Encourage learners to be resources to each other.
9. Listen to and respect the opinions of learners.
10. Treat learners like adults.
11. _____________________________________________________________
12. _____________________________________________________________
13. _______________________________________________________________________

Version v1.0, 2007
State of Oregon
Analysis of Past Training
WORKSHEET
Select examples of ineffective and effective training you have attended in the past. Identify
the elements that made them ineffective or effective for you. Relate those elements to the
adult learning principles that were ignored or followed.
Ineffective Training
Ineffective Element Adult Learning Principle Ignored
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
Effective Training
Effective Element Adult Learning Principle Followed
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
References
and
Resources

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
Spectrum of Responsibility
Traditional Adult Support

Learning Learning Group
Lecture/reading Group Group goes

/self-study discussion wherever it
One-way Activities & needs to
communication experiences
Instructor tells Participation &
group interaction
Instructor gives Two-way
answers communication
Instructor
facilitates &
keeps on track
Instructor gives
some
information &
guidelines
Instructor- Group & Group-

Centered Instructor Centered
Responsibility Share Responsibility
Responsibility for
Learning

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
Lesson 3
Defining the Training Need
Objectives
♦ Identify the categories of information needed to define a training
need.
♦ Define a training need.

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
The Training Design Phase

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon

TODAY’S DATE: _________________________
STATEMENT OF TRAINING NEED AS REQUESTED:

_________________________________________________________________________
_________________________________________________________________________
1. WHY IS TRAINING REQUIRED?
a. Source of request:
b. Expected benefits (savings, improvements)
c. Negative consequences if training not delivered:
d. Changes in job performance desired:
2. WHO ARE THE TRAINEES?
a. Job categories and size:
b. Familiarity with training content:
c. Previous training experiences (topics, frequency, successes, failures)
d. Anticipated reactions/problems with content/training:
e. Unique aspects:

Version v1.0, 2007
State of Oregon
3. WHAT IS THE TRAINING CONTENT?
a. Subject/topic/job task(s):
b. Content/task (new or changed):
c. Anticipated ease/difficulty in learning material:
d. Availability of supportive resources (documentation, SMEs, training packages):
e. Issues/problems in formulating content:
4. WHEN WILL THE TRAINING BE DELIVERED?
a. Start date:
b. Length of sessions:
c. Frequency of sessions:
d. Issues of time frame:
5. WHERE WILL THE TRAINING BE DELIVERED?
a. Physical locations:
b. Estimated size of each class:
c. Adequacy of space and resources:
d. Space availability/accessibility:

Version v1.0, 2007
State of Oregon

TODAY’S DATE: _________________________
STATEMENT OF TRAINING NEED AS REQUESTED:

_________________________________________________________________________
_________________________________________________________________________
1. WHY IS TRAINING REQUIRED?
a. Source of request:
b. Expected benefits (savings, improvements)
c. Negative consequences if training not delivered:
d. Changes in job performance desired:
2. WHO ARE THE TRAINEES?
a. Job categories and size:
b. Familiarity with training content:
c. Previous training experiences (topics, frequency, successes, failures)
d. Anticipated reactions/problems with content/training:
e. Unique aspects:

Version v1.0, 2007
State of Oregon
3. WHAT IS THE TRAINING CONTENT?
a. Subject/topic/job task(s):
b. Content/task (new or changed):
c. Anticipated ease/difficulty in learning material:
d. Availability of supportive resources (documentation, SMEs, training packages):
e. Issues/problems in formulating content:
4. WHEN WILL THE TRAINING BE DELIVERED?
a. Start date:
b. Length of sessions:
c. Frequency of sessions:
d. Issues of time frame:
5. WHERE WILL THE TRAINING BE DELIVERED?
a. Physical locations:
b. Estimated size of each class:
c. Adequacy of space and resources:
d. Space availability/accessibility:

Version v1.0, 2007
State of Oregon
References
and
Resources

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
Needs Assessment:
Performance Problems
20% Deficiencies Training

of All of
Problems Knowledge: Interventions
♦ What to do
♦ How to do It
♦ When to do it
80% Deficiencies Other

of All of
Problems Execution: Interventions:
♦ The work environment ♦ Coaching

as the cause
♦ Counseling
♦ Directing
♦ Etc.

Version v1.0, 2007
State of Oregon
Needs Assessment:
Analyzing Performance Problems
Define the Problem/Need
Determine the Cause
No Could s/he do it if Yes

s/he really had to?
Deficiency in Deficiency in
Knowledge (D.K.) Execution (D.E.)
Provide: Provide:
- Training - Coaching
- Practice - Feedback
- Job Aids - Expectations
- Consequences*
- Materials
- Supplies
No Yes
Is there a positive
change?
- Transfer - Provide positive

- Begin disciplinary feedback and
action reinforcement
- Terminate
* - Positive consequences for positive behavior/performance

- Negative consequences for negative behavior/performance
- Timely consequences
Source: From the work of Dr. Geary A. Rummler and Dr. Robert F. Mager

Version v1.0, 2007
State of Oregon
Participant Analysis
1. How many trainees will take part in the workshop?
2. Do all the trainees come from the same department or from different areas
of the organization?
3. Do the participants already know each other?
4. Are the trainees peers?
5. Are all trainees in the same field?
6. Are the trainees attending voluntarily, or have they been asked to attend?
7. Is the purpose of this training to correct some problem or deficiency

expressed by management or the trainees themselves?
8. How much do the trainees already know about the subject of the
workshop?
9. What are the trainees’ educational levels and vocational/professional

backgrounds?
10. What are the trainees’ time constraints?
11. What do the trainees expect to gain from this workshop?
12. What does the organization expect to gain from this workshop?
13. As a result of this workshop, what level of skill or degree of knowledge

should the trainees be able to attain?

Version v1.0, 2007
State of Oregon
Using Interviews for Training

Needs Assessment
There are several ways to assess training needs in organizations. Some of the
most common are surveys, interviews, observation, and information from 360°
feedback instruments. There are several important advantages of including
face-to-face interviews in your methodology:
• The interviewer gets an opportunity to establish rapport with participants of

the training program.
• The interviewer also gets a sense of the believability of the participants and
their points of view.
• The interviewer understands, records, and can report back the needs in the
words of the interviewee(s).
• The interviewer has the opportunity to coach participants for appropriate

participation.
Four Modes of Assessment
There are four major approaches to assessing training needs: organizational

analysis, job analysis, felt needs, and mixed methods. A brief description of
each follows.
Organizational Analysis: Studying training needs from the perspective of

realizing the organization's vision and carrying out its mission.
Job Analysis: Determining the training requirements of particular jobs. (This

approach assumes that the job makes sense.)
Felt Needs: Asking people what they need help with in terms of training. (This
approach produces the greatest receptivity to the training.)
Mixed Methods: Using a combination of organizational analysis, job analysis,

and assessment of felt needs. (This approach is usually preferable.)

Version v1.0, 2007
State of Oregon

Needs Assessment (cont.)
Needs-Assessment Considerations
• Don't assess needs that you cannot meet.
• Don't assess many needs at once.
• Be aware that the process raises expectations.
• Awareness of needs can be a learning experience.
• Be aware of those who are not a part of the action.
• “Big oaks from little acorns grow.”
• Don't ask one about another's needs.
• A need does not constitute a market; it is a potential market.
• Potential training participants often don't know what they need; they
sometimes deny their own deficiencies, and they buy training fads that offer
easy answers.
• Training is often not the answer.
• Make a sharp distinction between training and organization development.
Developing a Training Needs Interview
The training needs interview is one of the most common forms of training needs
assessment. It effectively combines the job analysis and felt needs methods
described previously. Here is a five-step process to develop a training-needs
interview.
1. Identify the job requirements. What specific tasks and/or job functions
must be accomplished? Sources of data for this step might include job
descriptions, performance plans or objectives, and discussions with experts
in the job.

Version v1.0, 2007
State of Oregon

Needs Assessment (cont.)
2. Determine the level of task/function criticality. How important (critical) is

each job requirement to successful performance in the job? Is the task
somewhat important, important, or very important (critical) for successful
performance in the job?
3. Identify the skill or knowledge required. What do you have to know or be

able to do to fulfill each job requirement?
4. Describe the level of skill/knowledge required. What skill or knowledge

level is required to fulfill each job requirement? Can you be successful if you
are a novice? Do you need to have a moderate or intermediate level of skill
or knowledge? Or, do you need to be an expert? (You can accomplish
steps 2-4 by interviewing or collecting data from experts.)
5. Identify the incumbent's current level of skill/knowledge. What level of

skills and knowledge do employees who are doing the job right now possess
in each of the areas identified? You may accomplish this step in the process
by observation, surveys, 360° instruments, or interviews. To create a
training needs interview, choose the skill and knowledge areas identified as
important and critical in step 4. Develop open-ended questions that allow
employees to “self-report” on their current level of skill and felt need for
additional training or education. Assemble the questions into a needs
interview worksheet that will provide a common structure for each interview
and facilitate note taking.

Version v1.0, 2007
State of Oregon
Lesson 4
Developing Training Objectives
Objectives
♦ Differentiate between adequate and inadequate training
objectives.
♦ Develop training objectives.

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
Developing Training Objectives
Overview
The main function of training objectives is to give focus and direction to the learning
experience. Training objectives include:
♦ Communicating expectations to the trainees—“Here’s what you’re expected to do as a

result of having had this training.”
♦ Giving trainees and trainers a standard for evaluating their performance in the training
session.
An adequate training objective must describe desired behavior, that is, it must state what the
trainees should be able to do at the end of the training.
Describing Desired Behavior
How do you write objectives that “describe desired behavior”? First, define what it is that you
want the trainees to be able to do after the training. To do this, visualize in your mind how
the trainees should be using the content back on the job. Will the trainees be:
♦ Communicating with others about a policy change?
♦ Computing grants on what they learn?
♦ Reviewing reports prepared by other people?
Once you have defined the “desired behavior,” write an objective that describes the behavior
in terms of observable actions that could be measured during training. For example, if your
trainees will be communicating with others about a policy change, you might write an
objective that states:
At the end of the training, trainees will be able to describe the three areas
significantly affected by the policy change.

Version v1.0, 2007
State of Oregon
Developing Training Objectives (cont.)
Use action words when you describe the desired behavior. Don’t use broad and ambiguous
words such as “comprehend,” “understand,” and “appreciate.” These words are subject to
widely varying interpretations. More importantly, they are describing something happening
inside a person’s brain which isn’t directly observable!
What are some acceptable words?
Write Adjust Choose

Complete Match Correct
Classify Remove Explain
Trace Apply Assess
Calculate Solve Conduct
Select List Name
Prepare Assign Describe
Express Collect Define
Differentiate Construct And others…
Compute Replace
Even if the desired performance relates to a cognitive skill such as decision-making, problem-
solving, analyzing, etc., you must write objectives that describe the observable behavior you
will accept as evidence that the trainee has achieved the objective.
Here is an example of a “fuzzy” objective which does not describe observable behavior:
To know the importance of monthly reporting.
How will you know when the trainee supposedly “knows the importance” of monthly
reporting? A more meaningful version of this objective in describing desirable behavior is:
To state four reasons why monthly reporting is important.
In this case, it is assumed that if a trainee could give you at least four correct reasons, you
would accept this performance as evidence that the trainee “knows the importance” of
monthly reporting.

Version v1.0, 2007
State of Oregon
Training Objective Example
At the end of this training, participants will be able to:
♦ Know how to swim the backstroke
---------------------------------------------------
Rewrite this objective below to make it an observable action that

could be measured during training.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Version v1.0, 2007
State of Oregon
Practice Exercise
Read the objectives written below. Place a checkmark in the blanks to indicate which
objectives describe observable actions. If the objective is “fuzzy” and uses ambiguous
words, use the space below the objective to rewrite it so that the desired behavior is
observable.
By the end of this lesson on monthly reporting, the trainees will be able to:
1. _____ State the purpose of the monthly reporting requirement.
2. _____ Know how the monthly reporting system works.
3. _____ Know the changes related to monthly reporting.
4. _____ Differentiate between the information and decision functions on a sample
monthly report.
5. _____ Appreciate the importance of knowing which items on the monthly report
require additional information.

Version v1.0, 2007
State of Oregon
Draft Training Objective for Your Practice Lesson
The participants will be able to:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Version v1.0, 2007
State of Oregon
Teach
To the
Objective

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
References
and
Resources

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
Bloom’s Taxonomy:
Classification System of Cognitive Domain
Knowledge Comprehension Application
The learner can: The learner can: The learner can:
♦ Remember facts ♦ Demonstrate ♦ Use what has been

♦ Recall facts understanding learned in a new situation
♦ Locate facts ♦ Change knowledge to
another form, i.e.,
paraphrasing
♦ Interpret, i.e., explain
summarize
♦ Predict outcomes and
effects
Define List Explain Convert Change Show

Recall Match Summarize Infer Compute Use
Describe Name Interpret Translate Demonstrate Solve
Identify Recite Rewrite Rearrange Operate
Explain Paraphrase
Estimate
Analysis Synthesis Evaluation
The learner can: The learner can: The learner can:
♦ “Take apart” information ♦ Integrate information, ♦ Support a judgment with

to examine or work with ideas, concepts, or skills reason and/or criteria
the different parts to form an original ♦ Judge value for a specific
♦ Understand the conclusion. purpose
organization and ♦ Use a standard of
relationship of parts appraisal
♦ Note similarities and ♦ Make quantitative and
differences qualitative judgments
Outline Diagram Combine Rearrange Justify Support

Breakdown Order Compile Plan Appraise Conclude
Sub-divide Categorize Compose Produce Criticize Contrast
Discriminate Distinguish Create Generalize Compare
Design

Version v1.0, 2007
State of Oregon
Practice Exercise: Suggested Answers
√
1. _____ State the purpose of the monthly reporting requirement.
2. _____ Know how the monthly reporting system works.
Prepare a monthly report according to specified guidelines.
3. _____ Know the changes related to monthly reporting.
Identify the changes related to monthly reporting.
√
4. _____ Differentiate between the information and decision functions on a sample
monthly report.
5. _____ Appreciate the importance of knowing which items on the monthly report
require additional information.
List those items on the monthly report which require additional
information.

Version v1.0, 2007
State of Oregon
Lesson 5
Developing a Training Design
Objective
♦ Develop a training design outline.

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
The Basic Teaching Model
PREVIEW
An overview of what should be learned and
Training
why. The training objectives and the
consequences of achieving the objectives
need to be described—the differences it Activities
makes to perform well instead of poorly.
PRESENT
Tell
The information related to the skills and
knowledge needed to achieve the training
objectives is taught.
PRACTICE
Show
Trainees have opportunities to apply
the new learning.
SUMMARY
Review of the material presented,
Do
usually stressing key points and/or
error prone areas.
-------------------------------
-------------------------------
PERFORM
Trainees demonstrate their mastery
of instructional objectives. This is often
done on the job by supervisory review
of performance or monitoring activities.

Version v1.0, 2007
State of Oregon
Retention Rates
(After 60 Days)
100
(90)
P
E
R (70)
75
C
E
N
T
(45)
R 50
E
T
E
N
(25)
T
I 25
O
N
0
HEAR HEAR HEAR HEAR
+ + +
SEE SEE SEE
+ +
DO DO
+
“CONNECT”

Version v1.0, 2007
State of Oregon
We Remember…
10% of what we read 20% of what we hear
50% of what
30% of what we see hear & see
90% of our own

70% of what we say performance

Version v1.0, 2007
State of Oregon
Learning Modalities
Visual
Learning through seeing
Auditory
Learning through hearing
Kinesthetic
Learning through moving, doing,

and touching

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
Training Design Outline
TODAY’S DATE: _________________________
TITLE OF TRAINING: ________________________________________________________

__________________________________________________________________________
TRAINING OBJECTIVE(S): ___________________________________________________
__________________________________________________________________________
__________________________________________________________________________
PREVIEW
CONTENT: ________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
INSTRUCTIONAL METHODS: _________________________________________________
TRAINING AIDS: ____________________________________________________________
TIME: _____________________________________________________________________
PRESENT
CONTENT: ________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Version v1.0, 2007
State of Oregon
TRAINING AIDS: ____________________________________________________________
TIME: _____________________________________________________________________
PRACTICE
CONTENT: ________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
TRAINING AIDS: ____________________________________________________________
TIME: _____________________________________________________________________
SUMMARY
CONTENT: ________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
TRAINING AIDS: ____________________________________________________________
TIME: _____________________________________________________________________

Version v1.0, 2007
State of Oregon
TODAY’S DATE: _________________________
TITLE OF TRAINING: ________________________________________________________

__________________________________________________________________________
TRAINING OBJECTIVE(S): ___________________________________________________
__________________________________________________________________________
__________________________________________________________________________
PREVIEW
CONTENT: ________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
TRAINING AIDS: ____________________________________________________________
TIME: _____________________________________________________________________
PRESENT
CONTENT: ________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Version v1.0, 2007
State of Oregon
TRAINING AIDS: ____________________________________________________________
TIME: _____________________________________________________________________
PRACTICE
CONTENT: ________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
TRAINING AIDS: ____________________________________________________________
TIME: _____________________________________________________________________
SUMMARY
CONTENT: ________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
TRAINING AIDS: ____________________________________________________________
TIME: _____________________________________________________________________

Version v1.0, 2007
State of Oregon
Example
TODAY’S DATE: April 17, 2007
TITLE OF TRAINING: Using Adult Learning Principles
TRAINING OBJECTIVE(S): Differentiate between the way children and adults learn in order
to apply adult learning principles when developing and delivering training
PREVIEW
CONTENT: Overview of lesson, review of objective, and discussion of the importance of adult
learning principles
INSTRUCTIONAL METHODS: Lecturette
TRAINING AIDS: Handout of lesson objective
TIME: 5 minutes
PRESENT
CONTENT: The three ways children and adults differ as learners (self-concept, time
perspective, and accumulated experience) and some adult learning principles
INSTRUCTIONAL METHODS: Lecture and group discussion
TRAINING AIDS: Handouts on differences between adults and children as learners (and
slide) and some adult learning principles
TIME: 20 minutes

Version v1.0, 2007
State of Oregon
Example
Training Design Outline (cont.)
PRACTICE
CONTENT: Identification of elements of ineffective and effective training based on past

training experiences and related to the ignoring or following of adult learning principles
INSTRUCTIONAL METHODS: Individual exercise, table group sharing, and total group
discussion
TRAINING AIDS: Worksheet handout for analysis
TIME: 20 minutes
SUMMARY
CONTENT: Review of how critical it is to apply adult learning principles in the design,
development, and delivery of training
INSTRUCTIONAL METHODS: Lecturette and discussion
TRAINING AIDS: Flip chart
TIME: 5 minutes

Version v1.0, 2007
State of Oregon
Guide for Developing a Training Design
1. Review the training objectives you want to cover in the lesson and determine
the job behavior desired as a result of the training for the PERFORM phase.
Select method for monitoring performance.
2. Identify the content for the PRESENT phase that will provide the information
needed by the learners to achieve the training objective(s). Select your
instructional methods for this phase.
3. Decide on the PRACTICE that is appropriate for your training population.

Select instructional methods for this phase.
4. Develop the PREVIEW. Make sure it covers the training objectives, why the
training is required or important, and that it deals with any concerns or
problems about the content that your “DEFINING THE TRAINING NEED”
uncovered. Select instructional methods for this phase.
5. Identify the key points brought out during the Present, Practice, and Preview
(including a review of the learning objectives and their importance), and bring
it all together in the SUMMARY phase. This can be used as a transition from
one lesson topic to the next. Consider including how you will monitor
performance on the job. Select instructional methods for this phase.
6. Select and design your training aids, i.e., visual aids and handouts. (Important
information should be given to people in writing.)

Version v1.0, 2007
State of Oregon
Organizing and Sequencing the Training Content
Outlined below are some strategies that you can use to organize and sequence
your training content. What’s outlined is not all inclusive. As you gain
experience developing and delivering training, you’ll probably acquire
preferences and create some strategies of your own.
♦ Sort information into its appropriate category. For example:

- Rules and regulations
- Policies and procedures
- Functions and operations
- Facts
- Examples
- Definitions
♦ Lay the groundwork; teach prerequisites.
♦ Teach the most important or most frequently used concepts or tasks first.
♦ Teach the general, and then the specific.
♦ Teach rules before exceptions.
♦ Progress from the simple to the complex.
♦ Teach similar and potentially confusing concepts and tasks together,

emphasizing the aspects that make them different.
♦ Teach small portions of a long set of procedures or steps at a time; provide

many practice opportunities.
♦ Teach tasks and procedures in the sequence in which they occur on the
job.

Version v1.0, 2007
State of Oregon
How to Avoid Over-Stuffing Your Training
Rarely is there too little content for a course. Usually you have too much, especially if you’re
an expert on the subject.
Trainers often deal with this situation either by extending the length of the course or stuffing
more and more content into the curriculum. What’s the usual result?
Information Overload
Instead of lengthening or over-stuffing your training, try the high priority, medium priority, low
priority strategy. This approach is based on the 80/20 Rule: 80 percent of the important
knowledge and skill is contained in 20 percent of the content. Here’s how it works:
♦ HIGH PRIORITY items. They are the ones critical to doing the job or performing the
skill. Though they may make up 20 percent of the course content, they deserve the
greatest emphasis. For example, if you have a course content list of ten items,
probably two of them should occupy 80 percent of your teaching time.
♦ MEDIUM PRIORITY items. These items will make up about 30 percent of the course
content, but you’ll devote about 15 percent of your class time to them.
♦ LOW PRIORITY items. These are the items that are of little relative importance, and
are also easy to learn. They may make up 50 percent of your course content, but they
deserve only about five percent of your class time.
In summary,
Content Classroom Time
20% High Priority @ 80%
30% Medium Priority @ 15%
50% Low Priority @ 5%

Version v1.0, 2007
State of Oregon
Selecting Instructional Methods
The purpose of this information is to outline some of the common instructional

methods you will most likely use—lecture, case study, group discussion, and
role play—and to present the criteria for their use as well as the strengths and
weaknesses of each.
Descriptions
Lecture A talk to a group by a single speaker. It may

or may not be followed by a question and
answer session. It usually is somewhat
formal.
Case Study Information about a job-relevant situation

with directions to come to some decisions or
solve a stated problem. It may be presented
orally, in writing, with pictures, or on tape or
DVD.
Group Discussion Consideration of one or more topics by group

members, guided by the instructor.
Role Play Case studies and incidents brought to life.

Members of the group act out the case or
incident, and the group observes or analyzes
it. Used for practicing decision-making and
interaction skills, e.g., interviewing,
telephone skills, training delivery skills, etc.

Version v1.0, 2007
State of Oregon
Selecting Instructional Method (cont.)
Method Criteria for Use Strengths Weaknesses
LECTURE Knowledge resides in Trainer controls the Can be dull.

the trainer. learning content.
No group
Large group size (20 or Keeps the group together participation.
more). and on the same point.
Can’t gauge if people
Content is conceptual. Time control easier. are learning.
CASE Time to prepare case Highly participatory. Time consuming.

STUDY examples.
Simulates performance A few may dominate.
Time for participants to required on the job.
analyze, complete, and People can become
discuss material. Learning can be tested. too invested in the
content.
GROUP Trainer has group Allows for voluntary Learning points can
DISCUSSION facilitation skills. participation. be confused or lost.
Knowledge resides in Resources can be A few may dominate

the group. discovered and shared. the learning process.
Sufficient time available Learning can be tested. Can be unwieldy if the

for participation. group is too large.
ROLE PLAY Interpersonal skill Practice in a “protected” Potential for artificial

practice required. environment. responses.
Trainer is skilled in Can simulate job Participants can feel

conducting role plays. requirements. threatened.
Can be significant Can get “hammy” or

learning for role players out-of-control
and observers.

Version v1.0, 2007
State of Oregon
Slide Shows Are Dandy, but Stories Can Educate

At first, making a presentation meant only talking. Imagine the early humans: A small band of hunter-
gatherers sits around a fire, contemplating its future. Fall is coming and the days will be cold and food
will be scarce. The leader wants to move now, follow the herds to the south. Others want to stay on
a few more weeks. They haven’t been in their camp long and traveling is difficult.
Some might imagine a confrontation between the leader and the most vocal dissident, a grunting,
biting, rolling-in-the-dirt struggle until one point of view wins.
I imagine a meeting: a presentation. The leader, speaking from his long experience, tells the group of
past summers, when berries were hard to find and fattened game was scarce. He recounts tales
passed down to him from his father and his father’s father about bands that had starved in the snow
because they waited too long to break camp.
These stories touch the hearts of the others, and they begin to plan their journey.
Move ahead a few dozen millennia to a modern presentation.
We’ve passed though blackboards, flip charts, overhead projectors, slide projectors.
When we make a presentation today we know what we need: a digital projector, a laptop, a laser
pointer. The “slides” we create are really digital images stored in the computer. The help files in the
slide software tell us how to craft a “compelling” presentation: Use bullets, use color, use graphics.
For a finishing touch, click a button to produce handouts, pictures of the slides.
The audience arrives. You distribute your handouts. You show your slides and talk about each one.
The audience applauds and heads off to the next presentation.
Maybe they got your point. Maybe you trained them. Maybe you even educated them. Maybe not.
Education requires an emotional bond between educator and student, a connection that requires
more than bullet charts and animated graphics. Educating isn’t training or improving skills or
distributing information. To educate people you must touch them.
Successful speakers know that mere slide shows won’t do that. Stories will.
Why is bullet item No. 3 on slide No. 16 important? Maybe there’s a story you can tell, something that
happened to you or to a friend. Something that makes the item important to you. A story.
What about the pie chart? Whatever the numbers represent, they relate to people. People are
stories.
Next time you conduct a workshop, make a presentation, argue for your viewpoint in a staff meeting,
remember that stories are as important as the facts and figures you’ve so carefully pulled together.
It’s the stories that will educate.
Do you use stories in your presentations?
Source: John T. Adams III article in HR Magazine, August 2001.

Version v1.0, 2007
State of Oregon
Training (Visual) Aids
Training aids are devices which can be used to clearly, concisely, and quickly record and
deliver training.
Training aids can enhance the presentation of information in training, but they don’t
automatically improve a training session. Like any tool, training aids must be properly used.
If they’re not, they can produce interference and obstacles to learning.
The purpose of this information is to outline the common types of training aids you might use.
Three visual aids are included—slides (overhead transparencies or PowerPoint slides),
whiteboards, and flip charts—along with the strengths and weaknesses of each.
Visual Aid Strengths Weaknesses
SLIDES Trainer can face the class. Equipment not always readily
available.
Overlays permit dramatic
illustration. Can be tiring or boring if
overused.
Enables standardization of
training materials. Equipment malfunction or
operator error.
WHITEBOARDS Easy to alter. Can be messy to use.
Allows on-the-spot Once erased, the idea is

illustrations. gone.
Ample space for Time is needed to erase or

development of ideas. clean board.
FLIP CHARTS Can be easily moved. Sheets become worn or torn

with age.
Pages can be torn off and
displayed or saved for future Space required to store
reference. charts.
On-the-spot reinforcement of Visibility can be a problem.

ideas stimulates participation.

Version v1.0, 2007
State of Oregon
Developing Handouts
The purpose of this information is to give you some pointers on how to design
and develop handouts.
General Guidelines for Formatting Handouts
♦ Title the handout and date it.

♦ Provide the following information on the handout, or ensure it can be easily
inferred:
- WHO the users are.
- WHAT the purpose is.
- WHEN it is to be used.
- HOW it is to be used.
♦ List additional materials or tools that may be needed.

♦ Use accurate and complete information.
♦ Avoid unnecessary information.
♦ Sequence information logically.
♦ Support information with examples when appropriate.
♦ Clearly label sections.
♦ Highlight critical information.
♦ Space the copy on the page so the information is easy to read.
♦ Keep terminology and language consistent.
♦ Use short, active, positive sentences.
♦ Number pages.

Version v1.0, 2007
State of Oregon
Developing Handouts (cont.)
Selecting a Format
If the information is: Consider this format:
Directions or procedures ♦ Worksheet
♦ Step-by-step instructions
♦ Checklist
♦ Flowchart
A number of conditions with a series of ♦ Decision tree or chart

dependent actions
Definitions ♦ Alphabetical listing
Examples or descriptions ♦ Pictures
♦ Questions and answers
Facts ♦ Chronological listing
♦ Listing by frequency or importance
♦ Questions and answers

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
References
and
Resources

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
The Jumping Rubber Band

NEEDS ASSESSMENT
Question: Can the learners correctly perform the “Jumping Rubber Band” magic trick?
LEARNING OBJECTIVE
Given a demonstration and coaching, the learners will be able to successfully perform the
“Jumping Rubber Band” magic trick to the trainer’s satisfaction, by making a rubber band
jump from their index and middle fingers, to their ring and little fingers, while making it appear
to pass through a second rubber band that is interlaced between all four fingers.
TRAINING DESIGN / LESSON PLAN

Preview
Review what the learning objective is, and why it’s important that the learners be able to
achieve it.
Present
• Describe to the learners what they’re going to learn how to do.
• Give them a demonstration without showing the gimmick.
• Give them a demonstration showing the gimmick.
Practice
• As a group, walk the learners through each step of performing the trick.
• Have the learners practice on their own.
• Observe each learner perform the trick successfully. Provide coaching, as needed.
Summary
• Review the learning objective.
• Review key performance pointers:
(1) All four fingers need to be tucked inside the rubber band in the fist position.
(2) Keep this fist position hidden from the audience.
• Review the value to the learners of their being able to achieve the learning objective.
EVALUATION
The trainer’s observation of each learner’s successful performance of the trick in class.

Version v1.0, 2007
State of Oregon
Copyright and Use of Video Clips in State Trainings

From: GILMORE Camille * DAS HRSD [mailto:Camille.Gilmore@state.or.us]
Sent: Thursday, January 22, 2004 8:16 AM
To: TrainMgrs@webhost.osl.state.or.us
Subject: [TrainMgrs] FYI: Copyright Question Regarding the Use of Video/Audio Clips in State Trainings
Importance: High
Hi All,
As promised during the last training managers meeting, below is the advice we received from legal counsel
regarding the use of video and audio clips. It my hope you find the information helpful.
Best regards,
Camille Chang Gilmore, MBA

Manager, Department of Administrative Services (DAS)
Human Resources Services Division (HRSD)
Statewide Training and Development Services
Statewide Recruitment Services
Phone: (503) 378-2744
Fax: (503) 378-5731
Email: Camille.Gilmore@state.or.us
-----Original Message-----
From: Groux Jonathan [mailto:jonathan.groux@doj.state.or.us]

Sent: Monday, January 12, 2004 3:39 PM
To: WILSON Susan
Subject: copyright question
Dear Ms. Wilson,

Okay, the long and short of this is that in the context of a governmental agency conducting training of
its employees, it is permissible to utilize video/audio clips without running awry of copyright law so
long as mere clips are shown or aired (and not the entire or a large segment) of the clips are made, and
so long as you do not charge for the viewing/airing of the clips. You can certainly charge for the
course, but it should not be suggested that the charge is for the video/audio clips. If you have any
questions, please feel free to call.
Sincerely,
Jon Groux
Jonathan Groux
4th Fl. Robertson Building
1215 State Street
Salem, OR 97301
503-947-4600
Fax: 503-378-3571
"It is a sign of an educated mind that it can entertain an idea but not accept it." Aristotle

Version v1.0, 2007
State of Oregon
Training Methods and Techniques

Accelerative Learning
Action Maze
Buzz Group
Brainstorming
Case Study
Cooperative Learning
Dot Voting
Demonstration
Discussion
Exercise
Fishbowl
Game
Ground Rules
Ice Breaker
In-Basket
Incident Process
Interactive Lectures
Interactive Modeling
Interactive Posters
Interview
Introductions
Learning Contracts
Lecture
Music
Panel
Parking Lot
Programmed Instruction
Questioning
Readings
Simulation
Skit
Work Group

Version v1.0, 2007
State of Oregon
Accelerative Learning
People in many walks of life are constantly seeking original ways to learn more
effectively. Currently, the field of accelerative learning is supplying many new answers to
these challenges. Whether improving the capacity to learn or improving the ability to train,
accelerative learning is helping people in all corners of the globe to be more confident about
learning, expand their potential for change, and enhance their quality of life.
During the past decade, we have observed and heard some truly remarkable stories of
people who have embraced and succeeded in applying accelerative learning. On a personal
level, we have observed people of all ages and backgrounds become champions of their own
discovery and growth through a better understanding of how and why they learn.
In saying this, we do recognize that achieving results from accelerative learning takes
substantial practice and perseverance. From our experience, it is far healthier to view
accelerative learning as a powerful stress-free technique that employs whole-brain thinking
and multi-sensory presentation to assist people to learn more efficiently and to improve
continuously. In fact, on many occasions, accelerative learning may not result in faster
learning (this is, accelerated) but will result in people remembering more easily and for longer
periods.
UNLOCKING THE KEY TO THE SUBCONSCIOUS MIND
Accelerative learning recognizes the power of the subconscious mind and uses this to
supplement conscious thought. Much of the merit of accelerative learning comes from the
recognition that much of what people learn is absorbed subconsciously. For example, do you
remember a story or a cartoon or television series that you loved as a child? What was it and
how does it make you feel? The associations, connections, and feelings that you are now
recalling have been stored and generated by your subconscious mind.
Training often fails because the methods utilized are designed to influence conscious
thought only. The figure below shows the comparative difference between conscious thought
strategies and the vast power of the subconscious. The way to reach the subconscious is by
employing some of the strategies shown in the lower half of this figure, such as harmony of
form, color, rhythm, rhyme, and movement.
The implications of nurturing the subconscious become more and more important when one
considers that information is processed by the subconscious mind prior to being received by
the conscious one. If the subconscious mind rejects the data or is confused or dislikes the
feeling of what is being shared, the capacity of the conscious mind to absorb new
information, resolve challenges, or undertake actions will be inhibited. The reason for this
sequence is that the traveled route to the subconscious mind is shorter. When a new
thought, fact, or logic is being considered, the subconscious mind will consider, or possibly
even filter, the information first.
Another issues suggested by the figure is how the visual, auditory, and emotional
anchors of the subconscious mind can dramatically affect the learner’s desire and receptivity.
For example, if a learner is not feeling safe, he or she will most likely not turn in to what is
being taught. By caring for the needs of the subconscious first, a trainer is more likely to
create a mindset that is open to new learning.

Version v1.0, 2007
State of Oregon
WHERE DID IT ALL START?

Much of the origin of accelerative learning is attributed to the work in the 1960’s of
Professor Gerogi Lozanov, an experienced psychiatrist and psychotherapist from Bulgaria.
Lozanov thought foreign languages to both the conscious and subconscious minds using the
power of positive suggestion. Lozanov called this science of suggestion “suggestopedia.” A
good modern-day example of suggestopedia is the powerful associations made on music
videos and television commercials through strong visual images, emotive words, music, and
rhythm. This is the reason we remember the words of a pop song or the logo or jingle of an
advertisement with little conscious effort, yet struggle to remember a list of historical facts or
dates.
Not surprisingly, Lozanov’s language classes were taught by linking new material with music,
the arts, motivational therapy, affirmation, breathing relaxation, vocal intonation, drama, role-
playing, and different speech patterns. It is claimed that students in Lozanov’s foreign-
language classes learned five times faster, with as much as 50 percent more retention, than
those in comparable programs.
Since Lozanov’s original work, the domain of accelerative learning has expanded
worldwide with many different techniques and strategies. As a result, modern doctrines of
accelerative learning have become increasingly more blurred, interconnected, and holistic in
nature.

Version v1.0, 2007
State of Oregon
Action Maze
A printed description of an incident, for analysis, followed by a list of alternative actions is

called an action maze. Each action choice directs the participant to a new page, which gives
the results of that action and a new set of alternatives from which to choose. The results the
participant receives after each step may give more information, as well as a reaction to the
action taken. The selection may also lead to a dead end, sending the participant back to the
original situation to make another choice.
WHEN TO USE:
• To develop decision-making skills
• To develop problem-solving skills
ADVANTAGES:
• Develops an awareness of alternatives and consequences of decisions
• Intense skill development
• Skill-paced
CONSIDERATIONS:
• Is costly to construct
• Difficult to update. Need to use information that will not change
• No opportunity for discussion or interaction with others
RELATED STRATEGIES:
• Case study, programmed instruction, computer-assisted instruction

Version v1.0, 2007
State of Oregon
Buzz Group
A large group divided into several small groups of four to six people discusses a topic or
performs a task, usually in less than 10 minutes. Originally called the “6 by 6” technique,
which meant six people for six minutes, such a strategy has come to be known as a buzz
group. Although there is no finished product, provision must be made for some feedback.
WHEN TO USE:
• To stimulate thinking to open or start a discussion
• To get reaction to a speaker, film, etc.
ADVANTAGES:
• Stimulates discussion and generates group interest
• Allows participation by those reticent to speak in a large group
• Focuses subsequent discussion on participants’ interest
CONSIDERATIONS:
• Requires instructor who is able to introduce the activity and stop the discussion at the
determined time
• Sometimes results in domination of the small group by one or two people
RELATED STRATEGIES:
• Group discussion, work group, workshop

Version v1.0, 2007
State of Oregon
Brainstorming
Brainstorming is a problem-solving situation in which participants are given a problem and asked to
bring into the discussion any ideas that come to mind, no matter how outlandish. All ideas are
gathered and recorded, without evaluation, before any are discussed. Idea gathering is usually
limited to 5-15 minutes.
WHEN TO USE:
• To develop novel or creative solutions to problems
• To develop creativity
• To stimulate participation by group members
ADVANTAGES:
• Encourages unusual suggestions
• Breaks mind sets and allows for new approaches
• Although only a small number of the ideas produced are usable, surfaces a significant
number of valuable ideas
• Maintains interest because of fast moving pace of session
• Encourages participation by all group members
CONSIDERATIONS:
• Requires skill on the part of the leader to keep the session moving and the ideas coming, as
well as to refrain from judging ideas generated
• Productivity of the group depends upon the abilities of the participants and their
understanding of the process
• Requires a non-threatening environment
RELATED STRATEGIES:
• Creative thinking, problem solving

Version v1.0, 2007
State of Oregon
Case Study
A case study is an oral or written account of a realistic situation, including sufficient detail to make it
possible for the participants to analyze the problems involved and to determine possible solutions.
In many cases, there is no one correct answer. Case studies should, as much as possible replicate
the real world, both in the nature of the content and in the method in which they are presented and
completed. While work on the cases may be done either individually or in groups, this method
should always conclude with a discussion of the outcomes.
WHEN TO USE:
• To develop critical-thinking, problem-solving, and decision-making skills
• To provide realistic and practical experience
• To evaluate learning and/or test analytical knowledge or abilities
• To learn to separate facts from inferences
ADVANTAGES:
• Actively involves participants
• Keeps interest levels high because of participant activity and relevancy to real world
situations
• Blends well with other methods (e.g., lecture or readings)
CONSIDERATIONS:
• Takes time to work and to discuss
• Cases can be become outdated by such things as changes in laws, language used, social
mores, dates, etc. Periodic revision is essential
• Good case studies can be difficult to write. They need to contain enough facts to be
completed without making up information
• The instructor must be able to link the case study situation to the “real world,” thereby adding
credibility to the case.
RELATED STRATEGIES:
• Action maze, exercises, incident process, in-basket exercises, role play

Version v1.0, 2007
State of Oregon
Cooperative Learning
GALLERY TOUR
This brainstorming technique gives individuals the chance to share ideas in smaller group, and
lets groups share ideas with each other without having one person speak and everyone listens.
More people are contributing at once.
Small groups brainstorm and write ideas on flip chart. This works also with small groups
developing other types of products such as goal statements, recommendations, etc. Small
group products are posted around the room. Each small group takes a Gallery Tour looking
at products of other teams, adding ideas or comments on the posted item.
INSIDE/OUTSIDE CIRCLE
This is another technique for simultaneous sharing of information and works best when there
is a larger group. It keeps the group active, energized and prevents listening to just one
person at a time. After using this technique, it is helpful to come together in small or large
group for quickly sharing any insights, new ideas or opinions that came from the circle.
To do Inside/Outside Circle, members form two concentric circles, with the inside circle facing
out and the outside circle facing in so that each person faces a partner in the other circle.
Partners share their idea or opinion on the topic being discussed. The facilitator asks one circle
to move clockwise a certain number of people, stop and exchange same with new partner.
Members may be asked to write their idea down first before forming the circle. This allows time
for those who want thinking time before expressing their ideas.
MIX ‘N MINGLE
This is another icebreaker technique. Members circulate through the room. When the facilitator
calls stop, they form pairs with whoever is closest and share information on the topic called out
by the facilitator. Topics can be non-work related (e.g. favorite vacation spot) or related to a
meeting topic (e.g. which agenda item are you most interested in today?).
PAIR & SHARE

This technique is useful for getting many people talking and sharing ideas at one time. It can
help "prime the pump" and get people started; allows everyone a chance to be heard;
encourages listening by others; lets opposite view points be exchanged; and helps with team
building or partnership connections.
Pair & Share is simply, find a partner and exchange ideas on whatever topic is being
discussed. Each person must give his or her partner a chance to speak. Consider: who is
paired (different work units, job duties, viewpoints, or random pairing); time limit; fresh

Version v1.0, 2007
State of Oregon
partners for a second round. It is helpful to debrief in large group by asking people to share
new ideas, new information, changes in positions (etc.) based on this paired sharing.
POPCORN
This technique is useful in generating many ideas or opinions quickly. Popcorn describes the
way in which the group will talk: randomly. The facilitator introduces a topic or asks a
question, then says "let's popcorn this." People quickly state their ideas without waiting to
be called. Answers "pop" from all around the room. There is no tracking of who has/has not
spoken. The facilitator may use the random comments to create a brainstorm list; to conduct
group discussion; or to build on by contributing his/her own perspectives.
ROAM THE ROOM

This technique encourages the exchange of ideas among the larger group, and increases
the simultaneous sharing of ideas.
Small groups brainstorm and write ideas on flip chart. This works also with small groups
developing other types of products such as goal statements, recommendations, etc. Small
group products are posted around the room. Everyone individually roams the room to view
the products. Upon return to their small group, individuals share ideas they liked or want to
build on from the other products viewed.
ROUND TABLE/ROUND ROBIN

These two techniques give everyone the opportunity to say, offer ideas, be heard. These
techniques can help change the pace of the meeting, bring people back on task, take a poll,
or simply add variety to the way in which the topic is being discussed. They also encourage
quieter group members to contribute or broaden participation if 1 or 2 people dominate the
airtime.
Round Table is best used when the group is formed in small table groups. A piece of paper
is passed around the small table and each person writes down their idea in turn. Vary this
with "paired round table" where both pairs in the small group work up their own list and
compare and select the ideas they like the best for contributing to the large group.
Round Robin is the verbal counterpart to Round Table. Each person takes a turn stating his
or her idea. Usually, it's one idea per turn. In larger group, give thinking time and let people
know they will get once chance to speak. Depending on the topic as hand, time limits may
be used to avoid "long stories."
SMALL GROUP/BIG GROUP

Whenever a group is larger than 12-15 people, it becomes difficult to efficiently get input on
a topic from everyone. It takes too much time for everyone to listen to just one person at a
time. And some people who won't talk in a large group will open up in a small group.

Version v1.0, 2007
State of Oregon
A method that allows full participation in a reduced time is Small group/Big Group. Divide
the large group into several small groups of 3-5 people. The small groups simultaneously
work on the topic. Each small group then shares its best thinking with the large group. This
is also an effective method for working toward consensus in large groups.
STICKY IDEAS
Brainstorming is an effective way to generate many ideas or suggestions on the topic being
considered. Sticky Ideas gets everyone contributing their ideas at one time; allows people
needing time to think that opportunity; and makes sorting or prioritizing ideas much easier.
Here's how it works:
Give everyone a sticky pad (such as Post-it notes) and ask each person to write their ideas
down. Write only one idea to a sticky note. Ask people to work quickly; give a deadline.
Facilitator collects sticky ideas as completed, posts them on board or flip chart, and begins to
categorize. Once the writing is done, complete the sorting:
-ask the group to look over the sticky notes and sort them.
-read aloud and ask group what category.
TALKING CHIPS
Talking Chips is a simple way to limit discussion on a topic; to keep one or two people from
dominating airtime; to assure that everyone has an opportunity to speak. It can be a
technique the facilitator uses to regain focus and control of a group gone off task. Some
members may feel their participation is limited or restricted when using this technique. The
facilitator tells members that they each have x number of chips. Each discussion
contribution costs one chip. When all chips are used, they are unable to contribute more to
the discussion at hand.
TEAMS TOUR
This technique is useful for work groups developing a product (goal statement, procedures,
recommendations, etc.); encourages simultaneous sharing of ideas; and lets small groups
find the overlap or consensus points with other groups.
Small groups create their product. Once completed, the team tours another team's product.
One person stays behind to explain their product to the "visitors." Team tour continues with
members taking turns to stay put and explain product to visitors. Once the tours are
completed, small group shares new ideas or feedback they want to incorporate; or observe
where ideas from one group to another overlaps; or is now better prepared to help create
one product representing large group consensus.

Version v1.0, 2007
State of Oregon
VALUES LINE-UP
This technique encourages an exchange of ideas, opinions or interests on a topic and
encourages others to listen for understanding. This is also a way to have simultaneous
sharing, with everyone paired up exchanging viewpoints. It avoids having the whole group
listen to just one person at a time. This paired sharing allows everyone an opportunity to be
heard.
A statement is announced and group members take a stand depending on how much they
agree or disagree with the statement. (Example: Workers should be available to their
clients from 8-5.) People line up - with agree strongly at one end to disagree strongly at the
other. Fold the line in half so that those who disagreed up with someone who agreed. Pair
and share your ideas, opinions or interests on the announced statement. After this sharing,
have people trade partners with the next person in line and exchange viewpoints again.
WORD WEBBING/MIND MAPPING

This is a brainstorming technique. It helps in concept development and adds to the synergy of
idea exchange. This technique can be used to cover several facets of a topic at one time and to
help sort ideas into categories.
To create a Word Web, give the small group a big piece of paper, and each person a different
colored marker. The topic is written in the middle of the page in a circle. In round robin fashion
or a free-for-all, people write in main categories that relate and draw a circle around each main
subject. Then brainstorm and write in ideas, connections, and concepts. This technique appeals
to the variety of styles in work groups: some go for details, others see connections, and others
are main concept people.

Version v1.0, 2007
State of Oregon
Demonstration
A technique that shows how something works or is done is called a demonstration. It is

intended to illustrate or clarify an idea, process, or relationship. The participant’s role is one
of observing, rather than directly participating. Often, this strategy is coupled with participant
practicing and receiving feedback on performance.
WHEN TO USE:
• To show how a piece of equipment works
• To demonstrate a skill or technique
• To show how a technique can be used
ADVANTAGES:
• Provides clear, direct example of how something works or is to be done
• Is realistic. Can be linked to hands-on application
• Is inexpensive to develop
• Can use expert to demonstrate and instructor to facilitate learning
CONSIDERATIONS:
• Learner not active, so interest may wane, especially at low learning times of day
• Need to ensure that all can see the demonstration clearly
• Learners may see but not be able to do
RELATED STRATEGIES:
• Skit, simulation game, interactive modeling

Version v1.0, 2007
State of Oregon
Discussion
A discussion is an exploration of a specific topic by a group. Discussions are most effective in

groups of 10-25 participants. They are often coupled with a lecture or other non-participative
strategy or may serve as a review of individual or group work (e.g., case study). In a discussion,
the instructor begins by asking stimulating, usually predetermined questions. During the
discussion, the instructor acts as a catalyst and moderator, asking additional questions, recording
and/or restating participant responses, and generally guiding the participants in the right direction.
WHEN TO USE:
• To determine learners’ knowledge and/or attitude concerning a specific topic
• To review case studies or other work assignments
• To assist learners to learn deductively
• To encourage group participation
ADVANTAGES:
• Pools knowledge and experience of group
• Allows unclear areas to be identified and discussed
CONSIDERATIONS:
• Instructor requires good facilitation skills. Must be patient and allow the discussion to
evolve
• One or two vocal members may dominate
• Takes more time than some other strategies (e.g., lecture)
• May be difficult to control and can stray from intended topic
RELATED STRATEGIES:
• Buzz group, brainstorming, work group

Version v1.0, 2007
State of Oregon
Dot Voting
Each member is given 3 to 10 dots (the amount depends on the size of group and number of
ideas on the list). The dots can be actual adhesive dot stickers the person will place on the
list OR can be represented by a given number of tally marks a person can make on the list.
The facilitator hands out the dots and tells members to vote for the ideas on the list that they
want to see the group continue to work on. Members can vote all their dots on one idea, or
use one dot per idea. For ideas that win the votes, ask the group to decide what follow-up
actions are needed.
WHEN TO USE:
• To evaluate a brainstormed list of ideas and reduce it to a workable number for further
consideration.
• Identifying the priority order of listed items.
ADVANTAGES:
• Can be used for a group to create a priority order for ideas.
• People can voice their opinion anonymously.
• Helps a group begin working toward consensus
CONSIDERATIONS:
• Some groups may object to allowing members to use all their dots for one idea,
especially if one or two members could sway the vote with just their dots.
RELATED STRATEGIES:
• Cooperative learning, sticky ideas

Version v1.0, 2007
State of Oregon
Exercise
Similar to a case study, the exercise is a short problem focusing on a specific learning point. Most
exercises have one correct solution. A group of exercises may be used as a test.
WHEN TO USE:
• To demonstrate newly learned procedures and principles, prior to attempting to apply the
knowledge to more difficult and complex case studies
ADVANTAGES:
• Quickly identifies whether learning has occurred and pinpoints problem areas
• Participants actively involved
• Helps make transition between conceptualization and application
CONSIDERATIONS:
• Should be limited to a single concept or procedure
• Takes some time to do and discuss
• Need to avoid tendency to make exercise too long or complex
• Should be tested to assure it will produce the desired result
RELATED STRATEGIES:
• Case studies, incident process

Version v1.0, 2007
State of Oregon
Fishbowl
A fishbowl is a discussion group that is divided in two parts: the inner circle, consisting of four or
five people who discuss a topic, and the outer group, consisting of up to 20 people who observe
(usually standing). Variations include: (1) members of the outer group may “tap in” or exchange
places with members of the inner group; (2) (half the total group) discusses something for a specific
period of time and then rotates with the outer group, who then discusses for a specific period of
time; (3) each member of the inner group has an alter ego in the outer group to advise and provide
guidance. A fishbowl usually runs 20-30 minutes, enough time to let all interested people express
their thoughts but not so long as to drag; it should end on a high note.
WHEN TO USE:
• To open discussion or stimulate thinking by allowing individuals to present different
points of view
• To foster group participation
• To view group process
• To provide formative evaluation
ADVANTAGES:
• Encourages group participation by all members
• Surfaces ideas and attitudes concerning a topic area
CONSIDERATIONS:
• As the purpose is to stimulate thinking, choice of topic is important. Should be an open-
ended topic and one familiar to all the participants
• This strategy should be coupled with a follow-up strategy that allows for a more in-depth
examination of the topic (e.g., work group)
• It is wise to have a fail-safe device in the form of a “plant” (a person to help get the discussion
started). The identity of such an individual should not be made known to the group.
RELATED STRATEGIES:
• Brainstorming, creative thinking

Version v1.0, 2007
State of Oregon
Game
An activity characterized by structured competition between two or more participants is a

game. Each game has its own unique set of rules and learning outcomes. Some games are
simple; others are extremely complex. Their primary focus is on participant actions and
reactions.
Although it is not always necessary, simulation games can be similar to work
situations, but with carefully arranged competitive elements. The game provides a
framework, within which participants can be involved in an exciting game mood. This mood
allows participants to examine systems of interactive decision-making procedures and to
approach problems from the perspective of learning at the same time. The distinguishing
features of a game are that it includes a set of structured decision-making tasks typical of a
real-life situation and that it provides a systematic means of observing and evaluating
participants’ decisions. These, then, are fed back to the participants so they can judge their
appropriateness. Most games are played by one or more teams; each composed of from
one to 20 participants.
WHEN TO USE:
• To develop leadership skills
• To improve technical performance
• To foster cooperation and teamwork
• To improve decision-making ability
• To evaluate learning
ADVANTAGES:
• Games motivate participants to be highly involved
• They are fun
• Since long periods of time can be compressed into relatively short learning periods, it
is possible to provide in weeks the experience that would take years to gain on the job
• Participants become deeply involved in the game and undergo the stresses associated
with real situations
• Can be used in an infinite variety of ways for all types of learning from orientation to
detailed instructions
• Can often be used more than once with the same group with additional gains
• Takes positive features of group dynamics and focuses a group’s energies on a
particular task or specific concept of change

Version v1.0, 2007
State of Oregon
CONSIDERATIONS:
• Participants may be totally involved only in “win/lose” competition if games are not
properly constructed and administered
• Usually designed to produce a certain set of predetermined learning outcomes and
must be carefully adapted if used apart from the original intention
• Require sound skills and understanding from the instructor/facilitator
• Requires a great deal of time and are costly if purchased commercially. Usually cost
more in terms of personnel, equipment, and money than other approaches to learning
• When a computer is involved, the cost is even greater--for programming, time on the
equipment, and operating personnel
• Little research has been done on the effectiveness of the game as a learning strategy;
therefore its validity has not been proved
RELATED STRATEGIES:
• Simulation, exercise, role play, computer-assisted instruction (CAI)

Version v1.0, 2007
State of Oregon
Ground Rules
GROUND RULES HAVE SEVERAL BENEFITS:

• They establish the facilitator’s role and deliver the message that the meeting will be
managed.
• They give the facilitator and participants a way to confront unacceptable behavior.
• They provide a structure and climate that make it easier to manage the flow of the meeting.
GROUND RULES FALL INTO SEVERAL CATEGORIES:

• Participation guidelines (e.g., open expression of opinions and ideas without regard to
rank)
• Behavior guidelines (e.g., no putting other down, monopolizing the discussion, or
interrupting)
• Role assignments (e.g., duties of the timekeeper, recorder, leader, or participants)
• Non-negotiable (e.g., time limits, confidentiality)
WITH A NEWLY FORMED GROUP, DO THE FOLLOWING:

• Before the meeting, make a list of ground rules you think would be helpful.
• At the start of the meeting, ask group members what ground rules they would like.
• If necessary, suggest additional ground rules from your list.
• Get the group’s agreement on all ground rules.
WITH AN ESTABLISHED GROUP, TAKE THIS APPROACH:

• Consider reviewing the group’s ground rules at the beginning of each meeting.
• Add new ground rules as needed.

Version v1.0, 2007
State of Oregon
Ice Breaker
An icebreaker serves multiple purposes. It helps create a positive climate, energizes the
group, allows people to become acquainted and begin networking in a structured, low-risk
manner. Icebreakers help people to discover similarities and become familiar with each
other. Similarity and familiarity are two essential elements in building trust. The content of
the icebreakers may or may not be focused on the content/topic/purpose of the “event”.
WHEN TO USE:
• To open any training situation
• To create a positive climate
• To quickly encourage group participation
• To begin establishing trust in a new group
ADVANTAGES:
• Can be use to focus the agenda
• Helps create group ownership of agenda
• Allows participation by all participants
CONSIDERATIONS:
• Some participants may be reluctant to become involved
• Requires skill and understanding from the instructor/facilitator
RELATED STRATEGIES:
• Introductions

Version v1.0, 2007
State of Oregon
In-basket
The in-basket strategy is a timed variation of a case study. Each participant is provided with an
in-basket, including correspondence, reports, memos, and phone messages, some of which
may be important to the case or process under study, and some of which may be extraneous.
The participants examine the materials and take the appropriate actions. Each participant
works for a set period of time on his or her own material. Every other participant handles the
same material. At the conclusion of the processing time, participants record how they handled
each item and, based on the actions taken, assess their abilities in the areas on which the case
study focused. Usually, there is a group discussion (small group or entire class) of selected
items and of approaches taken.
WHEN TO USE:
• To analyze participants’ decision-making abilities so that needed training can be
provided
• To evaluate managerial skills (e.g., supervisory, communications, time management,
etc.)
• To provide practice in decision making
• To improve participants’ understanding of management theories
ADVANTAGES:
• Actively involves all participants
• Interesting because of real world nature of materials
• Provides for some competition among participants, if that is needed
• Provides a way for participants to assess their skills in the area on which the exercise
focuses
• Can be constructed to reflect the problems that a particular group is having
• Can be built to fit the time period available to the exercise
• Provides immediate feedback as to the possible consequences of actions taken
• Easy to conduct, although for discussion, instructor requires good facilitation skills
CONSIDERATIONS:
• Takes time, usually three to four hours, to conduct and process
• Difficult to develop in-house
• Can be costly. Costs for in-basket exercise vary greatly, depending on the types of
materials being used. The major cost element is the preparation of the materials

Version v1.0, 2007
State of Oregon
themselves, particularly if large quantities are required. Some commercial vendors

sell in-basket programs. Costs usually range from $40 - $80 per participant
• May seem unreal in the sense that the participants are put into a situation with no past
relationships with the people they must work through. In reality, actions would
probably depend on these relationships
• May be difficult for those who have not had experience handling job problems through
correspondence (e.g., manufacturing foreman who tend to handle forms and get oral
reports rather than notes and letters)
RELATED STRATEGIES:
• Case study, exercise, action maze, incident process, simulation game

Version v1.0, 2007
State of Oregon
Incident Process
The incident process is a variation of the case method. Participants are presented with an
incident that is short and lacking in detail. Participants then question the instructor to
determine the data needed to complete the assignment. The instructor gives out pertinent
facts only as the participants ask for them, forcing the participants to reconstruct the entire
situation. Often, an observer-reporter records group interaction. This method provides the
participants with the opportunity to examine the present, unravel the past events leading up
to the incident, and identify future implications resulting from the incident. This strategy
emphasizes the process involved in gathering pertinent information in order to arrive at
decision.
WHEN TO USE:
• To develop problem analysis and problem-solving skills
• To develop decision-making skills
• To develop observation skills
• To develop questioning and listening skills
ADVANTAGES:
• Has a “living quality,” as opposed to a case which is all in writing
• Provides an opportunity to reconstruct a case from start to finish
• Emphasizes fact-finding process more than the solution
• Promotes public speaking and development of summaries
• Promotes “openness” of ideas and expression
• Incident can be modified to suit the level of the participants
• Provides an opportunity to examine consequences of a decision

Version v1.0, 2007
State of Oregon
CONSIDERATIONS:
• More time consuming than traditional case studies
• Difficult to evaluate transfer of process and utilization on the job
• Best suited to groups of fewer than 20-25 participants
• Extroverted participants tend to monopolize discussion
• Instructor must have all the information needed to respond to the participants’
questions. Information may be given orally or on data sheets
• Instructor must have good facilitation skills
RELATED STRATEGIES:
• Case study, action maze, exercise, simulation games

Version v1.0, 2007
State of Oregon
Interactive Lectures
An interactive lecture is a presentation that encourages (and sometimes requires) the learners
to interact with the content, with each other, and with the presenter. Some interactive lectures
feature teamwork and sharing of ideas. Other interactive lectures incorporate game activities at
different intervals.
BINGO LECTURE is an interactive lecture format. You are attending a lecture on the Java
programming language. You anticipate a dull, dry presentation. However, the lecturer begins
by handing out BINGO cards to everybody. The squares on the card contain technical terms.
You notice that the terms on your card are arranged differently from those on your neighbor's
card. The lecturer stops her presentation after about 10 minutes. She asks a question and
instructs you to scan your BINGO card for the answer. You are to place a small check mark
next to the answer if it is on your card. After a suitable pause, the lecturer gives the correct
answer. If your checkmark is on the correct answer, you replace it with a big, bold X. The
lecturer asks some more short-answer questions and repeats the activity before continuing with
her presentation. During the next game interlude, you succeed in marking five squares in a
straight line. You shout "Bingo!" The lecturer congratulates you and asks you to continue
playing so that she can determine who has the most marked squares at the end of the session.
WHEN TO USE:
• To relay factual information
• With Very large groups
ADVANTAGES:
• Combines the control and efficiency of a lecture with the motivation and playfulness of
a game.
• Learners are motivated to pay attention to the presentation.
• Can create an interactive lecture without too much difficulty.
CONSIDERATIONS
• Require more time to "cover" the same content.
• Too much excitement may be distracting from the content.
RELATED STRATEGIES
• Accelerative learning, interactive posters, lecture

Version v1.0, 2007
State of Oregon
Interactive Modeling
Interactive modeling is a means of learning new behaviors by observing model or ideal behavior,
trying new behavior, and receiving feedback. This cycle is repeated until the new behavior is
learned. The following sequence of four types of behavioral learning activities is involved:
1. Modeling -- groups of participants watch filmed or acted supervisor and employee model the
desired behavior.
2. Role playing -- participants take part in extensive practice and rehearsal of the specific
behaviors demonstrated by the models
3. Social reinforcement -- players receive praise, reward, and constructive feedback from instructor
and other participants
4. Transfer of training -- participants apply learning by being able to model behavior back on the
job
WHEN TO USE:
• To orient new employee to procedures
• To learn methods of interviewing, counseling, and other similar tasks
ADVANTAGES:
• Provides a step-by-step approach for handling difficult interaction situations
• Provides a positive model, demonstrating how difficult situations can be handled
successfully
• Provides practice for each participant in handling difficult situations
• Provides on-the-job environment, which facilitates learning
CONSIDERATIONS:
• May be difficult to isolate step-by-step procedures for each behavior
• Very difficult to find suitable off-the-shelf models
• Usually each organization must develop its own film or video. This is costly and
requires developers who are able to create realistic demonstration
RELATED STRATEGIES:
• Role play, demonstration

Version v1.0, 2007
State of Oregon
Interactive Posters
Adorning the walls of the classroom with posters is a well-known accelerative-learning

strategy. Interactive posters can be used to affirm, challenge and reassure learners.
These interactive posters are enlargements of instructional puzzles. You can include
TRIPLETS, CROSSWORD PUZZLES, CRYPTOGRAMS, CHUNKS, and a variety of other
formats. All poster puzzles deal with content that is related to the topic of the workshop.
Posters can be printed using a poster printer or by having them enlarged at the local Kinko’s.
You add a string with a pen to each poster, and fill in a few items to encourage the others.
During coffee breaks, there will be more participants clustered around these puzzle posters
than around the coffeepot.
WHEN TO USE:
• For most all learning situations
• To create a positive climate.
• To reinforce concepts and terminology presented during training.
ADVANTAGES:
• They are fun.
• Reinforce course concepts.
• Involvement is voluntary.
CONSIDERATIONS:
• Require time and some costs to prepare for each session.
• May have trouble getting participants to return from break times.
• Enough posters so that all have a chance to participate.
RELATED STRATEGIES:
• Accelerative learning, interactive lectures, games,

Version v1.0, 2007
State of Oregon
Interview
An interview is a means of using a resource person who does not make a prepared speech.
The resource person is asked questions by participants. Questions can be spontaneous or
developed in advance and given to the resource person to allow time for preparation.
WHEN TO USE:
• To obtain from a resource person the information that most interests the participants
• To create a relaxed and open environment when dealing with a resource person
ADVANTAGES:
• Resource person will discuss items of most interest to participants
• Allows for give and take among participants and resource person
• Often enjoyable for resource person, who need not prepare a formal lecture
CONSIDERATIONS:
• Resource person must be flexible and comfortable in such an unstructured situation
• Discussion can go off tangent that may be interesting but may not focus on learning
objectives
• It is best to prepare some questions in advance to alert the resource person to
participant interests and to begin the discussion
• Some verbal participants may monopolize questioning. The instructor may need to be
a moderator and keep discussion open and moving
• Best if used with groups of under 20 participants
RELATED STRATEGIES:
• Lecture panel

Version v1.0, 2007
State of Oregon
Introductions
Introductions help people get acquainted and gain agreement on the agenda. Depending on
the purpose and scope of the event, introductions can be accomplished through icebreakers
or a more formal process. Such a process frequently asks members about their
expectations or desired outcomes. This allows the facilitator to define the scope of the
meeting, clarify which expectations are not planned for, and adjust the direction or focus of
the agenda. Members have more ownership of the agenda when allowed to express
expectations and concerns. Even with groups that know each other, introductions can be a
way to get started: review the agenda, ask for changes or priority order.
WHEN TO USE:
• For almost learning situations
• To open a training situation
• To quickly involve all participants
ADVANTAGES:
• Surfaces expectations and desired outcomes
• Allows facilitator to clarify expectations
CONSIDERATIONS:
• Some participants may be reluctant to become involved
• Requires skill and understanding from the instructor/facilitator
RELATED STRATEGIES:
• Icebreakers

Version v1.0, 2007
State of Oregon
Learning Contracts
The learning contract is a document, drawn up by a participant in consultation with the

instructor, specifying: (1) the learning goals for the particular learning experience, (2) the
methods by which the participant intends to accomplish those goals, and (3) the method of
evaluation. During the course of the learning, the instructor must be available to provide
counsel, direction, and resources. The contract can be re-negotiated, if circumstances
warrant.
WHEN TO USE:
• For almost all learning situations
ADVANTAGES:
• Fosters self-reliance and self-understanding
• Individuals can learn in the styles to which they are best suited
• Learning can be individualized/personalized
• Participant is involved in active evaluation of own progress
• Fosters a great measure of personal pride and a high level of commitment
• Relatively inexpensive (in terms of time and money) to implement
• Places major responsibility for learning on the participant
CONSIDERATIONS:
• Demands strong motivation by participant
• Requires role reorientation for both the participant and the instructor
• Contract is time consuming to develop
• Contracts are if effect over a period of time, usually two or three months, however they
can be modified and used in shorter time frames
RELATED STRATEGIES:
• Self-study correspondence courses

Version v1.0, 2007
State of Oregon
Lecture
A prepared, oral presentation delivered by a resource person to a group of participants is called a

lecture. Since it is a one-way presentation in which the participants are essentially passive it
should be coupled with a more active strategy (e.g., discussion or exercise). A lecture can be
delivered to any size group and can be of any duration; however, briefer lectures (15-30 minutes)
are the most effective.
Lectures should be:
1. Practical: Drive abstract concepts down to reality. Use illustrations from the work setting.
Show how the information is of value to the learner.
2. Organized: Each element of the lecture should build on preceding parts. Check to make
sure there are no leaps in logic. Prepare clear transitions from one topic to the next.
Summarize occasionally.
3. Illustrated: Key points should include examples, illustrations and analogies that
students can understand and connect with. Supporting visual aids help drive home points.
WHEN TO USE:
• To inform group of policies and practices
• To relay factual information
• To introduce and/or explain a concept or theory
• When time is limited
• As an introduction to other methods
• Very large groups
ADVANTAGES:
• Covers a large body of information in a short period of time
• Relatively easy to prepare and deliver
• Inexpensive
• Allows many people to hear the same message
CONSIDERATIONS:
• Lectures must be well planned and concise
• Many instructors lack the presentation skills necessary to be a good lecturer
• Difficult to maintain interest level

Version v1.0, 2007
State of Oregon
• Retention of information is lower than with more participative strategies

• Often effective to supplement with listening groups. Divide the participants into general
groups, each of which is assigned the task of listening to and observing an assigned part of
the lecture or speech and asked to do something (e.g., develop questions, critique research
points, etc.)
RELATED ACTIVITIES:
• Interview panel

Version v1.0, 2007
State of Oregon
Music in Training
Use music for any of the following reasons:

• To pick up the energy when lethargy has taken over
• To provide background noise as “cover” for small-group discussions among participants
• To “punch up” high-energy activities To keep time during timed activities
• To provide a familiar notice or alert that you are going to start after a break
• To calm people and help them get through their initial “workshop jitters”
• As a “hook” for an activity or concept
• As a way to signal a transition from “think time” or “prep time” to an activity or “next step”
Using Music in Training

We are a society that does nearly everything while music plays. Often the music is in the
foreground, and it's part of our entertainment or activity. Other times, it is part of the
background of our work, shopping, and conversations. Music is used to set the mood and
add emphasis in movies, television, and theater. It is used for therapy, medical treatment,
and a myriad of other purposes. We have found music to be an increasingly valuable
addition to our training programs.
When Does Music Work?

Music works in any of the following situations:
• When participants are completing paper-and-pencil instruments, or taking notes on
previous leanings
• During discussions (dyads, triads, small groups) to provide background sound as “cover”
for personal or intimate sharing
• During high-energy or competitive activities to “punch up the activity”
• During breaks
• During “think time” or “reflection time”
• To create a mood or emotion when appropriate

Version v1.0, 2007
State of Oregon
Appropriate Types of Music for Training
A wide range of selections, including rock, soul, rap, country, jazz, R and B, new-age,
classical, and alternative music may be appropriate in a training setting. Try to carry a wide
range of selections that will “connect” to various age groups and musical tastes. It is
important to play the music at a comfortable level, as well as to pre-screen the lyrics so you
don't offend participants.
Caveat
Music, like any other training aid, is helpful only if it helps. Some participants find it
distracting or annoying. If that happens, turn it off.
Source: The New Fieldbook for Training, J.E. Jones, W.L. Bearley, and D.C. Watsabaugh, Amherst,
MA: HRD Press.

Version v1.0, 2007
State of Oregon
Panel
The panel is a conversation, by several persons, in front of an audience. A group of three to five
experts present short prepared statements. The statements are discussed by the panel members,
and questions from the audience are answered. A moderator introduces, coordinates, and often
participates in the discussion.
WHEN TO USE:
• To open or conclude the study of a topic
• To expose participants to the ideas and opinions of several resource people
• To surface differing points of view on a topic, similar to but not as structure as a debate
ADVANTAGES:
• Can develop an awareness of the complexity of various issues
• Exposes participants to several resource people in the same session
• Often enjoyable for resource people. Requires little formative preparation beyond the
opening statement
• A lively panel discussion can be very enlightening and, at times, entertaining
• Questioning by participants increases participation and ensures that panel members will
discuss points that interest the group
CONSIDERATIONS:
• A group of experts can be expensive to assemble, although the cost could be reduced
through the use of technology (e.g., teleconference)
• Panel members must be at ease and willing to be challenged on issues
• A good moderator is essential, in order to prevent one or two panel members from
dominating the discussion
• Participants are relatively passive
RELATED STRATEGIES:
• Interview, lecture

Version v1.0, 2007
State of Oregon
Parking Lot
When discussion gets off the topic, the facilitator asks the group "do you want to continue
talking about this topic or is this a parking lot item?" If the group chooses parking lot, then
the item is listed on a Parking Lot flip chart page. Often the group identifies parking lot items
on their own and begins to keep themselves on task with this technique. At the end of the
meeting, revisit the Parking Lot and ask the group to make decisions about follow up.
WHEN TO USE:
• When the group gets off topic
ADVANTAGES:
• Helps keep group on task and still allows side tracks to be captured for later
consideration
CONSIDERATIONS
• Set aside enough time at the end of the class to review the questions.

Version v1.0, 2007
State of Oregon
Programmed Instruction
Programmed instruction is a highly structured form of self-study. Material to be learned is

presented to the participant in a series of carefully planned, sequential steps. The steps
progress from simple to more complex levels of instruction. At each step, the participant
must make a response that tests comprehension. The participant immediately receives
feedback as to the correctness or incorrectness of a response. The learner proceeds
through the course at his or her own pace.
WHEN TO USE:
• To learn detailed, factual material
• To learn policies or procedures
• As pre-work for a formal seminar
ADVANTAGES:
• Orderly development of skills/knowledge
• In-depth learning, especially of factual material
• Provides reinforcement without an instructor
• Self-paced
• High learner involvement by constantly answering questions
• Easy to administer
• Some are reusable. Tend to have a long shelf life
• Relatively inexpensive to purchase and use. Permits decentralized training
CONSIDERATIONS:
• Development costs are high. It is extremely time consuming to write and test such
materials. Considerations for deciding whether to use include:
• Nature of material -- should be for stable body of knowledge, so that frequent revision
is unnecessary
• Shelf life -- three to five years at best
• Usage -- not for “one shot” program, rather for a continuous program with many
potential learners
• By their very nature, self-instructional programs are designed to be complete unto
themselves, requiring no instructor intervention. This should be primary in the minds

Version v1.0, 2007
State of Oregon
of those that develop and evaluate such programs. If instructions and/or content is
unclear, programs lose effectiveness
• The personality of a learner affects the success of the learning. People with high
social needs tend to learn best in groups. People with low social needs tend to learn
best alone and, therefore, learn well with this type of strategy
• Good for knowledge acquisition but not for dealing with attitudes and feelings
• Can be used in a group; however, there will be need to account for different learning
rates
• Variations of programmed instruction can allow for different levels of knowledge. For
example, in a scatter book the material is presented in a scrambled manner.
Participants read portions of the text and are presented with several possible actions.
They make the preferred choice and proceed to another situation, often skipping
through the sequence of pages. If an incorrect choice is made, they are led to
additional information or remedial exercises to help in arriving at the correct decision.
In the workbook, a book of questions or written exercises provides spaces for the
participants to write answers. The questions may be related to readings, to previous
learning, or included content material.
RELATED STRATEGIES:
• Computer-assisted instruction (CAI), action maze, readings

Version v1.0, 2007
State of Oregon
Questioning
The questioning strategy consists of developing and asking a variety of questions designed to test
learning and stimulate discussion. The questioning technique helps participants learn to use
different modes of thinking, such as inquiry, analytical thinking, discovery, intuitive thinking, and
problem solving.
WHEN TO USE:
• To test knowledge learned
• To open and maintain discussion
• To actively involve participants
ADVANTAGES:
• Determines learning without a written test
• Encourages participation
• Shifts focus learning from instructor to participants
• Stimulates alternative ways of looking at problems and solutions
• Maintains interest
CONSIDERATIONS:
• Questions should be developed in advance. There is the need to develop appropriate
questions (e.g., closed questions for testing, open for discussion)
• Instructor requires skills in developing and delivering questions
• Instructor requires good listening skills
• One or two people may want to provide all the answers
• The instructor may have to call on people to get maximum participation
• Some participants may be hesitant to speak and may need to be drawn out.
RELATED STRATEGIES:
• Discussion

Version v1.0, 2007
State of Oregon
Readings
Readings are the printed matter assigned to individuals in the form of articles, books, or
pamphlets. All the participants can read the same material, or the readings can be
individualized. Readings are often coupled with study guide or discussion questions for use
during a class session.
WHEN TO USE:
• To present factual material
• To present policies and procedures
• For pre-seminar assignments or homework
• For post-seminar materials
ADVANTAGES:
• Economical, if materials are readily available
• Self-paced. The time needed depends on participant’s convenience
• If used as pre-work, does not take seminar time that could be used for a discussion of
the readings
CONSIDERATIONS:
• Selection of relevant articles. Each reading should be carefully chosen and edited to
meet the program’s needs. Assigning too much material without proper guidance will
often result in a low participant completion rate
• Retention of information is lower than more participative methods
• While the participants are active, the focus of their attention may or may not be on the
relevant subject matter. If possible, readings should be organized into a self-study
package. These help to ensure that participants will focus on the important issues.
RELATED STRATEGIES:
• Programmed instruction

Version v1.0, 2007
State of Oregon
Simulation
Simulation is a representation of a real-life situation, usually a situation requiring appropriate

actions and reactions or a situation requiring the demonstration of technical expertise. For some,
learning simulations often involve the use of computers or other machinery. Simulations may be
relatively simple or quite complex. Some of the most complex are the simulators used to instruct
astronauts and pilots. Depending upon the type of learning, simulations may be used by one
person or by a group. The number of participants will be determined in part by how many would
perform the activity in the “real world.”
WHEN TO USE:
• To assess previous learning
• To demonstrate technical ability
• To bridge between learning and real life
ADVANTAGE:
• Presents a situation as close to real life as any learning experience can be.
Participants feel real-life stresses associated with the activity.
• Activity involves the participant through hand-on experience
• Provides individual activity and assessment
CONSIDERATIONS:
• Usually very expensive to develop and maintain. There are high equipment costs and
a long development time
• Must be specifically developed for each situation, consequently few commercial
products are available. Developers must have both technical and educational
expertise
• Instructors often play role of job supervisor as well as facilitator/evaluator role
RELATED STRATEGIES:
• Games, computer-assisted instruction (CAI), role play

Version v1.0, 2007
State of Oregon
Skit
The skit is a short, rehearsed, dramatic presentation, acted from a prepared script. It dramatizes
an incident that illustrates a problem or a situation. “Actors” can either be instructors and/or
participants. Skits can be effective way to create situations similar to those created by role-play.
While the lack of participant involvement may make them less effective learning experiences than
role-plays, they are less threatening and easier to use.
WHEN TO USE:
• To demonstrate a procedure or technique
• To present a situation, usually an interpersonal problem situation, for the group to
discuss
• To surface issues
ADVANTAGES:
• Roles are rehearsed so that expected action will take place as designed
• Members involved in a skit have more responsibility to the purpose of learning than
those in role play
• A good attention getter, often used to initiate a learning experience
• Usually inexpensive to construct and produce
• Good way to demonstrate a process
CONSIDERATIONS:
• “Actors” may not be totally secure and confident about performing in front of others.
Rehearsals take time but are essential
• Difficult to find a skit that specifically meets the goals and objectives of a learning
experience and a facilitator. It may require special writing
• At times, more attention may be focused on the behavior of the players than on the
issues for which the skit is being performed
RELATED STRATEGIES:
• Role play, interactive modeling, videotape presentations, demonstration

Version v1.0, 2007
State of Oregon
Work Group
Three to eight individuals working together on a specific task to produce some specific output
(e.g., suggestions, solutions to a problem, etc.) is called a work group. Its purpose is usually to
apply learning to solve a problem. It should not be used to introduce new material.
WHEN TO USE:
• To gather questions and/or concerns from the group
• To practice making decisions in groups
• To encourage teamwork
• For case studies, games, or simulations
ADVANTAGES:
• Active participation by all the participants
• Encourages participation by those who are hesitant to speak in a large group
• Allows participants to help each other, fosters teamwork
• Group answers and/or ideas are often more effective than those of individuals
CONSIDERATIONS:
• Time consuming. A work group should last a minimum of 30 minutes, often much
longer. Time should be built in for moving to and from breakout rooms, if used. Ample
time is needed to discuss the results.
• Instructor’s role is to be sure the assignment and the instructions are clearly
understood. The instructor should arrange logistics, materials, and keep group aware
of time limitations, and he or she should be available, as needed.
• Results of work groups should be communicated to the total group.
RELATED STRATEGIES:
• Buzz group, discussion

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
Lesson 6
Developing and Using Visual Aids
Objective
♦ Develop and use visual aids in training.

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
Purposes of Visual Aids
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Version v1.0, 2007
State of Oregon
Good Visual Aids Are…
♦ Simple
♦ Eye-pleasing
♦ Neat

Version v1.0, 2007
State of Oregon
VISUAL AIDS CHECKLIST
Key words only?
Plenty of white space?
Does layout move eye to desired locations?
Is lettering big and bold?
Does color grab attention?
Are some graphic devices used? (Pictures, bullets, bars, boxes,

borders, shadows, etc.)

Version v1.0, 2007
State of Oregon
Using Flip Charts
Pre-record Information If:
♦ Your training time is limited.
♦ You want your flip charts to look especially neat.
♦ You plan to use the information as your presentation outline.
♦ You plan to use the flip charts in subsequent sessions.
Record Information During Training If:
♦ You want to add interest.
♦ You need to respond to the situation at hand.
♦ You want to encourage participants to offer their ideas.

Version v1.0, 2007
State of Oregon
Using Flip Charts (cont.)
Make Your Flip Charts Readable and Appealing By:
♦ Making letters at least 1 ½ inches high.

♦ Leaving 2 inches or more between lines.
♦ Using the top 2/3 of the pad.
♦ Using as few words as possible.
♦ Highlighting key points with color, underlining, boxing, graphics, or
geometric shapes.
♦ Correcting errors on prerecorded charts with white-out or paste-on labels,

and then writing over them.
Make Your Training Look More Professional By:
♦ Writing key words quickly and reflecting ideas accurately.

♦ Alternating colors when listing group members’ ideas.
♦ Using 2 flip charts to compare ideas.
♦ Tearing off pages cleanly.
♦ Leaving blank pages between prerecorded pages.
♦ Flagging prerecorded flip charts with tape so you don’t search for them in
front of the group.
♦ Writing presentation notes in pencil in margins.

♦ Hanging pages on the wall to keep data in front of the group.

Version v1.0, 2007
State of Oregon
Using Whiteboards
Many of the guidelines for using flip charts also apply to using whiteboards.
Here are some additional guidelines for using whiteboards.
♦ Divide the board into 3 sections and use a section at a time, as if a page on
a flip chart.
♦ Make sure there is an ample supply of fresh whiteboard markers.
♦ Use only markers made for whiteboard surfaces. Remove any other
markers from the whiteboard tray.
♦ Erase whiteboard surfaces as soon as possible after use to prevent

permanent imaging.
♦ Use “low odor” whiteboard markers.

Version v1.0, 2007
State of Oregon
Developing Slides
Use these guidelines to develop overhead transparencies and PowerPoint Slides.
Keep Your Slides Simple
♦ Use as few words as possible to communicate your ideas.
♦ Keep information to 6 lines or less, with no more than 6 words per line.
♦ Cover 1 major idea, with up to 3 sub-points, on one slide.
Make Your Slides Eye-Pleasing
♦ Use color for highlighting and adding interest, but don’t overdo it.
♦ Support text with pictures, graphics, graphs, and other visual images.
Make Your Slides Neat
♦ For PowerPoint slides, neatness is built in with the software.
♦ For handmade overhead transparencies:
- Use a grid to ensure straight lines and margins.
- Lay out your design in pencil on paper first, and then trace it on the transparency,
using letters at least ¼ inch high.
- Consider transparency frames to keep the plastic from curling.

Version v1.0, 2007
State of Oregon
Setting Up Projection Equipment
Use these guidelines for setting up overhead projectors and PowerPoint

projectors.
♦ Place the screen at the front of the room, either in the center or at an angle
in a corner.
♦ Place the projector pointed directly toward the screen.
♦ Position the projector low so that it does not obstruct viewing, but not so
low that it creates excessive “keystoning.”
Note: Keystoning occurs when the projector beam is angled upward toward
the screen. It results in the image being distorted with the top appearing
much wider than the base.
♦ Position the projection image high enough on the screen so all participants
have an unobstructed view, but now so high that they must crane their
necks to view the slides.
♦ Use the focus arm or neck on the projector to ensure the projected image is
focused.

Version v1.0, 2007
State of Oregon
Using Slides During Training
Use these guidelines to use overhead transparences and PowerPoint slides

effectively.
♦ Unless you are showing a series of slides in a brief period of time, turn the
overhead projector, or “hide” the PowerPoint slide, as you talk.
♦ Don’t keep one slide on the screen for too long a time. The image
becomes tiring and distracting for the viewers.
♦ Put your presentation notes by the projector.
♦ Additional tips for overhead transparencies:

- Lay a pencil on the transparency as a pointer to have the group focus on
a specific area
- Reveal one point at a time by placing a blank piece of paper between the
transparency and the glass and using it to cover or mask points you don’t
yet want seen.
- Use blank transparencies to make on-the-spot illustrations or to record
participants’ ideas
- Use marking pens with permanent ink if you want to protect against ink
smears or you plan to use the transparency in subsequent sessions.
- Use marking pens with water soluble ink if you want to erase the
transparency and reuse the plastic. Run the transparency under water or
use a damp cloth to remove the ink.
- Put tape on the corners of the projection glass to help you position the
transparency and to prevent unframed transparencies from sliding on the
glass.

Version v1.0, 2007
State of Oregon
Overhead Transparency Grid

Version v1.0, 2007
State of Oregon
References
and
Resources

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
Tips for Lettering
NO Yes
Draw the letter “S” like this:
Or the letter “O”:

Version v1.0, 2007
State of Oregon
You Can Draw
F or teeth 1 2 3 4
For dark skin
These figures are formed from the letters “W,” “H,” and “O.”

Version v1.0, 2007
State of Oregon
Feelings
The cartoon face needs only eyes and mouth, sometimes eyebrows, to express all emotions.
Avoid drawing noses, unless required.
Here are a few examples:
Source: Examples of faces, figures, and emotions on previous pages taken from:
Cartooning the Head & Figure, by Jack Hamm

Version v1.0, 2007
State of Oregon
Layout = Headline, Art, Copy
3 HEADING
} 1/3
5 Illustration:
• line drawing, symbol, silhouette, or photo pasted on
Heading:
HEADING • what poster or talk is titled.
Body:
• main points or agenda items
• using bullets & indented 1/3 of page
Box
Slogan • thing you want them to remember
• slogan or theme
To shadow a box: 1 2 3

Version v1.0, 2007
State of Oregon
Other Tips
Add a Bor der :

Borders are the picture frame.
They give a professional touch.
Newspaper Ads use lots of borders.
Double
lines
Rounded
corners
Other devices for emphasis and a professional touch include:

Square Dots Line
Circles Double Lines
Diamonds Thick & Thin Lines
Stars Sold Bars
− Dashes Dotted Lines
Arrows Wavy Lines
All theses symbols help lead the viewer’s eye to desired places.

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
Lesson 7
Preparing to Deliver the Training
Objectives
♦ Identify the elements of a delivery or lesson plan so that you can
prepare a plan for your training.
♦ Identify the required steps to take in preparing the physical
environment for your training.
♦ Identify appropriate strategies for putting yourself at ease.

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
Sample Lesson Plan #1
I. PREVIEW (5 minutes)
A. Opening Remarks
“Our topic this afternoon is…”
B. Learning Objective (Display slide while reviewing objective)
“At the end of this lesson, you will be able to correctly calculate…”
C. Why the Objective is Important (Discuss key points)
1. “As you know, the prior provisions for… The new law and regulations
change all that.”
2. It’s important for all of us to understand the new provisions and apply
them correctly so that our clients will get…”
D. Summary and Transition
“I’ve been talking in general terms about the change. Now, let’s take a closer
look at the new guidelines and what they will mean to your clients.”
II. PRESENT (15 minutes)
A. The New Guidelines
- Distribute “New Guidelines” Handout
- Allow 5 minutes for participants to read handout
- Identify and review the changes resulting from the New Guidelines
- Ask and discuss the following questions:
1. Question: What’s the dollar amount of the new…?

Answer: $50

Version v1.0, 2007
State of Oregon
Sample Lesson Plan #1 (cont.)
2. Question: What is XYZ agency’s involvement with the new…?

Answer: They answer questions regarding…
B. Summary and Transition
“Now that we’re familiar with the new guidelines, let’s do a little practice
applying them.
III. PRACTICE (15 minutes)
Case Study
- Distribute case study scenario with instructions and questions.
- Allow participants 10 minutes to individually write answers to the questions.
- Debrief case study by asking for volunteers to give their answers. Discuss and clarify
any incorrect answers.
IV. SUMMARY (5 minutes)
Closing Remarks
“We’ve spend some time this afternoon becoming familiar with the new guidelines.
And, you’ve successfully applied them in a practice case. Now you’re ready to apply
them when it really counts—when you’re working on a client’s case.
Thank you for your time and attention.”

Version v1.0, 2007
State of Oregon

D. A. S. SUPERVISOR TRAINING
Title: The Respectful Workplace
Number: Module 2
Objective: At the end of this lesson, participants will be able to:
Describe their responsibility as DAS supervisors for creating and

maintaining a respectful, harassment-free environment for their
employees.
Length: 50 minutes 8:40-9:30 or 1:40-2:30
Time Content Methods/Resources
2 min PREVIEW
8:40-8:42
1:40-1:42 Introduce yourself.
Review why a respectful, harassment- Refer participants to the

free workplace is important. “Summary” and “Objectives” from
Review the objective for this lesson. the Participant Lesson Overview,
Page 1.
PRESENT
10 min Review highlights of the state policy Refer participants to the State
8:42-8:52 on the harassment-free workplace, Policy 50.010.01, policy pages
1:42-1:52 and the two real-life DAS examples. 1 of 4 thru 4 of 4, and Examples
of Workplace Harassment,
Page 6.

Version v1.0, 2007
State of Oregon

Time Content Methods/Resources
25 min The Responsible Leader video. Show the 25-minute video.

8:52-9:17
1:52-2:17 Identify this video as the manager version Refer participants to the “The
program. Responsible Leader” Summary
Sheet, Page 7.
2 min Taking Responsibility video. Refer to the 26-minute video.

9:17-9:19
2:17-2:19 Identify this video as the employee Refer participants to the “Taking
version program. Responsibility” Summary Sheet,
Page 8.
Review the questions and the small Refer participants to Discussion

group/large group process used in the Questions, Page 9.
employee training.
PRACTICE Practice is achieved through the

Summary Quiz in the Summary
section.
SUMMARY
4 min Participants individually complete the Refer participants to Quiz: Workplace

9:19-9:23 summary quiz. Respect and Harassment, Page 10.
2:19-2:23
6 min Review quiz. Highlight learning points on Hand out Quiz Answer Key,
9:23-9:29 the attached answer key sheet. Page 11.
2:23-2:29
1 min Review lesson objective, i.e., “It’s your

9:29-9:30 responsibility to create and maintain a
2:29-2:30 respectful, harassment-free workplace for
your employees.”
----------------------------
Thank the group for their attention and

participation.
Provide a transition statement for the next PD’s, PA’s, Position & People
lesson. Changes – Jerry K. & Debbie W.

Version v1.0, 2007
State of Oregon

MDS Mid-Level Management Course – Pilot #2
Module 4: Collaboration and Building Partnerships
SECTION ACTIVITY CONTENT/PROCESS TIME
Opening “Win as much This game actively engages students and reveals the value of 30 min.
Activity as you can” collaboration—over competition—in achieving mutually
game with beneficial results. It helps students explain the importance and
1:00 – 1:30
value of collaboration for managers and their organizations
debriefing
(Learning Objective #2).
discussion
Process:
- Set up teams and playing area (2 min.)
- Page 136: - Review directions and process for the
activity (3 min.) P
- Conduct activity (18 min.) R
- Page 137: Debrief activity (7 min.)
HO: Why Collaborate? E
V
I
Learning Presentation - Page 134: Review learning objectives
E 5 min.
Objectives and - Page 135: Review agenda.
Agenda - Identify the collaboration process as W
the training focus 1:35 – 1:40
- Reference the related skills and skill
sets for effective collaboration in the
appendix (pages 160-182)
Collaboration Individual This overview answers the question, “What is collaboration?” 30 min.
Overview work, table It defines and describes collaboration as a management
group strategy
discussion, (Learning Objective #1). P 1:40 – 2:10
presentation, - Page 138: Students reflect (3 min.) & table R

reading, and groups share (7 min.)
E
discussion - Page 139: Quick review of talking points (3 min.)
- Page 140: Quick review of talking points (2 min.) S
- Page 141: Students read. Explain significance of E
bold type (7 min.)
N
- Video: IQ: Show “Quiz” clip to demo continuum
level defs. (5 min.) T
- Page 142: Quick review of talking points (3 min.)

Version v1.0, 2007
State of Oregon

SECTION ACTIVITY CONTENT/PROCESS TIME
Identifying DHI Reading and This activity begins the process of applying a collaboration 15 min.
Collaboration table group strategy to a case scenario
Opportunities discussion (Learning Objective #3).
2:10 – 2:25
- Pages 143-145: Students re-read DHI case
scenario (7 min.)
- Pages 146-147: Table groups identify DHI P
collaboration opportunities (8 min) R
A 10 min.
BREAK C
2:25-2:35
T
Table This activity completes the process of applying a I
DHI 60 min.
Collaboration Group collaboration strategy to a case scenario C
Assignment work (Learning Objective #3).
E 2:35 – 3:35
and - Pp. 148-149: - Set up activity and assign cases to
table groups (3 min.)
reports - Table groups discuss and prepare
responses to checklist questions
(also, they consider the 20-point
“Collaborative Process Guide” on
pages 150-156 and the “19
Influencing Factors” on page 157),
and prepare summary flip charts
(20 min.)
- Flip charts: Table groups report out (32 min. –
4 groups @ 8 min.)
- Total group debrief (5 min.)
Action Plan: Presentation, This activity allows students to identify and plan on opportunity 20 min
Identify and individual work, for collaboration (Learning Objective #4)
Plan an partner sharing,
3:35 – 3:55
Opportunity for
Collaboration
and whole
group review
- Page 158: Review of talking points (5 min.) S
- Page 159: - Students individually complete
planning questions (5 min) U
- Students share their work with a M
partner (5 min.)
- Debrief with whole group (5 min.)
M
A
Module Presentation - Page 134: Review learning objectives and how R 5 min.
Wrap-up
they were met (5 min.) Y
3:55 – 4:00

Version v1.0, 2007
State of Oregon
Sample Lesson Plan Format
CONTENT METHODS TIME LINE

(Lesson Outline) (Instructor Notes, Resources, etc.)

Version v1.0, 2007
State of Oregon
Lesson Plan Checklist
Use this checklist as an aid to check the completeness of you lesson plan.
Yes No N/A*
1. Are your introductory remarks to orient the trainees to the
subject in general included?
2. Are your housekeeping remarks included?
3. Is there an introductory activity that involves the trainees (e.g.,

trainee introductions)?
4. Have you introduced each major component (i.e., Preview,
Present, Practice, and Summary)?
5. Have you included time during the preview to review the training
objectives and their importance?
6. Have you included the main points and activities for each
section?
7. Have you included the instructions for your training activities?
8. Have you included specific questions or comments at the points

where you wish to make them?
9. Are summary and transition comments included between
sections?
10. Are training aids referenced at the point where you will use
them?
11. Have you included an overall summary and closing remarks?
12. Have you indicated the time allotted for each major section?
13. Do the allotted times add up to the total time available?
* Not Applicable

Version v1.0, 2007
State of Oregon
Preparing the Physical Environment Checklist

Use this checklist as a guide when you are reviewing the physical environment and other
logistics before delivering training.
Yes No N/A*
Training Space
1. Is the space appropriate for the class size?

2. Are breakout rooms nearby if needed?
3. Will the temperature be at a comfortable level?
4. Is there proper ventilation?
5. Is there sufficient light?
6. Can the room be darkened for visual aids?
7. Can windows and doors be closed to block out noise?
8. Are there drapes or blinds to block out visual distractions?
9. Will trainees be able to see and hear you?
10. Will trainees be able to see and hear each other?
11. Is the seating arrangement appropriate? (See “Seating Arrangements”)
Training Equipment
1. Is all equipment in place and ready to use?

2. Is replacement or spare equipment available?
3. Are you familiar with how to operate the equipment?
4. Is the equipment in good operating order?
5. Are electrical outlets convenient for placement of equipment?
6. Are extensions cords available, if needed?
7. Are safety standards being adhered to?
8. Do you know who to call for help?
Training Materials and Supplies
1. Have materials been proofread for accuracy?

2. Are there enough copies of training materials?
3. Have visual aids been proofread for accuracy?
4. Are visual aids in the proper sequence?
5. Are miscellaneous materials and supplies on hand?**
* Not Applicable
** Roster, tent name cards, pencils, markers, tape, etc.

Version v1.0, 2007
State of Oregon
Seating Arrangements
The seating arrangement you choose should be based on the type of instructional method
you are using and the number of trainees in the class. Here are three of the most common
arrangements—U-Shaped, Classroom Style, and Tables in the Round—with the instructional
methods and class sizes appropriate to each.
T
Instructional Methods Class Size
U-SHAPED ♦ Case study 5 – 25

trainees
♦ Demonstration
♦ Group discussion
♦ Role playing
T
CLASSROOM ♦ Debate Unlimited
STYLE
♦ Slides, video, DVD
♦ Forum
♦ Lecture
♦ Panel
TABLES IN Any methods using sub- 15 – 50

THE ROUND groups: trainees T
♦ Case study
♦ Group discussion
♦ Role playing

Version v1.0, 2007
State of Oregon
Worst Possible
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Version v1.0, 2007
State of Oregon
Best Possible
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Version v1.0, 2007
State of Oregon
Strategies for Putting Yourself at Ease
Consider using the following strategies to put yourself at ease before training.
♦ Take a couple of deep breaths, blowing them out slowly through your
mouth.
♦ Memorize the words you will be saying during the first few minutes of your
presentation.
♦ As you rehearse your lesson plan, visualize exactly how you want to
behave and how you want your participants to react.
♦ Silently say something encouraging to yourself, such as, “It’s going to be a

great training session, and I’m going to enjoy it!”
♦ ____________________________________________________________
♦ ____________________________________________________________
♦ ____________________________________________________________
♦ ____________________________________________________________

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
References
and
Resources

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
Stress Management for Trainers
The greatest fear adults have is public speaking. Most of us have experienced it if we’ve
ever had to give a presentation or conduct training. We can effectively manage this fear by
recognizing it, understanding it, and preparing for it.
SYMPTOMS
Physical Emotional
Stomach churning Panic stricken
Knees knocking Inability to prepare
Voice cracking Unable to concentrate
Hands shaking Getting ill on the big day
Red face Forgetting the material
Sweaty palms, brow, or upper lip Crying or irritability
Headache Finding reasons why you shouldn’t go

through with it
Shortness of breath

Version v1.0, 2007
State of Oregon
Stress Management for Trainers (cont.)
WHAT CAUSES FEAR AND WHAT TO DO ABOUT IT
Cause Action
Adrenaline pumping into your system can Redirect the adrenaline by planned movement.
cause shaking, churning, excessive sweating, Instead of staying put and shaking, do some flip
or trembling. This “rush” is probably because charting, demonstrating, or moving about the
you care about the outcome and want to do a room in a deliberate manner. Have the group do
good job. Your body responds by trying to take an interactive activity. Use the adrenaline to your
care of the stress. advantage! If it’s close to break time, take a brisk
walk and breathe deeply. Try to speak naturally.
Lack of preparation. If you’re not familiar with PREPARE! PREPARE! PREPARE! It’s not
the materials or have not adequately prepared for enough to simply prepare your materials and
the session, participants, and/or the facility, you know your subject matter – you need to know
set yourself up for nervousness. That your audience and be comfortable with the
nervousness stems from the very real threat of facilities you’re holding the class in (find out
failure in your presentation. where everything is before the session).
Lack of experience/knowledge (“unknowns”). Make it become “known” to you: practice,

Everyone has some degree of fear around what rehearse, ask for feedback, videotape your
they don’t know. presentations, seek coaching from those more
experienced than you, and keep making
presentations!
Being evaluated by others. The thought of Realize much more is being evaluated than your
personal evaluations can cause anxiety and the ability as a presenter/trainer. More important to
pressure to “perform” or live up to others’ participants are the content, materials, and
imagined expectations. methods, i.e., did they learn what they came to
learn?
Embarrassment. You may be embarrassed that Accept it. Take comfort that you are not the only
you even feel fear. Maybe you think you one who experiences fear. Also recognize your
shouldn’t have any or you think you are the only audience is experiencing their own fear and
one experiencing it to a particular degree. anxieties. Will the instructor call on me? Will I
learn what I’m supposed to learn? Will I be
accepted in my small group? And so on.

Version v1.0, 2007
State of Oregon
Lesson 8
Delivering the Training
Objectives
♦ Select delivery skills on which you want to improve.
♦ Identify ways to convey that you are giving full attention to
participants.
♦ Describe types of questions and questioning considerations to
accomplish specific training goals.
♦ Develop strategies for handling problem situations.
♦ Identify considerations in obtaining feedback from participants.

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
Basic Delivery Skills Assessment Form

Use this form to asses your own basic delivery skills.
E = Effective
N = Needs Development
1. ____ Presents information clearly and concisely.
2. ____ Conveys a positive attitude toward topic and material.
3. ____ Communicates appropriate knowledge of the subject matter.
4. ____ Uses visual aids effectively.
5. ____ Uses voice levels, physical gestures, and facial expressions that contribute to
learning.
6. ____ Maintains appropriate pacing of the session.
7. ____ Reviews, summarizes, and checks for understanding at appropriate intervals.
8. ____ Gives full attention to participants.
9. ____ Encourages questions and participation.
10. ____ Responds to questions accurately and non-defensively.
11. ____ Uses effective questioning techniques.
12. ____ Provides positive reinforcement of participants’ efforts.
13. ____ Treats learners’ mistakes as part of the learning process.
14. ____ Demonstrates a positive attitude toward all participants.
15. ____ Handles problem situations effectively.
16. ____ Controls classroom activities to meet time frames.
17. ____ Follows adult learning principles.

Version v1.0, 2007
State of Oregon
Basic Delivery Skills Assessment Form

Use this form to asses your own basic delivery skills.
E = Effective
N = Needs Development
1. ____ Presents information clearly and concisely.
2. ____ Conveys a positive attitude toward topic and material.
3. ____ Communicates appropriate knowledge of the subject matter.
4. ____ Uses visual aids effectively.
5. ____ Uses voice levels, physical gestures, and facial expressions that contribute to
learning.
6. ____ Maintains appropriate pacing of the session.
7. ____ Reviews, summarizes, and checks for understanding at appropriate intervals.
8. ____ Gives full attention to participants.
9. ____ Encourages questions and participation.
10. ____ Responds to questions accurately and non-defensively.
11. ____ Uses effective questioning techniques.
12. ____ Provides positive reinforcement of participants’ efforts.
13. ____ Treats learners’ mistakes as part of the learning process.
14. ____ Demonstrates a positive attitude toward all participants.
15. ____ Handles problem situations effectively.
16. ____ Controls classroom activities to meet time frames.
17. ____ Follows adult learning principles.

Version v1.0, 2007
State of Oregon
Giving Full Attention to the Participants
MAINTAIN APPROPRIATE EYE CONTACT
Continually scan the participant group with your eyes, slowly enough so that
each trainee knows you are seeing him or her, but not so slowly that you appear
to be staring at individuals. It is important to “read” your audience so that you
can tell when a break is required or when your group is confused, angry, or
indifferent.
FACE THE TRAINEES
Position your body so that you face the participants. When recording
participants’ ideas on a flip chart or whiteboard, limit the time you turn your back
to the participants, and hold any comments you wish to make until after you’ve
turned back to face the group.
USE FACILITATING BODY LANGUAGE
Lean forward or walk toward participants to encourage them to participate in the

training. Smiling, frowning, looking puzzled, etc., are all natural expressions
which convey that you are listening and responding to participants as people.
Circle around the room when you give an exercise so that you can
communicate your interest in what participants are doing and can answer their
questions.
ELIMINATE DISTRACTING BEHAVIORS
Resist any temptation to look for what’s ahead in your lesson plan, glance at the
clock, chat with your co-trainer, etc. Do these things at the break or while
participants are completing exercises you have given them. Participants are
keen observers and know when you are paying attention to them and when your
mind is on other matters.

Version v1.0, 2007
State of Oregon
Speaking Effectively to One or One-Thousand
♦ THE FOUR MAIN COMPONENTS OF PUBLIC SPEAKING
Mental: Your thoughts and feelings about speaking

Visual: Your physical appearance and body language
Vocal: The way you use your voice (not what you say, but how you say it)
Verbal: The words you say
♦ TRUST AND BELIEVABILITY IN COMMUNICATION
7% comes from Verbal: The words we say

38% comes from Vocal: Our vocal qualities
55% comes from Visual: Our visual characteristics
♦ TEN RELIABLE TECHNIQUES FOR SPEAKING EFFECTIVELY
1. Remember, you’re already a public speaker.

2. Be well-prepared.
3. Dress appropriately.
4. Use eye contact to build rapport.
5. Keep posture and gestures natural.
6. Convey vocal interest.
7. Use stories and word-pictures.
8. Match your words to your audience.
9. Stay on track.
10. Practice and participate.
Source: CRM Video Speaking Effectively to One or One-Thousand (running time: 24

minutes). Available for loan from the Oregon State Library (e-mail or call 503-378-4277 ext.
249).

Version v1.0, 2007
State of Oregon
What Are Some of the Purposes

Questions Serve in Training?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Version v1.0, 2007
State of Oregon
Types of Questions
If you want: Consider using:
♦ The entire group to think about an issue An overhead question, one that is open to
anyone to answer.
♦ To begin a group discussion Example: What can be done about this
problem?
♦ To invite any willing person to respond
♦ To expand involvement in a discussion A redirected question back to the questioner

or to the group.
♦ To capitalize on group resources Example: You’re raising an important issue.
What do the rest of you think about
♦ The questioner to clarify own position it?
on the matter
♦ To introduce a specific point of view A hypothetical question.
Example: What if the situation was reversed

♦ To have the group explore another side and you were in charge of the
of the issue project?
♦ To stimulate creativity

Version v1.0, 2007
State of Oregon
Considerations When Asking Questions
Once you have selected the type of question you intend to ask, there are three
more decisions you must make in actually asking the question.
1. Will the question be open or closed?
An open question usually begins with “what, when, where, which, how,
who, or why,” and cannot be answered with a “yes” or a “no.” An open
question stimulates thinking and encourages discussion.
A closed question usually begins with “is, has, do, can, will, or shall” (or
some form of those words), and can be answered with a “yes” or a “no.” A
closed question calls for a conclusion and takes up less class time, but
tends to shut off discussion.
2. Will it be directed to the group or to an individual?
A group-directed question invites any willing trainee to answer. It causes

all trainees to think about the matter regardless of whether or not they
volunteer an answer.
An individually-directed question invites one trainee to answer. It causes

that trainee to think about the matter and provide a response to the
question.
3. What words will you choose when you ask the question?
A clear, concise question covering a single issue causes trainees to focus

on formulating a swift, correct answer.
A rambling, ambiguous question covering multiple issues causes

trainees to focus on the question and speculate on its intention.

Version v1.0, 2007
State of Oregon
Goals in Handling Problem Situations
♦ Eliminate or minimize the problem behavior(s).
♦ Maintain the self-esteem of the person(s) involved.
♦ Maintain a positive environment for future learning.

Version v1.0, 2007
State of Oregon
Developing Strategies for Problem Situations
Use this worksheet to develop strategies to use when encountering problem situations in
training. Then select strategies that meet the three critical goals in handling problem
situations:
A. Eliminate or minimize the problem behavior(s).
B. Maintain the self-esteem of the person(s) involved.
C. Maintain a positive environment for future learning.
1. Identify the problem behavior(s).
2. Give reasons why the situation is a problem in the training environment.
3. Identify alternative strategies for handling the problem situation.

Version v1.0, 2007
State of Oregon
Strategies for Handling Problem Situations:

Exercise
If the problem situation is: Then consider:
A “TALKER”
AN “ARGUER”
A “SHY PERSON”

Version v1.0, 2007
State of Oregon
Considerations in Obtaining Feedback from

Participants
When you develop ways for obtaining feedback about your training from the
participants, consider these questions.
WHAT: The training elements on which you want to receive feedback
Examples:
♦ Relevance of training objectives to their jobs
♦ Achievement of training objectives
♦ Effectiveness of instructional methods and training aids
♦ Length of training
♦ Delivery skills
♦ Other areas, e.g., training facility, accommodations, etc.
HOW: The method by which you will receive the feedback
Examples:
♦ Written or verbal
♦ Descriptive or quantifiable (e.g., numerical scales)
♦ Private or open forum
WHEN: The timing of the feedback request
Examples:
♦ Immediately upon conclusion of the training
♦ 1 – 6 weeks after the training

Version v1.0, 2007
State of Oregon
Sample Training Evaluation Form

Course Title: _______________________________________________________________
Location: ____________________________________________
Date: ______________________________
Section I
Circle the number which best represents your rating of this training on each of the following
dimensions where 1 = low and 5 = high.
1. Attainment of objectives 1 2 3 4 5
2. Adequacy of materials 1 2 3 4 5
3. Time allotment by topic 1 2 3 4 5
4. Relevant course content 1 2 3 4 5
5. Training techniques used 1 2 3 4 5
Section II
1. What do you think your level of understanding was of 1 2 3 4 5
the materials covered in this training before the
session started?
2. What do you think your level of understanding is now? 1 2 3 4 5
3. What one topic covered in this training will be most useful to you in your job? Why?
____________________________________________________________________________
____________________________________________________________________________
Section III
Rate the trainer’s performance for the listed dimensions where 1 = low and 5 = high.
1. Preparation 1 2 3 4 5
2. Presentation 1 2 3 4 5
3. Knowledge of subject 1 2 3 4 5
4. Ability to relate knowledge to practice 1 2 3 4 5
5. Responsiveness to participants 1 2 3 4 5

Version v1.0, 2007
State of Oregon
Guidelines for Preparing for Your Practice Training

Lesson
The following guidelines are intended to help you in developing and

preparing to deliver your 15-minute practice training lesson.
1. Review your content material.
2. Review the “Defining the Training Need” worksheet (Lesson 3).
3. Develop and review your learning objective(s) (Lesson 4).
4. Design your overall lesson by completing the “Training Design

Outline” (Lesson 5).
5. Develop the visual aid(s) or handout(s) you intend to use (Lesson

6).
6. Review the “Lesson Plan Checklist” (Lesson 7 or next page) and

prepare a lesson plan (Lesson 7).
7. Consider the “Basic Delivery Skills” handout (Lesson 8) and the

“Learning Goals I Bring” from your flip chart (Lesson 1) to identify
which skills you would like to focus on and receive feedback on.
8. Rehearse your lesson and implement other strategies that will

help to put you at ease (Lesson 7).

Version v1.0, 2007
State of Oregon
Lesson Plan Checklist
Use this checklist as an aid to check the completeness of you lesson plan.
Yes No N/A*
1. Are your introductory remarks to orient the trainees to the
subject in general included?
2. Are your housekeeping remarks included?
3. Is there an introductory activity that involves the trainees (e.g.,

trainee introductions)?
4. Have you introduced each major component (i.e., Preview,
Present, Practice, and Summary)?
5. Have you included time during the preview to review the training
objectives and their importance?
6. Have you included the main points and activities for each
section?
7. Have you included the instructions for your training activities?
8. Have you included specific questions or comments at the points

where you wish to make them?
9. Are summary and transition comments included between
sections?
10. Are training aids referenced at the point where you will use
them?
11. Have you included an overall summary and closing remarks?
12. Have you indicated the time allotted for each major section?
13. Do the allotted times add up to the total time available?
* Not Applicable

Version v1.0, 2007
State of Oregon
References
and
Resources

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
Presentation Tips
VOLUME
Make sure participants can hear you from any area in the room
Not too loud, not too soft – ask for feedback and practice!
ARTICULATION
Pronounce words correctly
Check for understanding
Be careful not to over-articulate
RATE
If too fast, you’ll lose them
If too slow, you’ll bore them to tears
Again, ask for feedback and practice!
INFLECTION
Better known as “pitch”
Fluctuate the tone of your voice up and down (high and low pitches)
Beware of speaking in monotones!
VARIETY
Practice varying your volume, rate and inflection
Useful for adding emphasis and maintaining interest
Show energy with your voice
EYE CONTACT
Refrain from reading to the group yet don’t stare either
Look at each participant and vary the focus of your eyes
Avoid focusing on “friendly” individuals; share your eye contact
SMILE
Smiling is contagious: builds rapport & eases tension (yours and theirs!)
Allows for use of humor and promotes goodwill
MOVEMENT
Avoid podiums, sitting for long periods of time, standing in same area
Communicates your enthusiasm and energy
Useful for emphasis and holds attention longer
Avoid aimless wandering
GESTURES
Holds interest and provides visual
Avoid distracting participants
POSTURE
Stand straight and tall
Communicates confidence and energy

Version v1.0, 2007
State of Oregon
Pauses and Filler Words and Non-Words
Pauses
Pauses are an integral part of language. An effective communicator uses

pauses naturally between sentences. Outstanding communicators pause for
dramatic effect as well. You can pause naturally for three to four seconds, even
in the middle of a sentence. The problem is we are not used to doing it. So
when we do, a three- or four-second pause feels like twenty seconds. Practice
pausing. Ask others for feedback to learn how natural you sound when you
pause. Push pausing to the limit during practice and you will do it more naturally
in your presentations and conversations.
Filler Words and Non-Words
Some people call them "word whiskers.” They are the habitual, unnecessary,
unwanted filler words and non-words we use in our speech. If we use them too
much, they become distracting sounds that inhibit effective communication.
They are the “ums,” “ahs,” “ers,” “ands,” “wells,” “okays,” “you knows,” “likes,”
and others, that we use to fill in the silent moments. Listen to your speech, or
ask someone to give you feedback, so you can identify the filler words and non-
words you use. Then, practice replacing them with pauses. Over time, you will
be able to eliminate them.

Version v1.0, 2007
State of Oregon
Pacing
“Pacing” refers to how fast or slow you move through the training program and/or individual modules.
It includes the following considerations:
Verbal communication
Repetition of key points or phrases
Repetition or rephrasing of questions
Probing questions
Examples and “war” stories
Pausing
Listening
An effective trainer learns how to sense when to continue a discussion and when to move on.
If in doubt, consider the following:
What are the needs of the total group in terms of moving forward
Do the majority seem to be struggling?
Do the majority seem to be bored or irritated?
Is there a particular individual who just isn’t getting it?
Ask the group what they need.
How much time is available and what’s left to be covered?
Is it more important to complete the full program or continue the current discussion?
How flexible can you be and still accomplish your objectives?
Outline remaining items to be covered and let group decide what’s most important to them.
Has learning been accomplished?
Has the group displayed confirmation of learning the current topic?
Is there more they need?
Is the discussion relevant to the learning?
Check for learning accomplished by “pop quizzing” or polling.
Pacing the Overall Program
Break down large programs into manageable chunks. For 3-5 day designs, spread it out so you can
study and prepare for the next day’s session at the end of each day. Plan plenty of time for each topic
area and allow flexibility. For 3 or more day designs, it’s helpful to have a co-trainer which allows you
a higher energy level, as well as more time for preparation and study.
Using Pauses
When making a key point, state it then pause while maintaining eye contact. This gives
participants time to reflect and mull over what was said and allows them to make their own
connections to previous learning.
Silence is your friend! Though sometimes uncomfortable, silence (especially after asking a
question) is often a sign of deep thought, not a lack of understanding or knowledge of the answer.
Give adequate time for silent thought before restating the question or asking another. Try at all
costs not to give the answer to the group – retention is higher if they figure it out themselves.

Version v1.0, 2007
State of Oregon
Facilitation skills
Definition and Purpose

Learners learn best when they participate in the training process. When you use facilitation
skills, you encourage involvement by showing interest in the learners and making them feel
free to comment and ask questions. Facilitation skills also help you to obtain feedback from
the learners about how the training is being received. This enables you to respond to the
learners’ needs most appropriately.
Facilitation skills help you bridge the gap between the training content and the learners.
Training Content Learners

Facilitation Skills
Types of Facilitation Skills

The four basic facilitation skills you will use in conducting your training are:
1. Attending
2. Observing
3. Listening
4. Questioning
Source: Adapted from Train the Trainer, Amherst, MA: HRD Press.

Version v1.0, 2007
State of Oregon
Attending Skills
Attending means presenting yourself physically in a manner that shows you are paying
attention to your learners. When you use attending skills, you are building rapport with the
learners. You are communicating that you value them as individuals and are interested in
their learning.
Attending helps you gather information from the learners. Your physical positioning enables
you to observe learners’ behaviors, which are important sources of information for you in
assessing how the training is being received. It also encourages the learners to interact
verbally with you.
There are four attending behaviors that show you are interested in the learners.
1. Facing the learners.
2. Maintaining appropriate eye contact.
3. Moving toward the learners.
4. Avoiding distracting behaviors.
Guidelines for Using Attending Skills
DO DON’T
• Position your body so you face all the learners • Talk to visual aids
• Continually scan the group with your eyes • Avoid eye contact or scan the group too frequently
or too rapidly
• Walk toward learners • Turn your back to part of the group
• Smile at individuals • Stare at individuals
• Nod affirmatively • Distance yourself from the learners
• Circle the room during exercised to check • Stand in fixed positions

learners’ progress
• Use natural facial expressions in talking with • Shuffle papers or look at your watch while learners
learners are talking

Version v1.0, 2007
State of Oregon
Observing Skills
Observing skills help you assess how the training is being received. Based on your
observations over time, you can make decisions to continue the learning process as
planned, or to modify it to respond to the learners’ needs.
There are three steps in using observing skills.
Step 1: Look at the person’s face, body position, and body movements.
Is the person smiling? Frowning? Nodding? Yawning? Looking at you?
Looking away?
Is the person leaning forward? Leaning back in a chair? Tapping a pencil?
Shuffling his/her feet?
Step 2: Formulate an inference of the person’s feelings based on what you have
observed.
Step 3: Take appropriate action based on the inferences made.
Below is a list of non-verbal behaviors and some inferences you might make about the
learners’ feelings.
Non-Verbal Behaviors & Possible Feelings
BEHAVIORS POSSIBLE FEELINGS
Smiling Enthusiasm/Understanding
Nodding affirmatively
Leaning forward
Eye contact
Yawning Boredom
Vacant stare
Shuffling feet
Leaning back in chair
Looking at clock
Frowning Confusion
Pursing lips
Vacant stare
Avoiding eye contact

Version v1.0, 2007
State of Oregon
Observing Skills (cont.)

Although a single behavior can serve as an indicator of a feeling, your inferences will be
based on the total data you collect from your continuing observations. Whether you
decide to take action or not will depend on the situation as you view it. For example, how
many learners are experiencing the feeling, what is the depth and possible duration of the
feeling, what impact will it have on present and future learning, etc. If in your judgment
the situation warrants action, consider the following possibilities.
Responding to Learners’ Behaviors
If the inference you And… Then…

have drawn is:
Enthusiasm/ • Several learners display • Continue, and make a mental

Understanding the behavior note that the training is being
well received.
• One learner displays • Continue, and make a mental
behavior note to check again later.
Boredom • Several learners display • Take a break, speed up the

the behavior training, or check your training
method to be sure that the
learners are involved in the
process.
• One learner displays • Continue, but make a mental
behavior note to reassess later.
Confusion • Several learners display • Ask learners about areas of

the behavior confusion, and provide
clarification by giving examples
or rephrasing information.
• One learner displays • Ask learner about areas of
behavior confusion and provide
clarification. Or if time is limited,
talk with learner at next break.

Version v1.0, 2007
State of Oregon
Listening Skills
Listening, as we define it, means obtaining verbal information and verifying that you
understand the information. Listening skills enable you to demonstrate your understanding of
the learners’ perceptions. They also provide you with feedback about how the training is
being received. You can use this feedback in considering how you need to proceed in
conducting your training.
Listening involves two key steps:
1. Listening to the words being expressed.
This involves maintaining concentration on what the learner is saying.
2. Paraphrasing what was said to demonstrate understanding.
This involves interacting with the learner to ensure accurate understanding of what the
learner is saying.
Step 1: Listening to the words being expressed.

As you listen to the words being expressed, try to grasp both the content and the meaning of
the words from the learner’s perceptive. While this may sound simple, you will find that the
major roadblocks to listening to the learner’s words are the internal and external distractions
that compete with good listening.
Internal distractions are the competing thoughts that develop in your head while the learner is
talking. Sometimes they are related to what the learner is saying; sometimes they are mental
excursions to unrelated topics. It is important to eliminate these internal distractions so you
can focus on what the learner is saying.
External distractions are things that happen in the learning environment that compete with
your attention on the learner. They can be sights or sounds. Exclude them, or at the least,
defer giving attention to them, until the learner has finished speaking.
Once you have focused on the learner’s message, you can then go to the next step--
demonstrating your understanding of what the learner said.
Step 2: Paraphrasing what was said to demonstrate understanding.

Paraphrasing to demonstrate understanding requires you to verbally interact with the learner.
The interaction is either to:
• Get additional information to fill in your understanding gaps, or to
• Verify with the learner what you think was said.
Use a phrase such as, “You’re saying …”, or “As I understand it…” before paraphrasing what
the learner said. If you then paraphrase the information accurately, the learner can confirm
that you understand. If you paraphrase inaccurately or miss important details, the learner
can add the information needed for you to understand.

Version v1.0, 2007
State of Oregon
Questioning Skills
Questions play a major role in conducting training. Some of the purposes questions serve in
training are to:
• Help determine what the learners already know about a topic so you can focus your
training on what they need to learn.
• Invite learner participation and involvement in the process.
• Provide feedback about how the training is being received.
• Enable the learners to assess their learning and to fill in their own learning gaps.
Three skills associated with the questioning process are:

1. Asking questions.
2. Handling learners’ answers to questions.
3. Responding to learners’ questions.
Asking Questions
Asking questions effectively during training is one of the most important skills you can
develop. Asking questions effectively means selecting the right type of question, phrasing it
so it elicits the response you are after, then directing the question appropriately.
Types of Questions
There are two basic types of questions from which to choose, open questions and closed
questions.
Types of Questions
Type of Question Description Example
Open • Requires more than a “yes” or “no” “What ideas do you have for
answer. explaining the changes to our
• Stimulates thinking. customers?”
• Usually begins with “what,” “how,”
“why,” “when”
Closed • Requires a one-word answer. “Does everyone understand the

• Closes off discussion. changes we’ve discussed?”
• Usually begins with “is,” “can,”
“how many,” “does”

Version v1.0, 2007
State of Oregon
Questioning Skills (cont.)

Phrasing Questions
Once you’ve decided on the type of question you will use, you need to determine how you will
phrase it. There are important considerations in phrasing questions so that the learner is
focused on the precise information you are tying to obtain.
Guidelines for Phrasing Questions
DO DON’T
Ask clear, concise questions covering a single Ask rambling, ambiguous questions covering
issue. multiple issues.
Ask reasonable questions based on what the Ask question that are too difficult for the majority of
learners can be expected to know at this point in the learners to answer.
the training.
Ask challenging questions which stimulate Ask questions which are too easy and provide no
thinking. opportunity for thinking.
Ask honest, relevant questions which direct the Ask “trick” questions designed to fool the learners.
learners to logical answers.
Directing Questions
The final consideration in asking effective questions is how to direct the question. There are
two ways to direct questions:
1. To the group.
2. To a specific individual.
Choosing How to Direct Questions
IF YOU WANT TO... THEN...
• Stimulate thinking of all learners Direct the question to the group.

• Allow learners to respond voluntarily Example:
• Avoid putting an individual learner on the “What experiences have you had in this kind of
spot situation?”
• Stimulate one learner to think and respond Direct the question to an individual.
• Tap the known resources of an expert in the Example:
class “Mary, you have had a lot of experience in applying
these regulations with customers. What would you
do in this case?”

Version v1.0, 2007
State of Oregon
Handling Learners’ Answers to Questions

The second skill associated with the questioning process involves the way in which you
handle the learners’ answers to your questions. To ensure maximum learning, you need
maximum participation by you learners. The way in which you respond to a learner’s answer
has an impact not only on the individual learner but also on the amount of future participation
you will receive from all learners.
Some ways to handle learners’ answers that will maintain a high level of learner participation
are to:
• Use positive reinforcement for correct answers.

• Acknowledge the effort of the respondent, regardless of whether the answer was right
or wrong.
• Minimize potential learner embarrassment for wrong or incomplete answers.
Tips for Handling Learner Answers
IF THE LEARNER’S ANSWER IS:
Correct Incorrect Partly Correct
Use positive reinforcement Acknowledge the effort Reinforce the correct portion
then then
Examples:
• “Yes” Redirect the question to others Redirect the question to the
• “Good point” or answer it yourself same learner, to another
• “That’s right” Examples: learner, or answer it yourself
• “I can see how you might Examples:
come up with that. Who • “You’re on the right track.
else has an idea?” What other ideas do you
• “That’s not exactly what I have?”
was looking for. What I was • “That’s one good point,
looking for was Joe. Who else has some
__________” ideas?”

Version v1.0, 2007
State of Oregon
Responding to Learners’ Questions
The third skill associated with the questioning process involves responding to questions from
the group. Learners’ questions provide an opportunity to enhance the learning for the group
as well as for the individual asking the question. The way in which you respond to learners’
questions also affects whether learners feel free to ask future questions during training.
Three acceptable ways to respond to learners’ questions are:

1. Provide the answer yourself.
2. Redirect the question to a learner.
3. Defer the question.
Responding to Learners’ Questions
Choose the Following Response When...
Provide the answer yourself. • You are the only person who can provide the
answer.
Redirect the question back to the • There is a high probability that the person will be
same learner or another learner. able to come up with the correct answer.
Defer the question. • The question is beyond the scope of the course.
• The question cannot be handled in the allotted
time frame.
• The answer will be provided by material covered
later in the course.
• You need time to get the correct answer and get
back to the learner.

Version v1.0, 2007
State of Oregon
Handling Problem Behaviors and Situations
Every trainer cringes at the thought of having to deal with a particularly difficult participant or
group behavior. While leading a group, it is your responsibility to ensure learning does not
become inhibited. Choosing not to deal with problem situations is not an option. An effective
instructor learns how to prevent, discourage and eliminate behaviors that hinder learning.
The welfare of the group must be your top priority.
Some typical "difficult" behaviors that participants demonstrate in training include:
• Making negative or cynical comments

• Arriving late or returning late from breaks
• Leaving before the training is over
• Repeating their point of view or objection over and over
• Doing other work (for example, writing memos or "meeting" with another participant on
another task during the session)
• Demonstrating exaggerated, negative nonverbal signals
• Conducting conversations on the side
• Excessive talking or speechmaking
• Sidetracking the discussion or changing topics
• Verbally attacking or challenging the trainer or other participants
• Acting as a self-appointed expert or "know it all"
• "Intentionally misinterpreting" the trainer or other participants’ views or positions
• Not participating
• Working "hidden agendas"

Version v1.0, 2007
State of Oregon
Intervention Strategies
BEFORE THE SESSION
If you anticipate difficulties from a particular individual, your best defense is a good offense.
Meet with the individual in advance and discuss the session. Be clear about your objectives
for the session and ask about the participant's expectations. Your goals are (1) to build a
relationship and try to establish common ground and (2) to "smoke out" any indication of
problems on the horizon.
Strategies you can use with an individual before the session include the following:
• Request support and cooperation for the session.

• Try to find a way to address the individual's concerns and to remove any legitimate reason
for objection.
• Assign a role that will occupy the individual's attention and focus constructive behavior.
For example, asking the person to take notes on potential program improvements that you
can discuss after the session may prevent the individual from feeling a need to "take you
on" during the program.
DURING THE PROGRAM

During the program, there are basically two broad strategies you can use. One is to confront
the individual directly. The other is to use the group to help maintain constructive behavior.
A "potpourri" list of trainer tactics that you can use during the session to handle disruptive
individuals or difficult behaviors follows.
• Start your session on time. If you wait for latecomers, you reward their behavior and
establish a norm that it is acceptable to be late.
• Clarify the length of the program at the beginning. Make sure that everyone knows
what time the program will end, and then stick to that time. This makes it more difficult for
individuals to leave early and allows you and the group to make adjustments up front if
there is a legitimate reason to do so.
• Make sure all views get "heard." If a participant won't "let go" of a viewpoint, hear the
participant out. Record it on the flipchart to validate it, and ask directly if there is anything
else the person needs in order to "let go" of it and move on. Record viewpoints without
names so that you can depersonalize differences.
• Call on participants directly, or physically move close to them if they are doing
something else (writing a memo, etc.). If this doesn't get them refocused on the training,
speak to them during a break.

Version v1.0, 2007
State of Oregon
Intervention Strategies (cont.)

• "Touch base" with people who are demonstrating dramatic nonverbal signals, for
example, shaking head negatively: "I see you're shaking your head. Do you have some
disagreement you want to express?" The participant may not be aware of the behavior
and may try to control the body language. If the participant's behavior continues and
becomes disruptive, share your observations at the next break: "Every time you shake
your head, you indicate your disagreement or disapproval. I'm finding it confusing and
distracting. Please tell me what's bothering you."
• If a side conversation begins or there are perpetual "whisperers," move close to these
individuals and they will usually stop. Ask people to maintain their focus on the project or
discussion at hand. If necessary, confront the group's or individual's tendency to start
side conversations and directly, and constructively, share your frustration.
• With overly verbal people, your most subtle technique is to manage your proximity to
them. While they are talking, move closer and maintain eye contact until you are standing
right in front of them. Then, shift your focus and call on someone else. You may have to
deal with verbose people outside the meeting. If nothing else works, you may have to
confront them directly.
• Call a halt to verbal intimidation. Validate the participants’ rights to disagree with you
or with each other, but redirect them to negotiate constructively rather than using power or
threats. If necessary, call a break and meet with the "intimidator." Ask for this person's
support in putting the discussion on hold until it can be dealt with constructively.
• Interview the “dominant” participant. Try to discover needs or expectations that you
may be missing. You may learn something that can add value to the session.
• Reverse viewpoints with the participant. Or, ask other participants to represent both
sides of the issue while you and the difficult participant listen.
• Call on "non-participants" by name. Ask for their views or opinion. Avoid

embarrassment, and give support and positive reinforcement for responding.
• Use hand gestures to put "interrupters" or "intentional misinterpreters" on hold

while the speaker finishes a point. Ask them to let the speaker make the point. If
necessary, paraphrase the statement so that it's presented as the speaker intended,
rather than being misrepresented.

Version v1.0, 2007
State of Oregon
Intervention Strategies (cont.)

• Don't get defensive when participants are critical of you. Defensiveness will prevent
you from hearing any constructive potential in their comments. You aren't perfect (and
you don't have to be). Listen to criticism and suggestions. Model adaptability and
flexibility if appropriate. Rephrase your understanding of the feedback or criticism, and
ask for suggestions. Acknowledge the input and promise to respond once you have fully
considered it.
• Ask for help or suggestions from the group. If you are unsure about what to do to
make the session more effective, ask participants for their suggestions. You may ask the
group to set ground rules for interactions to prevent polarization. This reinforces the idea
that everyone, not just the facilitator, is responsible for the success of the training. You
may also learn something that will help you in this situation, as well as strengthen your
training skills.
• Break into sub-groups. Ask sub-groups to come to consensus on the issues at hand.
Participants who have been too intimidated to speak may express their views more readily
in smaller groups. Sub-grouping allows you the opportunity to pair people with similar (or
different) points of view, and then to have them report to the whole group. This strategy
also gives the difficult individual a smaller group or audience to influence.
• Don't get sucked into "non-questions." Turn rhetorical questions into statements. This
encourages the speaker to "own" comments rather than allowing the speaker to dominate
the discussion by hiding behind false questions.
• You may need to ask a disruptive participant to leave. When a problem remains
despite your best efforts, you must protect the learning environment by asking the
participant to leave. You may also need to let the participant know that you will have to
tell the boss. This is uncomfortable, and can be disruptive to the training event, but it is
sometimes necessary.
Keep in mind that your role as a trainer gives you power in the training setting. With
legitimate organizational objectives behind your effort, you should not automatically
"cave in" to participants who are attempting to dominate your session. Conversely, be
aware that pointed and consistent confrontation on your part will make your groups
uncomfortable. It is not helpful to "win the battle and lose the war". You will want to
ensure your participants willing participation in future training sessions with you.

Version v1.0, 2007
State of Oregon
Additional Information:
Difficult Situations, Causes, and Strategies
Situation/ Possible Strategies

Behavior Causes
Interrupting or Need to be heard Ask the person who was interrupted

talking over you or Worried their opinion won’t be to continue
group members heard or valued Hold hand, palm out, in front of
Doesn’t use listening skills well interrupter without looking at them
Could have hearing problem Directly ask interrupter to wait until
first person is finished
Ask interrupter to paraphrase what
other person was saying
Won’t participate Negative attitude toward the Use techniques to build

training participation
Not feeling well Try to determine cause of non-
Personal issues participation
Fear of rejection Acknowledge them and encourage
Poor past training experiences them to share their valuable insight
Shy
Domination Likes to talk; highly extroverted Thank them for sharing and ask for
(talks too much) Hyperactive others’ views
Overly excited or enthusiastic Tell them you want to hear from the
Is already an expert in the topic or rest of the group
has been through the training Ask them to please give others a
before turn
Unmet needs to be heard Call on specific individuals
Personal issues Use a “talking stick” or poker chips:
Only person with talking stick
can talk then must pass stick on
Give each person same amount
of poker chips; when they share
they must give up a chip; if no
more chips, no more talk

Version v1.0, 2007
State of Oregon

Behavior Causes
Arguing Resentment of the training Acknowledge their opinion and ask

Outside work issues if others feel the same
Personal issues Tell them you appreciate their point
Not feeling well of view and ask to “agree to
Unclear about objectives of disagree”
training Try to determine root cause (are
Not understanding or grasping the there issues not related to the
learning training this person is dealing with)
Ask participant to explain argument
from the opposite point of view
Take a break
Negative/cynical Resentment of the training Ask if others agree and if others

comments or body Outside work issues disagree and why
language Personal issues Use humor “wow, that sounds
Not feeling well bleak”
Unclear about objectives of Try to determine root cause
training Directly ask participant to explain
Stress their negativity toward the training,
Fear/anxiety subject, etc.
Not understanding or grasping the Take a break
learning
Side conversations Not engaged in the training Pause and wait while looking at the
Outside issues participants
Social needs Ask one of the participants a
Personal issues question
Needing clarification of training Directly ask participants if
Not understanding or grasping conversation related to topic and if
learning not, to please wait until break
Fear of speaking up in a group or Break participants up into groups,
asking questions separating the talkers
Not able to hear presentation

Version v1.0, 2007
State of Oregon

Behavior Causes
Arriving late to Busy/deadlines Begin on time without late

class or from Outside issues participant
breaks/lunch Traffic/weather issues Greet participant and ask them to
Lack of time management skills get caught up on a break or during
Not interested or engaged in lunch
training Remind participants of starting
If held in building of work, getting times
tied up with work issues Directly ask participant to please
make an effort to be on time
Ask if there is something you can
do to help them be on time
Doing other work Busy/deadlines Directly ask participant if they need

Not interested or engaged in to reschedule the training
training Ask group to remove all items from
Doesn’t see value in training table top
Stress Provide a table in back of room for
“baggage”
If participant continues, ask them to
move to an “auditing” spot at the
back of the room; privately let them
know they will not receive credit for
attending the training
Ask the participant to assist you:
pass out materials, write on flip
chart, facilitate a discussion, etc.
Put participants into small groups
Attacking or putting Lack of self-esteem Directly tell participant that behavior

down you or group Personal issues is not appropriate
members Interpersonal conflicts Ask the participant to identify at
Lack of communication skills least 3 positive things about the
Frustration with training topic or other person
Not understanding or grasping Ask them to rephrase their point of
learning view by focusing on the situation or
behavior, not the person
Take a break

Version v1.0, 2007
State of Oregon

Behavior Causes
Storytelling Personal issues Ask participant how their story

Unmet social needs relates to the subject matter
Not clear on training objectives Ask participant to summarize their
Not interested or engaged in story with 2 main points
training Ask participant to stay focused on
current discussion
Bringing up Unclear about training objectives Ask participant how it relates to

unrelated topics Outside issues current subject
Not interested or engaged in Review objectives for training
training Ask group if there are things
Training needs don’t match needing to be discussed or issues
course design to be aired before moving forward
Ask group if there is a need to
discuss unrelated topic
Sleeping or Not feeling well Take a break

constant yawning Room too warm Do an energizer or ask group to
Not interested or engaged in take a walk
training Do a temperature check
Personal issues Move behind the participant and
Lack of energy raise your voice
Ask participant a question
Use humor if appropriate
Provide refreshments
Repeating point of Feeling unheard or Paraphrase participants view or

view or opinion misunderstood opinion
over & over Not understanding or grasping Ask another participant to
learning paraphrase the participants view or
Personal issues opinion
Ask permission to move forward
Ask participant to discuss issue
further during break or after class
Take a break and refocus on a new
subject upon return

Version v1.0, 2007
State of Oregon

Behavior Causes
Clicking or tapping Kinesthetic learner Provide quiet toys, markers & scrap
pen/pencil or Hyperactive paper on tables
drumming fingers Nervous or experiencing stress Provide non-clicking pens or pencils
Impatient; needing to move on the tables
forward Talk louder and ask if participants
can hear you

Version v1.0, 2007
State of Oregon
Managing Participation
Learning is most likely to take place when the learners are actively involved and
participating in the training process. Basic facilitation skills will serve to
encourage learner participation. Frequently, however, problem situations have
to do with the level of participation of individual learners.
Some differences in levels of participation are a natural reflection of variations in
learners’ personalities and their preferred ways of learning. A problem situation
occurs when learners participate too much or too little.
If individual learners are too vocal, then other learners may not be able to fully
participate in the training. You may also run out of time before you complete all
your training activities.
If individuals are too silent, their valuable input is lost from the group. Silent
learners pose another problem for you, as you may have difficulty assessing
whether they are learning.
Don’t assume that such behavior on the part of learners is a reflection of their
hostility toward you or the training. Overly vocal learners may simply be very
enthusiastic and excited about the course material, and silent learners may just
be nervous about expressing themselves in front of the group.
When learning becomes inhibited, you must take action. By eliminating barriers
to learning you maintain the control over the learning environment needed to
help ensure that learners achieve the learning objectives.

Version v1.0, 2007
State of Oregon
Managing Participation (cont.)
UNDER PARTICIPATION
•call someone by name OVER PARTICIPATION
•use networking •ask close-ended questions
•use polling •ask for link to topic
•use devil’s advocacy •summarize & move on
MAINTAINING
AGGRESSIVE
PARTICIPATION
BALANCED
•maintain relaxed posture PARTICIPATION
•listen, clarify & acknowledge
•defer to the group
•ask to discuss it privately
totbasic\flipcharts\unit 5\balanced participation Chart 20

Version v1.0, 2007
State of Oregon
Does Not Talk?

It’s hard to say who presents a tougher challenge to the trainer: the participant
who talks too much or the one who talks too little. It’s easier to ignore the silent
ones. Remember, however, that silence does not always mean consent. It may
mean that the uncommunicative participant is plotting future sabotage.
Encouraging the silent types to talk will help ensure a much more inclusive
solution and speed up the implementation. Also, it will set a model for equal
participation from everyone.
Here are some suggestions for dealing with participants who don't participate:
• Reduce the anxiety level by using an alternative format. For example, break
the large group into dyads for preliminary sharing of ideas. Then ask each
pair to give a summary report of their discussion.
• Ask the participants to write their concerns, comments, suggestions, or
whatever on index cards. Then ask the team to cluster these cards and
organize them into themes.
• Direct questions to the silent participant. Ask questions related to the silent
participant's areas of expertise and interest.
• Ask the silent participant to react to someone else's statement.
• Ask everyone to take turns to make a 1-minute presentation.
• Reinforce comments from the silent participant, without being patronizing.
• Before the session or during a break, talk to the silent participant.
Emphasize the importance of her or his participation and collaboratively work
out strategies to increase their level of participation.
• Before the session or during a break, assign the role of drawing out the
reluctant participant to one or two group members.
• Call on the silent participant by name. Frequently use the name of this
participant.

Version v1.0, 2007
State of Oregon
Talks Too Much?
When someone dominates a discussion, the other participants hold back their
ideas. Group members get bored. Instead of coming up with lots of different
and potentially valuable ideas, the group ends up with just a few.
Here are some suggestions for dealing with participants who talk too much:
• Avoid discouraging the excessive talker. Instead, encourage the others to
participate more.
• Go around the group, giving each participant a turn to talk.
• Divide the group into pairs for preliminary sharing of ideas. Then ask each
pair to give a summary report of their discussion.
• Impose air-time limits on participants. Give the participants an equal number
of poker chips, each worth 30 seconds of talking time.
• Interrupt the person with a question directed to someone else.
• Acknowledge the comment and involve others: "Al, that was an interesting
insight. Barbara, what are your views on this issue?"
• Before the session or during a break, enlist the help of the excessive talker in
encouraging the silent participants to open up.
• At the start of the session, establish equal participation by all members as a
group agreement.
• Encourage the participants to help monitor and manage personal
participation.

Version v1.0, 2007
State of Oregon
Strategies for Handling Problem Situations:

Possible Answers
If the problem situation is: Then consider:
A “TALKER” ♦ Tactfully interrupting and asking others to state their

views.
♦ Complimenting the person on his/her views, then

moving on to other topics.
♦ Avoiding calling on the person during group discussions.
♦ Letting the person express his/her views, then asking

others to state their views.
AN “ARGUER” ♦ Offering to discuss the matter further after class time.
♦ Asking the person to postpone coming to a conclusion

on the matter until after trying the “new way.”
♦ Encouraging the person to answer an easy question,

and giving positive reinforcement for the correct
answer.
A “SHY PERSON” ♦ Maintaining consistent, friendly eye contact with the

person.
♦ Relating your comments to the person’s previous

experience, and inviting him/her to confirm or comment
on your statements.

Version v1.0, 2007
State of Oregon
Lesson 9
Practice Training
Objective
♦ Apply effective training skills.

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
Guidelines for Practice Training Discussions
Use these guidelines for giving and receiving feedback in practice training
discussion sessions.
GIVING FEEDBACK
1. Be specific
Describe what you saw and how you were impacted as a trainee.
2. Be constructive
Suggest ways to improve or other ideas to consider.
3. Be sensitive
Focus your discussion on helping the receiver, and be attentive to his/her

needs.
RECEIVING FEEDBACK
1. Listen openly
Don’t discount or block the information as you receive it.
2. Check for understanding
Ask for clarification if you’re not sure what people mean.
3. Analyze the information
Take time to decide for yourself what you want to change or not change
based on the discussion.

Version v1.0, 2007
State of Oregon
P S I Feedback
♦ Positive
♦ Self
♦ Improvements / Suggestions

Version v1.0, 2007
State of Oregon
Practice Training Feedback

Name: ___________________________________ Date: _____________________
Topic: __________________________________________________________________
Learning goals to watch for: _________________________________________________
________________________________________________________________________
________________________________________________________________________
Time cards wanted: ________________________________________________________
Practice lesson included:

Learning objective
Visual aid
Audience involvement
Strengths:
Suggestions:

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
Lesson 10
Using the Training Skills
Objective
♦ Develop a plan for transferring your training skills to the work
setting.

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
Plan for Applying Training Skills: Example
Make a pre-recorded flip chart

Training Skill
On-the-Job Next week’s staff meeting

Application
Initial - Get on meeting agenda

Implementation - Gather references and materials
Steps - Design and create flip chart
Resources - Time to make flip chart

Needed
- Flip chart paper and markers
Training Skill
On-the-Job
Application
Initial
Implementation
Steps
Resources
Needed

Version v1.0, 2007
State of Oregon
Plan for Applying Training Skills
Training Skill
On-the-Job
Application
Initial
Implementation
Steps
Resources
Needed
Training Skill
On-the-Job
Application
Initial
Implementation
Steps
Resources
Needed

Version v1.0, 2007
State of Oregon
Stages of Learning
☺
Unconscious
Competence
Conscious
Competence
Conscious
Incompetence
Unconscious
Incompetence

Version v1.0, 2007
State of Oregon
Closure Observations
♦ Tell us something you did differently in your practice

lesson as a result of attending this training.
OR
♦ Tell us about progress you made on any of your learning

goals.
OR
♦ Tells us about something you learned or relearned that will

be valuable to you back on the job.

Version v1.0, 2007
State of Oregon
References
and
Resources

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
Create a Learning Culture Where Mistakes are OK
From: Robin Rose [mailto:rkrose@att.net]

Sent: Friday, June 03, 2005 11:32 AM
To: RKRose@att.net
Subject: Stay Well This Week
Stay Well This Week - Create a culture where mistakes are OK
Most of us are in jobs that require learning, adapting and growth. This learning, adapting and growth require
practice, and practice requires making mistakes. Yet, many of us have grown up in a culture that tends to frown
on making mistakes or even punishes mistakes.
Mistakes are an integral part of the learning process. Learning accelerates when people learn in an environment
that does not shame, criticize or discount mistakes. We don't know what we don't know. Mistakes make evident
what we don't know.
Learning requires practice (mistakes). Usually 4-6 practice opportunities allow integration (which we call
'knowing' or 'learning'). As an example, have you ever wanted to remember someone's name, so you found a
few ways to use it or repeat it intentionally to yourself, that remembering it was easy?
Try this: Stand up. Balance on one leg for 45 seconds without holding onto or leaning on anything for support.
Can you do it the first time you try? If you have never practiced this, or something like this before, probably not.
But as you practice, you will get great at it. Is that practice a mistake or something to criticize? No! Just normal
learning.
We all need to practice and make mistakes in order to learn. Whether learning to ride a bike, pronounce a new
or challenging word, develop new technology skills, or in getting good at communicating a point clearly and
concisely.
When it feels safe to make practice (mistakes), individuals and teams learn more quickly, achieve goals
more effectively, and develop both team-esteem and individual self-confidence.
Here's to learning and cheering on our own and others' practice moments!
Robin
www.robinrosetrainingandconsulting.com
(503) 873-3649
Helping people bring their best self forward; when it matters most.
If you would like to be taken off of this e-list, simply hit Reply and type Remove My Name in the subject
line. Thank you.
"Trust in the goodness of what is yet to manifest in your life"

Version v1.0, 2007
State of Oregon
Learners’ Wish List for the Ideal Trainer
1. A trainer who knows how to tell a great story without drifting from the learning objectives of
the course.
2. A trainer who remembers how difficult it is to be sitting in a classroom while they walk
around.
3. A trainer who dramatically reduces my need to take notes.
4. A trainer who asks us a question that keeps me thinking for the next week.
5. A trainer who actually did the tasks they are teaching.
6. A trainer who is available during the breaks for questions and discussion.
7. A trainer who is a learner.
8. A trainer who is not afraid to say, “I don’t know (the answer), but I’ll get back to you,” or “I
don’t know, but let’s see if we can figure it out.”
9. A trainer who respects the value of a timely break.
10. A trainer who is wise enough to know that the best part of the job is the part where they
learn from the students, and lets the students know it.
Source: List compiled by Elliott Masie, The Masie Center, in “TechLearn Trends—
Technology and Learning Updates, http://www.masie.com
What would you add to this wish list?
11. _____________________________________________________________________
12. ____________________________________________
____________________________________________
13. ____________________________________________
____________________________________________

Version v1.0, 2007
State of Oregon
Miscellaneous

Version v1.0, 2007
State of Oregon

Version v1.0, 2007
State of Oregon
Trainer Techniques: Day One – Morning
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Version v1.0, 2007
State of Oregon
Trainer Techniques: Day One – Afternoon
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Version v1.0, 2007
State of Oregon
Trainer Techniques: Day Two – Morning
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Version v1.0, 2007
State of Oregon
Trainer Techniques: Day Two – Afternoon
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Version v1.0, 2007
State of Oregon
Go Figure!
$1000
40
1000
30
1000
20
1000
10
__________________

Version v1.0, 2007
State of Oregon
Writing for Easy Reading BINGO
How to Play
During today’s training, when you hear a phrase from the BINGO card below (or a close
approximation of it), place an “X” across that phrase on the card. The first person to get a
completed row of “X’s”—horizontally, vertically, or diagonally—wins a prize.
Have fun!
Check Prefer
Edit readability active
Ruthlessly. with verbs over
Flesch- passive
Kincaid. verbs.
Prefer short Your goal is Know your

and simple to help the audience.
words. reader.
Make your
Know your writing Write the
purpose. visually way you
appealing. talk.

Version v1.0, 2007
State of Oregon
FINISHED FILES ARE THE

RESULT OF YEARS OF
SCIENTIFIC STUDY COMBINED
WITH THE EXPERIENCE OF
MANY YEARS.

Version v1.0, 2007
State of Oregon
Violets
The goal is to come up with as many words as you can that are made from the letters in the
word “violets.” No letter may be repeated in a word. You have five minutes.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Version v1.0, 2007
State of Oregon
Scavenger Hunt
Catsup Picture of the Lincoln Memorial
Fly
Picture of a fish
Clover
Sock with a hole in it
Pine cone
French fry
Piece of asphalt
Ice cube
Pin
Map of Oregon
Flashlight
Feather Ruler
Business card
Candle
Twig Nail
Screwdriver
Cassette tape
Pepper
Calendar
Nut
Umbrella
Picture of an eagle Thread

Version v1.0, 2007
State of Oregon
Brain Busters I
1. Some months have 31 days. How many have 28 days?
2. How far can a dog run into the woods?
3. How many times can you subtract 5 from 25?
4. If there are two ducks in front of a duck, two ducks behind a duck, and a duck
in the middle, how many ducks are there? (It’s not five.)
5. In baseball, how many outs are there in an inning?
6. How is it that a person born in Massachusetts, whose parents were both born
in Massachusetts, is not a U.S. citizen?

Version v1.0, 2007
State of Oregon
Brain Busters II
1. Before Mt. Everest was discovered, what was the highest mountain in the
world?
2. A woman is driving a car without the lights on, the streetlights are not on, and
there is no moon. A black cat runs in front of her. She brakes quickly and
avoids hitting it. How did she see the cat?
3. If you divide 30 by ½ and then add 10, what is the result?
4. Clara Clatter was born on December 27 on a hot summer day. How is this
possible?
5. How is it possible for two fathers and two sons to pay only $21 for a buffet
lunch when it costs $7 per person?
6. On what side of the cup does the handle belong?

Version v1.0, 2007
State of Oregon
Brain Busters III
1. How many animals of each species did Moses take on the ark with him?
2. How can a woman in New York, without getting divorces, legally marry ten
men?
3. Two U.S. coins add up to 55 cents, but one coin is not a nickel. What are the
two coins?
4. If you hop out of your flop, to drop by the shop for a mop, and to top it off
your pop is a cop, what should you do when you come to a green light?
5. A clerk in a butcher shop is 5’ 10” tall. What does he weigh?
6. Why are 1990 dollar bills worth more than 1989 dollar bills?

Version v1.0, 2007
State of Oregon
Brain Busters IV
1. A man rides into a town on Sunday. Three days later, he leaves on Sunday.
How can this be?
2. You have a wooden barrel filled with water. What can you put in it to make it
lighter?
3. Why can’t you take a picture of a man with a wooden leg?
4. There are two babies born on the same day, at the same time, in the same
year, at the same hospital, to the same biological mother. How is it possible
that they are not twins?
5. What word in the English language is always spelled incorrectly?
6. A doctor gives you three pills and tells you to take one every half hour, and
you do. How many minutes do the pills last?

Version v1.0, 2007

Train The Trainer

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Train The Trainer

Transféré par

Droits d'auteur :

Formats disponibles

State of Oregon

Training Development Series

Statewide Training and Development Services 1

Statewide Training and Development Services 2

Lesson 1: Introduction and Overview ....................................................

Lesson 2: Using Adult Learning Principles............................................

Lesson 3: Defining the Training Need ...................................................

Lesson 4: Developing Training Objectives ............................................

Lesson 5: Developing a Training Design...............................................

Lesson 6: Developing and Using Visual Aids........................................

Lesson 7: Preparing to Deliver the Training ..........................................

Lesson 8: Delivering the Training..........................................................

Lesson 9: Practice Training ...................................................................

Lesson 10: Using the Training Skills .....................................................

Statewide Training and Development Services 3

Statewide Training and Development Services 4

None of the material in this manual is intended to be the final word on

Statewide Training and Development Services 5

Train the Trainer

At the end of this workshop, you will be able to:

♦ Design a training lesson.

♦ Demonstrate training delivery skills and techniques.

Statewide Training and Development Services 6

Train the Trainer

♦ Introduction and Overview

♦ Developing and Using Visual Aids

♦ Practice Training Sessions

Statewide Training and Development Services 7

Statewide Training and Development Services 8

At the end of this lesson, you will be able to:

♦ Describe the importance of training skills in your job roles and

♦ Describe the personal resources and learning goals you bring to

Statewide Training and Development Services 9

Statewide Training and Development Services 10

Definition of Training Skills

♦ Skills related to organizing, developing, and delivering information

in a way that helps people learn and apply the information.

Statewide Training and Development Services 11

Importance of Training Skills

Statewide Training and Development Services 12

Participant Flip Chart

Resources I Bring Learning Goals

♦ Asking thought-provoking ♦ Summarizing discussions

♦ Telling relevant stories ♦ Staying on track and on time

♦ Using games and exercises for ♦ Finding and using techniques

♦ Making “pre-made” flip

Statewide Training and Development Services 13

Statewide Training and Development Services 14

Statewide Training and Development Services 15

Statewide Training and Development Services 16

Different Ways to Do Trainee Introductions

Source: HR Northwest Advantage Newsletter

Statewide Training and Development Services 17

WHY OPENERS (OR ICEBREAKERS)?

1. Provide a content outline for the workshop.

2. Preview the workshop objectives.

3. Orient participants to the workshop format.

4. Introduce the workshop materials.

5. Identify important characteristics of the participants.

6. Help the participants find partners for future activities.

7. Help form teams.

8. Increase cohesiveness and collaboration among the participants.

9. Provide a framework for mentally storing the workshop content.