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Faultless Facilitation
For APPHL.
By
NTC, Surat
Im just a trainer.
Power is having personal or positional resources to
change situations or peoples attitudes &
behaviours.

What personal resources do you bring to the role?
ExCEEd Teaching Workshop July 12 - 17, 2009
Great Trainers
Clarity
Technical expertise
Organization
Understandable

Stimulating
Engaging presentation
Enthusiasm
Elicits intrinsic motivation
the capacity to explain a complex
subject simply.
training is undeniably a
performing art.
Are u Stimulating?
Do you have clarity?
Intellectual
Excitement
(IE)
Interpersonal
Rapport
(IR)
The Content to be
Learned
The
Learner
Enthusiasm & Care for
Trainers (only IE) Facilitators(IE and IR)
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Who is this course for?
This module is concerned with developing
your training skills.
- You will be training colleagues and other
professional contacts on various topics
and ideas.
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What will this course cover?
Different types of learning skills
Opening and Closing Training Programs
Communication and facilitation
Presentation skills
Engaging Participants
Answering Questions
Vitamin H --- The Magic
Effective Programs
Involve participants and tap their
experiences.

Allow participants to translate past
experiences into new learning.

Are responsive to audience needs physically,
emotionally, and mentally.

Help participants build self-confidence.

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Encourage creativity and respect diversity.

Are respectful of cultural differences.

Solve problems or rise to challenges the
participants have in real life situations.

Allow time for people to integrate and
translate information.

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Allow time for direct application.

Provide a safe environment to try new ideas
and make first steps toward change.

Present information in varied ways.

Are aimed for the success of the participant.


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Are fun and easy to take.

Are led by well-prepared, caring, and
knowledgeable trainer who spells out
objectives and purpose, sees to smooth
logistics, provides appropriate direction,
processing, facilitation and information within
a realistic schedule, using varied techniques
for interaction.


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Responsibilities of Trainers

setting the climate

demonstrating and fostering respect

clarifying expectations

staying on track/on time


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incorporating adult learning principles into the
session

determining learners needs

maintaining enthusiasm

maintaining the pacing and energy flow

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demonstrating knowledge of topic

ability to give and receive feedback

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Adult Learning
Know Your
Audience
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Know your A-u-d-i-e-n-c-e

Analysis - Who are they? How many will be there?
Understanding - What is their prior knowledge?
Demographics - What is their age, sex, background?
Interest - Why are they there? Who asked them?
Environment - Where will I stand? Can they all see?
Needs - What are their needs? What are your needs?
Customized - What specific needs to address?
Expectations - What do they expect to learn or hear?
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Putting principles into practice!
Readiness
Adults must themselves be ready and willing
to learn before teaching can increase
knowledge.

Implications for Trainer. Must show that:
the course is for participants benefit
the training can help solve or avoid a problem
the new knowledge will provide new
opportunities as well as personal or professional
growth.
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Putting principles into practice!
Experience
Adults already have a wealth of knowledge
and experience.

Implications for Trainer
should take account of this; otherwise risk
losing participants interest and insulting them.
provide opportunities for participants to
contribute and share their experiences

Allows trainer to manage course appropriately.
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Putting principles into practice!
Autonomy
Adults have the power to make their own choices.

Implications for Trainer. Must:
allow as much autonomy as possible; otherwise
participants may feel undermined and alienated.
provide lots of opportunities for participation in the
training session.
e.g. games, simulations, discussions etc. where
participants can figure things out for themselves,
reflect on materials and potential uses, etc.
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Putting principles into practice!
Action
Adults need to see how new skills will be put
into action in their work. If not, they will lose
interest; learning will decrease.

Implications for Trainer. Must:
clearly explain how and when skills learned can
be applied to the participants own work.
incorporate an environment close to
participants work setting into practical
exercises.
Create a welcome before
you even start

If you can, make contact with participants
in advance using a welcome email, flyer
or phone call, so that you have made a one-
to-one connection with each participant
before the session, can provide information
about the session, and find out if any of your
participants have any access needs.
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A good welcome email/flyer
should include:

What to expect from the training session
place, start and end times, aims and
objectives, and a menu of activities.

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Any pre-reading or pre-session thinking or
activity you might want them to do.
An invitation for participants to contact you to
ask any questions and/or discuss any access
needs before the session starts (so dont
forget to include your name and contact
details).


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Setting the Learning
Climate

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Determining a Trainers
Credibility

Participants determine a trainers
credibility within the first three minutes of
the training by assessing:
their level of preparedness and organization
how they are dressed does it match the way the group
is dressed?
their body language and tone of voice are they
standing or sitting, calm or rushed
their use of humour are they able to make you laugh
their ability to pull in the audience humour is one way
to do this, eye contact and involving the participants are
others

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Setting the Learning
Climate

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Setting: location and size of room, lighting,
temperature, refreshments.

Room Set-up: arrive early, rearrange seating
if necessary and check location of equipment,
outlets etc.; check equipment carefully

Greetings: greet each participant as they
enter the room


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Use effective openings and icebreakers
Be friendly
Be organized
Know you material
Dress appropriately
Have handouts prepared for distribution
Start on time

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What works and
doesnt work in
opening exercises

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What Works:

people talking to each other
active participation
working on tasks with others
expectations clarified and negotiated
learner buys in with contract
an icebreaker a light, fun exercise that
warms people to the task at hand and
introduces everyone to each other

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What Works:

participants getting a sense of who is in the
room
creating a sense of welcome
establishing and atmosphere of cooperation
and interaction
beginning the course on clearly understood
expectations


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What Doesnt work:

feeling unsafe
feeling unclear
feeling misrepresented
participants expectations may not be
negotiable with those of the course

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Icebreakers and Warmers
Icebreakers and warmers are short activities
used to promote group cohesion.

Icebreakers are normally used at a first
session, to allow participants to get to know
one another.

Warmers can be used at any point, to engage
people in the content of a session.
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A good warmer activity

Includes everyone
Has clear instructions and time limit
Involves everyone speaking at least once (this
makes them more likely to speak later on)
Creates a sense of enthusiasm at the beginning
of the session
Appeals to several different learning styles at
once
May be related to the content of the session or
the learning outcomes

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Overview/Introduction
Introduces the lecture topics
Main points
Quick road map of information
Gets the attention and interest
Informs of agenda
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An Effective Introduction
Keep it brief
Dont go into details of lecture
Set the objectives
Set expectations
Relate to prior knowledge
Try to get attention
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Summary/Conclusion
Reinforces message
Summary of main points
A closing grabber
Provides a sense of closure
Time for questions & answers
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Effective Conclusion
End with a bang, not a whimper!!!
Dont give new information.
Only review points.
Review process/steps.
Refer to your introduction.
When summarizing a module, show where it fits in
the big picture.
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Questions and Answers
Listen to the entire question.
Repeat the question out loud.
Pause to think if needed.
Credit the person.
Respond to the question.
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The Answer!
Always tell the truth!!!
If you dont know the answer, promise to research.
Get back to trainee with answer.
Answer directly.
Simple answer to simple question.
Stay on track, brief and to the point.
Refer to your speech.
Helps reinforce & clarify presentation.
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Questions and Answers
(Cont.)
Anticipate areas of questioning and prepare.
Acknowledge every question.
If not appropriate, postpone.
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