Training Basics

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Training Basics
(Draft)
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Objective for This Session

• Participants will gain knowledge in -
• The basics of facilitating training

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What Makes a Good Trainer?

• Do you remember a good trainer?
• In your opinion, what 1 or 2 personal
  characteristics made this person an effective
  trainer?

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Important Training Concepts

• Facilitate learning
• Training is NOT just education
• Telling is NOT training
• Teaching more content does NOT mean that more
  learning will occur

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Training Basics

• Know Your Audience
• Use Adult Learning Principles
• Be Prepared to Train
• Manage the Training
• Communicate Effectively
• Engage the Participants

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Know Your Audience
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Why Know Your Audience?

• Knowing your audience helps you -
• Design your training to meet their needs
• Choose the right participants for the training
• Omit unnecessary content

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What You Need to Know About Your Audience

• Experience
• Skills
• Attitudes
• Age, sex
• Knowledge

• Job/position
• Education
• New responsibilities
• Training needs

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Choosing and Assessing the Right Participants
(before the training)

• Discuss participant selection with appropriate
  and authoritative people (i.e., managers and
  supervisors)
• Send course invitation letter
• Include goals, objectives, participant criteria,
  purpose and description of training, how the
  skills and knowledge can be applied to the job
• Send from person with organizational authority
• Use a participant pre-assessment form
• Talk to a few potential participants

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Get to Know Course Participants (during the
training)

• Use a get-to-know-you exercise
• Ask participants to share their expectations of
  the course
• Talk with them before the training starts, during
  breaks, etc.

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Use Adult Learning Principles
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Training Adults

• Adults learn differently from children and
  require different training approaches.
• Understanding adult learning principles helps you
  use the right training techniques to enhance
  learning.

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Answers to Adult Learning Principles Quiz
Training Technique
Adult Learning Principle
1. Adults bring a wealth of knowledge
experience which they want to share.
C. Encourage participants to share their
knowledge and experiences. Include activities
that utilize their expertise.
B. Include problem-solving activities.
2. Adults are decision-makers and self-directed
learners.
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Answers to Adult Learning Principles Quiz (cont.)
Training Technique
Adult Learning Principle
3. Adults have different learning styles that
must be respected.
A. Provide multiple ways for participants to
learn the material.
G. Create a participatory learning environment
with various types of activities.
4. Adults want to participate rather than just
listen to a lecture.
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Answers to Adult Learning Principles Quiz (cont.)
Training Technique
Adult Learning Principle
F. Relate the content and skills to the
participants jobs.
5. Adults are motivated by information or tasks
that are meaningful and applicable to their
jobs.
6. Adults prefer training that focuses on
real-life problems.
E. Relate content to problems participants
encounter in their jobs.
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Answers to Adult Learning Principles Quiz (cont.)
Training Technique
Adult Learning Principle
7. Adults expect their time during the training
to be used carefully.
D. Follow a realistic time schedule.
J. Avoid criticism. Acknowledge all participants
contributions.

• Adults feel anxious when participating in a group
  that makes them look uninformed, either
  professionally or personally.

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Answers to Adult Learning Principles Quiz (cont.)
Training Technique
Adult Learning Principle
H. Create a positive environment by providing
positive feedback and showing respect to all
participants
9. Adults learn best in a positive environment
where they feel respected and confident
10. Adults come from different cultures, life
styles, religious preferences, genders, and ages.
I. Respect all differences and encourage
participants to respect each others differences
as well
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3 Basic Learning Styles
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What Adults Remember
Moreparticipationequalsmoreremembered
Read Hear See Hear See Say Say Do
of What Adults Remember
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Key Point to Learning Styles
Use a blend of training methods and materials
to reach the greatest number of adult learners.

• Learning methods
• Interactive Lectures
• Discussions
• Exercises

• Training materials
• Slides
• Manuals/handouts
• Videos

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Use Repetition to Encourage Remembering
For people to learn something, they sometimes
have to hear it 7 times.
Repeat, Repeat, Repeat

• Introduction Tell them what you are going to
  tell them
• Presentation Tell them again
• Summary Tell them what you just told them

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Less Content and More Repetition Encourages
Learning

• Less Content
• withMore Repetition
• means
• More Learningwill occur!

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Be Prepared to Train
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Know What You Are Training!

• Even the best training skills cannot hide the
  fact that a trainer does not know the content.
• Review course material several weeks before the
  training
• Know the training goals and objectives

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Know What You Are Training! (cont.)

• Know the training content extremely well
• Refer to the notes, slides, and other visuals
  during the presentation do NOT read them
• Know the training activities
• Discussions
• Exercises
• Role plays
• Demonstrations

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Use Effective Organizational Skills

• Organize training logically
• Follow a plan (stick to an agenda)
• Use checklists (before during the training) for
  things that must be done
• Keep everyone informed

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Prepare the Training Room

• Check room before the training day (if possible)
• Make sure the materials, supplies, and equipment
  are available
• Arrange training room to allow for the best
  learning situation
• Arrive at least an hour early on the training day

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Prepare the Training Room (cont.)

• Test all equipment before the training
• Download files onto computers (if necessary)
• Prepare ahead (i.e., prepare flipchart pages
  distribute manuals/handouts arrange for
  activities, exercises, and demonstrations)

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Have a Back-up Plan

• Be prepared for any and all problems by having a
  back-up plan
• Have extra supplies and materials
• Use multiple formats (handouts, slides, overhead
  transparencies)
• Be flexible
• Make positive situations out of negative ones

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Practice Your Presentations

• Practice out loud in front of a mirror or with a
  colleague
• Rehearse in the training room, if possible
• Time your presentation

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Practice Your Presentations (cont.)

• Practice with the equipment and materials
• Use only 1 set of notes (either the handout,
  facilitator guide, or printouts of the slides,
  but not all 3)
• Practice holding the notes and a microphone while
  advancing the slides
• Practice with audiovisual equipment, props, and
  supplies

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Manage the Training
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Manage the Training

• As the facilitator, you are the manager of the
  training course.
• You are responsible for creating a training that
  successfully meets the goals and objectives.

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Ways to Manage Training

• Manage difficulties with -
• The time
• The participants
• The locations
• Unexpected situations

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Case Study Keeping on Time

• In 2 weeks you and Joe will conduct a training
  course on TB/HIV surveillance. You have conducted
  this training with Joe several times. His
  presentations always come before yours. Joe does
  not always keep on time. His presentation takes
  15 - 30 minutes longer than the time allowed on
  the agenda.

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Case Study Questions

• How does this make you and the course
  participants feel?
• How does this impact the course?
• What can be done before the training to help Joe
  keep on time?
• What can be done during the training to help Joe
  keep on time?

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Case Study Review

• How does it make you and the course participants
  feel?
• It shows disrespect for-
• The trainers who follow his presentation
• The participants
• It creates anxiety for other trainers because of
  the change in the schedule

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Case Study Review (cont.)

• How does it impact the course?
• The agenda may have to be revised
• The hours of the training may need to be extended
  
• Other presentations may have to be shortened or
  deleted

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Case Study Review (cont.)

• What can be done before the training to help keep
  Joe on time?
• On the agenda, show the time of day and the
  amount of time for each presentation
• Review the agenda with all facilitators
• Set up a time-keeping structure and review with
  facilitators (i.e., signs, bell)
• Practice before the training

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Case Study Review (cont.)

• What can be done before the training to help keep
  Joe on time?
• Discuss how to keep on time
• Keep training focused on the objectives
• Let participants know what to expect
• Give clear instructions
• Emphasize only the need-to-know content
• Know what content or activities can be shortened
  or deleted if necessary
• Use the Parking Lot
• Refer to handouts/manual for more detailed
  information

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Case Study Review (cont.)

• What can be done during the training to help keep
  Joe on time?
• Use a clock that the trainer can see
• Use the time-keeping system (signs, bell)
• As a last resort if all else fails adjust the
  schedule
• Shorten breaks, lunch
• Lengthen the day
• Delete some presentations or activities

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Difficult Participants
Listen here.
Blah, blah, bla, bla.
Dominates the conversation
Interrupts others
I am not sayinga word.
You dontknow.
Is a know-it-all
Does not participate
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Ways to Manage Difficult Participants

• Maintain control
• Use verbal cues
• Use body language
• Refer to the Ground Rules
• Use the Parking Lot
• Give the person a specific task
• Talk to the person outside the classroom
• Never loose your cool or be rude

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Manage Difficult Training Situations

• Location of the training course
• In the same city where participants live
• Difficult or expensive to travel to
• Training room
• Temperature, electricity, lighting, room layout,
  outside noise
• Equipment
• Check out before the training
• Materials
• Plan ahead of time
• Have a back-up plan!

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Communicate Effectively
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Use Your Voice

• This is the most important communication skill
• Set the tone of the training
• Convey most of the training content
• Show enthusiasm
• Encourage participation
• Provide positive reinforcement
• Manage the training

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Use Your Voice (cont.)

• Use your trainers voice
• Project your voice so everyone can hear you
• Vary your pitch
• Use comfortable and varied pace
• Speak at the audiences technical level
• Use a friendly tone
• Use a microphone if necessary

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Use Your Eyes

• Communicate to participants through eye contact
• Show enthusiasm
• Encourage participation
• Provide positive reinforcement
• Manage the training

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Use Your Eyes (cont.)

• Observe participants
• Are participants engaged?
• Do participants understand?
• What is the energy level?
• Are there group dynamics?
• Who is not participating?

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Use Your Ears

• Use listening skills
• Wait for participants to finish what they are
  saying
• Use pauses to allow participants to respond
• Listen to what participants are saying
• Do they understand?
• Are there concerns?
• What are the needs of the participants?
• Use silence to manage the training

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Use Body Language

• Convey a friendly, enthusiastic, facial
  expression
• Provide positive reinforcement
• Encourage participation
• Manage the training
• Use hands naturally
• Move around the room
• Can ease nervousness
• Provides variety

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Use Your Mind

• Be adaptable and resourceful
• Be creative
• Anticipate problems
• Make positive situations out of negatives

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Use Your Heart

• Show respect
• Recognize that everyone has his or her own style
• Show support when mistakes are made
• Show compassion

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Engage the Participants
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Engage the Participants

• Create participatory learning situations
• Use a variety of presentation styles, media,
  exercises, and activities to keep interest
• Change the pace and/or activity every 30 minutes
• Change location of seating arrangements

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Engage the Participants (cont.)

• Use examples that participants can relate to
  their jobs/situations
• Use humor (where appropriate)
• Use questions during your presentations

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Use Questions to Engage the Participants

• Encourage participants to contribute and share
  knowledge and experiences
• Allow for differences of opinion
• Keep participants alert

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Use Questions to Determine Participants
Knowledge and Understanding

• Ask participants to
• Explain complex issues
• Describe how they would apply the information to
  their jobs
• Repeat key content during the reviews

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3 Types of Questions

• Close-ended
• Open-ended
• Probing

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Close-ended Questions

• Generate short, finite answers (i.e., yes or no),
  do not encourage discussion, and limit what
  participant says.
• Examples
• Is it X ?
• Do you need?
• Have you ever?
• How to use
• Gain final answer, conclusion, or confirmation

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Open-ended Questions

• Generate descriptive answers that encourage
  discussion.
• Examples
• What are some ways...?
• How can you do?
• Why would you want to...?
• How to use
• Encourage participation and sharing of knowledge
  and experiences

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Probing Questions

• Generate additional discussion.
• Examples
• Could you tell me more about?
• Could you explain?
• Would you elaborate?
• Anything else?
• How to use
• Encourage participants to go into further detail

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QUIZ Name the Type of Question

• How can trainers manage the training course?
• What are some communication techniques you can
  use in training?
• Can you tell me more about the techniques?
• Have you ever dealt with a difficult participant
  before?

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Use Questions Effectively

• Ask questions that focus on the need-to-know
  information
• Do not embarrass participants by putting them on
  the spot with difficult questions they cannot
  answer
• Repeat questions and comments from participants
  so that everyone in the room knows what is said

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Use Questions Effectively (cont.)

• Give positive feedback when participants
  contribute
• If you do not know the answer, ask participants
  to answer, or state that you do not know but will
  find out
• Know when to quit

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When Participants Do Not Respond

• Maintain a deliberate silence
• Repeat or rephrase the question
• Use body language/eye contact
• Encourage answers
• Give an example
• Answer the question yourself

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Use Energizers to Keep Participants Engaged

• An energizer is a short, fun activity that
  breaks up periods of concentrated learning.
• Often involve physical activity
• May be related to training topic

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Types of Energizers and How They Can Engage
Participants
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Guidelines for Using Energizers Effectively

• Consider -
• Cultural/organizational context
• Participants backgrounds and expectations
• Training goals
• Time constraints
• Room layout
• Number of participants

• Avoid energizers that -
• Cause embarrassment
• Provoke disagreement
• Disrupt flow of learning
• Take too long

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Review

• What are some important things to remember about
  -
• Knowing Your Audience
• Using Adult Learning Principles
• Being Prepared to Train
• Managing the Training
• Communicating Effectively
• Engaging the Participants