1. On behalf of Errol A Williams
WELCOME

2. Train The Trainer

3. House keeping fire procedures; smoking & mobiles; comfort breaks;
note taking;
questions & answers.

4. Introduction Who are you – socially and domestically?
What work do you do?
What are your fears and anxieties, hopes & expectations of this programme?

5. Errol A Williams Over twenty eight years experience in training
Training & management consultant
Radio and TV talk show host
Author of three books

6. Objectives
By the end of this Train The Trainer programme you will be able to:
Identify training needs, design the most dynamic training programme, deliver it with excellence and evaluate it for ongoing development
Understand group dynamics and know how to use it to accelerate learning
Maintain an high level of energy, inspiration and enthusiasm from start to finish
Identify all the challenges that hinder some trainers but cause other trainers to excel
Identify strengths, weaknesses, opportunities and threats and know how to deal with them, for greater personal effectiveness
Apply the concepts of NLP and Accelerated learning in training
Understand the difference between training and presenting information

7. Objectives
Handle all fears, criticisms, resistance and difficult delegates with confidence and assertiveness
Promote learner participation and involvement by using effective questioning techniques
Use role-play management skills, video recording and playback, PowerPoint and other training resources with maximum impact
Use your unique personality, attitude, skills and knowledge as a major tool
Define effective feedback
Maximise your impact by the way you dress and the messages that you send by your body language
Listen and communicate with accuracy, clarity and effectiveness

8. Enemies Unclear objectives Lack of research Insufficient information
Lack of preparation
Nervousness and fear
Mental block
Poor communication
Difficult people
Poor structure & delivery
Negative body language
Poor product knowledge
Lack of resources
Poor review
No follow up

9. Planning & preparation
The training cycle
Objective
Planning & preparation
Resources
Structure & delivery
Evaluation
off all stages

10. Planning & preparation
Decide why you are giving this training session
Know your audience
Know where you will be presenting it
Research and know your facts
Prepare what you are going to present
Prepare your notes
Memorise your introduction
Know how you will present it
Rehearse your presentation to perfect it
Anticipate mishaps

11. Objectives Clearly define your objectives by asking yourself:
Why am I making this presentation?
What is it that the audience wants or needs?
Stick to the objectives throughout the whole presentation
Sell success, results, needs and desires

12. Evaluation How effective was my presentation?
Have I achieved my objectives?
What were my strengths and weaknesses?
How appropriate was my planning and preparation?
What have I learnt not to do the next time?
Evaluation level: Attitude, Skills & Knowledge

13. Handling the Evaluations
Wait till the end
Explain the value to learners
Consider anonymous evaluations
Leave the room / have a drop box
Read them!

14. Master tips Know your strengths and weaknesses.
Picture yourself enjoying the success of your presentation.
Maintain eye contact and address your audience as individuals rather than as a group of people.
In your conclusion, highlight the key points that you want your audience to remember - what is said last is always remembered first.
Put your presentation on paper - it helps to clarify your thinking.
Research other people’s thoughts and ideas on the subject that you are presenting.
You learn to make presentations by making presentations, just as you learn to play the flute by playing the flute.
If (O) opportunity, (P) positive action, (E) excitement and (N) enthusiasm is not in your presentation, don’t go ahead.
Know your facts and have notes.

15. Master tips Use short words, short sentences and avoid jargon.
Never exceed your time limit.
Remove objects that rattle.
Always check your appearance before you start.
Always have a handkerchief and glass of water to hand.
Check and secure all visual aids and supporting equipment.
Those who fail to plan, have planned to fail.
Always review at the end of your presentation.
Tell yourself that you are the best and that you love presenting.
Smile where necessary.
Help others.

16. Structure & delivery Beginning Middle End Interest Need Timing
Response
Objective
Middle
Logical structure
Demonstrate
Participation
Question & answers
End
Highlight key points of your presentation
Give handouts
Evaluate
Thank audience
Close presentation

17. Structure & delivery Tell them what you are going to tell them
Objectives, outline, agenda, questions
Tell them
Main content, questions
Tell them what you told them
Summary, review, questions

18. Structure & delivery The sum is greater than the parts …
Make sure you show them the completed picture

19. T.R.A.C.T (question & answer)
Thank
Rephrase to confirm understanding
Answer the question
Check understanding
Thank person for asking question again
Use open-ended or reflexive questioning
Try to ask more and tell less
Lead learners to the right answer
Wait for their responses
Don’t put anyone on the spot

20. Nonverbal communication
Mouth – be aware of your facial expression
Appearance – dress moderately
Gesture – support what you say by how you say it
Posture – be aware of your body talk
Voice – use vocal variety
Eyes – maintain eye contact throughout
Communication is:
Body language 55% - as above
Voice 38% - tone, tempo, rhythm, volume
Words 7% - content and form

21. Assertive behaviour
State your needs, wants, feelings, opinions or beliefs in a clear, direct, specific, honest and suitable way and not at the expense of others.
Be honest with yourself and others.
Be confident, positive and understanding.
Do to others as you would have them do to you.

22. I’m ok you’re not ok I’m ok you’re ok I’m ok you’re not ok
Open aggression
I’m ok you’re not ok
Assertive
I’m ok you’re ok
Concealed aggression
I’m ok you’re not ok
Passive
I’m not ok you’re ok

23. Maximising your impact
The picture that you consistently hold in your mind, will eventually be played out in your life and it may affect others.

24. Style
You are unique in your own identity because there is not another like you anywhere in the universe, therefore:
You do not have to imitate other people’s style
Develop your own style
Be yourself

25. Interpersonal & personal skills
Communication
Listening skills
Negotiation
Speaking
Persuasiveness and influence
Sensitivity
Courtesy
Positive attitude and behaviour
Warmth and good humour
Assertiveness

26. “Seek first to
understand,
then be
understood”

27. Needs of audience
The more your audience is involved with your presentation the more successful you will be, therefore:
Let your audience participate in the presentation
Listen to your audience and communicate effectively
Be sensitive to the needs of your audience
Be empathic - putting yourself in the audience’s position
Move around
Speak with enthusiasm and passion
Use delegates names
Create a non threatening environment
Encourage learner – learner interaction

28. Understanding learning – how do adults learn?

29. How Memory Works Memory exists in neuron patterns
New information alters existing patterns or creates new ones
Associations facilitate retention

30. Short and Long-Term Memory
STM - remembering a phone number.
limited capacity
LTM - remembering where you live.
unlimited capacity

31. Getting it into LTM Attention Motivation Relevance Association
Meaningful patterns
Repetition
Emotion
Experience

32. Association Listen 5% Write 10% Association 100% Without Association
Time
Retention
Without Association
Time
Retention
With Association

33. Creating Contrast STAND OUT. If you want something to be
remembered make it
STAND OUT.
We notice and remember differences
Use colour, highlight, intonation, volume, emotion - anything to
“CREATE a CONTRAST”

34. Meaningful Patterns The brain likes to make sense of data.
The brain is pattern- seeking and structure-seeking.
The brain looks for a recognisable pattern.

35. What learners don’t want…
Impatience
Lack of involvement with learners
Lack of knowledge
Lecturing
Disorganisation
Being unprepared
Getting off track
Blaming others
Assuming that everyone is following
Inflexibility
Talking “down” to learners
Lack of enthusiasm/energy
Lacking a sense of humor

36. What learners do want… Patience Involvement with learners Knowledge
Organisation
Preparation
Staying on track
Adapting to their needs
Flexibility
Respect
Enthusiasm/energy
Sense of humor

37. The learning cycle
Engage: The activities in this section capture the student’s attention, stimulate their thinking and help them access prior knowledge.
Explore: In this section students are given time to think, plan, investigate, and organise collected information.
Explain: Students are now involved in an analysis of their exploration. Their understanding is clarified and modified because of reflective activities.
Extend: This section gives students the opportunity to expand and solidify their understanding of the concept and/or apply it to a real world situation.
Evaluate: During this stage all aspects of the learning cycle is evaluated for greater effectiveness.

38. Logical levels of change

39. Logical Levels of Change Explanation
Purpose
What’s your purpose, mission or goal?
What will that do for you?
Identity
Who are you? What role are you
playing? What are you defending,
protecting, promoting, championing,
challenging, defeating or rebelling
against?
Beliefs and
Values
What do you hold to be true about this
context and the other person? What is
important to you in this context? How
is that important to you?
Capabilities & Skills
What are you capable of (positively)?
How can you do that?
Behaviours
What do you actually do?
Environment
Which external factors (people, place,
time etc.) influence your behaviour?
What external factors influence what
you can do, what you believe or value,
who you are or what you want?
Useful for understanding change from an individual, social or organisation point of view.
Robert Dilts

40. What is NLP ? Neuro-linguistic Programming
NLP was created in the 70’s by John Grinder and Richard Bandler when they asked themselves this question:
“What is the difference that makes the difference between someone who excels at a skill and someone with basic competence?”
It was this question that led to the initiation of their pioneering work into the structure of human excellence

41. What is NLP ? Neuro-linguistic Programming
The nervous system and how we use our five senses to translate experiences into thought processes both consciously and unconsciously.
Linguistic ~
The use of language to interpret experiences and how we communicate those experiences to ourselves and others.
Programming ~
How we ‘code’ and utilise our experiences in a series of steps in the nervous system to achieve a specific outcome.

42. What is NLP ? Neuro-linguistic Programming
NLP is how we understand and utilise:
human communication
behaviour and
experiences to achieve a specific outcome.
It provides:
a method of increasing our awareness,
developing our understanding of the nervous system
and learning how to manage it to achieve our absolute maximum potential.

43. What is NLP ? Neuro-linguistic Programming
Beliefs and values
Visualisation / Imagination
Modeling and replicating talent
Relaxation
Stress free
Hypnosis
Music
Health
Sex transmutation
Memory (S.A.R.A)
Attitude
The power of words

44. Technique Be natural and open
Gain eye contact with most or all of your audience
Explain jargon
Don’t mumble
Don’t use big words and long sentences
Paragraph your presentation
Use pictures, charts and graphs
Use different colours
Give handouts where appropriate
Tell stories
Role play

45. Resources TV and video Overhead projector White board
Layout of tables and chairs
Lectern
Total room layout
Testimonies of others
Computer aided multi media projection
Handouts

46. Men Straight

47. Men Angular

48. Men Contoured

49. Women Rectangular (Straight)

50. Women Pear (or egg-shaped)

51. Women Hour-glass (curved)

52. Women Inverted triangle (Angular)

53. On behalf of Errol A Williams
Thank you!