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 consultantRadio and TV talk show hostAuthor of three books
6 ObjectivesBy 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 developmentUnderstand group dynamics and know how to use it to accelerate learningMaintain an high level of energy, inspiration and enthusiasm from start to finishIdentify all the challenges that hinder some trainers but cause other trainers to excelIdentify strengths, weaknesses, opportunities and threats and know how to deal with them, for greater personal effectivenessApply the concepts of NLP and Accelerated learning in trainingUnderstand the difference between training and presenting information
7 ObjectivesHandle all fears, criticisms, resistance and difficult delegates with confidence and assertivenessPromote learner participation and involvement by using effective questioning techniquesUse role-play management skills, video recording and playback, PowerPoint and other training resources with maximum impactUse your unique personality, attitude, skills and knowledge as a major toolDefine effective feedbackMaximise your impact by the way you dress and the messages that you send by your body languageListen and communicate with accuracy, clarity and effectiveness
8 Enemies Unclear objectives Lack of research Insufficient information Lack of preparationNervousness and fearMental blockPoor communicationDifficult peoplePoor structure & deliveryNegative body languagePoor product knowledgeLack of resourcesPoor reviewNo follow up
9 Planning & preparation The training cycleObjectivePlanning & preparationResourcesStructure & deliveryEvaluationoff all stages
10 Planning & preparation Decide why you are giving this training sessionKnow your audienceKnow where you will be presenting itResearch and know your factsPrepare what you are going to presentPrepare your notesMemorise your introductionKnow how you will present itRehearse your presentation to perfect itAnticipate 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 presentationSell 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 endExplain the value to learnersConsider anonymous evaluationsLeave the room / have a drop boxRead 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 ResponseObjectiveMiddleLogical structureDemonstrateParticipationQuestion & answersEndHighlight key points of your presentationGive handoutsEvaluateThank audienceClose presentation
17 Structure & delivery Tell them what you are going to tell them Objectives, outline, agenda, questionsTell themMain content, questionsTell them what you told themSummary, 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) ThankRephrase to confirm understandingAnswer the questionCheck understandingThank person for asking question againUse open-ended or reflexive questioningTry to ask more and tell lessLead learners to the right answerWait for their responsesDon’t put anyone on the spot
20 Nonverbal communication Mouth – be aware of your facial expressionAppearance – dress moderatelyGesture – support what you say by how you say itPosture – be aware of your body talkVoice – use vocal varietyEyes – maintain eye contact throughoutCommunication is:Body language 55% - as aboveVoice 38% - tone, tempo, rhythm, volumeWords 7% - content and form
21 Assertive behaviourState 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 aggressionI’m ok you’re not okAssertiveI’m ok you’re okConcealed aggressionI’m ok you’re not okPassiveI’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 StyleYou 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 styleDevelop your own styleBe yourself
25 Interpersonal & personal skills CommunicationListening skillsNegotiationSpeakingPersuasiveness and influenceSensitivityCourtesyPositive attitude and behaviourWarmth and good humourAssertiveness
27 Needs of audienceThe more your audience is involved with your presentation the more successful you will be, therefore:Let your audience participate in the presentationListen to your audience and communicate effectivelyBe sensitive to the needs of your audienceBe empathic - putting yourself in the audience’s positionMove aroundSpeak with enthusiasm and passionUse delegates namesCreate a non threatening environmentEncourage learner – learner interaction
29 How Memory Works Memory exists in neuron patterns New information alters existing patterns or creates new onesAssociations facilitate retention
30 Short and Long-Term Memory STM - remembering a phone number.limited capacityLTM - remembering where you live.unlimited capacity
31 Getting it into LTM Attention Motivation Relevance Association Meaningful patternsRepetitionEmotionExperience
32 Association Listen 5% Write 10% Association 100% Without Association TimeRetentionWithout AssociationTimeRetentionWith Association
33 Creating Contrast STAND OUT. If you want something to be remembered make itSTAND OUT.We notice and remember differencesUse 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… ImpatienceLack of involvement with learnersLack of knowledgeLecturingDisorganisationBeing unpreparedGetting off trackBlaming othersAssuming that everyone is followingInflexibilityTalking “down” to learnersLack of enthusiasm/energyLacking a sense of humor
36 What learners do want… Patience Involvement with learners Knowledge OrganisationPreparationStaying on trackAdapting to their needsFlexibilityRespectEnthusiasm/energySense of humor
37 The learning cycleEngage: The activities in this section capture the student’s attention, stimulate their thinking and help them access prior knowledge.Explore: In this section students are given time to think, plan, investigate, and organise collected information.Explain: Students are now involved in an analysis of their exploration. Their understanding is clarified and modified because of reflective activities.Extend: This section gives students the opportunity to expand and solidify their understanding of the concept and/or apply it to a real world situation.Evaluate: During this stage all aspects of the learning cycle is evaluated for greater effectiveness.
39 Logical Levels of Change Explanation PurposeWhat’s your purpose, mission or goal?What will that do for you?IdentityWho are you? What role are youplaying? What are you defending,protecting, promoting, championing,challenging, defeating or rebellingagainst?Beliefs andValuesWhat do you hold to be true about thiscontext and the other person? What isimportant to you in this context? Howis that important to you?Capabilities & SkillsWhat are you capable of (positively)?How can you do that?BehavioursWhat do you actually do?EnvironmentWhich external factors (people, place,time etc.) influence your behaviour?What external factors influence whatyou 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 communicationbehaviour andexperiences to achieve a specific outcome.It provides:a method of increasing our awareness,developing our understanding of the nervous systemand learning how to manage it to achieve our absolute maximum potential.
43 What is NLP ? Neuro-linguistic Programming Beliefs and valuesVisualisation / ImaginationModeling and replicating talentRelaxationStress freeHypnosisMusicHealthSex transmutationMemory (S.A.R.A)AttitudeThe power of words
44 Technique Be natural and open Gain eye contact with most or all of your audienceExplain jargonDon’t mumbleDon’t use big words and long sentencesParagraph your presentationUse pictures, charts and graphsUse different coloursGive handouts where appropriateTell storiesRole play
45 Resources TV and video Overhead projector White board Layout of tables and chairsLecternTotal room layoutTestimonies of othersComputer aided multi media projectionHandouts