The Voice of the Trainer 1313I

Specific to TLI/Club Leadership Training 1.Share a good experience – what made it good 2.Share an experience that your slept through, or left early! Training Experiences

 Compare – speaker & trainer  Consider  Purpose  Style  Method  Tools  Evaluation Speaker or Trainer?

Speaker  Inform  Persuade  Motivate  Entertain PURPOSE Trainer  Change participants’ behavior thru interaction

Speaker  One-way communication STYLE Trainer  Two-way communication

Speaker  Tells them what he’s going to tell them METHOD – Step 1 Trainer  Determines what they already know

Speaker  Tells them METHOD – Step 2 Trainer  Determines what they need to know

Speaker  Tells them what he’s told them METHOD – Step 3 Trainer  Fills in the gaps

Speaker  Humor  Anecdotes  Word choice  Gestures  Eye contact TOOLS Trainer  Uses all the tools a speaker uses, PLUS

 Lectures  Role-plays  Exercises  Case studies TOOLS for the TRAINER  Demonstrates  Visual aids  Questions

Speaker  Immediate feedback through applause FEEDBACK - EVALUATION Trainer  Written evaluation  observation

NO Can a training session be part of a speech?

YES  To begin the session  Inform  Entertain  Should not compromise the purpose Can a speech be part of a training session?

1.Establish rapport – eye contact, enthusiasm, establish credability 2.Use an Icebreaker – brief, relates to the seminar topic, helps people associate their experience 1.Lego man 2.What are your expectations Getting Things Started

 Use gap analysis to determine the training objectives  Create a lesson plan for adult learning  Choose the right training method  Apply facilitative techniques  Evaluate your progress Course Objectives

Current skills Required skills Example: What is your club proud of? What are things you are not so proud of? Gap Analysis

Describes the action a trainee will perform (you will be able to ……….) Be specific and detailed – using action verbs Be attainable / realistic Training Method

Involving them in the training process Relating material to their experiences Seeing the need to fill the gaps Relating material to daily work Adults Learn by

 Lecture no longer than 15 minutes before introducing an interactive exercise  Ask questions to promote involvement  Provide notes or a handout If you Must Lecture

 Role play – participants experience a given situation  Exercise – participants share reactions  Case study – trainer generalizes the situation  Demonstration – participants apply principles Interactive Methods

Plan the motivating strategies Show relationship between training & success People learn at different speeds Positive reinforcement by the trainer Motivating Adult Learners

 Equipment failure  Arrive early  Be prepared  Anticipate problems  Room set up is awkward  Arrive early  Look fr possible changes  Insufficient time allowed  Avoid trying to cover everything Identifying Challenges

 Talkative  Silent  Crab  Know-it-all  conflict Handling Disruptions

a)Monopolize the session b)Long-winded Trainer can summarize the points made and turn discussion back to the group Talkative People

Don’t say anything Trainer can include them by: a)Asking open-ended questions b)Encourage participation c)Listen actively Silent types

a)Find fault with everything b)Ignoring gives them license to continue De-claw by: a)Acknowledge the complaint b)Ask for solution – get feedback from the group c)Ask them to reserve judgement until the session is over Crabs

a)Experts concerning the subject b)Condescending c)Seek to undermine the authority of the trainer Trainer can: a)Acknowledge their main point b)Thank them for their contribution c)Ask them to allow others to participate Know-it-Alls

a)Step in quickly b)Don’t take sides c)Focus on points of agreement d)Issues not personalities e)“hold on, let this person finish” f)Use the parking lot g)Call for a break Conflicts

a)Group is stuck – recap, questions, clarity b)Handling silence – ask why? Reassure c)Participate uneven – use positive reinforcement such as “we’re on the right track now” or “let’s hear from others” Other Challenges in Group Work

 Hidden agendas – clear agenda  No buy-in to process – explain, work with individuals  Latecomers – early leavers  Broken records  Doubting Thomas’  Head shaker Other behavior challenges

a)Whisperer – stand by them b)Loud mouth – eye contact, move closer c)Attacker – re-focus, move closer d)Busy body – takes calls, ducks in and out e)Class clown – minimize attention and eye contact f)Teacher’s pet – monopolizes time, seeks approval Other behavior challenges

 Details – time and length of presentation  Topic to be presented  Research the material  Confirm with the organizer Prepare to be a Presenter

Ask for feedback – evaluation forms, comment from mentor or evaluator Review your performance – how do you think you did? Volunteer do present again After the presentation