1. Training and Facilitation Skills
See the Trainer’s Guide for overall guidance on using this presentation. The Trainer’s Guide serves as a companion resource and outlines the objectives of the session and materials needed as well as provides additional guidance on conducting the training session. Please note that the Guide includes complete instructions on how to facilitate some of the exercises referenced in this PowerPoint presentation and additional information on the content of certain slides.  
Please adapt the PowerPoint presentation, exercises, examples and handouts in advance of your workshop. They have been created for a global audience and need to be adapted to better suit the local context, the background of your participants and their level of experience. In particular you can choose to focus on campaign management or workplace management depending on your audience. Terms, images and examples from the participants’ country or region should be used as much as possible so that they are relevant and contextually appropriate. 
This presentation draws heavily from the NDI Kyrgyzstan Training of Trainer’s Manual for Women Political Party Leaders. This presentation and guide were developed by Allison Muehlenbeck and Susan Kemp. NDI would also like to acknowledge those who contributed including Amy Hamelin, Caroline Hubbard, Susan Markham, Crystal Rosario and Rebecca Turkington.
The National Democratic Institute

2. ICEBREAKER/INTRO/ GROUND RULES Intro Ground rules Ice breaker exercise
SLIDE CONTENT: To begin the session, introduce yourself and other staff, trainers and resource persons. Provide the participants an opportunity to introduce themselves and establish ground rules for the training.
TRAINER NOTE: It will be important to establish a rapport among participants. If this is the first presentation of a training workshop, be sure to build in time for participants to get to know one another and establish ground rules for their interaction and participation. Guidance on ice breakers and ground rules can be found in the “Training and Facilitation” folder.  (See next slide for an icebreaker suggestion.)
You might also establish ground rules by asking participants to give suggestions and agreeing as a group. You can write the rules on a flip chart and hang it on the wall for reference during the training session.

3. What made it successful?
Think about a favorite training or workshop that you participated in…
What made it successful?
SLIDE CONTENT: Now we’re going to do an ice breaker activity. Think about your favorite training or workshop and one that was less interesting/effective. We’re going to break into pairs and share our experiences.
TRAINER NOTE: Have participants break into pairs to share their best and worst training experiences. Then ask them to discuss what made it that way? Have each partner introduce each other and share the reasons they gave for effective/non-effective workshop experiences. If time is short, focus the exercise on either positive workshops or less effective workshops and not both. Encourage them to think about the training itself and what worked/didn’t (trainer shared personal, relevant experiences; there was no time for practical application or exercises; etc.).
You may want to flip chart their responses or have them write them on post-its to refer back to them in the training, making the point that we can learn a lot about what to do as a trainer from our experiences (good and bad) as training participants.

4. OBJECTIVES
To understand the components of planning for effective workshops
To understand approaches for adult learning
To understand the role of a facilitator
SLIDE CONTENT: The objectives of this session are:
To understand the components of planning for effective workshops
To understand approaches for adult learning
To understand the role of a facilitator
TRAINER NOTE: Provide an overview of the session’s objectives so that participants understand its purpose and have realistic expectations about what to expect. You may also wish to ask participants what expectations they have for the session. What do they hope to get out of it? You can then relate their expectations to the objectives and suggest how unrelated expectations might be met in other ways.

5. TOPICS Basics of good training practices: Elements of a good training
How do we learn?
What makes a good trainer
SLIDE CONTENT: Today we will be covering:
Elements of effective workshops – design, planning
How do we learn/How to help our learners learn (adult learning, participatory techniques)
What makes a good trainer (Facilitation skills)
TRAINER NOTE: Once the objectives have been shared, give a brief overview of the topics to be covered. We want to give participants a sense of where we are heading in the presentation, so summarize the main concepts that will be addressed. You can also use this time to define any key terms that will be used throughout the training, to get a sense of participant levels and ensure a common understanding among the group. If there are many terms, you may want to create an additional slide.

6. WORKSHOP PLANNING QUESTIONS
Agenda
Participants
Logistics
Media
Coordination with organizations/other groups
SLIDE CONTENT: There are several areas that need to be addressed when planning for a training workshop. So what are some of the key areas and questions?
Agenda - What are the topics and objectives? How long will the training be?
Participants - Who is the target audience? How many participants and what is the level of education and experience levels, spoken language(s)?
Logistics - What needs to be done and by when? What supplies/materials are needed? Where is the venue, is lodging and transportation arranged if applicable?
Media - Will the media be informed of the event, photos taken, a press release?
Coordination with the organization/other groups - Are they aware that you will be holding the training? Have you informed the party/ organization of any expenses related to the training for which you will need coverage (did you get approval)? Have you invited someone from the party leadership or other relevant organizations/institutions to attend the closing ceremony of the training or to speak during one of the sessions?
TRAINER NOTE: Ask participants to provide the questions for each area and you can fill in as needed. Ask if there are other planning questions/areas they would add. Share the two handouts on workshop design (Handout 2 includes a summary of the content on this slide).
Handouts 1 and 2: Workshop Design Sheet and Checklist for Effective Workshop Design

7. BASICS OF GOOD TRAINING
Introduction
Content
Activities
Review/Summary
SLIDE CONTENT: With that in mind, let’s talk about the elements of a good training:
Introduction
Content
Activities
Review/Summary
TRAINER NOTE: These elements are covered in more detail on the following slides.

8. INTRODUCTION Sets the tone Introduces people and topics
Establishes ground rules
Discusses expectations
Conducts ice breaker
SLIDE CONTENT: It will be important to establish a rapport among participants. If this is the first presentation of a training, be sure to spend some time allowing participants to get to know one another and establish ground rules for the workshop.
You want to spend time introducing yourself as the trainer and giving participants the opportunity to introduce themselves. This is the time to establish your credibility as a trainer, but also your ability to relate. Don’t rush this time as it is important for establishing relationships over the course of the training and setting the tone.
This is also the time you will introduce the topic, go over the ground rules for the group (respect different opinions, shout out or raising hands with question, etc.), discuss participant expectations and conduct an ice breaker exercise.
TRAINER NOTE: You can refer back to the ice breaker exercise that you used at the beginning and refer participants to the resources folder which has some additional icebreaker resources.

9. TRAINING CONTENT Lecturing and explaining Demonstration Discussion
Experiential learning
SLIDE CONTENT: The training content is the core instruction provided during the training. This can be done in a variety of ways, including:
Providing information, either through lecture or through demonstration. Depending on the content, you may need to devote some time to these methods.
Content can all be covered in other ways, such as activities and discussion, especially when working with adult learners. Content does not always have to be in the form of a presentation from the trainer. Sometimes through an exercise or discussion, participants can come to many of the points on their own and then you as a facilitator can fill in any additional points and/or reinforce key areas.
Keep in mind that the content should match the learners’ needs. What is their experience level and what are the areas where they need to develop their knowledge or skills? The answers to these questions will help guide the content.

10. TRAINING CONTENT Interactive Methods Group Work Discussion Questioning
Quizzes/
Matching
Discussion
Case studies
Role Play
SLIDE CONTENT: Just as important, however, are the supporting methods – these interactive strategies can help create a more dynamic environment, test knowledge and retention and engage participants into active learning.
These can include:
Group work (Cooperative learning)
Questioning
Discussion
Case studies
Role plays and scenarios
Matching, quizzes, fill in the blank exercises
Choose activities that are relevant to the content and that help reach your desired learning goals. For instance, if you want to ensure that participants understand a concept, you might use a quiz or matching game. If you are training on a skill, for instance public speaking, the activity might be to practice giving a short speech.
TRAINER NOTE: Ask participants what other methods they have found effective (either as trainers or as workshop participants). Share Handout 3 which summarizes this and the previous slide on training methods.
Handout 3: Training Method Examples

11. SUMMARY Brings everyone together Reviews important lessons
Provides an opportunity for final questions or clarification
SLIDE CONTENT: Provide time for questions, to summarize key points, and receive feedback from participants. It is useful to do this at least at the end of every day and the end of the training workshop, but often it is useful to summarize content after each session before moving on to gauge whether participants understand what has been covered or if you should spend more time on a topic before moving on.

12. How do we learn?
Now let’s talk a little about how adults learn and how that impacts our training approach.

13. ADULT LEARNING Bring experiences, opinions and predispositions
Maintain bias towards information that confirms their beliefs
Women can be distracted by pressures of daily life
SLIDE CONTENT:
Adults come with a full set of life experiences, opinions and predispositions.
They’ll work to keep the lessons of the training in harmony with the values in their heads and hearts and will resist efforts to change those values, and will maintain a bias towards information that appears to confirm their beliefs.
Women in particular often have less time for learning, with pressures of daily lives weighing on them.
TRAINER NOTE: Continued on next slide.

14. ADULT LEARNING Hear it, say it! Hear it, say it, talk it, do it!
SLIDE CONTENT: Adults learn best when they have the opportunity to interact with material. Research indicates that when we:
Hear only = understand and retain 20% of material
See only = understand and retain 30%
Hear and See = understand and retain 50%
Hear, See and Talk = understand and retain 70%
But, when we:
Hear, See, Talk and Do (so hear someone speak, see the information on printed or electronic material, discuss the topic and have the opportunity to apply/practice it) – they will understand and retain 90% of material
TRAINER NOTE: You could ask if this is surprising, if they think it is true of themselves, etc. Adult learning is continued on next slide.

15. ADULT LEARNING
We can take in about 20 minutes of information before our minds start to wander…
SLIDE CONTENT: Research also shows that as adult learners, we can take in and process only about 20 minutes of new information. At that point, our minds begin to wander because our brains simply can’t receive more input! We have to interact with the information through exercises and discussions before we can then take in new information.
TRAINER NOTE: Ask participants how this information about adult learners should inform our training approaches?
Possible responses: Need to break content into manageable sections, need variety of interactive methods, different speakers, participants need the opportunity to share their stories and experiences, etc.

16. What Makes a Good Trainer?
SLIDE CONTENT: Now we’re going to talk about what makes a good trainer. Keep in mind that effective trainers are good facilitators. They don’t stand and lecture but facilitate the conversation.
TRAINER NOTE: Here you might ask participants, “What makes a good facilitator?”
Responses may include: encourage discussion, show respect to participants, summarize conversations and key points, stay neutral, keep things moving in the right direction/guide the conversation, etc.

17. FACILITATION SKILLS Paraphrasing Encouraging Brainstorming Go-arounds
Common Ground
SLIDE CONTENT: Good facilitation skills will help you tie the content to participants comments and experiences and mediate issues in the room as they arise.
These skills include:
Paraphrasing – “so what I hear you saying is…” – This technique involves active listening and helps both to make the participant feel heard and their contribution valued. It can also help to clarify when someone’s point wasn’t entirely clear.
Encouraging – This is the art of creating an opening for people to participate without putting anyone specific on the spot. It can also be helpful when someone is struggling to help them push through.
Brainstorming – This is a way to generate lots of ideas quickly. Participant can feed off of each others’ ideas and collectively share ideas on a given topic. It can also be useful when participants hit a wall in an activity to talk it through and overcome the issue.
Go-arounds – This is when you have all participants share their thoughts on the topic by going around and inviting each to speak. It is a way to acknowledge the value in someone’s statement, but keep the conversation focused (versus an open discussion).
Common Ground – When participants’ ideas conflict, remind them of respecting each other’s ideas and bring them together by identifying the common ground.

18. PARAPHRASING EXERCISE
Let me see if I understand you correctly…
Repeat in your own words/summarize
Did I get it right?
SLIDE CONTENT: Let’s practice the skill of paraphrasing by listening and repeating back to a partner. We’re going to break into pairs and each partner will share one accomplishment from the past year. The other partner will listen and then paraphrase back. Then, they will switch and the other partner will practice paraphrasing.
As a reminder, paraphrasing is active listening and then:
So what I hear you saying is/Let me see if I understand you…
Repeat back in your words or summarize a longer story
Follow up to ensure you understood correctly – did I get that right?
TRAINER NOTE: You can change the example to be relevant to the group (why you joined your political party, one goal for your organization, etc.). Encourage participants to keep their stories short. You may either have participants volunteer to paraphrase their stories for the larger group or ask debrief questions such as how did it go, did you find it difficult and why, etc.

19. FACILITATING ACTIVITIES/GROUPS
Prepare in advance
Give clear instructions
Divide into groups
Check in with the groups
Report back from groups
SLIDE CONTENT: When facilitating an activity or small group exercise, keep the following in mind:
Prepare in advance: Be sure to prepare in advance have any supplies needed and that you have enough for each group.
Give clear instructions: It is important to be clear and give instructions step by step. Give enough information so participants know what is coming next (“In a moment we will be breaking into groups to discuss X topic”). Ensure you have given critical instructions before people move, or things will be chaotic and they’ll miss what you’re saying. Similarly, give handouts when participants are settled in, otherwise they’ve stopped listening to you and started to read the handout.
Divide into groups: There are a lot of ways to do this and it depends on the activity and purpose. Number off by the number of groups you want to create. You can vary this by using symbols, objects (types of fruit, etc.). Self-selection can also be used, particularly when different groups will cover different topics. You may want to form the groups based on experience level, party, geographic location, etc.
Check in with the groups: During the activity, be available to answer questions but stay neutral and don’t distract participants from the exercise. It may also be necessary to walk around to keep them on task and remind them of the time remaining.
Reporting back: You can ask each group a different question, ask each the same question, or have them all present. If you have each group present, provide them with a format (share 3 main conclusions and recommendations) to keep the presentations brief and to the point.

20. FEEDBACK EXERCISE Need 3 volunteers
Volunteers leave the room to receive instructions
SLIDE CONTENT: We’re going to do a short exercise now – can I get three volunteers? You’ll leave the room and receive more instructions about the activity.
TRAINER NOTE: See Trainer’s Guide for exercise.

21. WHICH IS MOST IMPORTANT?
Body Language?
Voice?
Content/words?
SLIDE CONTENT: Finally, something to keep in mind is your presentation and delivery skills as a trainer. Which of these things do you think is most important?
TRAINER NOTE: Give participants the opportunity to respond and discuss before moving on to the next slide, which continues this topic.

22. WHICH IS MOST IMPORTANT?7%
38%
55%
Words
Voice
SLIDE CONTENT:
Body language or non-verbal = 55%
Voice = 38%
Words/content or verbal = 7%
93% of the information people retain come from what they see and the tone of voice they hear!
TRAINER NOTE: REPEAT THIS A FEW TIMES!!
Body Language

23. GREAT TRAINERS…
Visualize the training from the perspective of the participants
Incorporate audio, visual and interactive methods
Are mindful of their body language and voice
SLIDE CONTENT: Great trainers:
Visualize the training from the perspective of the participants: Keep in mind how you’ve felt as a participant and let that inform your training workshops! Also, keep an eye on the body language of participants. When they start to look distracted/disengaged, it’s time for an activity, a break, etc.
Incorporate variety: This includes audio, visual, interactive methods. But they should be relevant to the context, the topic and the learning objectives!
Aware of body language and voice: When you convey an interest in participants through direct eye contact, being engaging, staying positive, using gestures, speaking clearly and loudly with vocal variety, etc., it will help your participants get excited and engage.

24. CONCLUSION Elements of a good training How do we learn?
What makes a good trainer
Questions?
Feedback?
SLIDE CONTENT: Today we covered training and facilitation skills, including:
Elements of effective workshops – design, planning
How do we learn/How to help our learners learn (adult learning, participatory techniques)
What makes a good trainer (Facilitation skills)
TRAINER NOTE: Here you should summarize the topics and main points covered and allow time for questions, feedback and evaluation. You can ask participants to go around the room and share one thing they learned, a question they have, or one way they will use this information in their current or future work. You might ask them to name one thing they will try to incorporate when they conduct their next training (or have them write it down if time doesn’t allow a verbal debrief).
HANDOUT: Presentation evaluation sheet