Teach,  Coach,    Train!Patrick W. Knight2011 JCI Training Director
Teach, Coach, Train!                                                Patrick W. Knight                                     ...
The JCI Trainer        What makes a great JCI trainer? First and foremost, it is a commitment to the organization. The JCI...
encouragement or coaching that can be done in order to have an end result of these participantsunderstanding how to use a ...
be this way because it only reaches certain participants’ learning styles. They may want a little more structureor content...
question to the audience and ask them to write down one or two answers. Give them a few minutes to write itdown. Once a Re...
participants to leave their seats, role play or play games that hold their interest. They prefer to get the bigpicture fir...
occur during the activity or that occurred in the past experience, you can now allow time for reflection,debriefing and di...
If you do have experience in the field you are training, the next thing to consider is how you presentyour credentials to ...
That being said, it is always useful as a trainer that you continue to learn and grow. Try and pushyourself beyond your co...
Trainer). When giving feedback, you already know the sandwich method, but do you really give goodfeedback? You must offer ...
conduct the course. If you have no examples or stories to share with the class on this topic, you should notconduct the co...
Once you have your overall objective and your main learning points, you simply need to follow themethodology set out for y...
trainer to get their thoughts on the course. Be patient to ensure quality in your course. Rushing to upload yourcourse bef...
Part IITraining Tips and TechniquesFrom JCI Trainers World-Wide                               14
Roberto Noronha (ITF)JCI Macao     Never rush Assistant Trainers to end a module when they are over-running: There are ma...
click the mouse again and select “Arrow” in the “Pointer Options” under the sub-menu. If you select    “Felt Tip Pen” in t...
down. Properly handling challengers is a skill that can greatly help you control the success of your       training, espec...
   If the exercise did not go the way you planned: Sometimes you plan an exercise and it does not go the       way you pl...
   To make beautiful flip charts: Find an image on your computer and use a projector to show the image       on your flip...
   Greet the participants: I make my sessions personal. First of all I greet the first-comers (the first 15-20       part...
   Combine all chunks in one course: We finalize the major points or chunks to one course...and come up       with a cour...
Frédéric de Boulois (ITF)JCI FRANCE      Have self-confidence: Im self-confident with the participants. And I’m convinced...
based on three theories or methods. It’s easy to remember, helps you to recap, downsize or deepening       any matter at a...
   Meet with AT via Skype: When you are Head Trainer of a course and you are assigned an Assistant       Trainers, schedu...
and you have to delay the presentation until it’s fixed. Have a back-up facilitator’s guide and your       trainer’s tools...
Teach coach train: Tips & Technics by ITF #102 Patrick KNIGHT
Teach coach train: Tips & Technics by ITF #102 Patrick KNIGHT
Teach coach train: Tips & Technics by ITF #102 Patrick KNIGHT
Teach coach train: Tips & Technics by ITF #102 Patrick KNIGHT
Teach coach train: Tips & Technics by ITF #102 Patrick KNIGHT
Teach coach train: Tips & Technics by ITF #102 Patrick KNIGHT
Teach coach train: Tips & Technics by ITF #102 Patrick KNIGHT
Teach coach train: Tips & Technics by ITF #102 Patrick KNIGHT
Teach coach train: Tips & Technics by ITF #102 Patrick KNIGHT
Teach coach train: Tips & Technics by ITF #102 Patrick KNIGHT
Teach coach train: Tips & Technics by ITF #102 Patrick KNIGHT
Teach coach train: Tips & Technics by ITF #102 Patrick KNIGHT
Teach coach train: Tips & Technics by ITF #102 Patrick KNIGHT
Teach coach train: Tips & Technics by ITF #102 Patrick KNIGHT
Teach coach train: Tips & Technics by ITF #102 Patrick KNIGHT
Teach coach train: Tips & Technics by ITF #102 Patrick KNIGHT
Teach coach train: Tips & Technics by ITF #102 Patrick KNIGHT
Teach coach train: Tips & Technics by ITF #102 Patrick KNIGHT
Teach coach train: Tips & Technics by ITF #102 Patrick KNIGHT
Teach coach train: Tips & Technics by ITF #102 Patrick KNIGHT
Teach coach train: Tips & Technics by ITF #102 Patrick KNIGHT
Teach coach train: Tips & Technics by ITF #102 Patrick KNIGHT
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Teach coach train: Tips & Technics by ITF #102 Patrick KNIGHT

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This book was written by most outstanding trainers of JCI worldwide. They shared their own coaching technics and tips. This was an inititative coming from ITF #102 Patrick KNIGHT Former JCI Training Chairperson

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Teach coach train: Tips & Technics by ITF #102 Patrick KNIGHT

  1. 1. Teach, Coach, Train!Patrick W. Knight2011 JCI Training Director
  2. 2. Teach, Coach, Train! Patrick W. Knight Prologue In my day job, I work as a lawyer, but my real passion is teaching and training. Where did this passioncome from? Well, mostly it was my exposure to some of the best and most charismatic trainers in JuniorChamber International (JCI). It wasn’t just seeing them on stage or in the front of the room that captivated me. Iwas hooked by the care they took to make sure their participants received the best possible training and tomake sure that real adult learning was taking place in the room. It was the way that they would mentor a newyoung trainer and freely give out advice for my own training career. It was the humility they displayed despitetheir charismatic personalities and impressive credentials. I learned so much from the trainers that came before me. Not only did they share with me interestingmethodologies for conducting better courses, but I also was able to watch them in action to pick up on thesmall details that made them dynamic trainers. When I was coming through the JCI trainings system in theearly 2000’s, there were so many high-level trainers that had an impact on me and here are just a few that mayalso have impacted you: Bruce Rector, Lars Hajslund, Faye Lawrence, Gunther Meyer, Kjersti Bergsåker-Aspøy, Suzette Plaisted, Fernando Sanchez-Arias, Desmond Alufohai, Rune Møller-Hansen, Søren Ellegaard,Karen Smythe. Currently, I serve as the 2011 JCI Training Director and the Training Commission decided early thisyear that we wanted to give real value to the trainers that are so committed to JCI. We decided to create amanual that can be used for trainers as they move through the JCI system and even afterward if they embarkon a professional training career. The first part of the manual simply provides some material to refresh yourtraining knowledge and provide some insight into how you can take your training skills to the next level. In the second part of the manual, we solicited tips and techniques from all of our trainers around theworld and compiled them for you to read and incorporate into your training courses. Just as I cannot takecredit for these wonderful tips and techniques submitted from our JCI trainers, I also can say that I do notnecessarily agree with all of them for my training style. The beauty of this manual is that you can figure outwhat tips or techniques might work for you. Many thanks go out to the JCI Training Administrator, Günther Meyer as well as the 2011 JCI TrainingCommission: Patrick Knight – JCI Training Chairperson Kola Osinowo – Commissioner for Africa and the Middle East Yogesh Chandak – Commissioner for Asia and the Pacific Marciano Lie A Young – Commissioner for the Americas Dave Synaeve – Commissioner for Europe 1
  3. 3. The JCI Trainer What makes a great JCI trainer? First and foremost, it is a commitment to the organization. The JCItrainer wants to help the organization grow and to create more active citizens. A JCI trainer does not want tosimply use the organization to get more business, get a certification or to build their resume. These things area by-product of the actions taken by a JCI trainer as he/she conducts seminars and courses in theorganization. Second, a great JCI trainer would never submit false hours to get a higher certification or pretend toconduct courses that did not really happen or give a presentation at a meeting and then call it a trainingsession. These are the actions of someone that should not even be a member of the organization and certainlywould not be done by a great JCI trainer. Third, a great JCI trainer knows that there is no reason to speed through the certification process tooquickly or to train internationally before he/she has attained the skills necessary to be on the big stage.Patience and hard-work are the greatest virtues of a JCI trainer. Fourth, a great JCI trainer is not a “prima donna.” The term "prima donna" has come into commonusage to describe someone who behaves in demanding, often temperamental, fashion revealing an inflatedview of themselves, their talent, and their importance. It describes a vain, undisciplined, egotistical, obnoxiousor temperamental person who finds it difficult to work under direction or as part of a team. These are notqualities of a great JCI trainer. Fifth, a great JCI trainer always helps others to grow. He/she will take the time to coach other youngtrainers and give them opportunities to advance their training careers. The JCI trainer wants to make sure thateach seminar provides an atmosphere where the participant has a chance to gain knowledge and learnbehavioral change. The JCI trainer cares less about applause and more about creating positive change in eachparticipant. Finally, a great JCI trainer never stops learning and growing as a trainer. Despite the fact that they haveextensive experience as trainers, advanced knowledge of their chosen topic, dynamic personalities and astrong command of adult learning methodology, they want to learn more. Despite the fact that they havesuccessfully conducted seminars at World Congress to an over-flowing room of participants and have receivedhigh praise on evaluation forms, they still ask their peers how they can get better. A great JCI trainer wants tobe better!Teaching vs. Coaching Teaching is the transfer of knowledge from one person to another. Teaching can also be used to showa skill or explain a new methodology where the learner has little or no experience in that skill or methodology.Oftentimes, we think of teaching as something that is commonly done with children, but the reality is that adultsalso need to be taught when there is no knowledge of the content or skill be presented. Coaching is the practice of supporting an individual through the process of achieving a specific goal –whether professionally or personally. Coaches are often seen as facilitators who ask many questions and re-focus an individual in order for the individual to determine the correct path to proceed. They provide positivesupport and feedback. A coach rarely gives the answers and merely helps the individual think through theissue and come up with his/her own solution or path to success. A coach is also a motivator who encouragesthe individual to achieve the goal and helps the individual find his/her true passion. For an example of when teaching should be used, suppose you are trying to show participants how touse a computer, but they have zero experience operating any type of computer. There is no amount of 2
  4. 4. encouragement or coaching that can be done in order to have an end result of these participantsunderstanding how to use a computer. Instead, you must begin with presenting the basic information about acomputer, providing step by step instructions for using a computer and then even doing hands-ondemonstrations so that the users can try it themselves under the guidance of the teacher. Once they have thebasic knowledge and skill-set to operate a computer, you can encourage them to experiment on their own orread additional materials in order to become more proficient. But the initial method used here must beteaching. Conversely, for an example of when coaching might be used, suppose a young manager in yourcompany comes to you depressed because his team is not working together efficiently and asks what to do.Some people may instantly give this manager two or three stories from past experience that they haveencountered and maybe two or three strategies that might work to solve the manager’s problem. (i.e. teachthem). They typically do this because it is easier and less time-consuming to just give the answer to thesolution and send them on their way. However, this will not help with the development of that young managerfor the future. The more seasoned person, will try to coach the young manager by discussing the problem, asking themanager what solutions he/she might try, using Socratic method to force the young manager to think throughthe problem and by providing encouragement that the young manager has the ability to deal with the issue. Ofcourse, I am simplifying the process and coaching is a methodology that requires much practice, but by takingthe time to coach the young manager, it will help with the development of that young manager for the nextissue he/she faces in the office. In the long run, it makes your company better and it may avoid that managercoming into your office in the future for a small issue that he/she can now figure out personally.The Art of Training As a trainer, you must be well learned in the art of teaching and coaching. Moreover, it is essential thatyou understand when to use each approach in a training session. Adults typically prefer a facilitation sessionwhere the participants can interact with each other and share their own thoughts or ideas. However, there aretimes when a trainer must give new information to the participants or teach them a skill, which the participantsare not already familiar with in their lives. A trainer must seamlessly move back and forth between the twomethodologies. Interestingly, the Commission has seen many trainers that do not seem to understand the concepts ofadult learning or the methodologies for training adults. Many trainers take a trainer’s guide and simply repeatwhat is in the guide - word for word - without applying the information to real life examples or stories. Evenworse, there are too many trainers who simply put a slide on the screen, read from the slide, ask if anyone hasany questions and then advance to the next slide. This is not effective adult training! Another type of mistake unseasoned trainers make is to use activities simply to inject fun into thecourse or to break up the monotony of the lecture and Power Point method described above. A trainer mightsee a fun activity in a course and realize that the participants seemed to have a great time doing the activity.So, this trainer takes the activity and inserts it into their next training session without regard to the learningpoint or whether it even fits the material being presented. Believe it or not, this is a very common occurrenceand we see it in the course submissions sent to us each day. We are left scratching our heads as to why thetrainer felt this activity was necessary for the course and what was the point of the activity. Regarding facilitation, some trainers believe that an entire course can be presented simply by doingdiscussions and presentations among the participants. We have literally witnessed trainers who spend threehours doing the following: (1) ask the participants to discuss a topic for 10 minutes at their table and prepare aflip chart with answers or pictures; (2) give each table 3 minutes to present their findings; (3) after the finalteam presents their findings, the trainer asks the entire room what they think; (4) repeat steps 1 through 3 witha new question. This can be a great activity to use in a course once or twice, but the entire course should not 3
  5. 5. be this way because it only reaches certain participants’ learning styles. They may want a little more structureor content or real life examples from the trainer. In certain specific circumstances, a workshop could follow thisformat, but for most JCI sessions, this would be too simplistic. Giving instructions for activities and debriefing are other areas where many trainers could improve. Itamazes me to watch trainers try to give instructions for an activity that they do not fully understand themselves.With any activity, your preparation has to start with the learning point. Once you understand what you aretrying accomplish with the activity, you can do a better job leading the participants through it. Watch the facesof the participants as you give the instructions to make sure there is some understanding. When finished, askthe participants if the instructions were clear or if they need to be repeated. Too many trainers conduct chaoticactivities that completely miss the learning point because of unclear instructions. After an activity, an equally important part is the debrief session. This is definitely an art form and canonly be improved through practice. When an activity ends, we see many trainers ask a question like: what didwe learn? Then, they get a few answers and then they state what they think the learning point should havebeen. This can be mildly effective, but it is so much better if you can direct a real conversation amongparticipants to lead them to their own conclusion about the learning point. That means that you might have toask deeper and more pointed questions to the participants to really create that “ah-ha” moment. Challengethem and force them to reflect on the activity and think things through. Don’t be impatient or feel that you needto speed up the process by giving them the answers. After all, you are trying to create a change in the waythey are thinking, right? It is important to avoid some of the mistakes listed above and to really see training as an art form thatcan be constantly improved. By combining the methodologies of teaching and coaching (learning and problem-solving) into a single process, we can help take the participant through a learning circle that will lead to reallearning, real growth and hopefully, real behavioral change. Only then can a person feel that they are startingto learn the art of training and only practice can help a trainer master that art.The Adult Learning Experience After taking JCI Designer (and maybe even JCI Trainer), it is expected that a trainer should understandadult learning styles, adult training methods and the adult learning experience. But do you really understandthese things? Do you really utilize these concepts in your own courses? Have you designed your course withthe appropriate activities, learning points, resources and content to reach each of the learning styles? Below isa refresher course on the concepts with ways you can utilize some of the concepts in your courses. Learning styles: As we learned in Prime or JCI Trainer, adults approach learning tasks and informationin different ways. Some people prefer to look at the Big Picture and they like to get an overview of what theyare learning at the outset. Others prefer to take small parts and put them together to get the whole picture atthe end. According to Honey & Mumford (1982), the different learning styles can be described as: Activist,Reflector, Theorist and Pragmatist. The Activist learns best from constant exposure to new experiences. They like to involve themselves inactivities, games, role plays and discussions. They like hands-on demonstrations and opportunities toimmediately try out new things during the seminar. You will recognize the Activist because they speak a lot,raise their hand often and will be visibly bored if there is too much lecture or theory without more stimulation. Ifyou do not have opportunities for an Activist to be involved in your seminar, they will not find you effective as atrainer. The Reflector learns best from activities that allow them the time and space to ponder an experience orassimilate information before making a judgment. They often spend a good deal of time listening and observingand are perfectly happy never being called on during a seminar. If you want a Reflector to participate more,give them ample time to think about their answers before calling on them. For example, you might pose a 4
  6. 6. question to the audience and ask them to write down one or two answers. Give them a few minutes to write itdown. Once a Reflector has a chance to think about it and write it down, they are more likely to offer theiranswer. You might also allow Reflectors to be involved by pairing up your participants with a partner or byputting Reflectors in small groups for discussion. Theorists learn best from activities that allow them to integrate observations into logically soundtheories. Theorists will never accept what the trainer says just because they trainer says it. The Theorist wantsto know the source for your information and whether the trainer has credibility. Theorists like to have hand-outswith the information in front of them and references listed in the back. Theorists are logical and often likestructure to a seminar, including an agenda and an idea about how the seminar will proceed. So, even wherea seminar is free-flowing and informal, a trainer needs to give it some structure, use hand-outs and giveresources, if he/she wants to reach the elusive Theorist. Pragmatists learn best from activities or information that has clear practical value. If you can show aPragmatist how a piece of information or a new skill can benefit them in their real life, they will think you are anexcellent trainer. Often times, Pragmatists are happy with even one or two new ideas that they can apply totheir JCI or work life. If you have no credibility with the information you are presenting and you have no storiesor examples to show how the information has worked for you or others in the real world, a Pragmatist will getbored with your seminar very quickly. Learning preferences: In addition to the learning styles, a good trainer must be aware that participantshave different preferences for how they like to receive information from a sensory point of view. The threecommonly accepted receiving styles are: visual, auditory and kinesthetic. Learners use all three modalities toreceive and learn new information, but typically one or two of these receiving styles are more dominant. Visual learners obviously like to see information that is presented to them. Some visual learners preferthis information to be in written form on hand-outs, Power Point or written on flip charts. By seeing the writtenlanguage, it helps to reinforce the ideas in their minds. Other visual learners have difficulty with writtenlanguage and do better with charts, pictures, demonstrations and videos. To appeal to the visual learner, use graphs, charts, illustrations and pictures both in your Power Pointslides and with flip charts. Use hand-outs that include outlines, concept maps, mind-maps, agendas, etc. andleave white space in the hand-outs for note-taking. Post flip charts around the room to reinforce the learningand emphasis key points with underline or a color change. You can also use visualization techniques to havethe participants picture things in their minds in order to help them “see” how the content applies to them. Auditory learners like to hear information that is presented to them. You will often see auditory learnerstalk to themselves and they might even move their lips when they read text. These types of participants preferto hear information presented in lecture style or in discussion groups where the ideas are being spoken andrelated to the content presented through other forms. Music also helps auditory learners feel that theenvironment is pleasant and soothing. To appeal to auditory learners, begin new material with a brief explanation of what is coming next andconclude with a summary of what has been covered. Use music to enhance the learning environment asfollows: use faster music at breaks or to get energy in the room; use slow and low volume reflective musicduring writing activities or visualizations; find music to use when you want to inspire or motivate people. Learnthe Socratic Method of questioning learners to draw information from them as you fill in the gaps with your ownexpertise. Include auditory activities such as: brainstorming, buzz groups, quiz shows and discussion groups. Kinesthetic learners learn best with hands-on activities while they are moving about the room. Theyprefer external stimulation and like to be involved in the seminar. One element of kinesthetic learning involvestouch, so it is important to allow these types of participants to feel samples, build their own creations at theirtables or follow along with demonstrations. The other element of kinesthetic learning is movement and allowing 5
  7. 7. participants to leave their seats, role play or play games that hold their interest. They prefer to get the bigpicture first before focusing on details. To appeal to kinesthetic learners, use activities to get them up and moving. Use role plays, quiz shows,discussion groups, presentations and other energetic activities. Use colored markers and pictures thatstimulate their senses and allow them to use colored markers to make pictures or flip chart presentations.Give frequent stretch breaks. Provide toys like stress balls and Play-dough to keep their hands busy. You canalso allow these types of participants to transfer information from one medium to another such as: from paperto flip chart or to a laptop. Just keep them involved and moving as much as possible. Of course, a trainer must use all of the above activities to meet the needs and learning styles of theparticipants. So, when designing a course, a trainer must include activities and content that will reach thedifferent learning styles and preferences. Even when training a JCI course, a trainer needs to be aware of thereactions of the participants to certain activities and make sure not to fall into the trap of only presentinginformation according to YOUR learning style or preference. The Learning Circle: One of the issues that this Commission has been focusing on is the ability of ourtrainers to understand the learning circle, apply it in their training sessions and utilize it when designing theirown courses. We see this as one of the biggest weaknesses of our trainers. During training sessions, we oftensee trainers that are unable to bring the participants through the stages of learning and lack the ability to linkback to prior concepts learned in the course. Even worse, more than half the courses that are submitted for IGand ITF have little or no application of the learning circle to present their content to participants. The learning circle is taught as follows: at the top of the circle is “concrete experience”; move to theright side of the circle for “reflective observation”; at the bottom of the circle is “abstract conceptualization”; andon the left side of the circle is “active experimentation.” Often, by having an experience, we begin to thinkdifferently about things. These experiences can prompt us to reflect on the possibility of making changes orimprovements. When we examine the experience, we are in a position to form generalizations or theoriesabout what is the best way to proceed. Finally, we can test our theories in practice to see if they work. Quite simply, the learning circle can be described as follows: (1) You have an experience; (2) You review the experience; (3) You draw conclusions from your experience that lead to theories; (4) You plan the next steps to test out your theories. (5) You test out your theory with a new experience (i.e. go back to step one) It seems that many trainers do not realize that they must bring their participants through the variousstages of the learning circle in order to reach all the learning styles and begin the process of change inbehavior. There are many seminars that are heavy on theory and content, but provide no chance to practicethe content, reflect on it or relate it to real life. Other seminars are full of activities and discussion, but neverapply the content to JCI or the real world. In other seminars, activities are done without a good debrief and thisallows no time for good reflective observation. When a trainer is designing a course, he/she must respect the learning circle. All modules must startout with a mind-grabber to attract their attention. Then, when introducing the content of the module, it must berelated to the concrete experiences of the audience. In other words, the trainer should identify those areas inthe lives of the participants that make this particular information useful to those particular participants. Once you have related the content to the participants, you have two choices: (1) do an activity to createan experience that you will use as the basis of the learning point; or (2) utilize an experience that has alreadyhappened to the participants (or use a case study) to be the basis for the learning point. With the events that 6
  8. 8. occur during the activity or that occurred in the past experience, you can now allow time for reflection,debriefing and discussion among the participants. Many trainers feel that activities are for Activists and reflection is for Reflectors. This is not entirely true.These learning styles learn best during that part of the circle related to their learning style, but they still needthe other parts of the learning circle to formulate new ideas. For example, Activists like discussion groupsbecause they get to speak, but discussion groups are really best used to reflect on the experience. Similarly,Reflectors need activities in order to observe the actions of others. Sometimes, the people watching a role playor a small group activity learn more from the activity than those participating in it. After identifying real observations and issues from the experience, the trainer then must take theparticipants through the process of developing theories about their observations and how they could do betterwith that experience the next time. Again, this is where a strong debrief can be useful or having content thatexplains different methodologies for dealing with that particular experience. The reflective observation simplyhelps participants to realize that things could be better, but now the trainer helps them develop theories on howto make it better. The final stage is to plan the steps necessary to test out the theories in the next experience. Here, thetrainer must have real life examples to use in order to show how the theories have or have not worked. Usinga case study can be helpful, but equally useful are the examples that come from the audience. Doing anactivity, reflecting on it and developing theories is a useless process unless you show the participants how itcan be used in the real world after the seminar ends. When participants can see how this information and thetheories developed can be used to improve their lives or their situation, the trainer has begun the process ofreal behavioral change in the participant.Credibility of the Trainer Have you ever sat in a seminar and asked yourself: “Why is THIS guy teaching this seminar?” Or, youlisten to a trainer talk about leadership and you personally know that this trainer was a terrible leader whenhe/she was president of the organization. Without credibility, a trainer as almost no chance of being effectiveas a facilitator of adult learning. Every trainer should be fully aware of their background, experiences andreputation before deciding to train any particular course. People often say that to be an effective leader or trainer, you have to “walk the talk.” (“walk it like youtalk it”). To have credibility with your words, you need to practice what you preach. In other words, people willwatch your actions and see if they correlate to the words you say in speeches and seminars. If you do not haveexperience in the field that relates to the topic that you are training, a large majority of the room will wonderwhy you are the person training this particular course. In JCI, this is particularly important with our official courses. How can someone who has never been aLocal President or even a Local Vice President conduct the course JCI Admin? If a trainer has no experiencerunning a small company or dealing with social responsibility issues in a large corporation, why would they tryand conduct JCI CSR? If you have never designed a course or if the only course you ever designed was a onehour course for NG submission, do you think you really have credibility to conduct JCI Designer? Furthermore, as discussed later in this manual, you need to be very careful when you consider whattopics you pick for your own courses. Just because you have read a book about management and can write aseminar about it, does not mean you have the credibility to conduct the course. Have you ever been amanager? Did you ever lead a team and have to deal with conflicts between team members? Do you havepersonal stories and examples to give the participants about management? If a participant asks you a questionabout how to handle a particular situation in his office, can you think it through immediately and help them thinkof a solution? I cannot stress enough how important credibility is to the success of your seminar. 7
  9. 9. If you do have experience in the field you are training, the next thing to consider is how you presentyour credentials to the audience. In short, how do you let them know that you have the credibility to conductthis course? Some trainers will start off their seminars giving a detailed resume of their past successes,including job experience, JCI positions and awards won. This can sometimes turn into a bragging session andit might actually turn off the audience. Other trainers that are extremely qualified to conduct a course, never letthe audience know any of their qualifications. While this shows humility, it does not do the trainer justice inreaching each of his/her participants. The best way to be credible is to be a savvy trainer who works certain information into his/her seminars.For starters, the trainer can have a short introduction prepared so that the organizer of the course can givesome brief qualifications. There is no need for the trainer to then share his/her resume with the audience at thebeginning of the seminar. A seasoned trainer will let the audience know of his experience through theexamples he uses, the stories he tells and the answers he gives to questions. If you are a savvy trainer, theaudience will get the message that you are qualified to conduct this course and they will never realize why theyknow that to be true. One final way that a trainer can build credibility with the participants is to know the audience and tomatch their expectations with your objectives in the course. As we learned in JCI Trainer, you need to knowwho is in your audience, including their demographics, their knowledge level and their experiences. Moreover,we learned that a good trainer always discovers the expectations of his audience early in the seminar and triesto realize their needs and wants, while dealing with their fears and threats. Accordingly, a seasoned trainer willalways find out their realistic expectations and relate them to the objective of the course. If necessary, thetrainer will alter the content to meet the knowledge level of the participants. When a trainer does these thingseffectively, the participants will find the trainer credible.Your Training Style The remarkable thing about training styles is that so many different kinds of trainers can be effectivedespite the fact that they have completely different training styles. Some young trainers will try to copy thetraining style of a more experienced trainer, especially if that trainer was a mentor to the young trainer.However, the thing that makes a trainer unique is his/her training style and you should never try to copy thestyle of someone else. Some trainers have a more dynamic personality and can infuse energy into the room as soon as theyenter it. Some trainers are very motivational and inspirational with the ability to challenge their participants togreater goals. Other trainers have more of a motherly or fatherly style where the participants feel safe withthem and trust them. There are some trainers who really make the participants feel as though they care aboutthem. Still other trainers are so intelligent and educated that participants believe nearly everything they say. There are trainers that can tell amazing and inspirational stories. Other trainers are great at painting apicture with words or being very detail oriented. Some trainers are humorous in general and some trainers arewitty only during the dialogue with participants. I have watched trainers that are emotional themselves or thatcan bring out emotions (even tears) in the participants. There are trainers that can speak for an hour withoutnotes, some that use mind-maps and some that are very effective trainers who use the trainer’s guidefrequently during the seminar. Knowing this to be true, it is important that you utilize your strengths as a trainer and perfect your styleof training. Of course, you can try adding certain techniques to your arsenal of training skills, but you mustalways be true to yourself first. Just because a certain technique works for one trainer does not mean that youwill be able to pull it off effectively. Trainers are different and some trainers are polar opposites. In fact, that iswhy some of the best JCI courses are conducted where two trainers have very different styles and thus, canreach all of the learning styles and preferences of the participants. 8
  10. 10. That being said, it is always useful as a trainer that you continue to learn and grow. Try and pushyourself beyond your comfort zone in some seminars. If you have problems with the volume of your voice, trydoing a seminar where you really focus on keeping your voice up. If you are a very serious trainer, try oneseminar where you are more informal or even try humor. If you love Power Point, try doing a seminar with onlyflip charts and props. You never know how good you can be as a trainer until you get out of your comfort zone. When you speak, you must be aware of your tone, volume, pace and pronunciation. Some trainersspeak very fast and this can be difficult for participants (especially at the international level). The audiencecannot process the points as fast as you can say them. You must give them a chance to catch up and thinkabout what your last words. When training internationally in English, you must speak slowly, use simple wordsand pronounce your words correctly. It is also a necessity that you avoid being monotone, which is a morecommon problem than you might think. Don’t bore the audience, practice how you speak. Another effective tool is silence. If you learn how to use silence or even a pause in your delivery, youwill find multiple uses for it that can be effective in different situations. A pause can be used to stress your nextpoint or the previous point. It can be used to regain the attention of your participants or to make talkingparticipants be quiet. Silence can even help stimulate the creativity of participants or to help them be moreinteractive. The key is that a trainer has to be comfortable with silence and this is no easy task. As witheverything, this, too, takes practice. Additionally, a good trainer needs to know how to ask effective questions. Too many times, we heartrainers ask close-ended questions that elicit one word answers. You must learn to ask open-ended questions.To practice this, look through your seminar and find areas where you might ask the audience to answer aquestion. Then, think of three or four versions of the question until you find a version that you are comfortableasking. Also, you should learn how to use the Socratic Method of questioning. I will not go into detail here, butask an experienced trainer about it or look it up on the internet. During any training course you conduct, it should come natural for you to repeat information from earlierin the course or relate content in one module to the content in a previous module. If this does not occurnaturally for you, then you need to write notes into your trainer’s guide to force you to link the material indifferent modules. Participants learn best if they can see how new information relates to information previouslyprovided or activities that were previously performed. Further, they will have a better chance of rememberingthe information, if you repeat it and summarize it several times. As stated elsewhere in his manual, you must have stories and examples at your fingertips to havecredibility with the participants and to make the content come to life. Where can you get these? Well, youshould be able to pull a vast number of examples and stories from your own past experiences, so you shouldfirst sit down with the material and think of some stories from your own past. You can also speak with otherleaders or managers in your organization or use Google to find interesting examples. Reading business andleadership books can provide case studies and additional stories, too. Sometimes, you can find such stories inchildren’s fables or from ancient mythological stories. Don’t stop until you have examples and stories for eachlearning point – whether you ultimately use them in the seminar or not. Finally, you should always finish strong! Trainers have to be careful that they do not just rapidly movethrough the final modules, closing and feedback just because you are running short on time. A good closingshould summarize the material and check to see if the participants understood the concepts. There needs tobe time for questions and to tie up loose ends. The trainer should also create an environment that motivatesthe participants and calls them to action. Or, it might be an emotional closing or an inspirational closing.Whether it is a captivating story or an analogy that tugs on their heart strings, the closing should be the finalstep in the process of changing the way participants think and behave. Sometimes, trainers provide opportunities for the participants to give final comments and share whatthey will take away from the course. Other times, the final part of the course includes feedback from thetrainers to the participants about skills they practiced in the course. (for example, the presentations in JCI 9
  11. 11. Trainer). When giving feedback, you already know the sandwich method, but do you really give goodfeedback? You must offer more than the basics if you really care about their improvement. Write down onespecific thing good and bad for each person in the presentation. Quote the exact thing they said to show youwere listening. Ask permission to give them constructive criticism and tell them that you want them to be better.Make sure that the personality of the participant comes out during their presentation. If you do not feelcomfortable with feedback, learn from an experienced trainer. It is that important! Whatever you do in your session, just remember to always be yourself. Focus on your strengths as atrainer and show the participants you care about them. Try to develop your own training style and be proud ofthe unique style that you create for yourself. In the end, great trainers are always trying to improve their skillsand they share knowledge with each other. That, in fact, is the very reason for this manual and we hope thatyou enjoyed it.Preparing to Conduct a JCI Course as Assistant TrainerIn preparing to conduct a JCI course, here is a suggested preparation checklist:  Read the introductory information for the course and understand which modules you are allowed to conduct, what resources need to be prepared and the layout of the room  In every trainer’s guide there is an explanation of the Role of a Head Trainer and the Role of an Assistant Trainer. Be familiar with your role and what is expected of you.  Read through the entire trainers guide at least once to get an understanding of the course and so you can see how modules can be linked together.  Make a note of any concepts that are not clear to you, so that you can ask the Head Trainer or another respected trainer to help you understand the concept.  For each learning point, think of an example and analogy and/or a story that could be used to describe the learning point. You might not use them all, but they will be at your fingertips if you need them during the course.  If you do not have a story or example for any particular learning point, you must read books, ask others who may have more experience with that learning point or ask other trainers for some kind of example or story to use there.  Write notes to remind you of these stories and examples in the margins of your trainer’s guide so that you will remember when to use them.  NEVER conduct a seminar on a topic where you have limited knowledge or experience. If you do not have stories and examples, you will not be a credible trainer.  Always apply the content of a seminar in your own life as a leader and business-person. If you are teaching a leadership course and the participants know that you were a bad local organization leader, how will you have credibility?  Write down notes in your trainer’s guide that show you how to link concepts in your module with previous concepts learned in the course.  Set up a meeting with the Head Trainer to go over the concepts of the course and discuss the modules that you will be training.  Practice using the slides in the Power Point presentation, so that you are familiar with when to advance a slide, how to use the timing features and how to use slides that involve multiple clicks before the entire slide appears.  Practice the opening for the course and for each module. Make sure that you understand the mind- grabber and how to introduce the material for the module.  Think about every transition from an activity to the learning point, from the opening to the content of the module, etc. Transitions are an important aspect to sounding like a seasoned trainer.  Prepare any Notes, Charts, Checklists or Mind-maps you need to help conduct the course.Please note: Trainers should never conduct courses simply by reading the slides and merely saying the wordsin the trainer’s guide. If you cannot state the learning points and concepts in your own words, you should not 10
  12. 12. conduct the course. If you have no examples or stories to share with the class on this topic, you should notconduct the course. If you are not proficient in the language that the course is being conducted [where youmerely read the slides], then you should not conduct the course in that language. If you are unclear on aconcept, an activity or a learning point, you should ALWAYS ask the Head Trainer or a Training Commissioneror the Training Administrator (Gunther) to explain it to you. Asking for help is not a sign of weakness, rather itis a sign of maturity in a trainer.How to Research and Develop Your Own Course Every week, the JCI Training Commission has to evaluate 3-4 courses submitted by trainers who areseeking NG, IG or ITF status. For as many great courses we receive, it still amazes me how many bad coursesare submitted. Some trainers seem to have no idea how to develop a course, how to write a course for othertrainers or how to link activities with learning points. here are several ways that you can go about researchingand developing your course. In the paragraphs below, I am going to detail one way that you can use to helpensure that your courses meets the high standards we require for approval as an international trainer. I will not go into any detail concerning training needs analysis. This was covered extensively in the JCIDesigner course. However, I will briefly touch on course topics. When choosing a topic for the course, youmust have an end-result in mind. For example, you should be able to complete this phrase: “At the end of thiscourse, participants will be able to...” Following that phrase, you should be able to complete this phrase: “It isimportant that participants will be able to this because . . .” Too often, people design courses based on a book they read or a methodology they learned in anotherseminar. You can take Steven Covey’s book called Seven Habits of Highly Effective People and make aseminar about it, but why are you doing this seminar? It would be very easy to break up the seminar into sevenmain points, use examples right out of the book to illustrate the points and throw in a few fun activities, butwhat would you hope to achieve with this seminar? Will you offer anything different to a participant that theywould not get from just reading the book? Will participants think your course was worth attending? If youcannot answer these questions, you might want to reconsider your topic. Similarly, you might have attended a negotiation workshop and maybe you learned some great tips andtactics for effective negotiation. As a trainer, you return home and start designing a course based on those tipsand techniques that you felt were most useful. Then, you might submit the course to the Commission and wecan see the wonderful techniques, but there are deficiencies. Where is the mind-grabber? What is the theorybehind the techniques? Where are the resource citations? Has this trainer used these techniques in real life orjust learned them in a seminar? How would you apply this in a real world situation? Why are the techniquespresented in a way that does not respect the learning circle? Of course, you can imagine that this trainer wouldget an email asking all of these questions and asking for improvements to be made. So, where should you start? First, you should choose your course carefully with a couple of things inmind: (1) Do you have expertise in this area? (2) Do you have real life stories and examples for this content?(3) What do you want the participants to accomplish when the course ends? (4) Why is it important that theparticipants understand this information or learn these skills; (5) Why would participants want to attend thisseminar? Once you are able to answer these questions, you can then begin formulating your ideas. The next step is for you to do research. You might begin by reading books on this subject or doinginternet research on the topic. Do not just stop with one or two books because you might miss alternativetheories or techniques that are even better than your original find. Write down the main ideas and divide theinformation into small chunks. There are many ways to do this, so do not get stuck with one acceptable way.Some people use mind-maps, while others use bullet points and still others simply use a grouping method withcircles. Find a way that works for you. 11
  13. 13. Once you have your overall objective and your main learning points, you simply need to follow themethodology set out for you in the JCI Designer course. I will not cover that information here because you canlook through the participants manual from JCI Designer to re-learn the process. I would suggest, however, thatyou consult with a more experienced trainer during the development of your course to stay focused onproducing a quality course worthy of submission. Do not put your name on a course that is below your normaltraining standards. Once you have the majority of your course finished, think of a good mind-grabber for the beginning ofthe course and for each new module. Even better, think of two or three mind-grabbers for each module and forthe opening. Try different forms of mind-grabbers from statistics to humor to story-telling. Stretch the limits ofyour creativity until you are comfortable that your mind-grabber really grabs the attention of the audience. Add devices into your course that help to emphasis the learning points. You might use alliteration: TheFive P’s of Motivation. You could use a fable, parable or myth to tell a story. Are there slides or special flipcharts that are used to emphasize key points? Do you repeat information several times and link content fromone module back to what was learned in the beginning of the course? Are there summaries at the end of eachmodule and again at the end of the course? Use these elements of course design to make your course standout. When you add activities, games and role-plays, make sure that you provide detailed and clearinstructions for the trainer, not just for the participants. Remember that you are writing a course for anothertrainer and that trainer might not have seen an activity or game like the one you describing in your trainer’sguide. There should be an overview of the activity, instructions on how to present the activity and even sometext for the trainer to say in order to clearly instruct the participants correctly. Be careful not to use activities, stories or phrases that have become over-used. If your course has anactivity or illustration in it that has been used by many other courses, it will not be effective, especially whenyou are training professionals who have attended many courses. For example, this illustration/activity hasbeen used over and over again: “Everyone raise your hand as high as you can. Now, raise it a little higher.See? You can always do a little more.” If you have seen it several times in different courses, don’t add it toyour course. Also, make sure that you understand the real meaning behind a story or activity before yousimply insert it into your course. If it makes no sense in your course, it causes the Commission to questionwhether you even understand the concepts of adult training, not just course designing. Assess your course to determine whether it respects the learning circle. Does your course relate to theexperiences of the participants? Do you use case studies, activities or other sources to allow discussion abouta concrete experience? Is their sufficient time allowed for participants to reflect on the experience and discusshow things could be improved? As a trainer, do you then lead the group on a quest to develop new theoriesbased on their reflections and observations? For these new theories, do you have stories and examplesshowing how this would work or not work in real life? Does your course take them through the next planningsteps to utilize these new theories in the real world? If you answer “no” to any one of these questions, youneed to go back and read the section on the Learning Circle again. Prepare your handouts and Power Point slides in accordance with what JCI teaches in JCI Trainer andJCI Designer. Your handout must make sense with the course and must be an effective tool to help engage theparticipants. Do not just copy your slides onto paper and call it a handout. Do not just put a few key words on apiece of paper and call it a handout. Think about what the different learning styles and preferences requirefrom a handout. Similarly, with your slides, make sure that they include only key points and pictures that arerelevant. Do not make your course merely a slide show presentation. Finally, when your course is completed, do not simply upload it for submission. The first thing youshould do is to conduct the course yourself to see if the concepts and activities work. Subsequently, youshould have another trainer attempt to conduct the course simply from reading your trainer’s guide in order tosee if he/she can present it correctly. You should also send your course to your mentor or some high level 12
  14. 14. trainer to get their thoughts on the course. Be patient to ensure quality in your course. Rushing to upload yourcourse before you are sure it is a quality course, only works against your reputation and your credibility as atrainer. The JCI Training Commission is proud to serve this organization by certifying new trainers andevaluating course submissions. We are here to protect the credibility of our trainers and the integrity of ourorganization. Sometimes, trainers can feel as though the Commission is too strict or that we are making theprocess too difficult. There are some trainers that feel that they are good enough to rush through thecertification process quickly. That might be true, but when there are hundreds of trainers from hundreds ofcountries all trying to move up as quickly as possible, the Commission must exercise caution to make sure thatquality trainers are being certified and quality courses are being approved. It has been a pleasure to serve JCIin 2011 and we wish good luck to all the JCI trainers world-wide. Patrick Knight 2011 JCI Training Chairperson 13
  15. 15. Part IITraining Tips and TechniquesFrom JCI Trainers World-Wide 14
  16. 16. Roberto Noronha (ITF)JCI Macao  Never rush Assistant Trainers to end a module when they are over-running: There are many factors that can lead to modules over-running. As a Head Trainer, if you discover your Assistant Trainer is over-running in his/her assigned module, NEVER rush the Assistant Trainer to end the module. This will only make the Assistant Trainer panic and fumble through the remaining Power Point slides. For the participants, it will mean messages become unclearly explained and poorly presented. As the last impression can leave a lasting impression, this rush to end the module could induce the participants to believe the training was not conducted professionally. Instead, if you discover your Assistant Trainer is over-running in his/her assigned module, step in and quickly summarize the remaining main points that need to be addressed in the module in point form. This way, the participants can receive the remaining main points in a clear and structured manner. After the training, as Head Trainer, don’t forget to evaluate with the Assistant Trainer what caused him/her to over-run. This will help the Assistant Trainer to improve upon his/her time management.  Testing your Assistant Trainers for JCI courses: As Head Trainer, in order to facilitate your Assistant Trainers to master JCI Courses, inform them before the course to carefully observe whole course as you will be testing them after the course to see how much they have mastered it. Assistant Trainers become more attentive when they are told they will be tested. After the course, ask the Assistant Trainer to explain to you how some of the activities were conducted, some of the examples you had cited to help the participants understand concepts and how some messages in the course were conveyed. If the Assistant Trainer can answer them, it means that they had observed what was going on in the course, but more importantly, they do understand how the course is conducted and it will be remembered. This simple exercise can effectively help the Assistant Trainers master the course. If the Assistant Trainer has difficulties in answering the questions, DO NOT PUNISH THEM. This exercise is purely to help the Assistant Trainer. It is not an EXAM. It merely points out where the Assistant Trainer needs to put more time into studying the course to master it.  Two ways to enliven what you have to say: All of us have experienced what it is like to listen to someone who talks in a flat tone. It creates a boring atmosphere. Here are two ways you can avoid a flat tone in your trainings: (1) Smile when you talk – It’s strange but true. When you smile and talk at the same time, your voice automatically becomes livelier. (2) Develop your story telling skills – Have you noticed when people read stories to their children or tell things to friends as a story, they have all the exciting intonations in their talk. It’s strange but true. Practice your story telling skills and apply it to your trainings and you can enliven what you have to say.  Flipping through Power Point slides Without Anyone Knowing: You are on slide 12 and need to go to slide 16. If you flip through slide 13, 14 and 15 and their animations, you could look disorganized skipping through slides. What can you do? Press ‘1’ and then ‘6’ (for 16 – the number of the slide you want to go to) then press ‘enter’ and you will automatically be directed to slide 16, without having to go through slide 13, 14 and 15. It is like slides 13, 14 and 15 were never there. Of course, you will need to know the content and order of your slides to perform this trick!  An alternative to a laser pointer: A laser pointer can be irritating when the red dot is waved madly on the screen. An alternative is to use the highlighter in MS Power Point. In your Power Point presentation mode, right click your mouse and select “Pointer Options”. In the sub-menu that appears, select “Highlighter” and you are ready to highlight any text. To cancel the highlighter function, just right 15
  17. 17. click the mouse again and select “Arrow” in the “Pointer Options” under the sub-menu. If you select “Felt Tip Pen” in the Pointer Options, you can actually draw on your PowerPoint screen too. This is great for words you may want to circle. Avoid the word “TEACH” in your training for adults: Avoid using the word “teach” (or its synonyms, such as “advise you”, “educate you”, “demonstrate to you” “instruct you” or “show you”). When adults hear the word “teach”, they immediately feel that you think they are ignorant and you are more superior to them. Strange but true, adults do not like to hear the words “I am here to teach you”. Psychologically, adults associate teaching for children. So, if you tell them you are here to teach them, they will think you are degrading them to children. They may then develop a natural resistance to what you are ‘teaching’ them. Worst-case scenario, when you tell them you are here to teach them, they will want to prove you wrong. Instead, tell the participants you are here “to discover with them”, “to find out with them” or “to discuss with them” how we can make improvements”. This way, the participants will feel they are evaluating the issue with you. Psychologically, adults accept evaluations. Furthermore, through an evaluation, they feel they have a contribution to make improvements. This will create an atmosphere that is more open- minded compared to an atmosphere which is more close-minded when one feels he/she is being instructed through the word “teach”. Setting this open-minded atmosphere will better allow you to take the participants on the learning circle journey and encourage more inputs from them. Slides with less give you more: It is very common to see PowerPoint slides (or flipcharts) that have too much information on them. This can hinder the flexibility of your training. As a trainer, place only the main points you need to address on the slides. This will give you the flexibility to better control the training. Remember, if you put a sentence on the slide, you have to discuss it. By putting less on the slide, you have more flexibility to control the direction of the training and the subsequent discussions. You can more easily adapt the training to the level of knowledge of the participants. You more easily add and develop points or skip parts that are already known by the participants. Don’t allow the contents of the slides to determine what you have to say. Put less on the slides and you can have more control of the training. Remember, you are the trainer and the Power Point is just a guide. You control the training program, not the slides. Also, slides with less prevent you from reading slides so you can really face the participants and transfer your knowledge to them, instead of transferring what is written on the slides. However, if you plan to use this strategy, you need to be very familiar with the contents of the training program. Dealing with the challenger: When training people you know, the training can be smooth. However, when training people you do not know, the training can be disruptive as there may be people who like to challenge you. As you are not with your home crowd, people may not be so ready to accept the messages you present. Do not worry. Always allow the challenger to present his/her ideas. Embrace what they say as an alternative solution to problems. Remember, there is no right or wrong answers. Furthermore, you can present the training as a sharing among the participants. In training, participants learn from each other as well. Never confront the challenger. This will only make matters worse. Remember as a trainer, you have to be open-minded to serve as an example to the participants to encourage them to be open-minded. If you insist on your point, so will they and the arrogance can lead to open conflict. People who challenge your ideas may not be disruptive for your training, if they are properly handled. They could add value. Respect what they say and they can serve as a resource person. You may even learn something from the points they raise. However, if the challenger is out to mock you and what they say is of no value, then you may need to put a firm stop to it. You can do this by evaluating what they say with the participants. If the participants evaluate what the challenger says is of no value or makes no sense, the challenger will soon step 16
  18. 18. down. Properly handling challengers is a skill that can greatly help you control the success of your training, especially among people you do not know.  Handouts are useful: When people go to trainings, they expect to learn something and take something away. This is why they look for a handout. If no handouts are available, they will have a discounted impression on your professionalism. The worst thing that can happen is when they ask you for a handout and you reply that you do not have one! Professional trainers will always have handouts. Don’t let people discredit your professionalism as a trainer because you do not have a handout. Always prepare one, whether it is printed in hardcopy or can be downloaded from a website. Also, remember that your handouts should be properly prepared. A poorly presented handout can also discredit your professionalism as a trainer. Moreover, avoid giving handouts that are just a copy of your Power Point slides. Remember, this is a training and not a presentation.________________________________________________________________________________________Nicole Van Hooy (ITF)JCI Netherlands  Check your venue: Always, and I say Always check on your venue and room where your training is planned. A good trainer cannot afford to come in, discover the room is too little, too large, too warm, too cold, not equipped as requested etc. A good trainer always checks out the venue before the training, preferably even one or two days before so you can adapt your seminar if necessary to the room of so you can arrange for materials that are missing, equipment that is different etc. Getting into the room for the very first time at the moment that you are supposed to start is delivering bad quality as a trainer.  Feedback basics - Most trainers know the basic rules for giving good feedback;  it has to be timed right,  to the point,  addressing the issue not the person,  is specific,  is formulated from yourself and  gives a direction you would like etc.  Action-based feedback: A very different aspect for trainers to give good feedback is that you never give feedback on the content of an exercise. What do I mean? As a trainer you will use a lot of different techniques to try to learn your participant’s new ways of doing things. One of those techniques is for example a role play. So when the participants did the role play it is not important WHAT they choose to do but only HOW they choose to do it. So, if in a role play a participant chooses a different path or solution than you would have chosen, this is not important. It is important how he chose the path/solution and you as a trainer should not give feedback about the chosen solution but only on the way the solution was chosen and/or implemented.  Entertain your audience: It becomes more and more necessary that you as a trainer entertain your audience. Your audience has a lot on their minds, a lot to do and too little time to do it. So, if they choose to spend their time on your seminar, you have to give them everything they hoped for. I have seen a lot of good people, stars on their professions, but not good trainers. I good trainer plays with his/her audience, makes it a pleasure to learn, uses practical examples from daily work or daily live to enlighten the training. The energy level in the audience is high. If you feel that the energy level in the audience is not high, please do not continue in boring your audience to death! Be a professional; use different techniques, different styles, different exercises to make your point, because nothing is as boring as a trainer that just delivers his/her message and not caring about the audience. 17
  19. 19.  If the exercise did not go the way you planned: Sometimes you plan an exercise and it does not go the way you planned. The direction the participants choose was not the direction you planned; the way the participants acted did not reflect the purpose of the exercise etc. For this reasons you cannot make the point you wanted to make about your subject when you decided to use this technique. What to do? Never, never try to talk about how the exercise should have gone. If an exercise failed in proving your point; just admit it. Say things like; Ok, this was not exactly what I planned, what I wanted to point out is… or things like it. A trainer that tries to change the way an exercise worked by trying to talk the exercise in the way ”it was supposed to be” loses his/her credibility.  Always review an exercise: What is the whole point of doing an exercise and then failing to review it or give feedback to it. An exercise without proper feedback should not be done; it’s wasting the participant’s time! So any trainer that decides to lose the feedback or review due to lack of time should not do the exercise at all! Exercises are not for the amusement of the crowd, in a training they are supposed to teach your participants something about your subject and this is not possible without reviewing them!  Always debrief your assistant trainers: If you are a head trainer of a course, you always have to debrief your assistant trainers. Even if there is no time after the course, be sure that in one way or another (SKYPE?) you debrief your assistant trainers. Go over the parts that went not smoothly, give them tips about how to do better, give them time to talk about their fears, accomplishments and failures. A good debriefing learns the assistant trainers more than they learn “on stage” it’s your task to help the assistant trainers to learn and to become better. There is no excuse not to have at least 2 hours with your assistant trainers after a training course.  Delivering bad news: As a Head Trainer for a JCI official course you are responsible for developing other head trainers. This is a serious task that you should not take lightly. A lot of trainers are scared/unwilling to tell their assistant trainers that they should do better, know their training modules better, deliver them better, etc. They do not want to deliver the bad news. But who are you helping? The assistant trainer, which you deprive from becoming a better trainer? The audience, that has to cope with new head trainers not suitable for the job? Our organisation, that has to deal with bad references about JCI trainers? Nobody. So, be a good head trainer and take your job seriously; get over your reluctance but do your duty.  Hide your mistakes: Nobody knows what the exact content is of your training. So if you make a mistake (forgot a remark, made a mistake in a story, forgot a slide, skipped an exercise) nobody will know unless YOU tell them! And why would you? They will not know what they missed and so they do not miss it at all. Just go on with the show and do your training. Only if the exercise/remark/slide is absolutely necessary to understand your training, you have to show it/tell them. And if you do; do not introduce it like “I am sorry, I completely forgot”, or even worse “sorry I did not prepare for this”, but be a professional and fit the thing easily somewhere in your speech/story.________________________________________________________________________________________Patrick Knight (ITF)JCI USA  Losing your place: If you are in the middle of a module, forget where you are in the manual and you are far away from your notes, don’t panic. Just repeat the last piece of information you gave to the participants and ask them to think of a time where they encountered that issue. Tell them that you will give them about 20 seconds to think about it. This gives you 20 seconds to walk over and check your notes. After finding your place, ask anyone if they want to share their story and then you can just move on smoothly. 18
  20. 20.  To make beautiful flip charts: Find an image on your computer and use a projector to show the image on your flip chart. Then, you just trace the image on the flip chart, color it in and you have professional looking flip charts pre-prepared before your course. Why use smiley faces and stick figures when you can have professional looking clip art and cartoon images?  Preparing an Assistant Trainer: When you are Head Trainer of a course and you are assigned an Assistant Trainer, have the AT study the entire trainer’s guide before telling them which module you will assign them. Then meet with them a few days before to go over the whole course. Only after this meeting, should you assign modules to your Assistant Trainer. This will ensure that they understand the whole course and learn how to link to other modules.  Clear instructions: Whenever you give instructions for an activity, you need to make sure that the instructions were understood by the participants. However, you should never say: “Do you understand the instructions?” No participant wants to be the ignorant person who did not understand, so they may not respond even if they do not truly understand. Instead, take ownership of the instructions and ask it this way: “Were my instructions clear or shall I repeat them?” In this way, a participant can ask you to repeat without feeling ignorant.  People are human first: Remember people are human and may have other things going on in their lives besides the training. That includes your co-trainers, as well as your participants. As much as you need to keep control of your seminar, don’t ever forget that people might be dealing with tragedy in their life: loss of a loved one, loss of a job, going through a divorce, etc. Before chastising someone, talk to them and see what is going on in their head. Show compassion and understanding first.  Covering topics needed by participants: Before the course starts, have participants write down one topic or question that they hope is covered in the course. Ask them include their email address if they would like to do so. You can review the responses at one of the breaks to see if there is a topic or question you can fit into the training, or you can tell them that you will respond to them via email after the course with some thoughts. For outside training, this gives you a great way to continue the conversation and get repeat business as a speaker/trainer. Plus, since few trainers actually follow through with these types of things, it will set you apart.  Use local music: As international trainer, find local music of the country where you are training and try to use it during breaks or even during course. While music from your country is also a nice mix into the playlist, having local music helps put the participants at ease and may even spark a conversation as to how you knew about that music.________________________________________________________________________________________Deniz Senelt (ITF)JCI Turkey  When participants arrive early: Although participants are expected to arrive before the time of the training session, in many occasions, a lot of people come late. I don’t want to lose the late ones but also I don’t want to punish the ones who were there early by waiting. So, I always start my session on time with some extra material related to my topic but not crucial for the session. I use something fun like a video clip, a song, a joke or a story. After this bonus material, I greet the late-comers and start the training. This way, the ones who were on time feel like they got something extra for being on time and it adds to the mood of the session. 19
  21. 21.  Greet the participants: I make my sessions personal. First of all I greet the first-comers (the first 15-20 participants at the door) by shaking hands and learning their names. This assures some people to be more interactive, making them less hesitant to answer questions. Secondly I give something to the participants sitting at the first two or three rows - something like Turkish delight to taste or a little ‘boncuk’ sticker, which has a story in my culture. This also makes people more willing to sit in the front and helps to create some bond from the start.  Analyze your participants: I analyze each and every one of my participants looking for hints that reveal some potential in them and I casually tell what they have that would significantly add to them if they invest in it. That means I personally tell motivational words to participants - no lies no exaggeration. But as we are experienced trainers, we should be able to recognize where the potential lies in people and it takes just more concentration and a bit willingness to look for it. In the end, I may find something to tell a few of the participants that really changes their lives and years afterwards, they tell me that they continued in this or that field thinking. In the end, I made them aware about themselves.________________________________________________________________________________________Yogesh Chandek (ITF)JCI India Designing a course: This is how I used information in the JCI Designer Module 4 –Trainers Guide in orderto design my own course:  Research and finalize the resource text: Let’s say you plan to do a module on this very popular book - One Minute Manager - (showing the book to participants while holding it high), you will be reading the book, or say a business article, or other resource text.  Divide the text in small chunks: Upon reading, you found out that the book contains three important parts or major points, namely: one minute goals, one minute praisings and one minute reprimand and how they will work for you...so, in this case, the training module that you will do will have three parts as part of the body of the contents...similar to how the reference was partitioned logically for easy understanding of the readers.  Create Slides with major points of each chunk: Aside from the usual opening slide and slides on introducing the participants, training objective, training outline, etc., we begin to create the contents of the training module by dividing the major points into slides one after another.  Write additional information and instructions for each major point: If there will be further insights or further sub-topics per major point of the contents, we add more slides to further discuss the same....additional slides per major topic may also include proposed learning activities(which will be discussed in a different module) among others...” (here you may show that one minute goal/praising/reprimand has sub-topics as shown in the reference book, cite if there is, then say that you will add more slides to discuss or explain each sub-topic of the major points.)  Review and update slides: Go back to the slides per major point, further review the reference material and make further editing of the slides to make it more understandable to its prospective participants.  Repeat process for each chunk: We repeat item 5 to each major point until all major points have been reviewed and slides updated. 20
  22. 22.  Combine all chunks in one course: We finalize the major points or chunks to one course...and come up with a course to be titled “One Minute Manager and the JCI Chapter Leader.”________________________________________________________________________________________Reggie Yu (ITF)JCI Philippines  Use short stories: While most JCI official courses are designed to incorporate group activities, the general direction is still geared towards lecture format, with limited opportunities to allow for personal innovation. If I come across a concept that is too technical that may bore the audience, I usually employ short stories that will engage the participants more. The stories should, of course, relate to the topic at hand. Adults love to hear short stories and personal experience, group support, and mentoring are the best methods Ive discovered in sustaining their interest over an extended period of time. Moreover, I provide participants with ample opportunities to respond by asking questions, encouraging them to ask questions, answering their questions, and questioning their answers.  Tailor your training to the participants’ culture: In the course of my training internationally, I have found out that Asian participants respond better to training games, simulations, and role plays that add emotional elements to learning; while Europeans and Westerners are more comfortable with sit-down, problem-solving activities. I tailor-make my training to suit cultural preferences while adhering to the training objectives laid out in the training manuals.  Make eye contact by looking at eyebrows: I found out that many JCI trainers are having a hard time in looking people in the eye. Making and maintaining eye contact shows interest and is an important part of social interaction with other people. People who constantly avoid eye contact usually appear nervous, shifty and lacking confidence. A good tip in giving the participants the impression of having the JCI trainers looking them in the eye is to look at their eyebrows instead.  Be careful with your words: Avoid messages that reinforce your power as a JCI trainer or one that emphasizes extrinsic rewards. Instead of saying, "I require," "you must," or "you should," I usually say, "I think you will find..." or "I will be interested in your opinion/reaction/feedback." This way, it will strengthen and make the participants realize their own self-worth.  Respect participants: Treat all participants with respect, regardless of background and training level. Patronizing behavior may work for primary school teachers, and "drill sergeant" strategies maybe effective in military book camps. However, as I have learned, most adult learners (JCI participants, in particular) will not respond well to these techniques. Give participants their dignity, and they will give you their best efforts. Moreover, hold JCI participants to a high standard. If they are not required to maintain a specified level of learning and performance, only the most highly motivated participants will devote the time and effort necessary to learn. In contrast, maintaining high standards not only will motivate adult learning, it will also be the source of personal feelings of self-accomplishment when those standards are met.________________________________________________________________________________________ 21
  23. 23. Frédéric de Boulois (ITF)JCI FRANCE  Have self-confidence: Im self-confident with the participants. And I’m convinced that the knowledge is most of the time in the room. So while training, by questioning participants properly we can lead then to discover theory of the course then, when showing the slides…..the participants surprised themselves of their own knowledge and have the impression that in fact they know that for long. So in my opinion, we obtain better memory of the training content.  How to get the room silent: To obtain silence during a training, while participants are taking, just stand face to the participants with a sincerely smile and have ours eyes catching each participant one by one, we obtain silence in less than 15 ".________________________________________________________________________________________Olga Majzoub (ITF)JCI Lebanon  Answering questions from the audience: If you receive a question from the participants and you are not able to immediately think of an answer, direct the question to the participants saying "What do you think the answer is?" and get their input. You will gain enough time to think of a good answer and you might even receive a few good answers from the participants themselves that you can build on.  Choose your training topic carefully: Select something that you are very passionate about. Then you will really enjoy the researching process and you will end up reading more and therefore have more knowledge about the subject. Also, when you are delivering your training, you will be more excited and your passion will give you energy which will boost your performance.  Walk the talk: Make sure you apply all the techniques of your training in your everyday life. This will make you more credible and will give you many personal examples to share. It will also help you handle any questions that you might get. Also, you should be a living example to your participants and the proof that these techniques work well.________________________________________________________________________________________Carlo van Tichelen (ITF)JCI Belgium  Help participants remember: No course content is secret. The more a participant repeat the knowledge the higher the change of reaching the long term memory. Use flipcharts, with models, graphical charts and graphics to decorate the room in order to help your participants remember. It can also be helpful during your own recap in order to mention everything they have learned so far and prime knowledge they will learn in the next part of this course.  Always use the rule of three: Tell them what you are going to tell, tell it and tell what you told them. Also, your modules can be broken into three main arguments, again split into three parts to learn, and 22
  24. 24. based on three theories or methods. It’s easy to remember, helps you to recap, downsize or deepening any matter at all times.  Tease the audience before breaks: Before breaks, between modules or days, make your participants eager to learn or take the next step. End with sentences like: Would you like to know more of the secrets of online communication? Are you eager to know how others perceive you day by day? Or find out how you can turn Facebook into a cash cow ... that’s all for you at 14.10 pm after the break you earned so far._______________________________________________________________________________________Filipe Carrera (ITF)JCI Portugal  Invest in those who show up: You are the trainer in one session that organizers say that will have 100 participants. Time to start arrives and you have 6 people in room for 100 people and they completely dispersed, they are interested in your session and you feel unmotivated because of the 94 that are missing. First, concentrate on the 6 people that are willing to invest their time and effort on what you bring, forget the 94. Second, move the chairs and put people in a circle in which you are included and then start your session in a conversational mode. Participants and you will enjoy that rare opportunity.  Use videos: In YouTube you can find great videos that can help you illustrate a situation or a concept, use then in trainings, but avoid to use them online, because “Murphy’s Law” will be present. There are extensions in browsers like Firefox or Chrome that enable you to download the video to your computer or to any external driver, that way you will not be caught by surprise.________________________________________________________________________________________Timo Holopainen (ITF)JCI Finland  Signs between trainers: If you are working with co-trainer or assistant trainer, agree beforehand how you will communicate with your body language that the trainer who is not on the stage has something to add. One possibility for relevant information, which onstage trainer can add, is to either stand up or turn to face the trainer who has the stage. Works best if the co- trainer/assistant trainer is behind the participants.  Remember always to repeat the question: This way you ensure all participants hear what the question is and you also buy yourself time to form the answer. Repeating question is especially important in training with large attendance and large auditoriums.  Use the participants and co-trainers as a resource: If you run into topic or word which you do not know, or if there is a question which you do not know answer, you can always turn to your participants/co- trainers and ask “do any of them have experience in this matter”. This way you can avoid panic reactions and you also buy time for yourself to form the answer if no one else has knowledge. 23
  25. 25.  Meet with AT via Skype: When you are Head Trainer of a course and you are assigned an Assistant Trainers, schedule beforehand physical or online meetings with Skype. Send the latest course materials to the assistant trainers before this meeting and ask them to read though their modules and explain to you what are the main topics/slides and possible issues they have with the module. This way you get to know your assistant trainers style, ensure that they have prepared well beforehand and you get a feeling how they would ensure learning possibility for the participants and themselves.________________________________________________________________________________________Sébastien Monnet (NG)JCI France  Problems among participants: How to get back a group that starts to have interpersonal problems? This situation often happens when there is a big group assignment where all group members have to actively participate in it (JCI Trainer, JCI Designer). The tip I use is to first; repeat the importance of what they are doing for the members of the organization. Then I make each group member to tell me why he/she thinks the subject is important for the people in the organization, and for the organization itself. Then, I ask them why the way they chose seems to answer well to the need. Usually people that are misunderstanding each other are not sharing the same vision and dont have the same context in mind. After discussion, the group members agree on the vision and the objectives. And the work starts again, and people are enriching themselves from the difference of point of view. Sharing and agreeing on vision and objectives is often useful to coordinate individual actions in group action. This tip works in project management as well.________________________________________________________________________________________Suzette Plaisted (ITF)JCI USA  Pretty flip charts: You can print photos or clipart and paste them onto the flipchart pages. It adds a lot of color and texture, especially if drawing on a flipchart is not a strength for you.  Prepare flip chart in advance: It is always a good practice to prepare your flipcharts in advance of your training. Bring a backup flipchart pad so if a page is missing or you need to change something you have an extra pad to change out. You won’t be seen flipping to pages to find an empty sheet.  Hand signals between trainers: Make sure you and your assistant trainer confirm hand or body signals prior to your training course to keep yourselves on time and also when one of you needs to interject a comment or ask a question. Critical is the “I’m lost and need you to jump in to save me” signal. With a look or gesture, you can help each other without your participants ever knowing.  Carry handouts with you: If you are traveling to present a training, make sure you carry your handouts, laptop, LCD projector (Beemer), training supplies with you. If these items are packed and your luggage gets misplaced, they are hard to duplicate or replace.  Be prepared: Always make sure that you have at least 2 ways to present your session READY. Technology can be our best friend but if you lose the capability to use it and you are not prepared it can cripple a training or if you are dependent on PPT or video. At a minimum, your start will be weak (which can be harmful). Nothing loses credibility faster than when you can’t get your equipment to work 24
  26. 26. and you have to delay the presentation until it’s fixed. Have a back-up facilitator’s guide and your trainer’s tools to present your seminar in another way. The alternate way needs to be ready to go at the beginning of your presentation. Also, if your preferable mode of training breaks down you have a seamless transferable process of moving to the next mode of training (because it’s already to go). This also includes having your files in several places so if one file becomes corrupt, you have a backup.  Keep moving forward: Remember, “no one knows what’s going to come out of your mouth until you tell them. If you make a mistake, don’t tell them.” Your audience won’t know you made an error. If it is a huge error, take it in stride and move forward. Laugh it off or make a transitional comment to get back to your place. Keep in mind, you judge yourself harder than your audience judges you. Besides, if you are a great facilitator, your audience sees you as more human (approachable and not arrogant).  Network with other trainers from around the world: Work with each other to open doors and gain invitations to train at different venues. Also, ask a more experienced trainer to be a mentor. They can open doors for you and help you overcome obstacles.________________________________________________________________________________________Albert Satre (IG)JCI France  Mind-grabber: Every participant has 10 minutes of attention span. After, they will think to another subject – they are hungry, what is next, the weather, etc. The Presentation Secrets of Steve Jobs by Carmine Gallo). To bring back your audience, you have to change something to get new attention. For example you can speak louder or lower, ask question, and make an activity. Sometimes, we need reaction for our audience (during training or presentation) to show our purposes.  How we can wake up the audience and make our presentation striking: First, ask yourself what the result is that you want or what do you want people take engagement for. For example, you want to show that we are all mentally programmed by TV and society. Do not announce the result before the activity. Ask with a nice and slow voice that volunteers close their eyes and breathe slowly. Ask them to think about their dreaming place, where they will love to spend all day with no stress, where they will feel a lot of happiness. Let them some time to think, dream, and smile. Ask with a nice and slow voice that everyone keep their eyes close and whoever imagined a place with the sea, the beach, island or ocean should stand up and keep their eyes close. Give them some time to stand up. And ask to everyone to open their eyes. For this example 90 % of the participants should be standing up. You can use this tip in order to hold up the hand and wake up your audience. Moreover, you can use this tip more and you will see how you can have more impact on your audience. You give to your audience a chance to live an impressive experience.________________________________________________________________________________________Kola Osinowo (ITF)JCI Nigeria  Create an image: Sometimes, if I have to train a new concept to my participants, I always try to find out if they really understand and can express in their words. So, one easy trick I use is to have them draw a picture of what they think that concept means to them and/or how they will apply same in their personal or professional life. This helps you as a Trainer to get into the "head" of your participants to know if their 25

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