This document provides an overview of a training session for trainers on how to conduct effective training sessions. The training covers structuring sessions, adult learning principles, and presentation skills. Specifically, it discusses how to structure a session with an introduction, main presentation, and summary. It also covers how to engage learners, prevent overload, and use voice, body language, language and demonstrations effectively when presenting.

1. Engineer Training
Train the Trainer

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Agenda
 Structuring a training session
 Adult Learning (know your audience)
 Presentation Skills
 Practice presentation

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Engineer Training
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Structuring a Training Session
When presentations are poorly organized, the impact of the
message is reduced, and the audience is less likely to learn.
POINT

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Structuring a Training Session (cont.)
 Modular
 Builds on one another
 From easy to harder
 For each subject
 Presentation
 Demonstration
 Hands on practice

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Structuring a Training Session
Introduction
Main
presentation Summary

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Overview/Introduction
 Introduces the lecture topics
 Main points
 Quick “road map” of information
 Gets the attention and interest
 Helps in organizing the material
 Informs of agenda

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An Effective Introduction
 Keep it brief
 Don’t go into details of lecture
 Set the objectives
 Set expectations
 Relate to prior knowledge
 Try to get attention

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Main Presentation
Logical flow
 Every point leads to the next.
 Don’t jump from one topic to other.
 Connect the points.
Explain the details
 Use simple words.
 Use graphics when needed.
Use Examples

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Main Presentation (Cont.)
 Use Syllabus.
 Refer to Handouts.
 Answer only content relevant questions.
 Refer others to later.
 Ask questions.
 Don’t read from slides.

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Summary/Conclusion
 Reinforces message
 Summary of main points
 A closing grabber
 Provides a sense of closure
 Time for questions & answers

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Effective Conclusion
 End with a bang, not a whimper!!!
 Don’t give new information.
 Only review points.
 Review process/steps.
 Refer to your introduction.
 When summarizing a module, show where it fits in the big
picture.

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Demonstrating
 Demonstrate workflow.
 Highlight main features.
 Make sure all students can see.
 Do it slowly!!!

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Hands on Practice
 I hear and I forget.
 I see and I retain.
 I DO and I UNDERSTAND.

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Hands on Practice
 Practice makes better!
 Insist on students completing
exercises.
 Instructor looks over shoulders to
offer help.
 Don’t DO IT for them.
NO, on the
computer

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Questions and Answers
 Listen to the entire question.
 Repeat the question out loud.
 Pause to think if needed.
 Credit the person.
 Respond to the question.

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The Answer!
 Always tell the truth!!!
 If you don’t know the answer, promise to research.
 Get back to trainee with answer.
 Answer directly.
 Simple answer to simple question.
 Stay on track, brief and to the point.
 Refer to your speech.
 Helps reinforce & clarify presentation.

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Questions and Answers (Cont.)
 Anticipate areas of questioning and prepare.
 Acknowledge every question.
 If not appropriate, postpone.
? ? ?

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Problem Solving
 Investigate (the problem)
 Acknowledge
 Formulate solution
 Respond
 Follow up

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Other Factors...
 Time constraints
 Daily schedule
 Breaks
 Lunch
 No interruptions!
 Have all students present.
Do NOT
Disturb

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Class Set up
 Define setup in advance.
 Be early.
 Set up class with appropriate computers and applications.
 Set up files and training materials.

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Training Material
 User Guide/Care & Maintenance Guide
 Technical notes
 Installation Guide
 Relevant drawings

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Summary
How should it be?

23. Adult Learning
Know Your
Audience

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Table of Contents
 Course audience
 Understanding different learning styles
 Culture differences
 Motivation
 Information processing
 Preventing learner overload

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Know Your Audience
 Key principle of a successful presentation.
 Preparation must include gathering information about
your audience and their needs.
A well prepared speech given to the wrong
audience can have the same effect as a poorly
prepared speech given to the correct audience. They
both can fail terribly.

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Know your A-u-d-i-e-n-c-e
Analysis - Who are they? How many will be there?
Understanding - What is their prior knowledge?
Demographics - What is their age, sex, background?
Interest - Why are they there? Who asked them?
Environment - Where will I stand? Can they all see?
Needs - What are their needs? What are your needs?
Customized - What specific needs to address?
Expectations - What do they expect to learn or hear?

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Know your Audience
 Who is your audience?
 What are their objectives?
 What is their prior knowlegde?
 What are their expectations?

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Learning Styles
 Individuals perceive and process information in very different
ways.
 How much individuals learn has more to do with whether the
educational experience is geared toward their particular style of
learning than whether or not they are "smart“.
 Educators should not ask, "Is this student smart?" but rather
"How is this student smart?"

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Culture Differences
 Be aware!
 Learn and prepare in advance.
 Adapt as much as possible.
 Customize to local needs.
 Be patient and ask for
patience.

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Adult Learning
 Issues Affecting Adult Learning:
 Learner’s Motivation
 Information Processing
 Applying Knowledge

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Learner’s Motivation
ARCS model - Kellers (1987)
 Getting learners Attention
 Keeping instruction Relevant
 Giving learners Confidence they can learn
 Maintaining interest by providing Satisfaction

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Information Processing Elements
 Before you start…
 Prior Knowledge
 Objectives
 Gain Attention

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Information Processing Elements
(Cont.)
 Presentation
 Course Overview
 Focus Attention
 Level of Presentation
 Organize Material
 Transferring to Long Term Memory

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Information Processing
How would you cope with a
learner that does not understand your explanation?

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Preventing Learner Overload
 What is learner overload?
 Why does it occur?
 Learners need to process information.
 Learners cannot hold large amount of information in working
memory.

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Preventing Learner Overload -
Suggestions
 Talk simply and explain more.
 Incorporate key learning points into notes.
 Do less while participants do more.
 Chunk training and distribute it over time.
 Give new learners “training wheels”.
 Detect and remedy overload situation.

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Coping with Difficult Trainees
 Involve participants.
 Acknowledge trainees ideas.
 Don’t get personal - be objective.
 Don’t give in to personal attackers - stick to the facts.
 Enlist other trainees help if it is disruptive to them as well.

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Summary
Learner centered instruction
 Objectives
 Needs
 Expectations
 Motivation
 Prior knowledge
 Personality type
 Learning Style
 Learning Capacity

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Effective Customer Relations
Listen to your customers -
Then talk

40. Presentation Skills

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List the elements that influence a presentation.
What Is a Winning Presentation?

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Table of Contents
 Overview
 Before You Begin...
 Using your Voice
 Body Language Skills
 Language and Style
 Demonstrating aids

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Communication is...
Verbal (content)
Vocal (How it is said)
Visual (What is seen)

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Communication Success
 7% VERBAL
 55% VISUAL
 38% VOCAL
Psychologist Albert Mehrabian

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Before You Begin...
“There are two types of speakers, those that are nervous,
and those that are Liars”. (Mark Twain)
 Prepare
 Positive self-messages
 Attitude towards yourself, teaching, material, audience

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Prepare
9 P’s
Prior Proper Preparation Prevents Poor
Performance of the Person Putting on the
Presentation.

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Preparing Presentations
 Know audience.
 Know subject matter.
 Know training material - Rehearse first 3 minutes.
 Prepare room.
 Check equipment.
 Handouts.

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How Do People Use Their Voice?

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Using your VOICE
 Breathing
 Projection
 Articulation
 Volume
 Variety
 Common Voice problems

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Proper Breathing...
 Good Breathing= Good Voice
 Relaxes
 Frees muscles for good speech
 Focuses thoughts
 Enables the right attitude

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Projection
 Projection
 Making yourself understood
 Bringing breath forward into sound
 Relax muscles and stand erect.
 Shouting tires voice, causes hoarseness.
 Projection gives POWER.

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Articulation
 Articulation - making yourself understood.
 Every sound is clearly heard.
 Articulate with consonants = t,d,p,b,v,f,k,c,g
 Enunciate with Vowels = A, I,O,E,U
 TIP! Consonants lost over distance – Exaggerate!

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Variety
 Add excitement, enthusiasm by varying:
 Pitch - tone
 Adds impact and drama.
 Pace
 Pause
 Volume
 Change for significant information or new mood.

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Common Voice Problems
 Nervousness
 Swallowed voice - Mumbling
 Thinking Noises: Um, Ah, Er
 Lip smacking
 Shouting
 Speaking too fast or slow
 Monotone

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Body Language Skills
Total body as a communication vehicle
Eye Contact
Hands and Arms
Dress
Gestures
Facial expression

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Eye-to-Eye Communication
 Engages audience, gains attention, improves impression,
provides feedback.
 HOW?
 Connect with audience, one person at a time.
 Look directly.
 Move eyes after 3-5 seconds.
 Speak to everyone.
 Do not shift gaze - left to right.
 Talk to audience not screen, projector, ceiling.

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Facial Communication
 Vary facial expression - put emotion into speaking.
 Don’t forget to SMILE!

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Using Your Hands and Arms

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Using Your Hands and Arms
 HOW ?
 Become conscious.
 Do not grip things or hands.
 Natural movements.
 Eliminate irritating movements.
 Jingling keys, waving, tapping.

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Dress
BE:
 Comfortable
 Appropriate
 Yourself

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Using Language and Style
 Be Specific.
 Explain ambiguities.
 Use simple words.
 Watch Abbreviations & Acronyms.
 Active voice.

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Language and Style
Watch:
 Grammar faults
 Jargon
 Slang

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Spicing Up your speech
Introduce:
 Examples
 Questions
 Case studies
 Stories
 Humor

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Demonstrating
 WHAT TO DO?
 Tell them what you are going to do.
 Demo it, or get class member to demo.
 Tell them what you have done.
 HOW?
 Project voice, Speak slowly.
 Maintain eye contact with audience.
 Only look at screen when needed.

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Demonstrating - Tips and Tricks
 DO:
 Make sure EVERY member can see the demonstration.
 Face and speak to audience, not monitor or machine.
 Use pointer to highlight items.
 Stand to the side.

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Demonstrating - Do NOT
Block line of sight to screen.
Create shadows.

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Summary - Winning Presentations
 Use your voice correctly
 Breathing, being heard, being understood, variety.
 Use your body
 Eye contact, expression, hands and arms, gestures, dress.
 Use correct language.
 Keep the audience interested.
 Demonstrate effectively.