Top-notch trainers involve participants early, check for understanding, and modify plans based on feedback. They use a variety of learning methods and explain the purpose behind activities. Delivery requires adjusting, refining, and redesigning. Credibility depends on setting norms, eliminating time wasters, engaging participants, and managing behaviors. Trainers must present information, lead discussions, direct exercises, and make effective transitions.

1. Conducting an Active Training
Program
Part III
1

2. What do top-notch trainers do?
 Involve participants in an activity in
the first five minutes.
 Frequently check for understanding.
 Modify plans based on participant
feedback.
 Use self-disclosure and humor to
develop an open climate.
2

3. What do top-notch trainers do?
 Listen carefully and match what’s
happening to the needs of the participants.
 Use a wide variety of learning methods.
 Give participants the “what-why-how” for
every training activity.
 Review where the group has been, give an
overview of where it’s going, and
summarize periodically along the way.
3

4. The delivery phase of a training
program is a period of continually
 Adjusting
 Refining
 Redesigning
4

5. Leading Them
 Your credibility as a leader depends
on your ability to set:
• Group norms
• Eliminate training time wasters
• Get the group’s attention
• Win over wary participants
• Manage difficult behaviors
5

6. Different Roles as a Trainer
 As a Stimulator, you give
presentations and lead discussions.
 As a Facilitator, you guide
participants through structured (and
often team-based) activities.
6

7. Your Success Will Depend Upon
 How well you present information
 Lead discussions
 Direct participants through exercises
 Make effective transitions from one event in
the program to another.
7

8. Concluding a Training Program
 Review the program
 Handle remaining questions
 Guide back-on-the-job application
 Evaluate training results
8

9. Beginning an Active
Training Program
Ch.11
9

10. Preparing Yourself Mentally
 Typical preparations include
determining the date and time for the
course.
 Reproducing manuals and course
materials.
 Arranging for room space and AV
equipment.
 Confirming course attendance.
10

11. Preparing Yourself Mentally
 Make the effort to connect with
participants before you begin.
• This will reduce your tension and build
your confidence.
• The purpose of their coming to training is
not so that they can be impressed by you;
it is so they may take something back with
them when they leave.
11

12. Preparing Yourself Mentally
 How do you handle questions when
you don’t know the answer?
 Have a backup exercise if a planned
activity does not fit the characteristics
of your current training group.
12

13. Preventing Trainer Burnout
 Tell yourself to focus on the
participants and not myself.
 Try to find as many opportunities as
possible for them to contribute to the
discussion.
 Vary the location and the environment
13

14. Preventing Trainer Burnout
 Be flexible with your lesson plans and
designs by trying out new delivery
techniques and styles.
 Watch others train the same program.
 Take time to pick up new delivery
techniques and styles.
14

15. Arranging the Physical Environment
 Horseshoe arrangement
 Circle or Square for full-group
discussion
15

16. Typical Classroom Arrangement
16

17. U-Shape Arrangement
17

18. Setting Up Subgroups
18

19. Fishbowl Design
19

20. 20

21. Greeting Participants and
Establishing Rapport
 Be available and ready to greet participants
at least 15 minutes prior to the start of the
program.
 Walk around casually as people enter.
 Make eye contact, and try to shake hands
as participants make themselves
comfortable with the training environment.
 Learn as many names as you can.
21

22. Greeting Participants and
Establishing Rapport
 “I’ve got something for you.”
 “I’ve been through this, too.”
 “I admire you.”
 “You interest me.”
22

23. Getting the Best From the
First Minutes of Training
 Impatience
 Competence
 Compatibility
 Trust
 Out-of-class concerns
23

24. Reviewing the Agenda
 Clue the audience into what they can
expect out of the training program
and what detail is expected of them.
 Tell them how the program will be run
and what you need from them in order
for the program to be successful.
24

25. Inviting Feedback to the Agenda
 Ask, “Does this match what you hope
to gain from this program? Is there
anything you would like to add to the
agenda?”
 Ask, what hopes and concerns they
might have.
25

26. Gaining Leadership of
the Training Group
Ch.12
26

27. Overview
 Setting group norms
 Controlling timing and pacing
 Getting the group’s attention
 Increasing receptivity to your
leadership
 Handling problem situations
27

28. Setting Group Norms
 Encourage participants to express
themselves honestly.
 Ask that confidentiality be respected.
 Urge risk taking.
 Expect participation from everyone.
 Promote the value of performance
feedback.
28

29. Setting Group Norms
 Require participants to sit in different
spots.
 Reassure participants that their
questions are welcomed.
 Insist on punctuality.
 Norm setting does not have to rely on
direct verbal statements.
29

30. Controlling Timing and Pacing
 A leisurely pace should be considered
for small group activities to allow
sufficient time for each person to be
heard and directly involved in the
activity.
 A much faster pace is necessary to
keep the attention of all of the
participants when you are working with
the whole group.
30

31. Time Waster
 Starting late after breaks or lunch.
 Starting an activity when the
participants are confused about what
they are supposed to do.
 Writing lecture points on flip charts
while participants watch.
 Passing out participant materials
individually.
31

32. Time Waster
 Demonstrating every part of a new skill.
 Having every subgroup report back to the
whole group one by one.
 Letting discussions drag on an on.
 Waiting for volunteers to emerge from the
group.
 Pulling ideas or questions from a tired or
lethargic group.
32

33. Getting the Group’s Attention
 Flick a light switch ever so slightly
 Make a dramatic announcement
 Create a verbal wave
 Use clapping
 Play pre-recorded music
33

34. Getting the Group’s Attention
 Use a silent signal
 Use a sound signal
 Tell a joke
 Can we talk?
 Announce “break time”
34

35. Increasing Receptivity to Your
Leadership
 Make “liking” statements
 Convey respect and appreciation
 Encourage disagreement
 Convey a desire for collaboration
35

36. Increasing Receptivity to Your
Leadership
 Share what you have in common with
participants
 Phrase your advice and directives
indirectly
 State what’s positive about
participants’ contrary viewpoints
36

37. Handling Problem Situations
 Prisoners
 Vacationers
 Managing your feelings and
remaining in control are important to
your overall leadership of the class
 A good guideline is to intervene only
if the problem behavior is repetitive or
affects the entire training program.
37

38. List of Some Common Behaviors You
Might Face
 Monopolizing
 Tangents
 Private conversations
 Disagreeing
 Distractions
38

39. List of Some Common Behaviors You
Might Face
 Time schedules
 Nonparticipation
 Sleeping
 One-upping
 Complaining
39

40. List of Some Common Behaviors You
Might Face
 Intellectualizing
 Withdrawing
 Arguing
 Questioning
 Clowning (jokes)
40

41. Giving Presentations and
Leading Discussions
Ch.13
41

42. Knowing Your Group
 What is the nature of the participants
 Aim your initial remarks at the
immediate concerns of your listeners.
 Understand why you are
communicating this information.
 Use language familiar to your
listeners to establish bridges between
your experiences and theirs.
42

43. Organizing Your Presentation
 Make sure your opening is effective.
 Provide a preview of information prior
to an explanation. (Overview)
 Cover a few points of information
within a step-by-step sequence.
 Avoid tangents and getting off track.
 Signal transitions between
information.
43

44. Organizing Your Presentation
 Be as specific as possible in your lecture
points.
 Provide for brief pauses at appropriate
times during the presentation.
 Review or allow participants to recap
information frequently.
 Estimate the time each part of your
presentation will take.
44

45. Watching Your Body Language
 Establish your comfort level with the
group through natural, positive body
language.
 Individualize your audience by
making eye contact with the
participants.
 Be aware of the pace and volume of
your voice as you speak.
45

46. Watching Your Body Language
 Alter speech habits that are annoying
to your listeners.
 Voice Delivery
 Facial Expressions
 Posture
46

47. 47

48. Adding Visuals
 Pictures are processed by the mind
with very little effort.
 Pictures act as keys to the memory.
 Pictures can easily illustrate tasks
that words are not suited to.
 Vibrant visuals provide a common
focus for the audience.
48

49. Adding Visuals
 Visuals allow the presenter to direct the attention
of the audience to his or her goals.
 Visuals allow the audience to pause, scan the
message, linger for a moment, and then absorb
the message more thoroughly.
 Research has shown that presenters using
graphics are seen as better prepared, more
professional, more persuasive, more credible,
and more interesting.
49

50. Visual Types
 Flip charts
 Overheads
 Slides
 Electronic presentations
 Handouts
50

51. Making Smooth Transitions
 Involves briefly reminding the
participants of what you have already
covered, then indication what is to
follow.
• References to periods of time
• Mini-subject review
• Agenda check
• Change of visual aid
• Change of group format
51

52. Facilitating a Lively Discussion
 Start off the discussion with an open-
ended question
 Open discussion
 Response cards
 Subgroup discussions
 Calling on the next speaker
52

53. Facilitating a Lively Discussion
 Polling
 Partners
 Go-arounds
 Games
 Panels
 Fishbowls
53

54. Point Facilitation Menu
 Paraphrase  Disagree
 Check  Mediate
 Compliment  Pull
 Elaborate  Change
 Energize  Summarize
54

55. Facilitating Structured
Activities & Promoting
Team Learning
Ch.14
55

56. Structured Activities
 Motivating participation
 Directing participants’ activities
 Managing the group process
 Keeping participants involved
 Processing the activity
56

57. Motivating Participation
 Explain your objectives
 Sell the benefits
 Convey enthusiasm
57

58. Motivating Participation
 Connect the activity to previous
activities
 Share personal feelings with
participants
 Express confidence in participants
58

59. Directing Participants’ Activities
 Speak slowly
 Use visual backup
 Define important terms
 Demonstrate the activity
59

60. Managing the Group Process
 Form groups in a variety of ways.
 Mix teams and seat partners.
 Vary the number of people in any
activity based upon that exercise’s
specific requirements.
 Divide participants into teams before
giving further directions.
60

61. Managing the Group Process
 Ask groups of five or more to elect a
facilitator or timekeeper.
 Give groups instructions separately in
a multipart activity.
 Keep people busy.
 Inform the subgroups how much time
they have.
61

62. Keeping Participants Involved
 Keep the activity moving.
 Challenge the participants.
 Reinforce participants for their
involvement in the activity.
 Build physical movement into the
activity.
 Let your enthusiasm show.
62

63. Processing the Activity
 Ask relevant questions.
 Carefully structure the first processing
experiences.
 Observe how participants react during the
processing.
 Assist a subgroup that is having trouble
processing an activity.
 Keep your own reactions to yourself until
after you’ve heard from the participants.
63

64. Team Learning
 Confusion
 Tangents
 Unequal participation
 One-way communication
 No division of labor
 Superficiality
64

65. Composing Learning Teams
 Random assignment
 Diversity
 Homogeneity
 Prior acquaintance
65

66. Building Learning Teams
 1st Initial team-building activities
 2nd Set expectations and ground rules
66

67. 67

68. Building Learning Teams
 3rd Share lists, combine ideas, and
formulate a brief vision statement
 4th Assign crucial jobs to be done
• Facilitator
• Timekeeper
• Secretary/note taker
• Checker
• Investigator
68

69. Involving Participants in Team
Learning
 Study group
 Information search
 Group inquiry
 Jigsaw learning
 Learning tournament
69

70. Concluding & Evaluating
an Active Training
Program
Ch.15
70

71. Reviewing Program Content
 Recall
 Reminisce
 Rehearse
 Reconsider
71

72. Obtaining Final Questions and
Concerns
 Prepare a list of questions you would
like the participants to take away with
them.
 Hold a final question and answer
period.
 Write the following on a flip chart
72

73. Obtaining Final Questions and
Concerns
 Break participants into small groups
and ask each group to record on
newsprint their final questions and
concerns.
 Hand out two index cards. Ask each
participant to complete the following
sentences:
73

74. Promoting Self-Assessment
 Ask participants to complete a
questionnaire or test that provides
feedback about their current functioning in
areas related to the training.
 Design a way for fellow participants to give
each other feedback and then ask them
each to develop a personal profile based on
the feedback they receive.
74

75. Promoting Self-Assessment
 Create one or more statements that assess
participant change.
 Ask participants to write a short essay in
response to the question, “How do you see
yourself now as a result of this program?”
 At the beginning of a training session, ask
participants to write down how they hope to
be able to use the training on the job.
75

76. Expressing Final Sentiments
 Group photograph
 Artistic product
 Closing circle
 Web of connections
 Touch of humor
76

77. Evaluating the Program
77

78. Interim Feedback
 Post session reaction surveys
 Anonymous remarks
 Oral survey
 Informal interview
 Advisory group
78

79. Final Assessment
 Kirkpatrick’s 4 levels of Evaluation
• Evaluate Reaction
• Evaluate Learning
• Evaluate Behavior
• Evaluate Results
79

80. Level 1 Evaluation - Reaction
 What Is It?
• How favorably participants react to the
training (“Customer satisfaction”)
• Collects reactions to instructor, course, and
learning environment
• Communicates to trainees that their feedback is
valued
• Can provide quantitative information
80

81. Level 1 Evaluation - Reaction
 What It Looks Like
• Questionnaire - Most common collection tool
• Content
• Methods
• Media
• Trainer style
• Facilities
• Course materials
81

82. Level 1 Evaluation - Reaction
 Connection to Other Levels
• The Connection - Can ask trainees if they:
• Will use new skill(s) or information (Level II)
• Plan to change behavior (Level III)
• Expect improvements in results (Level IV)
• The Disconnection - Does not:
• Measure what was learned (Level II)
• Guarantee behavioral change (Level III)
• Quantify results from learning (Level IV)
82

83. Level 1 Evaluation - Reaction
 How to Perform
• Determine what you want to find out
• Design a form to collect/quantify reactions
• Do Immediately
• Develop acceptable scoring standards
• Follow-up as appropriate
83

84. Level 2 Evaluation - Learning
 Learning - What Is It?
• Knowledge
• Skills
• Attitudes
84

85. Level 2 Evaluation - Learning
 Learning: Connection to Other Levels
• The Connection - People who learn can:
• Experience pride (Level I)
• Experiment with new behaviors (Level III)
• Achieve better results (Level IV)
• The Disconnection - It doesn’t ensure they:
• Liked training program (Level I)
• Will behave differently (Level III)
• Will get expected results (Level IV)
85

86. Level 2 Evaluation - Learning
 Learning - What It Looks Like
• Media used to measure learning:
• Text
• Voice
• Demonstration
• Methods used to measure learning:
• Interviews
• Surveys
• Tests (pre-/post-)
• Observations
• Combinations
86

87. Level 2 Evaluation - Learning
 Learning - How to Perform
• Use a control group, if feasible
• Evaluate knowledge, skills, and/or
attitudes before and after
• Get 100% participation or use statistical
sample
• Follow-up as appropriate
87

88. Level 3 Evaluation - Behavior
 Behavior - What Is It?
• Transfer of knowledge, skills, and/or attitude
to the real world
• Measure achievement of performance
objectives
88

89. Level 3 Evaluation - Behavior
 Behavior - What It Looks Like
• Observe performer, first-hand
• Survey key people who observe performer
• Use checklists, questionnaires, interviews, or
combinations
89

90. Level 3 Evaluation - Behavior
 Behavior: Connection to Other Levels
• The Connection - Can determine:
• Degree to which learning transfers to the post-
training environment (Level II)
• The Disconnection - Cannot determine if:
• Participants like the training (Level I)
• Participants understand (Level II)
• Behaviors accomplish results (Level IV)
90

91. Level 3 Evaluation - Behavior
 Behavior - How to Perform
• Evaluate before and after training
• Allow ample time before observing
• Survey key people
• Consider cost vs. benefits
• 100% participation or a sampling
• Repeated evaluations at appropriate intervals
• Use of a control group
91

92. Level 4 Evaluation - Results
 Results - What Is It?
• Assesses “bottom line,” final results
• Definition of “results” dependent upon the
goal of the training program
92

93. Level 4 Evaluation - Results
 Results - What It Looks Like
• Depends upon objectives of training
program
• Quantify
• Proof vs. Evidence
• Proof is concrete
• Evidence is soft
93

94. Level 4 Evaluation - Results
 Results: Connection to Other Levels
• The Connection
• Positive Levels 1, 2, 3 evaluations results can
provide positive Level 4 evidence
• The Disconnection - Does not:
• Tell if participants liked training (Level I)
• Prove trainees understand (Level II)
• Prove use of preferred behaviors (Level III)
94

95. Level 4 Evaluation - Results
 Results - How to Perform
• Use a control group
• Allow time for results to be realized
• Measure before and after the program
• Consider cost versus benefits
• Be satisfied with evidence when proof is
not possible
95

96. Conclusion
 We’ve reached the end of the cafeteria
line for now.
96

97. Questions?
97