This document discusses the differences between speakers and trainers. It notes that speakers typically inform and entertain an audience through one-way communication, while trainers aim to change participants' behavior through two-way interaction and participation. Trainers determine what participants already know and need to know, while speakers tell participants what they are going to tell them and then tell it to them. The document also provides examples of different tools used by speakers and trainers, such as lectures versus role plays. Finally, it discusses how speakers and trainers evaluate differently, with speakers focusing on applause and trainers on behavioral change and growth in others.

1. AdolphAdolph
KaestnerKaestner
20062006
Leadership InstituteLeadership Institute
Toastmasters D74
Speaker
To
Trainer

2. Cell PhonesCell Phones
Off or Incorporate

3. Taking The Next StepTaking The Next Step
 Progressing Beyond Speaking
 Moving to Presentation Skills
 Moving to Management - Telling
 Moving to Leadership – Selling
 Moving to Sharing – Training
 Moving to Business Success -
Efficiencies
 Moving to Money – Prof. Speaking
H U G

4. Taking The Next StepTaking The Next Step
 Progressing Beyond Speaking
 Moving to Presentation Skills
 Moving to Management - Telling
 Moving to Leadership – Selling
 Moving to Sharing – Training
 Moving to Business Success -
Efficiencies
 Moving to Money – Prof. Speaking
H U G

5.  Personal Introduction
 What do you want from this workshop ?
 What Issues / Problems must we
discuss ?
 What Special Interest Areas ?
 How will you use this info ?
 How do you report back / pass down ?
 Your personal USP
Your ExpectationsYour Expectations
Lets Learn and Have Fun

6. Today's ProgrammeToday's Programme
 Intro
 Gap & Needs Analysis
 Lesson / Training Plans
 Training Methods
 Facilitating Techniques
 Training Tools
 Managing Scurvy Elephants
 Evaluating the Training

7. Learning StylesLearning Styles
 Visual
 Auditory
 Tactile

8. Learning StylesLearning Styles
Visual
Auditory
Tactile

9. QuickTime™ and a
decompressor
are needed to see this picture.
Learning StylesLearning Styles

10. When you..
Visual Auditory Kinaesthetic & Tactile
Spell Do you try to see the word?
Do you sound out the word or use a phonetic
approach?
Do you write the word down to find if it feels
right?
Talk
Do you sparingly but dislike listening for too long?
Do you favor words such as see, picture, and
imagine?
Do you enjoy listening but are impatient to
talk? Do you use words such as hear, tune,
and think?
Do you gesture and use expressive
movements? Do you use words such as feel,
touch, and hold?
Concentrate
Do you become distracted by untidiness or
movement?
Do you become distracted by sounds or
noises?
Do you become distracted by activity around
you?
Meet someone
again
Do you forget names but remember faces or
remember where you met?
Do you forget faces but remember names or
remember what you talked about?
Do you remember best what you did together?
Contact people on
business
Do you prefer direct, face-to-face, personal
meetings?
Do you prefer the telephone?
Do you talk with them while walking or
participating in an activity?
Read
Do you like descriptive scenes or pause to
imagine the actions?
Do you enjoy dialog and conversation or hear
the characters talk?
Do you prefer action stories or are not a keen
reader?
Do something
new at work
Do you like to see demonstrations, diagrams,
slides, or posters?
Do you prefer verbal instructions or talking
about it with someone else?
Do you prefer to jump right in and try it?
Put something
together
Do you look at the directions and the picture?
Do you ignore the directions and figure it out
as you go along?
Need help with a
computer
application
Do you seek out pictures or diagrams?
Do you call the help desk, ask a neighbor, or
growl at the computer?
Do you keep trying to do it or try it on another
computer?
Determine Your StyleDetermine Your Style

11. Learning Styles 1Learning Styles 1
Visual Learners:Visual Learners:
These learners need to see the teacher's body
language and facial expression.
They tend to prefer sitting at the front of the
classroom to avoid visual obstructions.
During a lecture or classroom discussion, visual
learners often prefer to take notes.

12. Learning Styles 2Learning Styles 2
Auditory Learners:Auditory Learners:
They learn best through verbal lectures, talking
things through and listening to what others have
to say.
Written information may have little meaning until it
is heard.
These learners often benefit from reading text
aloud.

13. Learning Styles 3Learning Styles 3
Tactile/Kinaesthetic Learners:Tactile/Kinaesthetic Learners:
Tactile/Kinaesthetic persons learn best through a
hands-on approach, actively exploring the physical
world around them.
They may find it hard to sit still for long periods and
may become distracted by their need for activity and
exploration.

14. Learning Styles 1Learning Styles 1
 Visual Learners:Visual Learners:
 learn through seeing...
 These learners need to see the teacher's body
language and facial expression to fully understand
the content of a lesson.
 They tend to prefer sitting at the front of the
classroom to avoid visual obstructions (e.g. people's
heads).
 They may think in pictures and learn best from visual
displays including: diagrams, illustrated text books,
overhead transparencies, videos, flipcharts and
hand-outs.
 During a lecture or classroom discussion, visual
learners often prefer to take detailed notes to absorb
the information.

15. Learning Styles 2Learning Styles 2
 Auditory Learners:Auditory Learners:
 learn through listening...
 They learn best through verbal lectures,
discussions, talking things through and listening to
what others have to say.
 Auditory learners interpret the underlying meanings
of speech through listening to tone of voice, pitch,
speed and other nuances.
 Written information may have little meaning until it is
heard.
 These learners often benefit from reading text aloud
and using a tape recorder.

16. Learning Styles 3Learning Styles 3
 Tactile/Kinaesthetic Learners:Tactile/Kinaesthetic Learners:
 learn through, moving, doing and touching...
 Tactile/Kinaesthetic persons learn best through a
hands-on approach, actively exploring the physical
world around them.
 They may find it hard to sit still for long periods and
may become distracted by their need for activity
and exploration.

17. Getting StartedGetting Started
Need a Personal Trainer

18. Getting Things StartedGetting Things Started
How
Establish
Rapport
Use an
Icebreaker

19. Establish RapportEstablish Rapport
 Greet the People - When They Arrive
 Background Music - Action
 Smile & Be Enthusiastic
 Establish Credibility & Identification
 Maintain Eye Contact
 Use Humour
 Walk Around
 Beware
 Gum, Coins, Turning your Back, Fidgeting,
Fun BUT You Are In Charge

20. Ice BreakerIce Breaker

21. Icebreakers 1Icebreakers 1
 Help the people get acquainted / relax
 Must involve all participants
 Must be relevant to Seminar
 Must be creative
 Must be FUN
 Must Be brief (Max 10 Min)

22. Icebreakers 2Icebreakers 2
 Bingo
 Introduce yourself
 Find your partner
 Introduce another person
 Similarities (3/4)
 Lotto winner
 Baby / School Photos
 Things I want to do

23. What’s The DifferenceWhat’s The Difference
Ricky Engelbrecht

24. Speakers VS TrainersSpeakers VS Trainers
 Purpose
 Style
 Method
 Tools
 Evaluation

25. Speakers vs TrainersSpeakers vs Trainers
Speaker Trainer
Inform Change
participants’
behaviour
through
interaction &
participation
Persuade
Entertain
Purpose
Platform

26. Speakers vs TrainersSpeakers vs Trainers
Speaker Trainer
One-way
Communication
Two-way
CommunicationStyle
Participation &
Sharing
Experiences

27. Speakers vs. TrainersSpeakers vs. Trainers
Speaker Trainer
Tells them what
he’s going to tell
them
Determines what
they already
knowMethod
Tells them
Tells them what
he’s told them
Determines what
they need to
know
Fills in the gaps

28. Speakers vs TrainersSpeakers vs Trainers
Speaker Trainer
Humour
Lectures
Anecdotes
Vocabulary
Role-plays
Exercises
Case Studies
Demonstrations
Visual Aids
Questions
Tools

29. Speakers vs TrainersSpeakers vs Trainers
Speaker Trainer
Applause
Behavourial
changeEvaluation
Growth of Others
Audience
Questions

30. Designing Training ProgramsDesigning Training Programs
Dinesh Maharaj

31. Gap Analysis & ObjectivesGap Analysis & Objectives
What We Know
(Current Skills)
Vs
What We Need to
Know
(Required Skill)
Setting
Objectives

32. Gap Analysis & ObjectivesGap Analysis & Objectives
 What We Know
(Current Skills)
Vs
 What We Need
to Know
(Required Skill)
 Setting
Objectives

33. Gap / Needs Analysis 1Gap / Needs Analysis 1
 Typical Methods are:-
 Surveys
 Interviews
 Observations
 Job and People Profiles
 Skills Inventories
 Performance Review
 Moments of Truth Module
 S.W.O.T Analysis

34. Gap / Needs Analysis 2Gap / Needs Analysis 2
 Most Common = Proud & Sorry
 I am Proud the way my Club ….
 I am Sorry the way my Club….
 NOW – What do the Club Members
need to turn a SORRY into a PROUD?to turn a SORRY into a PROUD?
 Exercise - 10 min – Proud and SorryExercise - 10 min – Proud and Sorry
 Groups of 3Groups of 3
 Identify 2 Proud and 2 SorryIdentify 2 Proud and 2 Sorry
 Identify Skills Required To Fix the SorryIdentify Skills Required To Fix the Sorry

35. Training ObjectivesTraining Objectives
 Goals
 Actions
 Outcomes

36.  Definition:
 An objective is a statement of what
learners will be able to do at the end of the
programme.
 It describes a Learning Need
 It is written from Learners View Point
 K I S S
Training Objectives 1Training Objectives 1

37.  It is Stated Clearly and is Action-Oriented
 Describe What The Trainee will be able to do
 Be Specific and detailed
 Be Attainable and Realistic
 Eg. –
 “At the end of this session you will be able
to conduct a Gap Analysis to determine
Training Objectives”
Training Objectives 2Training Objectives 2
The Outcome From the Training

38.  Exercise - 10 minExercise - 10 min
 Groups of 3Groups of 3
 Take any 2 Sorry StatementsTake any 2 Sorry Statements
 Write One Objective for each sorry statementWrite One Objective for each sorry statement
 Discuss the ObjectivesDiscuss the Objectives
 Once you know where you are goingOnce you know where you are going
 You will be able to work out how to get thereYou will be able to work out how to get there
Training Objectives 3Training Objectives 3
The Key to Effective Training

39. Lesson / Training PlansLesson / Training Plans
 Adult
Learning
 Lesson Plan

40. Adults Learn ByAdults Learn By
 Involving them in the Planning Process
 Relating the Learning to their Goals
 Relating Material to their Experiences
 Seeing the need to “fill gaps” (Pain & Pleasure)
 Relating material to daily work – Practical Use of
Information
 Learn from Each Others Stories

41. 20% of what we HEAR
50% of what we HEAR + SEE
70% of what we HEAR + SEE + DO
Information RetentionInformation Retention
We Learn Better By Doing

42. The Training PlanThe Training Plan
 WhoWho = The Audience / Learners
 WhatWhat = Topic and Content
 WhereWhere = Venue and Suitability
 WhenWhen = Dates & Timing Issues
 WhyWhy = Objectives and Outcomes

43.  Objectives:
 At the end of this session you will be able to
 Plan and Prepare for meeting more effectively
 Develop and Agenda
 List 5 common problems that throw meetings off track
 Time Required = 4 Hours
 Presenter = John Smith DTM, CL
 Location = Happy Holiday Home
 Equipment = Screen, PC, Data Proj. Whiteboard,
Flip Charts, Pens, Sweets
 Target Population = Club VPE’s, AG, Sgt At Arms
 Time Schedule = Agenda with Times
Plan – Productive MeetingsPlan – Productive Meetings

44. Sample Club Officers TrainingSample Club Officers Training
10 mins Welcome Div Gov
10 mins Training Objectives
40 mins Address General Problem Areas e.g.
Membership, Education, Finances etc
3 hrs Breakaway:
Individual Officer Training
30 mins Tea and Snack Break
30 mins Address specific needs areas e.g.
Conferences / Contests /
10 Minutes Summary
30 Min Motivational Slot

45.  Tuesday
 08h00 - 09h00 - Registration/Meet and Greet
 09h00 Start Intro / IQ
 10h00 – 10h30 - Tea
 10h30 – 12h30 E Q /Generation
 12h30 – 13h30 - Lunch
 13h30 – 15h00 Knowledge/Listening
 15h00 - 15h30 - Tea
 15h30 - 17h00 Listening/Talking
 17h00 - 17h30 - Snacks
 17h30 - 19h00 Action
A Sample AgendaA Sample Agenda
Tues = 8 Hrs --- Wed = 7 Hrs

46. Training MethodsTraining Methods
 Lecture
 Exercises
 Role Play
 Case Study
 Demo

47. LectureLecture
 Lecture – no longer than 20 minutes
 Introduce Interactive Exercises
 Use Visual Aids – memory joggers
 Ask Questions
 Promote Involvement
 Use Handouts

48. Interactive MethodsInteractive Methods
Processes for Interactive Methods
1. Participants experience a given situation
2. Participants share reactions
3. Trainer generalises the situation
4. Participants apply principles

49. #1 - Exercises#1 - Exercises
1. Introduce the Exercise
2. Do The Exercise
3. Discuss Reactions
4. Discuss the Process
5. Draw Conclusions
6. Apply The Principles

50. The Best Trainer I Ever HadThe Best Trainer I Ever Had
•Exercise - 10 min - Individual InputsExercise - 10 min - Individual Inputs
•Identify - Why was the trainer so effective?Identify - Why was the trainer so effective?
•Share and Discuss InputsShare and Discuss Inputs
•Create a Check listCreate a Check list

51. #2 Role Play#2 Role Play
1. Determine Objectives
2. Introduce the role-play
3. Select Characters
4. Allow Time to Prepare
5. Play The Scene
6. Discuss Reactions
7. Reverse Roles
8. Analyse

52. #3 Case Study#3 Case Study
1. Introduce Case Study
2. Study the Problem
3. Determine Plan of Action
4. Discuss the Process
5. Record Responses
6. Summarise results
7. Notes
1. The case Study lacks complete Information
2. Good for Building Analytical Skills
3. Take up a lot of Time

53. #4 Demonstrations#4 Demonstrations
1. Explain the Process
2. Conduct the Demonstration
3. Analyse the Process
4. Practice
5. Provide feedback
6. Notes
1. Good When other methods are difficult
2. e.g. – How to change a tyre

54. Facilitating TechniquesFacilitating Techniques
 Questions
 Feedback
 Brainstorm

55.  To facilitate is
"to free from difficulties or obstacles"
"to make easy or easier"
 or
 "to carry out a set of functions or
activities before, during and after a
meeting to help the group achieve its own
objectives"
What is Facilitation?What is Facilitation?
See Detailed Article

56. Question TechniquesQuestion Techniques
 Direct – At One Particular Person
 Get Their Attention or Draw Out a Shy person
 Overhead – At Whole Group In General
 To Stimulate Discussions
 Open Question
 Solicit an Opinion
 No right or wrong answer
 Closed Question
 Test Facts
 Specific Answer Required

57. Mind MappingMind Mapping
So What
Why
How
Posture
Gestures
Body Movement
Facial Expressions
First Impressions
Eye Contact
Q & A
GESTURES
18/02/2004 - v4
50%+ of your Message
Verbal vs. Non -Verbal
Support each other
Conflicting messages
Body indicates
Earnestness
Sincerity
Enthusiasm
Confidence
Combat /Hide Nervousness
Empathy
A mirror of your attitudes
Ralaxed & Condifent
Fidgety and nervous
Smile
Memory & Retention
Hear = 30%
Hear and See = 60%
Hear + See + Do = 85%
Bored with Static
TV vs Radio
Punctuate & Meaning
Writing = Commas, Punctuation marks,
Question maks
Verbal = Voice - Pitch and Tbe
Body = Gestures
Fear & Nerves
Preparation
Decisice Body Movemnents
Enter Sub-topic
Eliminate Distracting Mannerisms
Almost unnnoticabe
Body
Rocking
Swaying
Pacing
Some common distractors
Gripping lecturn
Tapping Fingers/Feet
Biting / licking Lips
Playing with Glasses / Hair
Hands in pocket
Frowning
Moving eyes and head like a fan
Know what you do -- get a video or Evaluator
Be Natural, Spontaneous, Conversational
Be Yourself
Light and Conversational vs Fire and
Brimstone
Dont immitate others
Practice
Body must mirror your feelings
Believe in what you say
Your Body will follow the belief
Lying or disbelief will cause distractions
Self Confidence/Prepare
Know your subject
Ongoing Practice - 10 + times
Dont Learn ift Off By Heart - Blocks
Practice & feedback
Mirror
On tape
Video
Dogs/ Cats/ Family/
Mentors
Learn -- TV (Sounf Off) Videos/ Watching
Nervous, Uneasy, Poised
Uncertain, Confident
Uncomfortable , Comfortable
Slouching vs Erect
Stiff vs relaxed
Why
Clarify and Support
Dramatise
Emphasise
nerves
Use As a Visual Aid
Audience Participation
Visibla Movement
Types
Descriptive
Size, Shape, Location,
Emphatic
Clenched Fist
Suggestive
Open Palm = Giving
Palm Up = Halt/Stop
Prompting
Hands Up, Applause
Height
Above Shoulder = Inspiration, Emotion
Below Shoulder = Rejection, Apathy,
At Shoulder Level = Calmness,
How To Gesture
Natural Responses
Must Flow with the speech
Suitable to Words - fast , Slow, Power,
reserved
Convincing
Dont be shy to make the movement
Smooth and Well Timed
Practice
telephone Conversations
Changing Position vs Statue
Can Support Point
Step Forward =Arrive
Burn Nerves/Relieve Tension
Beware Prowling, Swaying, Rocking
Acting, Demonstrating, Walking
Drama Classes
Deadpan vs Animated
Gives Meaning to Message
Surprise, Fear, Happiness, Confusion,
Disgust, Interest, Disbelief, Anger, Sadness
Distractors - Biting Lips, Licking, Tight Jaw,
Twitching
Smile
Only One Chance to make 1st Impression
Appearance
Dress for Success
Grooming
Just before you speak
Mingle with the Addience
Relax
Breating
Voice Excercises
Hot Water
Write your own Intro
The First Minute
Walk Purposefully
Have Stage already Set-up
Settle Down
Take up position
Make Contact
Eyes
Smile
Know the Opening
Make and Impact
It's Showtime
Bonding and Believability
Maintain Attention - Speak To Me
Audience Size - Cameras - Sweep
Sweep and FIX on One or Two Spots in Room
Get Eyeballs & Hold for sentence
Set Pattern vs No Pattern
Check Out Reactions and Adjust Speech
Know Your material - Reading Kills Eye
Contact
Notes is a Skill

58.  A Choose a chairperson to enforce rules
 Choose a scribe – legible handwriting
 Record everything
 Set up a name index with initials - Initial each idea
 Anything goes!
 Do not judge an idea
 One Idea at a time
 No evaluation, only clarification
 If you have no ideas at that moment, say “PASS” and
keep the process flowing
 Stick to the topic
 Set an quota of ideas to reach (100 in 1 Hour minimum)
 Introduce techniques to stimulate fresh ideas
(Facilitator)
BrainstormingBrainstorming
Dump Ideas – Don’t Evaluate

59. FeedbackFeedback
 Don’t overload
 Be Specific & Factual
 Respond Immediately
 Be Tactful – positive and negative
 Be Clear – test understanding
 Be Honest – If you don’t know – Say So

60. Beware Language ProblemsBeware Language Problems

61. The Scurvy ElephantThe Scurvy Elephant
 Dr Wayne Dyer

62. Difficult Behavior 1Difficult Behavior 1
 Talkative PeopleTalkative People
 Monopolise Meetings
 Remedies
Closed Questions - Yes / No Answers Only
Use as Helper
Speak to them in the break
Solicit Assistance

63. Difficult Behavior 2Difficult Behavior 2
 SilentSilent
 No Activity
 No Participation
 Remedies
Encourage
Support
Open Questions

64. Difficult Behaviour 3Difficult Behaviour 3
 Crabs - Find Fault with everythingCrabs - Find Fault with everything
 Material – Participating in Exercises
 Venue – Food – Hot – Cold
 Remedies
 Acknowledge Their Complaint
 Investigate
 Ask them for solutions
 Ask Group For Solutions

65. Difficult Behaviour 4Difficult Behaviour 4
 Know-it-allKnow-it-all
 Remedies
 Don’t Argue
 Thank them for contribution
 Solicit their assistance in breaks
 Use as Helper

66. Conflict & DissentionConflict & Dissention
 Language
 Blasphemy
 Graphics
 Politics
 Diversity
 Domestic

67. Your Training ToolboxYour Training Toolbox

68.  Clock / Timer
 Water Bottle
 Remote Mouse / Pointer /
 Whiteboard Pens
 Prestik
 Batteries
 Cables and Adapters (HDMI)
 Spare Shirt
 Name tags / Desk Stands / Paper / Pens
 Headache / Antacids/ Runny Tummy / Eye Drops /
Plaster / Medication /
 Check Lists
Essential Training ToolsEssential Training Tools
You Cannot be Over Prepared

69. Chinese ProverbChinese Proverb
 Tell Me and I will Forget
 Show Me and I will Remember
 Let Me Do It and I will Learn
Stimulate All Possible Senses

70. The Visual ComponentThe Visual Component
Attie Swanepoel

71. Training Visual AidsTraining Visual Aids
 Flip Chart
 White Board
 Sticker Boards
 Data Projector
 Video / DVD
 Music
 Multi Media
 Microphones

72.  Choosing One Best Suites to:-
 The Message
 The Room
 The Group
 Using Multiple Tools In Same Presentation
 Knowing How To Use More Than One
 Back Ups – Flash Disk / CD / Overhead
 Equipment – Testing - Backups
 Check Lists
Visual AidsVisual Aids
Take Nothing For Granted

73.  PowerPoint Mania – Love or Hate
 Same Rules as for Transparencies
 Contrasting Colours
 Pictures vs. Clipart vs. Text ***
 Beware Too Much of The Fancy Stuff
 Technical Issues
 S VGA vs. XGA – resolution difficulties
 Graphic Acceleration for videos
 Backups - Globes
Data Projector & PCData Projector & PC
The Primary Training Tool Today

74. (Text vs. Graphics)(Text vs. Graphics) EducationEducation
Ongoing Learning !

75. Death to Spread SheetsDeath to Spread Sheets

76. Death by PowerPointDeath by PowerPoint

77.  The Big Dilemma
 1 or 2 or 3 Per Page
 Totally Different Notes to Slides
 Delegates Take Away
 Lazy Note Taking – Less Learning
 Good For Detailed Info
 Not Good if Slides are all Graphics
 NB – Say Nothing During Distribution
HandoutsHandouts
The Most Common Visual Aid

78.  Easy To Use – Handwriting ??
 Always Available – have backup paper
 Pens a Problem – Backups required
 Have Prestik
 Tips and tricks
 Block letters – large
 Write on Every Other Page
 Mark Key Pages
 Dark Inks – Not Red
Flip ChartFlip Chart
Still A Prime Necessity

79.  Available at Most Venues - Handwriting
 Pens Usually a Problem (Dry Wipe Pens)
 Dusters or Cloths for Cleaning (meths)
 Good For Brainstorming
 Good For Explanations
 Stand Sideways When You Write
White BoardsWhite Boards
Not as Versatile as Flip Charts

80. Sticker BoardsSticker Boards
Brainstorming / Innovation / Problems

81.  Know What You Are Doing
 Test Resolutions of Data Projectors
 Requires Sound and Amplifiers
 Practice – Practice – Practice
 Rather Edit Only Sections You Want
 Have Techies Standing By
 Have backups in other cases
 Beware copyright issues
Video and DVDVideo and DVD
Powerful and Excellent Tool

82.  Good for Dead Periods – Breakaways
 Good to Stimulate Thinking
 Adds an additional sensory stimulus
 Test and Practice
 Needs Sound Connectivity
MusicMusic
Used Effectively It’s a Great Tool

83.  Most Effective If Done Properly
 Would Suggest Only for Pro’s
 Needs Careful Choreography
 Must be Slick
 Requires Back Ups
 Technical People to Operate It for You
MultimediaMultimedia
Major Player in Multi Style Learning

84.  Gives Immense POWER to the User
 Use a Mike if On Stage - 4 hrs ++
 Use Mike if you have a Soft Voice
 Lapel or Head Set or Handheld
 Get Your Own
 Learn to use it effectively
 Practice – Skype – Dragon -
 Water Water Water (500ml per hour) - GAS
MicrophonesMicrophones
Digital and Video Recorders

85.  Hot Water - Sip
 Choosing the Meals and Snacks
 Lights and Aircon Switches
 Preparing the Room
 Arriving early - how early?
 Dress Codes
 Barocca & Guronsan C
 Physical Fitness
Some Nice To Know’sSome Nice To Know’s
Enjoy Yourself

86. It’s Showtime !It’s Showtime !

87. Evaluating The TrainingEvaluating The Training
Evaluate
Programme
Content
Presenters
Performance
Participant’s
Needs Fulfillment

88. Question Time ?Question Time ?
 Web: www.adolph.co.za
 Web: www.adolphevents.co.za
 e-Mail adolph@adolph.co.za
 Tel: 011- 679 - 3145
 Cell: 082 - 493 - 9093

90.  A
II
T?

91. Evaluating The TrainingEvaluating The Training
Evaluate
Programme
Content
Presenters
Performance
Participant’s Needs
Fulfillment

92. Choosing the Meals and Snacks
Lights and Air-con Switches
Preparing the Room
Arriving early - how early?
Dress Codes
Physical Fitness
Some Nice To Know’sSome Nice To Know’s
Enjoy Yourself

93. Question Time ?Question Time ?
email: rickski@iburst.co.za
Cell: 083-785-0260