Training Cycle:

1. TNA (Training Needs Analysis)

2. Design and Development - planning, start with objectives, scope or outline, topics to be
covered, objectives should be well written, action statements should be used for objectives, be
concise, go back to content to check if it has been delivered well, check for the alignment of the
objectives and presentation flow, they can serve as your guide

3. Implementation and Delivery -

4. Evaluation

Skillset Assssment every year in FRSS University tool

One-on-one talk with your manager

To bridge the gap

Consider before starting the lesson, back to basics:

Laws of learning

Teaching/facilitating

Adult learning

Learning styles

Facilitation skills

Etiquette

Perceptions, ask for the expectations, discuss what will be covered and not ne covered, clarify

Give the context and total picture of the whole lesson or concept
The concept may be easy for you but not for your learners

Concepts

Chunks - group your information in chunks or digestible pieces, for retention

Sequencing - presentation should be logically flowing well

Amount - focus on the important details, minimize the irrelevant amount of information

Laws of Learning

1. Law of Motivation - interest, benefit, satisfaction

2. Law of Association - the learner can relate and appropriate to learning needs

3. Law of Exercise - constant repetition of something increases the probability that learning will
take place

3 development areas:

Change in Attitude/Behaviour

Skills

Knowledge Building

4. Law of Stimulation - make the learners think

5. Law of Active Learning - communication and feedback are two-way, learners are actively
involved

Teaching vs Facilitating:
Teaching starts from the teacher's own knowledge, vakues objective facts,

Facilitating starts by assessing the knowlegde of the group, values personal experience,
everyone contributes to the learning process, creates a safe environment for learning and
encourages creative thinking

Make use of senior officer or older participants to speak more or serve as knowledge resource

Set the tone at first

Build rapport during the first 30 minutes

Adult Learning Characteristics:

1. Youth Learners - learning for the future, often dependent on adults,

2. Adult Learner - results-oriented, have specific results in mind, interested in straightforward

discussion, self-directed, typically not dependent on others for eduxation, internally motivated,
have established values, beliefs, and opinions, often skeptical about new information, prefer to
try it out before accepting it, expect to be treated as adults, need to be respected, have
increased variation in learning styles (individual differences among people...)

3. Adult Learning Methodology - theories and concepts within the context of application, case
studies, stimulating questions that motivate reflection and inquiry, engage participants in
designing the learning process, build rapport, show interest in their ideas and actively listen,
clarify prorgram expectations, use a variety of teaching materials and methods

Learning Styles:

Visual - Aural (Auditory) - Read/Write - Kinesthetic (VARK) - simulations, role play, activity
participation

Adapt different methods to cater to the different learning styles

It is not practical to have a survey of learning styles

Other learning styles (behavioral):

1. Verbal Learners - discuss ideas with fellow participants, ask a lot questions,

2. Logical Learners - engage logical learnerd by giving them problems, case studies

3. Social Learners - engage by using group activities

4. Independent Learners - like to reflect and take things in before they decide how to use the
information. Engage them by providing independent exercises, writing time and individual
testing

Learning Pyramid (National Training Laboratories, Bethel, Maine)

Retention Percentages:

Lecture - 10%

Practice by Doing - 75%

Teaching Others - 90%

Passive vs Participatory Teaching Methods

Training Facilitation Skills:

1. Subject Matter Expertise - know what you're talking about, explain topics clearly, present
objectives clearly, answer all questions correctly and as effectively as you can, process
thoroughly, relate topic to personal experience, establish relevance, use a variety of examples,
use different strategies/approaches, give clear instructions

2. Transfer of knowledge - engage your audience to identify their own learning needs, ask open-
ended questions to stimulate thinking and empowerment,
3. Organization of discussion

4. Manner of delivery

5. Command of language

6. Professional Appearance

7. Platform skills

8. Classroom Management

Questioning Techniques (types of questions):

By context and by delivery

By context:

Open-ended question - requires a longer answer, gets more details opinions, feelings,
explanations

Close-ended question - requires a short and direct answer, gets facts

Funnel Questions - a string of questions starting with a general question, then homing in on a
point in each answer, gen to specific

Probing question - good for finding out more detail, gaining clarification, drawing information
out

Leading questions - good for leading the respondent to your way of thinking

Rhetorical questions - statements phrased in question form, they are engaging for the listener,
use a string of them, more powerful

Questions by Delivery:

Overhead - posed to the entire class, initiate or stimulate discussion, often used as leadoff, but
may be used at any time

Direct - asked directly to a participant, good to ask if no one answers an overhead question
Reverse/boomerang - question thrown back to the person who asked the question

Relay- question is relayed back to the participants in general (asking it back to the audience)

Transfer of Learning Principles - acquire a large primary knowledge base in the area in which
transfer is required

Understand the history in the area/s that transfer is wanted

Acquire motivation, or more specifically a "spirit of transfer"

Create cultures of transfer of support systems

Engage in hours of practice

Allow time for the learning to incubate

Learners must observe and learn from experts

Organization of Discussion:

Check logical sequence of your presentation/session/meeting agenda - overview, context

Transition clearly and effectively

Ask questions before moving on to next topic

If you encounter questions that are not part of your current topic, but will he part of another,
or totally unrelated, answer briefly, then return to point of interruption

Ensure your meeting/session runs to time

Manner of Delivery:

Exude energy and enthusiasm

Use appropriate style

Leverage on aids to increase understanding - flipchart, whiteboard

Move around
Maintain professionalism without sacrificing fun, build rapport with your audience

Be courteous

Be confident, smile

Command of Language:

Use only acceptable language

Be careful when using jargon. Make sure everyone is familiar with it when you use it

Use words appropriate to audience level

Mind your volume, rate and phrasing

Be structured but leave room for spontaneity

Avoid fillers

Professional Appearance:

Mind your attire

Mind your grooming

The way you speak

Platform skills:

Vocal Skills, Face and Gestures

Vocal skills: voice (variation, volume, velocity), understandability (articulation, fluency) and tone
(sincerity, professionalism, enthusiasm and confidence)

Velocity - pauses, phrasing, pace

Face:

Your eyes are windows to your brain as you speak

Eye contact makes you more persuasive, credible, and make you seem more powerful

The eyes can be very expressive of genuine emotion

Eye contact helps you maintain audience focus

Gestures:

Gestures are extensions of your thought process. They are ways to express words without
words.

Clarify and support words

Dramatize your ideas

Lend emphasis and vitality to the spoken word

Table Lean - authoritative, involved

Lean on - unthreatened, casual belongingness

Arms out - open, sincere, conciliatory

Thumbs out - in charge! Dominant

Fig Leaf - self control, tense

Lean Back - confident, superiority

Lint-picking - disapproval

Lean forward - ready

Arms Up - reserved, defensive

Arm/leg Cross - closed, unconvinced

Steepling - self-confidence (intellectual arrogance)

Hands clasp - anxious, controlled

Nose touch - doubt

L Chin Rest - critical evaluation

Mouth block - resisting speech

Project a two-leg stance (avoid focusing weight on one leg)

Do not overdo hand gestures

Do not block view of the presentation

Avoid 'talking' to the screen

Use open palm gestures. Avoid pointing.

Mind your posture

Free your hands

Classroom Management:

Coach as needed and use the knowledgeable participants as resource

Adhere to class and break schedules

Ensure all training materials are ready

Respond to surprise hurdles, distractions positively and effectively

Demonstrate classroom control

Do not interrupt

Direct attention of the class

Use silence for control

Monitor activities
Know your participants' names

Gauge overall mood of your participants and learning atmosphere

Clean as you go

Traditional vs Virtual Classroom (webex)

Traditional - limited by venue availability, learners are relatively homogenous group, projectors
and boards, one teacher per class, learners take notes

Virtual classroom - time depends on schedule of facilitator and students, learner can vary in
geographical location, culture, etc. Classes are technology driven, easier to have multiple
facilitators

Virtual Training tips:

Before:

Make sure your attendees have the necessary pre-requisite knowledge (a week before)

Organize your content and plan for engagement - communicate pre-training requirements

Rehearse

During:

Try to log in early (30 mins to 1 hour, in case there is a tech issue)

Set expectations and discuss technology features

Do not ask everyone to introduce themselves

Communicate behind-the-scenes information

Acknowledge and engage students

After:

Provide copies of additional learning materials

Provide a link to the participants

Etiquette:

Always act with honesty and integrity

Represent the image of the company properly

Make a positive first impression

Keep training materials tidy and organized

Use positive verbiage when giving feedback, especially on areas for improvement

Don't:

Chewing gum while conducting training

Eating

Coughing or sneezing

Gossiping or naming names

Using incumbent employees in negative scenarios

Talking about sensitive issues

Being a know-it-all

Blaming

Taking things personally

Dominating the training

The charismatic trainer:

Sincerity - how passionate the presenter is

Flawless presentation

Total mastery

Insatiable curiosity - for incidental learning or additional learning

High energy level

Overt Assertiveness