1INDIAN JAYCEESRecycle Paper

ZTWS_______PARTICIPANT’S MANUAL________

Designed and Compiled by

JFM.S.Nagalingam, B.Sc., M.A., M.B.A., B.L.,NTF.,

I can be a Trainer too!!

sPast National President

_______________________________________

Jc. TVN MurthyNational President - 2005

Jc. Chitralekha KasliwalNational Director - Training - 2005

Jc. Sandeep MorajkarChairman - National Faculty Cell

_______________________________________________

A PUBLICATION OF

Indian Jaycees(Worldwide Federation of Young Leaders and Entrepreneurs)

National SecretariatAmi Kalash, 2nd Floor, Ami Complex, IC Colony Road, Borivali (W), Mumbai 400 103

Tel.: (022) 28912354, 28913355 • Fax : 022 - 28910807Email : ijcns@vsnl.com • www.ijc.org.in

Lead Author & Commentaries by

JCI Senator Sunil KumarInternational Training Fellow

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I. INTRODUCTION 3

II. EFFECTIVE MEETINGS 4II.1. CHECK LIST FOR MEETINGS 5II.2. AGENDA OF A MEETING 7

III.CHAIRMANSHIP 9III.1. STYLES OF CHAIRMANSHIP 9III.2. QUALITIES OF A CHAIRMAN 12III.3. POWERS OF A CHAIRMAN 14III.4. CHAIRING A MEETING (DUTIES) 15III.5. RESPONSIBILITIES OF CHAIRMAN 15III.6. BASICS OF ANY MEETING 16III.7. TYPES OF MEMBERS 17

IV. PARLIAMENTARY PROCEDURE 19

IV.1. BASIC PRINCIPLES 19

IV.2. MOTION TO RESOLUTION 20IV.2.1. SAPTAPADI IN CAPP 20

IV.3. PROPOSAL 21IV.3.1. MAIN OR PRINCIPAL MOTION 21IV.3.2. INTRODUCING OF MOTIONS 21

IV.4. DISCUSSION 22IV.4.1. PRIVILEGED MOTIONS 22IV.4.2. INCIDENTAL MOTIONS 22IV.4.3. SUBSIDIARY MOTIONS 23IV.4.4. UNCLASSIFIED OR 24

MISCELLANEOUS MOTIONS

IV.5. DECISION 24IV.5.1. VOTING 24IV.5.2. BASES FOR DETERMINING 25

A VOTING RESULT

IV.6. KEY MOTIONS AT A GLANCE 26

IV.7. MOTIONS WITH SPECIAL FEATURES 35

V. CONCLUSION 37

Getting to be a trainer!

Commentaries & Sessions

A must for every potential trainer

This manual has been exclusivelypublished out of the Trainers Gridcommitment – AN initiative of NationalPresident JC TVN Murthy

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I too can be a Trainer!

Why not? One of the greatest excitements I have experiencedin Life has been to grow up as a Trainer. Every presentation Imade led me into a world of unknown and got me closer toappreciating the right way to do things. Thanks to Training, I havebeen fortunate to have achieved so much in Life and I believe itcan happen with anyone who desires to take on Training as apassion.

But it does take an effort. Absolutely! One cannot become aTrainer of some repute without investing plenty of time, effort, talentand an attitude to learn. Surely, it is expensive to emerge as someoneoutstanding. But then, when you are passionate to take homesomething of value, you need to pay a price – and here the price isof commitment more than anything else.

It is said so well … “If education is expensive, tryignorance”.

Training begets Training. The more training you do, the moreaccomplished you shall be. It is a universal law of life that allinvestment made on ourselves, comes back with rich rewards.

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Rewards of – Experience gained, emerging a Visionary, creating auniqueness Image, Success achievement and several other specialfeatures. Why should one not be blessed with all these in life?

There is no better way than achieving success through Training– and that too being a Trainer. It is enormously thrilling to see youtake on the ladder of Training. This publication “I can be a Trainertoo” can help you appreciate the role of a Trainer lot better. It isthe result of several years of experience that has created this studyto benefit you.

I am happy that we have contributions from some key Trainersin Indian Jaycees who have been able to support this publicationwith the “Key Content” of Sessions and Modules. It is extremelysimplified with focus on “Training facts & approaches” and givesyou an insight into getting on to be someone special in life. You areinvited to take complete advantage of this vast experience that hasgot published, thanks to the initiative of our National President JCTVN Murthy.

Welcome Trainer!

Here’s wishing you all the very best!

Sunil Kumar RLead Author

JUNE 2005

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Learning the TrainerRelated Sessions

• Trainers & Speakers• Adult Learning Principles

Creating the TrainerTraining Approaches Modules

ONE : Determining Training Needs

TWO : Establishing Program Goals

THREE : Creating the Program Design

FOUR : Techniques &Aids supporting Presentation

FIVE : Effective Presentation

SIX : Feedback & Evaluation

Related Articles

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On your way to … “a Unique Trainer”The role of a Trainer and how different is a trainer from

a speaker

Getting to be a trainer isn’t too difficult. And when you havemastered the basic art of “public speaking” it becomes even easier.But that does not entirely mean that all good speakers are goodtrainers. There is a sure difference. In my years of handling varioussizes of groups, several times for 4-5 days in programs like Nalalndaor Veda or for Officers - I’ve experienced that handling biggergroups is exciting when your presentation is designed from a “Trainerperspective” rather than a “Speaker perspective” and thus here aresome points based on “sheer long time experience”.

Trainer is one, who encourages learning and through interactionis able to assess if such learning is taking place. A Trainer facilitates“growth & correction”, in areas of Knowledge; Skill & Attitude”in those who are there right there as audience. A trainer is not justsharing information, but is able to dialogue with people and “helpthem see a newer perspective”. In the process, the trainer musthelp removal of blocks and barriers. And when through interaction,is able to help them better understand the “Why” of what is beingadvocated, learning becomes easier. Thus the bottom line is clear.

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SESSION ONE

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A trainer is involved with “Coaching” – or influencing“understanding” of “Why” – to people in getting them ready toattempt new approaches. Speakers are people who may inspireaudience with a good speech, but often do not provide for situationsof “facilitating easy learning” and expect people to pick up thegood points from what has been said. They are more general intheir presentation with “common objectives”.

A Trainer is a “Designer” too –someone who designs learningapproaches, based upon the groupinvolved. These approaches are tofacilitate inspired learning. People of allages cannot be dealt with in a similarway. Different strategies are required tohandle different audience. Imaginewhen the one set of audience hasseveral levels!. Plus the “quantumgrowth” that is required in them is whata good Trainer is able to comprehendand plan accordingly. An importanttrainer skill called “DesigningLearning” is something that can be

unique to a trainer. Speakers, on many occasions, focus oninformation sharing, and do not individualize their approaches toensure people get what they “must”. Speakers go on the basis of“uniform levels” while the skill in a trainer “ensures individualizinginteraction”.

A question that often comes up is - Can handling a large groupbe considered as training? Speakers have all sizes audiences – small(upto 50); average (100-200); and large (200-1000 or sometimeseven more). Is handling an average or a large group considered“training”? A very large group or even a higher side of the averagegroup, may not be easy for a trainer to handle, since it may be

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impossible to check the levels of learning in most people. The timespent before the group is related with conclusions drawn. But itdoes not mean that “good trainers” cannot handle big size groups.It depends upon the skill and the time one is willing to invest.Possibly calls for a greater focus on what you do and the manner inwhich you have taken upon the challenge. If you are able to continueyour mobility, despite the size – reach people – encourage interaction– clarify barriers – activate occasionally – talk “their” language –touch them – help them resolve – pick up questions from some -provide solutions … isn’t is training? And isn’t it facilitating“learning”? Yes. There can be a general statement that normallyTrainers handle small size groups while speakers can handle biggergroups as well. But not a One Hundred Percent concluded opinion.

Some other distinct areas between Speaker & Trainer include:

· More Formal (Podium – Posture – Dress) Vs MoreMobile. Sometimes speakers too get mobile – but the “mobilityreferred here” from a trainer perspective, is to move closer tosuch people who may be your focus – get them to see yourcomfort level – keep mind open to come up with somethingnew or bring in an apt response – on to a discussion mode –maybe more natural than formal.

· Information sharing Vs Knowledge – Skill or/and Attitudegrowth or change happening in people. A trainer must check “Imay have spoken well, showed good slides, used humour andstories, answered questions – but have I impacted any learning?Have I been able to get questions in the minds of my audience,and also got them identify responses? Will the person acrossdo something towards what I have been suggesting? Will it nowbe easier for him to attempt something he always wanted to,but never did?

· All size audiences Vs Size limited to the objective – In a

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good trainer the skill of handling audience is immense.

· General Approach to all audience Vs more onindividualizing focus. Do I know this person? What level ofsuccess was possible before? Can I list of some major problemsthis person currently goes through? What is this person lookingforward to now?

· What you share is what “you think” should be spokenVs many good trainers go on to a completely new subject sincea question or two, have persuaded such a need. Thus the varietyof information shared is possible due to a “base” that existswhich a trainer must recall to clarify – motivated by theinteraction

Training cannot be successful, merely because someone speakswell. Or that you have some good collections to share. It happensonly when “people” sitting across– take home learning and“attempt” something that they never did before or something thatis not “easy” from their point of view.

It is important to move ahead. And not merely repeat whatyou’ve been doing as a trainer. Try something out – something thatyou haven’t done before. Something – that others may have notattempted either. Something that set’s you apart from the “similarworld”. There has to be an “adventure” in what you do asa Trainer. That’s when you will discover something orsomeone `new and better’ within.

It is exciting when on an early morning, you sit on yourkeyboard, with no references or no people around, but with yourmind open - and quickly be able to key in your thoughts whichcome alive since you have peeped into your past experiences.

Take off Trainer. And surely touch new levels!!

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SESSION TWO

Adult Learning PrinciplesGetting to know what’s happens inside them!

Session CommentaryTraining Adults is far too different than training younger audience.While Training in Jaycees, most of the time we are involved withtraining Adults. It is a major challenge indeed. But exciting though.

As a Trainer, you will not only face audience who are youngeror junior to you, but on several occasions, you will encounter anaudience, who may be elder or even far senior to you, in terms oftheir experience and long standing-ness in the professional sphereas well.

How would one be able to take on such situations? - is alwaysrelated with the manner in which you pitch in your presentation. Ihave always advocated that it is not enough if a trainer is good atmaking presentations or is able to add on interactive features well.What eventually does matter is the learning you are able to createin the audience. And this comes from “concentrated reading” &“applying experience into training” – be able to share situationsyou have yourself been involved with in your own profession. This

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will ease you out of the challenge of facing adults, especially thosewho may be elder or senior to you.

Adults are Adults. Does not matter, whether younger, or olderto you. While we can skilfully ring in the attitude of a “child” inhim through games and interactive approaches, yet Adults candefinitely be rigid internally. They can be unwilling at times, toaccept that you have something to share that they are not aware of.Some of them may also carry “I know it all” attitude.

The skill of a trainer is to be able to relate to these Adults – tobe able to keep them excited in the process of learning. Thechallenge is not to say something that “they do not know” - but tomake them “accept” a point of view, of which you are very certain.This can happen when you have the depth of the subject at yourcommand, and the ability to relate to these Adults by convertingtheir “learning” into “discovering” mode.

For instance, when you start off your presentation with astatement of Lao Tse…I cannot teach a person anything. I can onlyhelp him discover it within himself, it eases out his attitude frompre-supposing that you are there to teach him. Statements like, “Iam sure that in the process, this presentation will get better throughyour participation, since I am a learner as well” will help in hisattitude settings.

Adults need statements confirming that while they do possessexpertise, upgrades are a way of life, and you as a Trainer are hereto share such information which may help their upgrades.

Another area that one must aim at is to make learning “exciting”for them. Adults lose that sense of discovery, due to their routinetrap. Getting him to “learn by doing” is what can make the programinteresting and relevant for him.

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And of course – this is for those who keep addressing theiraudience as “participants”. Sorry! You may have to change thatapproach if you want the best from your audience. They surely areyour participants, but it can put off some of them. A better way toaddress the audience is “Fellow learners” – or Ladies & Gentlemen.Repeatedly addressing them as “Participants” may irk their attitudes.

We have more on the subject and let us see how our colleaguetrainers have handled the same.

Key Content of the Session“Treat Adults like they needto be treated”

Part of being an effective instructorinvolves understanding how adultslearn best. Compared to childrenand teens, adults have specialneeds and requirements aslearners. Despite the apparenttruth, adult learning is a relativelynew area of study. The field of adultlearning was pioneered byMalcom Knowles.

New information and skills must be relevant and meaningfulto the concerns and desires of the participants. Know what theneeds are of individuals in your class. Participants do not wish tolearn what they will never use. The learning environment must byphysically and psychologically comfortable.

• Adults are people with years of experience and awealth of information.Focus on the strengths learners bring to the classroom, not justgaps in their knowledge. Provide opportunities for dialogue

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within the group. Tap their experience as a major source ofenrichment to the class. Remember that you, do not need tohave all the answers, as long as you know where to go or whoto call to get the answers. Participants can be resources to youand to each other.

• Adults have established values, beliefs and opinions.Demonstrate respect for differing beliefs, religions, value systemsand lifestyles. Let your learners know that they are entitled totheir values, beliefs and opinions, but that everyone in the roommay not share their beliefs. Allow debate and challenge of ideas.

• Adults are people whose style and pace of learninghas probably changed.Use a variety of teaching strategies such as small group prob-lem solving and discussion. Use auditory, visual, tactile andparticipatory teaching methods. Reaction time and speed oflearning may be slow, but the ability to learn is not impaired byage. Most adults prefer teaching methods other than lecture.

• Adults relate new knowledge and information topreviously learned information and experiences.Assess the specific learning needs of your audience before yourclass or at the beginning of the class. Present single conceptsand focus on application of concepts to relevant practical situ-ations. Summarize frequently to increase retention and recall.Material outside of the context of participants’ experiences andknowledge becomes meaningless.

• Adults are people with bodies influenced by gravity.Plan frequent breaks, even if they are 2-minute “stretch” breaks.During a lecture, a short break every 45-60 minutes is sufficient.

• Adults have pride.Support the participants as individuals. Self-esteem and ego

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are at risk in a classroom environment that is not perceived assafe or supportive. People will not ask questions or participatein learning if they are afraid of being put down or ridiculed.Allow people to admit confu-sion, ignorance, fears, biasesand different opinions. Ac-knowledge or thank partici-pants for their responses andquestions. Treat all questionsand comments with respect.Avoid saying “I just coveredthat” when someone asks arepetitive question. Remember,the only foolish question is theunasked question.

• Adults have a deep need to be self-directing.Engage the participants in a process of mutual inquiry. Avoidmerely transmitting knowledge or expecting total agreement.Don’t “spoon-feed” the participants.

• Individual differences among people increase withage.Take into account differences in style, time, types and pace oflearning. Use auditory, visual, tactile and participatory teach-ing methods.

• Adults tend to have a problem-centered orientationto learning.Emphasize how learning can be applied in a practical setting.Use case studies, problem solving groups, and participatoryactivities to enhance learning. Adults generally want to imme-diately apply new information or skills to current problems orsituations.

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· Adults are autonomous and self-directed.They need to be free to direct themselves. Their trainers mustactively involve adult participants in the learning process andserve as facilitators for them. Specifically, they must getparticipants’ perspectives about what topics to cover and letthem work on projects that reflect their interests. They shouldallow the participants to assume responsibility for presentationsand group leadership. They have to be sure to act as facilitators,guiding participants to their own knowledge rather thansupplying them with facts.

· Adults are goal-oriented.Upon enrolling in a program, they usually know what goal theywant to attain. Instructors must show participants how thisclass will help them attain their goals. This classification ofgoals and course objectives must be done early in the course.

· Adults are relevancy-oriented.They must see a reason for learning something. Learning hasto be applicable to their work or other responsibilities to be ofvalue to them. Therefore, instructors must identify objectivesfor adult participants before the course begins. This means,also, that theories and concepts must be related to a settingfamiliar to participants. This need can be fulfilled by lettingparticipants choose projects that reflect their own interests.

· Adults are practical.They focus on the aspects of a lesson most useful to them intheir work. They may not be interested in knowledge for itsown sake. Instructors must tell participants explicitly how thelesson will be useful to them on the job.

Adults have accumulated a foundation of life experiences andknowledge that may include work-related activities, familyresponsibilities, and previous education. They need to connect

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learning to this knowledge/experience base. To help them doso, they should draw outparticipants’ experience andknowledge which is relevant tothe topic. They must relatetheories and concepts to theparticipants and recognize thevalue of experience in learning.

As do all learners, adults need to be shown respect. Instructorsmust acknowledge the wealth of experiences that adult participantsbring to the classroom. These adults should be treated as equals inexperience and knowledge and allowed to voice their opinions freelyin class.

Motivating the Adult LearnerAnother aspect of adult learning is motivation. At least six

factors serve as sources of motivation for adult learning:

· Social relationships: to make new friends, to meet a needfor associations and friendships.

· External expectations: to comply with instructions fromsomeone else; to fulfill the expectations or recommendationsof someone with formal authority.

· Social welfare: to improve ability to serve mankind, preparefor service to the community, and improve ability to participatein community work.

· Personal advancement: to achieve higher status in a job,secure professional advancement, and stay abreast ofcompetitors.

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· Escape/Stimulation: to relieve boredom, provide a breakin the routine of home or work, and provide a contrast to otherexacting details of life.

Cognitive interest: to learn for the sake of learning, seekknowledge for its own sake, and to satisfy an inquiring mind.

Barriers and MotivationUnlike children and teenagers, adults have many

responsibilities that they must balance against the demands oflearning. Because of these responsibilities, adults have barriersagainst participating in learning. Some of these barriers includelack of time, money, confidence, or interest, lack of informationabout opportunities to learn, scheduling problems, “red tape,” andproblems with child care and transportation.

Motivation factors can also be a barrier.

What motivates adult learners? Typical motivations include arequirement for competence or licensing, an expected (or realized)promotion, job enrichment, a need to maintain old skills or learnnew ones, a need to adapt to job changes, or the need to learn inorder to comply with company directives.

The best way to motivate adult learners is simply to enhancetheir reasons for enrolling and decrease the barriers. Instructorsmust learn why their participants are enrolled (the motivators);they have to discover what is keeping them from learning. Thenthe instructors must plan their motivating strategies. A successfulstrategy includes showing adult learners the relationship betweentraining and an expected promotion.

Learning Tips for Effective Instructors

Educators must remember that learning occurs within eachindividual as a continual process throughout life. People learn at

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different speeds, so it is natural for them to be anxious or nervouswhen faced with a learning situation. Positive reinforcement bythe instructor can enhance learning, as can proper timing of theinstruction.

Learning results from stimulation of the senses. In some peo-ple, one sense is used more than others to learn or recall information.Instructors should present materials that stimulates as many sensesas possible in order to increase their chances of teaching success.

There are four critical elements of learning that must be ad-dressed to ensure that participants learn. These elements are

1. motivation2. reinforcement3. retention4. transference

Motivation.If the participant does not recognize the need for the informa-

tion (or has been offended or intimidated), all of the instructor’seffort to assist the participant to learn will be in vain. The instruc-tor must establish rapport with participants and prepare them forlearning; this provides motivation. Instructors can motivate par-ticipants via several means:

• Set a feeling or tone for the lesson. Instructors should tryto establish a friendly, open atmosphere that shows theparticipants they will help them learn.

• Set an appropriate level of concern. The level of tensionmust be adjusted to meet the level of importance of the objective.If the material has a high level of importance, a higher level oftension/stress should be established in the class. However,people learn best under low to moderate stress; if the stress istoo high, it becomes a barrier to learning.

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• Set an appropriate level of difficulty. The degree ofdifficulty should be set high enough to challenge participantsbut not so high that they become frustrated by informationoverload. The instruction should predict and rewardparticipation, culminating in success.

In addition, participants need specific knowledge of their learn-ing results (feedback ). Feedback must be specific, not general.Participants must also see a reward for learning. The reward doesnot necessarily have to be monetary; it can be simply a demon-stration of benefits to be realized from learning the material. Fi-nally, the participant must be interested in the subject. Interest isdirectly related to reward. Adults must see the benefit of learning inorder to motivate themselves to learn the subject.

Reinforcement.

Reinforcement is a very necessary part of the teaching/learn-ing process; through it, instructors encourage correct modes ofbehavior and performance.

• Positive reinforcement is normally used by instructors who areteaching participants new skills. As the name implies, positivereinforcement is “good” and reinforces “good” (or positive)behavior.

• Negative reinforcement is normally used by instructors teach-ing a new skill or new information. It is useful in trying to changemodes of behavior. The result of negative reinforcement is ex-tinction — that is, the instructor uses negative reinforcementuntil the “bad” behavior disappears, or it becomes extinct.

When instructors are trying to change behaviors (old practices),they should apply both positive and negative reinforcement.

Reinforcement should be part of the teaching-learning process

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to ensure correct behavior. Instructors need to use it on a frequentand regular basis early in the process to help the participants re-tain what they have learned. Then, they should use reinforcementonly to maintain consistent, positive behavior.

Retention

Participants must retain information from classes in order tobenefit from the learning. The instructors’ jobs are not finisheduntil they have assisted the learner in retaining the information. Inorder for participants to retain the information taught, they mustsee a meaning or purpose for that information. The must also un-derstand and be able to interpret and apply the information. Thisunderstanding includes their ability to assign the correct degree ofimportance to the material.

The amount of retention will be directly affected by the degreeof original learning. Simply stated, if the participants did not learnthe material well initially, they will not retain it well either.

Retention by the participants is directly affected by their amountof practice during the learning. Instructors should emphasize re-tention and application. After the participants demonstrate cor-rect (desired) performance, they should be urged to practice tomaintain the desired performance. Distributed practice is similarin effect to intermittent reinforcement.

Transference

Transfer of learning is the result of training — it is the ability to usethe information taught in the course but in a new setting. As withreinforcement, there are two types of transfer: positive and nega-tive.

• Positive transference, like positive reinforcement, occurs whenthe participants use the behavior taught in the course.

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• Negative transference, again like negative reinforcement, occurswhen the participants do not do what they are told not to do.This results in a positive (desired) outcome.

Transference is most likely to occur in the following situations:

• Association — participants can associate the new informa-tion with something that they already know.

• Similarity — the information is similar to material that partici-pants already know; that is, it revisits a logical framework orpattern.

• Degree of original learning — participant’s degree of originallearning was high.

• Critical attribute element — the information learned containselements that are extremely beneficial (critical) on the job.

Although adult learning is relatively new as field of study, it isjust as substantial as traditional education and carries and potentialfor greater success. Of course, the heightened success requires agreater responsibility on the part of the teacher. Additionally, thelearners come to the course with precisely defined expectations.Unfortunately, there are barriers to their learning. The bestmotivators for adult learners are interest and selfish benefit. If theycan be shown that the course benefits them pragmatically, theywill perform better, and the benefits will be longer lasting.

In conclusion,

All LEARNING must be

User friendly : Easy to applyUser urgent : Must be applied right away

User relevant : Relevant to be applied

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Determining Training NeedsAn effort to learn the needs of the participants. It isimportant to be aware of what will be relevant to them –what needs or expectations they carry – the responsibilityof trainers to ensure needs satisfied

Session CommentaryA Doctor diagnosing a patientA Leader assessing his/her team membersA Trainer analyzing the program participants

No matter which area one desires to interpret, the central themeeverywhere is very similar. You need to know the person who isknocking your door and more important what are his/her currentneeds. A doctor cannot prescribe the right medicine unless he issure as to what the body needs at that point of time, and thusaccordingly prescribes the required medicine. Any wrong diagnosiscan lead to complications. Similarly, Leaders task is to ensure thatthe members of his/her team are taken care of – their needs metand their task is relevant to their skill. Failing which, he will not beable to hold them for long and will eventually have an unproductiveor a non responding person in the team, thus weakening the overalleffort. The same is the case with trainers.

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MODULE ONE

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Every training experience must benefit the learners. That is thesingular most important purpose of any training program. Suchlearning can be in the form of new information gathered orknowledge gained; honing skills; getting motivated to attempt somenew activity that has not been hitherto tried out or gaining an insightinto application of existing knowledge and experience into someuseful activity.

The challenge before the Trainers isnot merely to make a presentation, but torelate such training to the requirementsor needs of the audience. To this extent,it is vital for every trainer to be able todetermine the needs of the audience –why are they here for, what are theirexpectations, what additional knowledgeor skills will help them in supporting theirbehavior, post such training experience.

Hence, the cycle of trainingcommences with “Determining Training Needs”. Whose trainingneeds?? Of course, the needs of the participants, who have comebefore you to gain from such experience.

It is an important aspect to be able to diagnose the participant.The most complex skill involved in administering success inhomeopathy is primarily through diagnosis. The practitioner keepson asking as many questions to arrive at the root cause or a seriesof causes. He/She must be completely aware as to what medicinewill get a positive response. And they get to the minutest details inrecording all reactions and responses.

In training too, it is extremely important to be able to identifywhat are the expectations of the audience. These expectationsunless met, will not give the program any lead into success.

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It is also possible that you have an audience who may nothave any specific expectations and are there to take home whatevernew is given. This is fairly common, particularly in large programs.People arrive at programs without any definite expectations or needsdefined, but generally expect to take home something new,something worthwhile. The focus of a good trainer will be in guidingthem to list out what they desire to take home – and help them putup their expectations before.

Training Needs can be determined in several stages:

(1) Prior to the commencement of the program by assessing theresponse of the participants – Pre course assessment

(2) In many cases, there may not be a perfect assessment done ofthe learners and thus the skill of the trainer will be to assessthem while the program has commenced. This is done whenthe session on “Unfreezing” or “Ice-breakers are done – orthrough a discussion leading, where the trainer is able to gaugetheir levels and needs - On site assessment

(3) It may not be completely possible to assess the requirementprior to your main sessions – either through pre course or onsite assessment. A trainer may need more time to thoroughlyunderstand the expectations and this is done while the sessionsare being presented. However, the capability of the trainer toevolve his program at that stage to address such needs is asimportant too – On going assessment

A sure note for every trainer is to be aware that not allexpectations can be always met. And no point that trainers keepgoing in circles to ensure that this happens and thus lose controlon the program. Learners carrying expectations is fine. But as atrainer, you must be able to draw a distinction between “Needs &Wants”, and be able to attempt to satisfy needs, surely. Wants areexpectations too, but one must keep in mind the duration of the

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program as well, and thus focus on “needs fulfillment” as thepriority.

Key content of the session:

Philosophy and Principles:

a). Human behavior is influenced by wants and needs. Often,people do not know which are the needs and which are wants.As well, people often sublimate their needs so as to satisfy theirwants. Those who choose to train others must know thedifference and how to influence people to accept the moreimportant needs over the less important wants.

b). Individuals will learn better and modify their behavior morepositively if they choose what they learn.

Objectives:

a) To help individuals determine the difference between a needand a want.

b) To help individuals determine which training programs will bestenhance their personal and Work lives.

c) To gain input from individuals in the preparation andimplementation of appropriate training Programs.

Theory:

In order to develop an effective training program, a trainer mustfirst assess the real needs of the participants. Your role is very similarto that of a doctor. Before a doctor can prescribe the propertreatment for his patient, there are several steps he must take.

The first step is to gather information about his patient. Next,

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he will examine the patient to detectcertain symptoms. By this time, thedoctor has more information, but thereis still something missing.

Even if the patient doesn’t knowexactly what is wrong, he can oftengive the doctor several answers thatwill lead to a possible solution.However, the doctor realizes that thereare several other sources from whichto gather information; therefore, hemay consult another doctor for asecond opinion and possibly questionother people who are in contact with the patient on a regular basis.

With all this information, the doctor makes a diagnosis byseparating the symptoms from the real problem. After this iscompleted, a cure is proposed for the patient’ problem withdirections on how to complete the cure. But a crucial step is yet tobe taken –the follow-up is always necessary to make certain thepatient is following directions and taking the necessary steps towardrecovery.

This analogy shows how important it is for trainers to make athrough needs important it is for trainers to make a thorough needsassessment to develop effective training needs.

Application

Methods to Determine Training Needs

The Needs Assessment

The training needs can be determined by finding what is presentlybeing done and matching that with what could or should be done,

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now or in the future. The gap between these two factors will provideclues to the type and amount of training needed by a given group.

Note: The finding –out technique can be accomplished by usingany combinations of the following methods. It is important tounderstand that no one method alone will provide you with theclues necessary to determine the training needs of the group.

1. Written Sources:

a) Survey- The survey method is an excellent way to determinegroup training needs. This should be done in the form of aprinted questionnaire consisting of a list of questions to be

answered by a crosssection of the targetgroup. Each questionshould be brief,specific and phrasedin a way thatdemands a shortanswer.

If this method isused to determinetraining needs for aJunior Chamber, for

instance, the survey should be conducted at least twice duringthe year. By doing this, it will point out improvements the LOMhas made, and many times uncover new training needs.

b) Letters: Letters of request and complaints are also greatsources to determine training needs. Read between the lines.Many times what the writer is requesting or complaining aboutis not the entire need-only a symptom of the problem.

c) Newsletters: If you are going to train members of an

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organization or association, there are many resources to exploit.Newsletters are an excellent source to uncover training needs.Read each newsletter thoroughly and determine the attitude itconveys. If it appears to be a poor publication, this could bean indication that each other functions of the organization mayalso be conducted haphazardly.

d) Plan of Action: A plan of action, if completed ,is a goodsource for assessing needs. It includes their objectives, goalsand the means by which they intend to achieve their goals.

e) Meeting Minutes: The minutes of meeting might give youclues to training needs.

2. Unwritten Sources:

a) Informal Talks: Training needs can surface while holdinginformal talks with prospective participants. You can have theseinformal talks in any setting.

b) Observations: During your travels training needs can bemade through social and professional contacts, observations.An expert and creative mind ,good eyes, sharp ears and adiscreet mouth are needed. Before you arrive home, write downyour key observations so you will not forget them.

c) Consultants: Use consultants to obtain advice on the trainingneeds.

d) Interviews: Conducting one-on-one interviews with keyindividual individuals are an excellent way to obtain traininginformation. Prior to the interview, prepare a list of questionsthat require more than a yes or no answer. Write down theirresponses and study the answers to uncover training needs.

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Skills

It is important to help individuals find the best methods possible todetermine what learning programs they should undertake in orderto achieve their life goals. Once an individual can determine themost beneficial training path, he or she is more likely to participatein training programs.

Results

It is very obvious that we have one main result to achieve: to ensurethat individuals have the techniques and methods of determiningtheir training needs so that they not only select the most appropriatetraining programs for their life goals, but that they are actuallymotivated to undertake such training activity.

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MODULE TWO

Establishing Program Goals(A strategy to author the objective of a training program

that will guide trainers to design approaches aimed atmeeting the trainer’s expectations of the audience

performance at the end of the program)

Session CommentaryAre you one of those trainers who have set your eyes on future?

Are you someone ardently looking forward to a spurt in your levels?The response better be a YES. It is time that you are able to betterposition yourself and be firmly settled to achieve more in life.

And why are you here doing your presentation? Are youcompletely clear with your purpose? You better be, since it doesnot serve our objective, if we are operating from an “uncertain”axis.

Program Goals offer two way benefits. They are aimed to guideand support the participating leader to perform in an expectedmanner once the program comes to an end, and such aim will alsohelp trainers roll up sleeves to be able to achieve this aim, andpossibly better their previous performances as well. The first aspectis to be clear as to what should be done towards helping the

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participating leader perform under certain conditions on a predefined criteria. The second aspect is the very knowledge of “whatshould be done” – which can inspire a trainer to be ready withactions and strategy that help in the realization of the “first”.

Trainers can perform at their best, when they are absolutelyclear about their program goals. It is like driving your car. Youknow the destination and the time you have at your disposal toreach there. Thus you remain focused. You will guide your carthrough the right paths. The speed of your travel gets related to thetime at your disposal. You may occasionally take short-cuts or

sometimes cruisecomfortably. All actionscompletely focused on your“knowledge of arrival” atyour destination.

A training programmust have a destination aswell. As a Trainer, your“knowledge” of the‘destination’ will be ofimmense help. While it isimportant for you to be

aware of your “audience” and their levels, it is equally imperativefor you to be clear about how much “learning you expect them toget involved with” – what they must be able to do, after your programconcludes, will be the quintessence of your presentation. Based onthis preamble, you will be able to decide the strategy of your training- at what level you must keep the delivery active; what should yourtraining approaches include; the extent of interactive-ness you wishto apply; and sometimes even the ‘target’ audience, you wish tofocus on. Always plan results! And design your approaches toearn these results.

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Many training programs get organized or delivered with focuslimited to “how effective was my presentation” – “did I get theaudience excited” – “were the audience appreciative of myprogram” – “did I share the right stories, success with humour,relevant references, spoke of the right people”. It is possible thatthese situations may have given you the strength of havingperformed well, but what use will it be if the learning experienceexpected or required has not been met or the subject did not respondto their needs?

When one claims he or she is a trainer of “some impact”, thenallow this presentation to also get related to the final purpose –that of getting people “learn from the program and be given theright motivation to initiate some action” which has been the keypurpose of the training experience. The bottom lines must beabsolutely lucid.

• How much has the program supported the development ormodification in the Knowledge, Skill or Attitude of theparticipating leader?

• To what extent has the participating leader expressed willingnessto apply this new learning?

• Will the participating Leader come back to another presentationfor a re-charge or review?

• As the trainer, how well do you justify that your presentationconcluded on a positive note – the ‘extra-experience you havegained, some higher level of knowledge or a new level of learningyou have acquired to support you handle the same presentationeven better at a future experience?

Program Goals are of tremendous value to a trainer who has apassionate desire to move up, a deep-seated commitment to growup vertically as a trainer and who is keen to emerge as a master inthe arena of trainers.

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Program Goals must address these salient attributes:

• What should the program do to the participating leaders? To whatextent can it help in meeting their needs or providing them solutionsto be applied in helping them achieve their purposes?

• How should they react once the program comes to an end –What should their immediate action be? How well should theaudience perform under the perceived conditions, to be ableto match your expectation? Firstly they state the expectedperformance or behaviour, and added on will be the situationsunder such performance gets initiated, and the hallmark of thegoal will be when the “expected standard” of “performance”can be defined and achieved.

Program goals in the form of “Instructional Objectives” though donot specifically state as to how it must help the trainer, howeverimply definite benefit to the trainer. The questions that can be raisedout of a perfectly defined objective, for the trainer could be:

• What should the program do to the trainer – How much has ithelped the trainer move ahead as a “trainer” and supported inthe overall development?

• How effective should the presentation be in relation to the abilityof the trainer to address the needs and expectations of theaudience? Will it help the Trainer perform at a higher peakthan before? If there were some “discomfort zones” in theprevious presentation on the same subject, will the currentexperience eliminate these zones? The effectiveness issues mustbe addressed for sure. The strength of a trainer is to keep doingbetter.

Should the Training Goal or Instructional Objective beannounced first?

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This is a common debate. Many trainers opt not to reveal theirtraining objective. One reason for “some” could be that a trainerfears non fulfillment of the objective. The other reasons couldindicate – not sure of the pattern in which the program will advance,unsure of performance of self; unsure of the audience levels, andso on. It has been found to be of extensive help to both the Trainerand the participating Leaders to be aware of the specific objectiveprior to the program, since it always helps cruise better.

In these days of moretrainers than ever before -with the arena full oftrainers, and surelybountiful opportunitiescoming up as well, thechallenge of a trainer is tokeep “moving ahead” – tobe able to handle morepowerful challenges. It isonly when you take uptasks that areunmanageable, willgrowth occur.

If things seem under control,you’re just not going fast enough.”

: Mario Andretti

Key Content : The What, Why and How of Program Goals

A ship with no port of destination, knows no favorable wind:Anonymous

If you do not know where you are going you will probably endup somewhere else : David Campbell

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Having done the needs analysis successfully you are enteringthe next step of programming your goals as far as the training isconcerned.

As a trainer, through your program

Where do you want to go?How do you want to go?What conditions would help you go there?How do you make sure you have gone there?

Questions are incessantly pouring into your mind and theanswers to them will help you devise your program goals.

Expectations to results

The program goals you haveset are meant to help yousuccessfully achieve them.They must address “how

effective will they proveon the audience”.

It is a definitemeeting point of

expectations - of both thetrainer and participants which

will lead to desired results.

Every participant is coming out with a very pertinentquestion in his mind as “What is in it for me?” It is the duty of thetrainer to help the participants achieve a transformation from hispresent level to be able to perform better.

To enhance the achievement levels of the participating leadersis helping them to achieve a change in their knowledge level or skilllevel or attitudinal level, either independently or collectively. A

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training objective will help the trainer crystallize his efforts towardsachieving the program goals.

Training Objective

Without objectives, a trainer will be functioning in a fog of his ownmaking, until he knows just what he wants his trainees to be able todo at the end of the course : Anonymous

Training objective is defined as statement that describes whatthe learner will be able to do after completion of the training program.

In other words it is a statement of certain behaviours orobservable actions that a learner will be able to demonstrate utilizinghis/her Knowledge, Skill or Attitude, in a desired manner, whenthe influence of the trainer on him/her has come to an end.

It is also defined as a statement of an observable proficiency inwhich the criteria for acceptable performance is specified andmeasurable. The resources important in the performance of thetask are also stated.

Advantages of Training ObjectiveTo the Trainer

Clarify instructional intent

Articulate the goal of the training - Trainers need to know whatnew skills and behaviors will result from a training course inorder to make informed choices about what programs to offer

Guide development of assessment and evaluation

Aid in selection of course content and strategies

Design training materials and methods

Monitor and manage the training situation towards expectedresults

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Evaluate training achievement in a systematic way

Revise and modify the next training session as a result ofstructured feedback obtained from training evaluation

To the trainee

• Help him state expectations of the training program, whichwill in turn help him visualize the course of training at thebeginning of it and define his/her role as well

• the intent - By dispelling unrealistic expectations trainee gainsa clear sense of current status and desired outcome to bettermeasure personal progress

• the expected level of performance he/she should achieve inevery training step

• under what conditions he/she is expected to perform

• the criteria and standard with which he/she can objectivelyassess his/her own performance

It is better to develop training objectives at the planning stageand make them known to the trainees before the training sessionbegins. Trainers are expected to go through the objectives andexplain these to the trainees. Writing them alone will not improvethe training process or achievement.

Characteristics of a Training Objective:Useful objectives contain three important characteristics viz.,

Behavior (performance), a Condition, and a Degree (criterion).

Behavior An objective always says what a learner is expected tobe able to do. The objective sometimes describes the product orresult of the doing. The emphasis here is on “Behaviour” – somevisible action

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Ask yourself, what is the learner doing when demonstratingachievement of the objective?

Conditions An objective always describes the importantconditions (if any) under which the performance is to occur. It isnot completely enough if the performance happens. The challengeis that this performance must happen under defined conditions.

Criteria (Degree) Wherever possible, an objective describesthe criterion of acceptable performance by describing how wellthe learner must performin order to beconsidered acceptable.

“How well” is the key.In other words, it meansthat the trainer expectsparticipating learners toperform under certainconditions at a “level” –a level that is“acceptable” to thetrainer.

1. BEHAVIOR:

The verb used todescribe a desirable behaviour in a training objective must beobservable and measurable, that is, with active verbs. This oftenrequires translation from the general to the specific.

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General term Specific term

count, define, describe, identify, label, list,To Know match, name, outline, point, quote, read, recall,

recite, recognize, record, reproduce, select,state, write

associate, compute, convert, defend, discuss,distinguish, estimate, explain, extend,

To Comprehend extrapolate, generalize, give examples, infer,paraphrase, predict, rewrite, summarize,translate

add, calculate, change, complete, compute,demonstrate, discover, divide, examine, graph,

To Apply interpolate, interpret, manipulate, modify,multiply, operate, predict, prepare, produce,report, show, solve, subtract, translate, use

arrange, breakdown, categorize, classify,combine, design, detect, develop, diagram,

To Analyze differentiate, discriminate, illustrate, infer,outline, point out, relate, select, separate,sequence, subdivide

build, compile, compose, create, derive, design,devise, explain, generate, group, integrate,

To Synthesize modify, order, organize, plan, prescribe,propose, rearrange, reconstruct, relate, revise,rewrite, summarize, transform, specify

appraise, assess, compare, conclude, contrast,To Evaluate criticize, determine, grade, interpret, judge,

justify, measure, rank, rate, support, test, score

BEHAVIOR SUMMARY

1. A training objective describes an intended outcome of trainingrather than an instructional procedure.

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2. An objective always states a performance, describing what thelearner will be DOING when demonstrating mastery of theobjective.

3. To prepare an objective describing an instructional intent:a) Write a statement that describes the main intent or

performance you expect of the trainee.

2. CONDITIONS

To state an objective clearly, you will sometimes have to statethe conditions you will impose when students are demonstratingtheir mastery of the objective. Here are some examples:

Given a problem of the following type…Given a list of…Given any reference of the learner’s choice…Given a matrix of intercorrelations…When provided with a standard set of tools…Given a properly functioning…Without the aid of references…With the aid of references…Without the aid of a calculator…Without the aid of tools…

Your description shall be detailed enough to be sure that thedesired performance would be recognized by another competentperson, and detailed enough so that others understand your intentas YOU understand it.

Here are some questions you can ask yourself about yourobjectives as a guide to your identifying important aspects o f thetarget, or terminal performances you wish to develop:

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1. What will the learner be allowed to use?

2. What will the learner be denied?

3. Under what conditions will you expect the desired performanceto occur?

4. Are there any skills that you are specifically NOT trying todevelop? Does the objective exclude such skills?

3. Criteria (DEGREE)

If you can specify the acceptable level of performance for eachobjective, you will have a standard against which to test yourinstruction. Therefore, you will have the means for determiningwhether your instruction is successful in achieving yourinstructional intent.

You would know, and theparticipant would know, the quality

of performance necessary towork for or exceed.

What you must try to do, then,is indicate in your objectiveswhat the acceptableperformance level will be byadding words that describethe criterion of success.

If the thought that now popsinto your mind is somethinglike, “Much of what I teach isintangible and cannot beevaluated,” - consider this.

Maybe so. But if you are teaching aspects that cannot beevaluated, you are in the awkward position of being unable to

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demonstrate that you are teaching “some” aspects at all. The issuehere is not whether all important aspects can be measured orevaluated. The issue is simply whether you can improve theusefulness of an objective by making clear how well the participantmust be able to perform to be considered acceptable. Sometimessuch a criterion is critical. Sometimes it is of little or no importanceat all. But adding a degree to an objective is a way ofcommunicating an important aspect of what it is you want yourparticipants to be able to do.

Examples of degrees: time limits, accuracy, quality.

CONDITION AND DEGREE SUMMARY:

1. A successful objective will specify the important conditions orconstraints under which you want the trainee to perform.

2. A successful objective will include a statement that indicateshow well that trainee must perform to satisfy the trainer.

COMMON PITFALLS OF OBJECTIVE WRITING:

1. FALSE PERFORMANCE.

Have a thorough understanding of time management.

Demonstrate a comprehension of the short-story form.

Be able to relate to others in a demonstration of empathy.

Be able to understand individual differences in family members.

The above statements have the appearance of objectives, butcontain no performances. They are not objectives.

2. FALSE GIVENS

Given three days of instruction…

Given that the participant has completed six laboratoryexperiments on…

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Given that the participant is in the category of gifted…

Given adequate practice in…

These are words or phrases that follow the performancestatement in an objective - but they describe some situations, morethan specific conditions the learner must have or be denied, when

demonstrating achievementof the objective. Mosttypically, the words describesomething about theinstruction itself. Don’tdescribe the instructionalprocedure in your objective.

3. TEACHING POINTS

Be able to choose anart print or photo thatillustrates a theme of yourchoice and explain how itillustrates that theme.

Similar to a falseobjective, this statementdescribes a teaching point, apractice exercise, or some

other aspect of classroom activity. Don’t describe a classroomactivity and call it an objective.

The main function of an objective is to help course plannersdecide on instructional content and procedure. If the objectivedescribes a teaching procedure, it will fail to perform its primarypurpose because it will be describing instructional practice ratherthan important instructional outcomes.

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Other examples:

Be able to discuss in class the case histories handed out by thetrainer.

4. GIBBERISH

Manifest an increasing comprehensive understanding…

Demonstrate a thorough comprehension…

Relate and foster with multiple approaches…

Have a deep awareness and thorough humanizing grasp…

The trainee must be able to demonstrate an ability to developself- confidence and self-respect…

5. TRAINER PERFORMANCE

The trainer will provide an environment that will promote thedevelopment of self-esteem, confidence, and security in participants.

Demonstrate to participants the proper procedures forcompleting NTTTS application form

An instructional objective describes trainee performance. Itavoids saying anything about trainer performance.

6. FALSE CRITERIA

To the satisfaction of the trainer.

Must be able to make 80% on a multiple choice exam.

Must pass a final exam.

Participants know who they have to perform for. With thesecond, you are only giving half of the picture. Eighty percent hasno substance. It doesn’t tell the participant anything. Eighty percentof how many questions? What’s in the questions? What exactly isit that they are performing here? The ability to get 80%?

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Evaluation of a Training Objective

1. Read the objective. Go to # 2.

2. Can you say in concrete and active terms If yes, go to #4.what the learner is expected to do? If no, go to #3.

3. The objective is defective and must be Go to #1.rewritten. It must state clearly what isexpected of the trainee in terms ofbehavior that can be observed andmeasured. Rewrite.

4. From reading the objective, do you If yes, go to #6.know precisely what standard of If no, go to #5.performance you expect from the trainee.

5. The objective does not enable you to Go to #1.decide how much or how well the traineehas learned. If a level of acceptableperformance is stated, it enables you tomake accurate judgments. Rewrite.

6. Does the objective say under what If yes, go to #8.conditions the trainee will carry out the If no, go to #7.required activity? (E.g., will they be given[or not] certain tools, materials, aids, etc?Is there a time constraint? Where willthe activity be performed? And so on.)

7. Verify that these sorts of things do not have If rewriting,any bearing on the trainee’s level of accep- go to #1.table performance. If you think they do, theobjective must be written to include them.

8. The objective would seem to be satisfactory.

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Creating the Program Design

(A guide to understanding & appreciating the importanceof a design, strategies to develop the content; and how theprogram must impact and guide the participants at a trainingprogram evolve into the objective that has been determined).

Session CommentaryA Fashion DesignerA Home DesignerA Car Designer

Every designer has ONE sure objective – a bottom-line. Thedesign must be most relevant, receive acceptance and must berewarded with results. It must be created to respond to a need;ignite a desire; generate a goal; provide guidance to accomplish;and market the designer. That is what success of a design is allabout.

What results can be considered rewarding?

· Current trends· Technically sound· Benefit to recipient, exciting

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· Asked for more· Value for investment – for both.· Supports Designer’s growth!

It is the same with every good training program.

The bottom line is clear. It must have a design that score’s. Theparticipant must get the thrill of being there, completely get involved,and take home a “learning experience”. The skill of the trainer increating the most comprehensive design is what adds value to thetrainer.

There are trainers who are very good at:

· Language· Speaking Ability· Getting along with people· Presentation Aids· All of these

But when it comes to design, they fumble. Their design hasno “special value” or an “innovative approach”. It is verysimilar to what every other trainer has been using for a long time.That’s because, no special focus has been laid on “how well canthe design impact”!

Design is the crux of any training program and the programsrelevance gets greater when the most appropriate and creativedesign is conceived, every time!!

Design in the Training Cycle

· Needs Assessment· Instructional Objective· Program Design· Techniques & Aids

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· Program Presentation· Evaluation

The approach is quiteclear. We have the groupwhose needs areassessed. And thechallenge of any trainer isto ensure that these needsare met – the expectationsof the participants interms of fulfilling theirneeds must be fulfilled.

“How well?” is the key question.

A few situations that normally come up at the end of a trainingexperience:

• Programs where the trainer believes that participantsexpectations are met, but unfortunately a sizeable part of theaudience does not think so

• Programs where the trainer fails to deliver expectations and iscompletely unaware of the fact that despite the “wahwah”(applause), the design lacked the “purpose”

• Programs that possibly meets the needs or expectations of thelearning group but the “inspired drive” continues to be missing.

There could be many more such situations – all of them leadingto one certain finding that the design lacked the “punch” or an“impact that’s long lasting”.

What could be a positive response to a training design?

• It was directly aimed to support the objective – to help people

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appreciate the need to move up and gave them the requiredstrategy to accomplish the same

• It was designed with a blend of “interactive-ness”; “inspired-drive”; “innovative-ness”; and “initiative-ness strategy’s offered”– If you are to be a great trainer, always remember … “theproof of the pudding is it’s eating” – No matter how well thepudding may appear; how well it may be decorated or draped;how well it may be packed; how colourful it may look or howornamentally it may be designed – yet the person eating thepudding must enjoy every bit of it”

• The learning experience was truthful, extremely provoking; andfull of value. It’s approaches and contents have re-engineeredthe thinking process of participants by its masterlycraftsmanship. – The challenge is in “Crafting” – to be able totake care of all aspects that facilitate “learning” and“application” – both. There is no point talking about “What”and “Where” unless the learners are able to appreciate the“Why” & “How”

• Another response a trainer must await is : Thank you. It helpedme see from a new perspective and guided me alter and add-on to my approaches in Life. I am now more successful andprobably in the right direction. Can we have a higher levelprogram, please, to help me go to the next stage”

Making a lasting impact with “Design”

• Analyse what is required and at what level it must be offered

• Identify what you have to offer

• Identify your own learning goals – Every program must makeyou move advanced. And thus it is integral to growing up, that

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your design must be built-inwith areas that you arecurrently not completelyaware of

Package all these three :what is required+what youhave to offer+your ownlearning goal – supports yourdesign with

• Learning approaches cannotbe “routine”. Your specialty is in creating that “inspiredapproach”

• Levels cannot be common. Your domain is to ensure that youcan respond to all levels

• Presentations cannot be monotonous in their content. Yourforte is to enliven them with content that not only offers an in-depth analysis of the subject but is also packaged with situationsfrom “real-life experiences”.

Integrating all these three : inspired approach+multi-level+researched content relevant to real-life experiences– can be a fantastic design of presentations

Key Content : Strategies in Designing

(A) The SIX relevant questions for designing a TrainingProgram

A training program is simply the structured arrangement ofActivities that facilitates learning

A Trainer’s Philosophy, Character, Personality, Education and

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Experience influence the effectiveness of the course content. Thesepersonal factors will also influence the Trainer’s selection of Trainingcontent tools and techniques.

The 6 relevant Questions for Designing a Training Programare – WHO, WHY, WHAT, WHERE, WHEN and HOW!

WHO?

Who are the participants, for whom you are designing a trainingprogram? What are their needs,their individual learning styles?What is their “Level of knowledgeand experience”?. And what is‘their capacity to learn andcapability to perform”?

How many participants areattending the training program? Allthese factors should be consideredwhole setting the course objectives.

WHY?

Why are you conducting this program? The participants“needs” are taken into consideration while the trainer sets thecourse objectives - and prepares to concentrate on either increasingthe knowledge, skills & attitudes as the case may be.

WHAT?

Keeping in mind the ‘Who & Why’ (objectives), identify thecontents of your training programme. What is the subject, whatare the various topics you would like to cover to meet the needs ofthe participants?

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Analyse and select the appropriate and effective trainingmethods/ techniques to impart the training. The effectiveness willdepend on the knowledge gained, improvement in skills and in theattitudinal change brought about in the participant. Spend time inpreparing the visual aids which will make your training effective.Analogies, humor, anecdotes will help supplement your point ofview. Incorporate them regularly in your training programme.

WHERE?

Having identified your course content, techniques, aids etc.,the next logical sequence is to gather the material you require.Where to find it? You have internal and external sources.

- Your IJC/JCI publication/ manual on the subject.- Books, written by specialists on the subject.- Libraries- Expert trainers on the subject.- Periodicals, articles published- And You and your life-relevant experiences.

Research is the key to better quality courses.

WHEN?

Before you start organising your material and start developing it,keep in mind the time factor. How much time do you have at yourdisposal? Whether the program will be completed in one sessionor in more than one session? Will there be breaks during theprogramme for tea or lunch? This knowledge will help you in sched-uling your sessions and in condensing the overall programme to fitin the time available.

HOW?

a) Framework: Prepare the outline of your course. Organise your

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material in a proper order. List the broad content areas (majorconcept). Divide each major concept into various headings,subheadings/ topics. Make sure that the material you have as-sembled can be encompassed in this framework. This will bethe skeleton of your course.

b) Expand: The outline is to be expanded to include very detailof the course. Develop each point under its heading in a propersequence. Maintain continuity from one point to another.

c) Make it better: Include objective-oriented learning experi-ence. It certainly makes a significant contribution in enhanc-ing the participant towards the desired objectives.

d) Enhance your final product: Pay attention to the follow-ing points

- Be sure the course is loaded with good content.

- Complex concepts and skills are made easy to understandby breaking them down into simple concrete elements.

- Arrange for activity, involve the participants throughout thetraining programme. Determine the ways and means ofgetting group participation.

- Use plenty of stories, anecdotes and case histories to illus-trate your point clearly.

- Enliven with humor at the right places. Make learning en-joyable.

- Trainees need time to absorb. Determine points at whichto quickly summarise. Review at the conclusion of eachmajor concept.

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- Create links between one topic and another. Abrupt changefrom one point to another reduces understanding.

- Device methods to get feedback from your participantsduring and after the programme.

e) The finishing touch: After the course is finalised, try it out.You may detect errors or find need to modify your design.

- Prepare your opening and closing well.

Now ! you are ready toimplement your training programme.

GO AHEAD! Here’s wishing you success!

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B) “Bomber B”

A mnemonic device to help you structure your Presentation.

Bang – Always start with attention-getting “hook”

Opening – Outline main message (Road Map)

Message – Give only 4-5 key message.

Bridge – Make a Bridge between each key messages andthe Participant’s experience & needs

Example – Give frequent examples to help the participantsvisualize what you mean.

Recap – Be sure to summarize & conclude.

Bang! Always finish with closing “hook”.

(“Bomber B as the nick name of B Gunar Edeg R.A.F (B) theIcelandic pilot who helps trainers to structure their courses.)

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Techniques & Aids supporting Presentation

Commentary

• Is the audience active? If it is a very passive crowd, how can aTrainer make the audience jump into action?

• Is the audience too large for a training program? How can theTrainer take advantage?

• Is the audience full of people with very limited “levels” – ofunderstanding and skill? How can a Trainer influence theirlearning?

“Training Techniques” is the name of the game.

The right way to go about as a Trainer, is to be able to get theaudience participate. Keep them active. Get them do activities. Bringthem into closer interaction with others. Be able to gauge theirgrasp. Push up their participative initiatives. Give them involved insolving and responding to problems and exercises. Pool them intogroups and encourage them deliver presentations. Ask Questions

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that make them respond. Theseare some of those strategiesTrainers must have up theirsleeves to effortlessly get theaudience active. These strategiesserve benefits in several ways:

a) The audience is “active” –keeps them from dozing off orturning passiveb) Interaction between

participants builds teams and sets them off on an active tonec) The training environment is energetic and livelyd) Interest gets generated and the desire to participate shoots upe) Feedback is assessedf) Trainer too is able to use the appropriate approaches relating

to the situationg) Learning is tremendous, especially in groupsh) The “right leaders” in the audience get identifiedi) And many more

True to its word, “Techniques” imply styles or methods ofdelivery which the Trainer can prefer to suit the situation and makethe delivery highly effective. They are, primarily presentationtechniques, which help the Trainer in creating a lasting impact whilemaking a presentation and also supports his objective of facilitating“definite learning”

Techniques are approaches that a trainer takes. Experienceconfirms that there is not one single technique that is the “best”. Itis up to the Trainers to take advantage of these techniques anddepending on the situation before them, they can choose the mostappropriate one. Sometimes, it is depending on the group and itslevels, techniques are chosen. For instance, a highly participative

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and extremely active audience can respond positively to a welldelivered lecture, since their basic level is “active” and theirknowledge level is “high”. However, a group that is not as active oras skilled, may prefer very short lectures and more interactiveapproaches like discussion leading or buzz groups or some otherforms, which actually get them active. The quintessence here is tofirst – have a thorough knowledge of how to handle techniquesand second – to be able to apply the right technique depending onthe objective and audience levels.

It is also the size of the audience that has to be taken intoconsideration while determining the right technique. A largeaudience may be difficult to be broken into groups, and a smalleraudience will prefer an interactive or two way dialogue rather thana monologue. And added to this is the aspect of time available withthe Trainer. Some techniques are extremely time consuming and ifyou have very limited time, then there is absolutely no point tryingout buzz groups and their response in large audience. Thus,techniques are situational. Absolutely!

The ability to apply a particular technique, for sure, comes fromdetailed analysis of understanding what makes the participant inthe audience get active and involved. This is easier to determineonce you have some experience of handling all techniques andhave experienced their results.

While a technique is primarily to get the participant into an“involved mould”, the skill of choosing or applying the righttechnique is the testing time for the trainer. Techniques requirecareful handling.

Over a period time, the techniques that have been hithertopublished, have now evolved into newer techniques as well. Andthese new ones have been tried and proved extremely successful.Some of them include:

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· Presentation by Trainers in Teams or GroupPresentation: One session with several Trainers – frequentlychanging guards. This is extremely risky and must have completeconsent of all trainers involved and they need to synergize well,otherwise it may fall flat. The best part of this technique is itbrings out different opinions on one point under discussionand also adds variety into presentation. Thus no matter howlong the session, the question of audience falling out is verylimited, if the Trainers making the joint presentation are able torhythm well and individually capable of keeping the audienceactive.

· Creation of Individual Profiles or Publishing Audienceresponses : This involves getting the audience fill in a series ofquestionnaires and then publish all findings in the form of abook that could be returned back to them duly printed. Severaltimes it has been found that audience is only made to answerquestionnaires without any serious investment from the Trainingteam in evaluating or appreciating their response. Theparticipants are also not aware as to how well they haveresponded to a particular statement or question, once theprogram is over. This strategy helps in compiling data on behalfof the participants, and gets them take home a published version,which is extremely useful to them for any future review.

But training techniques alone are not enough. They have to besupported by the right aids which can create that lasting impact,we have been talking about.

What are these “Training Aids” and how should a Trainer handlethese “Aids” is a matter of more skill and definite knowledge, aswell.

It is important that Trainers learn out of experience, and areable to use different methods and aids as they keep progressing.

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Training Aids have indeed evolved into extremely superior situations.Technology supported the advance of “Training Aids” into amazingand incredible situations.

There was time when usage of a Blackboard meant“monotonous” an approach. And thus came in the “White Board”with colour markers. What a change it was! It certainly was excitingto see the “Black” fade away and get on to colours. But, whiteboard did not stay long either. It was taken over by pre-designedattractive flip charts, which gave way to Overheads, and then tovery colourful slides, and now to Powerpoints. And what levels in“powerpoints” again.

I hate to see a Trainer who does not evolve.

It is often a mindset that prevents a Trainer from moving intonewer zones of activity. And the challenge of any training is tobreak “mindsets”.

Trainers must learn to not only develop new visual aids, butalso discover comfort zones in using them.

Visual Aids, thanks to technology, have by themselves becomea training program. These days, you have a pre-recorded interactivetraining program available to you on a DVD. They are completelyready to wipe you off the scene or turn you into mere facilitators ifyou do not evolve, for they carry tremendous impact, quality in allaspects of presentation and a definite variety.

The challenge of a Trainer, thus, is to evolve into a completelyupdated and upgraded level of using the best of visual aids whichhave made a Trainers’ life a lot more easy, thanks to computers!!

Audience out there is looking forward to something new frompeople they have already experienced, someone different inhandling upgrades; someone very evolving in using current

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approaches; and surely they want “all current” data in the mostmodern format. The challenge of a Trainer, I believe, is to deliverthat! To prove, you are ahead of the audience and in tune withtimes. While a Trainer surely has the experience and knowledgelevel to boast of, yet how well the Trainer sets the rapport with theaudience is equally important to determine the success of anypresentation.

Techniques & Training Aids are thus meant to respond andincrease audience initiatives!

Training methods and techniques

Analyze and select the appropriate and effective trainingmethods/techniques to impart the training. The effectiveness willdepend on the knowledge gained, improvement in skills andattitudinal change brought about in the participants. Use humourextensively while the anecdotes will help supplement your point ofview. Incorporate them regularly in your training program.

A good trainer should have a working knowledge of the Methodsand techniques available to him. The following are few of them.Each one is different and each poses unique problem andrequirements. Apply either one of, or combination of or suitablemodification of such techniques. Remember your objectives. Now,study them carefully.

Ice Breaking

DESCRIPTION: A form of Introduction to achieve a relaxed andfriendly atmosphere.

ADVANTAGES: It breaks down the stiffness and formality in the

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MODULE ONE

participants. It alsoeliminates shyness inthem. One can use theIce Breaking as a tool totake them into the learningenvironment. It also helps in needsassessment.

CAUTION: Sometimes it encouragesstatus building contest. Mind you, fewparticipants are modest. If they are notcrisp, they turn out to be time wasters. Also,the ice-breakers should be relevant to thepoint under discussion. Any aimlessphysical activity is not an ice-breaker.

Brain Storming

DESCRIPTION: A technique to achieve in shortest time, maximumnumber of ideas without prior judgment and criticism. It can beused at any given point of time.

ADVANTAGES : Stimulates creative ability of the members. Getmany creative ways of solving problem. Improves communicationbetween members. Encourages reserved participant.

CAUTION : Care should be taken so that participants’ thoughtsare not distorted. Use participants’ own Key phrases. Don’t makeany remarks on ideas.

Buzz Groups

DESCRIPTION: Technique to explore all avenues of a particularproblem and obtain the views of all the participants in group of 5to 8 members. It shall have a group leader and a spokesman.

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ADVANTAGES: Every one gets an opportunity to participate &express his views and feel part of the group. Leader gainsexperience to lead the discussion. Spokesman gains experienceto summarise the discussion and report verbally. It facilitates Teambuilding.

CAUTIONS: A careful briefing should be given by the Trainer. Heshould check with each leader. See that the Buzz group is notdominated by one or two people.

Lecture

DESCRIPTION: Is a prepared talk. It provides knowledge, andinformation. It gives a direct message.

ADVANTAGES: This is used when time is a constraint. It can bedealt with more facts, principles and concepts. This is by largeused by knowledgeable and motivational speakers. It gives direct,clear and controlled information.

CAUTION: Don’t be dull. It requires speaking ability. Don’t becareless in preparation. It must be well organised, developed andpresented. Must motivate group interest. Should not drag out inlength.

Discussion Leading

DESCRIPTION: A 5 stage plan to get the best result out ofdiscussion. It is a process of pooling the ideas, experience & abilitiesand finally selecting the best.

1. Define the problem. Explore various aspects.

2. Produce ideas. Give alternative solutions to the problems.Unlock ideas.

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3. Test the ideas using experience and knowledge with alternatives.

4. Choose. Reach to a decision on alternative solutions. Choosethe best.

5. Plan of action. What has to be done?

ADVANTAGES: Brings out different view points. Group decisionshave been proved superior. Trainees are more likely to changeattitude after discussion.

CAUTION: See that everyone has opportunity to contribute. Don’tlet discussion be dominated by a few/most vocal. Don’t examineor criticize ideas as it comes up. Guide the group. Don’t tell whatto do. Keep the discussion moving. Summarise the progress

Role – play

DESCRIPTION: A technique of human interaction that involvesrealistic behaviour in imaginary situation. Guidance of the traineris essential. Used mainly for dealing with face to face situation.

ADVANTAGES: It is an excellent method of participants’ learningwith fun. It provides participants with realistic experience. Thismakes it possible for the individuals and group to improve theireffectiveness.

CAUTION: Avoid unpopular people for unpopular roles. Don’tuse real names of characters. Don’t let role players get into rut andstereotype pattern. Role playing is not play acting but it is realitypractice.

Case Study

DESCRIPTION: Consciously written, practical and realistic case-studies which will induce thinking. Analysis, pro and con discussion

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and genuine effort to find solution to problems of real-life situations.

ADVANTAGES: Provides opportunities for exchange of ideas andconsideration of possible solutions to problems that the participantsface in their work situation. It is very effective in the group of 8 to10 people.

CAUTION: Don’t give information but assist participants to analyseand think about the problem. Participants look to the trainer togive the right answer. Flexibility is required. Participants may geta wrong impression of the real work situation. Clarify.

Effectiveness of different training methods:

Ranking of methods depending on TEACHING GOALS (1=high,8=low)

Method Know- Attitude Problem Inter- Participant Know-ledge Change Solvin.g personal accep- ledge

acquisition Skills tance retention

CASE STUDY 4 5 1 5 1 4

WORKSHOP 1 3 4 4 5 2

LECTURE 8 7 7 8 7 3

GAMES 5 4 2 3 2 7

FILMS/VIDEO 6 6 8 6 4 5

PROGRAMMED 3 8 6 7 8 1

INSTRUMENTROLE-PLAY 2 2 3 1 3 6

GROUPACTIVITY 7 1 5 2 6 8

Audio-visual aids“A picture is worth a thousand words”

Audio-Visual aids make a greater impact on the participants in

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terms of better retention of the content. Hence they are one of themost important tools that a trainer should use in the developmentof his presentation. The commonly used Audio-Visuals are BlackBoards, slide/overhead projectors, flip charts, films, video taperecorded message etc. These could be used to help the participantsand also the trainer in achieving better results in the training process.

The advantages to the participants :

The audio visual aids can:

1) Make participants follow logical sequence of talk.2) Make a visual impact.3) Facilitate following the talk more easily, especially when the

participants are slow in grasping.4) Ensure clarity of each point.5) Impress thoroughness, efficiency and knowledge of subject.

Advantages to the trainer:

1) They ensure that the trainer follows a logical sequence.2) The participants immediately gain interest.3) They help participants maintain interest.4) They help the trainer in explanation.5) They give him confidence.

Make your presentation effective with the help of audio-visual aids.You must:

1. Make your visuals visible2. Use colour and not art for your headline3. Simplify-eliminating details.4. Clarify the obvious5. Show all the key points.6. Allow ample preparation time.7. Check all arrangements before you go on.8. Maintain contact with your audience.

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9. Keep your visuals moving.10. Use only well-trained assistants.11. Make your presentation straightforward.12. When you are through put your visuals away.

Selecting the best:

Select the appropriate visual aids which will create desired impact.The effectiveness of visual aids will depend on:

- Type and quantum of information you would like to present- The size of group you will be addressing;- Physical arrangement facilities available; and- Resources available to you for preparation.

The VHF communication

Human beings store incoming data in one of the following threeways:

Visual : they memorize pictures, images, diagrams, charts,graphs

Hearing : they memorize sounds, conversations, melodies,accents etc.

Feeling : they memorize emotions, smells, tastes, tactileexperiences and … pain.

However, each of us has a preferred “channel” for rememberingdata (V, H or F). so, an effective trainer provides his varied audiencewith as wide a range of stimuli as possible. Here’s a resume of theaids and techniques available to you:

Visual Aids : *Flip charts *Black/White/Pin Board*Overhead Projector * Slide Projector

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*Props *Video Clips *Word Pictures * LCD

Hearing Aids: *Audio Cassettes *Video *Sound effects *Music*Onomatopoeia

Feeling Aids: *Music *Handouts *Props *Verbal description /analogies

Remember: feelings stay longer than facts.

*Yes, if you don’t have the equipment – use your voice!

FLIP CHARTS

1. PREPARATION2. PAPER3. GRAPHICS

ATTRACTIVE

* Give each flip a title* Use bullet points (likethe ones on this page)* Use at least 2 darkcolours

BIG & BOLD

* Use THICK markers(bring your own)* Should be legible from10 meters!

CAPITAL KEYWORDS

* Never write sentences!

Whenever possible, use cartoons or drawing to personalize andadd interest to your headings.

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STANDING

Every time you turn your back on the audience, your voice andtheir attention disappear.

Since you can’t write and face the audience at the same time(unless you are a contortionist!)

You should

* Write (a few words/seconds)* Turn and Talk

• Write (a few words/seconds)• Turn and Talk.

OVER HEAD PROJECTOR1. THE PROJECTOR

• Make sure the projector lens andprojection surface are cleanedbefore starting your presentation(if you can’t get hold of someglass cleaning liquid and a cloth,turn the projector off and use ahandkerchief to clean the glasssurface).

• Check for a spare projectorlamp

• Test projector/screen distance with a sample transparency forpositioning and focusing

2. SCREEN POSITION

• The best position for the screen is in a corner of the conferenceroom – high enough for everyone to see without craning,peeping, standing or leaning! Avoid keeping the screen at a

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centre. Such a position of the screen will take away the primaryattention of the participants. In fact, you, as a trainer, shouldalways get the primary attention of the participants.

3. PROJECTION ANGLE

• Avoiding the “keystone” effect

Keep the projector beam at 90O to the screen by tilting thescreen (ideal) or by jacking up the projector until keystonedisappears. If you jack the projector you’ll need a chock to preventtransparencies sliding forward.

4. PLANNING A PRESENTATION

USE THE ‘STORY BOARD’ APPROACH

• One transparency with chapter headings• One transparency per chapter heading• One transparency per point/topic in each chapter

• Use consistent design• Print series name & number on each

TIPS • Concentrate message in center• Use only 2/3 space for message

Preparing the slides & transparencies

Preparing the slides and the transparencies is very important. Youmust decide the content for every slide. The content should notexceed a few lines for every slide/transparency.

You may Write/draw directly onto a transparency (withpermanent or non-permanent pens). While using free hand lettering,

• Use permanent OHP markers• Place transparency on squared paper to ensure alignment• Use colours as much as possible• Be bold. Practice your own “alphabet”

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• For full letters, use light colour to block in letters before outliningwith darker colour.

Special transparencies, for directly printing them through aninkjet colour printer are also available. They are slightly costly butyou can make colour transparencies for much better effect.

5. GOLDEN RULES

F FRAME Use standard, horizontal frame & “Logo” for alltransparencies

L LARGE USE LARGE, LEGIBLE LETTER Titles = 1.2 cm.text = 0.5 – 1 cm

I IMAGES Use illustrations on ALL transparencies WORDSARE NOT VISUAL AIDS!

C COLOUR Use 2-3 complementary colours on ALLtransparencies

K KISS Keep it short and simple ! One idea only pertransparency• Maximum 6 lines of text• Maximum 6 words per line

6. PRESENTATION TECHNIQUES

a. Overlay

• Use several superimposed transparencies to build up a storyor argument

Note : Make sure you mount your overlays so that they fit ontoeach other exactly – every time

b. Revelation

• When you have several important points on one transparency,use a mask to gradually reveal your argument step by step (Ifyou don’t, your audience will be reading point 6 when you’retalking about point 1)

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• For important, high quality presentation, try the “window”technique

c. Animation

• Solid objects or cutouts on the projection surface will block thelight and give sharp silhouettes on the screen. With cardboardcutouts, you can design an interesting and original animatedpresentation.

Example:Production process, moving arrow.Female silhouette, light bulb etc.

d. Presentation Techniques

• Use a POINTER to highlight messagese.g.: cut out arrow, transparent pointing finger, pen or pencil(be careful it doesn’t roll off) or a laser pointer.

• Place pointer on the transparency and move as you changemessages. DON’T HOLD IT. Murphy says your hand willshake!

9. USING THE PROJECTOR

PREPARE * Prepare transparencies in sleeves; in the rightorder; unclipped

PLACE * Place a transparency on the projector align. Switchon.

POSITION * Do not block any participants view of the screen.Switch off projector between each transparency

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THE CASSETTE RECORDER/PLAYER1. MUSIC

Here are some ways you should be using recorded music in youtraining seminars :

• To create a friendly atmosphere at the beginning of the courseas participantsCome in, meet each other and settle down.

• As background music during coffee breaks/intervals.• To provide a relaxed “learning” environment during• As an introductory “bang”• To create specific atmospheres for special message (film music,

theme tunes, sound effects, etc.)• To illustrate a point amusingly with a song “snippet” (Example

for a course on customer service: “Help” , “ Keep the customersatisfies”, “You cant always get what you want “, etc.).

2. VOICE

Recorded speech can be useful for:

• Illustrating role-plays (interviewing, Public Speaking, salesmancustomer, boss-Subordinate)

• Examples of opinions (market research interviews etc.)• Bringing an absent colleague to the seminar• Interjecting humorous anecdotes• Giving examples of current radio ads/trends• Use cassette deck to record your presentation so you can work

of your mistakes

NB: When recording audio examples make sure you leave verylittle space between each recording. In this way you can pressthe “pause” button at the end of one example knowing that thenext recording is cued to start as soon as you hit the button.

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PHOTOGRAPHIC SLIDES

1. WHEN TO USE PHOTOGRAPHIC SLIDES?

• When you have the time and the money!• When you need a “higher quality” presentation• When you want to show photographs \ cartoons etc.• When you wish to change place or differentiate from colleagues

“omnipresent overhead slides”.• When you wish to dramatize a point and create expectancy by

darkening the conference room• When contact with and participation of the audience is not

essential

2. WHEN NOT TO USE PHOTOGRAPHIC SLIDES

• When you only have words to show• When you can’t darken the room sufficiently• When audience participation is important• When you are a persuasive “eye contact” speaker• When you have a tight

budget!• When “everybody else

does, so I suppose..”• When you don’t know

how to work theprojector

3. THE MISSINGLINK

Many slide presentationsfail because they forget thatslides should be used asVISUALS. Examples ofwhere slides can be used toclarify things visually are:

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• Charts and graphs – Instead of tables• Diagrams of processes – Instead of words• Photographs – Instead of descriptions• Flow charts – Instead of lists• Graphic Titles (Logos, Drawings etc)• Cartoons – Instead of anecdotes

4. SLIDE RULES

Make sure that you will -

• Always use several colours• Be aware and beware of “colour camouflage”

(i.e. no yellow on white, blue on green, pink on red etc.)• Never put more than 6 lines and max. 6 words (ideals - what

you could write on a T-shirt)• Use photos, cartoons, drawings as much as possible• Use a consistent design for series of slides• Keep words horizontal (especially on pie charts)• Never show photos of pages from a book• Remember that words are not visual aids!

5. SLIDE PRESENTATION RULES

• Check the projector lamp before going on• Mark each slide for correct insertion in the carousel• Do a dry run to check that slides are in the right order and the

right way up and the right way up and round• Stand away from projector – use remote control• Use “back” slides for natural breaks• Explain what is on the screen – but don’t read text• If you have to talk too – double your enthusiasm and use

PAMPERS

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VIDEO TAPES

1. QUESTIONS

• Does the video really support your message?• Does the video raise questions which you’d rather avoid• Is the occasion right?

A budget presentation – probably notA sales training meeting - may be

• Can you work the video player?• Is it too complicated to

set up?• Can you afford the time

for necessarydiscussions

• Can you risk peoplefalling asleep?

2. APPLICATIONS

TRAINING

• Video is the bestteacher ininterpersonal skillstraining;“I am what other tell me I am” becomes: “I am what I seeI am” .

IMPROVING TEAMWORK

• When you record a group session on video:

“ I understand what my behaviour does to you because you,or another group member tells me”’ becomes: “I understand whatmy behaviour does to you because I see it’.

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If you have an access to computer, try and use MicrosoftPowerpoint (ppt) software to make slides. Powerpoint is very easyto learn and is user friendly. Incorporate pictures / cliparts /photographs / colour combinations etc. to make your slides verycreative and impactful. Use graphical presentations instead of plaindata. If you are using an LCD projector along with a computer,animated slides will create a great impact. Office XP software givesthe latest animation effects. For making transparencies for use withOHP, take a laser print-out of computer–generated visuals andphotocopy them directly onto a transparency.

Wherever possible use symbols as well as lettersDon’t be afraid to use “speech bubbles”, largearrows or “special offer” flashes:

#@$& YOU

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MODULE FIVE

Effective Presentation

Commentary

Can you move people with your talk?Are you a Trainer who can handle any group effortlessly?Can you keep an audience active during your presentation?Are you a Trainer who can easily read the minds of your audienceand amend your presentation if required?Can you touch people via your talk?Are you ready to develop a skill on how to create a lasting impactwhile making a presentation?Can you keep your audience totally attentive, active and energeticwhile your presentation is in progress?

Any presentation is a rare art. Be it a presentation on the screen,or be it making a presentation before a live audience, not everyoneis blessed with the skill to present. But the skill is not all that difficult,that one cannot be in a position to master it. All it requires is agenuine effort and an inspiring initiative to appreciate the skill aswell as develop the strategy involved. No great trainer was born asone. It only took good trainers some extra effort and enthusiasm tomaster this skill. And I firmly believe that you could be one too.

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It all begins with the basic skill of Public Speaking. Oneextremely important skill people could possess in life is to be ableto stand up and speak to an audience. It is surely an amazing skill,which transforms an individual into several forms, in life. So muchcan be written about the benefits of Public Speaking, but it wouldsuffice to say that it is an incredible fine art in life.

And when the skill of a public speaker evolves into a Presentationat a Training Program, it helps the individual master this skill‘shighest form.

Self Confidence; Ability to comprehend thoughts; Timely recallfrom memory; Language improvisation; Presence of mind; Thinkas you speak; Formulate opinions; Mobility – move with ease whilespeaking to an audience; Modulating voice to add clarity andrichness to presentation - are some of those developments a trainergains while making presentations.

The most important aspect of any training program is not justits content, nor the visual aids; nor the training ambience – it is the“presentation of the program” – the manner in which the trainer isable to strategize the delivery, is able to keep the audience spellbound, keep them on a thinking mode by the concepts the trainerimplants; blends presentation with techniques and thus is able todramatize the situation to create a powerful impact.

Added to this, another special skill of the trainer is creating the“designer” in him/her. It is the designer who supports the successof the presentation. Designing the distribution of content; Designingthe style of presentation; Designing the delivery blend withTechniques and Visual Aids; Designing the audience grouping;Designing the overall presentation to ensure that it not only helpsachieve the objective, but also creates uniqueness and an extremelypositive response. The presentation must not only stir the audience

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into a very responsive situation,but also enhance the effectivenessof the trainer at every attempt.

What makes a Presentationpowerfully impressive andsuccessful?

· The manner in which thecontent is brought out

· The presentation style of the trainer – voice pitch; pause;modulation; gestures; mobility; speaking “with” audience;frequent usage of “questioning technique”; quality language;frequenting with humour and anecdotes; are surely someaspects of a good trainer

· The strategy through which the trainer is able to make learninghappen easily - relating to what is being said to the audienceand get them immediately link what is being said with theirreal-life situations, getting the audience to solve or answerseveral of those situations narrated

· The usage of appropriate slides / visuals to support what isbeing said. Always important to appreciate that when people“see” what is being said, the retention is higher and the messagegets across with greater clarity. “See” here denotes the buildup of mental images which get created due to the Trainer’spresentation

· The overall design of the delivery – Handling the presentationin a manner that makes it very unique, very different, veryinspiring; encourages audience to try out something that theyhave never attempted before – the linkage with current.

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Over the vast years, it has been experienced that any goodpresentation is always eagerly looked forward to by the audienceand the success of a “Trainer” is measured by the demand the Traineris able to create which is determined by “repeat” assignments

Presenting the Program: Key Program Content

Like it has been said before, Presentation of the program is arare skill. As you take on the task of a trainer ask yourself these

questions to ensure you have the right responses

a) Are your participant levels assessed?At what level must you pitch in?

b) Have their Needs been determined?What will your presentation focus on?

c) Is your training contentcomprehensive to respond to theaudience levels and their needs?

d) Have appropriate trainingtechniques designed to activatelearning?

e) What presentation visuals and aids are created to supportpresentation?

Presenting the program is the most integral part of any trainingprogram. It accounts for over 70 percent effectiveness of anyprogram. The participating leaders normally judge a program basedon “how well” it was delivered. Presentation is the proof of thepudding and thus a trainer has to be at his/her best in delivery.

Experience indicates that one has to take care of the followingapproaches in delivering the program.

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Trainer is first - A good Speaker!

How well can you speak before an audience? You must not onlybe good as a formal speaker on the podium, but as a trainer, youmust develop the skill of an interactive speaker.

Apart from having a good content up your sleeve, your deliverymust be tailored to facilitate extensive discussion during yourpresentation. In other words, as you make a presentation, unlikepublic speaking where you are undisturbed while the delivery ison, you are bound to be interrupted by questions that keep comingup. How you respond to these questions and continue to move onwith the rest of your content? – this is the crux. That is the significantdifference between a speaker and a trainer.

The bottom-line, of course, is that every good trainer must havemastered the art of public speaking. Let us try and get across tothe various strategies that we have possibly gone through whilelearning this skill.

Recalling the Borden Formula

Make sure your public speaking approach is in order:

Ho Hum: Getting Attention – Eliminating noise in the audiencemindsWhy bring this up: Building the bridge with the audienceFor Instance: Adding on examplesSo what? : Getting the audience to respond and meet thepresentation objective

Getting closer with SK’s OPENINGS

Open after a few moments: Don’t rush delivery – Take a fewseconds to breath.Peep into audience: Maintaining eye contact and control over all

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directions of audienceElectrify the opening: The firststatements you make mustdraw complete attentionNavigate your voice: Drive yourvoice. Create variety in deliverythrough modulationInclude Humor – Anecdotes:Making your presentationinterestingNormalcy Regained: Checkingyour normalcy. Ensuring youwill say all that you hadplanned to.

Gesticulate: Using body language. Gestures help effectiveness ofpresentationSmile – Keep sporting a smile. Watch your audience emerge happywith your smile.

Trainer in an interactive role

As said several times before, the purpose of a trainer is to encourageeasy learning. This is done through several approaches which thetrainer must adapt in his/her training. Let us take a look at them

• Easy speaker: The trainer must be able to talk hispresentation. In other words, you should be ready to do normalone-to-one discussions with the group effortlessly. That will notonly get the audience closer, but also support your comfortlevels. Your thoughts get comprehended. You are able to recallfrom your vast experience and knowledge base. You are ableto co-relate several subjects to lead audience to a conclusiveopinion. Discussion leading frequently applied gets you intothis situation.

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• Mobility: Never stand at one place. You must also try andphysically get closer to the last of the audience. Your entiredesign of the layout must be so open that you can walk acrossto people right behind. As you speak, learn to keep moving inall directions. This helps extra attention from your audienceand you are able to address those passive or dozing off peoplein your audience. Mobility is extremely important and must begiven complete effort

• Questioning: This is a discussion technique. When you haveto get your audience into interactive situations, one sure wayis to get them respond to your training is the technique ofQuestioning. Get them involved by making them answer thequestions you pose from time to time. However, a trainer musthave complete control over the questioning technique. Hereare a few tips:

o Refrain framing a question that gets you YES or NO for ananswer. For instance: Do you think this approach will helpin effective decision making? Or - Will the members of ateam feel excited when you announce incentives? Theanswers to these questions are always responded with aYES or NO and thus do not encourage an concentratedparticipation of the audience. Instead, you could rephrasethe question as “Why do you think this approach will …..or What would happen when incentives are announced toyour team members?”. Here the answers have to be astatement rather than a mere YES or a NO. And such astatement will not only make the participant say more, butthe response will support your feedback on how much hasbeen understood or what level would you attach to your people.

o Avoid Leading Questions: Trainers always exert certainamount of influence over their audience. Sometimes, suchinfluence leads people to believe what you say is right and

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they may not want to give their personal opinions. This isseen when Trainers ask “Leading Questions” – Questionsthat have an answer in them and may have people agreewith what is said. For instance – Why do you think thisprogram is the most appropriate one for every one to attend?You are compelling them to agree that the program is themost appropriate. Instead, you could rephrase suggesting– Could you please suggest your opinion about thisprogram? In the former, you are confirming to your audiencethat this program is the most appropriate one and itnormally takes a rebel in the audience to challenge yourquestion and respond otherwise, and not all audiences havesuch rebels. Questions must be phrased in a manner thatgets correct audience responses.

o Don’t name the target first: It often happens that a trainerpicks upon a person, addresses this participant first, andthen throws open a question. For instance, Mr Gupta. Willyou be able to suggest the various strategies involved withhandling audience? In this situation, the rest of the audienceis not as much involved, since the question is alreadyaddressed to someone else. Passive learners will continueto be passive. Instead, if the question is rephrased to say:Well friends, I have a question for you : Will you be able tosuggest the various strategies in handling audience? – youlook into the audience and then focus on your target to say– Mr Gupta, can you please try and respond?. This will getthe complete attention of the audience to your question.They are not too aware as to who will be asked to respondand everyone is mentally getting ready for a response, sincethat person believes he/she may be the one asked torespond.

• Keep changing the Technique: Never use the sametechnique throughout. Keep changing techniques. The most

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effective technique has always been discussion leading – wherepeople are led into discussions, encouraged to participate –ask questions – respond. Depending upon the content and thelearning goal, the trainer must use appropriate techniques. Buttry and keep changing those techniques. It could be Buzz groupsfollowed by a Case study and depending on the time available,any number of techniques can be used. And don’t lecture forlong. You are a trainer, not a lecturer or a school teacher. Youare addressing adults and you are aware of their resistances.

• Training Aids mastery: It is not enough if you are good atcarrying the best of hardware. How to operate them doesmatter. Interruptions during your presentations in trying to setup the hardware or make it work can be irritating. Do try andmaster the skill of handling hardware that is normally used in aprogram. Do not completely depend on the hired operator. Youmust be ready with adequate knowledge of handling thosegadgets and it is not too difficult to learn.

And more important, is the manner in which you organize yourslides. Whether you are using a Power Point or an OHP orslides, ensure that you know what is coming up next. Thereare situations where Trainers, occasionally get surprised witha slide that show’s up and without realizing reveal theirdiscomfort. Please avoid this. It is good to link one slide withthe other and say out a part of the next slide even before itshows up.

Do not always read your slide. As you were designing slides,you must have rehearsed or memorized in such a way, thatyou do not need to read into the slide. You must be aware ofits content thoroughly, even if it is a quote – and be able to saywhat is on the slide without always looking at the screen ormonitor every time. Remember – if you are Trainer of somerepute, learn to demonstrate your mastery.

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Sporting the right Attitude

Trainers talk about attitude. They keep saying that “Attitude” is asimportant as “Ability”. Now ask yourself this question. What aboutyour attitude? How do you think will the audience rate you? Hereare some tips on a trainer attitude.

o Be humble to poor learners

o Do not go hard on “Critics” or “I know it all” audience

o When someone has a better opinion than you on a subjectmatter, acknowledge the same

o Accept your ignorance instead of throwing a fast one. You couldkeep saying to yourself, I am learning too!

o Always remember you are on a learning experience. Thus youare as involved in this experience as your audience is. Yourtraining is not to the audience. It is with the audience.

o Empathy. How would you have reacted to a similar situationif you were a participant and another Trainer handling thesession? Please do not get away by creating difficult orembarrassing situations, just because you have been given thelabel of a Trainer.

o Appreciate extensively. Every good response deserves a pat onthe back. Carry chocolates to acknowledge good participation.Even if someone is not supportive, do not show off yourdisapproval on this person. Carry the diplomacy and the wit tohandle such participants.

o It is always said at the JCI institute - Nobody cares howmuch you know, until they know how much you care.That’s a terrific take home on the attitude of a trainer.

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Evaluation & FeedbackIt is a process to see the Trainer and the Program from

the audience perspective. Evaluation strategies helpassessment of participants understanding and the

relevance of the program meeting their needs

Commentary

How well was my presentation? – This is a question that has to befrequently asked.

If a Trainer desires to grow up, it is of tremendous importancethat every presentation surpasses the previous performance.Towards this objective, every Trainer must attach tremendousimportance to “Evaluation” and design the process of evaluationin such a manner that he/she is able to see the program happeningfrom the “other side”. This can be exciting indeed.

Frequent feedback from participants helps in gauging thesuccess of presentation. This feedback does not happen by itself.There has to be smart and inbuilt strategies to ensure this feedback,which helps the Trainer, assess the wellness of his/her presentation.

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MODULE SIX

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It is not enough to deliver a great performance. Suchperformance must help achieve training goals. Evaluation strategiescan be of immense help in this direction.

Evaluation is a process to

· Assess the participant levels and needs

· Help get frequent feedback from audience on the relevance ofthe program

· Identify the key issues being understood by the participants

· Examine the levels of growth that takes place in participants

· Get feedback for the Trainer if his presentation levels areappreciated

· Receive feedback on amendments that are required tostrengthen the program

Evaluation is a continuous process. It commences prior to theprogram which help in assessing the participant’s needs and levels(Pre-Course). The Trainer continues to utilize evaluation while thepresentation is taking place (On going). And on the completion ofthe training program a detailed assessment is sought from theparticipants (Post-Course)

The best part of evaluation comes in when a Trainer is able tomake changes in the content or the delivery levels of the program,based on the response received, and thus is able to focus moreeffectively on the achievement of program goals.

Key Content Contribution : 2004 ZTWS ManualLead Author & Compiler : JC Nirmal Parekh

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Evaluation for Enriching

Evaluating a training program which has just completed is abeginning of the improvement of the next one. Evaluation is a pre-requisite for improvement. If you wish to keep growing as aneffective trainer, and want to achieve that stage of unconsciouscompetence, you must evaluate. You can enrich your futureprograms only through honest, sincere and thorough evaluation.Remember, you must enrich your programs continuously and thatis possible only through evaluation.

Evaluate the Needs Assessment, Training Methods &Techniques, Learning Principles, Audio Visual Aids,Design of the Program, and the Presentation.

Ask as many questions as possible, w.r.t. every possible thing youcan think of, which is associated with the program. When youseek answers to these questions, you come up with the total pictureof how the training program has gone. Some of these questionscan be as under:

How has the program been taken by the participants?

Were the sessions enough?Were the material and the concepts covered enough?Has the instructional objective been met?What are the problems that you encountered during the programand why?How could you eliminate these problems?Were the facilities, the venue and the physical arrangementssufficient?Have the expectations of the participants been met?Are they satisfied, if yes, then to what extent?What are the suggestions from the participants?Did they like the output sessions, exercises and games?

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Were they comfortable through out the program?What were the disappointments and why?Would the participant want to attend another program by the samefaculty?What are the additional inputs that they wanted?

Evaluation is not a formality done as a ritual. It is neither onlya small form filled by the participants at the end. It is the means ofimproving the quality of program by adding value for ultimatecustomer delight. Your participants are your customers. Therefore,they must get what they want, in a manner they want and at a timethey want. In fact, they must get a little more than they want so thatthey are delighted about your program.

Finally, you should let the participants evaluate YOU, YOURprogram, YOUR attitude and YOUR knowledge.

How to evaluate?

By oral tests, performance tests, observing the behavioural changesin the participants. And the participants’ reactions. After the course,one can know from various sources, agencies, and the organizationby the ultimate feedback of the effectiveness of the program.

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To be a Trainer is an honour. This distinction can comefor the first time when you’ve been inducted as “Trainer”.But the challenge is to keep this honour alive and growing.It can only happen when one is conscious of getting intosuch a situation.

One of the most helpful skills for people is getting to be a good“Trainer”. Every training experience must prepare you to deliveran even better presentation on next experience. You must outgrowall weaknesses and beat all previous performances, no matter howwell you may have delivered them. Evolution is the name ofthe game. Being a trainer not only helps you to improve yourindividual vision – ability – perception – image – wisdom, butdevelops a complete personality within. How you convert thisdeveloped personality in your profession – in your socialinvolvement, is something you must always relate to. One cannotbe a good trainer in presenting a program “Managing People” andin his professional or personal life is poor in “Inter-personalrelations” or keeps losing key staff; losing friends or fails to getteam members deliver.

I keep saying Trainers live in a glass house. Practice what youpreach. Let the world know that all that you do in your professional

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CONCLUSION

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and personal life which you must directly relate to the conceptsthat you keep preaching in your program. A Trainer on creativethinking cannot imprison himself in a routine. A Trainer on PublicSpeaking cannot be a poor speaker himself or go uninvited to speakbefore large audiences. A Trainer in Business Leadership cannotbe someone without a high-level employment - or a leader whocannot boast of any successful and established profession. Yes.Trainers have no option, but to live in a glass house where yourindividual work and achievements are measured by all, particularlythose, who are your audience. And Trainers have no option, butto apply learning and develop them into successful people.

Set your goal right away. No matter what! You will be someoneextremely unique. Someone, very different! Someone, who willwant to grow by accepting that you are not as good - and seesplenty of room for improvement. Be modest to your success andkeep your learning curve moving upward. All the very best!