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● ● ●
“Learning is a treasure
that follows
its owner everywhere.”
Chinese Proverb
● ● ●
© Directory of Social Change 2017 M Phillips/TtTRAIN
Train the Trainer
The following information aims to help you understand the
course content.
It is not intended to provide detailed advice on specific points.
Legal references are not necessarily a full statement of the law.
Trainer:
Mike Phillips
Trainer, Facilitator, Consultant and Coach
Mike Phillips Training
Delivered on Behalf of: Directory of Social Change
Last Updated: 08/11/2017
This Handouts Pack can be made
available in accessible formats:
Please ask for details
Handouts
Pack
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Handouts Pack Contents
HANDOUTS PACK CONTENTS .............................................................................................. 2
ABOUT YOUR TRAINER/FACILITATOR .................................................................................. 4
COURSE OUTLINE ............................................................................................................... 5
PROGRAMME ..................................................................................................................... 6
DEFINITIONS OF TRAINING, EDUCATION AND DEVELOPMENT .............................................. 8
TYPES OF LEARNING EXPERIENCE ........................................................................................ 9
10 PRINCIPLES OF ADULT LEARNING .................................................................................. 10
KOLB’S LEARING CYCLE ..................................................................................................... 11
LEARNING, MEMORY AND THE BRAIN ............................................................................... 12
TRAINING CYCLE ............................................................................................................... 14
LEARNING NEEDS ANALYSIS .............................................................................................. 15
DEFINING AND WRITING TRAINING OBJECTIVES AND OUTCOMES ...................................... 16
ACTIVE VERBS FOR WRITING TRAINING OBJECTIVES .......................................................... 18
A SIX STEP PROCESS FOR WRITING TRAINING OUTCOMES & OBJECTIVES ............................ 19
TRAINING DESIGN ............................................................................................................ 20
TRAINING PLAN CONTENTS ...................................................................................................... 21
LEARNING CLIMATE .......................................................................................................... 22
TOP TIPS FOR USING ICEBREAKERS .................................................................................... 24
ICEBREAKER SAMPLES ...................................................................................................... 26
PREFERRED LEARNING STYLES ........................................................................................... 29
OTHER COMMUNICATION/LEARNING STYLES .................................................................... 30
UNDERSTANDING COMMUNICATION & LEARNING STYLES ................................................. 31
TRAINING METHODS ........................................................................................................ 33
TOP TIPS FOR USING TRAINING TECHNIQUES ..................................................................... 35
TOP TIPS FOR PRESENTATIONS .......................................................................................... 38
TOP TIPS FOR USING VISUAL AIDS ..................................................................................... 39
TOP TIPS FOR QUESTIONS DURING TRAINING .................................................................... 40
TOP TIPS FOR LEADING DISCUSSIONS ................................................................................ 42
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SAVI MODEL .................................................................................................................... 45
STAGES OF GROUP DEVELOPMENT ................................................................................... 47
FACILITATION STYLES ....................................................................................................... 49
BEHAVIOUR TYPES: STRATEGIES TO HANDLE THEM ........................................................... 51
THE AXE-GRINDER ............................................................................................................ 51
THE BULLDOZER .......................................................................................................... 51
THE COMPLAINER/WHINER ........................................................................................... 52
THE CONTROLLER ............................................................................................................. 52
THE DEFEATIST ................................................................................................................ 52
THE HAIR-SPLITTER ........................................................................................................... 53
THE INARTICULATE PERSON ................................................................................................. 53
THE INTERRUPTER ............................................................................................................. 53
THE JOKER...................................................................................................................... 54
THE KNOW IT ALL ............................................................................................................. 54
THE QUIET TYPE .............................................................................................................. 55
THE SNIPER .................................................................................................................... 55
THE STALLER ................................................................................................................... 55
THE TALKER .................................................................................................................... 56
THE IDEAL PERSON ........................................................................................................... 56
ASSESSMENT DURING THE TRAINING CYCLE ...................................................................... 57
METHODS OF ASSESSMENT ................................................................................................. 59
EVALUATING TRAINING .................................................................................................... 60
FURTHER RESOURCES....................................................................................................... 62
BOOKS AND PUBLICATIONS .................................................................................................. 62
INTERNET/WEBSITE RESOURCES ........................................................................................... 63
STAY CONNECTED ..................................................................................................... 64
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About Your Trainer/Facilitator
Mike is a freelance trainer/facilitator/consultant/coach who is passionate about releasing potential
through learning and development.
Mike has delivered training across London, the UK and internationally
using diverse interactive training techniques which build upon adult
learning, brain-friendly and accelerated learning principles.
Since establishing a charity in Wales in his 20s, Mike has worked mainly
in the charity sector within health and social care (including HIV,
mental health and dementia).
He has also worked in social services and local government undertaking neighbourhood renewal and
community development work.
Freelance since 2008, in addition to his own broad customer base, Mike works as an associate trainer
with Affinity Training, Blue Phoenix Communications, Directory of Social Change (DSC) and Dementia Path
Finders (formerly Dementia UK - Training).
With a varied career, Mike specialises in topics as diverse as:
▪ Management, Leadership and Team-
building
▪ Personal Effectiveness
▪ HR, Learning and Development
▪ Communication Skills
▪ Care Matters – Health and Social
Care Issues
▪ Dementia Care
▪ Working with Diversity
Qualifications/professional memberships
▪ Associate Chartered Institute of
Personnel and Development
▪ (No. 22743061)
▪ Eden Alternative Associate
▪ Belbin™ Team Roles Accredited
▪ Institute of Equality and Diversity
Practitioner
▪ Dementia Care Mapper
▪ International Association of Facilitators
Further details
Please email [email protected] for details about other course titles available.
Follow Mike Phillips Training on:
http://mikephillipstraining.blogspot.co.uk/https://www.facebook.com/MikePhillipsTraininghttps://twitter.com/MikePTrainhttp://www.linkedin.com/in/mikephillipstraining
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Course Outline
Course Aim: To help participants to assess and develop their
training skills and techniques.
Learning
Outcomes:
By the end of today’s training session, you will be
able to:
Identify what makes good, effective training
Explain the training cycle
Describe the learning cycle and experiential
learning
Define and write training aims/objectives
and learning outcomes - and understand the
differences
List the steps involved in planning and
delivering a training presentation
Identify and assess Learning Styles
Identify and discuss training methods – and
potential advantages/disadvantages
Plan and deliver interactive training sessions
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© Directory of Social Change 2017 M Phillips/TtTRAIN
Programme
Day One
09:30 ▪ Welcome and Introductions
▪ Expectations and Group Agreement
▪ Training in Context
▪ How Adults Learn
11:15 Tea Break
11:30 ▪ Training Cycle
▪ Training Needs Analysis, Writing Learning Objectives
13:00 Lunch
13:45 ▪ Preferred Learning Styles
▪ Training Methods and Techniques
15:15 Tea break
15:30 ▪ Action Planning
16:30 ▪ Summary and Close
Please note that the above timings are approximate.
In respect of your fellow learners and so that we can get through the content of the day, it
would be appreciated if you would take responsibility to ensure that you return from all
breaks on time.
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Day Two
09:30 ▪ Welcome Back
▪ Icebreakers
▪ Taking Care of the Trainer
▪ Training Practise
11:15 Tea Break
11:30 ▪ Training Practise
13:00 Lunch
13:45 ▪ Group Dynamics
▪ Dealing with Difficult Behaviour
15:15 Tea break
15:30 ▪ Evaluating Training
▪ Action Planning
16:30 ▪ Summary and Close
Please note that the above timings are approximate.
In respect of your fellow learners and so that we can get through the content of the day, it
would be appreciated if you would take responsibility to ensure that you return from all
breaks on time.
All presentations include an opportunity for learners to raise questions.
Alternatively, you may wish to use the ‘Questions Car Park’
if you do not want to ask questions in front of the group.
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Definitions of Training, Education and
Development
Oxford Dictionary
Develop To unfold more fully, bring out all that is potentially
contained within.
Educate To bring up as to form habits, manners, intellectual or
physical attitudes
Train To instruct and discipline in some specific art,
profession or occupation and to make proficient by
such instruction
Employment Department
Develop Prepare the individual for potential role by broadening
skill and experience
Educate To increase knowledge of independent subject. To
develop intellect and develop skills in structured
learning
Train To develop knowledge and skills required to perform
work related tasks
WHAT ARE YOU TRYING TO ACHIEVE WITH
YOUR GROUP OF LEARNERS?
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Types of Learning Experience
Formal
Participating in a training
course
Informal
Observing a colleague
whom you admire, the
way they deal with a
difficult situation and
reflect upon when they did
Permanent
Learning to deal with
anger
Disposable
Learning the latest
computer software
Accredited
Taking an MBA or NVQ
Personal Interest
Learning flower
arranging/tiling
Social
Participating in a drama
group
Individual
Surfing the internet
Compulsory
Undertaking health and
safety training
Voluntary
Choosing to go on a first
aid course
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10 Principles of Adult Learning
An informal non-threatening
learning environment
When learners want or need to
learn something
When learners’ individual learning
needs and learning styles are
catered for
When learners’ previous
knowledge and experience are
valued and used
When there’s an opportunity for
them to have some control over
the learning content and activities
Through learners’ active mental
and physical participation in the
learning activities
When sufficient time is provided
for the assimilation of new
information, practice of new skills
or development of new attitudes
When learners have opportunities
successfully to practise or apply
what they have learnt
When there is a focus on relevant
and realistic problems and the
practical application of learning
When there is guidance and some
measure of performance so that
learners have a sense of progress
towards their goals
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Kolb’s Learing Cycle
1.
Have the
experience
1.
Have the
experience
2.
Observation
& Reflection
2.
Observation
& Reflection
3.
Forming a
rule or plan
3.
Forming a
rule or plan
4. Deliberate
Testing
(Trying it out)
4. Deliberate
Testing
(Trying it out)
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© Directory of Social Change 2017 M Phillips/TtTRAIN
Learning, Memory and the Brain
Learning – Creating Connections
Howard Gardner’s Multiple Intelligences
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Memory and Learning
How We Remember
▪ Association
▪ Enthusiasm
▪ Outstanding
▪ Primacy
▪ Recency
▪ Review
What we Remember
Some Techniques to Help Learners to Remember
▪ Analogies ▪ Quotes
▪ Anecdote ▪ Repetition
▪ Examples ▪ Stories
▪ First Impressions ▪ Symbols
▪ Pictures ▪ Visual Stimulation
● ● ●
“Tell me – and I’ll forget
Show me – and I’ll
remember – Involve me
- and
I’ll understand.”
Lao Tse Teu
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Training Cycle
Learning Needs
Analysis
(Individual or
organisation)
Setting aim
& Writing
Objectives/
Outcomes
Design
Deliver
Assessment
Evaluate
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Learning Needs Analysis
Why?
▪ Help the learner grow and the organisation develop
When?
▪ First stage of the training cycle… and the last one?
Who?
▪ Do you do it for a specific training session? For the entire training
programme/plan?
▪ Do you do it for a selected group of individual? For the entire organisation
What?
▪ It needs to look at gaps in Attitudes, Skills Knowledge? Looking at where
participants are now, and where they need to be after the training session. It
needs to have a clear aim.
i.e. clarify the purpose of the training:
e.g. to develop management skills of all new managers.
i.e. Practice training delivery and receive feedback from peers.
▪ It needs to state clear objectives, which need to be SMART: Specific, Measurable,
Achievable, Relevant, Timebound. Objectives are a precise explanation of what
learners will be able to do as a result of having attended the training.
How?
▪ Questionnaire to all parties involved?
▪ Direct liaison with the organiser only?
▪ Look at the job descriptions
▪ Look at individual appraisals
AA• Attitude
SS• Skills
KK• Knowledge
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Defining and writing training objectives and
outcomes
Training objectives and outcomes are a statement of
what the learning will result in; what the learners will be
able to do after the training event that they couldn’t
before.
▪ Attitude, motivation and feelings shouldn’t be ignored, but it is difficult to
measure changes in these areas. Consider this when setting and defining your
objectives and outcomes.
▪ Ensure the learner is aware of the stated outcomes and can use them to their
benefit. They should know when they have achieved the desired outcomes –
as well as having opportunities to reflect on their learning along the way.
Learning outcomes should:
▪ be measurable – and both observable and demonstrable.
▪ determine entirely the content and structure of the training and are
therefore of benefit to the trainer when putting the course together – and
will often influence methodology.
▪ state what skills/knowledge learners will gain and should be about
observable behaviour.
▪ use clear language.
Words like ‘will
appreciate, will
understand, will like’
are fuzzy and should be
avoided. Use action
verbs like ‘will list,
identify, discuss, and
demonstrate’.
SS• Specific
MM• Measureable
AA• Achieveable
RR• Relevant
TT• Timebound
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A Six-Step Process
1 Write down the main purpose of the training and what it should
result in.
▪ Mind mapping is a useful way to generate and capture ideas.
2 List the behaviours you will want to see following the training.
3 Check the list against the purposes and make any refinements.
4 Check and remove any fuzzy words and find alternatives.
5 Finalise into clear statements and if necessary define any conditions
such as ‘by when’ ‘to what standard’ ‘in what circumstances’.
6 Test the statements by asking:
▪ If the person carried out the actions stated would I say the
training had been a success?
▪ Could I distinguish between those who had achieved the
outcomes and those who hadn’t?
Action
Review the learning
outcomes/objectives of one of
your existing courses.
Do the meet the guidelines
above and, if not, how could
you rewrite them?
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Active Verbs for Writing Training Objectives
The following table1 helps with choosing typical words that can help to describe
effective learning outcomes.
BROAD AREA POSSIBLE WORDING
Analysis
Analyse Conclude Differentiate Resolve
Break down Contrast Identify Select
Compare Criticise Justify Separate
Application
Assess Demonstrate Perform Show
Choose Explain Predict Use
Compute Find Reproduce
Construct List Select
Attitude
Accept Be committed
to
Identify with Recognise
Be aware of Be motivated
to
Prefer Relate to
Comprehension
Clarify Illustrate Justify Perceive
Explain Indicate Label Represent
Identify Judge Name Select
Evaluation
Attack Criticise Evaluate Recognise
Avoid Defend Identify Support
Choose Determine Judge Validate
Knowledge Be aware of Recall Select Underline
Define Recognise State Write
Synthesis
Argue Derive Organise Restate
Combine Discuss Précis Select
Conclude Generalise Relate Summarise
1 Adapted from: Effective Planning in Training & Development, Leslie Rae
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A six step process for writing training
outcomes & objectives
● ● ●
“That is what learning is.
You suddenly understand
something you’ve
understood all your life,
but in a new way.”
Doris Lessing
● ● ●
Write down the main purposes of the change you want to achieve
List the things you would like to see the learner doing as a
result of the change
Check list of observations against purposes/intentions
Check for and remove any fuzzy words
Finalise your statements
Test them in context
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Training Design
Tony Earl (1987) defines training design as:
“The plan, structure and strategy of instruction used, conceived so as to
produce learning experiences that lead to pre-specified goals.”
When designing training content:
▪ Always start the training design with the course aim and SMART learning
objectives in mind so that they inform training content
▪ Choose the most appropriate training techniques/methods for your purpose
and time of day
▪ Consider Preferred Learning Styles (see below) and whether your activities
meet each of the learning styles
▪ Schedule start, finish and break times and plan content around learner’s
changes in energy levels (e.g. have a more active exercise following the lunch
break)
▪ Think about what MUST, SHOULD and COULD be covered
MUST
SHOULD
COULD
Action
Create a Training Design
Checklist based on the
guidance provided in this
handouts pack.
Use your Training Design
Checklist to help you plan
future courses.
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Structuring a Training Session
Penny Hackett2 (2003) states that the structure of training sessions should consider:
Training Plan Contents
Ensure your timetable covers:
Before you deliver the training
▪ Consider whether each activity will be:
Effective
Enjoyable
Efficient
▪ Review the resources, activities, content of your training in light of equality
and non-discrimination. Consider necessary changes (e.g. is the content
accessible to those with disabilities or will you need to make adaptations?)
▪ Test out activities beforehand
▪ Test out materials (handouts etc.) with a pilot group
▪ Time your training
2 Hackett, Penny, Training Practice (2003)
Variation
Welcome &
IntroductionsIcebreaker
Clarification and
buy-in to objectives
Individual Training
ModulesBreaks
Questions and
Answer Sessions
Wrap Up -
Conclusions
Action Planning -
Transfer of Learning
to the Workplace
Evaluation
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Learning Climate
It is the responsibility of the trainer to create a climate for learning, one that suits the
participants. Participants willingness to learn and capacity to learn can be affected by
a variety of things:
1. Type of room
Size, atmosphere, degree of comfort – light, heat, ventilation.
2. Arrangement of the furniture
Cabaret style, horse shoe, theatre, boardroom. Position of equipment. Walking or
standing space, aisles, podium. tables and chairs for participants
3. Size of group
▪ Pairs – interviews, sharing, quick buzz
▪ Threes – thinking and participating, testing something out
▪ 4’s, 5’s, 6’s – sharing insight and ideas, a planning team; a small discussion
▪ 6 – 12 – good for sharing ideas if the group has time.
Rule of thumb - the bigger the group:
▪ the more skilful the leadership
▪ the more definite the structure - the smaller the group:
▪ allows more individual participation
As the group gets bigger, the less time each individual has for speaking
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4. Use different groupings for different purposes
▪ Small groups for introduction. Larger groups for brainstorming. 3’s for role
play/practice and observations, pairs for personal reflection and action
planning
5. Timing and pacing
▪ Be sensitive; watch for non-verbal clues; judge when people are ready for a
change; check on concentration.
▪ Concentration wanes after 15 minutes of one activity – vary activity, training
methods
▪ Concentration drops mid-afternoon – beware the post lunch ‘graveyard’
session
▪ Use breaks to give space for recovery and re-vitalisation.
6. Be aware of participants’ needs
▪ Cultural / Physical / Disability / Dietary / Learning / Religious
▪ What else?
Action
Create a Learning Climate
Checklist that you can use
before and/or during training
courses that you deliver
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Top Tips for Using Icebreakers
What purpose do they serve?
▪ Breathing space for trainer/presenter
▪ Bring needed energy and focus at targeted times
during a presentation.
▪ Can help created desired atmosphere
▪ Can help get summary of expectations
▪ Can highlight how people are feeling and the fact
it is shred (in case of fear for instance)
▪ Establish focus: listening, sharing, concentrating
▪ Help people feel at ease
▪ Help with introductions
▪ Involve the audience
▪ Set the tone
Guidelines for using icebreakers
▪ Allow enough time
▪ Be aware of cultural differences
▪ Be aware of physical differences
▪ Be aware of physical space
▪ Be aware of the number of participants
▪ Explain why, or better the objectives
▪ Give clear instructions or guidance
▪ Make is relevant and appropriate to the training
▪ Support achievement of your objectives
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Energiser/Ice-breaker
Everyone stands up in the centre of the room and finds different group
members to answer each question. i.e. you should end up speaking to
everyone and having a name against each statement.
Topic/Question Name Answer
Most memorable holiday or
trip
Favourite band or singer
Someone you’d like to
interview/invite for dinner
Your organisation name
Finish the sentence “The
thing I like most about
delivering training is…”
Last time you treated
yourself to your favourite
vice
cake, chips, drink, cig, shop
Your worst fear about
presenting
A word your friends would
use to describe you
The subject you train others
in
In what conditions do you
learn best:
Reading, analysing things,
taking part, listening to
others, trying out in
different situations, other…
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Icebreaker Samples
Hopes and fears
This is the simplest of all. Ask everyone to say
▪ My hope for this event is…
▪ My fear about this event is…
Try not to do it ‘creeping death’ style – starting at one end of the circle and
working your way around as most people won’t be listening as they will be
petrified about their turn!
Fears in a hat
This is a variation on above. Have participants write a concern or worry that they
have about the course on a piece of paper. Each participant folds the piece of
paper and places it in a ‘hat’. The hat is then shaken and re-circulated around the
group, whereupon people take a fear from the hat and read it out. This continues
until each participant has read out a ‘fear’.
After this the group is encouraged to discuss the fears and people may ‘own up’ to
their fears or the fears can remain anonymous. This is a good way for participants
to open up about what may be concerning them and are often reassured that
other participants have similar anxieties.
What I want
Ask people to identify:
▪ Three things I want from this day are…
▪ Three things I can offer on this day…
▪ My purpose in being here is…
Another reliable classic. Not very exciting, but works well at identifying what
people want.
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Time in the organisation
Have people organise themselves in order by which they joined the
organisation/team.
The task: describe what you noticed about the team or organisation in your first week.
Particularly good when the theme of training is change. People tend to enjoy it and
can tell you a lot about the organisation.
True or false
This works well with bigger groups, as it can become a bit personal in smaller groups,
but numbers over 8 is good.
Divide the group into pairs and have them sitting next to each other in their own
spaces around the room.
Ask each participant to think of three statements about themselves. One of these
statements should be false and the other two should be true. In pairs, one partner
tells the other the three statements. The partner then has to decide which are the
true statements and which is the false statement. They then swap roles and repeat
the process.
When the exercise is finished, ask participants why they thought that a certain
statement was false, and others were true. You will be asking them to think about
clues, assumptions, prior knowledge, etc.
When setting up this exercise, make sure that participants are aware not to use any
information that is too personal and they would not like the group to know about, as
in the discussion afterwards the information may be shared. Also, give examples of
the type of statements that they might use, depending on the composition of the
group.
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The nuts and bolts of things
This works with most groups and is useful for communication and negotiation courses
particularly but pretty good for all! This exercise is best with groups of 8 or more but
works best with bigger groups.
Each person is given a nut and bolt (that don’t fit together). Participants are then told
to move around the training room talking to the other participants to try and find the
nut or bolt that fits onto theirs. When they have completed set or sets, they should sit
down. A simple exercise, which prompts lots of conversation and laughter, with
people getting nuts stuck on the wrong bolts!
What’s my name?
A good fun ice breaker. Works best with group of 18 plus participants.
Ask everyone to stand up. The participants should then approach another participant
(shaking hands, if appropriate), say hello and give their name. After the introductions,
the participant takes the name of their partner as their own.
The introductions continue by moving around the room and repeating the process. At
each new introduction, the participant takes on the name of the new person that they
meet. The participants should sit down when one of two things happen – they get
their own name back or it has been going on too long and you ask everyone to stop
and sit down!
Action There are many examples of
ice-breakers available free
online.
Choose one that you haven’t
used before and reflect upon
how useful it was during your
training delivery.
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Preferred Learning Styles
Each of us has a preferred learning style3, even though we
may use elements of all four styles.
There are no rights or wrongs, however, as trainers,
we need to be aware that our own preferred
communication style can influence our style of
delivery.
It important to include activities that appeal of all of the preferred learning styles
when designing training.
STYLE LIKE DISLIKE
ACTIVIST
Doing and experiencing.
Enjoy games, practical
activities, anything that’s
energetic and involving.
Sitting around for too long;
working alone; theorizing;
having to listen to others
droning on.
REFLECTORS
Time to think, observe,
take it all in first; love to
watch others; need some
solitude and above all,
time.
Being hurtled into activity,
having no time to think;
crammed timetables; lack
of privacy, no time to
prepare.
THEORISTS
To know where something
fits in to overall ideas and
concepts; analysis and
logic; being stretched;
abstract concepts;
structure and clarity.
Frivolity, mindless fun;
wasting time; not being
able to question and be
sceptical; lack of timetable
and proper structure.
PRAGMATIST
Practical problems solving;
relevance to ‘the real
world’; learning that
answers the question ‘How
can I apply this?’
Anything airy-fairy and
theoretical; learning that
makes too many references
to the past or future and
avoids drawing attention to
NOW.
3 Source: Honey and Mumford Learning Styles
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Other Communication/Learning Styles
Visual Learners - learn through seeing
These learners need to see the trainer's body language
and facial expression to fully understand the content of a
lesson.
They tend to prefer sitting at the front of the training room to avoid visual
obstructions (e.g. people's heads).
They may think in pictures and learn best from visual displays including: diagrams,
illustrated text books, overhead transparencies, videos, flipcharts and hand-outs.
During a presentation or discussion, visual learners often prefer to take detailed notes
to absorb the information.
Auditory Learners - learn through listening
They learn best through verbal presentations, discussions, talking things through and
listening to what others have to say.
Auditory learners interpret the underlying meanings of speech through listening to
tone of voice, pitch, speed and other nuances. Written information may have little
meaning until it is heard. These learners often benefit from reading text aloud and
using a tape recorder.
Tactile/Kinaesthetic Learners - learn through moving, doing and
touching
Tactile/Kinaesthetic persons learn best through a hands-on approach, actively
exploring the physical world around them.
They may find it hard to sit still for long periods and may become distracted by their
need for activity and exploration.
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Understanding communication & learning
styles
Using NLP4 – Neuro Linguistic Programming Processing Order (Representation System)
VISUAL AUDITORY KINESTHETIC
Common
Characteristics
They memorise
by seeing
pictures, and
are less
distracted by
noise. They
often have
trouble
remembering
verbal
instructions
because their
mind tends to
wander.
They typically
are easily
distracted by
noise.
They can repeat
things back to
you easily,
learn by
listening, like
music, and like
to talk on the
phone.
They often talk
slowly. They
respond to
physical
rewards, and
touching. They
memorise by
doing or
walking
through
something.
Commonly used
words
▪ Appear
▪ Crystallise
▪ Imagine
▪ Look
▪ See
▪ Show
▪ View
▪ Click
▪ Hear
▪ Listen
▪ Ring a bell
▪ Sound
▪ Tune in/out
▪ Catch on
▪ Comfortable
▪ Feel
▪ Get hold of
▪ Play,
Together
▪ Touch
▪ Touch base
4 Adapted from: Original document © Copyright 1999-2004 All rights reserved Michael Losier and Linda Storey
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Questions that
engage each
communication
style.
▪ Do you see
what I
mean?
▪ Are you
getting the
Picture?
▪ How does
this look so
far?
▪ How does
this sound
so far?
▪ This sound
OK?
▪ Is this
clicking with
everyone?
▪ Does this
feel OK?
▪ Is this
comfortable?
▪ Getting a
Handle on
this?
Ending Round
Robin - The
Importance of
Wrapping up.
▪ What was
your
highlight?
▪ What
became
clear for you
today?
▪ What idea
did you hear
that you
liked today?
▪ What do you
feel you
learned
today?
▪ What will
you use in
the future?
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Training Methods
1. CHALK AND TALK
▪ The trainer provides information by verbally
telling people –
▪ Can be used with visual aids
2. CASE STUDY
▪ A specific situation is outlined – can come from trainer or participant –
▪ And the group comment – useful for problem solving ‘common’ difficulties
3. QUIZZES
▪ Participants knowledge is tested by answering questions, either in writing on
paper or verbally. Either individually or in a group
4. PERSONAL REFLECTION
▪ Time out for participants to reflect and assess learning or knowledge for
themselves
5. OPINION GAMES
▪ Participants have a set of cards on which statements are written. In groups
they must lay the statements along a continuum line marked ‘agree/
disagree’. Each individual reads out a card an d s/he alone has the final say In
where the card is placed
6. COACHING
▪ A ‘conversation’ supporting the learner to identify their own learning issues,
goals and outcomes.
7. ROLE PLAY
▪ Participants act out representations of people in a particular situation.
8. WORDSHOWER/STORM
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▪ ALL participants freely contribute ideas and ALL ideas are noted without comment
and included in the list. When all ideas are exhausted, the best are picked.
9. BUZZ GROUPS
▪ Small groups discuss an issue for a short time – often to clarify or problem
solve
10. DEMONSTRATION
▪ Show and do – can be verbal or non-verbal.
11. TALKING WALL
▪ Participants put comments, suggestions, ideas, information, insights etc.
onto flip-chart paper around walls – sometimes used with post it notes.
12. DRAMATIC PRESENTATION
▪ Given by the tutor to act out a situation in front of the group
13. VISITS
▪ Attending another site, project, office
14. ROLE REVERSAL
▪ Two people with differing views or ways are asked to act the way their
protagonist is acting. Useful for encouraging
understanding.
15. SYNDICATES
▪ Participants form groups to work on a task
or exercise
● ● ●
“I love strawberries. But
whenever I go fishing I
bait my hook with worms.
This is because fish like
worms – not strawberries”
Dale Carnegie
● ● ●
Action
Try to adapt what you say
during your training using the
Communication Style
guidelines above.
Then reflect on its impact?
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Top Tips for Using Training Techniques
Syndicate groups
A mainstay of training.
Get participants into groups and give them something to discuss. A sub group of the
main group. Usually a case study exercise, a set of questions or a statement to
explore. The group have to discuss what they’ve been asked to do and then feed back
to the group. You can divide the group at random or participants can be asked to self-
select or you can pre-select the groups yourself.
ADVANTAGES DISADVANTAGES
✓ Participants get to know
each other better.
✓ It can keep up the energy
level of the group, because
people are physically moving
around.
✓ They get to interact with
different members of the
group and hear different
views in more detail.
✓ It also allows shy or more
reserved participants an
opportunity to speak, in a
situation which is less
threatening than in front of
the whole group
Some people dislike having
to move.
Sometimes the mix within
the syndicate group doesn’t
work as well and the task is
not as successful as it may
have been
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Role Play
▪ People must be clear about the roles they are playing and given details either
verbal or written.
▪ Time to think about how to portray those roles
▪ Understand the timing of the role play
▪ Understand how feedback will be given post role play
ADVANTAGES DISADVANTAGES
✓ Can be very powerful.
✓ Helps feel and understand
the reality of situation
Some people totally averse
to role play and reluctant to
take part.
Hard to generate enthusiasm
– the reason must be very
clear to all.
Can take time to set up, run,
debrief and de role.
Case studies
▪ Explain why they are doing it.
▪ Copies of case study given out.
▪ Go through case study and then give instructions for exercise, how long it will last,
what the expected feedback will be and how that will be presented (to whole group as
individual or team?)
ADVANTAGES DISADVANTAGES
✓ Can be written to suit the
learning.
✓ Emulate reality and so of
interest to participants.
✓ Very versatile.
Can be two dimensional and
not enough information
about the characters to
make it ‘real’.
Fine balance between too
much information and too
little.
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Thought/Ideas shower/ Brain storm
An outpouring of ideas from the participants relating to the area or problem under
discussion. It is used to identify different ideas; to consider other aspects of a problem
or to act as a trigger for the group’s discussion.
▪ Explain the process and the rule to the participants.
▪ It doesn’t matter if it appears to be relevant or even make sense at this point
in the exercise.
▪ Only one rule – that every suggestion has to be written on flipchart (or
whatever) just as the participant said it.
▪ When all suggestions are made, move onto the next stage – sorting or
ordering the responses.
▪ Write the points randomly on the flip, not in lists, to help creative, lateral
thinking.
Sort the ideas depending on learning objective for the session.
Options include:
▪ Having group discuss each thought or idea and disregard any ideas that do not
make sense or do not fit the learning.
▪ Use coloured pens to organise/group.
ADVANTAGES DISADVANTAGES
✓ A quick method for
generating ideas from a
group.
✓ Lively and fun, involving
everyone.
✓ A quick test of a group’s
reaction to the subject
matter.
A quiet group can be
difficult to get the ideas
flowing
Can be dominated by
louder members of the
group.
If a contentious point is
raised it can be difficult to
stop the group discussing it
before the sorting element
of the exercise.
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Top Tips for Presentations
Use this as a checklist when you are planning and giving your next training session or
presentation
1. ▪ Ask the 6 Universal Questions – who, what, where, why, how,
when (with whom)
2. ▪ Ask WIIFT (What’s In It For Them) principle for your audience –
what will appeal to them?
3. ▪ Build rapport with your audience – establish common
interests, gain credibility, be welcoming and approachable,
appeal to the human being – stories often have more impact
than statistics
4. ▪ Choose your language carefully, and intentionally when
appropriate
5. ▪ Consider different methods of delivery for best effect: visual
aids are not just PowerPoint. Use pictures, props, anecdotes,
audience imagination, short ‘plays’ or ‘sketches’
6. ▪ Decide content using the MindMap – and practice it
7. ▪ Do you expect/want questions – how might you answer them?
8. ▪ Do you talk fast or slow – do you need to pause more or less?
9. ▪ Look at the room layout, are you going to stand, sit, walk?
10. ▪ Make key points memorable and leave out any irrelevancies.
Don’t tell the audience what they already know.
11. ▪ Plan a punchy start and close (curious, dramatic, unusual) -
and practice it
12. ▪ Plan Timings: section your time around what can be
realistically covered – and practice your delivery to this time-
plan
13. ▪ Stick to 3 –5 key points: identify these using your mind map
14. ▪ Talk to and with your audience – conversationally - not at
them
15. ▪ Use attention grabbers – shocking statistics, real like
examples, high impact visuals such as props and real objects
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Top Tips for Using Visual Aids
Here’s some common sense that isn’t always common
practice ……If the VISUAL AID does not AID the message
VISUALLY (or worse, is a distraction to the key message) –
remember, if in doubt leave it out
V ▪ Vibrant & varied: a mix of different styles
I ▪ Images, numbers and words
S ▪ Short and simple
U ▪ Uncomplicated
A ▪ Appropriate & relevant to learning point
L ▪ Let them be seen by the learners
A ▪ Always check the equipment is working
I ▪ Innovative and creative
D ▪ Drawings, pictures, quotes & cartoons
S ▪ Show logo’s: your own, funders, etc.
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Top Tips for Questions during Training
Preparing for what you have no control over
▪ What questions might the audience prompt?
▪ What might raise conflict, disagreement,
astonishment, needs for clarification?
▪ Ask other people to ask you questions; you might
uncover new things
▪ Then, think of the possible answers, and ways of
answering.
Asking questions:
▪ Ask closed questions to check learning, or anything else, but where, for
whatever reason, you do not want their answers to last for ever: “Are there
any questions?”
▪ Ask only one question at a time, and avoid the questions that in fact convey
three questions in it.
▪ Ask open ended questions to probe for longer, more detailed answers, i.e.
questions starting with “How…”, “What…”
E.g.: What questions to you have?
▪ Avoid asking questions to one specific
individual as he may feel targeted, put on
the firing line, threatened; rather ask the
group and for who would volunteer.
● ● ●
“The wise man doesn’t
give the right answers; he
poses the right questions”
Paul Samuelson
● ● ●
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Handling questions
▪ Avoid mentioning how long you are going to take questions for, nor how many
as you may end up feeling uncomfortable if not enough questions are raised
and the audience frustrated if there is not enough time for you to answer all
of them.
▪ Ensure everyone hears and listens to the question: for people’s respect as well
as for audible and general interest.
▪ Inform your audience of when you are prepared to take questions
Answering questions
▪ Although the question is coming from one individual, make sure you are
addressing the entire group when answering the question.
▪ Ask the questioner to repeat the question should you have not heard it first
time round.
▪ Check whether you have answered the question initially asked.
▪ It is OK not to understand what the questioner mean and therefore strongly
suggested to ask for clarification, rephrase to ensure you understand what
was meant. It is important then to ensure the entire group understood it too.
▪ It is OK to say “I don’t know and will find out for you” (and then give an
indication of when)
▪ Never contradict one of your delegates, even if they do so; instead reinforce
that it is ok to have differing points of view.
▪ Pause before jumping on your answer.
▪ Repeat the question back to the audience: you ensure everyone heard it
appropriately and gain time and clarity for bringing up your answer.
▪ You might want to defer it back to the audience: this earns you time to think
more deeply and gives the audience opportunity to be involved.
▪ You probably have anticipated the questions and have a ready-made answer
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Top Tips for Leading Discussions
▪ Clarify Purpose/Objective
▪ Establish Ground Rules, Introductions
▪ Start Discussion with Open Questions
Cannot be answered ‘yes’ or ‘no’
Encourage participants to say as little or as much as they wish
Have more than one answer
It can be helpful to prepare some open questions whilst planning your
workshop
You do not know what the answer will be
▪ Acknowledge and support what people say
Uh-hu, uhm, hmm
Oh? So… And? Then?
“That’s a good point…”
“That reminds me of something that Abdi said earlier…”
“That’s interesting, could you explain that a bit further for us Elisabeth”
▪ Encourage them through words and body language
Mirroring posture
Nodding
Non-words
Silence
Smiling
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▪ Link questions to participants’ experience
“What has been your experience of meetings in the past and what
would be some ways of improving future meetings?
▪ Use active listening skills
▪ Check you have understood by asking:
“Are you saying….?”
“That’s a good suggestion, what do you think might happen if…”
“That’s interesting…does anyone have any other ideas, thoughts,
feelings about that?
Help participants to shift from personal experiences to seeing the
wider picture and looking at the issue as a whole
“That’s a valid point and your experience is important. Let’s think
about how other staff may consider the idea of this new database
system”
“Thanks for sharing your thoughts and ideas. Let’s take some
time to think about the service as a whole for other drop-in-
centre users who may want different things. What might they
need?”
▪ Use humour
Be aware that what might amuse one person may not amuse the next
Be sensitive to cultural and language implications
Can lighten serious discussions
“Go on, talk to me, I don’t bite, honest…”
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▪ Use summarising
Can bring discussion to an effective end
Helps to focus the discussion and pull it back on track
List the main points, issues and topics that have been talked about
Record any decisions, points of agreement, conclusions, actions to be
taken
▪ Manage interruptions
Don’t allow them
Draw attention to Ground Rules
Two people talking at the same time “Can we have one at a time, thanks.”
“Wait a minute Tom, can you let Kajol finish her point first please”
Action
Choose a Discussion Group
session from an existing or
new course you are planning.
Create a discussion plan
(including appropriate
questions) for leading the
discussion
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SAVI Model
SOMATIC AUDITORY VISUAL INTELLECTUAL
Somatic Activity
Ideas
Auditory Activity
Ideas
Visual Activity
Ideas
Intellectual
Activity Ideas
Pause a
presentation
every 15 minutes
and ask learners
to move away
from where they
are sitting and in
pairs to
progressively
draw a mind map
of what they are
learning
Encourage
learners to read
new information
out loud from
their manuals or
computer
screens.
Create colourful
peripherals for
the walls
displaying key
learning points.
Use pictures and
graphics as much
as possible.
Set learners
problems to
solve that relate
to the subject
matter that as
just been
presented.
Use frequent
room breaks of
three minutes’
maximum
duration.
Ask learners to
stand up, find a
partner and talk
about what they
are learning
Present
information as a
document for
learners to read.
Once they have
read it, ask them
to explain it to a
partners in their
own words.
Use metaphors
and analogies to
introduce new
ideas.
Ask learners to
set goals and
draw up plans for
implementing
new ideas.
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Ensure there is a
range of fiddle
items on tales for
learners to fiddle
with.
Have a concert
review
immediately at
the end of a
presentation
where learners
listen to a
summary of key
learning points
over a
background of
relaxing music.
Always have a
rich supply of
coloured pencils
and pens on the
table for learners
to use.
Ask learners to
think through the
implications of
an idea, and to
work out how
they will action it
in the workplace.
Send learners on
a scavenger hunt
to look for bits of
information
connected to the
topic that have
been hidden in
advance.
This can be:
▪ around the
training room
▪ the building
▪ outdoors
Every so often
ask each learner
to turn to the
person sitting
next to them and
ask each other
questions about
what they have
learned.
Use a video
during a
presentation
Create word
puzzles and ask
the learners to
put together.
The word puzzle
should reveal a
key learning
point of the
subject matter.
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Stages of Group Development
The stages of group development, first described by
Bruce Tuckman5, can often explain the behaviour of
learners during training and facilitated workshops.
STAGE ISSUE CHARACTERISTICS FEELINGS BEHAVIOURS
Forming
▪ Dependency
▪ Childhood
▪ Inclusion/exclusion
▪ Am I in or am I out?
▪ Do I want to be out?
▪ Identifying and belonging
Anxiety
Anticipation
Uncertainty
Confusion
“We” – looking for
what is the same
as self
What is
acceptance
Seeking allies
Sub groups
5 Source: Barry Tuckman
1. Forming
2. Storming
3. Norming4. Performing
5. Mourning
Adjourning
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Storming
▪ Counter-dependency
▪ Adolescence
▪ Power and control
▪ Differences, trust,
challenge of
leadership
▪ Leadership struggle
▪ It can’t be done
▪ It won’t be done
▪ Working out personal
implications
Conflict
Cold
Painful
Tension
Exciting
Liberating
“I” rebellion
against leader
Rivalry labelling
Polarisation of
opinion
Conflict between
sub-groups
Resistance to tasks
Testing out
Norming
▪ Cohesion
▪ Adulthood
▪ Working out
▪ Group norms/rules
▪ Trust.
▪ We can do it
Warmer feelings
Less extremes
Mutual support
possible
Desire to achieve
tasks
New roles, sharing
begins
Closeness
Performing
▪ Inter-dependence
▪ Maturity
▪ Interpersonal connection,
▪ Ability to take risks, air differences of
opinion and trust
group to handle it
▪ We are doing it
Intimacy
Openness,
creativity
Cooperation
Energy
Getting tasks done
Problem solving
Powerful
Adjourning
or Mourning
(Tuckman did
not include this
fifth stage)
▪ Separation
▪ Old Age
▪ How do you say goodbye?
▪ How to leave
Loss
Grief
Desire for group
not to end
Holding on
Re-union planned
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Facilitation Styles
There are a range of facilitation styles6, each of which
may be more or less appropriate at different stages of
training delivery.
TELLS CONSULTS INVOLVES STEPS OUT
FACILITATOR
STYLE
▪ Facilitator is
in charge of
task and
process:
▪ Chooses
venue
▪ Chooses
agenda
▪ Chairs &
leads
discussion
▪ Prescribes
▪ Gives
information
▪ Manages
the time
▪ Facilitator
constantly
consults the
group on its
needs
▪ Facilitates
reconsideration
and response to
agenda issues
▪ Emphasises
consideration of
group’s needs
▪ May share
leadership with
some of the
group
▪ Group
chooses how
it will use
facilitator
skills
▪ Group may
rotate
leadership.
Decide to
change
agenda,
timings and
so on.
▪ Facilitator
skill likely to
feel
responsible
for group
process
▪ Group
manages
itself
▪ Facilitator
becomes a
resource to
the group
▪ Facilitator
may leave
the group
entirely
responsible
for its own
process and
task.
DOMINANT
STATE OF
THE GROUP
Dependency
Submitting to
benevolent
government
Interdependence Independence
6 Source: Facilitating Groups; Jenny Rogers
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PLUSES
▪ Facilitator
likes it
because it
puts them in
the expert-in-
charge role
▪ Group feels
safe
▪ May be very
task focused
▪ Often right for
early sessions
while group
settles down
▪ Gives group
practice in
taking
responsibility
for itself
within safe
framework
▪ Good
compromise
between the
greater
freedom of
involvement
and bossier
style of
‘telling’
▪ Exhilaration.
▪ Fun
▪ High
performance
▪ Purposeful
atmosphere
▪ Clear that the
group is totally
responsible for
own learning
▪ Group cannot
rebel as there
is no authority
figure
MINUSES
▪ Group does
not take
responsibility
for own
learning
▪ May ‘rebel’
▪ May feel
childlike
▪ Civilised
dependency
may be
ultimately
harmful
▪ Does not
trust group
to be adults
▪ Gloss of
involvement
is only skin
deep
▪ Learning
may be
limited
▪ Facilitators
miss the
‘buzz’ of being
in charge
▪ Group worries
by its own
freedom
▪ Minimal
involvement
may look like
abandonment
▪ Takes time to
get to this
points & the
group may
not have this
much time.
▪ Ambiguity
may be too
much for
some
members
▪ Control issues
may surface
again.
▪ Group may
fall apart
without
‘official’
leadership
▪ Responsibility
may be too
much
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Behaviour Types: Strategies to Handle Them
There are a variety of problem behaviours that can be
detrimental to the group members and their work. We
will describe some common ‘types’, by their behaviour,
and follow them with strategies to deal with that
behaviour.
The Axe-grinder
This person wants to relate everything to their pet obsession, whether it has anything
to do with the topic under discussion or not.
Strategies include:
▪ Encourage them to refocus on the topic under discussion by asking them a
question directly related to it
▪ Keep highlighting how irrelevant they are being
▪ Restate the purpose of the group/meeting
The Bulldozer
This person will try to run over you and everyone else too! It's their method of
stopping progress, because progress scares them. If they can't change, they may
leave. At a facilitated session, bulldozers may leave the room a lot and will have a host
of legitimate reasons for doing so!
Strategies include:
▪ Don't argue with them. Present the facts.
▪ Get them into problem solving mode.
▪ Protect the space of those they bulldoze, by asking the bulldozed to repeat
their thought or by asking others in the group how they feel.
▪ Stand up to them in a non-combative way.
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The Complainer/Whiner
This person tries to put you on the spot to fix it. He or she blames others and
never self.
Strategies include:
▪ Ask questions.
▪ Don't be defensive.
▪ Encourage them to act.
▪ Listen and acknowledge, don't argue.
▪ Solicit solutions from them.
The Controller
This person wants to dominate and run things and be in complete control of the
group.
Strategies include:
▪ Consider asking persistent offenders to leave
▪ Delegate responsibility for something of lesser importance
▪ Speak to the person apart from the group and request that they control
their inappropriate behaviour
The Defeatist
This person feels that the problem is insurmountable and can see no solution or
alternatives.
Strategies include:
▪ Seek out more positive contributions
▪ Treat the defeatism as a legitimate option
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The Hair-splitter
This person wants absolute answers and definitions.
Strategies include:
▪ Acknowledge their need for absolute answers and definitions.
▪ Ask them to honour your work or style preferences just as you accept theirs.
▪ State what you're prepared to give.
The Inarticulate Person
This person has ideas but has problems putting the ideas into words.
Strategies include:
▪ Ask them for permission to help them phrase or rephrase.
▪ Encourage them to speak.
▪ Exhibit patience when they speak.
The Interrupter
This person interrupts the person speaking.
Strategies include:
▪ Say, "You interrupted me. Please let me finish my thoughts."
▪ Whenever they do it, repeat the preceding statement.
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The Joker
This person is in it for laughs, may be sarcastic
or sexually aggressive.
Strategies include:
▪ Disregard the joke and focus on
asking them for opinions relating to
the topic under discussion
▪ Give them responsibility for a task such as scribing
The Know It All
This person appears as the expert, wants constant attention and often argues
with people.
Strategies include:
▪ Ask other group members to comment on what they heard, redirecting
focus away from the Know-It-All.
▪ Be well prepared for the topic under discussion.
▪ Don't challenge -- ask questions to lead them to see their errors.
▪ Focus on solutions.
▪ Have them summarise their
thoughts and record them.
▪ Listen and paraphrase what they say.
▪ Praise their ability.
● ● ●
“He that is good with a
hammer tends to think
everything is a nail.”
Abraham Maslow
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The Quiet Type
This person is quiet or timid. Their silence is often mistaken for agreement.
Strategies include:
▪ Address them by name and ask them to share their thoughts. Focus your
attention directly on them to create the time and space they need to
answer.
▪ Ask them some safe things early in the session to get them involved.
▪ Commend their participation when it occurs.
▪ Talk to them before the session, casually, to help them become
comfortable.
The Sniper
This person attacks and criticises, usually indirectly, masking their aggression by using
humour or saying things under their breath.
Strategies include:
▪ Address sniping each time it occurs, until it stops.
▪ Address the behaviour openly, asking them why they said that.
▪ Ask others if they agree with the criticism.
▪ Don't let them hide behind humour.
The Staller
This person tells irrelevant stories or experiences. They don't focus and instead give
off base types of examples.
Strategies include:
▪ Ask them how what they said relates?
▪ Help them to be honest.
▪ Record their idea on The Car Park
▪ Try to find out their hidden concerns.
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The Talker
This person distracts by holding side conversations.
Strategies include:
▪ Ask the person directly to share their thoughts with everyone (use tact
and diplomacy).
▪ Say, "There are little meetings going on. May we have just one meeting?"
But there is good news!!
The majority of participants are fine and most groups will include the “ideal”
participant:
Now you have some knowledge about challenging people and strategies to deal
with them. What do you do with the ideal person?
The Ideal Person
This person has good ideas and expresses them freely at appropriate times.
They're congenial. They work well with others. They smile and laugh easily, even
at themselves.
Strategies include:
▪ Acknowledge them frequently
▪ Always learn from them
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Assessment during the Training Cycle
Assessment is necessary during the training cycle in order to:
▪ Identify current attitude, skills and knowledge
▪ Identify training and development needs – the “training gap”
▪ Plan and design training and development interventions effectively
▪ Record learners’ progress
▪ Motivate and encourage learners
▪ Comply with legal requirements
▪ Comply with organisation policy
▪ Provide evidence for certification and qualifications
▪ Provide information for employers/commissioners of training to evidence
learning achieved
Stages of Assessment
Assessment occurs at three key stages:
Initial Assessment, either before or at the start of a course (e.g. through a quiz), can:
▪ Identify gaps in existing knowledge, skills and understanding
▪ Provide a starting point and potential for achieving learning objectives
▪ Provide direction and information for action planning
▪ Reflect learning styles
Summative
Assessment
Formative
Assessment
Initial
Assessment
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Formative assessment can be carried out during the course in order to:
▪ Allow learners to correct mistakes
▪ Build on learners’ achievements
▪ Check understanding and assimilation of new learning
▪ Enable the trainer to modify the training content
▪ Link guidance and support to skills development and practise
▪ Monitor training
▪ Provide a continuous learning loop (see the learning cycle)
▪ Provide feedback to the learner
▪ Record progress
Summative Assessment occurs at the end of the course of study/learning.
This could be undertaken through a quiz, assignment, interview or in more formal
courses through a written assignment or project and/or a written/oral examination.
The summative assessment at the end of the learning process:
▪ Evidence for Certification (pre-agreed success criteria has been achieved)
▪ Lists achievements for the learner, the training and the trainer
▪ Provides information Employers/Commissioners (indication of changes in
attitudes, skills and knowledge)
▪ Supports evaluation
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Methods of Assessment
Assessment can be as informal as checking learner understanding throughout a
training day through questioning, games and quizzes, ‘learning check-ins’ after breaks,
to a range of other assessment methods:
▪ Assignment
▪ Case Study
▪ Examination of practical skills (e.g. using a piece of equipment)
▪ Log book/Report or Reflective Learning Diary
▪ Observation against a criteria checklist
▪ Oral questioning
▪ Peer review and reports
▪ Projects
▪ Results from other Assessors
▪ Role Play
▪ Simulation
▪ Written Testing
Did you know?
It’s What we DO that counts:
We remember approximately
▪ 10% of what we read
▪ 20% of what we hear
▪ 30% of what we see
▪ 50% of what we see and hear
▪ 70% of what we discuss with others
▪ 80% of what we experience personally
▪ 95% of what we teach to someone else
SOURCE: WILLIAM GLASSER (1986)
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Evaluating training
Evaluation is:
“a planned collection and assessment of information
to judge the value or effectiveness of something”
So why evaluate training?
▪ It clarifies whether outcomes have been achieved
▪ It is the ‘final stage’ in the training cycle, it completes the training process
▪ It may demonstrate value for money (or other resources)
▪ It may indicate where further training is needed
▪ It provides feedback for the trainer so that any necessary changes can be
made to content and styles and how their training impacts on learners
Some pointers …
It is much easier to evaluate training founded on clearly defined (SMART)
outcomes.
Although at ‘the final stage’ of the Training Cycle, evaluation may in itself identify
further training needs – so may also serve to define the aims and outcomes of
further training … and so the cycle continues …
Evaluating training and evaluating learning are separate processes – though one
evaluation method/activity may provide information on both
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Evaluation – in any training intervention – has four levels:
▪ The evaluation of the actual training – reaction evaluation
▪ The evaluation of the learning achieved by participants – learning evaluation
▪ The evaluation of the improvement of the participants’ performance in relation
to the job role – performance evaluation
▪ The evaluation of the impact of the training on to the actual performance of the
organisation – impact evaluation
The work of Kilpatrick, suggests there is a fifth level which can be more difficult to
measure – Return on Investment (ROI).
It is not always an easy process to evaluate training – but it is important that it is not
overlooked or ‘shortcut’ because of potential difficulties.
It is a general consideration that in any organisation looking to make cut backs – the
training budget goes first. If this is true, then ALL resources invested in training are
valuable. After such investment, evaluation makes good sense!
ROIROI
Impact
Organisation
Results
Impact
Organisation
Results
Performance Evaluation -
Transfer of Learning
Performance Evaluation -
Transfer of Learning
Learning EvaluationLearning Evaluation
Learner Reaction Learner Reaction
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Further Resources
Books and Publications
Boydell, T. (n.d.). A Guide to the Identification of Training Needs.
Cameron, E. (2007). Facilitation Made Easy. London: Kogan Page Ltd.
Covey, S. R. (1989). The 7 Habits of Hightly Affective People. Simon Schuster.
Hackett, P. (2003). Training Practice. London : Chartered Institute of Personnel
and Development.
Hare, K. a. (2005). The Trainer's Toolkit Bringing Brain-Friendly Learning to Life.
Carmarthen, UK: Crown House Publishing Ltd.
Leong, S. (n.d.). How to Develop a Talent for Training.
McKee, L. (2004). The Accelerated Trainer. Aldershot, UK: Gower Publishing
Company.
Meier, D. (2000). The Accelerated Learning Handbook. New York: McGraw-Hill.
Newstrom, J. &. (n.d.). The Big Book of Business Games.
Pepper, A. (n.d.). Managing the Training and Development Function.
Rae, L. (1999). Using Evaluation in Training and Development. London: Kogan Page
Limited.
Rae, L. (n.d.). The Skills of Training.
Rogers, J. (n.d.). Facilitating Groups.
Siddons, S. (1997). Delivering Training. London: Chartered Institute of Personnel
and Development.
Tamblyn, D. &. (n.d.). The Big Book of Humorous Training Games.
Truelove, S. (2006). Training in Practice. London: Chartered Institute of Personnel
and Development.
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Internet/Website Resources
www.businessballs.com
www.cidp.org.uk
www.glasstap.com
www.netskills.ac.uk
www.skillsconverged.com
www.thetrainingshop.co.uk
www.thetrainingshop.com
www.thetrainingzone.co.uk
www.trainerbubble.com
www.trainerslibrary.com
www.trainerswarehouse.com
www.trainingmaterials.com
www.yellowmoon.co.uk
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Handouts Pack ContentsAbout Your Trainer/FacilitatorQualifications/professional membershipsFurther details
Course OutlineProgrammeDay OneDay Two
Definitions of Training, Education and DevelopmentOxford DictionaryEmployment Department
Types of Learning Experience10 Principles of Adult LearningKolb’s Learing CycleLearning, Memory and the BrainLearning – Creating ConnectionsHoward Gardner’s Multiple IntelligencesMemory and LearningSome Techniques to Help Learners to Remember
Training CycleLearning Needs AnalysisWhy?When?Who?What?How?
Defining and writing training objectives and outcomesA Six-Step Process
Active Verbs for Writing Training ObjectivesA six step process for writing training outcomes & objectivesTraining DesignStructuring a Training SessionTraining Plan ContentsBefore you deliver t