how to train · seminar | how to train of the tips at the beginning of part i, which three do you...

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Seminar | H O W T O T R A I N

RWU

4 TEACH OTHERS | LEADERSHIP MODULE

HOW TO TRAINPRACTICE • ASSESSMENT • APPENDIX

If you are in the mobile version of this seminar, use a pen or a pencil and a piece of paper to write your answers. If possible, print out the pages that have illustrated exercises.

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TEACHING the HOW TO TRAIN

SEMINAR

When you teach this seminar, keep in mind the following things:

Your responsibility as a Team Builder or Leader goes beyond merely “transferring information” to other Independent Representatives. You are responsible for helping them grow into leaders themselves. This involves creating a range of opportunities for them to practice, supporting them while they practice and offering feedback. In our experience, Team Builders’ or Leaders’ support is crucial to having representatives stay and thrive in Rena Ware.

The time required to teach the seminar will vary depending on a number of factors, including the size of the group, your preparation and experience of training, the preparation of the group, the amount of practice you want to include, etc.

QUICK QUESTIONS TO GUIDE FEEDBACK

Stopwhat are you doing that is not effective or even counterproductive and you should stop doing?

Keepwhat are you doing that is effective and you should do more of?

Startwhat are you not doing that could be effective and you should start doing?

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PAY ATTENTION TO THE FOLLOWING ICONS

Link to answers.

Link to exercises.

PART I | BEGINNER

PART II | ADVANCED

PRACTICE ANSWERS

General exercises

Exercises

Exercises

Assessment

Assessment

Answers Part I & II

Exercises

VIRTUAL TRAINING

Appendix

4

7

12

11

29

30

44

47

INDEX

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Answer the questions. 1 |

P R AC T I C EGeneRAl exeRcises

Which of the behaviors described in the trainer’s role do you want to keep doing or start doing?

If you have many behaviors you want to start, prioritize them: high, medium, low.1 2 3

Trainer’s behaviors Keep doing

Start doing

|Priority

Leverages the participants’ existing knowledge and skills.

Provides access to new knowledge and skills.

Creates a range of opportunities for the participants to practice, andsupports them while theypractice.

Empowers the participants: includes their learning objectives in the plan, has them work toward those objectives and measure their progress.

Follows up on questions and feedback from the participants.

Models leaders’ behavior for the participants, for example in the way he/she manages the training process, manages feedback, etc.

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Complete the Rena Ware training wheel with the seminars from the list.

2|

How to TrainCookware seminarShare the Cause, share the DifferenceContracts guide

1

2

3

4

P R AC T I C E

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What three parts are included in each seminar?

Next to each line, write S (Seminar), P (Practice), A (Assessment), X (Appendix), D (Slides).

3|

4|

1.

3.

2.

Which part do you use to...:

test what you learned?

try out the content?

learn the subject?

teach others?

find additional resources?

find games?

1.

2.

3.

4.

5.

6.

P R AC T I C E

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Of the tips at the beginning of Part I, which three do you want to follow immediately?

BEFORE A TRAINING SESSION. Imagine you are going to give the Basic Training seminar to a new recruit. Use the table below to prepare. Read the questions and write your answers.

1|

2|

1.2.3.

ACTION QUESTION YOUR ANSWER

Prepare

Check the materials

Have you taken the seminar?

How long did it take you to take/read the parts?

Are you going to have breaks when giving thisseminar?At what point(s)?

Check that you have access to the materials you need, in the format you need: Digital Print

SeminarPracticeAssessment Appendix

SeminarPracticeAssessment Appendix

SeminarPracticeAssessment AppendixD

D PD PD PD PP

P R ÁC T I C AEXERCISES PART I | BEGINNER

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Where are you giving this seminar?

What equipment are you using to give the seminar?Is it working properly?

Check the place

Check the equipment

AT THE START OF A TRAINING SESSION. Practice giving a training session using Basic Training. Follow the prompts below and write your answers.

3|

Check the materials

Share the schedule

What question can you ask?

Ask if everybody can stay, has any questions. What can

you say?

If someone does not have the materials what can you do?

1.

2.

3.

P R AC T I C E

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Seminar | H O W T O T R A I N P R AC T I C E

DURING THE TRAINING SESSION. Follow steps 1-5 in this seminar. Complete them below with the missing information about Basic Training.

4|

Start reading the seminar from page number____to page number____.

Read the related question(s) on slide number____.

Confirm or correct the answer. How can you have the answers more visible for you?

Ask the group to do the practice and/or activities as indicated on the slide: exercises number ____, ____, ____.

Ask a participant to read the next section of the seminar. Complete the example below with the missing information:

1.

2.

3.

4.

5.

Walter, could you please go on reading the seminar from page to page ?

YOU

These are examples. You can repeat steps 1-5 until you have completed Basic Training.

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Practice giving activity instructions to a group. Follow the prompts below (A-C).

Manage questions. Answer the question below, according to this seminar.

AT THE END OF THE SESSION. Follow the prompts and write what you could tell the participants.

5|

6|

7|

Exercises. Give instructions for exercise 3 in Basic Training.

Role plays. Give instructions for the role play on slide 21 in Basic Training.

Games. Give instructions for Game 2 in Basic Training.

A

B

C

What are the savings when using a water filter instead of bottled water?

Thank

Encourage practice

Ask for feedback

1.

2.

3.

PARTICIPANT

P R AC T I C E

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To assess your training skills up to this point, take the following steps:

Give a training session and have your team leader and/or a more experienced trainer observe it and complete the Training practice feedback form BEGINNER (Appendix 4).

Review the completed form with your observer and decide the next steps for improvement, as needed.

Following from point 2, you may schedule a new training session with observation until you and your observer are satisfied with the results.

1

2

3

ASSESSMENT

HOW TO TRAIN

If appropriate, steps 1-3 could be completed about a virtual training session. See the Virtual training section in the seminar and in this practice for more information.

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KNOW YOUR ABCDE

Audience. Who are you training? What do you know about them? Create a table with the information.For example:

Benefit. What is going to be the main result for this group? Write one for Basic Training. Be as specific as you can.

1|

2|

AgeName Education Tech skills Other useful info

María López Some computer use

High school52

This table is an example, you can create your own. Complete it with information that you can obtain easily, and keep it concise. Do not invest too much time in this. The purpose is to have an overview of the people in the group.

Here we use Basic Training as an example. However, these exercises apply to all the Rena Ware seminars.

P R ÁC T I C AEXERCISES PART II | ADVANCED

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Competence. How well do you know Basic Training? Are you going to need to read it to the group? Or can you present the content without reading? (See also the Before you teach section)

Direction. What level of competence do you want your group to have at the end of Basic Training?

Enthusiasm. What do you like about Basic Training? Write your favorite part(s) here:

3|

4|

5|

And think about how you will feel when you get to share those with your group!

P R AC T I C E

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Next you are going to practice giving training using Basic Training as an example.

Can you answer all the questions on the Trainer slides without looking at the solutions?

Can you answer all the Practice and Assessment correctly?

Knowledge: What are the three most important things the participants should know after taking this seminar?

Skill/Ability: What is the most important thing the participants should be able to do after taking this seminar?

Review the Seminar, Practice - Assessment - Appendix, and Trainer slides:

Take an overall look at the seminar. Answer these questions, in this case about Basic Training:

6|

7|

BEFORE YOU TRAIN

A.

B.

These are your main goals for the training session. Keep them in mind as you move on to the next steps and make sure the session plan helps you achieve them.

P R AC T I C E

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Break the seminar down into main sections. Basic Training contains four main content sections. Which ones? (Use the trainer slides to help you identify them)

Practice making a training session plan. Use the template below and complete the empty boxes ( ) following the examples given. When you are finished, check your answers with the example plan in the Answers section.

8|

9|

An effective training session plan is one that:Helps you identify and achieve the main learning objectives.Makes the session duplicable (anyone could teach the session by following the plan).

1.

2.

3.

4.

P R AC T I C E

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HOW THE PLAN WORKS

Time: activity start time. It will help you stay on track.

Main goal: the purpose of doing every activity.

Duration: activity duration. It shows you the time allocation throughout the session.

Materials: mainly for additional materials other than Seminar, Practice and standard writing supplies.

Activity: name and a short description (if needed). Add Seminar (S) and/or Practice (P) pages and exercise numbers.

Interaction: who will be doing the activity. It shows you the variety of interaction throughout the session. Interactors:T = trainerP = individual participantPP = pairs

G = whole groupGG = small groups

P R AC T I C E

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Are you going to have an ice-breaking activity? Which one? Look at the Appendix in Basic Training: which activity/game could you use for this purpose?

How are the participants going to learn about this? Here are a few options (A-C). Choose one to start. Later on you can change.

What activities/exercises are you going to do, if any? And how? Individually, in pairs, in groups?

See point 2 above. And you can keep doing the same OR change, for example if you have read the seminar yourself until now, ask one other person in the group to read.

Practice giving instructions. Give the instructions for the Circle of Influence (RW120) exercise without reading them. Write here two questions to check the instructions:

You read the seminar to the group, ask the questions again and the group answers.

You ask one person in the group to read out loud, ask the questions again and the group answers. Then you ask a different person in the group each time.

The group reads the seminar silently, for a limited time, then you ask the questions again and the group answers.

1

3

4

2

A.

B.

C.

1.

2.

First you read the questions on the slides and then:

5

GUIDING QUESTIONS TO COMPLETE THE PLAN

P R AC T I C E

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0

1

2

Remember to say how much time they have for the exercise.

How do you want to end Basic Training? What would be the most effective way for participants to consolidate what they have learned and remember it?

See points 2-4 above.

How are the participants going to practice this?

6

7

19-20

8-18

Training: Basic Training

Date and time:

8:30

8:40

8:50

Getting buy-in/everyone on board

Breaking ice

Knowing aboutRena Ware

Welcome, introductions, session objectives and participants’ objectives

Discovering Rena Ware(S pp. 9-31)

Ask the questions on the slides, and read (option A)

10’ T-G

P

Continue answering points 6 and 7 for rows 8 through 18 in the table.

P R AC T I C E

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3

4

5

6

7

Practice goal 2

Practice goal 6

Be ready to make first call/appointment (goal 4)

Add suggested practice (optional in class, recommended at home)

Add role-play after each slide

The 4-P planPurpose + Prospects +Preparation(S pp. 32-49)

Ask the questions on the slides, and read (option B)

15’

The 4-P planProcess (S pp. 50-56)

Ask the questions on the slides and read (option B, different person)

5’

15’

15’-20’ total

P then T-G

PP

T-GPP

P

Grand Drawing

Card(RW54)

Circle of Influence (RW120)

Approaching cold andwarm marketMaking appointments

P R AC T I C E

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8

9

10

11

Practice goal 8

Practice goal 8

Learning how to close a presentation and follow up on prospects

Add game 1 or game 2

The 4-P planProcess PRESENTATION (S pp. 57-72)

Ask the questions on the slides, and read (option B,different person)

Add role-play after each step

The 4-P planProcess Say goodbye + Follow up(S pp. 73-76)

Ask the questions on the slides, and read (option B,differentperson)

15’ per step/role-play(about 1.5hourstotal)

5’

PP

T-G

P R AC T I C E

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12

13

14

15

16

17

Practice goal 13

Learn a few responses to common objections

Practice goal 16

Understand listening for needs

Practice goal 11

Add activity (guess needs)

Add objections role-play


Communication skills - Ask and answer questions(S pp. 78-80)

Ask the questions on the slides, and read (option C, silent)

10’ per step/role-play

10’

10’

7’

5’

5’

PP

T-G

T-G

P R AC T I C E

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18

19

20

Consolidate learning

Add game 3

Practice all goals

Add overall role-play

Communication skills - Communicate without words(S pp. 84-85)

Ask the questions on the slides, and read (option C, silent).T models body language for G and have G guess feeling.

7’

25’ Print outs of game boards

and cards

25’

T-G

PP

Review your plan. Answer these questions.10|

Does the plan include...:

clear action goals?the necessary activities to achieve those goals?a balance between content and practice?

P R AC T I C E

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a variety of activities? a variety of interaction types?realistic duration estimates, for the activity type/group size etc?the materials needed at each stage (if different than for the rest of the session)?

AT THE START OF THE SESSION. For each point below (1-7) write what you can tell a group. You can use the sentence stems or write your own.

11|

WHILE YOU TRAIN

Review the materials:

Share the session schedule:

Does everybody have…?

In this session we’re going to…

YOU

YOU

1

2

Share your objectives:

After taking this seminar, you will have new knowledge and skills. You will know…

You will be able to…

YOU

3

P R AC T I C E

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Share the participants’ objectives:

Establish question time:

Announce the first activity (to give instructions for it, go to the next exercise):

Introduce the topic of the session:

What are your…

You can ask…

We’re going to…

This will help us feel more comfortable working together.

YOU

YOU

YOU

YOU

4

5

6

7

P R AC T I C E

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DURING THE SESSION. For each point below, write what you can tell the group. You can use the prompts given or write your own.

12|

Read the body language. For example, if you see someone yawning:

Announce when time is almost up:

Give feedback/Share examples/Encourageself-correction:

Give clear instructions. For example for Game 2 in Basic Training (making eye contact):

Some of you are starting to look tired…

You have…

Now we’re going to practice eye contact with our prospects.

Of these examples some are correct, others are not. Could you identify…

YOU

YOU

YOU

YOU

2

4

3

7-9

P R AC T I C E

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AT THE END OF THE SESSION. For each point below, write what you can tell the group. You can use the prompts given or write your own.

13|

Review shared objectives:

Give assignments or encourage practice and assessment:

Ask for feedback:

Close the session:

Invite and answer questions:

Let’s review…

I recommend you…

Your comments can help me improve. I’m going to show you some questions...

We have completed the session. Before we leave, could you tell me…

YOU

YOU

YOU

YOU

1

3

2

4

5

Do you have…

YOU

P R AC T I C E

?

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Give feedback. Answer questions A and B.

Handle questions. Answer the question.

15|

14|

At the start of some practice a participant says:

What do you do and say?

AFTER YOU TRAIN

A participant left the training room three times and was gone for about 20 minutes each time. What do you tell him/her?

A participant was the first to answer every question you asked. What do you tell him/her?

A.

B.

Excuse me, what are we supposed to do with exercise (10)?

PARTICIPANT

Receive feedback. Answer the question.16|

After a training session a participant says to you:

What do you say?

“I was very confused about the activities we did. I couldn’t understand what you wanted us to do.”

PARTICIPANT

P R AC T I C E

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YOUR TRAINING DELIVERY AND YOUR PRESENCE

Simulate teaching your lesson plan to a group, or ask your leader to act as a participant, if possible. Record yourself on video for 5 minutes (or an entire session if you want/can). Then watch the video and use the Training practice feedback form in the Appendix.

17|

Go to ted.com. Choose a video with a presenter standing in front of an audience, preferably under 20 minutes. Do the following activities.1

18|

First watch and listen. Then watch without the audio. Then again listen without the video/visual. What works? What doesn’t work? Why?

Watch and listen. How effective is the speaker in getting his/her ideas across? Why? Are you accepting their ideas? Why? Is it what they are saying (the content) or how they are saying it (the delivery/presentation)?

Take notes of which techniques work (and which don’t). In your training sessions, try to use the first and avoid the latter.

1 Ideas in this section have been adapted from S. Harrison (2010), Ideas selling.

P R AC T I C E

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To assess the training skills you have acquired up to this point, take the following steps:

Give a training session and have your team leader and/or a more experienced trainer observe it and complete the Training practice feedback form ADVANCED (Appendix 5).

Review the completed form with your observer and decide the next steps for improvement, as needed.

Depending on the outcome of point 2, you may schedule a new training session with observation until you and your observer are satisfied with the results.

1

2

3

If appropriate, steps 1-3 could be completed about a virtual training session. See the Virtual training section in the seminar and in this practice for more information.

ASSESSMENT

HOW TO TRAIN

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Seminar | H O W T O T R A I NPRACTICE ANSWERS

1| Your own answers.

2|

3|

2|

3|

4|

1|

Contracts guideShare the Cause, share the DifferenceCookware seminarHow to Train

SeminarPractice - Assessment - AppendixTrainer slides

Does everybody have the materials that we are going to use today? Seminar? Practice? You can share the link to the digital version.Do you have any questions? Can everybody stay until the end of the session?

1.2.3.4.

1.2.3.

Your own answers.

1.

2.3.

1. A | 2. P | 3. S | 4. D | 5. X | 6. X

Your own answers.

Answers may vary. These are suggestions.

PART I | BEGINNER

GENERAL EXERCISES

4| Pages 9-15Slide 6You could highlight the answers in the text of the seminar

1.2.3.

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5|

Exercises 1, 2, 3 (in real life you will do as manyexercises as you have time or need for)16, 18 (the section related to slide 7)

Please go to exercise 3 in Practice.Is everybody there?Here each Rena Ware value is divided into a beginning and an end.Match the two parts.You have 2 minutes and then we check. In pairs. (Let’s see, is everybody in a pair?)You’re going to simulate approaching an unknown prospect. (cold market)And you’re going to simulate the beginning of each case.Let’s see… in case 1 what happens (you start the presentation)? And in case 2? (You make an appointment) And in case 3? (You ask for referrals).You are also going to take turns playing the prospect.Let’s see raise your hand if you’re playing the prospect now…OK. You have 10 minutes to finish.

4.

5.

A.Answers may vary a little. These are examples.

B.

P R AC T I C E A N S W E R S

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Now we’re going to practice making eye contact with our prospects.In pairs. (Let’s see, is everybody in a pair?)Get a piece of paper. Ready? Write “Ask me about…” and complete the sentence with something you like to talk about, for example your dog, your hobbies… Ready?You’re going to show your paper to your partner.Your partner asks questions, you answer. Both maintain eye contact, without staring.At the end, you swap roles.You have 2 minutes total, 1 minute each.

C.

6|Give the answer.Thanks for asking, so we can clarify this point. (Buying bottled water costs…)

Defer the answer.Thanks for asking. I do not have the answer right now. May I get back to you (by email within the next two days)?

Refer to sources.Thanks for asking. I do not have the answer right now, but you can find it in… (the Water Filters Brochure - AQ700).

1.

2.

3.

You may have answered in one of three ways:


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7|

Thank you for your time and for working with me and together in this session.Please take some time to do more practice on your own and take the assessment.I’d like to have your feedback on the session. (Here you can share the feedback slide and take the questions one at a time, or you can tell the group that you will email the feedback questions and they can reply by email)

1.

2.

3.

Answers may vary. These are examples:

PART II | ADVANCED

1|

3|

4|

2|

Your own answers.

Your own answers.

Probably a mix of level 2 and level 3: level 2 - they should know certain things well enough to be able to do them effectively (for example, making appointments); level 3 - they should have an idea of other things and know that they do not know enough and need more training (for example the product details).

Calling a few A people from their Circle of Influence and making one appointment.

5| Your own answers.


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6|

Example plan (below).

In order to keep this example simple, the duration of the practice and role plays has been omitted (as they are optional). Keep in mind that both can vary significantly depending on the size and level of the group. Breaks have also been omitted. They too would have to be factored in. The example times that have been included show how the time parameter works in the session plan.

Your own answers. Ideally, you have answered “yes” to both questions.

7|

8|

9|

Answers may vary a little, we recommend these key concepts: how to identify their cold/warm market; how to make appointments and give a presentation; how the earnings plan works.Contacting a prospect to make an appointment for a presentation./ Using the Circle of Influence to contact a prospect and make an appointment for a presentation.

The four main sections are: Discover Rena Ware; The 4-P Plan; Powerful Communication Skills; The earnings plan.Get ready, set, go! is not a “content” section. It is an action section where the participants are going to call and/or plan their next steps.

A.

B.


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0

1

2

3

8:50 Knowing about RW

Practice goal 2

Discover Rena Ware(S pp. 9-31)

Ask the questions on the slides, and read (option A)

Add suggested practice (optional in class, recommended at home)

Pthen T-G

8:30

8:40

Getting buy-in/everyone on board

Breaking ice

Welcome, introductions, session objectives and participants’ objectives

10’ T-G

P

15’

10’Making eye contact game(from Appendix in Basic Training)

T-G


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4

5

6

7

Approaching cold and warm marketMaking appointments

Practice goal 6

The 4-P planProcess (S pp. 50-56)

Ask the questions on the slides and read (option B, different person)

Add role-play after each slide

PP

15’

15’-20’ total

9:10

Be ready to make first call/appointment (goal 4)

The 4-P planPurpose + Prospects +Preparation(S pp. 32-49)

Ask the questions on the slides, and read (option B)

T-GPP

P

15’

5’

Grand drawing

card (RW54)


8:50

9:05

Knowing why they are doing this (motivation)Getting familiar with the kitFilling out RW120

Circle of Influence exercise(RW120)


T-G


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8

9

10

11

12

Learning how to close a presentation and follow up on prospects

The 4-P planProcess Say goodbye + Follow up (S pp. 73-76)

Ask the questions on the slides, and read (option B,person)

5’ T-G

Practice goal 11


10’ per step/role-play

PP

9:55

Being able to give the 8-step presentation

The 4-P planProcess PRESENTATION(S pp. 57-72)

Ask the questions on the slides, and read (option B,different person)

Practice goal 8

Add game 1 or game 2

PP

Practice goal 8


15’ per step/role-play(about 1.5 hours total)

9:25 30’

1.2.

5’30’

PP

T-G


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13

14

15

16

Communication skills - Manage objections(S pp. 81-83)

Ask the questions on the slides, and reading (option C, silent)

10’ T-G

Learn a few responses to common objections

10’ T-G

10:05

10:15

Understand listening for needs

5’

Practice goal 13

5’

10:00 Communication skills - Listen from the heart(S pg. 78)

Ask the questions on the slides, and read (option B, different person)

T-G

PP

Ask and answer questions

Communication skills - Ask and answer questions(S pp. 78-80)

Ask the questions on the slides, and read (option C, silent)

Add activity (guess needs)


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17

18

19

20

25’Consolidate learning

Add game 3 Print outs of game boards

and cardsPractice all goals

Add overall role-play

25’ PP

Trainer. G= Group

How many names are you going to write?5.What does A mean? What does C mean? What does B mean?A means positive/open, C means more resistant…Great. You have two minutes.

T=

T:G:T:G:T:

Example of instructions check questions when giving instructions. Circle of Influence exercise (RW120).

Communication skills - Communicate without words(S pp. 84-85)

Ask the questions on the slides, and read (option C, silent).T models body language for G and have G guess feeling.

7’ T-G

Practice goal 16

Add objections role-play

7’ PP

PP

Increase awareness of body language. Use own intentionally.

10:25


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Does everybody have the materials we are going to use today?In this session we are going to cover the first half of Basic Training: Discover Rena Ware and The 4 P plan.(This is a detailed list. If you prefer, you can choose a few key objectives)You will know...

You will be able to...

Rena Ware’s core principles and core valuesThe Cause, the Difference and the productsThe resources at your disposalThe perfect presentation process to develop your businessSome techniques to communicate with your future team members and customersThe secret to the Rena Ware earnings plan

Approach your future team members and customers to make appointmentsGive effective presentationsShare the Cause, the Difference and the productsAttract and enroll new team membersAttract and sell to new customersCommunicate effectively with your future team members and customersStart developing your business

1.

2.

3.

11| Answers may vary a little. These are examples.

10| Your own answers. Ideally you have answered “yes” to all questions.


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12|Some of you are starting to look tired. Would you like to take a 5 minute break?Example with game 2 from Basic Training (the comprehension check questions are in bold).

Now we’re going to practice making eye contact with our prospects.In pairs. (Let’s see, is everybody in a pair?)Get a piece of paper. Ready? Write “Ask me about…” and complete the sentence with something you like to talk about, for example your dog, your hobbies… Ready?You’re going to show your paper to your partner.Your partner asks questions, you answer. Both maintain eye contact, without staring.At the end, you swap roles. Let’s see: who are the first people to ask questions? Raise your hand.You have 2 minutes total, 1 minute each.

2.

3.

Answers may vary a little. These are examples.

What are your objectives? Tell me one each.You can ask questions any time.We’re going to play a game.(Your way of introducing the topic based on the suggestions in this seminar). Example:Basic Training helped me to… So, let’s get started.

4.5.6.7.


You have 2 more minutes (actual time will depend on the situation).Here are some examples. Some are correct, others are incorrect. Can you identify them? And then correct or suggest improvements for the incorrect examples?

4.

7-9.

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13|

Can anyone answer this question?Let’s go over the steps again, together. You work in pairs. Hands up who plays the representative… etc.

Let’s review the objectives we identified at the start of this session and see what we have achieved.Do you have any questions?I recommend you do the practice and organize the assessment with me. The days that work best for me are…I’m going to show you some questions. I’d like you to answer them here....could you tell me the three key concepts of today’s session? (the number will depend on what was covered in the session and the points related to that. You will have to know beforehand.)

Answers may vary a little. These are examples.

14| Look around: if everyone else is already at work, answer the questioner directly. If not, involve the group. Two options:A.B.

1.

2.3.

4.

5.


15| I saw that you left the training room three times and came back after 20 minutes each time. Is everything okay? And/Or I’m concerned that you might be missing useful information.I noticed that you were the first to answer every question I asked. You seem to really enjoy this training! At the same time, I’m concerned that others may want to try too and may need a little space to do that. Would you be willing to wait longer next time? Maybe let me call on someone else?

A.

B.

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16|

17|

18|

Thank you for sharing that. It sounds like you really wanted some clarity. What could have helped? What could I have done or said differently? Can you give an example?

Your own observations.

Your own answers.


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Seminar | H O W T O T R A I NVIRTUAL TRAINING EXERCISES

To develop your skills at virtual training, try the following three activities.

Priority: high, medium, low.

After reading the steps for successful virtual training (VT), prioritize the ones you want to work on based on your current skills (high priority = you really want/need to improve that). You can also add your own goals or needs related to VT. Then start exploring apps for virtual training and/or ask your leader to help you explore them.

1 |

Steps for successful VT

Become familiar with the technology

Plan sessions realistically

Keep participants fully engaged:

Keep delivery short and simple Make sessions interactiveChoose suitable practiceCheck participants are with you

My priority

1 2 3

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Steps for successful VT My priority

Practice ahead of time

Encourage attendance

Ensure group collaboration via social media

Set up for positive, user-friendly experiences

My goal:

My goal:

V I R T UA L T R A I N I N G E X E R C I S E S

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Set up a mock “tech” VT session with your leader. The goal of this session should be for you to feel comfortable and confident using the technology. Try out all the features you are going to use in a session, including the following:

Set up a mock “content” VT session with your leader. The goal of this session should be to actually practice giving training: the focus should be on delivering content rather than on technology. Use the Checklist in the seminar to help you: steps 10-12.

2 |

3 |

logging in

video controls (camera on/off)

audio controls (mute/unmute yourself, the participants)

screen sharing

sharing the Trainer slides or other visuals (e.g. RenaResources online)

managing the chat

Use the Checklist in the seminar to help you: points 1-9.

If appropriate for your skill level, you can combine activities 2 and 3 into one mock VT session.

V I R T UA L T R A I N I N G E X E R C I S E S

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TRAINING SESSION PLAN TEMPLATE

TRAINING ROOM AND EQUIPMENT CHECKLIST

TRAINING OBSERVATION FORM

TRAINING PRACTICE FEEDBACK FORM BEGINNER

TRAINING PRACTICE FEEDBACK FORM ADVANCED

1 |

2 |

3 |

4 |

5 |

APPENDIX

HOW TO TRAIN

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Seminar | H O W T O T R A I N A P P E N D I X 1

APPENDIX 1 | TRAINING SESSIONPLAN TEMPLATE

Use this template to prepare for your training session.

Interaction type:T = trainerP = individual participantPP = pairs

G = whole group/classGG = small groups

Training:Date: Time:

0

1

2

8:30-8:45

15’ T-GPP

Introduction andice-breaking: making eye contact game

Basic Training Appendix page

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3

5

6

7

8

4

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APPENDIX 2 | TRAINING ROOM AND EQUIPMENT CHECKLIST

ROOM

EQUIPMENT

SUPPLIES

Furniture arrangement (chairs, tables)Clear path to equipmentVisual distractions managementPower outletsLighting: is it suitable for the activities?Sound: will the participants be able to hear you? Will you be able to hear them?ClockOther aspects: temperature, air, etc.

Laptop or computerProjectorCords, cables and chargersBoard/flipchart, markers and eraser

Printouts of the seminar (if applicable)NotepadsPost-it notesWriting utensils (pens, pencils, etc.)

✓

A P P E N D I X 2

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APPENDIX 3| TRAINING OBSERVATION FORM

Complete this form when observing an experienced trainer.

OVERALL

Trainer’s name:Date:

What did the trainer do that really worked?

What main questions do you have about this training session?

Write observable actions (e.g. He/she smiled), not judgments (e.g. He/she was nice).

A P P E N D I X 3

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Start of session

Before the session

Has a training session plan.

Is complete in all its parts (time, activities, interaction, materials).

has a balance of “input” and practice.

Has a variety and balance of activities.

Has a variety and balance of interaction types.

Has clear action goals.

Has realistic time estimates.

Checked the materials.

Shared the schedule.

Shared own goals.

Shared participants’ goals.

IN DETAIL

The training session plan…

Notes/Examples

Notes/Examples

A P P E N D I X 3

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Did a starter activity.

Introduced the topic of the session.

During session

Could read the room and body language and act accordingly.

Gave clear instructions (purpose, 1-point steps, check questions, time).

Defined question time.

Tracked time.

Monitored and assisted.

Collected examples.

Gave feedback.

Shared examples.

Had participantsself-correct.

Notes/Examples

A P P E N D I X 3

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End of session

Managing questions

Checked back on shared objectives.

Listened.

Invited and answered questions.

Paused.

Gave assignments.

Acknowledged.

Invited feedback on session.

Clarified (if applicable).

Closed the session (summary, key points, call for action).

Answered.

Checked back.

Notes/Examples

Notes/Examples

A P P E N D I X 3

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Verbal communication

Non-verbal communication

Asked questions toreactivate knowledge.

Stood/sat where the participants could see.

Gave right type of info.

Made eye contact.

Gave right amount of info.

Smiled.

Used short sentences.

Gestured with intention.

Paused.

Spoke at appropriate volume and speed.

Notes/Examples

Notes/Examples

A P P E N D I X 3

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Room, equipment andmaterials

Checked the room to make sure everything was ready.

Checked the equipment.

Had extra supplies for the participants

Used the training materials in compliance with Rena Ware training guidelines from this guide

Notes/Examples

A P P E N D I X 3

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APPENDIX 4 | TRAINING PRACTICE FEEDBACK FORM BEGINNER

Complete this form when observing a beginner trainer-in-training (one who has taken the How to Train seminar Part I).

OVERALL

Trainer-in-training’s name:Date:

What did the trainer-in-training do that really worked?

What did the trainer-in-training do that requires improvement?


Write observable actions (e.g. He/she didn’t smile), not judgments (e.g. He/she wasn’t nice).Keep this shorter than the above.

A P P E N D I X 4

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Before the session

How?

How?

Has taken and knows theseminar he/she is going to give

Did it well.Needs more work.Not applicable: it was not suitable to the situation and/orthe person didn’t do it.

IN DETAIL

Start of session

During session


Had the Trainer slides visible.

Notes/Examples

Notes/Examples

Notes/Examples


Read the question(s) on the slides and asked the partici-pant(s) to answer out loud.

Confirmed or corrected answers.

Did the suggested practice and/or activities.

Managed the slides and seminar:

A P P E N D I X 4

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Asked various partici-pants to read sections of the seminar.

Gave priority to role-plays, simulations, games and/or other activities in pairs or small groups.

Kept track of time. Told the participant(s) how much time they had for an exer-cise and announced when time was running out.

Gave instructions for ga-mes/role plays BEFORE handing out any materials and/or AFTER people got in pairs or groups.

Managed practice and activities:

Listened.

Thanked.

Answered.

Offered to get back/Refe-rred to source.

Managed questions:

A P P E N D I X 4

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How?End of session

Thanked participants.

Notes/Examples

Encouraged to read seminar, do more practice,take assessment.

Invited feedback onsession.

Thanked for feedback(if applicable).

A P P E N D I X 4

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Seminar | H O W T O T R A I N A P P E N D I X 5

APPENDIX 5 | TRAINING PRACTICE FEEDBACK FORM ADVANCED

Complete this form when observing an advanced trainer-in-training (one who has taken the How to Train seminar Part II).

OVERALL

Trainer-in-training’s name:Date:

What did the trainer-in-training do that really worked?

What did the trainer-in-training do that requires improvement?


Write observable actions (e.g. He/she didn’t smile), not judgments (e.g. He/she wasn’t nice).Keep this shorter than the above.

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Did it well.Needs more work.Not applicable: it was not suitable to the situation and/orthe person didn’t do it.

IN DETAIL

Before the session Notes/Examples

Has a training session plan.

Is complete in all its parts. (time, activities, interaction, materials)

Has a balance of “input” and practice.

Has a variety andbalance of activities.

Has a variety and balance of interaction types.

Has clear action goals.

Has realistic timeestimates.

The training session plan…

A P P E N D I X 5

How?

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How?Start of session


Notes/Examples


Shared own goals.

Shared participants’ goals.

Defined question time.

Did a starter activity.

Introduced the topic of the session.

During session

Could read the room and body language and act accordingly.

How? Notes/Examples

A P P E N D I X 5

Gave clear instructions (purpose, 1-point steps, check questions, time).

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Tracked time.

Monitored and assisted.

Collected examples.

Gave feedback.

Shared examples.

Had participantsself-correct.

End of session

Checked back on shared objectives.

Invited and answered questions.

Gave assignments.

Invited feedback on session.

How? Notes/Examples

Closed the session (summary, key points, call for action).

A P P E N D I X 5

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Verbal communication

Managing questions

Listened.

Paused.

Acknowledged.

Clarified (if applicable).

Answered.

Checked back.

How?

How?

Notes/Examples

Asked questions toreactivate knowledge.

Gave right type of info.

Gave right amount of info.

Notes/Examples

Used short sentences.

Paused.

A P P E N D I X 5

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Non-verbal communication

Stood/sat where the participants could see

Made eye contact

Smiled

Gestured with intention

Spoke at appropriate volume and speed

Notes/Examples

A P P E N D I X 5

How?

Room, equipment and materials

Checked the room to make sure everything was ready

Checked the equipment

Had extra supplies for the participants

Used the training materials in compliance with Rena Ware training guidelines from this guide

Notes/ExamplesHow?

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RW401 1401.01.0620 | Home Office U.S.A. (425) 881.6171 | © 2020 R.W.I. renaware.com

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