to t ali versi2.9

Train for Trainers(FACILITATION SKILLS TRAINING)

Train for Trainers(FACILITATION SKILLS TRAINING)

OBJECTIVES

At the end of the program, participants will:

� Understand the three basic competencies of facilitator.

� Understand learning theory and its implication.

� Understand various facilitation methods/ approaches and when to use them.

� Be able to facilitate training effectively.

� Be able to design learning environment which is suitable to learning objectives.

� Utilize visual aids effectively.

Our Flight Plan

Timing Day 1 Day 208:30 - 10:00 �Getting acquainted

�Introduction (M1)

�Review and Preview

�Facilitating Training (M6)

10:00 - 10:15 Coffee Break

10:15 - 12:00 � Basic Competencies of Facilitator (M2)

�Facilitating Training (M6)Facilitator (M2)

� Learning Theory (M3)

12:00 - 13:00 Lunch

13:00 - 15:00 � Design Learning Environment (M4)

� Facilitator Preparation (M5)

�Facilitating Training (M6)

�Using Audio/ Visual Aids (M7)

15:00 - 15:15 Coffee Break

15:15 – 16:30 � Facilitator Preparation (M5)

� Review and Assignment

�Action Plan (M8)

�Summary and Closing

Our Flight Agreement …

MODULE 1INTRODUCTION

Tell Us Your Experience

� The Best Presentation/ Teaching Experience

WHY? ………………

� The Worst Presentation/ Teaching Experience

WHY? ………………

� Lesson Learnt ………

WHY SHOULD WE PRESENT?

� To practice

� To be listened/ respected by others

� To persuade others� To persuade others

� To “sell” our ideas

� To step up our career

� ……………………

COMMON EXCUSES

� I have no time

� I am not experienced

� It is not my job

� I am not the expert� I am not the expert

� I don’t want to be laughed by others

� I have a stomach ache

MANAGE NERVOUSNESS

� Smile� Deep breaths� Relax gesture� Maintain eye contact� decelerate your speeddecelerate your speed� Submerge your EGO� Memorize opening

sentences� Pep talk

SELF-REFLECTION

I want to

become a become a

facilitator

who ……….Nothing is more terrible than activity without insight.

- Thomas Calyle, Scottish essayist and historian

MODULE 2BASIC COMPETENCIES

TRAINERS’ COMPETENCY (1)

1. KNOWLEDGE & EXPERIENCE� Technical competence in subject

� Academic qualification

Practical experience� Practical experience

� Knowledge of training function.


2. TRAINING SKILLS

� Applying learning theory

� Making funMaking fun

� Performing & leading

� Creating & conduct exercise.


3. CONCERN & AVAILABILITY� Empathy� Listening skills� Asking & answering questions� Asking & answering questions� Dealing with difficult trainees� Adapting style/ content to fit trainees’

needs.

TRAINERS’ PERFORMANCE

1. Survive

Star2. Star

3. Serve

SELF-REFLECTION

� Where am I now?

� What should I do � What should I do to improve?

Nothing is more terrible than activity without insight. - Thomas Calyle, Scottish essayist and historian

MODULE 3LEARNING THEORY

Adult Learning Theory(Knowles, 1990)

Pedagogy Andragogy

art and science of teachingchildren

art and science of helpingadults learn

� Students are passive and dependent recipients.

� adult students are active learners

� Adults bring work-related dependent recipients.

� Bring few experiences to learning environment.

� Subject-centered learning

� Adults bring work-related experiences.

� Adults have the need to know why they are learning something: not motivated by gold stars or grades

� They are self-directed and active participants in the learning process

� Problem-centered learning

� Underestimates own ability to learn

IMPACT ON TRAINING

� Involve (have lots of hands on practice)

� Connect new learning to knowledge base

� Organize and clearly define program’s goals

� Identify learners’ interests; specialized � Identify learners’ interests; specialized training to meet trainee’s needs

� Provide positive/ constructive GUIDANCE and feedback

� Practical oriented

� Create informal & non threatening environment

I am always ready to learn although I do not learn although I do not always like being taught.

~Winston Churchill

BRAIN SPEED/ PREFERENCES

Think=800 wpm vs talk= 120 wpm

Auto shut-off � 10 minutes

Message delivered 1x �Message delivered 1x �10%; 6x � 90% (one year later)

Prefer rounded diagram & figures

Enjoy colorful visualization

Message Channels

�Visual

�Auditory

�Kinesthetic or TactileCh

an

ne

ls

�Kinesthetic or TactileCh

an

ne

ls

Your learning style is based on Your learning style is based on

your sensory preference for your sensory preference for

receiving informationreceiving information..

Visual Learners

� Need to “see it” to “know it”.

� Prefer to see information such as pictures, graph, diagrams, cartoons, logo, demonstrations.

� Picture words and concepts they hear as images

� Easily distracted in lecture with no visual aids

� Overwhelmed with intense visuals accompanied by lecture

� Benefit from using charts, maps, notes, and flash cards when studying

Auditory Learners

� Need to “hear it” to “know it”.

� Prefer to hear information spoken

� Use music, accent, conversation, voice� Use music, accent, conversation, voice

� Can absorb a lecture with little effort

� May not need careful notes to learn.

� Often avoid eye contact in order to concentrate

Kinesthetic or Tactile

Learners

� Need to “do it” to “know it”.

� Prefer touch as their primary mode for taking in information

In traditional auditory learning situations, they � In traditional auditory learning situations, they should write out important facts

� Trigger with: emotion, smell, taste, activity

� Create study sheets connected to vivid examples

� Role-playing can help the learn and remember important ideas

SELF-REFLECTION

� What is my dominant learning style?

� How do I identify others’ learning style?others’ learning style?

� How will I apply theories I learnt in the classroom?


MODULE 4DESIGN LEARNING ENVIRONMENT

IDEAL ENVIRONMENT

Complete audio visual equipments

Appropriate seating layout

Comfortable chairs

Well controlled temperature

Sound-proofed room

5 m2 per participant

Controllable natural daylight

SEATING LAYOUT

U shape Advantages:

•Professional/ business like

•Trainer can walk intu U

•Good participant visibility

•Standard, non-threatening

Disadvantages:

•Formal, need ice breaking

•Neck-ache for front participants

•Rear participants are far from the

screen/ flip chart

•Some participant masked by AV

SEATING LAYOUT

V shape Advantages:

•Best pattern for visibility

•Optimum trainer/participant

contact

•Less formal than U

Disadvantages:

•Space requirements (only for

small group)

SEATING LAYOUT

Fishbone shape Advantages:

•Ideal for team building,

discussion

•Informal

•Trainer can circulate

Disadvantages:

• Poor visibility of some

participants

• Lack of attention and encourage

side conversations.

SEATING LAYOUT

Traditional Classroom shape Advantages:

•Accommodate a lot of

participants

•Focus to trainer

Disadvantages:

•Poor visibility of rear participants

•Passive/ low involvement

SEATING LAYOUT

Single Square/ Round Shape Advantages:

•High Involvement

•Facilitates discussion/ problem

solving

•Easy to conduct

Disadvantages:

•Media and visual use is difficult

•Limited group size

SELF-REFLECTION

� How will I apply theories I learnt in the classroom? classroom?


MODULE 5FACILITATOR PREPARATION

Communication- Some research

Verbal

7%

Vocal

38%Visual

55%

What can we conclude?

� Our voice is 5 times more important than words

alone

� our visual impact is 8 times more important

than words alonethan words alone

� Language should be ‘visual’

� Use picturesque language; imagery

� Reinforce not just verbally but with gestures

Vocal Variety

� Pace

� Rate at which you speak

� 100-120 words per minute

� Vary your pace� Vary your pace

� Slow down for important points

� Includes phrasing and pausing

Vocal Variety

� Pitch

� How high or how low the voice is

� Good to have a variation in range

� Voice could go up when stressing a pointVoice could go up when stressing a point

� Inflection

� How high or low voice is within a word

� Upward inflection for questions

� Downward inflection for statements

Vocal Variety

� Volume

� Variation in volume is sometimes useful

� Always audible

� Stress

� Emphasis of words within sentence

� Using inflection, pause or volume

Body Language – Eye Contact

Eye contact

Duration 2 – 4 seconds per person

Where to look Professional gazeWhere to look Professional gaze

Social gaze

Angle of neck Chin parallel to floor

Posture

� Stand straight but relaxed

� Maintain an open posture

� Stand straight, weight even on both � Stand straight, weight even on both feet

� Keep shoulder back, knees relaxed

� Move away from inviting surfaces

� Drop arms to side of body

� No hands in pockets

Gesture

� Use more and larger gestures

� Don’t point finger at audience, cross arms, or put hands on hipsarms, or put hands on hips

� Don’t place hands in prayer position

� Hold gesture until point is completed.

� Synchronize gestures with your speech.

Delivery Methods

1. Case Study

� Six basic delivery methods:

4. Role Play1. Case Study

2. Demonstration

3. Group Discussion

4. Role Play

5. Structured Exercise

6. Instructor Presentation

Selecting Delivery Methods

POINT # 3

POINT # 2Consider the Practical Consider the Practical

RequirementsRequirements

POINT # 1

Consider the Learning Objective

Consider the Learners

PROFessional Preparation

PPlayscript/ outline

RRehearsal/ practiceRRehearsal/ practice

OOnsite checking

FFlight instruments

Which is central to a presentation?

� Speaker?

� Audience?� Audience?

� Text?

KNOWING YOUR AUDIENCE (1)

1. THE IMPORTANCE� Anticipating class atmosphere

� Know the do and don’t

Predict the class speed� Predict the class speed


2. INFORMATION MUST BE OBTAINED

� Audiences’ background

� Audiences’ experience� Audiences’ experience

� Audiences’ character

� Learning ability

� Learning preferences


3. HOW TO GATHER THE INFORMATION?

� Personal data

� Information from the superior� Information from the superior

� Pre class talk

� Class observation

SELF-REFLECTION

� How will I apply theories I learnt in the classroom?


MODULE 6ORGANIZING YOUR SESSION

STRUCTURE OF A SESSION

� Introduction

�Body�Body

�Conclusion

�Transitions (verbal markers)

Level of Attention Paid By A Typical Audience During A Speech

50

60

70

80

90

0

10

20

30

40

50

Introduction Body Conclusion

What We Can Conclude

� Introductions and conclusions are very important

� Principle of Primacy and Recency� Principle of Primacy and Recency

� Key message to be mentioned at introduction & conclusion

� Body of speech needs attention grabbers

Duration of Each Section

Introduction 10 – 20%

Body 60 – 80%Body 60 – 80%

Conclusion 10 - 20%

As percentage of total length of speech

Introduction

� Functions of an introduction� To grab positive interest

� To establish credibility

� To preview main ideas

To give audience a reason to continue � To give audience a reason to continue listening (WIIFM)

� To tell audience objectives of the speech

� Establish a time frame

Introduction

� Introduce with GrACE!

�Greeting�Greeting

�Attention Grabber

�Content outline & Credibility

�Elaborate on what’s next

Conclusion

� Functions

� Provide closure

� Summarise main points� Summarise main points

� Appeal for action

� Inspire

� Answer questions & handle objections

CONCLUDE THE SESSION

1. Summarize main points

2. Reconfirm the benefits of the training

3. Get participants’ commitments3. Get participants’ commitments

4. Inspire

5. Final Greeting

Organising the Body of the Speech

� P-R-E-P formula

� Point (introduction)

Reason� Reason

� Example / Evidence

� Point (conclusion)


� Problem – Solution - ActionProblem

Solution

Action


� See – Saw structureDisadvantages

Advantages

Conclusion


� Chronological Order

Present

Past Future

ADAPTIVE LECTURETBrief

Explanation

Point

Example/

Illustration

Trainees’

Comment

Practice

Frase Transisi

FUNCTION� To prepare participant for

next topic

To sell the next topic� To sell the next topic

� To get attention from participants

Frase Transisi

EXAMPLES� In the previous slide you saw …. Now

you will see ….

� Whereas in the last example we saw a decrease in ….. In this example you will decrease in ….. In this example you will see an increase in …..

� I’ve just shown you how all these problems were caused. Now I’d like to propose some solution to these problems.

� In addition to this factor …… there is also the issue of …….

GET/ MAINTAIN ATTENTION

1. Keep eye contact

2. Ask questions

3. Maintain vocal quality

4. Touch with humor

5. Tell the illustration/ real life example

6. Warming up

7. Stay in your stage

8. Pause regularly

9. Get them involved

HANDLING Q & A

1. Anticipate

2. Paraphrase

3. Treat a “why?” question like a “how?”

Direct response to entire group.4. Direct response to entire group.

5. Watch the person’s body language.

6. Give brief answer personally.

7. Redirect to participants.

8. Parking lot.Does that help?Does that help?

HANDLING DIFFICULT TRAINEES

1. DOMINANT� Respond concisely, continue

� Ignore, don’t response

TALK EACH OTHER2. TALK EACH OTHER� Talk to person beside him/her

� Pause/ stop

3. PASSIVE/ LOW ENTHUSIASM� Involve

� Give more attention & appreciation

� Use a lot of practice

SELF-REFLECTION

� How will I apply theories I learnt when I am facilitating a training?training?


MODULE 7USING AUDIO/ VISUAL AIDS

TYPES OF AUDIO/VISUAL AIDS

1. LCD Projector

2. OH Projector

3. Flipchart

4. Video/ DVD 4. Video/ DVD

5. Simulation tools

6. Poster

7. Sample

8. Slide Projector

9. Music …...

BASIC PRINCIPLES

1. You are the best visual aid of all. Do not let your visual aids overshadow you the presenter!

2. To reinforce training impact.2. To reinforce training impact.

3. Understand the characteristics of each audio/visual aid.

4. Use visual aids professionally and appropriately

GENERAL TIPS� Don’t block the view.

� Check visibility form participant seat.

� Allow enough time for participant to take notes.

� Turn off when not in use.

� No spelling mistakes� No spelling mistakes

� Limit words, add up picture, color, graph, etc.

� Prepared for an emergency.

SELF-REFLECTION� How can I make use

of audio/ visual aids to strengthen my facilitation facilitation performance?


MODULE 8ACTION PLAN

ACTION PLAN� When: ……………………………………

� What Event: …………………………..

� Practice Topics: ………………………

� Expected Outcomes: ………………….

� My Commitment: ……………………..

Final Conclusion

� There isn’t “one” perfect way

� Consider learning & teaching styles

� Be flexible & imaginative

� Evaluate & make changes

� Feedback….Feedback… Feedback—get it!

thanK yoU

The Ten Worst Human Fears (in the US)

1. Speaking before a group2. Heights3. Insects and bugs4. Financial problems4. Financial problems5. Deep water6. Sickness7. Death8. Flying9. Loneliness10. Dogs

STAND UPSTAND UP

SPEAK UP, AND

BE COUNTED

Playscript/ outline

� Greet participants (good morning, how are you? my assumption: everybody had teaching/ speaking experience; who has not?)

� Ice breaker: shake hand each other.

� Introduce myself

Ask participants to introduce themselves

Use surprise card; ask Use surprise card; ask

them what do they feelthem what do they feel

� Ask participants to introduce themselves

� Present the objectives

� Present the agenda

� Ask participant commitment (let them discuss first, then add up with slide show)

� Bridge to module 1: A person learns faster, better, more,

and more efficient by learning from other experience. it is

interesting to know your teaching/ speaking experience. Let us share.

Sell the benefitsSell the benefits

“Tell me and I'll forget;

show me and I may remember;

involve me and I'll understand."involve me and I'll understand."

Chinese Proverbs

Men are four:He who knows not and knows not he knows not, he is a fool - shun him;He who knows not and knows he knows not, he is simple - teach him;simple - teach him;He who knows and knows not he knows, he is asleep - wake him;He who knows and knows he knows, hi is wise -follow him!- Lady Burton

tujuan

ICEBREAKER & OPENERS

� memungkinkan peserta menjadi akrab

� mengatasi kemungkinan terhadap rasa � mengatasi kemungkinan terhadap rasa ketidakpastian / ragu-ragu

� membuat kelompok merasa relaks

� membangun momentum untuk tahap berikutnya

� membuat semua peserta terlibat

� terlalu banyak bicara

� sangat argumentatif

pemahaman & pengelolaan

PERILAKU peserta

� sangat argumentatif

� bicara menurut pandangannya sendiri

� sering terlambat

� malas bicara atau berpartisipasi

� bicara terlalu lama

� menantang ide / opini anda

� keluar dari topik bahasan

INTERUPSI

� Abaikan

� Beri respons dengan

� “NAKAL”

� Abaikan

� Menyapa / menegur

pemahaman & pengelolaan

PERILAKU peserta

Beri respons dengan bahasa tubuh

� Jawab dengan singkat

� Tanggapi secara asertif

� Jangan memberikan kesempatan untuk berdebat

Menyapa / menegur

� Gunakan humor

� Diam sebentar

� Someone Else (“Saya tidak membutuhkan pelatihan ini.”)

� Learned (“Apakah pendekatan anda sesuai dengan teori Bart’ ……..”)

� Reader (“Menurut buku edisi terakhir yang saya baca tentang hal ini ……..”)

pemahaman & pengelolaanpemahaman & pengelolaan

TIPE TIPE -- TIPE TIPE pesertapeserta

� Reader (“Menurut buku edisi terakhir yang saya baca tentang hal ini ……..”)

� Over The Hill (“Saya hanya ingin mengikuti pelatihan ini ketika masih muda.”)

� Me (“Jika anda dan yang lain terus bicara, bagaimana kalian mendengarkan saya[.”)

� Hide (“mungkin kalau saya tidak terlihat mencurigakan, anda tidak bertanya pada

saya.”)

� Conditional (“Saya mau belajar jika …………..”)

� Blue Eyes (“Saya mencoba berkonsentrasi, tetapi anda mengacaukan pikiran

saya.”)

� Vacation (“Sungguh menyenangkan bisa keluar kantor, bisa duduk-duduk santai ….”)

� Wow (“Berikan segala yang baik untuk saya. Saya percaya pada setiap kata anda.”)

Pemahaman & pengelolaanPemahaman & pengelolaan


� Critic (“Jika saya tidak berdebat mengenai ini, tidak ada yang tahu betapa cerdasnya saya.”)

� Smiley (“Anda tahu saya sedang belajar, sebab saya tersenyum dan mengangguk setiap kali anda melihat saya.”)

� Mask (“Anda mungkin merasa mengetahui diri saya, tetapi saya akan sangat bodoh jika membiarkan anda mengetahui siapa saya.”)

� Signed Up (“Saya datang kemari tanpa tujuan, saya hanya ditugaskan oleh kantor.”)

� Sub (“Jangan lihat saya. Saya hanya menggantikan rekan saya yang tidak bisa hadir.”)

� Belligerent (“Tidak seorang pun yang bisa mengajari secara lebih baik.”)

� Live and Let Live (“Tetaplah anda berdiri dan berbicara, dan saya akan duduk dan mendengarkan.”)

� We always (“Tetapi itu bukan cara yang selalu kami kerjakan.”)

Pemahaman & pengelolaanPemahaman & pengelolaan


� We always (“Tetapi itu bukan cara yang selalu kami kerjakan.”)

� I always (“Tetapi saya selalu berpikir bahwa anda seharusnya …….”)

� Last Time (“Tetapi trainer yang lalu mengatakan ……….”)

� Never 1 (“Secara teori itu sangat baik, tetapi tidak pernah berhasil dalam praktek”)

� Never 2 (“Itu adalah ide yang baik, tetapi boss saya tidak akan pernah menyetujui.”)

Visual Design Rules

1. 6X6

2. Red, green or yellow

3. Phrases3. Phrases

4. Less

5. Visual, sound

Visual Design Rules

6. Distract

7. Uniform

8. 18; 30-368. 18; 30-36

9. Fancy

10. 5You are the best visual aid of all. Do not let your

visual aids overshadow you the presenter!

Can you improve this visual?� We seldom realise it, but a lot of our emotions are shownthrough our voices. We should try to have a good voice overthe phone when speaking to our customers. Studies haveshown that customers are more satisfied if they wereattended to by an officer with a friendly voice than onewith an unfriendly tone, REGARDLESS of outcome!

� We wouldn’t want to lose an existing customer, as 80% of� We wouldn’t want to lose an existing customer, as 80% ofour business comes from 20% of our existing customerbase. It is also 3 times more costly to attract newcustomers than it is to retain an existing one.

� A tired sounding voice or monotonous tone over the phone mayshow that you and your company are just too tired or fed up tohandle the caller’s problems. An impatient tone that cuts thecustomer off may show that you have no time to deal with the caller.An improper greeting could show to the customer that you or your

company are not professional enough.

Presenting Technical Information

Singapore’s Economic Status, 2003

Expected GDP for the year was $500 billion.

GDP so far, up to September is $360 billion.

Expected number of jobs in the market was

56,000. However, there have been 30,000

jobs taken up as at September.

Shortfall Expected in GDP and Jobs

360

500

400

450

500 56,000

50,000

60,000

Suggested representation

0

50

100

150

200

250

300

350

GDP

Jan - Sep

Expected

30,000

0

10,000

20,000

30,000

40,000

Number of jobs

Jan - Sep

Expected

Singapore Economy 2003

Heavy industry 25%

Light industry 21%

Construction 16%Construction 16%

Services 8%

Business services 4%

Manufacturing 18%

Hospitality 5%

Education services 3%

Education

3%

Hospitality

5%

Manufacturing

18%

Heavy industry

25%

Suggested representation

Business

4%

Services

8% Construction

16%

Light industry

21%

Sales over the last 5 years

� Sales in 2000 was US$200 million

� In 2001, it was US$195 million

� Sales turnover was US250 million in 2002� Sales turnover was US250 million in 2002

� 2003, US$230 million

� 2004, sales was US$260 million

� We expect an upward trend for 2005

Suggested RepresentationSales expected to go up in 2005

200 195

250230

260

200

250

300

S$ M

illi

on

s

200 195

0

50

100

150

200

2000 2001 2002 2003 2004

Year

S$ M

illi

on

s

Facilitation Skills

Content

BRIDGE

Attending

Observing Listening

Questioning

Facilitation Skills are the bridge

between the content and learners

Content Learners

Four Basic Skills

Attending Skills/Behaviors

1. Face the learners.

� Four attending behaviors to consider:

2. Maintain appropriate eye contact.

3. Move toward the learners.

4. Avoid distracting behaviors.

Observation Skills Steps

STEP 3

STEP 2Take appropriate Take appropriate

action.action.

STEP 1

Look at person’s face, body position, and body

movements.

Try to determine the person’s feelings.

Listening Skills

1. Listening to the words being expressed.

� Listening involves two key steps:

2. Paraphrasing what was said to

demonstrate understanding.

1. Internal distractions.

� Two major roadblocks:

Step 1: Listen to the Words

2. External distractions.

Step 2: Paraphrasing

� Requires verbal interaction, either to...

1. Get additional information.1. Get additional information.

2. Verify what you think was said.

Questioning Skills

Asking questions.

� There are three skills associated with the questioning process:

1. Asking questions.

2. Handling answers to questions.

3. Responding to questions.

Questioning Skills: Asking Questions

1. Two Basic Types:

- Closed

- Open- Open

2. Phrasing: See Guidelines for Phrasing…

3. Directing:

- Group

- Individual

Questioning Skills: Handling Answers

Maximum learning

requires

maximum participation.

(See Tips for Handling Answers)

Questioning Skills: Responding to Questions

1. Provide the answer yourself.

� Three acceptable ways to respond:

1. Provide the answer yourself.

2. Redirect the question to a learner.

3. Defer the question.

(See Responding to Questions)

Characteristics of Adult Learners

� Impatient learners, urgency

� Definite needs, several goals

� Need quick success� Need quick success

� Have experience to share

� Fearful of embarrassment

� Easily frustrated

Time to Exercise!Time to Exercise!

Perc

eption

continuum

Perc

eption

continuum

KOLB LEARNING CYCLE

ReflectiveReflective

ConcreteExperience

(Feeling)

ConcreteExperience

(Feeling)

ActiveActiveProcessing continuumProcessing continuum

Perc

eption

continuum

Perc

eption

continuum

ReflectiveObservation(Watching)

ReflectiveObservation(Watching)

AbstractConceptualization

(Thinking)

AbstractConceptualization

(Thinking)

ActiveExperimentation

(Doing)

ActiveExperimentation

(Doing)

Stages of Learning Cycle� Concrete Experience

� Learning by FEELING

� learning from specific experiences

� Relating to people; sensitivity to feelings and people

� Reflective Observation� Learning by WATCHING

� Careful observation before judgment

Viewing from different perspective; searching for meaning� Viewing from different perspective; searching for meaning

� Abstract Conceptualization� Learning by THINKING

� Logical analysis of ideas

� Systematic planning; intellectual understanding of situation

� Active Experimentation� Learning by DOING

� Ability to get things done

� Risk taking, influence people through action

Concrete Experience

� Laboratories

�Observations

� Text Readings

� Films/Videos

� Readings

� Problem Sets� Text Readings

� Simulations/Games

� Field Work

� Problem Sets

� Examples

Reflective Observation

� Logs

� Journals

� Discussion

� Thought Questions

� Rhetorical Questions

� E-Mail List Serves� Discussion

� Brainstorming

� E-Mail List Serves

�On Line Discussion Forums

Abstract Conceptualization

� Lecture

� Papers

�Model Building

� Projects

� Analogies

�Model Building

Active Experimentation

� Simulations

� Case Studies

� Laboratories

� Field work

� Projects

� Homework� Laboratories � Homework

Logical cReative

•Speech

•Calculations

•Reading

•Writing

•Naming

•Ordering

•Sequencing

•Critique

•Evaluation

•Emotions

•Recognition

•Comprehension

•Abstract perception

•Spatial abilities

•Facial expressions

•Intuition

•Images

•color

LEFT & RIGHT BRAIN STIMULATION

�Combine analytical practice with creative and creative and expressive activity.

MINDSET CHALLENGE

Cognitive dissonance

Accept & change vs objection

Use WIIFT (What’s In It For Use WIIFT (What’s In It For Them?)

DELIVERY METHODSK A A C PSS I P S P A K R

Case Study 4 5 1 5 1 4

Lecture 8 7 7 8 7 3

Games 5 4 2 3 2 7

Film 6 6 8 6 4 5

Role Play 2 2 3 1 3 6

KA: Knowledge AcquisitionKA: Knowledge AcquisitionAC: Attitude ChangeAC: Attitude ChangePSS: Problem Solving SkillsPSS: Problem Solving Skills

IPS: Interpersonal SkillsIPS: Interpersonal SkillsPA: Participant AcceptancePA: Participant AcceptanceKR: Knowledge RetentionKR: Knowledge Retention

THE OPENING

1. Enthusiastic

2. Greeting

3. Ice breaking

4. Introduce yourself and ask participants to do so (learn something about them)

5. Explain the objective & agenda

6. Sell training benefits

7. Ask participants’ commitment creatively

Overview Of Speech Structure

INTRODUCTION

Point1 Point2,3

Reason Reason

Example (or Evidence)Example

Point1 Point2,3

CONCLUSION

COMMENTING/ RESPONDING

S E BSStrengthStrength

EEvidenceEvidence

BBenefitBenefit

People will retain

� 10% of what they Read

� 20% of what they Hear

� 30% of what they See� 30% of what they See

� 50% of what they See and Hear

� 70% of what they Say

� 90% of what they Do

to t ali versi2.9

Documents

audio visual

teaching speaking

learning style

visual aid

thomas calyle

pengelolaan

scottish essayist

questioning