Be a Star Facilitator or Presenter of Trainingfiles.constantcontact.com/93d4ada3001/564deec7-9829-44e4-95b3-… · a star facilitator or presenter. Learning can be a very powerful

Be a Star Facilitator or Presenter of Training:

A Performance-Support Handbook

Stella Louise Cowan

HRD Press, Inc. • Amherst • Massachusetts

Copyright © 2006, Stella Cowan All rights reserved. It is a violation of the law to reproduce, store in a retrieval system, or transmit, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, any part of this publication without the prior written permission of HRD Press, Inc. Published by: HRD Press, Inc.

22 Amherst Road Amherst, Massachusetts 01002 1-800-822-2801 (U.S. and Canada) 1-413-253-3488 1-413-253-3490 (fax) http://www.hrdpress.com

ISBN: 0-87425-929-0 Production services by Anctil Virtual Office Cover design by Eileen Klockars Editorial services by Suzanne Bay and Sally Farnham

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Introduction ......................................................................................... 1

Unit 1: Your Role as a Facilitator: Wearing Two “Hats” ........... 3 The Presenter “Hat” ................................................................ 4 The Teacher/Coach “Hat”........................................................ 4 Symptoms of a Training Session in Trouble .......................... 5 How many symptoms do you recognize? ................................ 7

Unit 2: Wearing the Presenter “Hat” ............................................. 9 Who’s your favorite presenter or speaker?............................. 9 What presentation techniques do you use? ............................ 10 Action Learning....................................................................... 17

Unit 3: Wearing the Teacher/Coach “Hat” ....................................25 Self-Awareness ........................................................................ 26 Instructions for Completing the Assessment ......................... 27 So what is your score? ............................................................. 30 Success Key #1: Rapport ......................................................... 31 Success Key #2: Effective Communication............................. 33 Success Key #3: Coaching ....................................................... 35 Success Key #4: Interactivity.................................................. 38 Success Key #5: Preparation................................................... 50

The SERT Model ..................................................................................59

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This application-oriented book focuses on strategies for becoming a star facilitator or presenter. Learning can be a very powerful experience for participants in a training session. As a facilitator, you play a central role in unleashing that power. It starts before the first participant walks through the classroom door. Among other actions, you must set the stage, focus on participants, and create a motivating environment. All of these actions enrich the learning experience through well-chosen facilitation and presentation strate-gies, such as coaching and using interactive techniques.

You will find a variety of valuable performance-support tools in this book that can be used to successfully prepare for facilitation or presentation. In fact, the heart of this book is a selection of 21 checklists, tip sheets, worksheets, and self-assessment instruments that will help you achieve star performance.

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You probably know that you can’t make people learn. People learn because they have a desire to—that is, because they see some benefit for them. Your role as a facilitator is to help those you train see the need for and advantages of enhancing their knowledge or skill. It is also up to you to encourage participants to learn. To be a star facilita-tor, you need to wear two hats, so to speak: You need to be a good presenter of information, and you need to be a good teacher or coach.

• “Presenter” presents information, informs, and tells. • “Teacher/Coach” motivates, guides, gives performance feed-

back, and facilitates action. Each role calls for specific skills and techniques. Of course, these

skills and techniques overlap. The information in this handbook is divided into two sections: Wearing the Presenter “Hat,” and Wearing the Teacher/Coach “Hat.”

BE A STAR FACILITATOR OR PRESENTER OF TRAINING

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The Presenter “Hat” To wear your presenter “hat” successfully, you need to know and use certain techniques, many of which are probably not new to you. They are the tried-and-true actions of successful presenters and facilitators. We’ll divide them into three categories: Connecting to the Audience, Creating Impact, and Conveying Confidence.

As a facilitator, you present segments of information within a program or between activities. You present information when you set the stage for activities. You present information when you discuss events or key learning points following an activity. You present information when you engage in storytelling as a technique for facilitating learning. Some segments of a training program will involve the dissemination of information; the presenter disseminates that information.

The Teacher/Coach “Hat” A hallmark of the teacher/coach role is to encourage participants to learn, using techniques such as feedback, reinforcement, and involvement. Reinforcing and involving the participants create a more engaging learning experience. Adults learn by doing, so balance lecture with activities or other forms of involvement. Examples of this include asking open-ended questions, using participants to turn chart pages or keep time, and using learning games.

UNIT 1: YOUR ROLE AS A FACILITATOR: WEARING TWO “HATS”

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Symptoms of a Training Session in Trouble Before discussing the two facilitator responsibilities further, let’s look at some of the symptoms of a training session that is in trouble. Keep in mind that many of these symptoms can apply to a presentation as well.

Have you ever attended a training session or presentation that turned into a small disaster (or even a big disaster)? What caused it? Perhaps the facilitator was disorganized or was unfamiliar with the material. Perhaps the facilitator kept talking nonstop all day and never solicited involvement from the participants. Most people have at least one disaster story to tell.

There are usually symptoms that a session is headed for trouble long before it happens. You can probably identify some symptoms, right? Reflect on your experiences as you go through the checklist on the next page. It will help you identify situations you want to avoid as a facilitator or presenter.


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Symptoms of a Training Session in Trouble

1. The session or seminar doesn’t start on time. 2. The facilitator doesn’t give effective (i.e., complete, clear, timely) directions. 3. The facilitator reads from the manual and rarely looks up to make eye contact. 4. The facilitator doesn’t use any media (e.g., using the whiteboard, overhead slides,

PowerPoint, videos, and handouts, etc.). 5. The facilitator doesn’t review the workshop or seminar objectives/purpose with the

participants. Therefore, participants are not certain of the training session’s purpose/ benefit.

6. The participants sit for long periods of time, listening to information, without involvement in any type of learning activity (e.g., large group discussion, small group exercise, etc.).

7. The participants look confused, but the facilitator doesn’t notice or respond. 8. The participants state that they are confused, but the facilitator doesn’t respond

adequately. 9. The facilitator tries to use the equipment (e.g., television and VCR, overhead

projector), but it doesn’t work properly. The facilitator has to stop several times to attempt to fix the equipment.

10. The facilitator appears not to know how to use the equipment (or is unfamiliar with the equipment).

11. The discussions during the training consistently get offtrack, but the facilitator doesn’t refocus the group. (A lot of time the facilitator is lost, and some participants lose interest or become discouraged.)

12. The facilitator doesn’t cover all of the material. 13. During activities, or two-way discussions, the facilitator doesn’t give participants any

feedback to let them know they are on track. 14. The entire training day consists of sitting and listening, with no activities. 15. The facilitator attempts to direct the participants in an activity (e.g., role play,

learning game, etc.) but doesn’t explain the purpose or conduct debriefing/discussion at the end of the activity. (Participants are confused about what they did and why.)

16. The facilitator doesn’t appear to know the material well. 17. The facilitator doesn’t appear prepared. 18. The facilitator does or says things that are insensitive toward different groups

(i.e., ethnic based, gender based, disability based). 19. The facilitator interrupts participants when they are speaking. 20. The facilitator uses demeaning behaviors (and/or words) toward the group in general.

UNIT 1: YOUR ROLE AS A FACILITATOR: WEARING TWO “HATS”

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How many symptoms do you recognize? How many of the symptoms do you recognize? We’re all guilty of doing some of these things, but problems can arise when the facilitator doesn’t prepare properly, set the stage, or engage the audience—all essential actions for a successful training delivery. The best way to get off on the right foot is to plan ahead and practice, and the information in this book will help you do that.

The next time you are preparing to train, go over the list. It is also a useful reflection tool that can help you debrief after training to pinpoint areas that might need improvement.

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Who’s your favorite presenter or speaker? Who’s your favorite presenter or speaker? Give it some thought. Keep in mind that it doesn’t have to be a famous person. Also, it doesn’t have to be a living person—it can be someone from history. It can be anyone—a sports broadcaster, an entertainer, your congressman, your current manager, a past president of the United States, or perhaps a former teacher.

What qualities does this person have that make him or her a good presenter? What does the person say or do that makes him or her effective? Is the person inspiring, humorous, or charismatic? Is it the way the individual uses words? Is it his or her facial expressions? Is it his or her vocal pattern or rhythm? Think about the specific characteristics of the person’s presentations that capture you.

Ask yourself . . . • What are the most noteworthy qualities or techniques of your

favorite presenter? • Why do you think these qualities or techniques are effective? • What can you learn from your favorite presenter to enhance your

presentation technique?


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What presentation techniques do you use? Connect with the audience.

Identifying how you will connect with the audience is essential. How does your favorite presenter connect with his or her audience? The most appropriate technique can depend on the focus of the presenta-tion and the makeup of the audience. It can also depend on what you are comfortable with as a facilitator or presenter. It is essential to appear natural.

Every audience has certain expectations, whether it is for a movie, a rock concert, a presentation, or a team-building session. People are looking for value of some kind, such as new information, affirmation, escapism, or solutions. So focusing on the audience is a definite pre-requisite for success. Be sure you deliver your presentation or training from the audience’s point of view.

Ask yourself . . . • What’s in the presentation or delivery for the audience? For

example, is it new information, exposure to a unique opportunity, or simply a chance for fun and laughter?

• Who are your participants? Are they a diverse group? Are they a homogenous group? Do I have anything in common with them, such as the same affiliation or similar experiences?

• Why are they attending? • What will influence them? The answers to these questions will influence a number of impor-tant things, such as the delivery style you use, word and language choices, pace, the type of information you highlight, and the way you highlight that information.

UNIT 2: WEARING THE PRESENTER “HAT”

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Think like a successful advertising company, movie studio, or record company: They don’t create in a vacuum, ignoring potential customers. They pay close attention to the individuals and groups who are going to fund their projects or purchase their products.

Ask yourself . . . • What type of presentations do you usually give? • What type of training do you usually facilitate? • Do you have a typical audience, or does your audience vary? Think of a specific presentation or training program you’re scheduled to deliver. Identify one or two things you can do as the presenter or facilitator to connect to your audience. Take a look at the chart on the next page for some ideas.


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Techniques for Connecting to the Audience

What is the best method for this particular audience? What method best suits the subject of the presentation?

Compliment or Esteem Enhancer • Verbally or physically “applaud” something the audience has done or is a part of.

(“Congratulations for having the most beautiful campus I’ve visited.” Or “Smart career planners like you know the value of benefits such as tuition reimbursement or a mentoring program.”)

Recognition or Thank You • Show gratitude for the audience’s presence. (“I appreciate your taking the time

from your day to hear my presentation. I promise to get right to the point, and I’m confident it will be worth your while.”)

Empathy • Relate to the audience’s emotional state. • Express understanding of the audience’s feelings, as well as their situation. (“I can

understand your frustration over the challenge of handling such a high volume of calls with a small staff. Today I’m going to talk about the proposed new automated call distribution system. Although it won’t solve all of your problems, I believe after listening, you’ll agree it’s a big step in the right direction.”)

Call to Action • Challenge the audience in a positive way. • Appeal to the audience members’ sense of character, sense of competition,

ambition, desire to take advantage of an opportunity, etc.

Humor • Tell a funny story as the opening of the presentation. • Use a humorous theme throughout the presentation.

Identification of Link • Share what you have in common with the audience (the same generation, similar

experience, same taste in music or books, similar stance on a subject, etc.).

Involvement • Ask the audience questions to break the ice. (“This morning I’m going to talk about

television portrayals of sibling relationships. Who remembers the television program Family Ties? Good. I see a lot of hands. Do you recall the character played by Michael J. Fox? Great!” )

• Ask individuals for their opinion. • Ask the audience to acknowledge whether they understood a certain point.

(“I know this is a complex process. Did I explain that last point to your satisfaction? Or do I need to repeat it?”)


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Create impact.

Impact refers to how well you affect or influence your audience. Be clear on critical factors, such as your intended outcome.

Is your intention: • to inform? • to motivate? • to educate? • to persuade? Or is it a combination: • What will the audience do or say differently, as a result of the

presentation or training session? • How will the audience act or feel as a result? Why do you think creating impact is important? How do you think

“impact techniques” can improve a presentation or training session? What techniques have you used in the past to create impact? What were the results?

Ask yourself . . . • What type of presentations do you usually give? What type of

training do you usually facilitate? Do you have a typical audience, or does your audience vary?

• Think of a specific presentation or training program you’re sched-uled to deliver. What type of sessions or meetings do you usually facilitate? Identify one or two things you can do as the presenter or facilitator to create impact. Take a look at the chart on the next page for some ideas.


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Techniques for Creating Impact

What is the best method for this particular audience? What method best suits the subject of the presentation?

Teaser • Preview/raise interest up front. • Promise that more will come as the presentation progresses. • Promise that there will be a payoff at the end.

Drama • Appeal to people’s emotions. • Grab attention with a skit, testimony, a provoking act, a news story, or an eye-

catching picture.

Storytelling • Carry the audience along a deliberate path. • Punctuate the presentation with realism. • Punctuate the presentation with pathos.

Visualization • Draw a mental picture or image for the audience. • Make use of the audience’s imagination.

Validation • Cite or quote experts or famous or renowned people.

Fun • Make the audience feel good; involve them. • Use a game-show format (e.g., “The survey says . . .” or “Top-ten reasons . . .”). • Use props, objects, and/or media (sounds, pictures, music).


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Convey confidence.

Sometimes the most challenging part of presenting or training is feeling comfortable and confident in front of an audience. Conveying self-confidence is essential to success. You want your presentation to be smooth, commanding, and engaging. Keep in mind that subtle and not-so-subtle elements of delivery are important. For example, when you’re asked questions, restate them to ensure understanding and provide time to think about your response. (Allowing yourself time to think helps you maintain command of the delivery.)

The textbox below contains a list of helpful tips for a successful delivery. Actions you can take to help enhance your performance are presented on the page that follows.

Tips for Successful Delivery

• Restate questions you are asked to be certain of what the person said and to give yourself time to think.

• Look directly at participants when they ask questions. • Add balanced animation to your presentations through appropriate gestures and

body language. • Vary your volume, pitch, and pace to emphasize your major points. It is easier for

the audience to listen when a presenter’s voice varies. • Respond to nonverbal cues of disinterest or lack of understanding in your audience

so that you can clarify your points. • Lean forward to show more intensity and commitment when presenting your

information. • Use movement (as appropriate) to generate energy and/or punctuate selected

points. • Maintain a balanced stance. Keep your weight evenly distributed on both feet to

prevent swaying or slouching. • Breathe from your diaphragm to increase your voice projection and power. • Pause for a second when you have been asked a difficult question so that you can

form your response, rather than “shooting out” a quick answer. • Make consistent eye contact with the audience. • Survey the audience periodically.


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Ideas to Enhance Your Presentation

• Watch a video of a compelling orator give a famous speech. (Martin Luther King, Jr., was one of the best.) You can find videotaped productions of famous speeches at your local college or neighborhood library. Take notes on how the speaker presents the material. Try using the Tips for Successful Delivery tool as a guide for your observations.

• Find a peer coach. A peer coach is an associate who agrees to listen and observe you as you practice your presentation, and to give you constructive feedback on your delivery.

• Become a peer coach. Coaching is an important part of a successful training delivery. • Record yourself giving a presentation, explaining a process, or telling a story. Listen

carefully, and make notes on what you did well and where you think there is room for improvement. Try using the Self-Reflection Tool at the end of the unit to support your assessment.

• Watch your favorite television program for ideas on using humor. Pay attention to timing, topics, and delivery. Think of two to three clean, appropriate jokes or humorous stories you can use successfully. Practice on a friend.

• Watch an infomercial and pay attention to the sales or persuasive body language used by the pitch person and how he or she uses voice tone and inflection. Identify ways that you can use the techniques you observed.

• Write three to four open-ended questions you can use to involve participants and/or clarify their understanding of your message. Open-ended questions begin with what, when, how, or which. Practice using the questions.

• Create a list of five to six relevant quotes you can use to open, close, or punctuate a presentation or training session. Good reference sources include Bartlett’s Familiar Quotations, Web sites such as Bartleby.com, and publications such as The Wall Street Journal, Fortune Magazine, and Fast Company.

• Identify two to three popular trends, such as interest in television reality shows (e.g., The Weakest Link or American Idol) or the popularity of David Letterman’s top-ten lists, and use them to create impact. Try using these formats as opening icebreakers or as information-review games.


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Action Learning Action learning or skill practice is essential if you want your presentation to be highly effective. This section describes a skill-enhancement process that you can use with a practice partner or peer coach. The purpose of working in pairs is to improve your performance. A peer coach is an associate who agrees to listen and observe, and then give you constructive feedback on your delivery. Coaching is an important part of the facilitator’s role; it falls under the second “hat” you wear as a facilitator. Try to be the practice partner or peer coach for an associate who is also preparing for a presentation or training delivery. However, whether or not you have a practice partner or peer coach, you should find the performance-support tools in this section very useful.

Perhaps you have an upcoming presentation or training delivery and no time to get a partner. Use the tools without a partner as you prepare. The tools are:

• Presentation Planner. Use this guidesheet to help develop your presentation.

• Feedback Tool. Use this tool to capture feedback on a peer’s presentation. Eight categories are used to represent key perform-ance behaviors for effective presentation. The purpose is to record your observations as to whether or not the peer exhibited specific behaviors, and then to determine a “coaching score” using this rating: 1 = Opportunity for improvement; 2 = Effective; 3 = Very effective.

• Self-Reflection Tool. Several behaviors and skills are central to making an effective presentation. Indicate in the appropriate column what factors you believe you performed well and what factors need changing.


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Presenter: • Create/write the presentation. Review the sample presentation on

the next two pages. Use the Presentation Planner to help organize your thoughts.

• Use your coach as a sounding board. • Ask your coach for ideas. • Use props and visual aids as appropriate. • Give yourself feedback on your presentation. Use the Self-

Reflection Tool at the end of the unit to record your comments. • Listen to constructive feedback from your coach. Partner: • Encourage the presenter during his/her preparation. • Act as a sounding board for ideas. • Brainstorm for ideas. • Give the presenter constructive feedback as he/she develops his/her

ideas. Review the sample presentation on the next page. Use the Feedback Tool at the end of the unit to record your comments.

• Help the presenter organize props, visual aids, etc.


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Sample Presentation: Application Tool

Opening Andy Garner, our CEO, said it . . . Bill Chamber, president of First Standard Bank, said it . . . John Newton, COO of Global Communications, said it . . . and Isabelle Smith, CEO of Calumet Publishing, said it. Perhaps you’re asking yourself, “Just what did these CEOs and top leaders say?” Well, I’ll tell you. In a series of in-depth interviews on powerful leadership conducted by the prestigious Nelson Business Review . . . all these people ranked highly effective communication as the number one or number two “must have” skill. So what does this mean to you? It means that working on, improving, and mastering communication is essential to your business career. This is especially true—and I repeat, especially true—if you see yourself in a leadership position. To quote Andy Grove in his book One on One with Andy Grove, “Dynamic leaders motivate and inspire people by connecting with them through their messages.” These leaders are what we want to become—great communicators! And that’s why we’re here today.

Transition Now that we’ve established that top leaders see great communication as essential in the business world, let’s talk about how to achieve it. In this presentation, I’ll describe three keys for becoming a great communicator. The first key is having a strong desire to succeed. The second key is being highly attuned to your audience’s needs. This means connecting with your audience, conveying your message so that they understand it, and checking their response. And the third key is embracing the commitment to practice.

Body Let’s talk about those three keys in detail. 1. The first key is to have a strong desire to become a good communicator. Humans have

great potential. The secret is to want it. You can become as great as you desire to be. Remember that!

2. The second key is to be attuned to your audience. To be a great communicator, you must connect with the audience, convey your message so that the audience understands it, and check the audience’s response to your message. Let’s take a closer look at this.

So what does it mean to connect with the audience? Connecting with the audience means a few things. It means framing your message as well as your manner, style, and delivery in a way that tells your audience that the presentation is going to be important to them. In other words, give the audience a reason to pay attention. One way to do that is to start your presentation by getting the audience into the act. Tell a story. Pose a question. Ask for a show of hands. Make a provocative statement. Make sure you have their undivided attention before you start.

(continued)


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Sample Presentation: Application Tool (concluded)

Also, talk with the audience, not at them. Make consistent eye contact. Use varied facial expressions. Engage the audience in a nonverbal dialogue of sorts.

Be attentive to the audience’s needs during the entire course of the speech. How do we do that? It bears repeating: Make consistent eye contact. Read body language. Use tactics to re-involve the audience. Present an information teaser. Ask them for permission to move to the next topic. Ask for a nod of heads or a show of hands. Adjust your delivery.

In addition to connecting with the audience, you need to convey the message so that the audience relates to it. Here are a few tips. Some of them are obvious, but they still bear repeating: • Organize your thoughts. • Get right to the point. • Translate what you have to say into benefits for your audience. • Use the questioning technique: Ask a question to involve your audience and ask a

question when you make a point to make sure your audience is with you. • Be real. Be yourself. • Be enthusiastic. Be lively. • Use gestures. • Move around naturally to generate energy and impact (as appropriate).

3. The third and final key is to practice. You must practice, practice, practice, and then practice again! Many famous speakers and communication experts cite this point as the bedrock of great communication.

Conclusion Through this presentation, we learned about three conditions that must be met to be a great communicator: 1. You must have a strong desire to get your message across. 2. You must master the basic skills triangle: Connect with the audience. Convey your

message so that they understand. Check their reaction. 3. You must practice, practice, practice! So, if you’re thinking that you’d like to be the next Andy Gardner or John Newton, you have to do more than simply acquire keen business acumen. You must make sure you put becoming a great communicator on your to-do checklist. All of these men had dreams, but they also communicated those dreams powerfully and galvanized people around those dreams. So remember, there’s great power in the spoken word!


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Presentation Planner: Part 1

Who is my audience? What is my purpose or objective?

How do I want to affect/impact the

audience?

• What kind of audience is it (characteristics)? What is the audience’s makeup (gender, age, occupation, etc.)?

• How can the audience benefit from the presentation?

• What is the subject or theme of the presentation?

• What is the main topic? Are there any subtopics?

• What is the best order for the topics (comparison and contrast, chronological, importance, reverse chronological, simple to complicated, etc.)?

• What ways can I further explain, illustrate, or demonstrate the topic (e.g., facts, stories, props, handouts, multimedia)?

• Do I want to inform, motivate, entertain, or persuade my audience?

• How will I know that I’ve achieved my purpose or objective?

• What will the audience do or say differently?

• How will the audience act or feel differently?

• What is the best deliv-ery style or approach that will make an impact on my audience (e.g., open with a joke, use audience participation, ask provoking questions, use humor throughout the presentation, talk bottom line)?

What does my outline look like?

• Greeting/introduction (connect to audience—compliment, use humor, question, call for action, etc.)

• Purpose/benefit (to audience)

• Overview of content (highlight where I’m taking the audience)

• Major points, in sequence (decide on the order: chronological, importance, flashback?)

• Recap (highlight where the audience has been)

• Conclusion


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Presentation Planner: Part 2

How will I connect to the audience? What is the best method for this particular audience? What method best suits my subject?

Compliment or Esteem Enhancer

Recognition or Thank You

Empathy

Call to Action

Humor

Identification of Link

Involvement

Other

How will I create impact? What is the best method for this particular audience? What method best suits my subject?

Teaser

Drama

Storytelling

Visualization

Validation

Fun

Other


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Feedback Tool

Directions: Use the scale below to rate how well the individual presenter did in each area. 1 = Opportunity for improvement 2 = Effective 3 = Very effective

Factor Presenter’s Score Comments

Professional Presence Demeanor, attitude, style

Voice/Articulation Enunciation, voice quality, and pitch

Sincerity How well does the individual convey believability? Warmth?

Eye Contact Does the individual use good eye contact to hold audience’s attention to convey factors such as enthusiasm?

Creativity Uniqueness, attention-getting quality of presentation

Body Language/Movement How well does the individual use appropriate movements to add impact to presentation? Does he or she refrain from using distracting or inappropriate movements?

Command/Control of Audience How well does the individual maintain audience’s attention and keep a focused presentation?

Impact Does the individual generate energy? Motivate/involve the audience? Use visual aids, props, or handouts? Leave a positive image?


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Self-Reflection Tool

Factor What did I do well? What action, method, technique, or statement would I repeat? Why?

What would I change? What action, method, statement, or technique would I either not repeat, or do or say in a different way?

Professional Presence Did I display an upbeat, confident demeanor, attitude, and style?

Voice/Articulation Did I use good enunciation? A pleasant voice quality and pitch? Vary my voice tone?

Sincerity Did I convey believability? Act personable? Connect with the audience?

Eye Contact Did I use good eye contact to hold the audience’s attention? Develop rapport, and convey factors such as sincerity and enthusiasm?

Creativity Did I incorporate a unique, attention-getting quality into the presentation?

Body Language/Movement Did I use appropriate movements to build rapport with audience and add impact to presentation? Refrain from using distracting or inappropriate movement?

Command/Control of Audience Did I maintain the audience’s attention? Present a focused delivery? Keep the presentation on track?

Impact Did I generate energy? Motivate/involve the audience? Use visual aids, props, or handouts? Leave a positive image?

Preparedness Did I know the material? Appear organized? Keep within the designated time frame? Use teaching aids effectively?

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As the teacher/coach, you drive the learning process. You want to make sure the drive is organized, smooth, engaging, and productive. These are important goals. Several actions and behaviors are key to the achievement of these goals.

The five keys to successful training or coaching are highlighted below. They are each discussed in greater detail later in this unit.

1. Establish rapport with the participants/audience. This is essential if a facilitator wants to be highly effective. This speaks of techniques that show respect and value. Examples of this include using participants’ first names, giving positive verbal feedback to participants, thanking participants for input. These are primary ways to build a positive relationship with the training-session participants.

2. Use verbal and nonverbal communication effectively. Good communication will help you build a positive relationship with the participants. Your words and voice tone are important, as well as your body language. Additionally, well-tuned, active-listening skills are critical. All of this supports your success in managing group dynamics.


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3. Provide coaching in the form of verbal and nonverbal reinforcement, positive and developmental feedback, the sharing of analogies and stories, and giving directions. This helps ensure that the learning process is smooth.

4. Use interactivity. Role plays and learning games will more fully engage participants, and make application more powerful. Understanding the basics of adult learning theory is integral to using these activities effectively. (Some of the basics are included in this unit.)

5. Use preparation strategies so that your delivery is profes-sional and organized. This includes training materials, supplies, the room setup, and equipment.

Self-Awareness Self-awareness is an important part of self-improvement. Before looking at the recommendations we presented above, take the self-assessment that starts on page 28. The instructions for completing the assessment are on the next page.

UNIT 3: WEARING THE TEACHER/COACH “HAT”

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Instructions for Completing the Assessment


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Facilitator Self-Evaluation 0 = To no extent 1 = To a little extent 3 = To a great extent 2 = To a moderate extent 4 = To a very great extent

0 1 2 3 4 Points

1. I am comfortable speaking in front of a group.

2. I know when and how to ask the right questions (e.g., open ended, quiz-type, coaching) to get a group involved.

3. I am good at organizing information for a presentation.

4. I am aware of and effectively use my body language as a communication tool when speaking to a group (e.g., nodding head to show agreement; moving around appropriately to generate energy, rather than standing in one place all day; smiling to encourage participation).

5. I am good at giving a group verbal feedback that is encouraging and esteem building.

6. I am good at giving an individual verbal feedback (one-on-one) that is encouraging and esteem building.

7. I am comfortable with and know how to give developmental feedback.

8. I am conscientious about letting others know I “hear” and relate to how they feel before moving forward in a discussion.

9. I behave/act in a culturally sensitive way when working with diverse groups (ethnicity, gender, disability).

10. I know how to help make people feel comfortable in new surroundings or situations.

11. I like to lead groups in discussions and/or activities.

12. I am good at leading groups in discussions and/or activities.

13. I am good at using storytelling or analogies as a way to help others understand a problem or situation.

(continued)


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Facilitator Self-Evaluation (concluded) 0 = To no extent 1 = To a little extent 3 = To a great extent 2 = To a moderate extent 4 = To a very great extent

0 1 2 3 4 Points

14. I am good at using storytelling or analogies as a way to help others apply information to their circumstances.

15. I am good at using storytelling or analogies as a way to help others see a different point of view.

16. I am good at giving instructions or directions that are clear and complete.

17. I am competent in the use of presentation equipment such as whiteboards, computers, and overhead slides.

18. I have good active-listening skills (e.g., I nod my head to indicate that I am listening, I restate what I heard the other person say to ensure understanding).

19. I have good observation skills.

20. I display a good level of energy when I present in front of a group.

21. I am good at ensuring the necessary preparation steps or actions to set up for an event are completed.

22. I know how to tactfully redirect a group when it is off-focus to get it back on track.

23. I know how to effectively use group process techniques such as brainstorming, round-robin, and small-group discussions for problem solving or idea sharing.

24. I don’t easily become frustrated or impatient when an individual or group doesn’t understand information I am presenting and I have to restate it.

25. I am comfortable using props, music, toys, trinkets, or other items in a group situation to help create a relaxed environment, stimulate innovation, or instill a sense of fun.

Total Points


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So what is your score? See where your skill level falls on the light-hearted four-quadrant grid below. Then go back to the assessment and note the areas that need some work. Hall of Fame facilitators use all of the success keys.

Use the self-assessment tool as a handy reference guide when you plan your next presentation.

Rookie (Score 0–76)

You have undeveloped potential. With prac-tice, you’ll be ready for the pros.

All Star (Score 86–95) You’re hitting your stride and are approach-ing Hall of Fame status. You have the talent to read individual behavior and manage group process. You practically throw a winning pass every time you facilitate or deliver training.

Ready for the Pros (Score 76–85) You have the potential to facilitate a group or lead a group through training success-fully. You’re making the run to All Star status.

Hall of Fame (Score 96–100) You’re a role model for other facilitators. You’re quick on your feet when faced with challenging behaviors or situations related to learning. You’re also skilled at engaging participants and facilitating improvement. You make a touchdown with every training delivery or facilitation.


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Success Key #1: Rapport

Good rapport creates a much-needed bridge of positive communication and trust between you and the participants. This is essential. Training involves a lot more than simply paying attention to the mechanics of instructing. The trainer must also meet the interpersonal needs of the participants. Obviously, it is important to get information across and make sure activities are completed when training; however, it is equally important to do so while promoting the self-worth and value of the participants. Feeling respected and valued is a universal human need. Participants do not typically respond to training when they are not respected and valued. It is necessary to strike a balance between task actions and the ways that you promote respect and value in the training room (interpersonal actions).

Ask yourself . . . • Recall a situation when someone affected your sense of self-worth

in a negative way. What did the person say or do? How did it make you feel?

• Now, recall a situation when someone affected your sense of self-worth in a positive way. What did the person say or do? How did it make you feel?


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Showing respect and value should be part of a facilitator’s core principles. Read the list of principles below, and try to think of specific situations when you applied each. You can probably think of more.

Core Principles of Training and Facilitation

• Acknowledge comments when they are made. • Use a variety of different words. • Make consistent eye contact. • Use first names where appropriate. • Move toward an individual when he/she is responding or making a comment. • Thank participants. • Use positive and affirming behaviors. • Use empathetic statements. For example, “I can understand your frustration over

handling such a large volume of calls with a relatively small staff.” • Demonstrate active-listening skills. • Avoid interrupting. • Use your body language as a positive communication tool. What are the additional core interaction principles you think are important to building good rapport in the classroom?


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Success Key #2: Effective Communication

Communication is basically sending, receiving, interpreting, and responding to a message. It can be verbal or nonverbal (or both). A facilitator or presenter uses verbal and nonverbal communication as tools to manage the learning process.

Verbal communication Verbal communication refers to the words people use to deliver the message. It includes the rhythm and pattern of speech (emphasis on particular words, shouting, speaking rapidly, etc.). Rhythm and pattern are used for dramatic effect or to serve as punctuation.

Nonverbal communication Nonverbal communication refers to all the non-spoken movements or actions associated with the message. Nonverbal communication is a very powerful form of communication. In fact, we tend to believe what an individual does more than what he or she says if the two contradict each other (e.g., if you say you are listening and are interested in what a participant is saying, but you look at your watch and tap your foot, the participant will likely conclude that you are not interested).

Active listening Active listening is using your face and body to signal that you are listening. It is a facet of nonverbal communication. When you are actively listening, you reflect back to the person speaking what you, as the listener, think you heard. We do it by using body language or short words or phrases that encourage the speaker. Such “door openers” are important tools for active listening; they encourage input and participation.


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• Verbal “Door Openers” — “Oh.” — “Tell me more about . . .” — “Describe . . .” — “Explain . . .” — “I see . . .” — “Help me understand . . .” — “How did . . .”

• Body-Language “Door Openers” — Facial expressions (smile, eye contact, and eyebrow

movement) — Moving or leaning toward the speaker — Movement of shoulders, hands, arms — Head nodding

• Reflecting Reflecting is another important active-listening strategy. In

reflecting, you restate or paraphrase what you think the other person said. It serves to clarify whether or not your interpre-tation is accurate. This helps keep a discussion on track. It also helps you identify gaps in the participants’ understanding of the information you’re delivering. Use lead-in statements such as these: — “If I understand what you’re saying . . .” — “It seems that you favor . . .” — “It sounds like your interpretation is . . .” — “It appears that you disagree with . . .” — “What I’m hearing you say is . . .”


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Success Key #3: Coaching

Coaching, for our purposes here, refers to the act of guiding the learning to develop a skill, improve performance, or change behavior. Coaching techniques include questioning, feedback, and demonstration or modeling.

Questioning

Ask questions to the group as a whole or to specific participants, but use key words or phrases in your questions to trigger a reaction or thought. Key words or phrases can set the stage for learning or performance by capturing the essence of a concept or learning segment. You can get them from a famous quote or the organization’s mission statement, for example.

Use open-ended or quiz-type questions to stimulate thinking and guide application of learning points. Open-ended questions provide a chance to encourage discussion and require the participants to think. They probe for information: How do you feel about . . . ? What are some of the things you like or dislike about . . . ?

Open-ended questions elicit involvement, prompt problem solving, and support creative thinking. Also use open-ended follow-up questions: What else happened? Who else can explain this? What other reasons are there?

Powerful questions begin with who, what, when, why, where, how, or if, and they require thought to answer. Avoid asking questions that can be answered by yes or no or that can be answered by stating a fact (close-ended questions), as they do not encourage high-level involvement.


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Feedback

Feedback is information about a behavior (response or action) that is provided to the individual who performed the behavior. It is a powerful and versatile tool for facilitators and presenters, and it can be verbal or nonverbal. Examples of nonverbal feedback include nodding your head, clapping your hands, or smiling. During training, feedback can serve a threefold purpose: It is important for coaching, communicating, and building rapport. It has the greatest impact when it is delivered as soon as possible after an event. In addition, the more specific the feedback, the better it is.

Through balanced feedback, you let participants know how they are doing, as well as when they are offtrack. It can encourage people to repeat desired behaviors you want to reinforce. Some examples of reinforcement statements (positive feedback) include: “I appreciate your input, Susan. You provided a balanced view of the issue.” “Good observation, Harry. We almost missed that point.” “Nice job on the assignment team. I noticed that everyone contributed. Great.”

Feedback can also be developmental or corrective. Here is an example of developmental or corrective feedback: “Margaret, I appre-ciate your enthusiasm. Your ideas are good. It seems you have a lot to say, but let’s give the other members of your group a chance to talk. We need everybody’s input.”

In summary, remember that the four essential elements of feedback are Targeted, Incident based, Prompt, and Even or (TIPE). When you use it to give feedback, you give the other person a “TIPE.”


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“TIPE” Feedback Model

Use the term TIPE to remember these four factors in effective feedback. Targeted: Identify the particular behaviors and/or actions of the group member (i.e., what the person said or did, or did not say or do). Also, indicate what happened as a result of the behaviors or actions. Incident based: Focus on a particular performance-incident or skill-development need. Prompt: Give feedback as close to the time of the incident as possible. Feedback is a lot more powerful when the situation is still in recent memory. Even: Tell the person what he/she needs to improve or change, as well as what he or she did well.

Demonstration or modeling

Demonstration, another coaching technique, is an excellent means of providing a visual aid for reinforcing learning or performance. It gives participants an “active” frame of reference. It also lends itself well to learning by comparison or discrimination; participants can compare their performance or the performance of an individual in a written case scenario to the demonstration, thus providing a model of how something should be produced or done or said that participants can copy.


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Success Key #4: Interactivity

Interactivity refers to learning strategies that get individuals to physically move. They are some of the most versatile and effective instructional strategies (several are discussed later in this section), ranging from flipcharting information to role playing to a scavenger hunt. It is important to include some amount of interactivity in a training session because adults typically learn and retain more by doing something that reveals or reinforces the learning points—active learning. (Passive learning is analogous to sitting like an empty container, waiting to be filled.)

When it comes to interactive learning, remember that adults: • Want to learn • Want to be challenged • Need to be involved and consulted • Want to feel that the content is relevant • Like to be treated as equals • Want to be able to practice in a risk-free environment • Appreciate feedback

Interactive Strategies Icebreakers

Icebreakers, which fall under the category of group exercises, refer to immediate involvement and interactive experiences. They are intended to help participants relax and become receptive to learning. In addition, icebreakers set the tone for cooperation and interdependence.


39

Tips • Know your audience. • Create a relaxed and comfortable atmosphere. • Be aware of participants’ physical handicaps, dress, or age that

might make some activities inappropriate. • Use activities that are only 2–8 minutes long for one-day training

sessions. Longer activities may be used for sessions that last two or three days.

• Create nonthreatening, low-risk activities; choose topics that are familiar.

• Use topics that relate to the content of training such as com-munication, leadership, problem solving, making changes, team building, or thinking in different ways.

Case studies

Case studies are narrative accounts of individual problems, isolated incidents, or organizational problems. The case explains the context and details of the situation; it may be real or fictional. It includes enough information to allow the group to analyze the problem. Tips

• Make sure the case study fits the work environment (culture or organization) of the group.

• Allow participants to read, take notes, and prepare for group analysis.

• Appoint a facilitator for each small group. • Allow time for each facilitator to present his or her group’s

report. • Summarize the main points of each group’s analysis.


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Role Plays

Role plays present the opportunity to reinforce classroom theory and practice new skills. Role play exercises may be set up as scripted or semi-prescribed roles: The participant is given information about the role, but not about how to behave and replay life. Participants are able to portray themselves in situations. Tips

• Establish clear outcomes for the role play. • Allow for feedback from peers. • Reinforce the learning points. • Never skip debriefing. • Allow time for preparation. • Prepare checklist forms for the observers. • Create pair, trio, or group scenarios. • Switch roles among the participants.

Simulations

Simulations are ways to create real-life situations in the classroom. They give participants a chance to practice new skills and apply principles (e.g., a team-survival scenario where group members have to overcome obstacles and reach a specified destination or outcome). Often, time and/or resource restrictions are imposed as part of the simulation experience. Tips

• Provide detailed instructions (written or verbal). • Create relevant and realistic situations. • Incorporate key principles within the activity. • Make sure that participants are allowed to debrief after the

process. • Allow participants to record their observations. Use an observa-

tions checklist as part of the debriefing process.


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Games

Games are a great opportunity to use props or toys. Games work best when the idea is novel and involves using tools and techniques unrelated to the participants’ environment. You can design your own games, or purchase an off-the-shelf handbook about them. There are also books on the market that will help you turn your own material into a game. Whether it is appropriate to use a game depends on a number of factors, including the learning or performance objectives, the training material, the group/participants, the size and layout of the room, and time constraints. Tips

• Allow time for the process. • Set the stage for the process. • As appropriate, provide instruction sheets or write instructions

on a flipchart or whiteboard. • Make sure participants understand the instructions; ask open-

ended questions to clarify their understanding (“What questions do you have?” “What else do you need to know?”).

• Always debrief and review the learning points. • Acknowledge winners and losers in competitive situations. Sup-

port self-esteem. Make sure that participants feel comfortable.

Peer-assisted learning

Peer-assisted learning involves using participants to directly assist one another in the learning process. This can be accomplished through a variety of techniques, including tutoring, coaching, acting as a sounding board, or acting as an observer. It can be a very dynamic interactive method, depending on the individuals involved, the instructional material, and the classroom environment. Peer-assisted learning can also help ease classroom anxiety by allowing participants to have more control of their learning. It allows you to take advantage


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(in an affirming way) of expertise in the classroom. The positive outcome is that this can build esteem in those acting as the peer instructors/teachers.

Additionally, peer-assisted learning is a good technique to use to maintain esteem when a participant’s skill level is low in an area like reading. Be sure you match the participant who has low reading skills with another participant who has the reading ability AND good interpersonal skills. What’s more, when participants work in peer learning groups, team building, collaboration, and mentoring naturally follow. Tips

• Give participants guidelines regarding the process. • Provide participants with “achievable” learning or performance

expectations. • Set the stage by emphasizing the advantages of working in peer

learning groups. • Monitor the process. • Create a “question-friendly” atmosphere. • Make sure participants have the materials and/or resources they

need to be successful. • Make sure participants are comfortable with their roles. • Coach participants as needed. • Allow participants to see how well they are working together by

holding periodic debriefing or reflection periods. • Give participants milestones or specific tasks to complete, as

appropriate. • Have participants evaluate the experience and identify a few

positive outcomes.


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Interactive Strategies: Sample Activity

Title: “Change is like . . .”

Twofold Purpose: • Help participants identify and express how they feel about current organizational

change. • Help participants recognize and understand that the members of their group are at

different “places” regarding the change. Time: 30 to 35 minutes Materials: Four wall charts, on which you have written metaphors for feelings about change (personal or organizational). The four metaphors are: (1) Change is like a roller-coaster ride; it’s both exhilarating and frightening. (2) Change is like a new pair of shoes; tight and uncomfortable, until you break things in. (3) Change is like a hailstorm; it’s fast and furious, and you just have to ride it out. (4) Change is like a hot fudge sundae; it’s delicious and satisfying, and leaves you eagerly anticipating the next one. Organization: List of questions for reflection. Mount wall charts in separate corners of the room. Learning Cycle:

• Why—The activity explores the fact that individuals have different attitudes or feelings about organizational and/or personal change. The activity also creates an informational context for the workshop.

• What—This is an opening icebreaker for a workshop on change management. It provides an opportunity for participants to get acquainted and engage in brief self-examination, and introduces the workshop focus: adapting to change.

• How—Every participant stands near the wall chart whose metaphor best describes their feeling about “change” (personal or organizational). Once assembled, participants introduce themselves in their subgroups and briefly discuss the reasons for their selection of a metaphor.

• Application—Participants can use the activity as a foundation for greater self-awareness about reaction to change. Participants can start a dialogue about adapting to change. Participants can gain awareness about the differences in individuals’ feelings about change.

Debrief: Prepare questions to prompt reflection and discussion ahead of time on a flipchart (or commit the debrief questions to memory). Suggestions: Why did you select a particular metaphor? How does identifying/discussing how you feel about change help in adapting? What does it mean when you see your fellow participants at different wall charts? Ask the questions and guide the discussion. Conclude the discussion by reinforcing the main learning points and setting the stage for the next segment.


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Interactive Strategies: Summary Tool Directions: Use this tool when you want to select an interactive strategy, such as an opening icebreaker, for a training program or presentation. The tool uses coaching questions to help you think through the identification, setup, and facilitation of an activity.

Tool/ Technique Strategies and Tips for Interactive Learning

Icebreakers

• Know your audience. • Create a relaxed and comfortable atmosphere. • Choose icebreakers that are appropriate for participants’ physical

handicaps, dress, or age. • Use activities that are 2–8 minutes long for one-day training sessions.

Use longer activities for sessions that last two or three days. • Create nonthreatening, low-risk activities; choose topics that are

familiar. • Use topics that relate to the content of the training such as:

communication, leadership, problem solving, making changes, team building, or thinking in different ways.

Simulations

• Provide detailed instructions (written or verbal). • Create relevant and realistic situations. • Incorporate key principles within the activity. • Make sure that participants are allowed to debrief after the process. • Allow participants to record their observations. • Use an observation checklist as a part of the debriefing process.

Role Plays

• Establish clear outcomes for the role play. • Allow for feedback from peers. • Reinforce the learning points. • Never skip debriefing. • Allow time for preparation. • Prepare checklist forms for the observers. • Create pair, trio, or group scenarios. • Switch roles among the participants.

(continued)


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Interactive Strategies: Summary Tool (concluded)

Directions: Use this tool when you want to select an interactive strategy, such as an opening icebreaker, for a training program or presentation. The tool uses coaching questions to help you think through the identification, setup, and facilitation of an activity.

Tool/ Technique Strategies and Tips for Interactive Learning

Games

• Allow time for the process. • Set the stage for the process. • As appropriate, provide instruction sheets or write instructions on

flipchart or whiteboard. • Make sure participants understand the instructions. Ask open-ended

questions to clarify their understanding (e.g., “What questions do you have?” and “What else do you need to know?”).

• Always debrief and review the learning points. • Acknowledge “winners” and “losers” in competitive situations. • Try to raise self-esteem; make sure participants feel comfortable.

Case Studies

• Choose a case study that fits the work environment (culture or organization) of the group.

• Allow participants to read, take notes, and prepare for group analysis. • Appoint a facilitator for each small group. • Allow time for each facilitator to present his or her group’s report. • Summarize the main points of each group’s analysis.


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Selecting an Appropriate Activity: Planning Tool

(continued)


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Selecting an Appropriate Activity: Planning Tool (concluded)

1. What is the size of the group? How are the participants affiliated? 2. Are there major demographic differences within the group? 3. How much time is needed to conduct the activity? How much time is available? How

much setup or preplanning does the activity require? 4. Are there any materials I need to prepare ahead of time? 5. Is there information that participants need to know or share ahead of time? (For

example, fun, interesting facts participants are willing to share about themselves to create a “Buddy Bingo” icebreaker for a teambuilding session.)

6. What is the physical layout of the room/facility where the training session is being held? Is it large enough? Are breakout rooms needed for competitive games or simulations where competing groups need to plot their strategy in privacy or for role plays?

7. Is there an ideal minimum or maximum number of participants for this activity? What is the impact, if any, if these numbers aren’t met? A complex, multiphase game requires skilled facilitation and is more challenging with very large groups. Diversity simulations that tap into deep feelings will require smaller groups or co-facilitators to handle the intensity.


48

Conducting a Group Activity Use this tool to help you think through the setup and facilitation of an interactive strategy. Use the coaching questions to help you rehearse.

What is the activity and its description?

Circle the purpose/goal of the activity. Icebreaker Energizer Role Play/Simulation Something specific to this Group Explain:

When will I do the activity? What is the time allotment? Desc

riptio

n

Which materials will I need to prepare ahead of time? (Or will the group members already have the necessary materials?)

How will I introduce the activity to the group?

How will I distribute materials without distracting the group from what I am saying?

Intro

duct

ion

How will I field questions? (Only during the introduction? Throughout the activity?)

(continued)


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Conducting a Group Activity (concluded)

Use this tool to help you think through the setup and facilitation of an interactive strategy. Use the coaching questions to help you rehearse.

Con

duct

ion How will the activity be conducted? (Do I orchestrate and lead the activity? Do I

even remain in the room? Are leaders chosen from the group to lead? Is there no need for formal leaders?)

How does the activity end? (Is it arbitrary? After a specific amount of time? When a specific goal is achieved?)

Clo

sure

How will I debrief the group after the activity?

Are there problems that might come up during this activity? How would I resolve them? Common examples are:

• Obstinate group members not wanting to participate or feel the activity is irrelevant

• Group members confused by the directions

• Not enough time allotted for the activity

Trou

bles

hoot

ing

• Group members not task-oriented or focused on the activity


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Success Key #5: Preparation

Preparation is the final key to your success. However, that does not make it less important. Think ACE when preparing for your training session:

A = Atmosphere C = Content E = Equipment

A = Atmosphere and Setup

• Prepare and place flipcharts ahead of time. • Arrange tables and chairs ahead of time. • Arrange material that will be handed out ahead of time. • Create and post an agenda. • Place candies or mints on the tables as treats. • Bring small trinkets that can be used as rewards during

activities or for reinforcement. • Decorate the room as appropriate for the group and the

content area.

C = Content

• Practice your delivery. • Make personal notations in the Facilitator Guide that will ensure

smooth delivery. • Use note cards for key information. • Review exercises and activities (role plays, learning games, etc.). • Write answers to exercise questions in the Facilitator Guide and/

or Participant Workbook for easy reference when instructing. • Anticipate difficult or challenging questions, and try to form

responses.


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• View videotaped information ahead of time. • Make sure you are familiar with the subject area you are

instructing. • Think about analogies/stories you can use to illustrate key

points.

E = Equipment/Supplies

• Test equipment ahead of time. • Make copies ahead of time. • Make a few extra copies. • Create your own facilitator’s kit of markers, pens, pencils, tape,

highlighters, scissors, etc.


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Equipment Preparation Checklist

Equipment ✔✔✔✔ Ask yourself . . .

Video Monitor and VCR

Overhead Projector

Computer/PC

LCD (Liquid Crystal Display)

Other Projector

Screen

Sound System

Is this equipment in working order? Is there a backup, in case something goes wrong? Do I have all the accessories? Have I decided where it should be positioned? Is it assembled and ready to go? Have necessary transparencies or slides been prepared? Have I done a test run, just to be sure it’s ready?

Extension Cords, Outlets, etc. Are there enough extension cords of sufficient length? Have I located all the outlets in the room?

Activity Materials Are there enough working markers and other art materials to run the activity?

Flipchart Are there enough flipcharts and stands? Have I decided where they are to be placed?

Training Materials: Facilitator Guide Handouts Participant Handbooks Paper Props Prizes Other

Do I have enough . . . For each participant? For each group? For late registrations?


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Facility Preparation Tip Sheet

Tips Notes

Meeting Room

Determine the amount of space you will need and check out the room in person well ahead of time so that you don’t get a room that is too big or too small for the training session or presentation.

Room Layout

Arrange chairs in circle or U-shape for small groups and informal sessions to encourage interaction. Use rows of tables when participant workspace is needed. Arrange theatre seating in a slanted fashion to encourage more participation.

Chairs and Tables

Try to have comfortable chairs and tables, and be sure you have more than enough chairs. Make sure participants have enough room to write.

Wall Space Survey wall space to determine placement of wall charts, flipcharts, projection screens, etc.

Temperature/ Ventilation

Verify whether or not you can adjust heating or ventilation. Check that everything is working properly.

Telephone

Be sure you have the facility’s telephone numbers, and make arrangements for messages to be taken and delivered to you at appropriate times. Locate telephone outlets and check that the room phone is in service.

(continued)


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Facility Preparation Tip Sheet (concluded)

Tips Notes

Work Space Make sure there is space for your presentation materials (the projector, CD player, etc.).

Screens, Boards, etc.

Make sure screens and boards are clean and ready to use.

Lighting Be sure the lighting is adequate and that you know how it can be adjusted.

Personal Comfort Check availability and accessibility of rest rooms, drinking water, refreshments, etc.

Handicap Access Locate the facilities and access areas for those with physical disabilities.

Trash Make sure there are enough trash containers, and place them in a convenient location.

Food and Beverages

Verify the arrangements for food and beverages (schedule, menu, buffet or sit-down, snacks, etc.). Arrange for coffee/tea stations.


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Success Keys for the Teacher/Coach “Hat”: Summary Tool

Behaviors/Actions

Rapport

• Consistently acknowledge comments and responses (“Good input, Harry” or “We’ll cover that later in the session, Jane”).

• Vary the way you acknowledge contributions (“I appreciate that,” “Great observation,” “Good point,” “Nice job on the assignment”).

• Use first names, if possible (“Edward, I’d like you to act as the timekeeper. Is that okay with you?”).

• Thank an individual for comments/participation (“It’s good to hear your point of view on the issue, Susan”).

• Avoid interrupting when a participant is providing input. • Avoid demeaning anyone through word or behavior. • Use empathetic statements to identify with a participant.

Identify the situation and the emotions (“Alice, I can understand your disappointment over not getting the team lead job after acting in that job on an interim basis for a month”).

Communication

• Practice active-listening skills. • Use your body language as a communication tool (e.g., move

toward an individual when he/she is commenting/responding to indicate that you’re listening; nod your head to indicate that you agree; smile to encourage more participation).

• Remain alert and responsive. • Make eye contact when listening to a response or comment.

Coaching

• Explain the “big picture” of the training or the activity. • Provide clear, thorough directions and clarify page numbers and

materials. • Ask quiz- or challenge-type questions to verify understanding. • Use analogies or stories to clarify concepts. • Offer suggestions and reminders where appropriate

(e.g., suggest that participants take notes on various points to ensure learning).

• Provide feedback on performance. • Make transitions from one topic or activity to the next. • Redirect group when off-focus (e.g., call a time-out, use charts).

(continued)


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Success Keys for the Teacher/Coach “Hat”: Summary Tool (concluded)

Behaviors/Actions

Interactivity

• Ask for volunteers to participate in an exercise or activity. • Ask for questions after presenting new information. • Use open-ended questions (what, how, when, where, who) and

open-ended follow-up questions (what else, who else, what additional thoughts, how else, etc.) to elicit participation.

• Seek and use examples from work or personal experience that demonstrate the training concepts.

• Set up activities such as role plays, simulations, and learning games. Use positive modeling, provide written as well as verbal instructions, and use guided instruction.

• Debrief role plays, simulations, and learning games with small-group reporting, probing questions, or guided reflection.

Preparation

• Practice the delivery. • Make notes or reminders in the Facilitator’s Guide, if necessary. • Prepare flipcharts or transparencies ahead of time. • Organize supplies ahead of time. • Make copies ahead of time. • View training video ahead of time, and take notes on the content. • Check each piece of equipment to make sure it works.


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Success Keys: Coaching Tool *Coaching Scale: 1 = Opportunity for improvement 2 = Effective 3 = Very effective

Key Behaviors Check off the behaviors

that were observed

Coaching Score*

Comments Describe one or two

specific examples of the behaviors observed.

Rapport Consistently acknowledged participants’

comments and responses. Varied acknowledgments (“I appreciate

that,” “Great observation,” “Good point,” “Nice job on the assignment”).

Thanked participants. Avoided “demanding” behaviors, actions. Identified facts and feelings (“You sound

disappointed that your team disbanded,” or “You sound thrilled with your new job”).

Communication Demonstrated active-listening skills (nodded

head, made comments like “Yes” or “I see,” etc.).

Acknowledged situations that were difficult or problematic.

Used body language appropriately and effectively (smiled to encourage participation, nodded head to indicate agreement, etc.).

Remained alert and responded to participants’ body language.

Made eye contact when listening to a response or comment.

(continued)


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Success Keys: Coaching Tool (concluded)

*Coaching Scale: 1 = Opportunity for improvement 2 = Effective 3 = Very effective

Key Behaviors Check off the behaviors

that were observed

Coaching Score*

Comments Describe one or two

specific examples of the behaviors observed.

Coaching Explained the big picture of the training or

the activity. Provided clear, thorough directions and

clarified page numbers and materials. Asked quiz- or challenge-type questions to

verify understanding of information. Used analogies or stories to clarify concepts. Offered suggestions and reminders where

appropriate. Provided feedback on performance. Made transitions from one topic or activity

to the next. Redirected group when off-focus.

Interactivity Asked for volunteers to participate. Asked for questions after presenting new

information. Used open-ended questions (what, how,

when, where, who) and open-ended follow-up questions (what else, who else, what additional thoughts, how else, etc.) to elicit participation.

Sought and used examples from work or personal experience that demonstrate the training concepts.

Set up activities such as role plays, simulations, and learning games; provided written as well as verbal directions; and used guided instruction.

Debriefed role plays, simulations, and learning games using small-group reporting, asking probing questions, or using guided reflection.

59

SERT stands for Set up, Execute, Reflect/debrief, and Transition. It is an application model designed to help you prepare for the individual instructional segments of a training session. It walks you through the preparation process via a series of worksheets that contain coaching questions and statements (i.e., prompts, tips, etc.). Information on the worksheets builds on the key points covered in the previous units of this book.

• Set up: Decide how you will prepare the learners for the instructional segment (e.g., storytelling, handout of instructions, assignment of roles).

• Execute: Decide how you will conduct or teach the segment (e.g., using media and/or props, tips for managing group process).

• Reflect/Debrief: Decide what process or method you will use to stimulate reflection/grasping of the learning points (e.g., journal-ing, large-group sharing, flipchart gallery).

• Transition: Decide how you will move smoothly to the next segment of instruction (e.g., recap, preview, visually set the stage).


60

SERT Model

(1) SET UP (2) Execute (3) Reflect/ Debrief

(4) Transition

Prepare the physical environment and the participants for the instructional segment (e.g., storytelling, handing out or reviewing instructions, assigning roles). Prime the pump for maximum learning.

Segment Title: Segment Objective(s): Segment Overview: Equipment and Supplies Needed Check off equipment and supplies that are needed. Verify that each piece of equipment works and that you are proficient in its use. Make sure that materials such as handouts are organized; copies are made; and flipcharts, transparencies, and PowerPoint slideshows are ready to use.

Video monitor and VCR

Overhead projector Computer/PC LCD (Liquid

Crystal Display) Extension cords Portable CD player Video or DVD Music tape or CD Projector Built-in screen

Built-in sound system

Whiteboard Flipchart(s) Flipchart stand(s) Props (e.g., toys,

game pieces, game board)

Markers and other writing or drawing materials

Paper

Tape Push pins Scissors Wall charts Handouts

(e.g., instructions, job aids)

Prizes or rewards (candy, trinkets, etc.)

Miscellaneous

THE SERT MODEL

61

Important Questions to Ask Yourself

• Are there instructions that need to be handed out, posted, or demonstrated?

• Is coaching needed before executing an activity in the segment? (Should you assign roles for a group exercise, encourage partici-pation in an unfamiliar or sensitive activity, model a behavior or action for participants?)

• What areas of difficulty could affect setup? Consider the time of day when the activity is facilitated, such as after lunch; the amount of space in the room; the time needed for setup; logistics (multiple rooms for breakout or sequestered prep work, etc.).

• What actions will you need to take to ensure a smooth setup? Should you arrive early? Arrange materials or equipment for the activity before the workshop begins? Prepare examples for raising participants’ interest in the activity? Determine what you will say or do to connect the activity to previous information covered in the workshop or to problems in the workplace?

• Do you need to bookmark or cue a video or DVD ahead of time for the next segment?


62

Important Strategies for Connecting to the Audience and/or Creating Impact

Connecting to the Audience Compliment or esteem enhancer (e.g., applaud something the group has done or said) Recognition or thank you Empathy (e.g., relate to the group’s emotional state, if appropriate) Call to action (e.g., challenge the group in a positive way) Humor (e.g., use a humorous theme, as appropriate) Identification of a link (e.g., share something in common with the group) Involvement (e.g., ask the group to acknowledge whether they understood a certain point)

Creating Impact Teaser (e.g., preview/raise interest; promise a payoff) Drama (e.g., appeal to the group’s emotions; grab attention with a testimony or eye-catching picture) Storytelling Visualization (e.g., draw a mental picture; make use of the group’s imagination) Validation (e.g., cite or quote experts) Fun (e.g., use props or music)

Performance-Support Tools

• Use the Presentation Planner (pages 21–22) to help you pre-pare for a content-oriented delivery (i.e., a delivery that focuses on dissemination of information, as opposed to group process).

• Review the Tips for Successful Delivery tool (page 15) to help refine your delivery style/approach.

• Review the Symptoms of a Training Session in Trouble (page 6) for a reiteration of key elements for effective delivery.

• Review the Equipment Preparation Checklist (page 52) and Facility Preparation Tip Sheet (pages 53–54) for important reminders about room setup, layout, equipment, etc.

• Review the Techniques for Connecting to the Audience (page 12) and Techniques for Creating Impact (page 14) for additional information on presentation techniques.

THE SERT MODEL

63

SERT Model

(1) Set Up (2) EXECUTE (3) Reflect/ Debrief

(4) Transition

Process for conducting or teaching the seg-ment (i.e., using media, information, group process, and/or props; tactics for managing group dynamics, etc.). Anticipate how you will handle specific issues or problems that might come up.

Time and Length of the Segment: Important Considerations Are there any difficult, challenging, or sensitive issues or themes that will be covered in the segment? If so, what actions can be taken to mitigate or head off these potential problems (e.g., inform participants that the activity might uncover sensitivities; ask participants about their comfort level; explain the benefits of the activity; tell participants of a pitfall that most groups encounter; hand pick group for an activity; signal to the group to denote the time left for an activity). Note: Make sure the actions will not compromise the integrity of the activity.

Important Strategies for Facilitating Experiential Activities • Provide coaching where needed (i.e., offer feedback, make sug-

gestions, use examples or metaphors). • Pay attention to the matching process when assigning pairs or

groups if interpersonal dynamics are important. • Read the group’s dynamics. Monitor air time among members,

and be aware of voice tone, energy level, physical posture, information flow, or stagnation.


64

Role Play

• Establish clear outcomes for the role play.

• Allow for feedback from peers. • Reinforce the learning points. • Never skip debriefing. • Allow time for preparation. • Prepare checklist forms for the

observers. • Create pair, trio, or group scenarios. • Switch roles among the participants.

Simulation • Provide detailed instructions,

written or verbal. • Create relevant and realistic

situations. • Incorporate key principles within

the activity. • Make sure that participants are

allowed to debrief after the process. • Allow participants to record their

observations. • Use an observation checklist as a

part of the debriefing process.

Case Study • Choose a case study that fits the

work environment of the group. • Allow participants to read, take

notes, and prepare for analysis. • Appoint a facilitator for each small

group. • Allow time for each facilitator to

present his or her group’s report. • Summarize the main points of each

group’s analysis.

Game • Allow time for the process. • Set the stage for the process. • Provide instruction sheet or write

instruction on flipchart. • Make sure the group understands

the instructions. Ask open-ended questions to clarify their understanding.

• Debrief and review the learning points.

• Acknowledge “winners” and “losers” in competition situations.

• Try to raise their self-esteem.

THE SERT MODEL

65

Small Groups • Assign roles or encourage the group to assume roles (timekeeper,

scribe, facilitator, etc.). • Recommend tools or processes that can facilitate the activity

(flipchart, brainstorming, round-robin, etc.). • Try not to insert yourself into the group’s execution of

processes or discussion. Instead, take notes on the dynamics and share during the debriefing/reflection period. Review your role with the group as facilitator, as opposed to participant, during small group discussions.

• Ask open-ended questions and open-ended follow-up questions to elicit/encourage input (what, when, where, how, and what else).

• Use door openers to clarify and extend input (“Oh.” “Tell me more about . . .” “Describe. . .” “Explain.” “I see.” “Help me understand . . .” “How did . . .”).

• Use body-language door openers to encourage input and maintain esteem. Nod your head; raise your shoulders, hands, or arms; use facial expressions. Smile, make eye contact, raise eyebrows. Lean toward the person who is speaking.

Performance-Support Tools • Review the Conducting a Group Activity worksheet

(pages 48–49) for additional guidance on group management. • Review the Success Keys: Coaching Tool (pages 57–58) for

specific behaviors and actions. • Review the “TIPE” Feedback Model (page 37) if the execution

involves feedback.


66

SERT Model

(1) Set Up (2) Execute (3) REFLECT/ DEBRIEF

(4) Transition

Decide what process or method you will use to stimulate reflection/grasping of the learn-ing points or information sharing. (Consider using journaling, large-group sharing, flip-chart gallery, etc.)

Time Designated for Debriefing:

Media and Materials Needed (flipchart, markers, projector, computer, etc.):

Important Points Regarding Debriefing Process • Use appropriate/applicable questions to help the group reflect on

and apply the learning (see the text box on the next page). Think about the questions you want to use ahead of time; write them on note cards or post them on a flipchart for easy reference during the debriefing.

• Select a format for sharing information and/or reactions to the activity/learning segment (e.g., flipchart gallery, large-group sharing, journaling, group reports, observer reports).

• Use feedback as a reinforcement tool during the debriefing. See the text box on the next page for a feedback model.

THE SERT MODEL

67

Important Questions to Ask Yourself • What problems might come up during the debriefing? What

actions could be taken to mitigate the problems? • What indirect opportunities might occur during the debriefing

(e.g., teambuilding, greater self-awareness, etc.).

Debriefing Questions • What did you learn? • Did that remind you of anything? • How did you feel about that? • Who else had the same experience? • Who reacted differently? • What did you observe? • What were you aware of? • What were the pluses/minuses? • How might it have been more

meaningful? • What’s the good/bad news? • What changes would you make? • What would you continue? • What are the costs/benefits? • If you had to do it over again, what

would you do? • What additions/deletions would

help? • What principle/law did you see

operating? • How did this relate to other

experiences? • What did you associate with that?

“TIPE” Feedback Model Targeted: Identify the particular behaviors and/or actions of the group member (i.e., what the person said or did, or did not say or do). Also, indicate what happened as a result of the behaviors or actions. Incident based: Focus on a particular performance-incident or skill-development need. Prompt: Give feedback as close to the time of the incident as possible. Feedback is a lot more powerful when the situation is still in recent memory. Even: Tell the person what he/she needs to improve or change, as well as what he or she did well.


68

SERT Model

(1) Set Up (2) Execute (3) Reflect/Debrief

(4) TRANSITION

Decide how to move smoothly to the next segment of instruction (e.g., recap, preview, visually set the stage).

Title of next segment:

Purpose of next segment:

Equipment or supplies required to set up the next segment: Video monitor and

VCR Overhead projector Computer/PC LCD (Liquid

Crystal Display) Extension cords Portable CD player Video or DVD Music tape or CD Projector Built-in screen

Built-in sound system

Whiteboard Flipchart(s) Flipchart stand(s) Props (e.g., toys,

game pieces, game board)

Markers and other writing or drawing materials

Paper

Tape Push pins Scissors Wall charts Handouts

(e.g., instructions, job aids)

Prizes or rewards (candy, trinkets, etc.)

Miscellaneous

THE SERT MODEL

69

Important Questions to Ask Yourself • What will you say or do to move to the next segment or activity?

Tell a relevant story? Repeat a few key points? Ask an intriguing question?

• What are the learning links between this and the next segment?

• Could the group be having difficulty moving to the next segment because they are emotionally or physically exhausted from the previous one? How will you adjust? Should you give a short break?

• What is the best method for moving to the next segment/ activity? Recap the big picture? Preview? Visually set the stage?

• Is there a story or example you can use to tie this and the next segments together? Think through the story or example ahead of time. Put notes on a flipchart or note cards if necessary.

• Do you need time to set up for the next segment? • Do you need to bookmark or cue a video or DVD ahead of time

for the next segment?

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Techniques for Creating Im

pact (concluded

)

Visualization • D

raw a m

ental picture or image for the audience.

• Make use of the audience’s im

agination. Dram

a • Cite or quote experts or fam

ous or renowned persons.

Storytelling • Make the audience feel good. Involve them

. • U

se methods such as gam

e-show form

ats (“The survey says . . .” or “Top-ten reasons . . .).

• Use props, objects, and/or m

edia (sounds, pictures, m

usic).

Be a Star Facilitator or Presenter—

© S. Cowan

Techniques for Connecting to the A

udience (concluded

) C

all to Action

Challenge the audience in a positive way. Appeal to participants’ character, sense of

competition, am

bition, desire to take advantage of an opportunity, etc. Hum

or Tell a funny story as the opening of the presentation. U

se a humorous them

e throughout the presentation. Identification of Link Share w

hat you have in comm

on with the audience, such as: the sam

e generation, sim

ilar experience, same taste in m

usic or books, or similar

stance on a subject. Involvem

ent Ask the audience questions to break the ice, such as these: “This m

orning I’m

going to talk about television portrayals of sibling relationships. Who

remem

bers the television program Fam

ily Ties? Good. I see a lot of hands.

Do you recall the character played by M

ichael J. Fox? Great!”

Ask the audience for their opinion or to acknowledge w

hether or not they understood a certain point. (“I know

this is a complex process. D

id I explain that last point to your satisfaction? D

o I need to repeat it?”) B

e a Star Facilitator or Presenter—© S. Cow

an

Activity C

ard (concluded

) (C

ategory: Ice Brea

ker/Wa

rm-up)

Debrief

Prepare flipchart questions ahead of time to prom

ote reflection and discussion, or com

mit the debrief questions to m

emory.

• Why did you select a particular m

etaphor?

• How

does identifying/discussing (with others) how

you feel about presenting or facilitation help you im

prove your skills?

• What does it m

ean when you see other participants at different

flipcharts? Ask the questions and guide the discussion. B

e a Star Facilitator or Presenter—© S. Cow

an

Activity C

ard (concluded

) (C

ategory: Ice Brea

ker/Wa

rm-up)

The four metaphors are:

(1) Presenting in front of a group is like riding a roller coaster: It’s both exhilarating and frightening.

(2) Presenting in front of a group is like a new pair of shoes: Tight and

uncomfortable until you break

them in.

(3) Presenting in front of a group is like being in a hailstorm: It’s fast

and furious, and you just have to ride it out.

(4) Presenting in front of a group is like savoring a hot fudge sundae. It’s delicious and satisfying, and leaves you eagerly looking forw

ard to m

ore. Be a Star Facilitator or Presenter—

© S. Cowan

Be a Star Facilitator or Presenter of Trainingfiles.constantcontact.com/93d4ada3001/564deec7-9829-44e4-95b3-… · a star facilitator or presenter. Learning can be a very powerful

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