DISTRICT TRAINERS’ DISTRICT TRAINERS’ TRAINING SEMINARTRAINING SEMINAR

Jakarta Rotary InstituteJakarta Rotary Institute

Thursday 30 November, Thursday 30 November, 20062006

Learning ObjectivesLearning Objectives

Preparing Training LeadersPreparing Training Leaders Characteristics of an Adult Characteristics of an Adult

Learner Learner Facilitating LearningFacilitating Learning Guiding DiscussionsGuiding Discussions Questioning TechniquesQuestioning Techniques Nonverbal CommunicationNonverbal Communication

1. Preparing Training Leaders1. Preparing Training Leaders

• Training leaders are from a variety of Training leaders are from a variety of backgrounds. backgrounds.

• The Object is to ensure we deliver The Object is to ensure we deliver uniform and consistent training.uniform and consistent training.

• Preparatory sessions should occur well Preparatory sessions should occur well in advance so that materials and in advance so that materials and presentations can be modified. presentations can be modified.

2. Characteristics of 2. Characteristics of an Adult Learneran Adult Learner

Understanding the characteristics of an adultUnderstanding the characteristics of an adult

learner will help you develop training that islearner will help you develop training that is

appropriate and effective. Adult learners are appropriate and effective. Adult learners are RealisticRealistic

ExperiencedExperienced Unique Unique

Learning pattern Learning pattern BusyBusy

Training Adult LearnersTraining Adult Learners

Keep the characteristics of an adult learner in Keep the characteristics of an adult learner in mind when developing training. mind when developing training.

When developing training, When developing training, remember each learner is an individual remember each learner is an individual with specific needs and learning styles.with specific needs and learning styles.

3. Facilitating Learning3. Facilitating Learning

The Role of the FacilitatorThe Role of the Facilitator

Making something easier, such as a Making something easier, such as a

meeting or discussion. meeting or discussion. Neutral individuals - determine, guide Neutral individuals - determine, guide

and monitor discussions. and monitor discussions.

A Good FacilitatorA Good Facilitator

(Discussion Leader)(Discussion Leader)

Gets people excited about participating right Gets people excited about participating right from the beginning from the beginning

Keeps the group focused and on schedule Keeps the group focused and on schedule Explores critical issues through questioning Explores critical issues through questioning Builds consensus from diverse views Builds consensus from diverse views Maintains a high energy level and keeps Maintains a high energy level and keeps

participants engaged participants engaged Mitigates negative behavior within the group Mitigates negative behavior within the group

The Pace of DiscussionThe Pace of Discussion

Pace discussion has a direct impact on the Pace discussion has a direct impact on the

effectiveness of training. effectiveness of training. Pace too slow > few topics and in too detail. Pace too slow > few topics and in too detail. Pace too fast > skims the surface of each topic. Pace too fast > skims the surface of each topic. Level of experience in a group influences the Level of experience in a group influences the

discussion tempo. discussion tempo. If participants not well informed, provide more If participants not well informed, provide more

information to sustain discussion. information to sustain discussion. Carefully posed questions will control the pace Carefully posed questions will control the pace

of discussions. of discussions.

4. Guiding Discussions4. Guiding Discussions

TechniquesTechniques To draw out a silent member: To draw out a silent member: ““What is your opinion of…, Mary?”What is your opinion of…, Mary?” ““John, from your experience on this John, from your experience on this

general subject, would you. . .?general subject, would you. . .?

To suggest the need for sharing To suggest the need for sharing personalpersonal

experiences: experiences: ““Does anyone know of instances where Does anyone know of instances where

this has worked?”this has worked?” ““So that I might call on you later and ask So that I might call on you later and ask

you to share your experience, think about you to share your experience, think about your own experience in this matter.”your own experience in this matter.”

To call attention to points that have not To call attention to points that have not beenbeen

considered: considered: ““Based on your experience, what aspects of the Based on your experience, what aspects of the

problem need further discussion?”problem need further discussion?” ““Before we continue, perhaps we should Before we continue, perhaps we should

consider another aspect of the topic.”consider another aspect of the topic.”

To use conflict constructively: To use conflict constructively: ““Since we seem unable to resolve this Since we seem unable to resolve this

difference now, could we move on to the next difference now, could we move on to the next point? Perhaps further discussion will reveal point? Perhaps further discussion will reveal additional information about the issue.” additional information about the issue.”

““It may be that a reasonable solution lies It may be that a reasonable solution lies somewhere between the two views expressed. somewhere between the two views expressed. What parts of the two views are acceptable to What parts of the two views are acceptable to all of us?”all of us?”

To test the strength of a point of view: To test the strength of a point of view: ““How many others would agree with the How many others would agree with the

point just raised?” point just raised?” ““How much importance should be How much importance should be

attached to this issue?” attached to this issue?”

To prevent a few from dominating theTo prevent a few from dominating thediscussion: discussion: ““Excuse me. Before you continue, may I Excuse me. Before you continue, may I

ask if anyone has a comment on the point ask if anyone has a comment on the point you have just made?”you have just made?”

““Since we have only a few minutes left, Since we have only a few minutes left, could you summarize your remarks so we could you summarize your remarks so we may hear what the others think?”may hear what the others think?”

To keep the discussion on the agenda: To keep the discussion on the agenda: ““Let’s save this topic for the end of the Let’s save this topic for the end of the

discussion.”discussion.” ““We’ll cover this issue later in the session. We’ll cover this issue later in the session.

Let’s move on.”Let’s move on.”

To suggest the need for closing the To suggest the need for closing the discussion: discussion:

““May I ask for two or three final comments May I ask for two or three final comments before we close?”before we close?”

““According to my watch, we are scheduled to According to my watch, we are scheduled to finish discussion in about five minutes. Is finish discussion in about five minutes. Is there a final comment?”there a final comment?”

5. Questioning Techniques5. Questioning Techniques

The Importance of Posing Questions The Importance of Posing Questions Questions are one of the best ways Questions are one of the best ways

to guide a discussionto guide a discussion

Asking participants questions can help to :- Asking participants questions can help to :- Encourage analysis of a topic Encourage analysis of a topic Introduce topics not yet discussed Introduce topics not yet discussed Evoke participants’ stories and experience Evoke participants’ stories and experience Broaden participation Broaden participation Review a difficult concept Review a difficult concept Redirect a discussion Redirect a discussion

Questions are either Questions are either

close-ended or open-ended.close-ended or open-ended.

Close-ended questions seek Close-ended questions seek particular, factual answers. particular, factual answers.

Open-ended questions, which Open-ended questions, which may not have a correct answer, may not have a correct answer, seek a range of opinions, ideas, or seek a range of opinions, ideas, or options. options.

Questioning TechniquesQuestioning Techniques

Written questions Written questions Those written on flip chart paperThose written on flip chart paperRelay questions Relay questions Relay a question raised by a participant to the Relay a question raised by a participant to the

group.group.Directed questions Directed questions Ask specific individualsAsk specific individualsReverse questions Reverse questions Suggest the person posing the question give his or Suggest the person posing the question give his or

her own answer. her own answer. Redirected questions Redirected questions Direct the question to another participantDirect the question to another participantFocused questions Focused questions Ask the group if the original question has been Ask the group if the original question has been

answered successfullyanswered successfully

6. Nonverbal 6. Nonverbal CommunicationCommunication

Researchers specializing in nonverbal Researchers specializing in nonverbal communication have found that 7 communication have found that 7 percent of a speaker’s perceived percent of a speaker’s perceived attitude is conveyed verbally and attitude is conveyed verbally and 93 93 percent nonverbally. percent nonverbally.

Of that 93 percent, 38 percent is Of that 93 percent, 38 percent is attributed to vocal cues, such as attributed to vocal cues, such as pitch and tone, and 55 percent to pitch and tone, and 55 percent to facial cues. facial cues.

Voice Qualities and Characteristics Voice Qualities and Characteristics

If you are excited, your voice can help If you are excited, your voice can help convey that excitement. convey that excitement.

If you are bored, frightened, or insecure, If you are bored, frightened, or insecure, that may also be conveyed. that may also be conveyed.

Facial Expression Facial Expression Facial expression will identify someone who Facial expression will identify someone who

disagrees with a statement, does not disagrees with a statement, does not understand a point, or has something to understand a point, or has something to say. say.

The training leader’s facial expression can The training leader’s facial expression can express interest or concern without taking express interest or concern without taking the time to formulate the words. the time to formulate the words.

Silence Silence Standing silently at the beginning of the Standing silently at the beginning of the

session may be conveying that it is time to session may be conveying that it is time to start. start.

Silence after asking a question lets Silence after asking a question lets participants mentally prepare a response. At participants mentally prepare a response. At times, if participants know the subject, it is times, if participants know the subject, it is proper to remain silent. proper to remain silent.

Eyes Eyes Eyes help in controlling who speaks Eyes help in controlling who speaks as you move around the room. as you move around the room. - judged sincere if looked at the audience 63 - judged sincere if looked at the audience 63

percent of the time percent of the time - judged insincere if looked at the audience - judged insincere if looked at the audience

only 20 percent of the time. only 20 percent of the time.

Use of Space Use of Space Your position in the room affects the Your position in the room affects the

flow of training. flow of training. Greeting people at the door & Greeting people at the door &

standing in the front of the room standing in the front of the room sends message that you are in sends message that you are in control. control.

Moving closer to a participant may Moving closer to a participant may indicate interest. indicate interest.

Moving away may signal that you Moving away may signal that you want to hear another comment.want to hear another comment.

A Discussion Leader or facilitator mustA Discussion Leader or facilitator must

1.1. Prepare wellPrepare well2.2. Be confidentBe confident3.3. Be a discussion leader and not a teacherBe a discussion leader and not a teacher4.4. Be early; be punctualBe early; be punctual5.5. Speak slowlySpeak slowly6.6. Eye to eye contactEye to eye contact7.7. Avoid looking at the time (watch)Avoid looking at the time (watch)8.8. Move around Move around 9.9. Be positiveBe positive10.10. Control time wellControl time well