facilitating high impact learning - wavelength...

In this Resource Guide, you will find five separate sections, each containing resources that will prove invaluable to your future training sessions.

Facilitating High Impact Learning Resource Guide

www.wavelength.training

© Copyright, Wavelength Ltd., 2012All rights reserved. This guide is intended for the personal use ofthose who attend a Wavelength Ltd. workshop, and no part of it may be reproduced in any form without written permission from the copyright holder.

Published byWavelength Ltd. Web site: www.wavelength.training

Printed in Canada

© Wavelength, 2012 Facilitating High Impact Learning: Resource Guide 1

3 Section #1: Illustrating

3 Why Use Visuals

4 Choosing your Medium

10 Desiging Your Visuals

17 Word Visuals

21 Designing Charts, Tables and Graphs

36 Laptop Training Sessions

44 Managing Your Visuals

47 Major Do’s and Don’ts

48 Section #2: Speaking Effectively

49 Choosing and Using High-Impact Words

51 Putting Your Voice to Work

54 Personal Voice Checker

55 Non-verbal Ways to Communicate

58 Body Language Checker

59 Section #3: Look Good, Sound Good, Feel Good

59 Take Control

59 Your Body

62 Your Voice

64 Your Attitude

65 The Weary Traveler

68 Section #4: Setting Up Your Training Room

74 Section #5: Using Computers to Train

76 Performance Tracker for Trainers

Contents

2 Facilitating High Impact Learning: Resource Guide ©Wavelength, 2012


Why Use Visuals

Visuals have been a powerful means of communication for thousands of years – from simple drawings on cave walls to today’s elaborate electronic training sessions. When used correctly, visuals will strengthen any message. Effective visuals are, therefore, vital to the success of your training session. Statistics on how much learners understand and remember from listening to a trainer are dismal. But, statistics improve dramatically when a trainer uses clear, well-designed visuals that support their verbal message.

The key is to know when to use visuals to engage your learners; and, how to design visuals to support your message.

Poorly used or badly designed visuals can destroy an otherwise good training session and damage a trainer’s credibility.

NOTE

Section #1: Illustrating


Choosing Your Medium

The type of visual you choose will depend on the situation in which you will be training, your objective and your learners.This section involves an overview of the pros and cons of the most commonly used visual media:

• laptop training sessions

• SMART® boards • web training sessions• the f lipchart• handouts.

Regardless of your preparation, technologies can fail. Therefore, no matter which visual media you choose, always have a backup plan and be prepared to give your training session without the use of any technology or visual aids.

TIP


Laptop Training Sessions

Pros• add interest through color and movement• content can be changed at last minute or during the training session• easily transportable

Cons• facilitators rely too much on slides and forget

that they are the “stars” of the show• facilitators fall into poor training habits

When carefully planned, laptop visuals can add professionalism to your training session. When well orchestrated, they can bring life to your topic. However, they require careful planning and skilled delivery.


SMART® Boards

Pros• touch-sensitive display board connects easily to your computer and digital (or

LCD) projector• computer applications can be controlled from touch board image• notes can be written using digital ink• information can be erased in small or large chunks• work can be saved into a notebook file• handwriting can be converted into text

Cons• expensive • limits trainer’s movement and image visibility (trainer stands between

projector and board image)• difficult to write clearly and easily (handwriting appears large, blocky, and

messy)• if trainer accidentally leans against – or rests the edge of their hand on – the

board image, cursor automatically switches control to the board and the trainer’s hand

• computer and board can get knocked out of alignment • URLs (website addresses) must be entered at the computer

SMART® Boards offer unique options to change and record key messages on the spot. They are highly sensitive though and you need to develop a level of finesse to work with them. Be sure you practice and familiarize yourself completely with the SMART® Board’s features, functions and weaknesses before introducing this high tech tool into your training sessions.


Web-Based Training Sessions

Pros• inexpensive • connect learners and trainer through the internet in real-time• can be recorded for later distribution• learners can be geographically dispersed• trainer can mute or unmute individual learners• can be arranged on short notice

Cons• need to rely on web conferencing service provider• managing technology and delivery can be challenging for any trainer • trainer can’t depend on non-verbal feedback from the learners • learners must rely on trainer’s verbal and visual cues without

the aid of body language• learners are likely multi-tasking during training session• bandwidth delays vary geographically • delays between the time you speak/show a visual and the time learners hear

you/see the visual can interrupt f low• animation appears choppy and disjointed• background noise can disrupt training session

Web-Based training sessions are gaining in popularity. They offer great opportunities to reach learners, but present a myriad of challenges for a trainer. The key to web-based training sessions is more visuals or activity on the screen, but not more information. Keep it simple but entertaining and practice, practice, practice.


The Flipchart

Pros• f lexible, easily modified• useful for building ideas in interactive facilitation• no risk of mechanical failure• good for training sessions or informal groups

Cons• requires good printing and/or drawing skills• not effective for audiences of more than 30• may look amateurish• not usually re-usable• hard to prepare in advance as they do not travel well

Flipcharts offer an easy, reliable way to gather learner feedback and create interaction.

Some people have an environmental objection to flipcharts (too much paper = too many trees). Nevertheless, flipcharts remain the medium of choice for quickly and inexpensively capturing ideas.

NOTE


Handouts

Pros• may be sent out in advance• may be retained for future reference

Cons• may be confusing• trainer may lose learners’ attention• often thrown away after training session

Handouts can be used before, during or after your training session. They are a useful way to provide more detail than your training session time allows. You should include copies of any charts, tables, graphs, etc. that are too detailed or too busy to use in your training session visuals.

If you use Microsoft PowerPoint, you can choose to print the “three slides per page” option for your handouts. This print option automatically provides a section down the right side of the page for participants to write notes.

TIP


Designing Your Visuals

General Design Principles

Few trainers have innate talents in graphics and design. So, for high profile training sessions, a good trainer will enlist the help of a professional to prepare and design visuals.If you have neither the time nor the budget to hire the services of a graphics specialist, computer graphics packages can save the day.By following these basic rules, you will be able to create visuals which help your learners understand your message:

• Communicate only one or two key concepts per visual• Do not overcrowd your visuals (maximum 36 words; 6 x 6 rule)• Use a readable font size (28 point or higher)• Use a font that is easy to read from a distance (condensed and serif fonts are

more difficult to read)• Use descriptive headings• Use pictures and numbers rather than words (where possible)• Use color (where possible)• Maintain consistency throughout a set of visuals (i.e. color, background,

layout, typeface, etc.).


Some Hints on Typography

Computers have thrown us into a world of fonts and type styles that can be overwhelming. Let’s cut through all the terminology. Follow these guidelines and you will not go wrong.Use upper and lower case

Use both UPPER and lower case letters. People can read lower case text 14%-19% faster than all-capital text. You may, however, use all caps in headings.

Choose an easy-to-read font

Use an easy-to-read sans serif font for the text on your slides. Verdana or Arial will both serve you well. For contrast, consider using a serif font such as Times New Roman or hybrid font such as Eurostile for headings.

No more than two fonts

Use no more than one or two fonts for slides.

Choose an easy-to-read font size

Use a minimum font size of 28 – higher if the room is large – for the text. As a general rule, headings (or headlines) should be 4-6 points larger than the bullet or paragraph text in your slides.You may want to consider using the sign painters’ rule, for example:

• 1” letters are readable from 10 feet• 2” letters are readable from 20 feet• 3” letters are readable from 30 feet

To check your font size, look at your laptop screen from 12 feet away. Then try a distance of 6 feet. Can you read your screen easily from both distances?

TIP


Example of Arial (a sans serif font) in ...

28 points looks like this32 points looks like this

36 points looks like this

Example of Times New Roman (a serif font) in ...

28 points looks like this32 points looks like this

36 points looks like this

Try to test your visuals in a room the same size as the one where you will be training. Make sure your font size is readable from the back of the room.

If you are training in an auditorium, we suggest you use a minimum 30 point boldface font (sans serif fonts work best).

TIP


Using Descriptive Headings

Ensure each visual has an appropriate, descriptive, reader-focused heading. Keep your headings short. Do not underline your headings as it will make your visual look cluttered. If you need to separate the heading from the text, use a graphic line (see example below), color or shading.How not to do it

You will notice that by removing the underline and by changing the text to initial caps and lower case, the second example is easier to read.

Maintain a consistent look You can maintain a consistent look throughout your visuals by using the same style for all your headings. You may choose initial caps and lower case letters or all caps; you may choose a serif font or a sans serif font; you may choose center, right or left justification; or you may choose to use color or shading . . . as long as you are consistent.

MARKETING STUDY ON PRODUCT X

Marketing Studyon Product X

A better way


Using Color

If preparation time is short, black type on a plain slide will do the job. But color works wonders for visuals. It creates interest and can be used to highlight or differentiate information.

Presenting in a light roomWhen presenting in a very light room, use a light background for slides. For slides with a light background, use these colors for best contrast:

• black (highest contrast)• red (use for highlighting)• orange• dark blue (lowest contrast, but still okay).

About 15% of people have a partial degree of red/green color blindness. People with color blindness are unable to differentiate between reds and greens; and, sometimes this confusion may also involve blues and yellows. Therefore, do not use reds and greens or blues and yellows together (e.g. as adjoining segments of a pie graph).

TIP


Presenting in a dim or low light roomIn low light situations, choose a dark background for your slides.

For slides with a dark background, use the following colors for contrast:

• white (highest contrast)• yellow (very effective)• orange• green• red (lowest contrast, but still okay if used in solid

chunks, for example, as a segment of a pie graph).

Black backgrounds often seem too harsh. Instead, try a dark blue background with bright yellow print.

When using a black or dark blue background, choose a sans serif font. It will give you a crisper image than a serif font. Also, use the Bold option for all your text.

TIP


Choosing & Using Templates

Most presentation software allows you to choose from an intriguing array of ready-made templates.

Here are some considerations:

• Make sure the background does not dominate your message because it is too colorful or too busy.

• Choose a template that is appropriate to your topic, your learners and your objective.

• Keep the template consistent throughout your visuals unless you want to “shift gears.” Then a change in background may signal the change in topics effectively for your learners.

Watch out for those (*!?#**?!) typosParticipants can be merciless if your visuals have errors. Always spell check, proofread and check for inconsistencies in your visuals.If you are presenting numerical or financial data, make sure that the math is correct. Don’t allow a few careless errors to destroy your credibility.


Word Visuals

When using text in a visual, you can help your learners by keeping your visual simple and maintaining a consistent look. Here are some general guidelines:• Keep things simple

• Do not overwork your visuals. Cover no more than one or two key concepts — MAXIMUM — on each slide.

• A good rule: Your learners should be able to grasp the concept(s) on any visual within 10 seconds.

• Be a person of few words

• Do not exceed 36 words per visual. If you can keep your word count below 30, so much the better. Distill your message to its essence and resist the temptation to write out full sentences. Use key words or phrases only.

• A good rule: SIX by SIX (i.e. no more than six lines; no more than six words per line).

• Add some clip art or photos

• Support (or replace) text with a picture. By adding easily available clip art images or photos to text-slides, you can enhance your message and create more interest. Choose images that are relevant and support your verbal message.

• Check images to ensure the resolution/quality is high enough to project clearly when enlarged. A few things to consider....A resolution of 300 d.p.i. is usually high enough for scanned images; digital photos are better in XGA resolution (1024 x 768); JPG format provides the best file size and image quality.

Be sure that you have permission to use an image. Check the copyright. Photos available on the internet are almost always copyright protected.

TIP


ABC MANUFACTURINGSTRATEGIC MISSION

In order to fulfill our mission and responsibilities, we are committed to:

• Using the resources entrusted to us in the most efficient and effective manner possible;

• Conducting our work with the highest degree of competence and integrity;

• Valuing the contribution of each individual and maintaining an environment in which the talents of each individual can be expressed, developed and rewarded;

• Striving for excellence in all that we do.

A better way

ABC Manufacturing’s Strategic Mission

Use resources effectively

Demonstrate competence and integrity

Encourage individual contribution

Maintain excellence in products & service

How not to do it

ABCmanufacturing

Replace full sentences with key words and phrases. Then elaborate on each point as you deliver your training session.



Use a T-chart Instead of a list

• Use resources effectively

• Demonstrate capability

• Value individual contribution

• Strive for excellence

• be as efficient and effective as possible

• conduct work with highest degree of competence and integrity

• maintain an environment in which talents of individuals can be expressed, developed and rewarded

• demonstrate excellence in all that we do

GOAL ACTION

T-charts work well when you want to compare two items.

ABC Manufacturing’s Strategic Mission: 4 Goals

• Use resources effectively

• Demonstrate competence & integrity

• Encourage individual contribution

• Maintain excellence in products/service

A more concise way....


Use a picture to support a story, analogy or example

ABC Manufacturing’s Strategic MissionTHE STORY BEHIND THE MISSION


When we started this project, I knew it would take some thought and time. With your input, we’ve finally done it. Thank you.

- Samuel Tucker President & CEO


Designing Charts, Tables & Graphs

A picture is worth a thousand words. A picture or graphic can help make the abstract more concrete for your learners. When preparing visuals, challenge yourself to use graphic forms of display as much as possible.

Whether you use a chart, table, graph or illustration, the best visual is one that communicates your message quickly and effectively. Choosing the right kind of visual to convey information is critical.

Here are some guidelines:

What you want to do Use

Present numeric information

• show proportion • pie or bar graph• show trends or show interactions • line or mountain graph

between two or more variables• draw comparisons or highlight • bar or column graph

differences • present exact values or raw data • table or list

Organize or Compare Ideas

• demonstrate how a measurement • diagram has changed over time

• compare geographic-data • pie chart or map• compare two or more items against

a number of criteria • matrix • compare or contrast two items • t-chart• classify information • table


What you want to do Use

Present process or flow• show sequence of steps or reactions • f low chart• show items organized by previous • decision tree

decisions or choices• illustrate a process • box, arrow or circle

diagram

Show timelines/dates• show duration of tasks or events • Gantt chart• display key dates • calendar

Show relationships• display structure of organization • chart or department• show two items that have some aspects • Venn diagram in common and others different• illustrate relationship between an event • arrow diagram

and an outcome

Let’s take a look at some of the options for charts, tables and graphs.


General Principles

If you are designing charts, tables or graphs for your training session visuals, you should follow these general guidelines:

Make your visuals reader-friendly• Organize your information so that it f lows logically and your purpose is clear

to your learners• Keep text to a minimum (Remember 6 x 6 rule)• Use plenty of white space around text or numbers• Align columns of text or numbers• Make headings large, bold and descriptive (similar to newspaper headlines)• Use thin lines or shading to separate columns and rows• Identify your data source in a small font size at the bottom right or left of

your visual

Communicating numerical data• Round off numbers whenever possible• Use the same unit of measurement when comparing data• Keep charts, tables and graphs simple• Include essential data only

If your slide is too complex, your learners will not be able to read all the information in only 10 seconds. As you prepare to train, consider whether your learners will understand the information better if you present the chart, table or graph on a slide or as a handout.

TIP


Organizational Charts

Organizational charts display the structure of an organization or department. Use an organizational chart to show your learners the hierarchy and relationship of individuals within a group. Your visual should depict the structure of the organization or department and the relationship and levels of responsibility of the people within the group.

How not to do it

AB

C M

anuf

actu

ring

Com

pany Organizational Chart

General Manager John Smith

VP, Quality & Assurance ControlKevin White

DirectorQuality Assurance

Susan Lee

Total Head Count = 46 Total Head Count = 24 Total Head Count = 9 Total Head Count = 14Total Head Count = 48 Total Head Count = 210

ManagerComputer Systems Validation

Takis Pappas

Senior ManagerDocumentation & Training

Michael Marra

ManagerProcess Validation

Paul Leighton

DirectorQuality Control

Judi Maloney

DirectorCompliance

Lester Morrison

Organization• John Smith - General Manager• Kevin White - VP, Quality &Assurance Control• Susan Lee - Director, Quality Assurance• Judi Maloney - Director, Quality Control• Lester Morrison - Director, Compliance• MichaelMarra-SeniorManager,Documentation&Training• PaulLeighton-Manager,ProcessValidation• TakisPappas-Manager,ComputerSystemsValidation

Example 1

Example 2


A better way

Your organizational chart should be structured from top to bottom. Use boxes to display the information about different levels/divisions within an organization . . . or the relationship and levels of responsibility of people within a department. Always use solid lines to connect the boxes that are directly related. If you need to indicate an indirect relationship, use a dotted, dashed or differently colored line to connect the boxes.

ABC Manufacturing Quality Assurance/Quality Control

Paul LeightonManager

Process ValidationTotal Head Count = 48

Takis PappasManager

Computer Systems ValidationTotal Head Count = 24

Judi MaloneyDirector

Quality ControlTotal Head Count = 210

Susan LeeDirector

Quality AssuranceTotal Head Count = 46

Lester MorrisonDirector

ComplianceTotal Head Count = 14

ABCmanufacturing







Michael MarraSenior Manager

Documentation & TrainingTotal Head Count = 9

Kevin WhiteVP, Quality & Assurance Control

John SmithGeneral Manager

ABC Manufacturing Company

John SmithGeneral Manager

Kevin White VP, Quality & Assurance

Control


Using Tables

Tables allow you to present large amounts of information in a concise and orderly way. If your information can be displayed using two major criteria (see example below showing Product vs Age), you can easily present it in rows and columns. By presenting your information in a table, you can quickly and efficiently focus the learner’s attention on key data.

Here are examples of some common types of tables and how you can use them to present your information:

Value tablesAllow your learners to quickly and easily see the relationship between two different values.

Number of Units Sold by Age Group

ProductAge

15-19 20-24 25-39

40 41

55 60 58

73 75 74

81 84 83

66 67 68

A

B

C

D

E

Slide #1(focuses the learner’s attention on Product A in the 15-19 age group)

Slide #2(moves the learner’s focus to Product D in the 20-24 age group)

Number of Units Sold by Age Group

Product

35 40 41

55 60 58

73 75 74

81 84 83

66 67 68

A

B

C

D

E

Age15-19 20-24 25-39

75

35


Condition or decision tablesCondition or decision tables allow learners to consider responses for various conditions or for a combination of events.

Profits by Product Code

If the profit is for: Then use this code:

Vinyl-clad window

Wood-framed window

Metal entrance door

Vinyl clad patio door

80046.11

21268.45

66233.14

10258.04

Colors Available

Product Red Blue Black Brown Green

A

B

C

D

E

X – X – X

X = product available in the color indicated

X X X X –

X X X – –

X – X X X

– X X – X

Matrix tablesMatrix tables help learners to evaluate multiple possible solutions against a pre-determined set of criteria; help the learner to narrow down a wide range of choices or prioritize actions.


10

28

222014.71

15

73

30 18Item 1

Item 4

Item 3

Item 5

Item 6

Item 2

Item 8

Item 10

Item 9

Item 7

Using Pie Graphs

Pie graphs are a simple and effective way to show the relationship of one or more parts to the whole.

How not to do it

The following example breaks almost all the rules of effective pie graph design. The result? A confusing and messy visual that would only serve to irritate learners.

With so many pieces of the pie, this data would have been better illustrated by a bar graph.

While most software packages offer the option of a three-dimensional pie graph, the two-dimensional version is more effective. Three-dimensional may look pretty, but it can visually distort the data.

NOTE


A better way

This pie graph is a more effective example. It has only five segments and the segment that the facilitator wishes to address has been emphasized by moving it slightly away from the pie. Also, since the annotation is outside the pie, the overall effect is less confusing.

Some points to remember

• Explode only one slice of pie• Use the pie graph when you have seven segments or fewer to show• Keep the annotation outside the pie• Use whole numbers rather than decimals• Avoid garish shading patterns• Use color, where possible, to distinguish the segments

Where our revenues come from

South America21%

Pacific12%

Australia20%

Europe21%

North America26%


21%South America

26%North America

21%

Europe

20%

Australia

12%

Pacific

If your data is geographically based, consider using a map to give your learners a clearer picture.

21%South America

26%North America

21%

Europe

20%

Australia

Use graphic highlights or call-outs to direct the learners’ attention to a specific value or the most important information on a slide.

12%

Pacific

Where our revenue comes from

Where our revenue comes from


Using Line Graphs

Line graphs are most useful for showing trends over a period of time. The key to effective line graphs is to keep them as simple as possible. Avoid the temptation to clutter your visual with too much detail or too many comparisons. Here are four criteria for good line graphs:

• Axis must be labeled clearly• Place time on the horizontal axis using the fewest number of intervals

possible• Keep the vertical and horizontal axes proportional to each other

in length• Axis should end at the level of the final data point or one

increment beyond.

How not to do it: A better way:

INCIDENT REPORTS

1000

500

006 07 08 09 10 11 12 13

(000

s)

YEARS

1000

Total Sales (000’s)

Reports of Workplace Incidents2006-2009

500

02006 2007 2008 2009

Years

Look at the line graph titled “A better way.” You will see that we have made the line graph more reader-friendly by:

• Removing the underlining in the • Changing the vertical axis label to heading horizontal • Using a more descriptive • Ending at the final data point on the heading horizontal axis• Adding a more descriptive label • Making the vertical and horizontal for the vertical axis axes proportional in length

Reported New Cases

NOTE


• Line graphs may also be used for comparing trends or data.

• Label each line or, if using more than three lines, use a key to help your learners see the comparison. You may also use color to differentiate between lines.

• As a general rule, avoid using the asterisk (*) as it often does not reproduce well.

• Do not use more than five lines in a line graph to avoid confusion.

Employee Head Count by Region 2003-2008

Years

Staff in 000s

2003 2004 2005 2006 2007 2008

90

80

70

60

50

40

30

20

10

0

USA

Japan

U.K.


Using Bar Graphs

Bar graphs show the relationship of several variables at specific points in time (e.g. relative sales of three products over a five-year period).

Bar graphs may be constructed either vertically or horizontally. They are easy to design but, as always, many trainers are tempted to overcrowd or over complicate them. Here are some points to remember:

• Keep the bars a constant width and vary the length to show quantity

• Keep the bars in two-dimensional form; three-dimensional bars might look pretty, but they detract from the accuracy, precision and readability of the graph

• Use clear labels and/or legends to show what is being demonstrated

• Keep axis intervals to the minimum needed to preserve the integrity of your data

• Use color, where appropriate, to differentiate data.

Some examples:

Actual vs Planned Time for Project Completion

Timein

Days

Phase 1 Phase 2 Phase 3 Phase 4

80 –70 –60 –50 –40 –30 –20 –10 – 0 –

Planned TimeActual Time


An example of a bar graph with non-time variables.

The same data may be shown with the axis reversed.

Market Share

Percent (%)

20

15

10

5

0 N. America Europe Australia Pacific Total

Current

Projected

Market Share

Percent (%)

N. America

Europe

Australia

Pacific

Total

0 5 10 15 20

Current

Projected

} Why 6% less than projected?

Why 6% less than projected?


A Gantt chart is used to show a series of tasks or events over time.

Past Market Influences

N. America

Europe

Australia

Pacific

1988 1998 2008

Markets

Timeline


Laptop Training Sessions

Laptop training sessions offer an effective medium for communicating your message to your learners.

Some “must do” tips for laptop training sessions• Become truly comfortable with your software program and your equipment.• Prepare your training session on your own laptop and when possible use it to

deliver your training session. • Keep the lighting and size of the training room in mind as you design your

training session. • Keep yourself and your message center stage and don’t let the visuals take

over. Visuals should support your message, not be your message.• Open without a slide.• Provide slide holidays.• Use transitions purposefully.• Use the built-in features of your presentation software to build your training

session. Call-outs and graphic highlights can help focus attention on important information without you physically “pointing” at the slide.

We recommend avoiding laser pointers. They can be very distracting and no one can hold them steady enough to prevent the red dot from “jittering” on the slide. Instead, change your cursor to a pen pointer or highlighter.

How? In PowerPoint’s slideshow view, click right and choose Pointer Options; then, select Pen Pointer or Highlighter; finally, practice using the tool before your training session.

TIP


Plan slide holidaysPersuasive trainers give their learners slide holidays on occasion. Learners get tired of splitting their attention between you and your slides. Give them a break – allow them to focus solely on you and your message by blanking the screen and talking or interacting with them.You can blank the screen in two ways. You can build a black slide or use the “B” key. Identify the places in your training session where you want to create a slide holiday. Then either insert a slide with a black background, or put a reminder in your notes to hit the “B” key at this point in your training session to blank the screen.

Building a black slideIf you want to use a black slide, you need to build it into your PowerPoint training session. Insert a new slide and on the shortcut menu, click Background. Then click on the Background Color drop-down list and choose black. When using this technique, remember not to walk in front of the projector or you will interrupt the black screen.

Using the “B” keyIf you want to blank the screen during your training session, simply press the “B” key on your laptop and the screen will go black. Hitting “B” again will bring the image back right where you left off. This feature only works when you are in slideshow mode. (If you prefer a blank white screen, use the “W” key.)

You do not need to have a slide for every major segment of your training session. Use slide holidays to break the monotony for your learners.

NOTE


Use transitions purposefullyWith popular software packages, you can choose from a wide range of transition effects as you move from one slide to the next. These effects, for example, include blinds, checkerboards, wipes, dissolves, paintbrush and various “build” options. Become familiar with the options available in your own software program.Before you add a transition to a slide, consider if an effect will:

1. help get the message across, or 2. signal a significant topic change to learners.

If you decide that a transition will help you accomplish either of these tasks, keep the following in mind:

• Choose a transition effect that is appropriate to your learners, topic and objective

• Don’t overuse any one effect or you will risk boring your learners• Change your transition effect (ex. from blinds to fades) only when you wish

to signal that you are moving to a new section of your training session • Don’t overwhelm your learners; keep effects to a minimum.

Avoid sound effectsUse sound effects minimally. Sound effects can be distracting to learners and they can detract from your message.Before you use a sound effect, consider whether a sound will help you communicate your message more clearly to learners.

Did you know that you can jump back and forth between slides within a PowerPoint slideshow by typing the slide number + ENTER?

TIP


Use audio clips for quotesAudio clips are a great tool when you are using a quote. They add interest to your training session and enhance the credibility of the quote. Here are some tips for you to keep in mind when using audio clips in your training sessions.• Select a high quality audio clip. If the audio quality is not high enough, any

distortion will be magnified when played through a sound system.• Check compatibility. Most presentation software will work with audio clips

that are in the universal MP3 format. • Keep it short. No more than 45 seconds or you risk losing your learners’

attention.• Incorporate the audio clip into your slide for a seamless training session.• Use the control options in your presentation software to plan when and how

you want the audio clip to play.• Turn up the audio output on your computer. Before your training session, set

the volume so that you can hear the audio clip clearly…then turn the volume up a little more so your learners will be able to hear it.

• Introduce the audio clip. During your training session, let your learners know what they should be listening for.

• Support your audio clip with a picture (and text) so that your learners can more easily absorb the information.

Example

Writing for Today’s Busy Business Environment

“Your writing defines you and your organization for someone you haven’t yet met.” - Jean Findlater Executive Director, Wavelength


Use video clips for demonstrationsVideo clips will help you demonstrate movement or action and increase learner retention. They are extremely helpful when you are presenting “how to” topics. Here are some tips for working with video clips.• Select a video clip with high resolution – 640 x 480 or higher is recommended

– and check that the video clip is compatible with your presentation software. • Keep it short. No more than two minutes. Remember – use a video clip to

support your message not be your message.• Save the video clip in the same file folder as your training session. Most video

clips cannot be embedded in your training session due to file size limitations. By keeping the clip and the training session in the same folder, you make the link shorter and movement between the files easier.

• Plan to show the video clip in full screen mode. Use the control options in your presentation software to plan when and how you want the video clip to play.

• Turn up the volume of the video or the audio output on your computer. Before your training session, set the volume so that you can hear the video clip clearly…then turn the volume up a little more so your learners will be able to hear it.

• Test the video with the projection equipment immediately before you present. (Hint: Have a back-up slide hidden and ready to use in your training session just in case the video clip doesn’t run.)

• Introduce the video clip. Let your learners know exactly what they should be watching for during the clip.


Example

Use hyperlinks for easy accessHyperlinks connect a training session to other files or applications. They enable a trainer to jump between slides, display a web page, share a document and more. Here are some tips for using hyperlinks to more easily access other files or applications during your training sessions.• Review the options available for adding and using hyperlinks in your

presentation software. Some software provides short cuts using key stokes so that you can avoid using your cursor arrow on screen.

• Attach a hyperlink to a graphic or to text on a slide.• Ensure the hyperlink target (e.g. slide, web page, document, application) is

available on the laptop you are using for the training session. • If the hyperlink target is a website, the laptop must be actively connected

to the Internet. (Hint: To increase speed and reliability, copy the website documents to your laptop and hyperlink to those documents rather than using the Internet.)

• Practice moving back and forth between the hyperlink target and your training session slides.

• Test the hyperlinks during your practice sessions and, again, immediately before your training session. (Hint: Hyperlinks only work in PowerPoint’s Slideshow view.)

Example


Use screen captures to show examplesScreen captures are a great way for a trainer to show examples or screen images or web pages...and they are relatively simple to create. You can take a screen shot by pressing the Print Screen key on your keyboard if you are using Windows; using the Snipping tool in Windows Vista; or selecting Command+Shift+3 on a Mac. By using these tools, you can copy an entire screen image to a clipboard. From there, you can paste the image onto a slide.Here are some tips for using basic screen captures in your training session.• If you are a Windows user, disable the color gradients in the title bars. On

Windows systems, you can change the appearance by right clicking the desktop and choosing properties, then going to the Appearance tab. (Hint: In Windows XP, you can simplify the appearance by using the “Windows Classic style” rather than the XP style themes.)

• Before you take the screen shot, enlarge the window to the largest possible size and zoom in on the area you want to capture.

• Avoid resizing your screen shot. Use the cropping tool in your software program to remove any unnecessary elements.

• Test image quality. Project the slide using a digital or LCD projector. If you can’t read the information clearly, you may want to try a different option for displaying critical information.

Example


Use the PDF snapshot toolAdobe Reader software makes it easy for you to capture content from a PDF file and insert it into your training session slides. The PDF Snapshot tool also gives you better results than using screen capture for a PDF document. The steps are simple:

1. Open the PDF file and click on the snapshot tool (looks like a camera) in the toolbar. 2. Use the cursor (appears as crosshairs) to draw a box around the content that you want to copy and copy it to the clipboard.3. Paste the image onto your training session slide.

Here are two tips for using the PDF snapshot tool.

• For highest resolution “capture”, enlarge the Adobe Acrobat window, then zoom in on the area you want to copy.

• In your presentation software, use the image tools (sizing and cropping tools, for example) to make your image look the way you want it.

Example


Managing Your Visuals

To deliver successful training sessions, you must manage your visuals effectively. Here are some helpful tips for managing your visuals.

The ART of PowerPoint You can look polished and professional by using a three-step process we call the ART of PowerPoint.

A Announce each slide with a Label. Tell learners what they are about to see before showing the slide.

R Reveal the slide and remain silent (pause) for 8-10 seconds. Give your learners time to read the slide before you elaborate.

T Talk about the points on your slide – don’t simply read the words.

In addition to ART, try these general principles to help you look professional:

• Open without a slide.• Maintain eye contact with your learners. • Use the “B” key to blank the screen while you are interacting with your

learners or when you have moved on to another topic.

Working with a Busy Slide

Sometimes you may be forced to show a busy slide. If so, you must help your learners decipher the key message. Specifically point out what is important on that busy slide.

Use call-outs to help you point out the two or three key points and say something like:

“This slide contains a lot of information, but if you look at Column 2, you’ll see the results from Q1. Now let’s move over to Column 5 — you’ll see that things changed dramatically by the end of Q4.”


On your desktop, create a shortcut to your training session. It will make your set-up easier and make you look more professional and prepared.

Managing Electronic Presentation Equipment

Before you begin...

• Turn off the power-saver function on your laptop and projection unit.• Turn off the screen saver on your laptop.• Check the volume – if you are not using audio or video clips, mute your

laptop; if you are using them, set the volume on your equipment a little higher than usual.

• Arrange your equipment on a table so that your laptop is on the side from which you are facilitating. Ensure you can easily see the laptop screen from where you will facilitate. Also, if you are not using a remote, position your laptop so that you don’t have to reach in front of the projection unit to change slides.

Managing Flipcharts & Whiteboards

• Print or write in letters bold enough and large enough for people to see.

• Use the thick side of the marker.• Stand to the side of the f lipchart or board.• Start writing as close to the top of the f lip

chart/board as possible.• Use “whisper notes” (in pencil on f lipchart)

to remind you of key points.• Use color for highlighting.• Give each chart a heading.

TIP


Managing Web-Based Training Sessions

Before you begin...• Remove any animation effects that use movement from your visuals. • Practice using the web conferencing tools and be prepared for any technical

glitches that may occur when you go live. • Use a headset with a microphone capable of eliminating outside noise.• Connect a second laptop - set up as a participant - so that you can see what

your learners are seeing.

During your training session...• Be animated, be honest and be “human”.• Be prepared to handle glitches and delays. • Let the learners know, up front, if they are muted and why or why not.• Take questions...and let your learners know up front when and how you will

handle Q&A.• Use formal and informal polls to keep the learners engaged. • Use lots of visuals.

Web training sessions are different in many ways from your standard training session. For example, if you use a full screen graphic, you may not need a title on the slide. You will however, need to be clear when you verbally introduce the slide to your learners. Another difference is that you do not need to blank the screen when you are speaking. Your slide may be the only visual that connects you with your learners.

(The tips included in this Resource Guide are by no means extensive. We have simply touched on a few basic ideas to help you prepare for your next web-based training session.)

NOTE


Major Do’s and Don’ts for Visuals

Good trainers use visuals to help their learners understand their message. Ineffective trainers, on the other hand, often fall into a number of well-known traps. Whether you are using a low-tech visual medium or one of the more high-tech options available, here are some general tips for facilitating a smooth training session.

• Do keep your shoulders square to your learners.

• Do keep eye contact with your learners.

• Do keep the number of slides “reasonable” (approximately 2-3 slides per five minutes of talking is a good guideline for most training sessions).

• Do give learners time to absorb the information on your visual before you speak (8-10 seconds).

• Do keep your visual simple by focusing on the key point.

• Do use Label Statements and Transition Statements as you move from one visual to another.

• Do remove the visual from view once you have used it.

• Do rehearse your training session with the visuals and equipment you plan to use.

• Don’t read from your slides.• Don’t talk to your chart or slide.• Don’t lower your head or turn

your back to your learners.• Don’t use visuals as a substitute

for a well-prepared and well-delivered training session.

• Don’t confuse your learners with an overload of information.

• Don’t use full sentences instead of bullet points.

• Don’t overcomplicate your visual by adding too much detail.

• Don’t use too small a type size.• Don’t leave your learners to

guess what message your visual is intended to portray.

• Don’t allow leftover visuals to distract your learners.

• Don’t “Wing it!”

Major Do’s Major Don’ts


Section #2: Speaking Effectively

To be a good trainer, you first need to be a good speaker. As a good speaker, you can help your learners understand your message by using the following communication tools:


Choosing and Using High Impact Words

Use pictures words and active verbs

Strong nouns and active verbs create pictures in the minds of your learners. Nouns such as manager, loan, client, sales forecast and computer are all examples of strong nouns. By using strong nouns, you will automatically use more active (rather than passive) verbs.

On the other hand, nouns such as need, aspect, utilization, inclusion and factor are more abstract. Because they do not create strong images, your learners find them more difficult to process.

If you have learners for whom English is a second language, picture words and active verbs will help them follow your training session.

Don’t say . . . “The implementation of our inventory control system is intended as a means of reducing paperwork done by supervisors.”

Rather say . . .

“Your production supervisors will have to complete far less paperwork once you have implemented our inventory control system.”

You will see that the second version in this example builds a strong “picture” or mental image in the mind of a listener. We have also used an active verb (rather than passive) to get the point across.

abstract noun passive verb

picture noun active verb


Use transitions and label statements

A Transition is a sentence or statement that tells your learners what you are going to talk about next. It serves as a “verbal signpost” that you are about to move on to a new package of information. It helps them stay with you.

A Label Statement is a statement of your main point. Each time you move to a new topic, you must use a Transition to tell your learners where you are taking them; then use a Label Statement to communicate your main point.

For example:• “Now that I have given you an overview of what you will learn, let me explain

what you will be doing. (Transition) You will be an active participant in the workshop. (Label)”

• “I’d like to turn now to the results of the survey. (Transition) We found that 80% of our customers were more concerned about quality than about price. (Label)”

Use the “Human” voice

The “Human” voice helps you stay connected with your learners. The technique is simple. Use the pronouns I, We and You rather than using the impersonal (passive) voice exclusively.

The “You” voice is particularly effective when your objective is either to inf luence or to motivate your learners.

Don’t say . . .“Last year’s forecast was exceeded by 15%.” Rather say . . .“Last year, you exceeded your forecast by 15%.”

Don’t say . . .“The successful operation of the system will be dependent on completion of a three-day training program.”Rather say . . .“We would encourage you to participate fully during this three-day training program. Then, you will be able to operate the system effectively.”


Putting Your Voice to Work

Master trainers enhance their training sessions by speaking loudly and enunciating clearly. They also add interest by varying the pitch and the pace of their voice.

Speak loudly enough

Many trainers do not speak loudly enough. Background noise and poor acoustics often make the problem worse. You must speak at a volume that can be heard by the person furthest away from you.

Good speakers achieve loudness through a combination of Volume and Projection.

Loudness = Volume + Projection

Of the two, projection is by far the more important. You can practice good projection by inhaling all the way to the bottom of your lungs, then exhale as you speak. This technique is called diaphragmatic breathing.

Avoid the “drop-off” syndrome

Some trainers speak loudly and clearly but allow the volume to drop off as they complete each sentence or group of sentences. (This drop-off sometimes occurs when trainers lower their face to review their notes.) Be sure to maintain enough volume throughout your entire training session.

Vary the pitch and pace of your voice

Variety is the spice of life. It is also the “spice” that master trainers use to avoid making f lat, monotone training sessions.


Vary the pitch of your voice by emphasizing certain words and phrases. You may also vary the pace of your session (e.g. you may choose to slow down when you are making an emphatic point). And, finally, you can consciously use silence to add variety to your training session.

Listen to some of the top television newscasters to hear how they change the speed of their delivery and how they use pauses for effect.

Enunciate clearly

Good enunciation is to speaking what good penmanship is to handwriting. Poor enunciation usually stems from sloppy speech patterns or from a strong regional accent.

Most people can tidy up their enunciation with some coaching and through the use of audiotape feedback. If you speak loudly enough, but you are constantly being asked to repeat what you just said, enunciation is likely to be the problem. Consider seeking some professional coaching from a speech specialist.

Avoid “Um’s”, “Er’s” and “Okay’s”

Become aware of any unnecessary and annoying punctuations in your speech pattern. They distract your learners. Record your session rehearsal on tape to check that you are not falling into any of these habits.

If you have an accent . . .

As our business world becomes increasingly global, you will often find yourself speaking to audiences with different accents, different dialects or even totally different languages. In these situations, be yourself. Don’t try to change your accent. However, you should be particularly careful to project well and enunciate clearly.

As a first step to developing good voice skills, you must become aware of your own personal voice characteristics. Listen to yourself recorded (audio or video) as fre-quently as possible and rehearse your training sessions thoroughly. You might also consider recording your one-on-one conversations with colleagues to identify the areas you need to work on.

TIP


How do you sound?

To get the most out of your voice, you have to become aware of its qualities and characteristics. Here is an exercise to improve how you sound.

1. Listen to your voice as others hear it . . . record yourself.

If you have a training session you need to rehearse, record yourself on either an audio or video recording using a recording device such as a video or digital camera, computer or smartphone.

2. Playback the recording of your voice and listen carefully.

Listen for your strengths and your weaknesses. Use the Personal Voice Checker on the next page to assess the characteristics you like about your voice and what you want to change to improve your voice.

3. Focus on changing only those characteristics that prevent you from getting your message across clearly.

Your voice is part of who you are. Don’t try to change everything at once. Focus on one or two voice characteristics and practice, practice, practice!

TIP


Things I LIKE about my voice:

Clarity:

I speak loudly enough.

I enunciate my words clearly.

I vary the volume for variety and emphasis.

Pitch and pace:

I use pauses to emphasize key words, phrases or thoughts.

I speak at a comfortable pace.

I vary the pace of speaking.

I emphasize important words to make my voice interesting.

I add highs and lows to vary the pitch of my voice.

Tone:

I sound pleasant and friendly.

I sound professional and knowledgeable.

I sound confident and assertive.

I sound genuinely enthusiastic and interested.

I sound sincere.

I speak in a tone that supports my message.

I can hear myself smiling.

Things I want to CHANGE about my voice:

Clarity:

I mumble.

I “drop off” at the end of phrases/sentences.

I stumble over my words.

I use too many filler words (“um”, “ah”, etc.).

I sound nasal.

Pitch and pace:

I speak in a bland, monotone voice.

I make every statement a question by inflecting my voice “up” at the end of each phrase/sentence.

I speak too quickly.

I speak too slowly.

Tone:

I sound authoritarian.

I sound gruff.

I sound tentative or unsure.

I sound raspy or out of breath.

I sound unenthusiastic/bored.

I sound childlike.

I sound sarcastic or condescending.

I speak in a tone that contradicts my message.

I can hear myself frowning.

Personal Voice Checker


Non-verbal Ways to Communicate

Learners receive only about 10% of their information from listening to a trainer’s words. They do receive a large part of the message . . . possibly subliminally . . . from the non-verbal language of the trainer. How you make eye contact; how you stand or sit; how you move around the room; and, your facial expressions have a dramatic effect on your ability to connect with your learners.

Let’s take a look at the main non-verbal tools that master trainers use.

Eye contact

Master trainers use eye contact to establish a “connection” with their learners. A useful practice is to focus on each person for about 2-3 seconds before moving on. You will find that good eye contact is a powerful way to connect strongly with your learners.

Try to avoid scanning. You are scanning when you are focusing for half a second or less on each person.

Movement

Movement is good. It allows you to make good eye contact with all learners in your session and it adds interest — if used sparingly. It also helps burn off nervous energy.

The key to movement is moderation. Avoid the temptation to pace back and forth. Pacing is not only distracting for the learners, it is also exhausting for the trainer.


Posture

Sloppy posture suggests a sloppy attitude. And a sloppy attitude will not win the hearts of even the most benign learner. Stand up straight, relax your shoulders, plant your feet about shoulder width apart and unlock your knees.

Gestures

Like movement, gestures are message-enhancing when used in moderation. Use gestures to make the most of your open stance towards your learners.

If you choose to use gestures, use large gestures. Move your arms from the shoulders. If you gesture from the wrist, you will fall into the “hand-waving” trap.

Here’s another good rule. Don’t touch your body when training. A training session is no place to remove eyelashes, massage ear lobes or scratch your head. Obviously, coughs and sneezes must be attended to with a handkerchief. But, apart from the obvious, the “don’t touch your body” rule is a good one to practice.

Training from a seated position

When training, you may have the option to either stand or sit to deliver your training session. Or, you may combine these two positions. For example, you may choose to stand to deliver the main portion of your session. Then, you may choose to sit with your learners to answer questions, to negotiate or to problem solve.

If you choose to present from a seated position, remember to:• Keep your voice strong Most people have a tendency to speak more softly when seated. So be sure to

speak loudly and project well.


• Use gestures Even though you have only the upper half of your body visible, you can still

use arm, hand and facial gestures to create vitality and keep interest.

• Maintain eye contact Maintaining eye contact remains important when you are training from a

seated position.

• Sit up straight — don’t slouch Some people tend to slouch in their chairs, hunch over the desk or sit back

with their legs crossed. When your posture is too relaxed, your learners may “read your body language” the wrong way and assume, for example, a lack of interest on your part.

How do you look?

People hear what you do a lot more loudly than they hear what you say. Because 55% of your message is sent through your body language, how you look and move can make or break your credibility and the success of your training session.

To ensure your body language is sending the right message, you must first see yourself as others see you. A video recording of yourself is a great teacher. If you have a training session you need to rehearse, record your practice.

Play back the video with the sound turned off and watch carefully . . . what message are you sending through your body language? Use the Body Language Checker on the next page to assess your body language. Note the gestures and movements you want to keep; the ones you feel enhance your message; the ones you feel detract from your message; and those you want to change.

Don’t try to change everything! Focus on changing the body language that is most distracting for your learners. You will recognize it . . . just watch your video!

TIP


Body language I want to KEEP:

Eye contact and facial expression: I maintain eye contact with the

learner(s).

I always face the learner(s) when talking.

I smile when appropriate.

Posture: I stand up straight.

I “anchor” myself with a strong stance (both feet flat on the floor).

Movement: I walk towards the learner(s)

occasionally.

I lean slightly forward when listening to a question or comment.

I move purposefully to create energy and interest.

Gestures: I smile when appropriate.

I use purposeful, whole arm gestures.

I use natural gestures.

I keep my hands at my side or at waist level when not gesturing.

Overall image I project: I look comfortable and confident.

I use body language that supports my message.

I look approachable.

Body language I want to CHANGE:

Eye contact and facial expression:

I avoid eye contact.

I look at the screen or my notes a lot.

I turn my back to the learner(s).

I frown or scowl a lot.

Posture:

I slouch and lean on the lectern/table.

I stand or lean on one foot.

I keep my hands in my pockets.

Movement:

I dance: 2 steps forward, 2 steps back.

I sway from side to side

I pace.

I sometimes block my learners’ view of the visuals.

Gestures:

I engage in hand-waving.

I use gestures that look forced.

I fold my arms across my chest.

I touch my body a lot (hair, nose, ear lobes, eye glasses, etc.).

Overall image I project:

I look nervous and uncomfortable

I use body language that contradicts my message.

I look arrogant and unapproachable.

Body Language Checker


Section #3: Look Good, Sound Good, Feel Good

In order to be a master trainer, you need to feel good so you can look good and sound good. Staying fit is an important part of training, because training is demanding both physically and emotionally. Do you ever feel drained at the end of a training day; head hurt? Shoulders, neck, legs and feet ache? As a trainer you may take better care of your learners than you do of yourself.

Take Control

You can improve your stamina, energy and feeling of well being. You are the master of your own body and mind. Take control of your physical and emotional well being every day through healthy eating, exercise and relaxation. Then, apply these basic Trainer Fitness techniques on the days you train. You’ll be glad you did.

Your Body

Keep your body tuned up like a fine car

Think about what you put into it. On training days, fuel yourself with lots of water and foods that are high in carbohydrates and low in fat, added sugars and salt. Even if you don’t want to, force yourself to eat something. Take some carbohydrate-loaded snacks to re-energize yourself in the afternoon. Some good snacks include peanut butter and graham crackers, popcorn, bananas and other fruits or fruit juices.

Stay away from increased caffeine. Although coffee and chocolate might give you a quick jolt of energy, it will be short lived. However, if you are a coffee drinker, don’t deny yourself your usual morning coffee. If you do, you may end up with a headache or the jitters.


Take time to eat and enjoy it

One way to help manage stress is to use your fuelling time to relax and rebuild your energy. Sit down, and just like your mother told you, chew your food slowly and deliberately. Take the time to actually taste what you are eating and allow your body to digest the food. Drink water, water and more water

Your body needs water! Water makes up the highest percentage of your body weight. When you don’t drink enough water you may feel headachy, tired, weak and even dizzy. You can easily become dehydrated when you train because all body activity is heightened.

Nutritionists suggest we drink about eight glasses of water a day. If you don’t normally drink this much water, you will have to make an effort on the days you train. Drink a glass of water when you get up in the morning, when you arrive at the training room and just before you begin your training session. Drink a glass at each break and two at lunch. Be sure water is accessible and visible throughout your day.

Exercise and take stretch breaks

Regular exercise can increase your stamina, your f lexibility and your energy. If you have a regular exercise regime, don’t skip it on the days you train. Even if you don’t normally exercise, take a walk in the morning to relieve tension and limber up your muscles for the long day ahead.

Just before your training session — and at breaks — do some stretches to limber up. You can find numerous books on stretching exercises, but here are a couple of suggestions to reduce strain in your shoulders, neck, arms and back:

• Stand up straight with your arms hanging loosely at your sides. Roll your shoulders back 10 to 12 times, then relax. Not only will you relieve some shoulder and neck tension, but you will improve your posture too.

• Sit up straight in a chair, and grab hold of the bottom of the chair with both


hands. Take a deep breath in and pull up as hard as you can for 10 seconds, holding your breath. Then breathe out and quickly release your grip on the chair.

• Stand with your feet shoulder width apart. Lace your fingers together in front of you; then, raise your clasped hands above your head with your palms facing upward. Stretch as far as you can. Hold the stretch for 10 seconds. Then relax. In a similar way, clasp your hands behind you and stretch your arms back as far as you can. Hold the stretch for 10 seconds. Then relax.

Watch your posture

Good posture not only makes you look confident and professional, it feels good too. You feel more confident when you stand or sit up straight. In addition, you can alleviate many of those aches and pains you feel at the end of a long training session. When your body is properly aligned through good posture, it is better able to deal with movement and therefore you don’t get as tired or as achy.

Good posture also improves how you sound. When you stand up straight, you open up your chest cavity and therefore you can breath deeply. When you breathe deeply, you produce a fuller tone in your voice and can increase your volume and projection. And, good posture improves how people see you. People will notice you and sense that you are confident, energized and eager to train.

Wear comfortable, supportive shoes

Your feet take quite a beating when you train. Good posture helps, but you need good shoes as well. Wear shoes that fit comfortably and have a low wide heel. For you women trainers, remember that high heels throw your body out of alignment. They push you forward putting great stress on your back, knees and legs. Be sure your shoes fit the arch of your feet and are not at all tight. Remember your feet usually swell by the end of a training day. Good fitting shoes minimize foot aches and blisters. Supportive shoes can reduce leg strain, as well as fatigue.


Your VoiceBreathe!

To sound good, you have to breathe deeply. To create vocal variety and maintain a confident full voice, you need air. If you don’t get enough air you sound weak and breathy, and your voice may drop off at the end of your sentences. Remember, your learners will tune you out if they have to work too hard to hear you. Practice abdominal breathing to get the air you need.

Here is one technique: 1. Lay on your back on the f loor.

2. Place a phone book on your lower abdomen. (If you breathe abdominally, you will see the book rise and fall with your breathing.)

3. Relax your hands at your side and breathe in deeply and slowly through your nose. Feel your abdomen, rib cage and chest expand with the air. (Your shoulders should not move.)

4. Contract your stomach muscles as you slowly push the air out fully. (Feel your rib cage and chest fall.) You can exhale through your nose or your mouth.

5. Repeat this exercise five times and maintain a nice even rhythm as you inhale and exhale.

Keep your breathing quiet — no gasping as you inhale or whooshing as you exhale.

Rest your voice and lubricate your throat

Vocal variation is good, but talk in your normal pitch and at your normal volume whenever you can. Trainers vary their vocal pitch — lower pitch when stressing a point, raise it when nervous or excited.

Many trainers strain their voice by talking too much, yelling or whispering. You can easily damage your vocal cords if you don’t keep your voice fit. You may notice your voice gets hoarse or you begin to cough — both are signs of strain.

You will have a difficult time training without your voice, so take good care of it.


Try sipping warm or room temperature water to lubricate your throat. Or suck on a lozenge during breaks. Candied ginger is especially good for relieving a strained throat. If the training room is dry, remember to drink lots of water. And, avoid cold tablets and antihistamines if you can because they dry up your throat and nasal passages.

Exercise your voice before you use it

Don’t expect your voice to run a marathon without warming up first. Exercise your facial muscles and vocal chords before your training session. Not only will you prevent strain, but you will also be able to enunciate more clearly and project further. Try these exercises.

Do the lion: Professional singers and speakers use an exercise called the lion. Yawning has a similar effect, but the lion is more fun. Pucker your lips and close your eyes, scrunching up your face and neck muscles tightly. Hold for about three seconds. Then open your eyes and your mouth as wide as you can, and stick your tongue out. You should feel the stretch in every muscle in your neck and face. Then relax. Do this exercise in front of a mirror and you’ll see why they call it the lion!

Hum, sing, or talk a little: Get your voice limbered up. On your drive to the training session, or at your desk in the office, sing your favorite songs; or hum if you don’t know the words. Or, talk a little to yourself on the way to the session. You can use this self-talk to practice the opening. You will loosen up your vocal chords and reduce your nerves.


Your AttitudeKeep your thoughts positive

Positive thoughts help create a “feel good” mood and learners take their cues from you. If you want them to be enthusiastic and energized you’d better look and sound positive, energized and enthusiastic. Pump yourself up before every training session. Tell yourself how much you enjoy the topic, the learners and the training. Remember that good feeling you get when learners learn. Don’t allow yourself to be in a bad mood, your learners are likely to follow.

Create a “feel good” environment

Let the sun shine in whenever possible and go outside for fresh air. On nice days, suggest learners also go outside for a breath of fresh air during breaks and lunch. Experts have proven that sunshine improves our energy, productivity and our attitude.

Try playing music in the morning before the session, during breaks and even as you pack up your supplies at the end of the day. You can also have regular stretch breaks during the day. Play some lively music and lead the group in some simple aerobics. It’s a great energizer!


The Weary Traveler

Do you travel much when you train? Traveling can be both exhausting and stressful and if you don’t take care of yourself, you’ll have no energy left to train. Here are a few tips to ease your suffering, increase your stamina and maintain your vitality.

• Drink lots of water to reduce jet lag and dehydration from dry hotel rooms. Take bottles with you in the car or on an airplane and buy some for your hotel room.

• Set your watch to your destination’s time zone as soon as you set out. Your brain will begin to adjust to the new time and reduce the shock you often feel when changing time zones.

• Plan your wardrobe so you can pack as lightly as possible. Try to take coordinating outfits to reduce the number of clothes, shoes and accessories you need.

• Buy a wheeled bag to carry training materials and lessen strain on your back. (Training material and supplies are heavy.)

• Practice good body mechanics and posture when lifting and carrying bags, boxes, etc. Bend your knees when you pick anything up so you don’t strain your back.

• Keep your clothes from wrinkling by placing a piece of tissue paper between each garment. Then you won’t have to iron everything or have it pressed.

• Test your alarm clock when you check into your hotel room. You don’t need the stress of being late for your first day. Call and ask for a wake-up call as a back-up plan too. Many seasoned travelers carry a small travel alarm. You can use it in your hotel room or in the classroom.

• When you arrive at your destination, do a test-run to the training facility. You will save yourself time and worry in the morning if you know exactly where you are going and how long you need to get there. (Remember to factor in rush hour.)


Driving

• If possible plan your trip around rush hour traffic. Driving is stressful enough without getting stuck in a traffic jam.

• Give yourself double the time you need to get there.

• Listen to the news and the weather reports the night before and plan for possible weather, traffic or construction delays.

• For long trips, take rest breaks. Get out of the car and stretch or walk a little to reduce back and neck strain.

• If driving in unfamiliar territory, have a map of the area or use a GPS, in addition to clear directions from your training sponsor. (Go to http://www.mapquest.com or www.yahoo.com to get maps and driving directions for most locations in the USA or Canada.)

• Practice your opening and closing while you drive. Remember to practice out loud.

Flying

• Pack a carry-on bag with the essentials you need for the morning. Many a trainer has been shocked to find their checked luggage took a holiday to a different destination.

• Mark your checked luggage with a defining tag or mark so you can quickly and easily recognize it on the baggage carousel.

• Put your carry-on bag under the seat in front of you and use it as a footrest. Keeping your feet raised a little can reduce back strain when you sit for long periods of time.


• If you are on a long f light, stand up a few times to stretch and walk a little, especially after a nap.

• Use your deep breathing to stay relaxed, refreshed and alert.

• Chew gum on take off and landing to reduce pressure buildup in your nose and ears. If you don’t like gum, try chewing licorice. Drinking water also helps by forcing you to swallow.

• If you want to check your luggage to save your back, travel in clothes that are loose and comfortable, but would be appropriate for the classroom. Many travelers these days dress casually in shorts, jeans, T-shirts and running shoes to be comfortable when they f ly. The comfort is great, but if your bags get lost, you may find yourself in a major dilemma on day one of your training session.

• If you have a connecting f light, use the time between f lights to get a little exercise. Walk around the airport to get that blood circulating a little and relieve achy muscles. Sitting for too long, especially in the cramped quarters of an airplane, is very draining.

• Use your f lying time to relax if you feel confident and ready. Or, use the time to review your training session.


Section #4: Setting Up Your Training Room

As a trainer, you should ensure the training room layout is the best set up for reaching your training goals and for keeping your learners comfortable. The right layout can also enhance the social climate of your training session.

On the next few pages, you will find examples of training room layouts you can use for your training sessions. You will find examples of:

• Fan-type seating

• Classroom-type seating

• U-shaped seating

• Ineffective computer training room seating

• Effective computer training room seating


Fan-type seating

Fan-type seating has three advantages for your learners:

1. All your learners have a good view of you (the trainer), your f lipcharts and the projection screen.

2. Learners can easily work in small groups or participate in large group discussions.

3. Learners can communicate with each other across the table or across the room because their view is relatively unobstructed.


Classroom-type seating

Classroom-type seating can be useful when:

1. Your training session and your visuals dominate your training session; and

2. Learners are required to work independently for most exercises.

If you only want to accommodate two or three learners at a table and you want all your learners to face the same direction, classroom-type seating may work best.


U-shaped seating

U-shaped seating can be useful when both your training session and total-group discussion are important to your training session.


Ineffective computer training room seating

This seating arrangement makes it difficult for the trainer. The trainer cannot work with learners individually without causing major distraction to other learners.

Flipchart �#2Flipchart �

#1

Trainer's Table

Projector Screen


Effective computer training room seating

This seating arrangement makes the trainer’s job much easier. The trainer can work with learners individually and not cause major distraction to other learners.

Flipchart �#2Flipchart �

#1

Trainer's Table

Projector Screen


Section #5: Using Computers to Train

When you train learners on computers, all the basic facilitation techniques apply. However, you will find managing exercises and giving feedback a little different. Here are some tips to help you ensure success with computer training.

• Be sure you are comfortable using the computer/software Practice using the computer and the program/system you are using in the

training session. Be sure you know how to retrieve screens or navigate your way through

systems. If you run into problems, use the problem as a learning opportunity for the group.

• Test the computer and the system before the session begins Always test your equipment. If training on a live or simulated system, be sure

it is up and running before you ask your learners to log on.

• Test any peripheral equipment with the computer Before you begin your session, test equipment for compatibility with your

computer or laptop. It may have worked last week, but check it again.

• Always have a backup plan Have an alternative way to deliver the training in case the computers don’t

work or the live system goes down. Be prepared to substitute with f lipcharts or handouts as samples of the screens.

• Keep your eyes on and your hands off You are training learners to use a computer program, or manage processes

on a live system. When they go back to work, you will not be there to help. In order for them to learn, you must let them do it. Resist the temptation to reach over their shoulders and start pressing keys. Explain to them what to do and let them do it.


• Remain patient Technology always brings with it frustrations. Your

learners may easily become frustrated with delays in the system, or hitting the wrong key and finding themselves in a never-ending loop. They may not like the system that they must use. Because you are the messenger on how to use the system, they will likely vent their frustrations on you. Demonstrate understanding, remain patient and focus on the learning objectives and you can help them learn.

• Keep the group working together Everyone learns at their own pace. Some learners will fall behind the group

and others will bound ahead, often getting themselves into screens where they don’t belong. When you introduce the session, explain why you want the group to stay together — explain the consequences of moving ahead without direction. If possible, have some additional exercises or challenges for the faster, more experienced learners.

Keep checking the group to determine if the pace you are setting is right for the majority of learners. Ask the fast learners to team up and help those who are having difficulty. That way you can slow down the speeders but make them feel good about their experience and ability. You also provide the slower learners with help.

• Ask questions to help learners think for themselves To help learners be prepared for the real world, teach them the process of

discovery on the computer. You are teaching them how to access information or perform tasks, but you cannot teach every possible scenario. Identify the problem or task to be performed and then ask process questions to help them determine the right course of action. You will help them transfer this problem solving skill back to the workplace.


Performance Tracker for Trainers

In the following self-assessment inventory, you will have an opportunity to rate your own facilitation skills. To help you achieve a more objective assessment, you may wish to check your responses with people who attend your training sessions regularly.

Instructions

On pages 77-83, you will find 47 statements divided into seven skill sets. Read each statement carefully and circle the number that corresponds with how frequently you believe you practice the stated behavior.

When you have completed the inventory, tally your score for each category. Then add up your Overall Score. on page 84.

Follow the instructions for interpreting your score and setting your own goals for improvement.

Scoring key

Here is the scoring key you will use to answer the assessment questions:

0 = No skills developed so far 2 = Usually successful in using this skill

1 = Occasionally use this skill 3 = Have mastered this skill

As you respond to each statement, think about your current facilitation skills.

TIP


SKILL SET #1: Getting Ready to Train Circle One Number

1. I make an effort to get really clear about the 0 1 2 3 overall goal of my training session.

2. I do in-depth homework on my learners so that 0 1 2 3 I can understand and address their needs.

3. I create an outline of the topics I will cover and 0 1 2 3 estimate the time required for each topic.

4. I review all of my training material to ensure I 0 1 2 3 understand all the information completely.

0 = No skills developed so far 1 = Occasionally use this skill 2 = Usually successful in using this skill 3 = Have mastered this skill

TOTAL SKILL SET #1: __________________


SKILL SET #2: Communication Skills Circle One Number

5. I am able to capture and hold the attention 0 1 2 3 of a group.

6. I speak fluently and confidently in front of 0 1 2 3 a group.

7. I use my voice, body language and facial 0 1 2 3 expression to demonstrate a positive attitude.

8. I make good eye contact with learners 0 1 2 3 to establish credibility.

9. I focus 100% of my attention on the learners. 0 1 2 3


TOTAL SKILL SET #2: __________________



SKILL SET #3: Questioning & Listening Circle One Number

10. I listen to learners’ contributions without 0 1 2 3 interrupting.

11. I listen objectively regardless of my personal 0 1 2 3 feelings towards the learner.

12. I use non-verbal cues (e.g. nodding, smiling) to 0 1 2 3 encourage learners when they are talking.

13. I tolerate silence giving time for learners to 0 1 2 3 respond to questions.

14. I ask questions that require the learner to 0 1 2 3 recall concepts.

15. I ask questions that require the learner to 0 1 2 3 process and apply key concepts and skills.

TOTAL SKILL SET #3: __________________



SKILL SET #4: Managing Group Dynamics Circle One Number

16. I use a variety of techniques to encourage 0 1 2 3 constructive discussion among all learners.

17. I anticipate potential challenges and plan how 0 1 2 3 I will deal with them.

18. I assertively cope with conflict or with difficult 0 1 2 3 learners so that they do not prevent others from learning.

19. I am comfortable using and posting flipcharts 0 1 2 3 during a training session.

20. I accurately — and briefly — record learners’ 0 1 2 3 input on a flipchart so everyone can see.

21. I manage time and help learners stay on track. 0 1 2 3

22. I answer questions clearly and concisely. 0 1 2 3

23. I paraphrase learners’ questions/statements 0 1 2 3 for greater clarity and understanding.

TOTAL SKILL SET #4: __________________


SKILL SET #5: Applying Adult Learning Techniques Circle One Number

24. I state the learning objectives at the start 0 1 2 3 of every training session and every module.

25. I set myself up for success by communicating 0 1 2 3 effectively with learners before the training session (e.g. questionnaires, preparation instructions, phone calls, etc.).

26. I am able to quickly gain the trust and respect of 0 1 2 3 the learners.

27. I educate myself about the subject matter and how 0 1 2 3 it relates to the learners’ work and workplace.

28. I am skilled in using a wide range of teaching 0 1 2 3 methods and facilitation tools to address different learning styles.

29. I show respect to all learners for their knowledge, 0 1 2 3 experience and expertise, and I build on what they already know.

30. I make learning fun. 0 1 2 3

31. I relate learning to the workplace by using “real” 0 1 2 3 examples, analogies and on-the-job situations.

32. I plan opening activities to capture the learners’ 0 1 2 3 attention.

33. I plan closing activities that reinforce transfer of the 0 1 2 3 learning back to the workplace.

34. I use surveys/questionnaires to assess and 0 1 2 3 improve training effectiveness.


TOTAL SKILL SET #5: __________________


SKILL SET #6: Giving Instructions & Feedback Circle One Number

35. I make my feedback specific to the learning. 0 1 2 3 and the learner.

36. I encourage learners to build on their strengths. 0 1 2 3

37. I point out areas for improvement and give 0 1 2 3 concrete suggestions.

38. I make time to work one-on-one with 0 1 2 3 anyone who is struggling.

39. I state “why, what and how” when I present 0 1 2 3 instructions for activities.

40. I define the learning objectives that drive 0 1 2 3 each activity.


TOTAL SKILL SET #6: __________________


SKILL SET #7: Demonstrating Personal Leadership Circle One Number

41. I dress and act professionally. 0 1 2 3

42. I model good speaking and listening skills 0 1 2 3 when I train.

43. I display “genuine enthusiasm” for the 0 1 2 3 training I present.

44. I am completely familiar with the contents 0 1 2 3 of the participant manual.

45. I can smoothly coordinate the information 0 1 2 3 in the participant manual, my leader’s guide and the visuals.

46. I model the skills and behaviors that are 0 1 2 3 taught in the training session.

47. I regularly solicit and act on feedback from the 0 1 2 3 learners to improve my effectiveness as a trainer.


TOTAL SKILL SET #7: __________________


Scoring Your Performance Tracker for Trainers To score your profile, simply add up your scores for each of the seven skill sets and combine these totals into one Overall Score.

#1: Getting Ready to Train

#2: Using Communication Skills

#3: Questioning & Listening

#4: Managing Group Dynamics

#5: Adult Learning Techniques

#6: Giving Instructions & Feedback

#7: Demonstrating Personal Leadership

OVERALL SCORE


Interpreting Your Score

Score Level What it means

127 or higher Master Trainer You are already a highly skilled and experienced trainer capable of handling all levels and sizes of groups.

106-126 Highly Developed You are already an experienced trainer and most likely you are comfortable with many of the skills required to become a Master Trainer. You should aim to fine tune those skill areas where you rated yourself less than a three (3).

85-105 Intermediate You have made a start on developing your training skills and you are already using some of the basic skills. Some areas still require development. Continue developing the areas where you rated yourself less than a three (3).

84 or lower Beginner Congratulations. You are new to the training world, but you are here and ready to learn. Use the profile to help you select which skill sets to focus on first.

Skills

Level

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