training with impact

8/9/2019 Training With Impact

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9Successful training with impact

9.1 Structure your presentation

The most effective presentations have one common structure i.e., introduction,

body and summary. This structure covers all type of presentations technical, non-technical, informative, persuasive etc. The introduction portion contains the rapport builder, attention getter, main message and presentation plan and should be

completed within the first two minutes. The body is made up of key points, whichhave to be supported by evidences and examples. In the summary portion, the main

message and key points are restated before a memorable closing.

9.2 Content and format is equally important

The presentation content and the above mentioned format (introduction, bodyand summary) are very important to convey the message properly. There aredifferent types of listeners with different limitations, which are met through thestructure.

An audience will be confused by structural complexities and hence key points are

to be described simply and clearly: A revision of key points helps the audience to pick up in case it was

missed due to an intrinsic noise situation. The rule of thumb suggeststhat the key points should be revised thrice preview in theintroduction, expansion in the body, and restating in the summary.

It is normal for the audience to be very attentive at the beginning andat the end of the presentation.

As per the structure the presenter has to use important points duringthis natural attention level.


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184 Train the Trainer

9.3 Successful training is based on technical skills andcommunication skills

The success of training depends on the presenters technical as well ascommunication skills. Technical skill strengthens the competence of the presenter,

which helps during the interaction session to field the questions related to technical

aspects of the presentation. The communication skills of the presenter are equallyimportant to enhance the chances of success in training. A successful presenter

always ensures that he/she is audible at the furthest corner of the room, havingslow paced correctly articulated presentation supported by appropriate visuals andsupporting material to help auditory, visual and kinesthetic listeners.

9.4 The right amount of information

Training success depends upon the right amount of information to be shared withthe audience. The presenter has to pay proper attention to the needs andrequirements of information given to the participants. Insufficiently and

inappropriately shared information causes participants to feel unsatisfied and

irritated. On the other hand, excess or irrelevant information leads to a bored andinattentive audience. The audience needs the correct information which willencourage their learning.

9.5 Give attention to detail

A successful presentation is the result of being tailored to the need andknowledge of the audience. Understanding the audience, their existing knowledgeof the topic, and their desires, helps the presenter to give proper attention to the

detail and prepare the program from their point of view by giving examples thatrelate to their interests. Audiences respond more favorably to presentations they

believe are designed for them. To be more specific, a presenter should focus on thefollowing:

Address audience needs.

Fulfill the needs in all possible ways.

Emphasize the key issues.

Highlight the results.

Flexibility to suit the situation.

9.6 Use variety to keep interest

Variety is the spice of life including speaking. Variations in rate, volume, force,

pitch, and emphasis are some of the factors that influence the understanding of thespeakers message. A variety of supporting material and methods are to beconsidered for differences in style, time, types, and pace of learning. Integration of

a variety of participatory exercises enhances the learning of listeners who comefrom different backgrounds and have different interest levels. Hence different typesof material are to be used during the presentation. Presenters have to be careful notto saturate the audience with excessive material as it may dilute the focus and level

of interest on the part of theaudience (see Figure 9.1).


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9.8 Use logicrecall ideas in correct sequence

Development of material should proceed from the main proposition (deductivereasoning) toward its inductive reasoning. Selection of the right approach depends

on the situation. In case of technical presentation, the presenter must present his/herideas first and then only should examples be used to back up the idea. It should notbe the other way around as participants are not interested in mere entertainment butappropriate examples. The examples must be relevant to the subject.

Example: A is true for these reasons: P, Q, and R- deductive reasoning,Studies show P, Q, and R, conclude A is true inductive reasoning.

9.9 Convey information effectively

A well prepared speaker presents the information effectively and smoothlywithout stumbling. The audience can identify an ill-prepared speaker, devoid of punch line, easily and credibility of the speaker is jeopardized. Well-paced

confident delivery has a tremendous positive impact on the audiences mind, whichlifts the moral and credibility of the speaker.

9.10 Synchronized ideas eliminate confusion

Synchronization is perceived as the most important function when dealing withsupporting material. It is often biased, inaccurate, and spurious, out of context andused to favor the main subject. All informative material is to be presentedrealistically in its full form to avoid future confusion.

9.11 Be wary of contradictions

The presenter needs to be careful not to include contradictory/conflictingstatements or facts during the training as it will definitely spoil his/her image and

audiences will be conspicuous for the remaining part of the training.

Another way to avoid contradiction during presentations is by avoiding off-taste

jokes and humor. Sexy comment may also create lots of contradiction, which is notat all advisable. Effective humor, on the other hand, adds punch and revives the

audiences attention.

9.12 Cite sources where applicable

The presenter has to provide detailed information of the sources used to collect

the information from for reference purposes. Supplying these sources iscompulsory if the information is to be published.

9.13 Limit focuswhat THEY need to know, not what YOU know

It is necessary to assess the interest of the audience during a presentation;otherwise the presenter may deliver a presentation, which may not be of audienceinterest. It is critical for the success of a presentation that the presenter should

deliver as per what the audience needs and what he/she knows. The audience needscan be highly flexible and differ from person to person. A successful speaker has to

address all the relevant needs of the audience.


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Successful Training with Impact187

9.14 Build credibilityadd interest, clarify a point, prove a point

During interaction sessions the presenter has to invite questions with sincerityand accept it whole-heartedly, despite the fact that most questions have someunderlined interest attached to it. Once the presenter adds interest to the questions,he/she may find they are much easier to handle and he/she should clarify the points

in detail. The presenter has to use sufficient supporting material to prove a point sothat it appears authentic to the audience. If the presenter does not know the answer

straight out, he/she should admit it without fudging or playing around as it affectscredibility in a negative sense. Such a question should be deferred until the answercan be researched.

9.15 Maintain rhythm and balancespeed of presentation

The presenter has to vary the speed of the presentation. The audience may

become sleepy by continuous slow speaking. Very fast talk from beginning to endmay result I a bored audience.A well-balanced rhythm has to be maintained during

the presentation i.e. slowing it down for more important topics with a louder voicewhile mundane material can be presented at a faster pace. Rushing during thepresentation indicates an ill-prepared presenter who shows no concern for his/heraudience. The best way to balance the pace is by pausing (without any filler), andsignaling the start of new topic. Well-paced pauses are used to recapitulate the

presentation and prepare for the next.

9.16 Use verbal materials

A presentation is more powerful when explanations, comparisons and contrasts,

alternatives, quotations, testimonies, statistics, stories, illustrations, images,metaphors, analogies etc., are added in the form of spoken words. The supporting

material adds spark to the presentation and actively involves the audience. Itassists the presenter in adding personality and experience to the message. The

selective use of this material helps to explain complex ideas to the audience. The participants are also easily convinced and inspired when the right type ofsupporting verbal material is supplied to support the ideas.

9.17 Practical demonstrations

The demo object can be a replica of the actual equipment, which has to be usedduring a demonstration. Sometimes a photograph of the equipment can serve the

purpose. Technical concepts can be explained by using visuals, handouts, and

different demo objects. Sometimes demo objects or handouts may createdistractions among the participants and they stop following the presentation untilthey see the item. Hence, the presenter should present that item at the appropriate

time. Sometimes the presenter should personally move into the audience to showthe demo object, which improves the relationship between the participants and the

presenter.


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Figure 9.2

Practical demonstrations

9.18 Presenting technical concepts

Presentations of technical concepts generally do not follow the standard RAMP(rapport, attention getter, main message, and plan) formula during the introductionof the presentation. The presenter may prefer to use a good attention getter and a

clear main message as an introduction while demonstrating a technical conceptwith appropriate stress and pace.

9.19 Explaining technical concepts

The presenter has to present the key information to the audience. Technicallyoriented presenters often feel inclined to use detail analysis, which invariably

results in losing the audience. To the contrary, participants are rarely interested indetailed processes would rather like to see results. The presenter should emphasize

the results/benefits to maintain the attention level of the audience. Complextechnical concepts are progressively disclosed so that audience can stay with thepresenter. Ample use of visuals, illustrations, pictures etc are essential to explain

these concepts successfully.

9.20 Demonstrating technical concepts

Demonstrations are used to illustrate technical concepts during a presentation. Itmakes the presentation lively and attracts audience involvement. Good gestures are

used to help the audience understand technical ideas better. The presentersometimes demonstrates theconcept by using the expression of the upper body togive the audience supportive hints about the main topic. His/her physical actions

allow the participants to use their visual and kinesthetic styles.


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9.21 Use examples from your experience

Presenters have to draw examples from her/his own experiences as they comeacross them on a day-to-day basis. These examples are generally more relevantthan borrowed material. Examples from personal experience are usually attached topersonal emotion and punch and speakers are always comfortable with these kinds

of examples.

9.22 Use analogies from their experience

Analogies have a direct correlation to the idea that it is intended to reinforce. It isused to explain the unfamiliar complex concepts by relating it to familiar topics. It

helps the listener to understand and retain the information for a longer period.Literal analogies compare items with similar characteristics and the presenter hasto make sure that the conditions of both parts of the analogy are very close to each

other to render the comparison legitimate. Figurative analogy compares items thatdiffer in terms of appearance as well as function. The presenter generally uses these

analogies when audiences are from different discipline and are not well versed inthe topic under discussion.

9.23 Role-playing

Role-playing is a discrete form of simulation falling mid-way between case study

and total virtual reality. Role-plays help in:

Reinforcing new skills among participants,

Making participants sensitive to others feelings or concerns,

Testing problem solutions from social or cultural arenas.

Effective role-plays involve everyone in the room. Even the observers have arole to play. The presence of active observers actually helps to differentiate role-

plays from simulations, where observers (if any) do not play any active role.

There are five options in designing the script of the role-play exercises.


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Scripting Options Advantage Disadvantage

Improvisation Participants can be given an overall

scenario and asked to act in detail. Itpromotes spontaneity and highlights onesown work experience.

Participants face

difficulty in creatingdetails on their own.

Prescribed Roles How to behave - can be given in a well-prepared set of instructions. This approach

creates the desired dramatic tension thepresenter wants to achieve.

Participants may notidentify with the roles.

Replay Life Participants can portray the situations they

have actually faced.

Sometimes it can be

difficult to re-create theactual situation.

Participant-prepared Skit Participants can be asked to develop arole-playing vignette of their own

addressing their real-life problems into theskits.

Generally the spontaneityof the previous options is

lost.

Prepared Script Participants can be given a previouslyprepared script to act out.

It allows for the least skillpractice.

Performance feedback should be given to the role players and can be done in anyof the following ways:

9.23.1 Designated observers

One or more observers can be added to each role-playing group and givenspecific instructions about what to observe and how to give feedback. Peer

feedback is less threatened and sometimes participants may not value it as much asthe trainers feedback.

9.23.2 Self assessment

The role-players themselves can discuss their reactions to the experience. Askopen-ended questions first and more pointed questions later on.

9.23.3 Open audience feedback

Invite the group as a whole to give reactions and feedback to a role-play. The

audience should first give positive feedback and then focus on specific events.Several viewpoints can be collected as different observers notice different things.

9.23.4 Trainer observations

The trainer can give her/his reactions to the role play for everyone to hear as it isoften held in high regard and the presenter should be careful to preserve the self-

esteem of the role players by using phrases such as, it seemed to me, or Im notsure how others saw this, but I....

9.23.5 Eliminate boredom and monotony

During the presentation, the presenter has to use shorter sentences, using actionverbs and simple grammar. He/she should be comfortable with his/her own


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material and need not depend on other notes or script. The presenter should keep in

mind that while presenting his/her speech should not sound like reading or reciting.Reading or reciting the presentation leads to boredom and monotony a state whenno one learns anything. The presenter should keep the notes short, highlight the

key-points, and use them as memory joggers.

9.24 How to inject interest into a dull presentation

Audiences sometimes complain about limited sessions, boring speakers and dullpresentations after attending a conference. Such training programs hardly meet theparticipants needs. To make the presentation effective the presenter has to set thegoals for the session and think about the right formats, styles, and incentives thatwill help him/her to achieve what he/she wants.

The audience likes to hear interesting things. They like to smile and laugh. Thefirst session offers the best opportunity to form a first impression. If the session is

concise, smart, lively with fun and interesting, it sets the mood for the rest of thepresentation. Short key points, with a fewlaughs in-between and a good speaker

with a broad style contributes a lot to making the presentation interesting.

9.25 Do not overload

It is important to know the background of the audience in terms of their technicalknowledge and needs before introduction of the technical details. The presenter hasto convey the main issues to achieve the purpose instead of offering huge loads of

technical details. If at all the technical details are needed to pursue the audience thepresenter has to present complex technical concepts in simplified form. Too manydetails cause an overload, leading to distraction and confusion among theparticipants.

9.26 Preview and summarize

The presenter has to conduct internal previews and summaries after every majorpart of the presentation to give the participants an opportunity to review what they

have learnt or read. It also provides a glimpse of the previous chapter. It helps theparticipants to recapitulate what have been presented to them so far and summarizethose key points.

9.27 Use signposts and transitions

The audience should be informed of the directional signals during the

presentation of the technical concept. It shows the listeners in which direction theyare movingand their position in the overall presentation. Simple numbered pointsor even questions can act as a signpost to guide the participants through thepresentation.

Transition provides direction and acts as link while moving from one part toanother of the presentation. Participants retain attention and understand the

relationship betweenthe topics of the presentation. Presenters are using transitionsto orient the audience towards the planned route of the presentation. The arrival ofa new topic has to be different than the regular one to avoid confusion among theparticipants. The transition has to take place smoothly without any distraction.


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9.28 Different ways to repeat information

Participants sometimes miss a part of the presentation due to some intrinsic noiseduring the session. The thumb-rule is that an audience takes in only one-third of the

presentation that means the presenter has to repeat the key issues at least thrice.Once the main message is given in the introduction, the presenter can repeat thesekey points during detailed discussions when there is a chance that both theaudience as well as the presenter may lose sight of the main point. In the summary

the attention level of the audience is generally high and is the right place for thefinal repetition of the key points and the audience generally remembers and takes

the main points with them.9.29 Sharpen your delivery

After the audience need analysis had been conducted, the presenter has to prepareand rehearse the contents of the presentation. Once this has been done, the

presenter is ready to deliver the presentation. For a successful delivery a presenterhas to follow certain basic rules, which are given below:

Appropriately dressed presenters boost a positive impression amongthe audience without any distraction.

Arriving early and getting familiar with the setup increases theconfidence of the presenter.

Appropriate warm up ensures mental and physical readiness.

Being natural throughout the presentation improves the delivery.

Maintaining eye contact establishes proper connection with eachmember of the audience.

Memorizing the script or simply reading the slides should be avoided.

The presenter has to use visuals as a guide and in support of themessage.

Body language plays a vital role during the presentation and shouldbe used to sharpen the delivery.

Proper articulation of voice attracts audiences attention.

Confidence and enthusiasm transmit positive vibes among theaudience.

Ensuring right pace and proper time management play an importantrole.

Sensing the verbal and non-verbal signals of the participants andchanging suitably.

Memorable closing with key points.

9.30 The do and donts of effective technical presentations

The success of a technical presentation depends on how the technical trainers

present their material. An effective technical training presentation follows certaindo and donts as enumerated below:

9.30.1 Do Do practice the opening of the presentation repeatedly to avoid the

opening jitters.


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Do get a realistic idea about the approximate time needed for thepresentation.

Do focus on the content of the presentation and go through all thematerial at least once.

Do preparations for the worst possible questions, and rehearse the

answers out loud. The rest of the questions will seem easy. Do follow the tellem approach in the introduction, body and

summary.

Do engage the participants by asking them about their experiencesand interests.

Do make them feel comfortable with their current knowledge.

Do limit the presentation to one or two items that are within theimmediate reach of the audience.

Do dress appropriately and be comfortable.

Do provide time for doing, trying, and experimenting. Do reflect enthusiasm.

Do make the experience positive, focusing on sharing andcollaborating.

Do tackle the situation humorously if something goes wrong. Laughwith it so that the audience feels relaxed and comfortable without

being irritated. Do have backup technologies available.

Do make sure about all sorts of arrangements (technical or physical)without depending on others, to avoid any possible embarrassments.

9.30.2 Donts

Dont imply that what teachers have been doing for years is no longerof worth.

Don't tell them they need to change what they are doing.

Dont write out a presentation; write an outline instead. Dont use foggy phraseology and scrambled metaphors

Dont use too many acronyms and abbreviations. Dont make the speech too lengthy and complex.

Dont jump to conclusions or rush to judgments.

Dont present them with a slick, glossy, glitzy, high-techdemonstration.

Dont give unwanted advice. Dont move hastily to problem solving. Dont change the subject.

Dont talk about self.

Dont talk about other similar cases.

Dont emphasize the process, stress the result.

Dont be afraid to say I dont know or defer some questions.


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9.31 Anticipate problems and find solutions

The presenter might face several unpleasant surprises during a delivery. Hence itis required to anticipate these well in advance and prepare to handle such

situations. Some of the common problems are explained below with a prospectivesolution.

The presenter may be using many types of electronic equipment for apresentation and failure of the equipmentmay lead to frustration for an unprepared

presenter. Instead of becoming obsessed the presenter has to immediately move toalternatives and back-up plans.

Sudden curtailing in the scheduled duration just before the presentation mayrequire reduction of examples, removal of extra details and simplification ofcomplex technology.

The presenter has to sense the feelings of the audience and a turned-off audience

is a major challenge for a presenter. He/she has to establish the cause for boredomand actaccordingly to make the presentation more interesting for the audience. A

well-prepared presenter should always have different plans to meet the situationalrequirement.

Sometimes the audience stops listening and feels sleepy. In that case thepresenter has to use different attention getters to make them more attentive.

Figure 9.3Equipment failure flow diagram

9.32 Be proactive, think forward, anticipate, avoid and deal withproblems

The presenter should have enough practical knowledge and hands-on experienceof the subject. He/she has to be positive and passionate and think forward to deliverthe presentation. While presenting, he/she must enthuse the audience with her/his

vast experience.


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9.33 Provide professional and knowledgeable presentationsirrespective of venue, time or subject

A professional and knowledgeable presenter has to be prepared for any

eventuality during the presentation and they are neither obsessed about the problemnor with the venue, time, and subject. They are neither upset due to fear, guilt oranger. On the contrary, they quickly and flexibly respond to a problem, their mainfocus being to deliver the message to the audience whatever may happen. It is their

unbeatable attitude that opens up several innovative ways to tackle the problems.9.34 Do not use your position as a marketing or selling platform

Presenter should not market or sell any product in support of his presentation

under any circumstances. He/she should adopt a more generalized line of operationand present the concept before the audience. Otherwise, the audience may doubtthe authenticity, which may affect the credibility of the presenter.

9.35 Fulfill expectationsThe presenter has to ensure that the program is as what was promised in the

advertising brochure and confirm that the brochure and the training course contents

are same. Participants pay a handsome amount to enroll for the course afterchecking the course outline in the brochure and expect the presenter to cover all

those topics during the presentation. Any shortfall of topics may disappoint the participants as it will not satisfy the participants needs who may consider it

unworthy for the amount they have paid.

9.36 The introduction

9.36.1 Command the attention of the trainees in the first minute

The presenter has to start with the attention of the audience. To do so, he/she mayhave to use a startling statement, statistic, or presenters own story. Once the presenter grabs the participants close attention he/she can present the mainmessage to the audience without any delay.

Effective introductions involve appropriate vocabulary, tone and voice projection. It also involves choosing the best form of communication for each

situation. A good first impression invariably lies within the confidence level of the presenter i.e. how confidently he/she is addressing all type of people based on

demographic profile: Personality types (introverts, extroverts and generationaldifferences) and organizational levels (superiors and colleagues).


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9.37 Spellbound introductions

Spellbound introductions pave the way for successful and effective presentations.

This starts out with startling introductions using quote, anecdote, question, visual,statistics, analogy, demo object and events and humor or an activity to get thegroup warmed up. The introduction must have an objective, which is the purpose

or the goal of the presentation.

9.38 Icebreakers

When a group of participants assemble for a training course, there is always a

feeling of uncertainty and discomfort. Even if the participants know each other,they feel uncomfortable in the new situation. Games and team building activitiesrelax them, so that they can fully concentrate on the main purpose of the training,whatever it is, rather than spending the morning wondering what everyone else isthinking. Activities and games are great levelers - they break down the barriers,

and therefore help develop rapport and relationships. Icebreaker helps participants

to get to know one another very quickly and provides an easy way to get peopletalking and mingling with each other. It helps everyone feel comfortable while

imparting a sense of identity and gets people moving and interacting within largergroups. Everyone feel equal and get ready for activities on the course topics.

9.39 Perform proven opening rituals that works for you

The presenter has to reach the venue well in advance and welcome the delegates

with a handshake and a warm hello. He/she should establish a pleasant bond withthe participants by offering them hot coffee or tea on their arrival. He/she shouldintroduce himself/herself.

9.40 Give the audience a reason to listen

The presenter has to give the introduction to the audience within the first twominutes of the presentation, which helps the audience identify their need andpurpose of attending the presentation. The presentations are generally divided into

introduction, body and summary. This universal structure avoids confusion andcomplexity. The main purpose/issues are addressed in the introduction andsubsequently repeated in the body and summary sections with required details. The

presenter has to use the audiences natural attention levels to convey the mostimportant points.

9.41 Different ways to begin a presentationOften the hardest part of making a presentation is getting started. Winning

presentations demand a powerful as well as attractive opening that grabs the participants attention from the very beginning. An efficient presenter must,therefore, be careful to adopt an introductory style that will ensure the success of

the presentation.

Good introductions should actually contain any of the following:

Powerful quote

Rhetorical question


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Startling statement

Create suspense

Vivid illustrations and examples Humorous anecdote

Appropriate joke

State a problem

Starting the presentation is the phase when the stage is set and the participants

are conditioned to focus their full attention on the speaker. The presentershandling of this phase decides the success or failure of the presentation. He/she

should establish his/her credentials to speak to the audience and empathize with theissue. Moreover, he/she should also provide the audience with a reason to stay forthe rest of the presentation with an easy transition to the body of the speech.

9.42 Techniques to intrigue, arouse and hold participantsattention

During the presentation it might be necessary to deal with sleepy orinattentive audiences. Even after a gaudy start the audiences natural

attention curve is at its lowest especially during the staging of the body of the presentation. A good presenter, at this stage, shouldcontinually lure them back to pay attention by using a variety oftechniques.

Specific organizational patterns

A variety of patterns can be used depending upon the nature of the subject, thepurpose of the presentation, the time allotted and audience orientation.

Classifying as per common bonds

All points are generally classified into a clear, manageable list with common

features. The outline structure can be tested as follows: Relevance Main points must support the main theme.

Independence The main points should be independent and shouldnot overlap each other. Check with because test for both relevanceand independence.

Clarity Main points are clear and all parallel points areconsistent with one another.

9.43 Conclusion

A variety of methods can be used to leave a lasting impression such as a powerful quote, rhetorical question, startling statement, vivid illustration, andhumorous anecdote. Quotations are generally used to close formal speeches.

Startling illustrations can be used to close the presentation.


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9.44 Summarize main points in your conclusion

Figure 9.4Summary of the presentation

The summery affords the final opportunity to convey the main message to the

audience. A concise summary also gives the flexibility in case of time shortage (seeFigure 9.4).

Some of the key elements are given below:Reiterate main points The presenter has to restate what was discussed during

the talk.

Appropriate conclusions and recommendations The presenter has to ask forspecific actions, the objective he/she has identified in the planning stage.Punchy closer The wrap-up leaves a memorable impression among the

audience about the topic or its importance. It is followed by a final thank you.

After Q&A, end the meeting with a final send-off message.

9.45 Evaluate the success and effectiveness of the course

Evaluation is a necessary part of the program planning and delivery. It is animportant ongoing function for the trainer as well as for the trainees. There are two

important types of evaluation:1. Process evaluation

2. Outcome evaluation.Process evaluation is done to improve a program. It includes feedback from the

participants about how they felt about the difficulty level of the information. Withthis information, the presenter can adjust the level of the information for the next

presentation. The purpose of this type of evaluation is to improve the program thenext time it is delivered.

Outcome evaluation is done to show the impact or worth of a program. Forexample the question What amount money did you save by using the information

from this program? shows a financial impact from the program. This type of


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information is used as a funding justification for a program or to show decision

makers why they should or should not support a program.Evaluation is often looked at from four different levels (the Kirkpatrick levels)

listed below. It is to be noted here that the farther down the list, the more valid the

evaluation.a) Reaction - The learners feelings about the training.b) Learning - Facts, knowledge, etc., gain by the learner.c) Behavior - Skills developed by the learner. What new information is the

learner using on the job?d) Results or effectiveness - What results occurred, that is, did the learner

apply the new skills to the necessary tasks in the organization and, if so, whatresults were achieved?

Level (d), evaluating results and effectiveness, is the most desired result fromtraining, and it is usually the most difficult to achieve. Evaluating effectivenessoften involves the use of key performance measures that can be seen e.g., fasterand more reliable output from the machine after the operator has been trained,

higher ratings on employees job satisfaction questionnaires from the trainedsupervisor, etc.

There are three levels of change in performance that must be monitored and

evaluated.Level one is the measurement of how well the trainees can perform the skills that

have been communicated to them. It takes place during and upon completion oftraining.

Level two is the observation of the trainees performance when they return to the job. The presenter must follow up and observe whether they are actually

transferring those skills to their jobs or not. If they are not doing so, the presenterneeds to perform a narrow-focused needs analysis in order to troubleshoot the

problem, diagnose it, and propose a solution.Level three is a measurement of the impact of the training on the operations of

the department for which the presenter has performed the training or, indeed, onthe entire organization. It is a measurement of the dollar return on the money

investment by management in training. Level three is the bottom-line evaluation. Itanswers the question Are we getting our moneys worth out of training?

9.46 Critique and assess your preparation and delivery of thetechnical training

After the presentation the presenter has to assess the entire program in the form

of detailed notes explaining the untoward incidents and its causes, requiredimprovements, topics most appreciated etc. This will improve the futurepresentations. He/she should also get the scorecard filled out by the participantsand evaluate it thoroughly to getfeedback on her/his presentation style, preparation

and delivery. The presenter has to improve by strengthening the weaker areas withthe aim to achieve better scores next time.


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9.47 Evaluation forms

Training Program Evaluation Form

Date: _____________

Training Session Title: __________________________________________Location: ____________________________________________________

Presenter: ___________________________________________________

1. Please evaluate the following aspects of the training program by circling a number on the

scale below.

Excellent Good Fair UnsatisfactoryNot

applicable

Achievement of program objectives 4 3 2 1 N/A

Achievement of my personal objectives 4 3 2 1 N/ARelevance of content to my needs and

interests4 3 2 1 N/A

Organization of the program 4 3 2 1 N/A

Usefulness of exercises or activities 4 3 2 1 N/A

Usefulness of visual aids and handouts 4 3 2 1 N/A

Instructor's knowledge 4 3 2 1 N/A

Match between content and my

questions 4 3 2 1 N/AInstructor's ability to explain contentclearly

4 3 2 1 N/A

Instructor's ability to respond well toquestions

4 3 2 1 N/A

2. The length of the training was: (Right one)

Too long Too short Just right

3. The level of material covered was: (Right one)

Too high.I felt

overwhelmed.

Just right.I got just what I

needed.

Beneath me.I needed something

more.

4. I wish we would have spent more time discussing....


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5.Next time, they should include additional topics such as....

6. Please evaluate each of the following aspects of the training session by circling a number

on the scale below:

Excellent Good Fair UnsatisfactoryNot

applicable

Accommodation 4 3 2 1 N/A

Training room 4 3 2 1 N/A

Administrative support with registeringfor class, etc.

4 3 2 1 N/A

7. If you rated your experience as anything less than excellent, please tell us what we could do

to improve our efforts.

Thank you so much for your contributions.

Your feedback will help us improve our efforts in order to serve you better.

9.48 Memorable endings

When the participants leave the presentation, they must feel inspired, motivatedand equipped to return to their place of work and apply what they have learnt. The

ending should be memorable enough to keep that objective alive.

9.49 Accomplish objectives

The objectives of an effective training are: building confidence within the

participants, demonstrating value and relevance, engaging learners in solving realtime problems, and allowing the participants to discover, explore, and share. Goodtraining not only grabs the audiences attention, it also relates the content of the

training to their individual and organizations goals and purposes. No trainingsession is separate and it should integrate with the existing knowledge of theparticipants. Knowing the audience is one of the most important requirements thatare used to measure the accomplishment of objectives. A presenter may use pre-

and post-test questionnaires to measure the accomplishment. Pre-coursequestionnaires are used to gauge the knowledge level and background of the

audience. Comparative scoring shows how much or how little the participantsretained from the training.

training with impact

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