Training Delivery: Participants Hand-Out

Training Delivery Hand-out Page 1 of 17
Training Delivery
YTA 2014 Budapest
Trainers: Susanna Holowati and Lelde Zena
PARTICIPANTS HAND-OUT
1 Introduction
Training delivery – the very core of a trainer's performance! As much it is crucial to prepare yourself and
your co-trainer properly for a training session and doing a rigorous follow up afterwards, what your
participants will remember above all is the content of your sessions and how their trainers facilitated the
process. It is such a broad topic and if you think about everything a trainer has to take into account and
all the competences s/he has to have, every good trainer is nearly a super hero!
He has to know how to handle and adapt to each participants' needs (and there might be some tough
ones...), have a good co-delivery, be creative with the activities and respect all learning styles, deal with
unexpected situations, turn even dry theory into a participative learning way, handle participants'
emotions, give clear instructions, communicate effectively so that the whole learning potential is being
used, know how to use space and visuals and a lot of other things.
Anyway our session's aim was to make you practice some of those aspects and put you in a kind of mind-
blowing multi meta-level simulation of training delivery.
The goals of this session are for you to:
• be able to spot basic delivery mistakes wearing the "meta-hat"

• be aware of unexpected situations/challenges and ways to solve them on the spot
• understand elements that are important in training delivery
• learn how to solve difficult situations (difficult participants, co-trainer, logistics...)
• be aware of different training delivery approaches depending on each trainer's style
YTA 2014 Budapest Day 3

2 Content
1 Introduction .............................................................................................................................................. 1
2 Content ..................................................................................................................................................... 2
3 Starting a session ....................................................................................................................................... 2
4 Expectations.............................................................................................................................................. 3
5 Theory ...................................................................................................................................................... 3
6 Instructions ............................................................................................................................................... 4
7 Debriefing ................................................................................................................................................. 5
7.1 The four F's...................................................................................................................................... 5
7.2 ORID method................................................................................................................................... 6
7.3 T-act method .................................................................................................................................... 7
7.4 Good questions ................................................................................................................................ 8
8 Evaluation ................................................................................................................................................. 8
9 Co-delivery ............................................................................................................................................... 9
9.1 Co-Trainer scenarios ...................................................................................................................... 10
10 Difficult situations.............................................................................................................................. 12
10.1 Difficult participants....................................................................................................................... 12
10.2 Difficulties concerning the content ................................................................................................. 14
10.3 Technicalities ................................................................................................................................. 17
11 Conclusion ......................................................................................................................................... 17
12 Further readings ................................................................................................................................. 17
3 Starting a session
The task: You have to deliver the first 10 minutes of a Leadership WS. Some participants
already know each other, others don't. Most of them are already a bit familiar with the topic.
Starting a session includes several points like

• presenting yourself and your legitimacy to hold a session in this topic
• making your goals clear
• tell participants what is going to happen and what they can expect => agenda
• using an appropriated activity to introduce the session's topic (e.g. thematic energizer)
• checking knowledge of the participants in the field
• put the group in a comfortable setting => Icebreakers, name games...
• make an impactful start to arouse curiosity and concentration amongst participants
• checking expectations

The order of those aspects can be adapted according to your strategy. Sometimes it might for example be
appropriated to reveal the goals at the end to have kind of an “Aha- effect” and also time spent on
introductions varies a lot following your training's length and also the state of your group (if they are
already familiar with each other or not).
It is, by the way also very useful to come at the very end of a session back to the beginning (=> close the
circle) and go another time through the whole process and the just tackled goals.
4 Expectations
The task: You already began your WS about leadership. You now want to check the
expectations of your participants regarding this 4h session. (You don't know their respective
levels of knowledge)
Instruction for simulation: participants write down their expectation for a session about
motivation!
It might happen often that you can't check beforehand expectations of participants at your training and
that you don't really know who you will have in front of you (which knowledge level, whether they
prefer more practice or theory etc.). That's why it is very helpful to check expectations for a session at
the beginning to:
• make participants already self-reflect to target their learning
• give you an idea about their preferences so that you can immediately adapt to it
• check the homo/heterogeneity of the group
• help you evaluating in the end whether the expectations and your goals have been met
It can also be used in an “energizer” way and somehow establish a connection between participants.
What if expectations are way too different to be able to adapt your content immediately?
=> You can prepare your participants in a way that they are at least aware of it (e.g. “Well motivation as an
important part of leadership will be tackled although our main focus will rather be on the different leadership styles
in general...”)
In any case: don't lie to your participants saying you will do something and you won't really in the end!
5 Theory
The task: You have to give the theory of VAK in a participative way.
A difficult part of trainings is also to give theory and “hard” content in a way that people won't get bored.
Try in general to use as much as possible methods adapted to different learning styles that might vary
especially between visual, auditory and kinaesthetic. Sometimes you have to use presentations instead of
rather active methods like group work/discussions, role plays, energizers, games, brainstorming, case
studies, reflective discussions etc. And presentations can be more than a stream of (boring) information
from the expert to the learner. In reality, the weakest presentations are based on words only. The use of
examples, metaphors, visual aids, etc. can make the presentation more interesting. Also, the personality
of the presenter should come through in the lecture; otherwise it is no different from a taped lesson.
One advantage of presentations is that the trainer is free to use all his tools in order to move the group
forward, can observe the reactions and, depending on what he sees, change what he says according to the
needs of the group. A good trainer can change the ending of his sentence mid-stride!

Also there are in general some ways to involve participants during a lecture:
Listening Role
Assign participants the responsibility of actively listening to the lecture.
At the end, they should be able to produce points they agree or disagree with, questions to clarify the
lecture, a summary of its contents, or quiz questions for other participants. Assignments can be given to
the group as a whole, to teams, or to specific individuals.
Guided Note Taking
Provide instructions or a form indicating how participants should take notes during the lecture. Stop at
intervals for the participants to write reactions or ideas that go beyond what you have presented.
Spot Challenge
Interrupt the lecture periodically and challenge participants to give examples of the concepts presented thus far or
answer spot-quiz questions.
Synergetic Learning
Provide different information to different participants. Allow them to compare notes and briefly teach
each other.
Illuminating Exercise
During the presentation, intersperse a brief activity that illuminates the information, ideas, and skills
being presented.
Finally it is always about engaging participants in any kind of method to give them a theoretical input and
enhance their learning adapting to different styles.
6 Instructions
The task: Invent and deliver an energetic game that lasts up to 5 minutes max. It has to
include all participants and at least 3 objects of the room.
Instruction for simulation: ask for clearer instructions and pretend not to understand
immediately.
As banal as it might seem; giving good and clear instructions is almost an art. Many times it seems so
clear for us and is not for participants. If participants don't understand it is not a lack of intelligence but
mostly because instructions weren't clear enough.
KISS: keep it simple and short!
Some other tips:
• write instructions down for you beforehand and test them with friends, kids, family... and
change the phrasing until everyone could understand
• don't give instructions while distracting participants (distributing hand-outs for example)
• Visualize tasks with your body and give clear examples (also using you co-trainer)
• If you have several steps in an exercise, explain each step before and then let them do (e.g. «There
will be 3 phases. First you have to ...Then you will start... and finally you'll...So go ahead”) or you explain first
step=> doing then 2nd step=> doing then 3d step=> doing.

• Check always in the end of an instruction whether everyone understood.You can ask participants
to give you examples or ask someone to repeat what they have to do.
• Keep track about timing. Give participants a clear indication about how much time is left trough
out an activity (to not shout you can use “smoother” methods like showing on a post it the time left)
7 Debriefing
The task: debrief the last activity [the invented game]; debrief the debriefing [meta]
The debriefing- the art of asking the right questions- is the most powerful learning tool a trainer has (and
probably the hardest to apply). When you debrief, all the lessons are surfacing, all conclusions are drawn
and the usefulness of concepts is acknowledged.
Hereunder you'll find 3 rather similar basic techniques for debriefing that will help you through the
process. But as always it's especially about practising and identifying what is most effective and impactful
for the learning of your participants.
7.1 The four F's

The most common scheme is following the four Fs:
1) Feelings – What was your experience; How did you feel about it; what emotions came up?
2) Facts -What actually happened; what was the activity about? What did you do?
3) Findings – What did you learn from it; what are the links to real life?
4) Future – What would you do differently repeating the activity? How can you apply what you learnt in
life? How does it affect you?
Sometimes you find the same method but starting with facts first and then going to feelings. It depends
also on the emotional intensity of an activity. It might be appropriated to start with the feelings when an
activity was quite emotional and participants need first to liberate their emotions about it.

7.2 ORID method

The ORID method is quite similar to the previous one just represented in another way and acronym. It
also separates the questions that will be discussed into four categories:
Objective — these questions help us zero in on the “WHAT”
=>What was the activity about? Did everyone contribute?What did you do?
Reflective – these questions now guide us to describe our reactions or emotions about that, the “GUT”
=> How did you feel about it?What was your emotional response to it?What aspects went well and what didn't?
Interpretive – once we have information and reflections, we can begin to assemble what this
might mean to us in our context, the “SO WHAT”
=> So what could that mean for us?What could you draw out of this?
Decisional – and with all these insights, we are prepared to figure how to move forward, or
the “NOW WHAT”
=>What could make it work better?What could you do differently next time? How can you
apply what you learnt in life?

7.3 T-act method

T-act is an Experiential Learning Debriefing Tool and can be briefly presented this way:
1. Fact – learning has its origins in a specific experience, a Fact of life. These happen every day, but only
a few of us are able to observe, understand, reflect, learn and better themselves through each
experience.
2. REact – To each Fact or experience happening to us we REact. It's natural, it's human, and most of
the times; it is where learning ends. We fail to see beyond our reactions. We just state them, or we are
not even aware of them. For most people, Personal development through experiential learning is
blocked here.
3. IMPact – whether we are aware of this or not, every Fact of life has an IMPact on us, an emotional
imprint that most of the time we do not see. It is difficult and sometimes unnatural to ask ourselves how
we felt about a specific experience. Therefore, the learning process does not happen.
4. INTERact – The next step in the learning process is to reflect, to INTERact with us, with the others,
with the environment. We have to ask ourselves questions like "What do you think are the possible
solutions? What are the causes? Why this happened? What if you did something different – what could
you have done differently?"
5. ABSTRact – Forward, to transform this into learning, we have to capitalize on our process by
ABSTRacting what happened. We have to understand what we have learned from this, how we can
become better knowing through this experience.
6. act – The final step of learning is the resolution to act. "After this experience, next time I will act
differently". This is the step where we form new behaviours and decide how we will act next time in a
similar situation. t-ACT - the Experiential Learning Process.
The t-ACT cycle can be used as a very clear and simple tool for debriefings in trainings. For any fact that
happened, simulated or real, simply follow these 6 questions:
1.What happened? what was your experience?What are the facts?
2. How did you react?What did you do in that situation?
3. How did you feel?What impact did it have on you?
4.What do you think are the possible solutions?What are the causes?Why this
happened?What if you did something different – what could you have done
differently?
5.What did you learn from this? How can I better myself through this experience?
6.What will you do if this happens again?

7.4 Good questions

Good questions are the core of a good debriefing. Here some tips:
Good questions to encourage reflection should be:
• Open (not yes/no answers)
• Slightly weighted towards the training objective
• One at a time
• Probing (try to dig deeper)
• Encourage thinking (can sometimes be provocative)
• Not just informative (unless needed for clarification)
It is important to underline that questions focusing on content only do not encourage the learning
process.
We can differentiate three types of questions:
1. General questions e.g. 2. Core questions, focusing on 3. Time-questions which help

one aspect the person to connect between
his/her past and future
• What is this? • What is the essence of this? • What role does this (feeling,
image, and situation) play in
• What does it mean? • What is it about?
your life?
• What else is there? • What is the most difficult
• When did it become present in
feature in this thing?
• What does this (a specific your life?
element/object/feature) • What touches you the most
• When were you aware of this?
represent in this situation? about this?
• When did you feel something
similar before?
• Where does it fit in your life?
8 Evaluation
The task: make an evaluation of the whole session/day.
At the end of a session it is important to close the whole process wrapping and summing up the
main steps of the whole process and the respective learning outcomes. It is also the occasion to come
back to your goals and expectations of the very beginning of your session and evaluate whether they
have been met. (It is very useful to reuse therefore the visuals and material of the beginning of the
session). It might, by the way, also be advisable to use your participants to make a recap of the session so
that they can reflect once more and making them realize their whole learning outcome.
Finally it’s also the moment for you to gather constructive feedback on the content and your
performance as trainer so that you can improve for the next time and insure quality trainings.

More general details, information and methods about overall training evaluation:
– follow-up hand-out;
– t-kit on Educational Evaluation in youth work: http://infojove.caib.es/T-Kit_10.pdf
9 Co-delivery
The task: You have to deliver the first 10 minutes of a Leadership WS. Some participants
already know each other, others don't. Most of them are already a bit familiar with the topic.
Instruction for simulation: co-trainers have lack of communication and disharmony.
There is almost nothing worse for the training atmosphere than a miscommunication and hidden or even
open conflicts between co-trainers.Your participants have a satellite and are sensitive to the relation
between trainers and feel whether there are tensions or not. A bad co-delivery can totally destruct the
learning process of your participants and even create more tensions. Sometimes we tend to wanting to
gain the glory for successful session parts and forget about letting the co-trainer shine. Although we
might also think sometimes we could be more effective working alone without compromising with
another trainer about content flow etc. and just go our own path. In reality it is so valuable to co-train
with another person because:
– 2 people => double creativity and complementing ideas
– you can learn a lot from each other’s approaches and feedback
– having two different delivery styles and visual focus points is maintaining better the participants'
concentration
– logistically and time wise it is more effective
– you learn a lot about yourself and develop better team work capacities
But how can we insure a good co-delivery? The key points are honesty, openness and prevention.
Especially working on longer training programs, the better you know your co-trainer, his needs, way of
working, strengths and weaknesses etc., the more you are likely to co-deliver in harmony. There is a very
helpful tool you can use to prepare beforehand a fruitful and harmonious teamwork going through 5
steps (1:The story of us 2: interaction styles and warning sign 3: expectations 4: questions to return to peace 5: short-
and long-term agreements)

9.1 Co-Trainer scenarios

9.1.1 Your co-trainer is running out of time and you know you will not have enough time
for your session.
PREVENTION:
• Setting rules (interrupting yes/not? symbols and signs etc...) and talk about training style,
personality etc.
• Prioritize activities (mark in TSO)
• Planning buffer time!
SOLUTION:
• Communicate: eye contact, giving signs (in case dropping something for attention);
• Be flexible and reschedule (shorten your activity etc.);
• Evaluate if it´s worth cutting your co-trainer (depending on commitment and excitement of
participants) in case of long group discussions: invite participants to continue talking in coffee-
break/later on.
9.1.2 Your co-trainer doesn’t answer your e-mail prior to the event.
PREVENTION
• Make them feel how important they are, give them the ownership
• Only state the most important things in you e-mails, Long e-mails take longer time to
answer.
• Write in your e-mail that you’d like to receive a confirmation that they received your
message.
• Ask them to let you know if they cannot participate
• Use special tags for e-mails e.g. [URGENT]
• Set communication rules
• Use other communication channels e.g. Facebook and Phone
SOLUTION:
• Be flexible and prepare yourself and a range of workshop activities, aims and objectives
to later present to your co-trainer.
9.1.3 Your co-trainer improvises and adds an activity that was not planned.
PREVENTION:
• Agree on signs before
• Look at your co-trainer often, have eye contact through-out the workshop
SOLUTION:
• Be flexible to cut something from the schedule if necessary,
• If it is important to the participants, than keep the flow,
• Trust your co-trainer
9.1.4 You are working with 3 co-trainers and no-one is listening to each other’s.
PREVENTION:
• Before starting the work build the group, use some teambuilding activities,
• You can use “blueprint of WE”
• Try to find a compromise or divide the work

9.1.5 Your co-trainer is over-dominating and is doing a one-man-show.

PREVENTION:
• Agreements before
SOLUTION:
• Getting more passive and take the opportunity to talk to him/her in a break (depends
on if he/she is good in doing his job)
• Body language
• Come to the same height/level and maybe put the hand on the shoulder - contact
• Giving signs
• Eye contact (co-trainer need to be in a good position and being involved), but too
intensive eye contact can be interpreted as insecurity
• (GENERAL: The trainer gets signs when needed, he doesn’t need to ask for)
9.1.6 Your co-trainer explains a model in a way even you don’t understand.
PREVENTION:
• Go together into the model - you and your co-trainer
• Use “Memo Cards”
• The co-trainer can have the hand-out and help the trainer if needed
SOLUTION:
• Present the model together
• Ask to the participants “Do you understand?”, “There’s something you would like to
add?” and most important “Why”
9.1.7 Your co-trainer becomes sick a week before the training.

PREVENTION:
• Have a backup trainer prepared if possible.
• Prepare and organize material online from the beginning.
• Avoid methods that are dependent on the particular co-trainer.
SOLUTION:
• Make sure to follow up the preparation with the trainer that cancelled.
• Try to have Skype session as replacement
9.1.8 Your co-trainer has totally different concept of how to design the session.
PREVENTION:
• Chose co-trainer carefully (according to working style and experience)
• Try to find out about co-trainer in safe environment
• Assess the working styles in the beginning
• Keep your plans flexible
SOLUTION:
• Evaluate if it’s worth the fight
• Compromise for the sake of participants
• Divide responsibilities strictly
• Consider to trust the co-trainer and learn new working styles instead of playing safe.
• Consult with someone from outside.

9.1.9 Your co-trainer spends 30 minutes instead of 5 explaining the next activity.
PREVENTION:
• Try being flexible with time while designing the session
• Plan shorter and less rather than prolongation
• Agree on signs to let the co-trainer discreetly know that he/she should hurry up
SOLUTION:
• If the co-trainer over-explained the activity, partly covering the debriefing, try to save
time on debriefing.
10 Difficult situations
10.1 Difficult participants
Below you'll find some scenarios and suggestions for prevention/solution that could be still much more
extensive. Otherwise another document proposing solutions concerning certain participant “characters”:
10.1.1 One of the participants asks/says "Why on earth are we doing this? This is no use of
anything..." during the workshop.
PREVENTION:
• always knowing aim and objectives of methods and why in this order
SOLUTION:
• Explain: aim and links between activities
• Ask participants "what do you think was the intention?"
• Invite participants to participate (e.g. Challenge by choice; you will see in the end what was the
goal etc.)
• "It´s up to you" (participants can leave if really don´t want to participate)
10.1.2 The energy level of participants is very low after lunch.

PREVENTION:
• NO theory but active exercises after lunch
• When planning, keep in mind the energy cycle of your participants
SOLUTION:
• Energizers
• Transfer/inciting with your own energy
10.1.3 Some of your participants feel excluded during a role play that takes 30 minutes.
PREVENTION:
• Study role-play and theatre methods.
• Include everyone in the role-play by giving the others some roles (observers, judges,
etc.)
• Use the Freeze method to swop actors and give the criteria that everyone have to freeze
once.
• Divide the groups into two and do parallel role plays, give them equal amount of time
for preparation and presentation.
• Study the participants; connect different personalities e.g. the excluded with those who
are more engaged.

10.1.4 You prepare for expert participants but get an inexperienced group (and the other
way around).
PREVENTION:
• If possible, check the levels of the participants before the training.
SOLUTION:
• Make an overview of what the participants know in the beginning of the training.
• Remember that we are facilitators, use the knowledge of the more experienced, and
give them the chance to contribute to the workshop.
DISCUSSION
• Add level of experience in tracks for the registration.
10.1.5 Number of participants changes right before the event.

PREVENTION:
• Prepare more materials (hand-outs, post-its etc.) in advance,
• Have option B ready (another place equipment)
SOLUTION:
• Be flexible!
• Improvise, try to use the situation ( improvise on an activity)
• Use your co-trainer as a participant
10.1.6 At the end of your workshop you ask participants to feedback and you find out that
they had totally different expectations.
PREVENTION:
• Ask the participants in advance for their expectations
• Use right questions to “push” them somehow into another direction of thinking that you
expected.
10.1.7 During your workshop one of the participants became emotional and starts crying.
SOLUTION:
• De-roling method ( e.g. clap your hands, say that this exercise is behind of us, you can
take off the mask)
• If it fits, try to use this situation for the debriefing of an activity e. g. “What makes you
feel that?”
• Let the person to calm down and don’t concentrate your and the other participants
attention on the crying person.
10.1.8 You don’t know the experience/level of participants before the training.
PREVENTION:
• Design the session in the way that it will start with basics and build up to advanced
topics.
• Have different methods prepared and try to adapt throughout the training.
SOLUTION:
• Begin with evaluation of participants level

10.1.9 Participants don’t understand why you did a certain activity.

PREVENTION:
• Don’t include activities that you can’t properly justify (ask yourself “Why this activity?”)
• Ask participants “What do you think, why?”
• Have the proper questions designed for the debriefing, leading participants to the
answer
• Prepare different debriefing approaches.
SOLUTION:
• Get different participants aspects, then explain (with keywords, or on examples)
• If necessary, give guidance
10.1.10 Two of your participants are 30 minutes late and you already started a
simulation game.
PREVENTION:
• Give warnings before an important activity - “If you are not on time you won’t
participate on the activity”
SOLUTION:
• Invite them just to observe and not to participate in the activity.
10.2 Difficulties concerning the content
10.2.1 You did not have a chance to prepare your sessions before the event.
PREVENTION
• Play it safe!
• Time management (use every opportunity and have at least a concept in mind)
• Toolkit with activities
• Ask pool of trainers for help/advice
• Always end TSO/session design before you go to sleep
• Don´t expect much sleep (take rest before the event)
SOLUTION:
• Do personal tasks/group activities which last some time, while you can prepare the next activity
• Improvisation only when necessary – But needs practice!
10.2.2 You don’t remember the exact times of the breaks during your session.
PREVENTION:
• Make a schedule and put it somewhere you can have a look from the trainer position.
SOLUTION:
• Being alone: it might not be a real problem if it doesn’t touch a (lunch) appointment, so
take the break whenever the participants (ask them if need a break) or the trainer need it.
• If it touches an appointment, watch in the schedule.
• If this is not possible, ask the participants. (Last opportunity)
• Being in a team: Ask a co-trainer.

10.2.3 You forget what you are supposed to say while you are delivering a workshop.
PREVENTION:
• Try to repeat the content before the workshops, think about bridging
SOLUTION:
• Speak honestly to the participants
• Take a breath
• Use notes
• Start over
• Cooperate with the co-trainer (co-trainer need to be present)
• DON’T PANIC, we are humans, nobody expects you to be perfect!
• Ask the co-trainer “Is there something I forget/ Is there anything to add? / Is there
anything you would like to add?
• Ask the participants: Is there anything you would like to add? / Are there further
questions? Is everything clear?
• 5- minutes break
10.2.4 You find a cool activity and really want to do it but it doesn’t fit necessarily the aims
of your workshop.
SOLUTION:
• Ask “why” all the time, that’s the best way to understand if an activity fits your
objectives;
• Don’t do it;
• Change it, adapt it to the aims;
10.2.5 The discussion you planned is going to a different direction and it takes it too long.
PREVENTION:
• Have a back-up plan with activities with the same aim
• Prepare the right questions
SOLUTION:
• Ask the co-trainer to moderate the discussion
• Finish the discussion and point out or sum up the conclusions yourself
10.2.6 You did not have a chance to prepare your sessions before the event.
PREVENTION
• Play it safe!
• Time management (use every opportunity and have at least a concept in mind)
• Toolkit with activities
• Ask pool of trainers for help/advice
• Always end TSO/session design before you go to sleep
• Don´t expect much sleep (take rest before the event)
SOLUTION:
• Do personal tasks/group activities which last some time, while you can prepare the next activity
• Improvisation only when necessary – But needs practice!

10.2.7 You don’t remember the exact times of the breaks during your session.
PREVENTION:
• Make a schedule and put it somewhere you can have a look from the trainer position.
SOLUTION:
• Being alone: it might not be a real problem if it doesn’t touch a (lunch) appointment, so
take the break whenever the participants (ask them if need a break) or the trainer need it.
• If it touches an appointment, watch in the schedule.
• If this is not possible, ask the participants. (Last opportunity)
• Being in a team: Ask a co-trainer.
10.2.8 You forget what you are supposed to say while you are delivering a workshop.
PREVENTION:
• Try to repeat the content before the workshops, think about bridging
SOLUTION:
• Speak honestly to the participants
• Take a breath
• Use notes
• Start over
• Cooperate with the co-trainer (co-trainer need to be present)
• DON’T PANIC, we are humans, nobody expects you to be perfect!
• Ask the co-trainer “Is there something I forget/ Is there anything to add? / Is there
anything you would like to add?
• Ask the participants: Is there anything you would like to add? / Are there further
questions? Is everything clear?
• 5- minutes break
10.2.9 You find a cool activity and really want to do it but it doesn’t fit necessarily the aims
of your workshop.
SOLUTION:
• Ask “why” all the time, that’s the best way to understand if an activity fits your
objectives;
• Don’t do it;
• Change it, adapt it to the aims;
10.2.10 The discussion you planned is going to a different direction and it takes it too
long.
PREVENTION:
• Have a back-up plan with activities with the same aim
• Prepare the right questions
SOLUTION:
• Ask the co-trainer to moderate the discussion
• Finish the discussion and point out or sum up the conclusions yourself

10.3 Technicalities
10.3.1 Your printer doesn´t work the day you need the hand-outs
PREVENTION:
• Make sure to have a printer at the venue
• Print beforehand
SOLUTION:
• Use flipchart with most important points of the hand-out
• Send it by mail afterwards
10.3.2 While doing an activity you realize you don’t have enough flipcharts.
PREVENTION:
• Fill the TSO - material part, activity by activity
• Have always more materials that you planned
SOLUTION:
• Be green, flip and use the other side of the flipchart
• Stick A4 papers together.
11 Conclusion
A trainer has to take numerous things into account, stay always on track about the whole situation and
dynamics. The main thing to conclude is: practice practice practice. Only like this you will develop
your sensitivity for people’s needs and emotions and all the other training skills. Some last tips for you to
become the awesome trainer you're about to develop to:
ask for feedback not only from participants but from other trainers; attend sessions as participant,
wearing your meta hat; During your sessions put yourself at your participants' place asking yourself
what you would need at that moment.
Finally, although you might have trainers ideals that inspired you, stay inspired but don't try to copy
anyone’s' training style. Because you have your own and unique one you should authentically apply to
inspire others. What are your strengths and weaknesses and who would you like to be as trainer?
12 Further readings
This hand-out content was inspired by ESN eduk8 related documents.
6 stages of debriefing
Learning Debriefing Tool
Difficult Participants
YTA 2013 – Training Delivery Hand-out

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Training Delivery Hand-out Page 1 of 17

Trainers: Susanna Holowati and Lelde Zena

The goals of this session are for you to:

• be able to spot basic delivery mistakes wearing the "meta-hat"

YTA 2014 Budapest Day 3

Starting a session includes several points like

YTA 2014 Budapest Day 3

YTA 2014 Budapest Day 3

YTA 2014 Budapest Day 3

7.1 The four F's

YTA 2014 Budapest Day 3

7.2 ORID method

YTA 2014 Budapest Day 3

7.3 T-act method

YTA 2014 Budapest Day 3

7.4 Good questions

1. General questions e.g. 2. Core questions, focusing on 3. Time-questions which help

YTA 2014 Budapest Day 3

YTA 2014 Budapest Day 3

9.1 Co-Trainer scenarios

YTA 2014 Budapest Day 3

9.1.5 Your co-trainer is over-dominating and is doing a one-man-show.

9.1.7 Your co-trainer becomes sick a week before the training.

YTA 2014 Budapest Day 3

10.1.2 The energy level of participants is very low after lunch.

YTA 2014 Budapest Day 3

10.1.5 Number of participants changes right before the event.

YTA 2014 Budapest Day 3

10.1.9 Participants don’t understand why you did a certain activity.

10.2 Difficulties concerning the content

YTA 2014 Budapest Day 3

YTA 2014 Budapest Day 3

YTA 2014 Budapest Day 3

YTA 2014 Budapest Day 3

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