Leader Prep Guide

Leader Prep Guide – Deloitte Development LLC
Leader Prep Guide

A Collection of Tips and Checklists
to Prepare Instructors for Training
guide.doc 1 May, 2000

TABLE OF CONTENTS
Preparing Yourself
Teaching versus Facilitating
Effective Adult Learning
Instructor’s Responsibilities
Know Your Audience
Instructor’s Self-Check
Communication Skills
Barriers to Effective Communication
Listening Skills
Verbal Communication
Non-Verbal Communication
Questioning Techniques - Asking, Receiving, Answering
Giving Feedback
Debriefing/Summarizing
Presentation Skills
Facilitation Tips
Effective Delivery Tips
Successful Instructor Behavior
Methods Which Encourage Participation
Team Training
Opening and Closing Sessions
Overcoming Nervousness
Designing and Using Visual Aids

Using Visual Aids
Flip Charts
Transparencies
Handouts
PowerPoint Slides
Videotapes
Group Dynamics
Dealing Problem Personalities
Solutions to Conflicts
Managing Conflicts
Application
Room Layout
Basic Equipment
Final Preparation for Training

Acknowledgments
Each year many Deloitte & Touche USA LLP professionals from every function
volunteer their time and energy to serve as instructors for regional courses. Their
dedication, enthusiasm and personal expertise make our courses come alive.
While Train-the-Trainer courses continue to be offered to provide our instructors

with essential skills, something more is needed. This quick reference guide, called
the “Leader Prep Guide,” is a job aid for anyone who facilitates meetings or learning
sessions. It is not meant to replace a Train-the-Trainers’ course, but rather to
supplement it and serve as a quick reminder for specific topics.
In producing this document, Train-the-Trainer materials were reviewed from Central

Europe, Europe, the UK, and the US and the best reminders and tips were collected
from each and combined with original ideas. The information is condensed so that
all key points for a topic are covered quickly on one page. Checklists are also
included that will help ensure a smooth running class.
Use this guide as a reference to look up topics whenever a specific training question
or problem arises. The information reflects classic, proven techniques as well as
the personal experiences of Deloitte instructors.
We thank and acknowledge the excellent work of the HR groups within the practices
of London, the United States, and DTT which appears here; and we thank our
instructors for their continued participation and professional performance. We hope
you will find this reference guide to be useful as you continue to develop your
facilitation skills.

PREPARING YOURSELF
Preparing yourself is all about feeling ready and confident.

To achieve these feelings, there is no substitute for knowing
your material, understanding the needs of your audience,
and practice, practice, practice!

Teaching versus Facilitating
TEACHERS: FACILITATORS:
Decide what the class needs to know Ask participants what they want
to learn
Decide how the information will be Vary lesson plans to meet the needs
presented to the class of the participants
Don’t like group work Believe group work allows participants

to learn from one another
Don’t like handouts Use handouts to explain and highlight

key points learned
Seldom vary from lecture notes Put information into their own words
Only ask questions to test people’s Ask questions to find out what
knowledge participants are thinking
Only lecture Understand that case studies, role

plays, etc., keep participants interested
and involved
Want to communicate that they are Realize that personal stories make
the expert course material come alive
Research has proven that participants learn best by doing and interacting with one
another. Try to ensure that your style is more of a “facilitator” than a “teacher”.

Effective Adult Learning
• Adult learners need to see clearly how the learning experience will help them
in their job situation. The degree and quality of their participation depends
on whether their expectations are being met.
• Adults prefer a greater degree of self-direction or learner control in their

learning experiences.
• Adults need to make the connection between new learning and what they
already know.
• Adults learn best when they are actively involved in the learning process -
they learn by doing. They learn more effectively through interactive
techniques such as simulations, case studies, and problem solving activities.
• Adults apply new skills they learn to their experiences on-the-job. They are
motivated when they can see how the new learning will help them solve job-
related problems.
• Adults need to know if they are progressing. They need feedback, positive
reinforcement, guidance and coaching during the class.
• Adults learn most effectively in a collaborative environment which allows

them to make mistakes.

Instructor’s Responsibilities
• Know your subject. Be prepared by rehearsing or reading through guide

materials several times before the course.
• Make course material interesting by putting it in your own words and adding
your own experiences with clients.
• Show enthusiasm. Make it evident that you enjoy being in class with
participants. Demonstrate that you are an expert on the subject and you are
an instructor because you enjoy it.
• Show commitment and that you believe the course will enhance participants’
knowledge and skills.
• Establish a safe environment for learning to take place. Don’t humiliate or

embarrass participants.
• Consider the needs of the participants and what they want to learn.
• Encourage participants to take charge of their own learning by participating

in activities and asking questions.
• Establish rapport with the participants. Smile and call them by name.

Know Your Audience
Know who is in the audience (position levels, years with the Firm) and what
they feel is important to learn in the learning session.
Know how much background information/experience they have in the topic.
Ask them what questions or expectations they have for the session.
Make the audience as homogeneous as possible – same position level, same

background, same level of experience, same needs.
Put yourself in their shoes as you look over your information. Think about what
might be difficult or confusing for them to learn.
Tailor your examples and stories to make them relevant to the audience’s real
world experiences.
Be aware of the approximate ages in the audience to keep your humor, stories
and teaching styles at an appropriate level.
Know what excites and interests your audience.
Ask for their questions and feedback.

Instructor’s Self-Check
Think about your level of comfort and mastery on each of these items:
I feel comfortable with my knowledge of the subject matter.
I am interested in the subject matter and feel motivated to help

participants in their learning.
I have sufficient practical experience in the subject area to enhance

participant learning.
I have a complete copy of the course materials.
I have read through the instructor’s guide several times and have added
notes for examples and personal stories.
I have communicated with my co-instructor to decide how to divide up the

course material.
I understand what the participants are supposed to learn from this course.
I feel confident asking and answering questions.
I am able to encourage participants to interact and get involved.
I understand the agenda and time schedule for this course.
I feel able to learn the activities contained in this course.
I have communicated with the appropriate people regarding supplies

needed for the course.
I understand how to operate all audio-visual equipment and aids.

COMMUNICATION SKILLS
People remember:
15-20% of what they hear
20-30% of what they see
85% of what they do

Barriers to Effective Communication
The following items make communication difficult and hinder participant learning:
• Physical barriers - outside noise, telephones, other conversations, room

temperature too hot or cold
• Body language - irritating or uncomfortable instructor voice, tone, expression,

mannerisms
• Language - use of technical jargon, unfamiliar terms, new Deloitte terminology

which is not explained
• Reaction to subject - hard to concentrate on uninteresting/unfamiliar subject
• Anticipation - based on what the instructor says, the participant anticipates the
remainder rather than listening to what is actually said
• Defensiveness - if what is heard appears threatening or negative, attention

could be focused on feelings rather than on what is being said
• Resentment - when views expressed appear to conflict with the participant’s

ideas, the participant may be planning what to say in response instead of
listening to the entire message
• Tiredness - poor listening and concentration due to long day, late night, (baby
has colic, etc.!)
• Preoccupation - participant is thinking about other matters and is not paying

attention

Listening Skills
Practice the following techniques to improve your listening skills:
♦ Minimize environmental distractions.
♦ Watch the speaker closely. He/she will communicate with verbal and non-
verbal behavior (eye contact, facial expressions, gestures, and other body
language).
♦ Listen to how things are said:
♦ Emphasis - adds meaning to words
♦ Speed - faster shows anger or excitement, slower showing thinking

or reluctance
♦ Tone - high pitch could show nervousness
♦ Volume - increased volume usually indicates emotional intensity
♦ Listen to understand. Try to read beyond the words you hear.
♦ Restate content. Repeat the content in a different way to indicate that you
are listening and understand the issue. Then ask the speaker if you correctly
understood his or her message.
♦ Give non-verbal feedback. Nod to show agreement, smile to encourage

speaker, say “yes” to indicate understanding.
♦ Avoid judging the message or telling the speaker that he/she is wrong.
Present your viewpoint (or the correct answer) without embarrassing the
speaker.
♦ Empathize with the speaker and try to see understand his/her message from
his/her point of view.

Verbal Communication
• Make sure your voice can be heard at the back of the room.
• Maintain the same volume right to the end of each sentence. Try not to let your
voice drop at the end.
• Speak clearly. Avoid eating, chewing gum or smoking during class.
• Vary the pace (speed), pitch and tone of your voice to add interest. Avoid a dull
monotone that will put people to sleep.
• Put emphasis and energy into your words.
• Use short, simple sentences.
• Use humor and personal experiences as appropriate.
• Speak slowly so all participants can follow you.
• Present information in small pieces.
• Check often with participants for understanding by using effective

questioning techniques.
• Avoid long, rambling sentences. Organize what you want to say into main point,
sub-point, details.

Non-Verbal Communication
⇒ Keep your hands empty and still, unless making a relevant gesture.
⇒ Avoid putting hands into pockets, jingling coins or keys.
⇒ Use relevant, natural gestures to emphasize your point.
⇒ Stand tall with both feet planted squarely on the ground.
⇒ When you walk, do so for a purpose. Avoid pacing.
⇒ Make eye contact (about 2-3 seconds) with individual participants as well as
frequently looking slowly across the group.
⇒ Avoid staring at the ceiling, at the back of the room, or over people’s heads.
⇒ Smile; look alert and interested in the participants’ questions.
⇒ Be energetic and enthusiastic about the course material.
⇒ Face the participants, not the flip charts or wall behind you.

Questioning Techniques
Instructors ask participants questions to check their understanding and to get them
to interact and be involved. To make your class more interesting, ask different
types of questions. This will get participants to think about the topic from many
points
of view and will encourage them to use more than just one word to answer your
question.
Review the question types below and try to include them in your next
session:
Open Questions gather information. There are no right or wrong answers. They
are frequently used to start a discussion and often begin with the words, “what”,
“where”, “which”, “why”, and “how”. Open questions are best used for stimulating
participation. They make participants think and allow for a variety of answers.
Closed Questions produce a definite answer. They are useful in summing up

and getting agreement. Usually they can be answered by “yes” or “no”. Closed
questions are not useful for opening discussions or encouraging participation.
Probing Questions pick up on a topic previously discussed and move it further

along. You use probing questions when you ask a participant for additional
information on the topic.
Mirror Questions check for understanding. You would use the participant’s words
(not your own) to confirm that they really meant what they said. This is a
technique designed to emphasize commitment to a position.

Asking Questions
The suggestions below will help you ask questions which are more likely to receive
good responses.
◊ Plan ahead and frame each question in your mind before asking it. Don’t
develop the question while you are asking it.
◊ Be concise, don’t ramble and give information in the middle of the

question.
◊ Ask one question at a time.
◊ Check for understanding.
◊ Maintain eye contact with the participants.
◊ Allow enough time for participants to reply.
◊ Listen to responses without judging or embarrassing the participants.

Receiving Questions
∗ Receiving and listening to questions requires just as much skill as asking good
questions. Most of the suggestions below are just common sense, but it is good
to be reminded of them when time and other pressures distract you.
∗ Stop talking as soon as possible if someone has indicated that he/she wants to
ask a question.
∗ Avoid showing irritation or annoyance at the interruption.
∗ Listen carefully to the whole question before answering.
∗ Repeat the question so that the whole room can hear it. Then check with the
participant to make sure you understood it correctly.
∗ Show respect to the person asking the question by looking at him/her and
paying attention.
∗ Never show signs of impatience or interrupt anyone asking a long, wordy

question.
∗ Nod your head in understanding from time to time to encourage a person who
may be having difficulty forming a question or expressing a thought.
∗ Acknowledge the participant asking the question by thanking him/her or

nodding your head at the end of the question.
∗ You might want to write some participant questions on a flip chart page to be
answered later or to use them to focus on a key point.

Answering Questions
How you answer a question can be just as important as the information in your
answer. Remembering these tips will help you create a positive learning
environment and will build trust and rapport between you and your participants.
✔ Before answering, repeat the question so everyone in the room can hear it.
✔ Give a concise answer and respond loudly enough so everyone can hear it.
✔ Ask the participant to clarify questions you don’t understand.
✔ Some questions may deal with information you will be covering later in the
course. Politely tell the participant that you would prefer to answer the question
at a later time. (You may want to write it on a flip chart page, to make sure you
don’t forget it.)
✔ Consider opening the question for the class to answer instead of answering it
yourself. Or ask the participant what he/she thinks the answer might be. (Just
because you are the instructor doesn’t mean you have to know all the answers.)
✔ Make sure you answered the participant’s question to his/her satisfaction by

asking, “Does that answer your question?” If the participant is not satisfied, ask
him/her to tell you specifically what is unclear.
✔ If you don’t know the answer to a question, say so. Then try to get the answer
or direct the participant to another source.
✔ Never embarrass a participant by being arrogant or saying he/she wasn’t

listening when you covered the information earlier.

Giving Feedback
Feedback should be used primarily to reinforce good performance and to change

performance which is not effective. When handled well, feedback can promote
trust, communication, and more effective learning.
Be sure that your intention in giving feedback is to be helpful.
Be positive. Begin with a positive statement about what was done well.
Consider the objectives of providing feedback. What do you hope to

accomplish by it? How open is the participant to receiving feedback?
Provide feedback on behavior or information as soon as it happens.
Focus on the participant’s actions rather than on personality. Provide

information on specific behavior; not generalities.
Focus on behavior that is possible to change.
Give realistic feedback. (For example: If a participant has a squeaky

voice, don’t tell them to develop a deeper voice.)
Be specific, don’t just say something is wrong; suggest how to improve

it.
Describe the behavior; don’t evaluate or judge it.
Use stories from you own experience to illustrate concepts.

Debriefing/Summarizing
Debriefing or summarizing content covered at the end of a session helps ensure

participants understand what was covered and remember key points. It also
provides an opportunity for instructors to answer any final questions. Important
things to remember about debriefing are:
• Review key points and ask participants why each is important and how they will
relate this or use it in their jobs.
• Ask for and respond to participant questions.
• Keep track of the time. Ten minutes is usually adequate.
• Review lesson objectives and ask participants if the session fulfilled the
objectives and taught them what they needed to know.
• Put participant comments on flip chart as a reminder of their needs and

additional areas of interest.

PRESENTATION SKILLS
Your message is communicated:

7% verbally (what you say)
38% vocally (how you say it)
55% facially (how you look as you say it)

Facilitation Tips
① Know the information in your instructor’s guide well. Practice saying it

out loud in your own words. Do this for the whole guide, at lease three times.
(Note - saying it out loud will help you remember it better that just reading it
silently to yourself.) Get clarification on any facts you about which you
are unsure.
② Write your own examples, notes and stories in the guide as you read it.
③ Use the guide as a guide and not a script or a book. Remember that training
should be an interactive classroom session and not a self-study or read-along
guide. This guide should not be given to participants to read alone and come
back with questions. Also, resist the temptation to just read the guide aloud to
participants in class. Good facilitators are those people who can put information
into their own words and make it come alive with interesting examples and
stimulating questions.
④ The questions posed in the instructor’s guide are meant to get your participants
talking. Accept all answers with comments such as: “okay”, “good”, “yes”.
If all the responses given still don’t hit at the key points, provide them with
the “most important thing to remember about this is...”. Resist the urge to skip
the questions and just give them the answers. They won’t learn or remember
this information as well as if they thought about it and gave an answer
for themselves.
⑤ Your goal should be to present your course by looking at the information on

the overheads and in the instructor’s guide, then to explain and elaborate on it
in your own words.
⑥ You might want to highlight the underlined key terms or important concepts
to help you remember to cover all of the points.
⑦ Content is very important, but not absolute. In other words, don’t rush through
the course content regardless of whether any learning is taking place.
Constantly monitor the participants’ attention/motivation to ensure that you
have not
lost them.
⑧ If time is running short and you still have lots of content to cover, select the
most important things to focus on. The key items should always be to at least
cover the information described in the course objectives.

Effective Delivery Tips
Do’s Don’ts
Eye Contact • Maintain eye contact for • Look at the ceiling, floor,
2-3 seconds. over people’s heads or
• Look around a large room focus on the same people.
as if you are engaging in • Talk to your notes or the
a huge conversation. audio-visual aids.
Gestures • Use appropriate and • Use repetitive, small and

natural gestures to nervous gestures.
reinforce your message.
• Vary your gestures.
• Remember that your
gestures are always
communicating, even if
you are not speaking.
• Smile.
Posture and • If you are sitting down, • Avoid slouching, pacing,
Movement display an attractive tapping, leg swinging, or
position; sit up straight other repetitive, distracting
with head erect, movements.
shoulders down and arms
relaxed.
• If you are standing, stand
with feet slightly apart in
a balanced stance, knees
slightly bent, shoulders
down, head up, and
hands relaxed.
Voice • Use strong volume. • Use low volume or

• Be positive and monotone.
enthusiastic. • End a statement on an
• Vary your pitch. upward pitch unless you
are asking a question.
• Use a medium pace.
• Use “slang” or technical
• Pause to accentuate your
jargon.
message.
• Use a pace that’s too fast or
• Speak clearly.
too slow.

Successful Instructor Behavior
★ Smile and greet participants at the door.
★ Keep to the schedule. Start and end on time.
★ Maintain eye contact with participants.
★ Use a clear voice and be aware of your speed and volume.
★ Speak slowly and include some brief pauses between important points
to give information a chance to “sink in”.
★ Be enthusiastic and positive.
★ Use stories and examples from your personal experiences to illustrate

concepts and provide real-life situations.
★ Keep participants alert and active by keeping them involved doing things.
Avoid lecturing.
★ Relate course information to on-the-job situations as much as possible.
★ Dress in a professional manner. You are a role model for good grooming
as well as for the content you deliver.
★ Focus on what your participants need to learn and you will forget about
being nervous.

Methods Which Encourage

Participant Involvement
The methods listed below are used to apply knowledge and build skills in an
interactive learning environment.
Case Studies - are spoken, video, or written accounts of realistic situations that
include sufficient detail to enable participants to analyze the problems involved and
determine possible solutions. At the end of the case study, the instructor will
debrief the entire group to gather answers to the questions posed. Or each small
group will nominate a group leader who will report their findings to the rest of the
class.
Role Plays - are exercises in which participants each assume a different role and
act out a hypothetical situation based on instructions they receive. One person
usually attempts to apply a series of techniques or skills and a second person
responds according to the directions provided for his/her role. Frequently, there is
a third party (one person or several) who observes and comments on the
interaction. It’s best to use role plays with participants who have already been
together as a group for a long time and who feel comfortable with one another.
Also, role plays can be performed in front of a large group or within small groups
(for courses with larger numbers of participants or shy participants).
Games - are activities which incorporate learning concepts and skills in a fun,
competitive situation. Game materials may include game boards, blocks, models,
balls, and other “playful” objects. Games are used to reinforce important concepts
and to apply concepts to potential problem situations. Participants are usually split
into small groups to work on games.
Simulations - duplicate real-life situations with problems which must be solved

within a fixed time schedule. Small groups usually work together with real-life
materials, forms, and documents which are used on-the-job. Simulations usually
require more creative thinking and problem-solving than case studies.
Individual and Team Exercises - Exercises are activities where participants have
to complete a task. Sometimes the exercises are done individually, sometimes in
teams. An exercise can involve written work and physical activities or both.
Large Group Discussions - Discussions and question-and-answer sessions differ

from lectures in that they require the active involvement of participants and the
basic content is already known by the group. The purpose of discussions is to draw
the information from the group and help them examine it.
Small Group Assignments - Small groups of participants are formed to allow their
members to more fully discuss an assignment, complete a task and assimilate
information. People tend to participate more actively in a small group setting.

Team Training
There are many advantages to teaming up with another instructor to train a class:
duties can be divided and shared, twice as much expertise and experiences are
available, the session is more enjoyable for the class, and a variety of learning
techniques and perspectives can be provided.
The guidelines below will help you provide a smooth-running class with your
co-instructor.
❏ Advance preparation for “team facilitating” requires that both facilitators

communicate with each other and agree on respective roles at least one
week before the program.
❏ Be cooperative, supportive and helpful; e.g., you will write on the flip
chart while your partner is speaking.
❏ It is a “team effort”. Avoid trying to compete with the other person.
❏ It is important to pay attention to what the other instructor is saying

to avoid contradictions.
❏ Stay on time. Keep to the agenda.
❏ Avoid changing the course without consulting with your facilitating

partner.

Opening and Closing Sessions
Opening the First Session

♦ Introductions of instructors, dean, and participants
♦ Housekeeping details (toilets, smoking, telephones)
♦ Overview and objectives of course
♦ Participant expectations and needs
♦ Topics to be covered in the order in which they will be covered
♦ Benefits to participants - why they should listen
Daily Reviews at End of Day

♦ Briefly recap main events and key points of day
♦ Reinforce with visual aids to enhance memory
♦ Get creative to revive interest and start anticipation for next day
Closing a Session
♦ Leave key points ringing in participants’ ears
♦ Concentrate on key messages you want participants to go away with
♦ Ask participants how they will apply new knowledge to their jobs
Start of the Next Day

♦ Ask participants to contribute learning points from the previous day
♦ Display learning points on visually interesting charts around room

Overcoming Nervousness
• Think of your nervousness as positive energy and excitement. Put this energy
into strategies for making your course more fun and effective.
• Visualize yourself as a confident, successful instructor.
• Focus on the needs of the participants. This will take the focus off of you.
• Don’t panic if you do make a mistake. No one expects you to be perfect. Just
make the correction and continue.
• Use some of the following relaxation exercises:
⇒ Relax your face - Stand in front of a mirror and make as many

different faces as you can (sad, angry, stupid, surprised, frightened).
Exaggerate each expression and include your eyes. Squeeze your
face tightly and then make as big a face as possible with your eyes
and mouth wide open. Hold each face for ten seconds, relaxing for a
moment in between. Do this five to ten times. Warming up your face
in this manner allows you to feel more open and permits a greater
range of expression.
⇒ Relax your mouth - Stretch your lips into a wide smile and hold for
a moment. Squeeze your lips together as if you are whistling and
hold for a moment. Now rapidly repeat ten times. This is an
excellent exercise to release the muscles around the mouth which can
make you look severe when you are feeling nervous.
⇒ Breathe - Sit in a comfortable chair in a quiet room and become

aware of the flow of your breath. Take a deep, slow breath and hold
it for a few seconds. Slowly release your breath. Repeat two more
times. This simple exercise is very powerful and relaxing. It will help
you feel calm and energized at the same time.
⇒ Use your voice - Begin by yawning, sighing and humming. Sing in

ascending and descending scales. Sing or hum your favorite song.
You can even try singing the first few minutes of your presentation.
This simple voice exercise will improve the quality and sound of your
voice.
Remember - the participants want you to succeed!

USING AND DESIGNING

VISUAL AIDS
Visual aids make courses more enjoyable,

increase the participant’s capability to retain information,
and help to communicate your messages more effectively.

Preparing Visual Aids
There are many types of visual aids - flip charts, transparencies, PowerPoint slides,
videos and many more. The tips shown below provide general guidance for
preparing and using most of these types.
♦ Plan your message and prepare the visual aids well in advance
of the course.
♦ Keep the message short and simple. Use bullet points.
♦ Make your writing (or the font) large enough to be seen at the back
of the room.
♦ Present only one idea per page, slide, or screen.
♦ Use symbols ($, #, &) to save space whenever appropriate.
♦ Leave space at the top and bottom of the page or screen.
♦ Stand to the side of the visual aid and use a pen or pointer (not a finger)
to point to specific items.
♦ Don’t read out loud the information displayed. Let participants read it
to themselves, then discuss each point.

Flip Charts
☞ Keep your message short and simple. Use only six lines of text on a page.
☞ Use key words only and use bullet points to help keep information brief.
☞ Make your printing clear and large. Write in capital letters.
☞ Title the page so everyone focuses on the topic.
☞Use colors to highlight points, but keep main text in black, blue or purple (avoid
yellow).
☞ Use a flip chart when collecting and recording participant responses. Use the
participant’s exact words but shorten their message.
☞ Use flip charts to emphasize key points. Write these on flip chart pages in
advance.
☞ To save time, mark the pages with tabs made of tape on the side.
☞ Lightly write notes to yourself in pencil around the edges of the page.
☞ Write on every other sheet.
☞ Cover pages or parts of pages that you are not ready to show.
☞ Tear sheets by grasping bottom corner closest to you. Then tear in

upward motion.

Transparencies
⇒ Write no more than six lines of text on each transparency.
⇒ Write in large, clear letters.
⇒ Make sure the colors you use can be easily seen.
⇒ Focus projector ahead of time and put transparencies in the correct order.
⇒ Use a book or note pad to reveal lines of text on the transparency, one at a
time.
⇒ Don’t leave a transparency on the projector unless you’re using it

- it’s distracting.
⇒ Let participants have a chance to look over information before speaking.
⇒ Stand beside the projector and face the group. Don’t stand in front of the light
or talk to the screen.
⇒ Use a pencil to point to information on the transparency - not on the screen.
⇒ Place the screen in a corner of the room or in the center of the wall.
⇒ Put a book under the front edge of the projector to raise the image on the
screen.
⇒ Never switch on the projector unless the transparency is in place. Always switch
off the projector before removing the transparency.

Handouts
✔ Be sure to have extra copies available.
✔ The purpose and timing of distributing the handouts is very important. They
should be put in the participant’s guide, passed out directly before the activity,
or distributed at the end of class to minimize distraction.
✔ For handouts used in activities, allow enough time for participants to read the
information before you speak.
✔ Make sure your handouts are clear and easy for participants to read.

PowerPoint Slides
∗ Same design points apply as under “Transparencies”.
∗ Use the approved Deloitte “Blue” PowerPoint template (preferred) or the Deloitte
“White” PowerPoint template. For templates and brand standards for using
them, access the Brand Space website (click Deloitte Resources, then log in).
∗ Use graphics to make your message more understandable or fun. However,

they should not distract or confuse participants. Refer to the Brand Space
website for Deloitte guidelines on choosing and using images and graphics (click
Deloitte Resources, then log in).
∗ Clear, brief messages are best.
∗ Use a title on each slide to help participants focus on the topic and keep their
places in the course.
∗ Use 24 pt. or larger type.

Videotapes
♦ View the videotape before the workshop to get familiar with the content
and determine how to use it most effectively.
♦ Check the operation of the video cassette player and monitor ahead
of time to familiarize yourself with how everything works.
♦ Make sure the monitor is positioned in the room so all participants will be
able to see it.
♦ Cue the tape to the correct spot to begin watching.
♦ Avoid showing videos after lunch - it will cause participants to get sleepy.
♦ Before watching the video, tell participants what they should be

watching for.

GROUP DYNAMICS
By emphasizing what is done correctly

and de-emphasizing what is not done correctly,
We encourage good performance and inspire participants
to continue positive behavior.

Dealing with Problem Personalities

The following list should give you some ideas for handling participants who might
otherwise ruin a carefully planned training session.
Problem Personality What to Do

The Talker • Put this person’s eagerness to work for
you. Ask him/her to summarize or help a
This person is the first to jump in with
fellow participant who is having a hard
a helpful opinion or suggestion. He/she
time.
often makes it difficult for others to
fully participate. • Address questions to other participants.
• Ask person to hold comments till later.
The Stubborn Participant • Ask the group for their reactions and let
This person cannot be budged off them set him/her straight.
his/her position and will not change, no • Suggest that the participant accept your
matter how hard you try. way of doing things now and meet later.
The Negative Charge • Have participant suggest an alternative.
This person sees the worst in every • Indicate you understand his/her objections,
idea. He/she seldom has any better but state your reasons.
suggestions, but this negativism can • Ask other participants to comment.
affect others.
The Agreeable • Acknowledge the participant’s support, but

This person agrees with anything you ask for responses from others.
say, but you have no real way of telling • Present other situations in which there are
whether he/she really believes it. no right or wrong answers.
His/her primary interest may be in • Try to call on others who will challenge your
pleasing you.
ideas.
The Arguer • Focus on the learning objectives.
This person may be upset because of • Point out areas of agreement.
personal problems or clashes with • Use non-verbal behavior (eye contact and
other participants.
facial expressions) to cool down person.
The Babbler • Rephrase what the participant has said,
This participant is not focused. He/she “I think you mean…”
has difficulty expressing thoughts or • Allow more time for this participant to
asking questions. respond verbally.
• Do not allow others to finish his/her
sentences.
The Social Butterfly • Ask one of them a question (making sure to
say the person’s name first).
This person is more concerned with
socializing. He/she is most likely to • Occasionally stand behind this person.
carry on side conversations.
• Ask him/her to refrain from talking

(privately if possible).

Solutions to Conflicts
When a participant does You should try this:

this:
Disrupts the session with jokes • Privately ask the person to minimize jokes.
• Resume the session after the joke and be
as serious as possible.
Strongly states disagreement • Summarize the person’s viewpoint.
with instructor • Ask others for their opinions.
• Agree to disagree.
• State how you differ and why.
Has a distracting habit (pencil • Use non-verbal means to get the person’s
tapping, pen clicking, paper attention (eye contact).
shuffling, etc.) • Privately ask the person to stop.
Does other work during the course • Use non-verbal means to get the person’s
attention.
• Ask all to participate in group work.
• Ignore the behavior if it is not affecting
others.
• Privately ask the person to actively
participate in the course.
Does not pay attention to time • Ignore the behavior.
schedules • Keep to time schedules; don’t let everyone
suffer for one person’s lateness.
• Remind the participant of time frames.
• Privately request promptness (as a
courtesy to the group).
Does not participate at all during • Talk with the person during breaks.
discussions. • Have the person be a leader of an activity.
• Ask direct but non-threatening questions.
Does not do the in-class • Explain the purpose of assignments.
assignments or homework. • Ignore the behavior.

Managing Conflicts
If conflicts between you and a participant arise in class, you may begin to feel
annoyed. Avoid becoming unsettled by a conflict; managing your feelings and
remaining in control is important to your overall leadership of the class.
Do everything you can to defuse and depersonalize the situation. Try to

acknowledge the challenge only and respond in a warm, but businesslike tone of
voice. This will tell the rest of the group that you are confident and in charge.
Some tips on maintaining control in the face of participant conflict are:
⇒ Avoid getting caught in one-on-one power struggles. Acknowledge the

value of the participant’s views even when they are contrary to your own (e.g.,
“You have got a good point”.). Emphasize with his/her feelings. Show interest
by asking participant to go in to more detail about his/her concerns. Summarize
the participant’s position. Agree to disagree. Offer to discuss the matter further
at the break.
⇒ Use good-natured humor. One way to avoid conflict is to humor the

participant. Be careful not to be sarcastic or patronizing. Gently protest the
harassment (“Enough, enough for one day!”). Humorously, put yourself down
instead of the participant (e.g., “I guess I’m being stubborn, but...”).
⇒ Connect on a personal level. Whether the problem participant is hostile or

withdrawn, make a point of getting to know him during breaks or lunch. It is
unlikely that a person will continue to give you a hard time or remain distant
if you have taken an interest in him/her.
⇒ Broaden the participation of others. The more you use small groups and
other ways to involve everyone, the harder it will be for just a few individuals to
dominate the group. Also, ask for the opinions and comments of others (e.g.,
“I’d like to hear from those of you who haven’t spoken so far”.).
⇒ Protect participants as needed. If a participant or subgroup is being

attacked by a barrage of criticism, find something positive or provide a
believable explanation for what occurred (e.g., “I agree that John came on very
strongly in the role play, but I did really like his honesty”.).

APPLICATION
Getting yourself and the training facilities ready is the final step
toward creating a positive learning environment.
Take the time you need to make sure the room is set-up
to your satisfaction and that you are prepared with all the necessities.

Room Layout
Front
9
3
5
4 2 4
6 6
6 6
8 7
Key for Room Layout

1 - Overhead projector on rolling cart
2 - Small table for instructor’s materials
3 - Screen - at front or in front corner
4 - Two flip charts - easels and several clean pads of paper
5 - One large table for course materials
6 - Four large tables in open U, with chairs as shown
7 - Extra table for second instructor with chairs as shown
8 - Waste basket
9 - Controls for lighting and temperature (ideally at front of room)
Note: The area defined by numbers 2, 3 and 4 would provide the best
location for a VCR and monitor, if needed.

Basic Equipment
✔ Attendance list
✔ Instructor’s guide
✔ Participant’s guides
✔ Overhead transparencies
✔ Handouts
✔ Materials needed for games, simulations, case studies
✔ Videotapes to watch if specified by course
✔ 1 VHS VCR and TV monitor
✔ Blank name tags for all participants, instructors, and deans
✔ 1 Overhead projector
✔ 1 screen
✔ 2 flip chart stands
✔ 6-8 pads of flip chart pages
✔ Markers for flip chart pages
✔ Markers for overhead transparencies
✔ Blank overheads
✔ 2 rolls of masking tape
✔ 1 box of paper clips
✔ 1 pair of scissors
✔ 1 box of pens
✔ Evaluation forms for participants
✔ Prizes or give-aways for each participant

Final Preparation for Training

FACILITIES
_____ If needed, put signs up, to direct participants to the training room.
_____ Know when meals and refreshments will be provided for participants.
_____ Know where to hang up coats, find toilets and phones, locate light
switches and temperature controls.
_____ Have markers and a flip chart available and in good working order.
_____ Make sure the overhead projector is hooked up and working.

(Have an extra bulb and extension cord available.)
_____ Make sure the VCR and monitor are hooked up and working.
(Have an extra extension cord available.)
_____ Have the name and number for a technical support person assigned
to assist you.
LEADER PREPARATION
_____ Check to make sure your overhead transparencies are arranged in order.
_____ Set up Overhead #1 on projector.
_____ Be aware of the names and offices of all participants who will be
in class.
_____ Arrange for technical support and administrative support people to be

available to help you. If you need to lock the room up for the evening,
speak with the security person personally.
PARTICIPANT MATERIALS
_____ Have correct number of hand-outs and other materials ready.
_____ Have correct number of other materials (game/simulation materials,

candy, gifts).
⇒ Be available to shake hands and greet each participant by name as he or she arrives.
⇒ Smile and make participants feel comfortable and welcome.
⇒ Start and end on time!

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Leader Prep Guide – Deloitte Development LLC

guide.doc 1 May, 2000

Designing and Using Visual Aids

guide.doc 2 May, 2000

While Train-the-Trainer courses continue to be offered to provide our instructors

In producing this document, Train-the-Trainer materials were reviewed from Central

guide.doc 3 May, 2000

Preparing yourself is all about feeling ready and confident.

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Teaching versus Facilitating

Don’t like group work Believe group work allows participants

Don’t like handouts Use handouts to explain and highlight

Only lecture Understand that case studies, role

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Effective Adult Learning

• Adults prefer a greater degree of self-direction or learner control in their

• Adults learn most effectively in a collaborative environment which allows

guide.doc 6 May, 2000

• Know your subject. Be prepared by rehearsing or reading through guide

• Establish a safe environment for learning to take place. Don’t humiliate or

• Encourage participants to take charge of their own learning by participating

guide.doc 7 May, 2000

Know Your Audience

Know how much background information/experience they have in the topic.

Make the audience as homogeneous as possible – same position level, same

Know what excites and interests your audience.

Ask for their questions and feedback.

guide.doc 8 May, 2000

I feel comfortable with my knowledge of the subject matter.

I am interested in the subject matter and feel motivated to help

I have sufficient practical experience in the subject area to enhance

I have a complete copy of the course materials.

I have communicated with my co-instructor to decide how to divide up the

I feel confident asking and answering questions.

I am able to encourage participants to interact and get involved.

I understand the agenda and time schedule for this course.

I feel able to learn the activities contained in this course.

I have communicated with the appropriate people regarding supplies

I understand how to operate all audio-visual equipment and aids.

guide.doc 9 May, 2000

guide.doc 10 May, 2000

Barriers to Effective Communication

• Physical barriers - outside noise, telephones, other conversations, room

• Body language - irritating or uncomfortable instructor voice, tone, expression,

• Language - use of technical jargon, unfamiliar terms, new Deloitte terminology

• Reaction to subject - hard to concentrate on uninteresting/unfamiliar subject

• Defensiveness - if what is heard appears threatening or negative, attention

• Resentment - when views expressed appear to conflict with the participant’s

• Preoccupation - participant is thinking about other matters and is not paying

guide.doc 11 May, 2000

Practice the following techniques to improve your listening skills:

♦ Minimize environmental distractions.

♦ Listen to how things are said:

♦ Emphasis - adds meaning to words

♦ Speed - faster shows anger or excitement, slower showing thinking

♦ Tone - high pitch could show nervousness

♦ Volume - increased volume usually indicates emotional intensity

♦ Listen to understand. Try to read beyond the words you hear.

♦ Give non-verbal feedback. Nod to show agreement, smile to encourage

guide.doc 12 May, 2000

• Speak clearly. Avoid eating, chewing gum or smoking during class.

• Put emphasis and energy into your words.