Enhancing Capabilities for

Delivery of Training Workshop

May 2, 2015 (Saturday), 8:30 am-5:00 pm.
@ Maxima Trainers Methodology Room

Workshop Overview:
This workshop will be used to assist and enlighten participants to develop and
enhance their skills to conduct effective trainings

Workshop Objectives:
Understanding what the principles of learning and ways to improve
communication
Understanding an effective training, facilitating, presenting and when to use
each
Applying adult learning concepts and how to develop a supportive
environment
Understanding
participants

and how to address challenging difficult situations and

Applying Adult Learning Principles to Past Experiences

What makes an effective trainer?
Think of a time when you attended a training with a very effective
trainer.
What do you think the trainer did was effective and how did it
make you feel?
What do you think of the constitute qualities of an effective trainer?

Session 1: The
Learning Principles

Average retention increases as learning gets more

interactive

Average retention rate for various methods of teaching

8 Principles for Conducting Sessions

for Adult Participants
Focus on real world scenarios.
Emphasize how the learning can be applied.
Relate the learning to the goals of the participant.
Relate the materials to the past experiences of the participant.
Allow debate and challenge of ideas.
Listen to and respect the opinions of participants.
Encourage participants to be resources to the trainers and to one
another.
Treat participants like
adults.

Successful learning experiences take learners

on a journey up the learning staircase

Integratio
n
Skilling

Unconsciously
Stages: unskilled

Consciously
skilled

Consciously
unskilled
but intent

Choice
Awarene
ss
Levers:

Unconsciously
skilled

Consciously
unskilled

Once unconsciously skilled is reached,

another learning cycle can begin

Session 2: Communication

Audience focuses predominantly on body language and

voice
Percentage of audience attention focus
Effective orientation will require
optimizing body language and voice variation

Content
Voice Variation
Body Language

Body language is a kind of nonverbal communication, where thoughts, intentions, or feelings are
expressed by physical behaviors, such as facial expressions, body posture, gestures, eye
movement, touch and the use of space.

Useful extensions to this understanding are;

Its not just words; a lots of communication comes through non
verbal communication
Without seeing and hearing non-verbals, it is easier to
misunderstand words
When we are unsure about the words mean, we pay more
attention to the non verbals.

..and managing your gestures could impact the

flow
Touching handsfor longer than 10 seconds tends to distract the audience,

who will look at them rather than at your face

Folding your arms in fro nt creates a barrier between the audience and

your body, perhaps suggesting that you are hiding something

Clasping your hands behind your back may cause you to throw your chin

or shoulder forward in lieu of a gesture, which the audience may receive

negatively suggest you have something to hide
Keeping your hands in your pockets may convey a lazy or overly casual

attitude; jiggling keys or loose change is a definite no-no

Reaching out to the audience with your palms up indicates openness,

warmth, and friendliness

When enumerating points with your fingers, hold your hands where

everyone in the audience can see them

Volume, pace and intonation could optimize

voice variation
Variation of voice parameters is important for the perception of commitment and
persuasiveness as well as focusing audiences attention
VOLUME
Variations in volume emphasize important parts of the speech, deliberately focus the
listeners attention
Speaking too quietly or too loudly triggers negative feelings and conflict
PACE
A change in the pace of your speech is a structuring aid the other side of the coin is
targeted use of pauses
Speaking slightly faster makes your presentation easier to understand and enhances
credibility
INTONATION
Intonation promotes comprehension, it is the audible form of punctuation
The vocal tension should be maintained up to the very last word

A few simple practices could optimize body

language
Stand firmly on both
feet
Feet
approximately
10-20 cm apart
Body weight evenly
balanced
Knees slightly bent
1.0-2.5 meters from
audience
Walk
deliberately
towards audience to
indicate emphasis or
attract attention

Hands and arms open

at mid-height
Hands
and arms
placed on front of the
body..
..at a slight angle
Calm gestures to
emphasize points

Keep eye contact with

audience
Look
at
different
individuals in turn
Hold eye contact for a
few seconds

A dynamic posture
can help you start your session
with great confidence
If a plumb line were
dropped alongside
your body, it would
pass through:
The center of the ear
The top of the

shoulder
The highest point of
the hip
Just behind the
kneecap
Just in front of the
ankle

Posture/alignment reminders
Lengthen the spine and
neck by lifting your head
from the crown. Imagine a
piece of string attached to
the crown of your head is
pulling you up straight
Plant your feet firmly
(Velcro on the bottom!)
and balance your weight
evenly between the ball
and the heel
Be patient your body will
learn its new alignment, but
the muscles may need a
month or more to adjust

We can follow a 4 step approach for delivering

Observati
Impact
Listen
Suggestions
feedback
on

I notice
that your
team is
confused
about the
1
objectives
Givi
ng

I feel that
this affects
their
willingness
to perform
the tasks
assigned
2 to
them

What do
you
think?
3

I suggest that we
set the targets
upfront before
they undertake
the work
4

Describe
concrete
observation

Explain effects
on me

Pause and listen for

clarifying questions

Give concrete suggestion OR

recognition/encouragement

Listen without
interrupting

Avoid arguing
or defending

Probe for
understanding

Acknowledge the other persons

point of view
Thank him or her
Consider whether/ how the
feedback applies

feed
back
Rece
ivin
g
feed
back

For maximum impact,

training has to go below the surface
What we see
and attempt to
address
Behavior

What we dont
see and dont
attempt
to
address

Thinking & feeling

Values & beliefs
Needs being met
Or not being met

Trainers have to
operate on both
visible
and
hidden drivers to
really
understand and
influence
behaviors
and
mindsets

How we can grab attention ?

Audio

Role
Play

Video

Gallery Walk
Games
Exercises
Pictures
Ice Breakers

Training Room Set-Up

Session 3: Elements of
Effective Facilitation

1. PRE-MEETING
Define the learning objectives
Become familiar with agenda, materials and delivery

format
Familiarize yourself with the audience and backgrounds
Prepare the room, check logistics requirements
Centers self to remove nervousness or fear

2. MINDSETS
Begin with learning objectives
Hold participant orientation through acceptance,

helpfulness and establishing rapport

Exhibit calm, lack of ego and willingness to be
vulnerable
Remain flexible to learning styles of participants
Acknowledge issues that need to be surfaced

3. COMMUNICATION
Use voice effectively by speaking clearly and at

appropriate speed
Clarify key messages through appropriate word
choice, sequence and emphasis on key words
Use facial expression and gesture to support
message
Eliminate distracting body movements
Express emotion appropriately

4. CONNECTION
Foster participant ownership, self-dependency

and commitment
Create an open, honest atmosphere
Draw out individual participants and areas of
group alignment
Challenge the group meaningfully, working with
emotion and conflict
Model desired attitudes and behaviors

5. PROCESS
Transfer ownership to participants
Understand participants preferences and tailor

interactions appropriately
Uses different engagement techniques
Sets context for each session/intervention
Captures participant contributions appropriately
Actively manage group energy to create dialog
Continuously links specific issues/discussion/
activities with broader purposes/ objectives

Guidelines for effective facilitation

Focus the
discussion

Use questions as directional influences

that is an interesting point could you help me understand how it fits with this issue?

Place the
discussion

Identify issues for further discussion so the group can move on now
would anyone object if we moved on to the next point?

Probe for
clarity

Ask questions How? Why? When? What? Where? For whom? By whom?
Rephrase what has been said, and invite other interpretations
Enrich the discussion by adding your own knowledge and expertise

Maintain
participation

Monitor airtime and involve reluctant participants by inviting their suggestions

does anyone who hasnt spoken want to comment? Jean, what do you think?

Build trust

Listen actively (e.g., nod, pick up on unexpected comments) to build rapport

Reflect the good points of suggestions or ideas
Write exact words of participant if recording comments on flip chart

Deal with
conflicts

Redirect the discussion of conflict becomes personal

as we cant resolve this now, shall we move on to next point? Perhaps it will shed some
light on this issue.

Balance
content and
process

Introduce new concepts by piggybacking onto a previous comment

Make reality checks is it realistic to expect to achieve X within this timeframe?
Help the group when it gets stuck; Suppose we did it this way.. What would happen?

Listen actively
Be fully present and want to be here
Listen with a quiet mind and body
Suspend judgment and analysis for the moment
Hear the speaker out and do not make snap judgments before the

speaker has finished

Encourage the flow of ideas by using verbal and non-verbal prompts,

asking clarifying questions, and building on the speakers line of

thought
Summarize/paraphrase what you have heard and ask questions

Te
ll

Balance telling with asking

Assert
Instructing,
explaining
Expressing views,
concerns
requesting
Challenging
Exploring
Pushes for
action
Could we
consider doing
X?
My suggestion
is that we do Y.
How do you
feel about
that?

Question

Facilitating
Finds
common
ground for
action
Which of all
these
alternatives
have you
considered?
What would

k
s
A

Listen
Listening for
feelings
Paraphrasing
Repeating

Diagnosing
Looks for
reasons or
causes
How do you
see the
problem?
What can I
do that would
be helpful?

Helps you
find out
more
informatio
n
Could you
tell me
more?
What do
you have in

Session 4: Challenging Difficult

Situations

Managing interaction answering tough questions

Clarify ask for clarification (is your main concern about?)
Share and stop state your message and supporting points; check whether the

questioner is satisfied; then stop speaking as decisively as you started (dont just tail
off)
Boomerang if you arent certain of the answer, redirect the question back to the
person who asked it or to the whole group (interesting point Id like other peoples
views?)
Focus on what you know dont panic that you don't know the answer pause and
ask yourself, what do I know about this subject? What else might be relevant?
Summarize your knowledge: I dont have that data, but in area X, which has similar
characteristics, we found
Hypothesize I haven't looked yet, but my hypothesis would be..
Problem solve think aloud and involve the group if possible. suppose we tried X
could that work here?
Park the question - I need to think about that. Can we park it and come back to it
later?; write the question on a flipchart and make sure you return to it
Tell the truth Im sorry I haven't gone into that yet. Does anyone else have ideas? If
not, Ill look into it right away and get back to you tomorrow.
Move on Ive noted that we need to do more work on A, B, and C. would anyone
object if we moved on now?

Address challenging questions

Challenge

Techniques for managing

Coping with distracting

behavior and personal or
political agendas

Review upfront the objectives and goals of the session

Keep conversation focused on facts, rather than opinions or emotions
Give negative influencers a role in the session to keep them engaged
Use escalating interventions

Managing time

Check for agreement upfront on end time and note conflicts

Be realistic about how much you can accomplish
Be flexible and rank topics, if necessary
Take issues offline when possible and appropriate
Appoint a timekeeper

Keep everyone on the

same page

Call out page numbers and other signposts frequently

Give a short answer to questions that break the flow, adding youll
provide more details later
Make time for questions at the end of each section

Not knowing the answer to

a question

Acknowledge that you dont know the answer and then

- Offer a hypothesis based on what you do know
-Promise to find out and get back to the person
-Bounce questions to someone who may know answer or ask
questioner for higher perspective

Understanding Difficult Behavior

People have different motivations
People have different needs
People communicate difficult issues differently
People have different fears

Facilitator Initiate the group discussion, direct the

group discussion through the various stages, minimize
distractions and direct the discussion to a conclusion while
making sure the group addresses the key areas as given
in the run sheet.

Distractive Participant Speak often, and divert

the group discussion by speaking about unrelated topics.

Constant Speaker - Speak all the time and

overshadow the shy participants. Say things that ae
related to the topic, and slightly off-topic sometimes, but
more or leaess stick to the topic of discussion

Shy Participant speak very little in the group

discussion and remain withdrawn from the group.
Participate only when facilitator encourage you to
participate

Inquisitive Participant Pose probing and difficult

questions to the facilitator and to the group. Questions
can be outside the scope of the discussion topic as well.

Smarter than you participant put forward

contradictory and incorrect facts and views and insist that
he is right

Use escalating interventions

to stop disruptive behavior

Stop
talking

Move
physically
closer
Make eye
contact
Ignore
behavior
(short
term)

Ask;
talk
directly

Confront
before
the group
Confront on
a break
Allude to
behavior;
redirect

Maintain a facilitative mindset

Remember what is disruptive to you
is likely disruptive to others
Use group dynamics to help you
manage disruptions (e.g., group will
look at disrupter when you move
closer to him/her)
Avoid creating us vs. you
atmosphere

Session 5: Story Telling

Storytelling is a powerful tool

when building capabilities, and it requires mastery of 4 elements
Stories nurture innovation, which is key n capability building. They can motivate people,
make dry content tangible, and give meaning to it. Storytelling is a tool to transform
numbers, research, and analysis into action. Follow these 4 guidelines when developing
your stories.

Style

Be simple and direct

Talk as of you were talking to an individual
Talk as id you were telling the story for the first time
Be yourself

Truth

Tell your story truthfully and honestly

Allow listeners to come to the conclusion based on the given
facts

Preparation

Prepare and design your story well

Practice so you are comfortable with what you are going to say
Only then consider improvising as you tell your story

Delivery

Connect with everyone in the audience, come out from behind

the podium
Do not read from notes; make it appear to be a personal story
Maintain eye contact and give everyone your full attention

Six types of stories can help capability builders

achieve more impact
Use narrative to

Description

Elements/characteristics

1. Ignite action

Spring
story
describing
implications of planned change
and negative implications of no
change.
Allow listeners to extrapolate

Clear idea for making change

Supported by true example
Central character who tells story
Upbeat, positive tone with happy ending

2. Instill
organizational
values

A parable that combines a

story
with
a
projection/implication
to
illustrate the desired corporate
values.
Allows listeners to interpret and
draw conclusions

Simple and believe

Teaches a lesson
Personal (about time of hardship/conflict,
or a person highly respected by the
storyteller)

3. Transmit
knowledge and
understanding

A
knowledge-sharing
story/anecdote (or a collection
of stories from storyteller and
audience) that translates the
content
into
a
learning
experience. Can be enhance
with role-playing and what if
discussions

Great contextual detail

Has defined beginning, process/series of
actions, and an end with summary
Often hinges on anomaly/unexpected
event

4. Lead people into the

future

A leaders story that draws

a vision of the future,
creating a link between what
s today and what will
happen tomorrow

Provides a simple yet

compelling vision
Positive and credible
No clichs

5. Communicate who you

are

A personal story to
establish a relationship with
the audience and
trustworthiness, which is
necessary for further
persuasion. It allows the
audience to deduce what
kind of person the storyteller
is

Personal, genuine, and

positive
Describes a pivotal
occurrence in the
storyteller's life
Uses humor and emotion
No boasting or bragging

6. Get things done

collaboratively

An energizing story
motivating a team and
providing it with a shared
purpose and passion. Team
members can add personal
stories, and then the team
can share its success story
with other teams

Energizing and positive

Uses example of highperforming teams
Conveys the feeling of
successful teamwork

Training programs should be continually

enhanced
Capability building occurs

over an extended period

and requires ongoing
coaching and support
Deliver
progra
m
Refine
conten
t

Continu
e
program
Collect
feedback

For successful

programs:
Systematically
collect feedback
Periodically review
and refine content
Optimize program
duration (i.e.,
identify need for
refresher courses,
target new
audiences, offer
courses JIT, etc.)

Thank you!