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November 2009
A large part of a trainers’ success
will depend upon a trainer “harnessing the ‘want to’
learn.” Here’s how you can do it:
Harnessing the “want to” learn:
-
Be likeable!
First impressions are important.
Smiles go a long way. Also, don’t
create tension by showing any
frustration you feel.
-
Work out “What’s in
it for you...” It always helps to
identify the benefits of becoming
trained for your participants. You
can even ask them directly, “What’s in
it for you?” and allow them to share
their responses.
-
Make it theirs – Use
their words to summarize discussions,
and write them on your newsprint.
Also, give them choices. Allow them to
choose how you’ll approach activities
and tasks (i.e. working in groups vs.
working individually).
-
Value your
participants – Let them share their
existing skills and knowledge.
Give them the credit for sharing that
learning with others. When
participants feel valued, they want to
learn more!
-
Be enthusiastic – but
not threateningly so. Enthusiasm
is infectious and can inspire others, as
long as participants don’t feel
intimidated by your zeal!
*These tips were all adapted from 500
Tips for Trainers (Ó1996) by Phil Race
and Brenda Smith.
September 2009
The latest tool to add to your
trainer’s kit is
PAINTER’S TAPE, which can be found in the paint
supplies aisle of your favorite box store.
Painters tape is great because it sticks to most
surfaces, has a light adhesive that is easy to remove,
and, unlike masking tape, doesn’t leave a sticky
residue. This
multi-purpose tape has many practical uses for trainers:
-
Instead of purchasing
“post-it” type newsprint pads, which are
very costly, use the traditional
newsprint pad and painter’s tape to hang
as needed.
Sticks better than the generic
“post-it” pads!!
-
The "stickiness" of
painter's tape lasts much longer than
most tapes, so you can move your
newsprint from one spot to another --
without it losing its grip!
-
Wrap some painter’s
tape around your markers so it’s readily
available when you want to post
newsprint on the wall.
-
Can be used to hang
sheets of newsprint on the wall for
writing when an easel is unavailable.
Be sure to use only
water color markers so
markers don’t “bleed” through the paper
and onto the wall!
-
The light adhesive
makes this tape great to use when
employing the
revelation technique with newsprint
– it won’t rip the pages when removed!
Block Reveal:
Use for uncovering certain areas of
prepared newsprint charts at one time.
The
bottom of the page is brought up to
cover the points on the same page. As those points are
discussed, you lower
the edge of the sheet to reveal the hidden data.
PROBLEM
BEHAVIOR DURING TRAININGS
Participants that display problem
behavior can pop up at any training.
You will be ahead of the game if you regard the
problem behavior as a challenge rather than a headache.
This means you must show patience, while avoiding
arguments and put-downs.
Try to deal with the problem politely.
Also, whenever possible, let the group deal with
the problem participants.
They will probably do it more effectively and in
a humorous manner!
The following is
a list of sample problem behaviors you may come across
during training with suggestions on how to deal with
each:
THE SILENT TYPE
Shy, reluctant, silent much of the
time, easy to overlook since they melt into the
background.
SUGGESTIONS:
¨
Call
on them by name (“I don’t think we’ve heard from Mary
yet.”)
¨
Make
eye contact to encourage them.
¨
Thank them for contributing.
¨
Talk
to them during breaks.
THE MONOPOLIZER
A big talker that will gobble up a
good portion of your training time if permitted.
SUGGESTIONS:
¨
Avoid eye contact.
¨
Politely, but firmly ask: “Would you mind if we got
another response?
We haven’t heard from several people yet.”
¨
Refer to the agenda/schedule to keep on track.
THE NON-LISTENER
Interrupts, cuts others off, and
speaks before others have a chance.
Their eagerness stops them from listening.
They have a desire to be heard, to “best” others
in the discussion.
SUGGESTIONS:
¨
Insist on sharing available time:
“I know you have a worthwhile observation, but we
haven’t heard from Mary recently.”
¨
Ask
for restatement: “To
clarify, would you restate what Mary just said?”
¨
Ask
how their idea/viewpoint relates to what other
participants have said.
This will help them realize that they need to
incorporate the views of others (which requires
listening!) before giving their own opinions.
THE PESSIMIST
They thrive on gloom and doom and are
specialists at dredging up old gripes, past grievances,
and predicting future problems.
SUGGESTIONS:
¨
Use
humor.
¨
Ask
for input from other participants.
¨
List
the pluses and minuses of the issue.
¨
Ask
them for possible solutions.
¨
If
all else fails, ask them to discuss the issue with you
privately or refer to the appropriate staff person.
THE QUESTIONER
They truly have questions that are
legitimate.
Unfortunately, there are too many of them for the time
allotted.
Their questions also stop the flow of the presentation,
making it hard to get back on track.
SUGGESTIONS:
¨
Say:
“We only have a limited amount of time.
Could you add your question to the parking lot so
we can address it later?”
¨
“Instead
of answering that now, why don’t you see me during the
break/after the training if your question has not been
answered by then.”
THE WHISPERER
Has a constant need to tell their
neighbor something.
They impede their neighbor’s attention and are a
distraction to other participants.
SUGGESTIONS:
¨
Don’t embarrass them.
¨
Call
by name and ask a simple question or opinion about the
last remark made.
¨
Walk
over and stand behind their chair.
¨
If
things don’t improve, lay a hand gently on their
shoulder.
June 2009
Trainer
Self- Evaluation
Are you the best trainer you can possibly be? One
way to check is by doing a self-evaluation immediately
after your trainings so that feedback received can be
applied to help you improve the next training you
facilitate. Remember to focus only on what you can
change!
Four Areas to Review:
1. Review
participant’s evaluations and discuss /consider validity
of their responses.
2. Review the
delivery of the training:
Ø Were
learning objectives met?
Ø Did the
training design flow well? Was there good or bad
sequencing?
Ø Were the
times frames appropriate? Too short?
Too long?
Ø Did the
subject matter meet the needs of Girl Scouts of Western
Ohio & the participants?
Ø Were a
variety of techniques used to meet the learning needs of
all participants?
Ø Were
participants involved? Did you keep them focused?
Did you lose them?
Ø Rate your
own performance. Would you give yourself a 5
(great job!) or is there room for improvement?
3. Review the
training facility. Maybe you can’t change the
location or the room temperature, but what can you
change? Perhaps the room set-up?
4. Make notes on what improvements/changes
need to be made for future training!
May 2009
Every trainer needs a trainer’s kit to ensure they have
items that come in handy during trainings!
If you don’t have one, you can easily assemble
one.
1.
Find
a container that works for you in both size and
convenience.
Many trainers use a tackle box with a
carrying handle.
Others prefer something small that can be tucked
into one of the numerous bags they are already carrying
to trainings.
This can be a small 9” x 12” “tackle” or “bead”
box with movable dividers that allows you to custom
design compartments for the items you want to include in
your kit.
2.
Decide what items you frequently use during trainings.
Below are some suggestions:
·
Scissors
?
Pens/Pencils
·
Masking tape
?
Paper
clips
·
Mini-Stapler/Remover
?
Dry
Erase Marker
·
Highlighter
?
Black Newsprint Marker
·
Glue Stick
?
Red or Blue Newsprint Marker
·
3 prong electrical adapter
?
Cough Drops
·
Kleenex
?
Band-aids
3.
Include laminated 8 1/2” x 11”signs to use for your
trainings.
Write necessary information using a dry
erase marker so
you can change as needed.
Some suggestions are:
- Girl
Scout Training here!
(hang on door of training facility to direct
participants)
-
Welcome to the ______________ Girl Scout
Training!
(hang outside training room)
- Your
Girl Scout Trainer is ______________
(hang in training room so volunteers see your
name and can refer back to it when completing
training evaluations)
April
2009
When you
are preparing for a training, consider the
characteristics of the adult learner. Here is a
checklist to go through before each training.
1. They Have Various Backgrounds
-
Education
-
Knowledge of subject
- Life
Experiences
2. They Have Varied Abilities /
Disabilities
-
Physical Impairments (not always noticeable!)
-
Learning Disabilities
-
Literacy
3. They Learn In Different Ways –
Important to use a variety of techniques
-
Experiential learning/learning by doing
-
Cooperative learning/small group work
-
Provide visuals and handouts
-
Involve them
- Ask
questions to get them to think
- Give
them options on how they want to learn
- Ensure
open communication between trainer and participants
4. They Expect What They Came For
- Stick
to the course description and design
- Share
learning objectives with them before you start
- Be
well prepared
- Be
ready when they are
5. They Will Give You Feedback
- Be
aware of facial expressions (confusion, boredom)
- Watch
their body language
- Ask,
“Is that clear?”
- They
Need Their Basic Needs Met
-
Comfort (Temperature, seating)
- Thirst
(coffee, cold drinks, water fountain, pop machine)
- Breaks
(restrooms)
7. They Need Encouragement
-
Respect them as individuals
- Use
their names (provide name tags if group is large)
- Accept
them as they are!
March
2009
Have you considered the impact room
set-up can have on the success of your training?
Your seating arrangement and room layout can definitely
have an effect on the attitude
of your participants and ultimately impair the outcome
of your training.
Before arranging your room, consider the following:
How many participants? - Number of chairs
Will they need to take notes? - Need tables
Will you encourage open discussions? - Arrange so
participants can easily see each other.
Will you be using a lot of materials/resources during
training? - Trainer’s table, extra table
Using visual aids? - Make sure all participants
can easily see from all seats.
The type of training and size of the group will help you
determine seating arrangements:
Set-up room to encourage involvement and comfort.
Highly active trainings will require more room than
lecture trainings.
Seat participants so they can easily see each other .
Don’t overcrowd, but don’t spread them out too much
either!
Try to give enough “elbow room”!
Place all of your training materials/supplies in order
of use for quick access.
February 2009
Keeping your learners alert,
interested, and motivated to listen!
This exercise will focus the learners’ minds on what
they know as well as what you
want them to know.
-
At the beginning of the
training, ask your learners to pair up (triads are
okay so that no one is left out).
-
With their partners, ask them
to create a list of 3-6 important facts about the
training topic that they think you will cover in
your presentation.
-
Ask them to circle any items on
their list that you mention during your training.
They may also add facts to their lists as directed
by you.
-
When you finish your
presentation, and if you have the time, you can ask
for a few volunteers to tell the whole group what
they feel is the most important fact on their lists.
Bonus Tip: Guess Again
After you finish speaking, instruct your learners to
refer to their lists once again to see if there are
any facts they wrote down that you didn't talk
about. They can then ask you about these items, or
you can tell them what training that information is
covered in if it isn’t specific to the training you
are facilitating.
January
2009
Snowball Assessment
Want a quick and fun way to
conduct a needs assessment at the start of a training?
Need to check-in with your participants to see if they
are “getting it”? Try this method
to obtain the input you need whether the weather is
snowy or balmy!
Directions:
Give each participant a blank piece of paper and ask
them to write one thing they need to know before the end
of the training (needs assessment) or Have them write a
short answer to a question to check their progress
during the training (check-in).
Have the participants crumble their paper into a ball.
Have a “snowball fight” by throwing the balls of paper
to other participants.
After a few minutes, ask participants to pick up one
snowball.
Have participants take turns reading what was written on
their “snowball’.
December 2008
Did you know you can use PowerPoint
to make your own professional training posters?
It’s true and here’s how to do it:
Select new slide
Select your paper size from the drop down box:
Develop your poster using an easy
to read font such as Ariel Rounded or Comic Sans
To help line up your objects easily, use the grid tool:
-
Right click anywhere on slide
-
Select “grid and guides
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Uncheck “snap objects to grid”
-
Check “display grid on screen”
-
Click OK
-
Grid lines will not appear on
your printed copies
Add color and graphics sparingly
Save your poster to a CD or flash drive and take to
Office Max, Kinko’s, etc. to have printed
Some helpful hints:
Use centering only for titles.
Avoid using all capital letters for the body of your
text.
Don’t be afraid of white space - a little white space
can go a long way to get information read!
Avoid using more than two or three different fonts.
Color text can catch the reader’s attention, but too
much color can lessen the impact.
Use boxes sparingly and only to emphasize important
information.
November 2008
Looking for a fun, innovative way
to break your training group into dyads? Try one
of the following!
This Training Is Sponsored
By…
Supplies: Pre-made commercial
slogan signs
Write part of a commercial slogan on an index card and
put the second half of the slogan on another card.
Distribute one card to each participant and ask them to
find their partner.
Examples:
Plop, plop, fizz, fizz... -
Oh, what a relief it is! (Alka-Selzer)
It’s not nice to fool… - Mother Nature
(Chiffon Margarine)
I’m not a doctor… - But I play one on TV
(Excedrin)
Moms depend on Kool-Aid like… - Kids depend on Mom
When it absolutely, positively… - Has to be there
overnight (Fed-Ex)
Choosy Mothers… - Choose
Jif
Like a good neighbor… - State Farm is there
There’s always room for…
- Jello
Everybody doesn’t like something but… -
Nobody doesn’t Like Sara Lee
You’re in good hands…
- With Allstate
Old
Maid
Supplies: Pack of Old Maid Cards
Prior to training, pair up the
characters on the cards so you can easily pull the
number of pairs needed. Mix up the cards and
distribute a card to each participant.
Participates look at their card and circulate around the
room, imitating the person on the card without making
any sounds until they find their matching partner.
Variation: Participates look at their card and
circulate around the room, introducing themselves and
asking questions until they locate their partner without
telling others what card they hold.
Sing
Out!
Supplies: Familiar songs written on slips of paper
Decide on the number of groups you
want and how many people in each group. For each group,
pick one song that everyone is sure to know (see
suggestions). Write the title of each song on as
many pieces of paper as you want participants in each
group.
Example: 5 groups, 3 people each = 15 slips of
paper with five songs written three times.
Mix up the song slips and have each person pick one.
Once participants have a song slip, they sing their song
until they find the rest of their group!
Suggested Songs:
Make New Friends
Happy Birthday
Jingle Bells
Row, Row, Row Your Boat
Twinkle, Twinkle Little Star
If You’re Happy and You Know It
AIRPLANE ASSESSMENT
October 2008
Needs Assessment,
Energizer, and Networking Tool
Group Size: 8 or more
Supplies: 8 1/2 " x 11" paper for each person
Paper airplanes flying around the room may seem an
odd way to end a training, but it's a useful tool to
encourage networking of the volunteers! Ask each
participant to write their name and phone number on
a sheet of paper. Then ask them to fold the paper
into an airplane. When the facilitator gives the
signal, participants let the planes fly. Everyone is
asked to catch or find a plane. Each participant is
then asked to call the person whose number is listed
on the plane two weeks after the training to discuss
how they have applied their new skills or knowledge.
CLAP AND
CHEER
Energizer
Group Size: Any
Supplies: None needed
Energize your trainings by having participants
analyze the training material for a key word or
phrase and then assign a motion or sound to that
word. Every time the word or phrase is mentioned
during the training, the group must perform the
action. Actions could include a cheer, a clap, or
standing up. The actions help burn those concepts
into the trainees' memories. It will also help to
keep concentration and interest high and to get the
group to focus on key words, ideas, and attitudes!
Example:
Girl Planning = Cheer
Council Goals = Clapping
Learning by Doing = High five
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