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Course Notes

Train the Trainer:

Delivery Skills

Designed by

Skills Converged

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Copyright © Skills Converged Ltd. 2010

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted by
any form or by any means, electronic, mechanical, photocopying or otherwise, without the prior permission of
the Author (publisher)(copyright owner), other than those stated under “Your Rights” in the Terms & Conditions
supplied with this material.
No responsibility for loss caused to any individual or organisation acting or refraining from action as a result of
the material in this publication can be accepted by the Author.
The right of Skills Converged Ltd. to be identified as the author of this work has been asserted by them in
accordance with the Copyright, Designs and Patents Act 1988.

Website: www.skillsconverged.com
You can contact the Skills Converged at: [email protected]

V 1.1

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Train the Trainer:

Delivery Skills
“I never teach my pupils; I only
attempt to provide the conditions
in which they can learn.”

Albert Einstein
© Skills Converged Ltd.

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Agenda – DAY 1
9:30 Start

11:30 – 11:45 Break

1:00 – 1: 30 Lunch

3:00 – 3:15 Break

4:30 Finish

The morning break is slightly later than usual.

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What is This
Course About?
By the end of this course
you will be able to:

Deliver an efficient training

course while maximising
the transfer of knowledge
and skills to learners in a
given time

To Tutor: Introduce yourself.

Purpose
This course prepares you to become an excellent trainer who can deliver any course and
expect your delegates to learn the skills quickly and remember the content long after the
course. The material presented here is designed to apply to any training activity irrespective
of the subject domain. The primary focus of this course is to show you the most effective
way to transfer skills to others and understand how people learn. You will learn about the
theory behind the techniques and learn how to apply them using simple to follow step-by-
step methods. The powerful and systematic techniques presented here will greatly help you
to achieve this objective.

Objective
By the end of this course you will be able to: Deliver an efficient training course while
maximising the transfer of knowledge and skills to learners in a given time.

Process
To make the course easier and more efficient, many examples are used throughout the
sessions to demonstrate how the techniques are implemented in practice. The relevant
examples also increase the efficiency of learning. Sometimes you might be given examples of
a training material which illustrates the learning points. These examples are based on soft
skills courses provided by Skills Converged. Ideally you can pick any training material (or
design you own) and use the techniques explained in this course to provide an effective

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course are all based on Skills Converged training materials. This will familiarise you with
these kinds of contents and prepares you to quickly learn how to present a course once you
obtain the training materials.

This course is spread out over three days. You will shortly see what will take place in each
day. In general, you will be participating in many exercises and get a chance to practice all
the techniques during the course. You need to carry out coursework at the end of the first
and the second day. We will cover this later in the course.

To Tutor: Talk about the workbook. Explain that headings in the workbook match the slide
headings so delegates can easily find their way around.

Relay Experience
To Tutor: Pause and ask students to introduce themselves. Say name, background (nature of
job), what do they want to get out of this course.

To Tutor: One by one, ask delegates to explain their experience and background in training.
Have they trained before? What subjects do they train on? Are they preparing for become a
trainer for the first time? What was the largest number of audience they ever had in a
training or presentation? How much do they expect to present training courses in the
future?

To Tutor: Adjust the level of training and content based on delegate’s experience. For
example, experienced trainers don’t usually have any problem with confidence and can
easily focus on more advanced topics to practice presenting a much better course or handle
challenges. On the other hand, first time trainers often need a confidence boost which can
be achieved by using small scale exercises before asking them to perform. These exercises
are provided in the course in line with the content.

[LOOK AT WORKBOOK: Objectives]

To Tutor: Ask the delegates to write down their objectives. Learn their names and use them.

“We are going to go through a number of techniques in this course and you will get to
practice your skills until you feel confident about implementing them. It is better to learn a
set of techniques well than to know a lot of techniques that you are not confident to use.
The techniques I am going to talk about are well known to work”

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How does learning about train the trainer help you in your job? What part of this skill is
critical? How can this skill benefit you in other areas of life other than direct training
delivery?

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Delivery Skills

By the end of this session

you will be able to:

Demonstrate your training

capability by presenting a
short course

Purpose
In this session, you will be introduced to the general process adopted in the course and
become more familiar with the course structure. You will learn what the course want you to
achieve, what is expected from you, how you will be assessed and what you are about to
learn.

Objective
By the end of this session you will be able to: Demonstrate your training capability by
presenting a short course

Process
This session is introductory and there are no exercises. You will learn about the course and
each other. At the end of this session we will move on to prepared presentations.

Relay Experience
N/A

Relay Application
N/A

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Scope

 Delivery not design

 Accelerated Learning
 Sequencing
 This course is an example in its own right

To Tutor: Start the course by stating the following:

This course primarily deals with delivery of training materials as opposed to designing them.
Given a set of training materials and familiarity with the subject domain, a trainer should be
able to deliver a course and obtain maximum results by leaving a long lasting impression on
the delegates. You will be introduced to relevant content on how to sequence your training
presentation and understand the underlying reasons behind the general design of effective
training materials.

This course takes place over three days. During this time, you will be introduced to the
theory of learning, become familiar with principles of Accelerated Learning and learn how to
sequence your content. You will get to practice in various exercises on delivery such as body
language, pace, questioning techniques and so on. The same principle advertised in the
course on training delivery is also used in the design of train the trainer course. Hence, this
course also acts as an example of how to deliver content and transfer skills.

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DAY 1
Time Subject
9:30 Start
Delivery Skills
DEMONSTRATE: Pre-Course Prepared
Morning
Sessions
How Learning Works
1:00 – 1:30 Lunch

Sequence Criteria
Content Criteria
Afternoon How to Plan Your Training
FEEDBACK on Pre-Course Prepared Sessions

4:30 End

[LOOK AT WORKBOOK: Agenda]

To Tutor: Explain to delegates that they can find the agenda in the workbook as well. Go
through the agenda quickly without going through too much detail since at this point it can
be confusing or overwhelming for them. The agenda allows the delegates to see that there is
a plan and see where they are as the course progresses.

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DAY 2
Time Subject
9:30 Start
Cognitive Training Model
Non-Verbal Delivery Criteria
Morning
DEMONSTRATE: Coursework - Introduction
Part
1:00 – 1:30 Lunch

FEEDBACK on Coursework - Introduction

Section
Afternoon Verbal Delivery Criteria
DEMONSTRATE: Delivery Criteria
4:30 End

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DAY 3
Time Subject
9:30 Start
Review Course Content
FEEDBACK on Prepared Scripts
Morning
DEMONSTRATE: Assessed Training
Presentations (Part 1)
1:00 – 1:30 Lunch

DEMONSTRATE: Assessed Training

Presentations (Par 2)
Afternoon FEEDBACK on Assessed Training Presentations
Reflection
4:30 End

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Material Covered…
 What does a trainer intend to do?
 How people learn?
 What is Accelerated Learning?
 What is the difference between training,
lecturing and presenting?
 How should you sequence your delivery?
 What kinds of content should you cover?
 How should you distribute your time?

In this course, we simply want to answer a few critical questions...

[ENGAGE]
What do you think about these questions?
To Tutor: Encourage the delegates to think of these questions when considering the field of
training and learning. Lead this to a discussion so everyone is involved and feels comfortable
to speak in the group. This helps to reduce formality. Once the discussion reaches a
saturation point, show the next slide.

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…Material Covered
 How can you help delegates to remember
what you teach them?
 How to keep the delegates engaged so
they don’t drift off?
 How should you plan your delivery?
 How should you handle difficult people or
situations?
 How to exploit the environment to your
advantage?
 How can you use coaching to enhance
your training?

[ENGAGE]
Here are some more questions. What do you think?

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Sets of Criteria

As you can see there are many areas within the field of training which we need to address
during this course.

Since this course is assessed and also to make it easy for you to easily follow it, a set of
criteria are used that capture the content covered with these questions.

These are grouped into four parts and you are scored based on various criteria in each part.
The four sets of criteria are:
•Sequence Criteria
•Content Criteria
•Verbal Delivery Criteria
•Non-Verbal Delivery Criteria

You will visit every set in detail throughout the course and can see what each criterion is
about and will also participate in exercises to master specific skills.

As an assessed course, you will be required to deliver a short training session at the end of
the course. As described in the guidelines, all participants must have prepared a training
session before coming to the course. This training session will be presented in the first day
and is assessed based on a four sets of criteria. These criteria are explored in detail during
Day 1 and Day 2 of the course. You will participate in many smaller exercises to practice
various techniques. You will prepare another training session for delivery as part of your
coursework and based on the training received during the course. On the third day, you must

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To Tutor: After going through the theoretical content, at the end of the first day you will
provide specific feedback for each delegate and explain the scoring recorded for each
presentation. Delegates can then use this information in line with what they learn during the
course to improve their performance and get ready for their final assessed presentations.

[BLANK SCREEN]

[DEMONSTRATE: Pre-Course Prepared

Session][H27_Handout_ScoringDelegatesTrainingSesssion]
To Tutor: Having covered the introduction and familiarising the delegates with the process, it
is time to ask them to present a training session they have prepared for the course. Follow
the comprehensive instructions given for this part and score all the delegates’ presentations.
Do not provide feedback or give them the score sheets that you have filled in. Giving
feedback will take place towards the end of the first day of the course as per instructions
given in the script. Note that at this point you also don’t want them to know what they will
be judged on. They should just present their training as normally as they do. The idea is to
draw their attention to the differences between their methods and the ideal method of
training that will be explored during the course.

[SHOW SCREEN]

---
Achievement
By the end of this session you will be able to: Demonstrate your training capability by
presenting a short course

Have we achieved this?

Relay Application Confirmed

N/A

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TEA BREAK

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How Training
Works
By the end of this session
you will be able to:

Use Accelerated Learning

principles and suitable
instructional methods to
deliver effective courses

Purpose
In this session you will be introduced to the theory of learning. You will learn about various
methodologies and understand why certain potentially popular methods are not effective
and what you can do to increase the efficiency of learning for your delegates so they learn
the skills quickly and retain them long after the course is delivered. You will explore
important topics such as Accelerated Learning, Competency-based Training, Instructional
Methods, Spaced Repetition and so on. A thorough understanding of these fields can
significantly help you to understand the structure of training course materials and the
reasons behind specific designs so you can deliver the course as effectively as possible.

Objective
By the end of this session you will be able to: Use Accelerated Learning principles and
suitable instructional methods to deliver effective courses

Process
First you will be introduced to the theory and later on will participate in an exercise to
practice elements of what you have covered in this session. This session can be slightly
theoretical, but it is important to go through it and become familiar with the underlying
principles of training. All of these principles will be satisfied by using easy step-by-step
techniques introduced later in the course.

Relay Experience

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Relay Application
How useful is it to know the latest research on training efficiency and best practices? How
useful is this for your training delivery?

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What does a Trainer Intend to Do?

Increase Facilitate
Understanding Memorisation
and Recall

Encourage
Use

[ENGAGE]
What does a trainer intend to do?
To Tutor: Expect answers and then show the content of the slide and expand.

•Present material in such a way so it can be easily understood.

•Present material to facilitate the memorisation of content and increase the likelihood of
recall after the course.
•Encourage delegates to use the content by convincing them of its benefits, ease of use and
applicability to their real-world challenges.

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Accelerated Learning (AL)

 A results-oriented approach
Applied multiple
Colour, modern
intelligence Mind maps
decorations, etc.
theory

Memory Interactive
Music techniques content

Neuro-
Props for
Linguistic
creativity
programming

The term Accelerated Learning (AL) covers a broad range of domains and encompasses
diverse methodologies on teaching and learning. The aim of Accelerated Learning is to
awaken learners to their full learning capability and help them to enjoy and fulfil their
desires as quickly as possible.

By definition, AL is about creating an environment and using methods that can simply
accelerate the learning process. The objective is to enhance the results and not necessarily
to use specific methods. AL is results-oriented, it is the end that matters, not the means. In
other words, any method that can help you increase the speed of learning, by definition,
falls under Accelerated Learning.

Can you guess where AL principles are used in training?

There are many common techniques that rely on AL principles that are in use today though
trainers may not know the underlying principles behind them. Here are some examples...

To Tutor: Show the content of the slide and explain.

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Positive Learning Environment

• Create a positive relaxing
AL environment
Principle • Let them enjoy learning

Traditional • Encourage linear learning

Approach • Punish when failed

• Informal setup
Implications • Praise
• Don’t laugh or ridicule

A number of major principles are held within AL. You need to follow these principles closely
to get better results from your training. As usual, the best way to understand what AL can
offer is to compare AL practices with traditional methods and see how AL can significantly
help you. In addition, it is also useful to see the implications of each principle.

To Tutor: When going through the following principles, encourage a discussion by providing
the information as questions. After suggestions, show the answers and expand on the
discussion. This is how it works...

To Tutor: First explain the following.

AL Principle:
People learn much faster in positive environments. The environment must be relaxing while
stimulating at the same time. People must feel that they are enjoying their time, there is a
purpose to what they do and their activities are safe and controlled.

How does this relate to traditional approaches?

To Tutor: Expect answers and then show the content of the slide for traditional approaches
and expand.

Traditional Approach:

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failed, negative methods such as punishment were used to teach them a lesson! This
obviously had negative consequences and conditioned them on believing that learning is
difficult.

What are the implications of this principle?

To Tutor: Expect answers and then show the next animation in the slide.

Implications:
Make people feel comfortable in the training environment. Run it informally and allow
people to talk, question and criticise you or the topics as you explain them. Always praise
the learner on their achievements, however small. Don’t laugh or ridicule them when they
fail. Failure is part of the learning and it is much better for them to fail in a controlled
environment than after the course. Don’t discriminate one against another learner if they
were slow to pick up the content.

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Total Learner Involvement

AL • Complete immersion
Principle • Activity-oriented

Traditional • Lecturing
Approach • No chance to fail

• Use extensive exercises,

Implications roleplays, etc. involving all senses
• Use question-answer techniques

AL Principle:
People learn best when they are completely immersed in the learning activity. Learning is
participatory; it is not a spectator sport. A learner does not absorb the information passively,
instead a learner needs to activity engage with the topic to fully understand it.

How does this relate to traditional approaches?

To Tutor: Expect answers and then show the content of the slide for traditional approaches
and expand.

Traditional Approach:
Traditionally, topics are thought in a classroom using one-way teaching or lecturing. These
methods are efficient only when an audience must become aware of new techniques,
methods or developments such as ideas presented in conferences. However, it is utterly
limited for training since a learner is not engaged fully with a topic, has no chance to fail and
form a theory for the new skill thought or be tested on it.

What are the implications of this principle?

To Tutor: Expect answers and then show the next animation in the slide.

Implications:
Use extensive exercises, activities and role-plays that use all the senses. The more a learner
is immersed in the learning environment, the more chances that more knowledge is

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Variety
• Use all sensory channels
AL
• Present content simultaneously
Principle using these channels

Traditional • One-directional single sensory

Approach method

• Set up the environment

Implications • Use flipcharts, colour, props,
visual content, music, etc.

AL Principle:
Present the content using a variety of methods. People respond differently based on various
methods. By employing different techniques and delivering the content simultaneously using
these methods, you increase the pace of learning.

How does this relate to traditional approaches?

To Tutor: Expect answers and then show the content of the slide for traditional approaches
and expand.

Traditional Approach:
Traditionally, teaching is provided in one direction using a single method. A subject is
explained, learners are expected to learn it and the teacher moves on to the next topic.
Some people may pick it up, while others may not follow as much and subsequently suffer
when more advanced topics are presented.

What are the implications of this principle?

To Tutor: Expect answers and then show the next animation in the slide.

Implications:
Use all the senses of your learners. Set up the training environment to be colourful and
decorate it with relevant content. For example, hang flipcharts on the walls showing related
diagrams or data to what you are teaching. Use props, visual graphs and objects to enhance

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Collaboration
• Learning through social
AL interaction
Principle • Common learning and goals

Traditional • Isolated competition

Approach • Non-acceptance of mistakes

• Group discussions
• Participatory exercises
Implications
• Controlled competitive
exercises

AL Principle:
Learning tends to be social. People learn much faster when they can see other people’s
success or failure. They can get help from each other and in general the sense of
collaboration and experiencing the same failures and getting over them to progress towards
reaching a common goal is very satisfying.

How does this relate to traditional approaches?

To Tutor: Expect answers and then show the content of the slide for traditional approaches
and expand.

Traditional Approach:
Traditional learning emphasises on competition between isolated individuals. The entire
education system is still based on this approach where students must individually learn, sit in
exams and compete with each other for better marks. Unfortunately, the competitive
approach discourages students to learn from each other, share what they have learned and
feel comfortable to make mistakes or acknowledge making mistakes. The fear of making
mistakes along with unenthusiastic teaching by teachers is usually responsible for learner
indifference about a topic and the complete abandonment of the subject at the first possible
opportunity.

What are the implications of this principle?

To Tutor: Expect answers and then show the next animation in the slide.

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Implications:
Encourage group discussions while you teach and expect everyone to participate. Provide
group exercises to encourage shared problem solving and cooperative behaviour. You can
also use competitive group exercises where teams compete against each other though this
competition is designed to encourage them to think of novel solutions and eventually learn
from each other’s different approaches.

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Contextual Learning
• Learn through examples and
AL application
Principle • Complete immersion

• Theory-focused and abstract

Traditional
Approach • No relation to application or
use

• Teach by example
Implications • Relate to real-world
applications

AL Principle:
People learn better in context. Rather than learning abstract concepts, it is much easier to
learn by example and directly relate the content to application and use. The best learning
experience comes from actually doing it in a real world context and become completely
immersed in the problem to see how solutions relate to it.

How does this relate to traditional approaches?

To Tutor: Expect answers and then show the content of the slide for traditional approaches
and expand.

Traditional Approach:
Many of the traditional methods rely on explaining the theory alone and simply leaving it to
the learner to figure out the application. In practice, a learner may understand the theory
but not know how to relate it to his problems. It is easy to forget such theoretical content.

What are the implications of this principle?

To Tutor: Expect answers and then show the next animation in the slide.

Implications:
Always provide real-world examples and explain the application of the concepts you teach.
Allow learners to try it and find out for themselves how it relates to their needs.

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Accelerated Learning Guidelines

 Learning is active creation of knowledge
 Total learner involvement
 Encourage collaboration
 Activity-centred
 Chunking
 Clear objectives
 Address all intelligences
 Use parallel approach
 Mnemonics

[RELAY]
To Tutor: Having gone through AL, it is a good idea to pause and refresh delegate’s minds. Go
through each case on this slide and ask delegates what it suggests. Use the following
descriptions to complete their explanations.

•Always consider that learning is an active creation of knowledge, not a passive storage of
information
•Use total learner involvement to enhance learning
•Encourage collaboration among learners to greatly enhance their learning
•Use activity-centred learning events which are often superior to presentation-centred
methods.
•Use chunking to help memorisation of key concepts. Divide the content into chunks and
sessions to make their absorption easier.
•Set clear objectives and demonstrate that learners have achieved those objectives at the
end of each session
•Exploit the full capability of your learner by addressing all their intelligences based on the
Theory of Multiple Intelligences. There are 8 types of intelligence: interpersonal,
intrapersonal, logical-mathematical, verbal-linguistic, spatial, bodily-kinaesthetic, musical-
rhythmic and naturalist. Traditional methods usually focus on one or two such as logical-
mathematical. Use AL and address all areas to increase the pace of learning.
•Use over-stimulation to immerse the learners. Brain is highly parallel and can easily process
data from multiple sources. Exploit this to increase the amount of teaching you can do in any
given time.
•Use mnemonics to help learners remember sequences.

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Instructional Methods

One Way

Two Ways

Training in general fits into the wide spectrum of Instructional Methods which include any
system you may use to transfer knowledge and skills to learners via instructions.
Instructional methods can be divided into the following methods; one way or two ways.

What is the distinction between these two methods?

Once way. In the one-way method, the direction of the information is from the instructor to
the audience.
Two ways. In the two-ways method, information is exchanged in both ways.

Let’s go through some examples and explore them more...

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Lecturing

What form of instructional method is this and which type does it belong to?
This is a lecture. In this case, a lecturer passes his or her knowledge to the audience.
Lecturing is a one-way method where the information generally flows from the lecturer to
learners. The intention of the lecturer is to teach the audience in such as way that they learn
the content and hopefully can recall it later. However, the lecturer usually expects the
learners to carry more work after the course on their own to master the skill.

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Presenting

What form of instructional method is this and which type does it belong to?
This is a presenting. A presenter is generally interested in making people aware of the latest
research or the presenter’s message. This is also a one-way method. A presenter is usually
not interested to teach the content, instead he is concerned only in covering the most
important parts of the message in the available time and perhaps convince the audience of
his cause.

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Training

What form of instructional method is this and which type does it belong to?
This is training. A trainer is concerned with passing a set of skills to his audience so they
learn the skills during the course and can start using it straight away. A training course is
much more engaged than lecturing or presenting and it is a two-ways method. Learners
participate in activities and provide their own knowledge to the trainer or other participants
which in turn is used to accelerate the learning process.

What is lecturing good for?

Lectures are suitable for a large audience, where interaction is not possible or is time
consuming.

What is presenting good for?

Presentations are suitable for a large audience with time limitations or with the intention of
introducing new developments.

Should you use lecturing method while training?

No. Even though lectures are useful as a teaching method, delivering a training course in the
form of a lecture is not recommended as training session could become boring and
unproductive.

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Instructional Methods

Content Learner
Centred Centred

There is another way to categorise instructional methods...

[ENGAGE]
What do you think this distinction suggests?

Content-centred. Here, the focus of the instructional method is to transfer the content. Once
certain content is covered the presenter is happy and moves on to other content. There is no
checking on whether the content has been fully understood, accepted or learned.

Learner-centred. In this case, the focus is entirely on the learner. This way, a trainer will not
move on to a new topic unless he is sure that the content covered is understood and learned
by the learners. The training course progresses in line with the pace of learners. This is as
opposed to moving on based on the trainer’s pace or even moving on based on content.

Which approach is more ideal for delivering training courses?

You should always focus on learner-centred approaches.

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Remember, training must always be tailored to your learners…

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Suzuki Method
Immerse the student

Provide all the Tools

Observe experts

Repeat every day

Use multiple ways of learning

Use frequent public performance

Has anyone heard of the Suzuki method? If so, what is it?

The Suzuki method is a training philosophy which aims to increase the efficiency of teaching
students by immersing them in an environment which encourages them to take small steps
and progress on their own pace.

The model was developed by Shinichi Suzuki. He primarily developed it on teaching music to
children though the principles drawn from it are useful for understanding how effective
training works in practice. The model is based on the philosophy that everyone can learn
from their environment. Suzuki believed that since children could easily learn a mother
language, they should be able to learn to play music using an instrument.

The following fundamental principles relate to training in any field and you can take
advantage of them to enhance your training:

To Tutor: Show the content of the slide and explain.

Immerse the student. Immerse the student in a positive learning environment. Put them
together with other students who seek to learn the new skills.

Provide all the Tools. Provide all the critical tools so they can practice at home and at work.

Observe experts. Arrange sessions so they can observe experts and learn to imitate them.

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Repeat every day. Encourage them to repeatedly practice every day.

Use multiple ways of learning. Provide systematic step-by-step approach while encouraging
them to imitate a skilled individual as much as they can. For example, when learning a
language, provide grammar lessons (step-by-step approach) as well as conversation lesson
(imitation) where students simply repeat after a native speaker.

Use frequent public performance. Encourage the students to perform their skills in groups
right from the start. There is no reason for them to wait until they have mastered the skill
before they can present it to the public. The continuous public demonstration from an early
stage helps learners to build up their confidence and overcome any fear they might have on
performing in front of an audience. For example, this method is particularly useful for
learning presentation skills by continuously practicing in front of others (whoever they might
be) even if the content you are about to present is not fully mastered. By the time the
content is mastered, there is no fear of presenting it to the world!

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Learning Spanish!
Immerse the student Go to Spanish classes

Provide all the Tools

Use books, computer tools, mobile apps,
flashcards, diaries, web apps, etc.

Observe experts
Read books, watch Spanish movies, visit
Spain

Repeat every day

Be persistent and learn something
everyday
Learn grammar from class, learn
Use multiple ways of
learning vocabulary using software, learn
conversations by talking in Spanish
Use frequent public Talk in your class, to your friends and to
performance Spanish people while visiting Spain

Let’s apply the Suzuki Method to learning a new skill to see how this works in practice.

Suppose you want to learn a new language such as Spanish...

To Tutor: Go through each statement and ask the delegates how it can be applied to learning
Spanish. Show the slide animation to reveal an answer for each statement and then move on
the next statement.

Immerse the student

Go to Spanish classes
Provide all the Tools
Use books, computer tools, mobile apps, flashcards, diaries, web apps, etc.
Observe experts
Read books, watch Spanish movies, visit Spain
Repeat every day
Be persistent and learn something everyday
Use multiple ways of learning
Learn grammar from class, learn vocabulary using software, learn conversations by talking in
Spanish
Use frequent public performance

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Competency Based Training

Units of competency

Elements of Success Competency Evidence

Competency Criteria Variables Guide

Skills Gap = Skills Required – Current Skills

Do you know what is Competency Based Training, also known as CBT?

Competency Based Training (CBT) is used to prepare a particular individual for a specific
work. The individual needs to be competent to be allowed to work and a CBT training can
prepare the individual for such role. CBT is a set of skills, knowledge and attitude determined
by industry standards that defines the requirements necessary for the role.

To Tutor: Show the corresponding slide animation while you explain the following.
Competency standards are made of units of competency. These in turn are made of
elements of competency, success criteria, competency variables and evidence guide.

Using CBT, how do you think someone can be declared competent?

Someone who passes all the competencies based on a set of standards. A training package is
designed based on these competency standards to facilitate a learner’s progress towards
competent status.

In CBT, how do you think learners progress forward? What is the different between CBT
method and traditional training where everyone works towards a common goal?
An important quality of a CBT program is that the progress of an individual is measured
against a set of competencies as opposed to the progress of other learners. In other words, a
learner can progress on his or her own desired pace without slowing or overwhelming
others. This approach can significantly increase the quality of training provided.

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To Tutor: Show the slide animation and explain the following.

This is effectively the gap between what they know and they must know in regard with each
specific competency. CBT programs are usually comprised of modules broken down to a
number of segments known as learning outcomes. These outcomes are designed specifically
based on requirements in the industry and are assessed to ensure that each learner achieves
the specific outcomes in each module.

How does CBT related to you in terms of training delivery?

As a trainer who is assigned to deliver a CBT training, you only have to focus on the
execution of the training as opposed to its design which is handled by domain-experts in
conjunction with HR who set the required competency standards. Like any training program,
the general principles of learning apply to CBT as well. You just need to be aware that each
individual will be progressing against a set of competencies as opposed to each other and
you must take this into account when training them.

[BLANK SCREEN]

[PRACTICE][E170_Exercise_InstructionalMethodsCaseStudies][PAIR][IF ODD: GROUP-3]

To Tutor: Follow the instructions for this exercise to allow the delegates to apply the
concepts explored in this session to a real-world case study. Your intention is to make them
understand how bad practices are commonly used in a typical training scenario. Encourage
sharing previous experiences and discuss them based on Accelerated Learning principles.

[RECAP]
To Tutor: To check the knowledge of delegates, go through a quick recap using the following
questions:

What is Accelerated Learning?

The aim of Accelerated Learning is to awaken learners to their full learning abilities
and help them enjoy and fulfil their goals as quickly as possible using a results-
oriented approach.

Can you name an AL principle?

Positive Learning Environment, Total Leaner Involvement, Variety, Collaboration,
Contextual Learning

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Two way as it increases learning by interaction.

What do you think of lecturing as a training method?

Not suitable. It is a one-way method. You do not check progress, test skills or help
delegates to learn content during the course in lectures.

[SHOW SCREEN]

---
Achievement
By the end of this session you will be able to: Use Accelerate Learning principles and suitable
instructional methods to deliver effective courses

Have we achieved this?

Relay Application Confirmed

How do you think the concepts presented in this session can help you in your training
delivery or any other real-world activities? Are you planning to use and implement these
principles?

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LUNCH
BREAK

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Sequence
Criteria
By the end of this session
you will be able to:

Sequence the course

structure based on best
practices in line with
established learning
methodologies

Purpose
Delivering a course with the right sequence is critical in making sure that delegates will
follow the content logically and understand what is expected of them at each stage. At the
same time, a good sequence allows you to systematically use Accelerated Learning principles
using an easy-to-follow system. As explained earlier, there are four sets of criteria that a
trainer must master and pass. Here, you will be introduced to the first set of these known as
Sequence Criteria. Each criterion is explored in detail and examples are provided.

Objective
By the end of this session you will be able to: Sequence the course structure based on best
practices in line with established learning methodologies

Process
First you will explore the sequence criteria and then participate in exercises to master the
set.

Relay Experience
How do you usually sequence your training content? Do you follow a particular format?

Relay Application
How important is it to have a systematic structure to follow? What are the benefits?

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Course Structure

Course Introduction

Sessions
Session 1 Session 2 ... Session N

Reinforce Learning

A course consists of the following three main parts:

• A course introduction to welcome delegates and introduce them to the course.

• Several session on various topics
• A final session where the course is wrapped up, important points are revisited and
feedback is collected.

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Course Title

Sequence Criteria: Health and Safety

Course Introduction
Agenda

Introduce Yourself

Purpose

Objective

Process

Experience

Application

Let’s look at the introduction part...

Here is how the sequence goes through.

Course Title
Welcome to the course

Health and Safety

Provide health and safety instructions

Agenda
Explain what will take in the duration of this course

Introduce Yourself
Introduce yourself and tell them about your background. You need to establish your
credibility so your expertise in the domain is accepted by your delegates.

Purpose
What is the purpose of this course? What do you expect the delegates to achieve?

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Objective
What is the objective of this course? It should start with a verb.

Process
What will take place in this course? What do you expect from your delegates?

Experience
How much experience do the delegates have about the course subject? Have they been
trained on it before? Have they got any practical experience?

Application
How motivated are the delegates in participating in this course and learning about the topic?
How applicable is this course to the challenges they face in their every-day life? What is the
use of the content covered in this course?

Now let’s look at some of these in more detail...

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Course Agenda

[LOOK AT WORKBOOK: Example of a Course Agenda]

To Tutor: Ask the delegates to look at the workbook for an example of an agenda. Explain
that along with the training materials that delegates obtain, they should receive general
guidelines on pacing the course. The schedule should not be too restricting as it makes it
difficult to adopt to delegate needs. The best way to structure a course is around break
times which are usually dictated by the environment and are easy to setup and agree on.
You should aim to complete the delivery of sessions before going to break so that a
particular content is finished and you can start another one after returning from break.

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Course Intro Slide

The introduction sequence is always presented with an accompanying slide which describes
the course objective and is visually distinct.

[LOOK AT WORKBOOK: Example of an Introduction Sequence]

To Tutor: Ask the delegates to look at the example provided in the workbook. Explain that
this is the sequence used for the Introduction part of a Customer Service Skills course. As you
can see it follows the sequence and also addresses other issues such as establishing
credibility which will be discussed later in the course. It just gives you an idea of how this
sequence is captured and presented in practice.

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Session Intro Slide

After the course introduction, a series of sessions are presented. Each session has an intro
slide which is visually distinct to help delegates understand that the current topic is finished
and they are about to explore another topic.

Similar to the course intro slide, this slide shows the session title and the objective of the
session.

Now let’s see what each session contains...

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Sequence Criteria: Session

INTRODUCTION BODY REVIEW

Purpose Recap
Theory
Objective
Demonstrate
Step-by-step
Process
Guidelines
Revisit
Experience Objectives
Exercises & Application
Application Activities Confirmation

Again the format is logical and similar to the course introduction sequence.

[LOOK AT WORKBOOK: Session]

To Tutor: Go through the following. You can also refer the delegates to the workbook to view
the table that contains the information.

INTRODUCTION
Purpose
What is this session trying to achieve?

Objective
What would delegates learn by the end of this session? The objective starts with a verb.

Process
What will delegates go through in this session?

Experience
How much do the delegates know about the topic of this session? How familiar are they
with the topic?

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How can the topic explored in this session benefit the delegates in their daily activities?
What are the applications?

BODY
Theory
What is the general content of the session? Each session relies heavily on Accelerated
Learning principles to increase the likelihood of learning for delegates. This is achieved by
using guided questions.

Step-by-step Guidelines
Provide a logical structure to learn the new content on a step-by-step basis when
appropriate.

Exercises & Activities

Exercises help the delegates to fully participate and learn the content together with other
delegates.

REVIEW
Recap
Ask every delegate to recall what has been covered in this session using recap questioning
style.

Demonstrate
Where appropriate, test the knowledge of delegates using a formal test to make sure they
have learned the content of the session.

Revisit Objectives
Was the objective presented at the beginning of the session covered successfully?

Application Confirmation
Now that the delegates understand the content of this session, do they see the benefits of
using the techniques in their daily life? If delegates cannot relate what they have been
thought to their needs, there is little chance that they will use them.

[LOOK AT WORKBOOK: Example of a Session Introduction]

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Sequence Criteria: Reinforce Learning

What did you learn today?

How are you going to use it?

Which area would you expand on?

Achievement

Application

Course Completion

Finally, you complete the course with Reinforce Learning.

What is this part about?

As the name suggests, your intention is to maximise the effectiveness of the course by going
through key parts one more time and refresh delegates’ minds.

What else is important to do in this part?

It is also your opportunity to get feedback about the course. By asking what delegates
thought of various parts, you can take steps to update the course in the future to improve it.

Here is the sequence...

What did you learn today?

Encourage recalling what was covered in the course.

How are you going to use it?

Expect confirmation of use of the content covered in the course.

Which area would you expand on?

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Achievement
Did we achieve the objective of the course?

Application
How do you expect the course to benefit you in your daily activities?

Course Completion
Finish the course by providing auxiliary content. These can include feedback forms,
references, showing sample books, handouts, other courses, etc.

[BLANK SCREEN]

To Tutor: Before moving on to exercises, allow delegates to quickly go over the content again
to refresh their minds.

[PRACTICE][E168_Exercise_SequencingTrainingContent][PAIR][IF ODD: GROUP-3][SWAP]

To Tutor: Use this exercise to help the delegates memorise the sequence. For your reference,
you can print the sequence for yourself and use it to test the results. Ideally you should
memorise this to present a professional training course.

[MINI-PRACTICAL][GROUP]
To Tutor: Explain that now that you are positive about memorisation of the sequence,
perhaps we can do a test! Ask all delegates to sit in a circle. Ask one person to start the
sequence. Explain that each person should state the next part in the sequence while going in
a clockwise direction. When a complete round was finished, ask the next person to start the
sequence from the beginning again. Carry on until there are no mistakes in a complete
sequence.

[CAN PREPARE BEFORE CLASS]

To Tutor: To help the delegates master the sequence, you can write the sequence or a
summary of this session on several flipchart and hang them on the walls around the training
room at this point. This helps the delegates to constantly see the sequence throughout the
course which helps them to memorise it with less effort. Naturally, you need to hang these
after going through the exercises and recap.

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What We Went Through

Introduction Body Review

• Purpose • Theory • Recap

• Objective • Step-by-step • Demonstrate
• Process Guidelines • Revisit
• Experience • Exercises & Objectives
• Application Activities • Application
Confirmation

To Tutor: Before finishing this session, explain that you also went through this sequence
when you were teaching about the content of this session yourself. Explain that you went
through an Introduction Section in the beginning of the session and then explained the
content as part of the Body Section which also contains a practice exercise. Next you moved
on to the Review Section and carried out a recap/demonstration part (the mini-practical) and
are now going to finish the session by asking about objectives and application.

---
Achievement
By the end of this session you will be able to: Sequence the course structure based on best
practices in line with established learning methodologies

Have we achieved this?

Relay Application Confirmed

How useful is the sequencing you learned in this session? How effective do you think it is
when used in a training course?

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Content
Criteria
By the end of this session
you will be able to:

Present your training

content effectively while
employing established
learning principles

Purpose
In addition to Sequence Criteria, you are also judged on the content you deliver. There are
many ways to deliver content; some are proven to be much more effective than others.
Content Criteria allows you to understand which areas you need to focus on and what styles
to use when delivering the course material.

Objective
By the end of this session you will be able to: Present your training content effectively while
employing established learning principles

Process
You will explore each criterion in detail and will then participate in an exercise to practice
delivering with the correct style.

Relay Experience
What strategies do you use to present your content?

Relay Application
How important is it to have a strategy when providing training?

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Ask Questions as Opposed to

Giving Information

Training Lecturing

Asking Telling

Let’s start exploring each criterion within this set by looking at questioning.

[DISCUSSION]
What do you think about this statement: “Ask Questions as Opposed to Giving
Information”?
To Tutor: You have covered this topic already in difference ways. Here you just want to
emphasise the point one more time as it is one of the most critical skills in training.

To Tutor: Complete the discussion with the following and show the slide animation.

A training course is not a lecture. Delegates are not expected to sit in a class and be
subjected to a one way transfer of knowledge from an expert to them. Instead, a trainer
facilitates the training so that delegates can learn the skills on their own with the supervision
of the trainer using his or her expertise in the domain. The distinction is rather important
and many trainers unfortunately adopt the lecturing style when training which is not
effective and delegates are likely to forget what they have been told shortly after the course.

A lecturer tends to pass information by telling everyone about the subject. A trainer tends to
ask delegates about the topic and then correct them based on the content under
consideration. This engages the delegates much more and since they need to think about
each question, they learn more about the topics as well.

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Balance Distribution of Content

Spend Train by asking questions and
More encourage contribution by delegates
Time
Test understanding of content

Praise

Provide information by giving

instructions

Encourage participation in exercises

Spend
Less
Time Recap and memory enhancing
activities

An important consideration when providing training is to pay attention to the balance of

content. If you spend most of your time using a suboptimal approach, you risk bringing
down the quality of training.

Which areas do you think you need to be spending most of your time on?
Most of your time should be spend asking guided questions to help delegates discover the
content on their own.

[ENGAGE]
What other areas do you have to spend time on?
To Tutor: Expect answers and then show the list of topics in the slide and continue by asking
the following.

Here is a list of important areas you need to consider. Which areas should you spend most
of your time on? What’s next? What’s after that?
To Tutor: Keep asking until delegates suggest that the right order is from top to bottom for
the list shown in the slide. Once they suggest this, tell them that they are correct and then
show the arrow in the slide.

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Monitor Progress

What do you think about monitoring progress? How does this help?
A good trainer should monitor progress of delegates while they learn the necessary skills.

Should you allow delegates to fail on a task?

Indeed you should. A delegate may have an attempt at solving a problem and fail. The failure
helps him to understand the challenge, so it is good for him to fail in a controlled fashion.
Next, the trainer can provide an improved method and explain the theory behind it and
show how the new skill can help in practice. Learners would then try the new method and
learn how much more effective it is. This way they can form a new theory about the new
skill and feel more confident to use it.

To Tutor: Show this slide and the following slides while you explain the concept. The pictures
help to illustrate the concept using a metaphor of hitting a target.

Step 1: Observe failure. Demonstrate inadequacy of the current method.

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Getting closer…

Step 2: Provide feedback and present new techniques. Observe improvements.

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Bullseye!!

Step 3: Expect persistence and goal-oriented progress to reach the final objective. Set
standards to pass.

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Use Repetition

Limited Information
Rehearsal
Capacity Type

Test Learn

7 +/- 2
Practice

[ENGAGE]
In the context of training, what do you think is the role of repetition?
To Tutor: Initiate a discussion to prepare the delegates to go through the following. Show the
content of the slide and explain.

Limited capacity. There is a limit on the amount of information we can process at a given
time. In a famous, study Miller and his associates in 1956 found that we can remember 7 +/-
2 bits of information at most. In order to remember more, we need to chunk the data, much
like phone numbers.

Information Type. There seems to be separate places in the brain for processing and
rehearsing verbal information as opposed to visual information. Our cortex which covers a
large section of our brain is responsible for visual processing which is why we find it a lot
easier to remember an image, a face or a scene than to remember a sentence we heard or a
not-so-illustrative textual representation of it.

Rehearsal. In order to remember something, we need to rehearse it. The information is

passed from our sensory via the short term memory before we try to save it in our long term
memory by repetition. A mere repetition of the signal over and over again is called passive
rehearsal. It seems that passive rehearsal is not as effective as making deep and meaningful
associations.

What does this lead to in the context of training?

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Repetition Guidelines

Repeat 3 times

Provide information in chunks

Encourage creation of
associations

Repeat 3 times. Repeat everything you cover three times, directly or indirectly. This may
slow you down when delivering your training, but at least you can be assured that what you
thought was learned. There is no point in wasting time by providing lots of content that
nobody learns.

Provide information in chunks. Divide the content into separate parts. Talk about one part
and follow it with an exercise before moving on to the next. Don’t try to explain a 20-point
How-To in one go. By the time you get past the 7th item, you are likely to lose your delegate’s
attention.

Encourage creation of associations. Let the learners create associations themselves since
they will be more likely to remember the content. Provide a rigid hierarchy of content so
delegates can see how different material fits together.

Let’s consider the last item. How can you facilitate the creation of these associations?
You should simply use plenty of examples.

How does making examples help in training?

Examples are usually easy to explain and if told as stories can also entertain and create a
relaxed atmosphere. Their relaxation in turn can help them to learn at a faster rate.

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Provide Case Studies

You can use case studies to help memorisation of content.

What are case studies and how can they help in training?
Case studies provide a great way to explore learning objectives. These are usually more
interactive than just providing an example as they can be converted into group exercises.

Training is a two-way instructional method and you should learn from your delegates just as
they learn from you. By using case studies you can achieve this aim. Notice that not every
session must have a case study, though this is recommended. In general, you should aim to
include some case studies in your course.

[LOOK AT WORKBOOK: Content Criteria]

To Tutor: Refer the delegates to the table in the workbook for a summary of what was
covered as part of content criteria. Allow them some time to review the content before you
move to recap.

[RECAP]
To Tutor: Inform delegates that they will go through a recap questioning to test their
knowledge and understanding of the materials covered in this session. Allow them a few
minutes to review the material and when ready, ask the following questions:

Give me an example of a criterion in Content Criteria and explain what it is

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To Tutor: Repeat several times until many criteria are covered.

Consider distribution of content. What area do you need to spend most of your
time on?
Train by asking questions and encourage contribution by delegates

Apart from this, what area do you need to spend most of your time on?
Test understanding of content

What is the next area in the distribution priority?

Praise

Next?
Provide information by giving instructions

Next?
Encourage participation in exercises

Next?
Recap and memory enhancing activities

How can you increase memory retention?

Repeat 3 times

Another method?
Provide information in chunks

Yet another method?

Encourage creation of associations

---
Achievement

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Have we achieved this?

Relay Application Confirmed

How do the guidelines on content delivery covered in this session help you to improve your
training? How important and applicable are these concepts?

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How to Plan
Your Training
By the end of this session
you will be able to:

Use training tools in line

with human perception
capabilities to maximise
information transfer

Purpose
In this session you will explore a number of guidelines on how to prepare for your training.
You will explore what materials you need for training, how to setup the training sessions and
how to use the common tools as effectively as possible.

Objective
By the end of this session you will be able to: Use training tools in line with human
perception capabilities to maximise information transfer

Process
This session is somewhat theoretical with small exercises and you should simply adopt the
skills and tools discussed in your training.

Relay Experience
What are your favourite training tools? Do you use off-the-shelf training materials or those
created by your organisation? What are your thought on these kinds of materials?

Relay Application
How useful and important are training tools in the context of your job? How important is it
to fully exploit them?

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Human Information Processing

When it comes to information processing, what is your role as a trainer?

Facilitate the transfer of information to delegates as much as possible.

Since information exchange seems to be critical, it pays to have a look at how humans
process information.

[CLOSE WORKBOOK]

When we perceive the world, how much of the content is absorbed by each of our senses
such as sight, hearing, smell, touch and taste? Have a guess.
Accordingly to research carried out in this area, we use the following percentage when
processing information received from our world…

To Tutor: Show the content of the slide.

[OPEN WORKBOOK]

What does the graph suggest?

We are heavily biased towards visual content.

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This suggests that in your training you must provide the majority of your content visually to
fully exploit this bias.

Can you relate this back to fundamentals of training discussed earlier in the course?
It relates back to Accelerated Learning principles where you need to immerse your delegates
with the subject domain using as much sensory information as you can.

Is it a good idea to present training only verbally?

Not really as the amount of information we process is substantially less. Besides we process
verbal content linearly while visual content is perceived in parallel. This in turn allows a
much higher rate in information transfer.

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Materials Needed for Training

Laptop, Projector

Slides,Videos, Animations

Pointers

Flipcharts, Whiteboard

Now, let’s look at items that you will use during a typical training…

To Tutor: Your intention while going through this and the following slide is to raise the
awareness of delegates about certain aspects of common tools used in a training
environment. For each case you will provide a number of best practice guidelines. Ideally,
you want delegates to come up with the principles before you mention them.

Consider Laptop and projector. What do you think of their use in a training environment?
Are they useful?
Present your course using slides which allow you to take advantage of the visual bias of
human information processing.

Consider Slides, Videos and Animations. What do you think of their use in a training
environment? Are they useful?
Enhance your training with resources such as images and videos which can be remembered
easily by delegates after the course. Your training material should ideally contain visual
content that you can use to show to your delegates. Depending on what you are training, a
video of how something should be done can greatly help delegates to quickly learn the skills.
This relates back to the Suzuki method you saw earlier which allows delegates to observe an
expert demonstrate the technique.

Consider Pointers. What kind of pointers do you use when you want to point to content
and why?

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stick or laser pointer as you can leave the mouse pointer on while looking at the audience
and explain the concepts. For flipcharts or whiteboards, use a stick or a laser pointer.

What do you do with the pointer once you have finished your explanation?
Make sure to put this tool down after use rather than playing with it while moving on to
other topics. Playing with a gadget can be extremely distracting for your audience.

Consider Flipcharts, whiteboards. What do you think of their use in a training

environment? Are they useful?
Use a flipchart stand or whiteboard to quickly explain the content by drawing it up for your
delegates (taking advantage of the visual medium).

Is there a benefit in drawing some illustrations rather than showing the final product
either on a pre-drawn flipchart or the projector’s screen?
Sometimes it is much better to show an illustration slowly as it develops rather than showing
a complex diagram in one go and moving on to explain its various parts. A whiteboard or
flipchart will allow you to do this. The advantage of a flipchart over a whiteboard is that you
can refer back to flipchart content as you don’t need to erase it. With whiteboard you will
usually get a bigger area to draw on. You can also pencil in diagrams before the course on
flipchart and then complete it during the course. The pencil drawing is not visible from a
distance, though you can use it as a guide.

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…Materials…

Extending the Visual

Medium

Colour Pens

Consider Extending the Visual Medium. What do you think of their use in a training
environment? Are they useful?
A great way to immerse your delegates in the subject is to provide relevant visual content
continuously so they repeatedly come across the content which strengthens their memory.

How can you do this?

Hanging predesigned flipcharts on walls covering core concepts or step-by-step guides is a
great way to achieve this. You can also hang critical flipcharts you prepare during the course
as you explain the concepts to your delegates to keep reminding them of what has already
been covered.

To Tutor: As an example, remind delegates that you have done this already in this course and
point them to the flipcharts that hang on walls (those you used to show the sequence
criteria).

Consider Coloured Pens. What do you think of their use in a training environment? Are
they useful?
Use plenty of colours to appeal to the sense of vision and make content more memorable.

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Printed Script

Reference Readability

Speed of Note
use taking

Consider Printed Script. Do you think it is necessary to have a script while providing
training?
Ideally, it is always better to have training script with you so you can quickly glance at it
when needed or be comfortable that you will cover everything.

So you need a script even if you are familiar with the course?
Yes, because a good course evolves over time and you need to take notes in order to
improve your course and contents for future training sessions.

Do you use a printed script and take it with you or do you prefer to see a screen script?
A printed script is better than the screen version. There are a number of reasons for this.

Can you suggest what these reasons are?

To Tutor: Expect suggestions and then show the content of the slide and explain using the
following.

Reference. You always have a reference of where you are and what you need to do next.

Readability. You don’t have to use your computer to read the script. Even with the latest
software such as MS PowerPoint, you still can’t see a lot on the screen which means you

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Speed of use. You should be completely familiar with the script. Most of the time, you only
need to glance at it to make sure you have covered everything or see what you need to
cover next. A printed script can significantly help you achieve this without distracting your
delegates.

Note taking. You can write on your script during the course. Remember, training is a two-
way process. You learn from your delegates and can use the new examples, case studies or
feedback for future courses. You may need to take note on timing or record that you need to
extend a part with more explanations since delegates struggled to go through it. The best
time to take notes is when delegates are engaged in an exercise and you have time to quickly
put down what you have in mind. A script is a great way to record these comments in their
corresponding place. Make sure your script has plenty of white space to allow this.

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Name Tags

Consider Names. How important is it to learn the names of delegates quickly?

Using names has a magical effect. It is quite critical to learn them as referencing delegates by
name makes them more attentive and comfortable to participate.

How important is it to help delegates learn each other’s names?

Once people know each other’s names and use it, the group becomes a lot less formal with
each other and would feel more comfortable. When providing a soft skills course where you
will be exploring mainly emotional skills, this is even more important.

How can you make this process easy?

The first step is to use name tags. Place these tags in front of each person viewable at all
time. This is important especially when providing training to people from different
backgrounds who may have unfamiliar names.

You can also use dedicated ice breakers to help delegates know each other better, memorise
each other’s names in a game or find out more about each other through an exercise.

To make name tags, simply provide an A4 sheet to everyone and ask them to fold it like the
tag shown in the slide and then write their name on it.

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…Materials

Memory Aids / Puzzles

Props

IT software Tools, etc.

Printed Handouts &
Exercises

Consider Memory Aids / Puzzles. What do you think of their use in a training
environment? Are they useful?
Use memory aids to enhance the learning and encourage the delegates to participate in
exercises. Based on your training materials, prepare the content and familiarise yourself with
the setup and know how to run these exercises. Your lack of confidence in running exercises
can significantly reduce their value, so make sure you know them well.

Consider Props. What do you think of their use in a training environment? Are they useful?
In line with principles of Accelerated Learning, you can use props to enhance the training.
These allow the delegates to use other sensors such touch and smell and maybe even taste.
It also allows them to interact with relevant objects which overall will help them to
remember the experience and recall it easier later on. Sometimes, even anticipation of using
props can focus the attention of your delegates which increases the likelihood of learning.

[STORY]
A lecturer devised a rather powerful technique to take advantage of this anticipatory
behaviour. He used to bring a bag with a number of unusual shapes in it. He placed the bag
on his desk as if this was a set of props or an experiment of some sort that he was going to
showcase during his lecture. His students could not see inside the bag and were left guessing
what this demonstration could be. However, it was all a setup and the lecturer simply
wanted everyone to pay attention to the class in anticipation of what might happen. Many
times he would simply finish the lecture, pick up the bag and leave without demonstrating
anything at all! Accordingly to him, the trick really worked!

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In some courses you may need the delegates to use a computer to carry out exercises or
learn particular software. Make sure these computers are correctly setup, have the
appropriate software loaded and know how to handle common issues.

Consider Printed Handouts & Exercises. What do you think of their use in a training
environment? Are they useful?
Prepare your printed handout, exercises, forms, etc. that you may need during the course.
Always have plenty of copies so you can easily distribute them to the delegates.

How important is it to be organised while presenting?

Quite critical as it shows how prepared you are and if you are in command of the session.
Organise handouts before the course as a stack in the correct sequence. This allows you to
minimise any distraction during the course so that you don’t have to shuffle through a lot of
papers to find out the right handouts to give to delegates. Unfortunately mixing them up is
easier than you think and many trainers suffer from this lack of organisation. Make sure your
presentation is professional by tidying up your desk area and devise a clear system that is
easy to follow.

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Using Power Point

 Blanking the screen:

Press B or W

 Exporting slide
scripts to MS Word

[ENGAGE]
How many of you use Power Point when presenting?
To Tutor: Based on the delegates’ responses, adjust the depth of this part. If delegates have
access to computers, ask them to open Power Point and follow the guide lines as you go
through them.

We are going through a few quick and often unknown features of Power Point that are
useful for a trainer.

To Tutor: Show the content of the slide one at a time and explain.

Do you know how to blank the screen?

Use keyboard shortcuts B to make the screen black or W to make the screen white while in a
presentation in Power Point. This is quite handy when you want to switch to a topic that
doesn’t require slides any more. The advantage of this method is that you don’t need to use
the projector buttons which may vary between different training rooms.

You can use the slide instructions to record your script. Do you know how to export it to a
MS Word file?
Here is how it works…

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To Tutor: Walk through the instructions by showing the steps on your screen and ask
delegates to follow you. You can also refer them to the step by step process shown in the
workbook.

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How to Manage Stack of Images

Have you ever created animations in MS PowerPoint or created complex image

composites with the drawing tool?
To Tutor: As before, adjust the level of your explanation based on the experience of your
delegates. Again, as you go through this, show the steps by demonstrating them on your
screen using Power Point. A number demo boxes are placed in this slide so you can easily
show how Selection Pane works.

Suppose you place many components or images on top of each other. If these components
are directly on top of each other, it becomes difficult to access those which are below.

Do you know feature that can help you on this?

There is a feature known as Selection Pane. This allows you to access the layers via a list.

To Tutor: Show the Selection Pane screenshot on the slide and then move on to demo it.

[TRY][LOOK AT WORKBOOK: How to Manage Stack of Images and Media]

To Tutor: Follow the instructions and demo Selection Pane on screen. Ask delegates to follow
the steps on their computers (if available). The process is also shown in the workbook.

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Training Materials Content

As a trainer, you might be given a package of training materials to deliver. A professional

package should contain all the contents you need to deliver a course. Depending on the
organisation that provides you with this package, you may receive it in digital form and be
expected to produce printouts yourself or you could be given a set of printed workbooks,
handouts etc. as well as digital files such as slides. In any case, being familiar with the
content is critical in delivering a professional training.

Have you ever used Skills Converged training materials before?

To Tutor: Adjust the content of this slide and the next based on the responses you get. If
delegates are familiar, you can skip these.

As an example, if you obtain your training materials from Skills Converged, you will receive
the following.

To Tutor: Quickly go through the following explanation. You just want to raise awareness.

General course guideline. Contains an introduction to the methods used in the design of
this course. A number of best practice guidelines are provided to maximise the effectiveness
of the training. In addition, the syntax of the slides, scripts, and course material are
explained and you will also find a reference to all the instruction tags used in the script.
Specific course guideline. Contains instructions on how to setup this particular course, the
agenda, the schedule and how to pace the course. Having read the General Course
Guideline, you should read this document next for details on how to setup the course.

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Workbook. A comprehensive workbook for delegates. It is designed as an easy read even
after the course is delivered.
Script/Course Notes. This is a PDF document which includes the slides and the script for you
to rehearse the training.
Handouts. A series of handouts specific to this course (if applicable) to give to the delegates
during the course. Each handout is referenced in the script so that you know when to give it
to delegates during the course.
Exercises. These are instructions for carrying out specific exercises for this course. Each
exercise has instructions on setup, timing, discussion and any cut outs you may need to print
and prepare to use as part of the exercise.
Course outline. This is the course syllabus to advertise the course.
Recommended Readings. If you want to find out more about the content and become more
familiar with the subject matter, read these books.
Feedback form. A form delivered to delegates at the end of the course to obtain their
feedback on your performance and course content.
Attendance form. A log of attendees.
Terms & conditions. Conditions of use.
Certificate of achievement. A certificate to award the delegates on attending the course.

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Script Preparation

 [BLANK SCREEN]
 [PRACTICE]
 [LOOK AT WORKBOOK:
PLACEHOLDER]
 [INDIVIDUAL]
 [DISCUSSION]
 [STORY]

If you obtained your training materials from Skills Converged, you also receive a General
Course Guidelines which is common to all courses and describes how to approach the
material. It contains guidance on how to prepare for the course, the order to read the
content, which files are included in the package and how you should use them. If you obtain
your training materials from somewhere else, you should expect to get something similar.

The text for the script is included with the slides which covers what you need to say for each
slide. To make the reading of the slide easier, certain markers known as Tags are used which
is another novel feature of Skills Converged scripts. The tags are placed in [SQUARE
BRACKETS] in the script. The Tags are common terms that quickly allow you to see what you
need to do next, where to find more information or if you need to initiate a new activity.

Some examples of these Tags are as follows:

•[BLANK SCREEN]. Blank the projector screen so that the delegates are not distracted by the
screen. Sometimes this is used to hide the screen so you can perform a recap questioning.
•[PRACTICE]. Get the delegates to practice this skill. Usually involves an individual or groups
participating in an exercise.
•[LOOK AT WORKBOOK: PLACEHOLDER]. Get the delegates to look at the workbook under
the corresponding heading (PLACEHOLDER) for the topic under consideration. The delegates
may need to fill in a table read the instructions for a practical.
•[INDIVIDUAL]. This practice is carried out individually by each delegate and not as part of a
group.
•[DISCUSSION]. Encourage a group discussion among the delegates.
•[STORY]. Here is a story. Explain the story in your most animated manner!

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To Tutor: Provide a printed example of this file [General Course Guideline - READ ME FIRST]
to your delegates so they can see what you mean.

---
Achievement
By the end of this session you will be able to: Use training tools in line with human
perception capabilities to maximise information transfer

Have we achieved this?

Relay Application Confirmed

How applicable and useful was the content of this session for your training delivery? What
was the most significant lesson you learned here?

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TEA BREAK

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 TASK 1:
Decide on topic

 TASK 2:
Prepare the Introduction section to present

HOME EXERCISE

[HOME EXERCISE]
To Tutor: Explain the following to the delegates and refer them to the workbook for
appropriate forms and instructions:

To improve your training delivery, you need to carry out coursework to prepare for your final
assessment. You have the following two tasks to go through:

Task 1: [LOOK AT WORKBOOK: Course Work - Choose Topic]

•Choose a topic for your final training presentation which you will be assessed on. This topic
cannot be the same as your pre-course prepared session you presented today. It can be
related, but it cannot be the same so you need to design a new one.
•Fill in the questionnaire form which helps you explore this topic further.

Task 2: [LOOK AT WORKBOOK: Course Work – Set Structure]

•Identify the structure of your training session using the form provided.
•You will be presenting the “Introduction” part of your session in the second day of the
course. The introductory part includes the following sections:
•Course Title
•Agenda
•Introduce Yourself
•Purpose
•Objective
•Process
•Experience

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5 minutes.
•You may create slides and use them to present your content.
•Note that for the body you need to focus most on designing the content delivery and how
to use guided questions to transfer skills. You will be introduced to guided questions in the
second day of the course so for this part, you only need to identify the strategy and the type
of content to deliver. You will have dedicated time to spend on this during the second day of
the course.
•In addition, identify how you want to guide the delegates to practice the skills so they can
learn based on the step-by-steps guidelines provided by you.
•Your final presentation is 15 minutes and you need to balance your training presentation to
fit in this time. Generally, you can allocate 5 minutes for Introduction, 5 minutes for Body
and another 5 minutes for the Review section.
•For the introduction part, you can prepare slides and use them in the presentation while
you go through it. Remember, since this is just an introduction part, you probably need only
one slide to present it. You may also choose not to use any slides at all.

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FEEDBACK:
Pre-Course Prepared Sessions

[FEEDBACK: Pre-Course Prepared Sessions]

To Tutor: Having covered two sets of criteria so far, this is a good opportunity to provide
feedback to delegates about the training presentations they delivered at the beginning of
the course. Allocate 5 minutes per each delegate for feedback. Ideally you should move to a
separate room and call each person and see them one at a time. This way, it is much easier
to openly provide feedback and they may also feel more comfortable to talk about their
potential fears, weaknesses or anything else.

For each delegate, provide all the score sheets you filled in and explain the Sequence Criteria
and the Content Criteria in detail in line with what was discussed today. Explain your notes to
them and provide any qualitative feedback. In addition, briefly cover the Verbal and Non-
Verbal Delivery Criteria though since the subjects will be covered in the second day of the
course you may have to delay providing specific feedback to a later time. There is a
dedicated time during the second day where you can provide more explicit feedback on
Delivery Criteria as necessary. Make sure you keep a copy of the score sheets for your
reference and also use it throughout the course to provide a tailored training course.

While you are going through this process, ask others to start working on their coursework so
they can see what is required of them. This allows them to ask any potential questions from
you as necessary when you become available. This will keep them busy while you provide
feedback to all delegates.

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Reinforce Learning
 What did you learn today?
 How are you going to use it?
 Which area would you like to expand on?

Accelerated Instructional Sequence

Learning Methods Criteria

Content How to Plan

Criteria Your Training

Recap of what we have covered today. Get the delegates to present in their own words what
they have learned based on the questions in the slides.

NEXT
Tomorrow, we will focus on verbal and non-verbal delivery skills as well as exploring best-
practice training guidelines.

To Tutor: Remind delegates about their home exercises if necessary and end the course for
the day

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Train the Trainer

Delivery Skills

DAY 2

Welcome back everyone …

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Agenda – DAY 2
9:30 Start

11:00 – 11:15 Break

1:00 – 1: 30 Lunch

3:00 – 3:15 Break

4:30 Finish

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Mastering the
Art of Delivery
By the end of this session
you will be able to:

Increase learning based on

Cognitive Training Model,
training theories and
memory patterns

Purpose
In this session you will be introduced to a number of models and guidelines on how to
improve the learning efficiency of your delegates. The models capture the latest research in
training methodologies and will help you understand the fundamental principles behind
good training and discover the reasons behind specific techniques.

Objective
By the end of this session you will be able to: Increase learning based on Cognitive Training
Model, training theories and memory patterns

Process
This session is mainly theoretical and the intention is to make you aware of the most
important training principles.

Relay Experience
Do you know any specific learning theories? Do they help? Are your current training
deliveries as effective as you like them to be, especially over long term?

Relay Application
How important is it to know these theories and how do you expect them to affect your
training?

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--

To Tutor: Clarify that while explaining the Cognitive Training Model, you will link the model
to the set of criteria shown in the course. This helps the delegates to understand the
underlying reasons behind the criteria. So far, two sets have been explored: Sequence
Criteria and Content Criteria. There are two more sets left which will be explored today:
Verbal Delivery Criteria and Non-Verbal Delivery Criteria.

Do you know what Cognitive Training Model is?

Cognitive Training Model captures the essence of learning and shows precisely what to do as
a trainer to increase the effectiveness of your courses for the learners. It suggests that to
learn, learners must do the following steps.

We will go through each of these steps in the order that you must go through them. We will
also explore what you need to do as a trainer to respond to each need.

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Concept • Raise delegates’ interest in the topic

• Answer, “Why should I care to learn

this?”
Actions
• Show that learners can indeed learn
the new skill.

• Sequence Criteria: Purpose

Imp.
• Show enthusiasm

The first step is, “Know what you need to learn”

To Tutor: Go through this slide by asking the question for each step, expect answers from
delegates and then show the appropriate slide animation and expand. Then move on to the
next part until this step is covered. Explain that Imp. is abbreviation of Implementation used
due to lack of space.

What does this suggest?

Concept:
Get delegates interested in the content and show why it matters. They should see the
content as important and should also feel confident that they can learn it.

What do you need to do to satisfy this step?

Actions:
•Make delegates interested in what you are about to show them
•Answer, “Why should I care to learn this?”
•Show that learners can indeed learn the new skill.

How is this implemented in the sets of criteria discussed in the course?

Implementation:

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(“why should I care”). Explaining the process helps to boost the confidence of your learners
and makes them believe that they can indeed learn the skill.

When explaining new content to delegates for the first time, always present it in an
animated way to show your excitement on teaching the novel material. Enthusiasm is
contagious and you can easily transfer your energy to your delegates.

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• Increase retention by linking

Concept
• Relate the new with the old

• Allow them to fail using old methods

Actions • Notice similarity and difference
between old and new methods

• Sequence Criteria: Experience

Imp. • Content Criteria & Verbal Delivery
Criteria: Asking guided questions

The second step is, “Link the New Knowledge with Existing Knowledge”

To Tutor: Go through this slide by asking the question for each step, expect answers from
delegates and then show the appropriate slide animation and expand. Then move on to the
next part until this step is covered.

What does this suggest?

Concept:
Increase retention rate by linking the new with the old. In addition, provide the new content
with a structure.

What do you need to do to satisfy this step?

Actions:
•Walk through the old way of doing it. Get them to try it out and allow them fail so they can
see where they are going wrong.
•Get them to notice the similarities and differences between the old and the new way.

How is this implemented in the sets of criteria discussed in the course?

Implementation:
Before explaining any new technique, ask for experience for a particular topic under
consideration to explore how delegates already approach the problem. This can form the

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comparison with the strength of the new technique you are about to explain.

You can also achieve this by asking guided questions captured in Content Criteria and Verbal
Delivery Criteria.

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Concept • Provide content with structure

• Provide objective
• Use chunking
Actions
• Provide workbook, handouts, etc.
• Use visual content to enhance
• Sequence Criteria: Objective
Imp.
• Content Criteria: Repetition, Use
exercises and participatory material
• Non Verbal Delivery Criteria

The second step is, “Organise the Information”

To Tutor: Go through this slide by asking the question for each step, expect answers from
delegates and then show the appropriate slide animation and expand. Then move on to the
next part until this step is covered.

What does this suggest?

Concept:
Minimise the confusion and reduce stress by providing the information in an organised way.

What do you need to do to satisfy this step?

Actions:
•Provide an objective so they know the boundaries of the content they are about to receive.
•Chunk the information into consumable parts. Don’t overwhelm your delegates by too
much too soon and too fast.
•Provide extensive content in workbooks, handouts and references so they know where to
obtain more information.
•Illustrate using visual content such as images, animations, videos and role plays.

How is this implemented in the sets of criteria discussed in the course?

Implementation:

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what delegates will be able to do by the end of the session.

Provide step by step guidelines and take advantage of memory techniques. This was
captured in Repetition criterion in Content Criteria.

Provide interactive exercises to engage the delegates. This is captured in Use exercises and
participatory material in Content Criteria.

Exploit visual bias of human brain and use this medium to its fullest extent when training.
This is captured in Non Verbal Delivery Criteria.

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Concept • Extend old content to new content

• Relate new and old so that old can

Actions sync in easily
• Provide real-life examples

Imp.
• Content Criteria: Use plenty of
examples & Provide case studies

The second step is, “Assimilate the new Knowledge with Existing Knowledge”

To Tutor: Go through this slide by asking the question for each step, expect answers from
delegates and then show the appropriate slide animation and expand. Then move on to the
next part until this step is covered.

What does this suggest?

Concept:
Integrate the new content with the old content like an extension of what was already there.

What do you need to do to satisfy this step?

Actions:
•Extend the content to make it easy to sink in. Provide different views of the same concept
and use different approaches for teaching the same content.
•Use real-life examples both from your own experience and the delegates’ experiences.

How is this implemented in the sets of criteria discussed in the course?

Implementation:
Use examples and case studies to relate the skills to real world scenarios. This is captured in
Use plenty of examples and Provide case studies in Content Criteria.

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Concept • Let them practice the new content

• Use puzzles, exercises, role plays, etc.

• Provide feedback
Actions
• Summarise content & use recap
• Test knowledge
• Sequence Criteria: Recap, Demonstrate,
Imp. Application Confirmation
• Verbal Delivery Criteria

The second step is, “Strengthen Retention of Content in Memory”

To Tutor: Go through this slide by asking the question for each step, expect answers from
delegates and then show the appropriate slide animation and expand. Then move on to the
next part until this step is covered.

What does this suggest?

Concept:
The most effective way for delegates to learn is to practice something on their own.

What do you need to do to satisfy this step?

Actions:
•Give them lots of practical exercises, interactive content, role plays, games, puzzles, etc. to
maximise repetition and immersion.
•Give them feedback. They need to know if they are doing right by receiving specific and
individually-tailored feedback.
•Summarise the content they have just learned in a concise and structured format.
•Use recap questioning technique to test their general knowledge.
•Use demonstration tests to make sure the delegates have learned the new skill. This also
boosts the delegates’ confidence and increases the strength of their memory. In addition,
the delegates will be more likely to use the new skill back in the real world if they are
confident to use it.

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real-world and they can use what they have just learned on the job.

How is this implemented in the sets of criteria discussed in the course?

Implementation:
Use Recap, Demonstrate, Application Confirmation captured in Sequence Criteria to make
sure the skills thought are retained and obtain commitment from delegates that they will
use the new techniques to overcome their challenges. This is also captured in Verbal Delivery
Criteria.

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Cognitive Training Model

So, to recap, here is the sequence again.

To Tutor: Answer any potential questions before moving on to the next topic.

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Experiment
• Use different ideas to understand the challenge or use
traditional methods to solve it
How
People
• Evaluate the current observations and appreciate the
Reflect
challenges or weaknesses of the old methods Learn
Learn Theory • Systematically learn about the new technique

Apply Theory • Apply the new technique to the problem

Observe • Observe the results of applying this new theory and

Improvements expect improvements

• Compare the results obtained with the new technique

Reflect Again
and those obtained earlier using traditional methods

• Accept the new technique, learn the principles and

Form Theory
commit to using them later on

It is useful to know how people learn so you can fully take advantage of the human brain’s
learning capability in your training.

The following diagram shows how people generally learn something new...

What does this model suggest?

It suggests that the most effective way of training doesn’t start with explaining how
something should be done straight away, but by allowing examination of challenges and
exploration of the problem by delegates so they can understand what is required. They
should potentially fail the tasks when using old methods or at least see their limitations
before new techniques are introduced and encouraged.

[CLOSE WORKBOOK]

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Forgetting Curve
100%

Recall Percentage

0%

Time

Have you heard of the forgetting curve?

Forgetting curve demonstrates the strength of our memory over time.

What do you think this curve looks like?

To Tutor: Expect answers and then show the curve in this slide and explain the following.

In 1885, Hermann Ebbinghaus discovered the nature of forgetting by illustrating the shape of
the forgetting curve. He carried out a series of tests on himself using a number of nonsense
syllabus and tested himself at various intervals to see if he could recall them. He was the first
person to correctly describe the shape of this curve. He found that the forgetting curve is
exponential.

What does this curve show?

It shows that your memory of an event falls rapidly nearer the event than later on. In the
long run, only about 20% of the memory might be recalled. In addition, the stronger the
memory, the longer you can recall it back successfully.

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Repeat
Repeat
Repeat

100%

Recall Percentage

0%

Time

Now, suppose you go over the content again the next day. How do you think the forgetting
curve looks like now?
To Tutor: Expect answers and then show the next curve.

How about the next day?

To Tutor: Expect answers and then show the next curve and repeat until all curves are shown
in this slide.

Here, we used days, but obviously these intervals are adjustable. The general point under
consideration is the shape of the curve.

To Tutor: Make sure everyone understands these curves before moving on.

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Repeat
Repeat Repeat
Repeat

100%
90%
Recall Percentage

80%
70%
60%
50%
40%
30%
20%

10%
0%
Day 1 Day 3 Day6 Day 10 Time

So far you have seen that the Ebbinghaus Forgetting Curve is a negatively accelerated curve.

Now, the curve becomes much more interesting when you consider the concept of
repetition. Let’s look at this graph again.

To Tutor: Explain the following while going through the illustration and show the
corresponding slide animations.

Suppose you learn something. You are now at 100%. A day passes and you now can recall
45% of it. You now repeat it again and bring it back to 100%. On day three your recall is 75%,
because you remember it better. You repeat again and it goes back to 100%. On day 6, your
recall is 85%. You repeat again and go back to 100%. On day 10, your recall is 87%. As you
can see, you are approaching a very high level of recall (around 90%) only after a few
attempts which are spaced out based on an exponential pattern.

To Tutor: Now, show the final exponentially increasing curve on top of the diagram.

What does this diagram suggest?

This suggests that to increase our memory recall we can take advantage of repetition over
exponentially increasing time intervals which will strengthen synaptic connections in the
brain and thus counteracts the process of forgetting. Once you have recalled the answer five

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What does this mean for a trainer?

In the context of training, you need to be aware that repeating the content is beneficial to
the delegates as it energises their memory especially if your course takes place over multiple
days. Remember, that you need to ask them to recall from memory as opposed to simply go
over the content again passively. The key is to strengthen the associations rather than
merely memorising a pattern of words or sounds. This will significantly increase the
likelihood of correct retention later on.

[OPEN WORKBOOK]

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Spaced Repetition

Have you heard of Spaced Repetition?

Spaced Repetition is a technique used to enhance learning by exposing the learners
repeatedly to the content using a systematic time-based algorithm.

Does this sound familiar?

Indeed this relates to forgetting curve. Effectively, we can learn a list more easily when
studied over a period of time repeatedly rather than repeatedly over a short time.

Can you think of applications for spaced repetition, especially when training certain
topics?
Spaced repetition is extensively used in language learning where a series of flashcards are
used for learning the meaning of words in other languages. In principle this is how it works.
If the meaning of a word is not recalled correctly, it is considered a hard word and it is shown
later for another chance to practice it. Words that are easy are shown less often while words
that are more difficult or those that the learner has failed to recall in previous attempts are
shown more frequently until mastered.

To Tutor: Go through the slide animation and explain the flashcard method visually.

[ENGAGE]
How does spaced repetition relate to training delivery?

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A training course designer would use the principle of spaced repetition to cover topics
repeatedly during the course. For example, asking guided questions was repeated many
times in this course.

As you go through the course, you must pay attention to the level of difficulty experienced
by your delegates. You must allow them to try the skills on their own pace and make sure
you revisit these difficult skills or topics in specific intervals later during the course.

For example, suppose as part of a course you thought your delegates how to provide
feedback to others in a step by step process. Suppose, a couple of delegates struggled
through the exercise or missed some steps when you asked them to demonstrate it. Because
the concept could relate to other parts of your course, you can refer back to this technique
and ask your delegates to recall the step by step process again. Use a recap questioning style
to see if anyone remembers the steps covered earlier. If they did not, go through the steps
again and then resume the current topic of the session and make a mental note to revisit
this topic one more time.

Later on, return to this potentially difficult topic again and perform another recap
questioning. The more you repeat, the more likely that your delegates will learn and
memorise the content. This approach may take time and effort on your behalf, though it
improves the quality of your training and hence delegates will get more out of your training
course than they would without spaced repetition.

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Jigsaw Learning

Sometimes you may have a large amount of material that a group needs to study. Presenting
this material during the course can take a lot of time.

[ENGAGE]
What solutions would you suggest to facilitate this?

Have you heard of Jigsaw learning?

To Tutor: Show the slide animation while explaining the following. The circles represent
various groups.

A proven technique is Jigsaw Learning. Simply split the material between several groups and
ask them to study their corresponding materials. Next, ask them to present their findings to
another group and listen to their inputs in return. Next, they can move on to yet another
group and provide the compiled content. They should continue until they can discuss the
entire piece of information and become aware of everything that was provided.

What are the benefits of this method?

This method significantly increases the retention rate since content is covered several times
as each group discusses the material with others. It is also quicker to implement as not
everyone has to parse the entire material.

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where learners need to study different material as coursework and then get back together in
the next session of the course and share what they have studied.

---
Achievement
By the end of this session you will be able to: Increase learning based on Cognitive Training
Model, training theories and memory patterns.

Have we achieved this?

Relay Application Confirmed

How important are the learning principles you learned here for your training delivery or in
general? How useful is it to exploit human’s learning capability?

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Non-Verbal
Delivery Criteria
By the end of this session
you will be able to:

Take advantage of multiple

channels of
communication by
exploiting the environment,
using body language and
training aids

Purpose
In this session you will learn how to take advantage of non-verbal signals and the training
environment to maximise the effectiveness of your training. Many trainers simply focus on
verbal aspects and don’t appreciate the incredible power of non-verbal signal in teaching
and communication. You will explore areas such as body language, training aids,
environment setup, pacing and related concepts.

These areas form the set of criteria on Non-Verbal Delivery Skills that you will be assessed
on. A summary table is provided at the end of this session for reference.

Objective
By the end of this session you will be able to: Take advantage of multiple channels of
communication by exploiting the environment, using body language and training aids

Process
You will be introduced to guidelines and then participate in a number of exercises.

Relay Experience
What is your current understanding of non-verbal signals? Do you exploit the environment
to your advantage in your training or simply go with whatever setup you receive?

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How important is this area for training purposes?

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Training Room Configuration

[DISCUSSION]
How much attention do you pay to the training room setup? Is it under your control? Do
you think it makes any difference? Do some configurations work better than others?
To Tutor: Start the session by initiating a discussion on training room setup and
configurations. Then continue the discussion using the following.

As a trainer you need to take advantage of everything you can to deliver a memorable
performance. When providing a training course, one of the critical elements other than
delivery, pitch and slides is the environment. The configuration of the room is usually under
your control. Unfortunately some trainers don’t take advantage of this and go ahead with
whatever configuration is available which leads to sub-optimum results.

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Training Room
Configuration

 Should you care?

 Is there an ideal
configuration?
 Does it take effort?
 Is it critical?

Is there an ideal training room configuration?

Some configurations are better than others but most importantly, no configuration should
be classed as the most ideal since it depends on your training course and delegates. Given
specific circumstances, you can then identify an ideal configuration.

Does changing room configuration take much effort?

Not really, after all it is only rearrangement of the furniture which is easy to do by requesting
it from the person who is in charge of the training room.

How critical is the room configuration. Is the effect marginal or can it significantly affect
the outcome of the training?
In certain situations, a configuration can prove to be inadequate and stop delegates from
bonding with each other which in turn can reduce the effectiveness of the course.

So, let’s look at a number of configurations and see what they are suitable for...

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Trainer
Classroom Delegate
Trainer’s Table
Delegate’s
Table

What do you think of this configuration?

This is a room set with rows of sits. The audience is just facing the presenter. This is a
particularly poor configuration when it comes to teaching since it discourages interaction
between the learners and focuses their attention only on the presenter. They can easily get
bored and drift away. Unfortunately this is still a common configuration in schools and
universities.

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Boardroom

What do you think of this configuration?

This configuration is usually found as the standard setup in most meeting rooms and it is
indeed powerful for certain activities. It is a formal setup where everyone knows where they
stand. However, it is only effective with a small number of people, certainly not more than 7
people on each side. If the numbers are high, people at the end of the table away from the
trainer will form their own group and conversation which others may find difficult to
participate in. The trainer also has difficulty reaching people as the only way to approach
them is from behind.

Can you improve on this? What is the ideal configuration for training small number of
delegates (say up to 10) in a course such as this?
To Tutor: Expect suggestions. Ask volunteers to draw their suggestions on the whiteboard.
Then continue with the next slide.

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U Formation

Here is a suggestion.

What do you think of this configuration?

This is perhaps the best configuration for a training course such as the one you are going
through and for most soft skills courses.

What are the benefits of this configuration?

•The learners can see each other easily and can comfortably have a group conversation.
•It is easy to divide the learners into groups and let them go through exercises while having a
good desk space.
•The trainer can enter the inside of the U and get closer to the audience. This makes the
presentation less formal and creates a much better learning environment.
•The room configuration still allows the tutor to present to the class since everyone can look
at one side of the room with ease.
•The trainer’s table is not acting like a barrier between the trainer and the class as it is put
away to one side.

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Two Perpendicular Lines

What do you think of this configuration?

This configuration combines the formality of a boardroom and accessibility of the U
formation. The tutor can observe the work of the learners and interact with them easily. The
empty centre can be used for demonstrations or live exercises since everyone can easily see
what is going on. The configuration can also be used for competition between two groups
sitting on each side.

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Circle Formation

What do you think of this configuration?

In this configuration, everyone is treated equal including the trainer. It encourages openness
and freedom and breaks all formality. This configuration is particularly common in
motivation or rehab classes where the audience is encouraged to be open and willing to
share what they have in their mind. Notice that there is no table between delegates to
remove the existence of any barrier. It encourages complete openness otherwise the table
can unconsciously act as a barrier.

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Circle Table

What do you think of this configuration?

This is similar to the circle configuration except that the participants now have a table as
desk space. This is useful when the learners need to do some exercises, write notes, etc. but
at the same time it keeps the interactions informal and open. The tutor’s role is usually to
facilitate rather than directly present or teach. The table can also act a barrier between
individuals which can be useful in certain situations.

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Half Circle

What do you think of this configuration?

This is also similar to the circular formation and it encourages openness. It puts the
participants closer to the trainer and the trainer’s role is more formal. This is ideal for
bonding sessions, team building or sharing potentially emotional past experiences.

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Group Exercises

What do you think of this configuration?

As a trainer, you may need to divide the delegates to a number of groups and give them
exercises. An ideal way to create a group atmosphere for each set of people is to completely
separate them physically in different ‘islands’. You can use circular or rectangular tables and
put the chairs around the tables, or you may choose not to use tables at all.

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Training Aids
Appeal to other Senses

Increase Participatory Interaction

Use Props

Use Colour

Use Music

As you have seen, training is not lecturing and you should take steps to maximise
participations by using a variety of tools known as training aids.

[ENGAGE]
Can you give examples of training aids?
To Tutor: Expect responses. Then show the content of the slide one at a time and ask guided
questions to help delegates reach the same conclusions shown below.

Appeal to other senses. Present content more visually or kinaesthetically (if possible) than
verbally. In other words, don’t talk for an hour non-stop expecting delegates to learn
everything you said. Unfortunately this is the approach many trainers and lecturers still use
simply because that’s how they were thought themselves. Instead, show images in your
slides (lots of them), act what you mean, use role plays, show animations and videos.

Increase participatory interaction. Get the delegates to move and participate by setting up
exercises that encourages physical interaction.

Use props. Introduce props, toys, physical demos, puzzles and so on that delegates can feel,
touch and use. Using multiple senses dramatically increases the retention rate and makes
the event much more unique in the delegates’ minds. This helps them to establish an
association between the content and the unusual experience they had in the course which
in turn helps them to remember the content much longer.

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Use colour. Plenty of colours can set a positive and happy atmosphere. They also enhance
the visual content and make it more memorable. Use plenty of colours in your slides, while
drawing on a whiteboard or a flipchart and even when providing props, puzzles, etc.

Use music. Many studies have been carried out on the effect of music on teaching. It is now
established that using calming and sometimes energetic music (classical) can have a positive
effect on learners and help them to do better at tests. Music can significantly reduce anxiety
which in turn can increase the productivity of an individual. You can use music at the
beginning of the day as the delegates arrive or in between sessions or break times.

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Body Language

Eye Contact Open body Look Good

vs. Closed
body

Clear Voice Tracking

Movements

How important is your body language in presentation?

It is quite critical. The good thing is that you can use it to emphasise your point. If used
correctly, it can be very powerful. It also makes your life easier. For example, if you appear
confident, excited and enthusiastic, the audience will be more receptive to your ideas.

When it comes to body language for training delivery, which areas do you need to pay
attention to?
To Tutor: Expect answers and then complete the discussion by showing the content of the
slide and explain the concepts briefly. Then move on to the next slide and go through more
details for each case.

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Eye Contact

Consider these two images. What do they suggest?

In the picture on the left, the presenter has maintained eye contact. In the picture on the
right, the presenter is looking at the board while explaining and hence has lost eye contact.

What is the gesture?

Maintain eye contact with an audience at all times to keep them fully engaged.

To Tutor: Show the name of the gesture.

What does it mean?

A presenter who maintains eye contact has a much higher chance of being remembered and
listened to.

When is it used?
It is all too easy to lose eye contact when a presenter turns to explain something on the
screen. Try to avoid this by using appropriate technology (such as using a mouse pointer on
the laptop screen) and quickly re-establish your eye contact with the audience.

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Open Body Posture

What is the gesture?

When presenting, always keep your arms to your sides and do not cross them, especially
when answering questions. Equally, do not cross your legs, or make an anchor lock. The
man in the above illustration is much more open to ideas than the lady who looks defensive.

To Tutor: Show the name of the gesture.

What does it mean?

Crossed arms or legs closes the body and makes you appear defensive. A defensive person is
more likely to be attacked and also implies that you have to defend your position.

When is it used?
You don’t want to appear aggressive or defensive. A neutral stance is the most ideal when
answering questions or challenges.

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Hand Movement

What is the gesture?

Hands move to explain the topic.

To Tutor: Show the name of the gesture.

What does it mean?

•Stressing points
•Getting attention
•Habitual hand gestures, especially common with nervous presenters

When is it used?
•Having hand movement is better than not having any at all as you can stress facts visually.
Since a lot of content is received visually and the audience focuses considerably on a
presenter, a visual gesture to differentiate important keywords from others is a useful
addition and will increase the retention of the content.
•On the other hand, excessive hand movement is extremely distracting as we are hard-wired
to pay a lot of attention to anything that moves in our visual field. Always make sure that
anything that moves in front of your audience is something that you want your audience to
pay attention to.

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Using Space

What is the gesture?

Moving around the stage while presenting.

To Tutor: Show the name of the gesture.

What does it mean?

Change the view and force the audience to follow you with their eyes

When is it used?
•Move around to stimulate the audience by keeping them engaged.
•This is particularly useful if you think you are losing your audience or they are becoming
sleepy (especially after lunch).
•Beware of moving too much as it can be distracting. Move in moderation and slowly.

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Distracting Objects & Movements

What is the gesture?

Having objects in your hand while presenting, putting your hand in your pocket or wearing
distracting accessories.

To Tutor: Show the name of the gesture.

What does it mean?

Objects attract attention which will distract the audience from paying attention to your
message.

When is it used?
•Objects held in hands such as a pen, a pointer, a remote control or a mouse can be
distracting. Use these devices only when needed and then leave them on your
desk/table/podium to keep your hands free during your presentation.
•Don’t put your hand in your pocket. It doesn’t look professional, it can be quite distracting
and to some may appear intimidating or simply rude.
•Avoid wearing distracting cloth, accessories or long earrings. If you want the audience to
remember your message and not just you or your accessories, then dress accordingly.
Women in particular need to pay more attention to their choice of accessories.

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Power Lift

What is the gesture?

Using objects to control where someone is looking at.

To Tutor: Show the name of the gesture.

What does it mean?

Objects attract attention which allows you to control where your audience are looking at.

When is it used?
•You can use props to engage the audience
•Use a pen to control which area of the screen the audience should pay attention to. You can
use this to force them look away from your eyes and to the screen.
•Present a live demo to increase the audience’s recall rate.

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Use a Clear Voice

 Pitch and tone

 Don’t say “emm....”
 Avoid eating the end of sentences
 Speak slowly and clearly
 Use technical terms to reduce the
number of words to say

When it comes to your voice, what areas do you need to consider to improve your training
delivery?
To Tutor: Expect answers and then show the content of the slide and expand based on the
following.

•The pitch and tone of your voice should match your message.
•Make sure you change the pitch while you talk. If you don’t know when to do it, try it
randomly to keep the audience awake.
•Avoid saying “emmm...” and try to use clear sentences.
•Don’t eat the end of your sentences. Finish them correctly and move on to the next.
•Speak slowly and calmly. You get more time to think and you can improve the structure of
your sentence as well. Besides, a presenter who is not rushing appears more confident and
in control.
•Use technical terms to reduce the amount of words you need in your sentences. By using
smaller sentences, you can speak slowly and clearly. Interestingly, people have been
conditioned on this and when they listen to someone who speaks slowly and with big words,
they assume that the speaker is a wise intellectual and as a result listen more attentively.

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[PRACTICE][GROUP]
What is going in this image?

To Tutor: The idea is to go through a situation and show the delegates how much they can
read by just looking at a static image of a number of people. This should convince them to
be more aware of their body language so they don’t give the wrong signal and at the same
time observe others closely to read what’s on their mind. Explain that as a trainer, reading
your delegate’s body language can be incredibly useful and you can quickly shift gears and
accommodate their needs before they ask you questions.

Answer for this slide:

Things don’t seem to be going well for the men. They are both interested in the girl. The
man in the middle is pointing his body towards the lady. He has his hands on his belt with
thumbs out suggesting confidence. His head is also held high which also stresses his
confidence. The man on the right is facing the man in the middle, but his feet are pointing
towards the lady, indicating his true interest. This man has his hands in his back pocket with
his thumbs out. He also wants to show off his confidence. His open body gesture and crotch
display shows that he is bold and even aggressive or competitive. Perhaps he wants to
intimidate the man in the middle.

None of these seem to be working on the lady. She has her arms crossed, indicating a
defensive posture. Her feet are close together and she is pointing away from both men. She
is still evaluating them and has taken a neutral or even defensive posture.

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TEA BREAK

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Pace

How important is the concept of pacing in a training delivery? What is your experience of
this topic?
To Tutor: Expect answers and then explain using the following.

One of the most important qualities of a good trainer is his ability to deliver at the right
pace. Even if you are given the training materials or told about the timing of the course, you
still have a great amount of control over the pace. Since this is entirely under your control, it
is also your responsibility if the pace of the course is wrong.

[DISCUSSION][FLIPCHART]
There are a number of forces that dictate the pace. What are they?
To Tutor: Expect answers and record them on a flipchart. Your intention is to show that pace
is subject to many contradictory variables and balancing them requires persistence and
attention to detail when running a course. While capturing the forces, use positive and
negative arrows to indicate whether they slow down a trainer or speed him up. Show the
content of slide and expand the discussion with the following.

•You want to cover all the content in the course

•You want to follow the agenda and observe break times
•You want to finish the course at the right time as most people have commitments and
won’t be happy if they are made to wait.
•You may have interruptions due to unforeseen events and you need to catch up or cut
content to stay on schedule

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•Group discussions may last longer than expected
•As the number of delegates participating in a course is increased, group discussions,
exercises and just about everything else will take longer as you interact with everyone.

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Controlling Pace

Looking at
Looking out of
Yawning their watch or
the windows
clock

Looking at
Head resting Constant loss
workbook with
on chin of eye contact
no attention

As you can see pace is subject to many forces. What does it really mean to control pace?
Accelerate or decelerate based on the importance of content which is subject to the course
content, your delegate’s capabilities and your intuition on how much time the topic
deserves. As a result, to control pace, you need to know when to slow down and when to
speed up.

Now, let’s have a look at a number of ways to control pace or know what you need to do
about it.

Don’t Go Too Slowly

To Tutor: Show the statement.

What happens if you go too slowly?

Delegates will get bored.

How would you know if they are bored?

To Tutor: Expect suggestions and then show the content of the slide and complete.
•Yawning
•Looking at their watch or clock
•Looking out of the windows
•Going through the workbook without paying attention to the trainer’s remarks
•Head resting on chin

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Once you discover that your audience is getting bored, what can you do about it?
When confronted with a bored audience, the best approach is to suddenly ask a challenging
question or switch to a more advanced topic or simply move on to other fresh content in the
course.

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Most They ask

delegates directly for
taking notes more info

What happens if you go too fast?

They would not understand the current content and may not pay attention to new topic
either as they are occupied with the previous one.

How would you know that you are going too fast?
To Tutor: Expect answers and then show the content of the slide and expand.

•Most delegates are taking notes without paying attention to what you are saying. This
indicates that they need more time to absorb the content covered already and take
appropriate notes.
•They may simply ask you to explain something in more details. If you have nods from
others, it means everyone is slightly lost.

If someone asked for more information about a topic, what should you do?
You should not just explain it to the person who asked, especially if everybody else looks
confused as well. This is a good opportunity to step back and cover the material one more
time usually with more detail.

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Shift break
Present Jokes
Times

Get them
Make Them
Participate in
Move
Exercises

What happens when people are tired?

They can’t learn.

What does their energy level depend on?

•Depends on the course content.
•Depends on delegates’ capability, age, etc.
•Depends on what delegates have been doing before the course.

How important is it to control their energy level?

It is absolutely critical, since when they get tired they can’t learn.

Is there anything you can do to control their energy levels?

To Tutor: Expect answers and then show the content of the slide and expand.

•You don’t have to adhere precisely to break times. You can shift them slightly in case people
are tired or are getting restless. In most training environments this is not difficult to
implement.
•Present jokes and tell stories periodically to make the training less monotone.
•Get delegates to participate in exercises so that they can experience something different.
•When doing exercises, swap groups and pairs to encourage movement. Get people off their
seats to increase blood recirculation. People will always feel better when they get an
opportunity to move especially when they have been sitting for a while. This is usually the
case in a training environment so movement always helps.

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To Tutor: Go over statements one at a time and discuss.

“Allow Group Activities to Flow Naturally”. What does this statement suggest?
A discussion taking place between delegates over a specific course topic is usually quite
critical in their learning. Let this conversation reach its natural ending where any more
discussion wouldn’t necessarily add value and only then move on. If you abruptly finish the
discussion and move on to another topic, you are likely to lose your audience as their minds
could still be engaged with the previous topic and they may not pay much attention.

“Keep the Delegates Engaged”. What does this statement suggest?

As a trainer, you should also entertain. Imagine when you watched a good documentary
where you also enjoyed the presentation. Not only you learned something new, but you
were also entertained. Training delivery is much the same as running a documentary. An
entertaining training will be remembered more and delegates are likely to talk about it with
their family and friends. This in turn re-energises their memory and decreases the slope of
their forgetting curve.

“Use Activities After Lunch” . What does this statement suggest?

This allows you to keep people off from falling sleep.

“Always Use an Agenda”. What does this statement suggest?

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We have now covered the non-verbal delivery criteria.

[LOOK AT WORKBOOK: Non-Verbal Delivery Criteria]

To Tutor: Ask delegates to have a look at the workbook for a summary of the non-delivery
criteria that they will be assessed on.

---
Achievement
By the end of this session you will be able to: Take advantage of multiple channels of
communication by exploiting the environment, using body language and training aids

Have we achieved this?

Relay Application Confirmed

How do non verbal skills help you deliver a better training? What were the most useful skills
you’ve learned in this session?

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DEMONSTRATE:
Introduction Section

[DEMONSTRATE: Introduction Section]

To Tutor: Explain to delegates that it is time to present the training sessions they prepared as
part of their coursework. Use the following guidelines to run this part:

•Check each delegate’s forms. Make sure that they have covered each task appropriately and
everything is in line with what is expected from them before they are asked to present.
Allow 10 minutes for this part.
•Allow time for delegates to modify their forms or slides as per your feedback.
•Explain that each delegate should present the Introduction part of their training. They will
be scored based on Sequence Criteria and Non-verbal Delivery Criteria which was covered
earlier. Allow them time to review the criteria as necessary.
•You only need to score delegates using the Introduction section of the Sequence
Criteria form H28_Handout_SequenceCriteriaScoreSheet.
•For Non-Verbal Delivery Criteria follow the instructions given in
H30_Handout_NonVerbalDeliveryCriteriaScoreSheet and use the appropriate forms.
•Allocate 5 minutes for each delegate to present their part and another 5 minutes for each
gap in between. The demonstration as a whole should take up to 80 minutes for 8 people.
When each delegate is presenting, others should act as learners. You can set up all the slides
on the computer attached to the projector in one go to minimise switching time.
•You can allocate some of the presentations to after lunch so you can follow the agenda
more closely.. In case some of the delegates needed to make modifications and wanted
more time, you can allow these individuals to present their demonstrations after lunch and
use the lunch break to prepare.
•As training sessions are presented, score each delegate using the score sheets. Take
appropriate notes in particular in relation with the Non-Verbal Delivery Criteria discussed
earlier.

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LUNCH
BREAK

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FEEDBACK:
Introduction Section

[FEEDBACK: Introduction Section]

To Tutor: After lunch, provide individual feedback to each delegate about their performance.
You can take advantage of the lunch break to take a copy of the score sheets for your
reference or if you need more time to reflect on them before sharing them with the
delegates. Provide this feedback while everyone is listening so important points can be
stressed one more time.

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Verbal Delivery
Criteria
By the end of this session
you will be able to:

Use powerful questioning

techniques, increase
delegates’ participation,
coach and handle difficult
situations

Purpose
Training involves a lot of talking. As explained earlier, training is not all about lecturing. You
need to know how to verbally present your content. What you say, how you say it and the
way you respond to people can have a significant effect on how the course runs and how
much delegates get from it. In this session you will be introduced to a variety of common
questioning techniques used in training, how to get everyone exited and engaged and how
to handle unresponsive groups or difficult people.

Objective
By the end of this session you will be able to: Use powerful questioning techniques, increase
delegates’ participation, coach and handle difficult situations.

Process
You will be introduced to a number of guidelines and then you will go through a number of
exercises on various skills to practice what you have learned.

Relay Experience
How effective are you in handling difficult delegates or questions? Are you good with verbal
skills? How good are you in making people feel enthusiastic about the topic by using verbal
skills?

Relay Application

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1 • Group Question
“What is the best way to
praise an individual?”...

“You first
start by…”

Let’s start by looking at questioning techniques and how to respond when delegates ask
questions from you.

To Tutor: Go through the slide animation and explain the style using the example.

Where can you use this style?

Use this style to engage delegates and get them to think. Rather than telling them about the
content, use guided questions and provide hints and clues to where you are going and let
them work it out on their own. Don’t be tempted to answer the question before delegates
had time to think about it. The silence is an indication of thinking in progress, so give them
enough time to start speaking. If the delay is longer than expected, rephrase your question
and ask again to help them understand what you are really trying to get at.

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2 • Relay

“Have you ever used this

machine Jane
Markbefore?”

“No I have never

used it before…”

To Tutor: Go through the slide animation and explain the style using the example.

Where can you use this style?

Use relay questions when you want everyone to answer a particular question. This
technique is often used to collect everyone’s opinion about a specific subject. It is also very
useful in encouraging people to share their experiences with others. To check
understanding, such as in recap, use ABC technique which will be explained next.

What sequence can you use when asking questions from delegates?
You can vary the order you ask people to make it fair and also keep delegates engaged. The
following are some common patterns:
•Start from left and go to right
•Start from right and go to left
•Start from middle, go to left and then do the other half from middle to right
•Ask at random

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3 • Ask, Break, Choose

“What are the three
“What are the 5 benefits of
types of behaviour in the
Mary
assertive communication?”
Mark
APA model?”

“It is Aggressive,
Passive, …”

To Tutor: Go through the slide animation and explain the style using the example.

Where can you use this style?

This style is particularly useful for testing the knowledge of delegates especially after you
have taught them a new skill. This is ideal for the recap section of your presentation where
you want to quickly go over the already covered content while engaging the delegates.
When you ask the question and stop, no one knows who you are going to ask, so everyone is
constantly engaged and is working on solutions. Ask at random to get the desired effect.

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4 • Bounce to Others
“Ok everyone, who volunteers
to answer this question?”

“How can you blank

the screen in a power
point presentation?”

To Tutor: Go through the slide animation and explain the style using the example.

Where can you use this style?

Rather than immediately answering the question, you get others engaged and expect them
to think about the question and provide their own views. This also helps you to see how well
others have understood the lessons. Unfortunately many trainers fail to take advantage of
this powerful method and tend to answer questions immediately. Use this technique
moderately and for appropriate questions. You should not use this technique to get out of
answering a question as this can bring down your credibility and become irritating for your
delegates.

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5 • Bounce Back
“Excellent, very good.
“Well,
“TheJane,
question
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To Tutor: Go through the slide animation and explain the style using the example.

Where can you use this style?

When someone asks you a question, rather than immediately answering it, bounce it back at
them by a series of guided questions so they discover the answer on their own. You can also
engage everyone else in the process, if they still can’t figure it out.

Is this a good method to use when you have momentarily forgotten the answer?
Yes. You can buy time by bouncing it back at the person who asked it. This technique only
works when the answer to the question is relatively easy and the questioner can find it with
a little help. If the question is more difficult, the questioner would not know the answer
anyway and may find it irritating when asked to answer it. Repeated use of this technique
can also be unhelpful so use it with care.

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1 • Group Question

2 • Relay

3 • Ask, Break, Choose

4 • Bounce to Others

5 • Bounce Back

[ENGAGE]
Are you all happy with the 5 methods discussed so far?
To Tutor: Answer any questions on this topic before moving on. It is a good idea to remind
them that you have been using these techniques throughout the course so far.

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Open and Closed Questions

Closed

• Q: “Do you want a DVD recorder?”

• A: “Yes”

Open

• Q: “Where do you plan to use your camera?”

• A: “Well, everywhere really. I like to use it
when I travel, but I also want to use it to
take portrait photos of my family.”

Now, let’s look at the formulation of questions.

Consider the difference between open and close questions.

What is a closed question?

A question that directly asks for a specific piece of information.

An example is:
Q: “Do you want a DVD recorder?”
A: “Yes”

Can anyone suggest another example?

To Tutor: Expect several answers from several delegates.

What is an open question?

It is a general question about a concept with many possible answers.

An example is:

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A: “Well, everywhere really. I like to use it when I travel, but I also want to use it to
take portrait photos of my family.”

Can anyone suggest another example?

To Tutor: Expect several answers from each delegate.

What are the benefits of an open question?

You force the person you asked to explore the subject matter and come up with a personal
answer. It forces the other person to provide more details.

What’s bad about closed questions?

It is closed and therefore often provides limited information! A yes or no may be enough to
answer the question. The person who asked is now forced to ask another question.

When is a closed question useful?

When you want facts and don’t want personal opinion. This reduce the vagueness of the
answers. Closed questions are also useful in confirming facts.

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Kipling Questions

I keep six honest serving men

(They taught me all I knew);
Their names are what and why
and when
and how and where and
who.

As an easy tip, always try to follow the Kipling questions capture nicely in this poem.

What do you think about asking How and Why? Would they be as effective as others in
coaching?
Not as much. Questions starting with these demand analysis which you want to avoid in this
step as you just want to obtain a factual representation of the reality. Remember, you want
to raise awareness; so ask questions that will support this objective.

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Bad Questions…
Closed Questions

• “Is the report more than 100 pages?”

Leading Questions

• “Do you want to work 4 hours or 5 hours during

the day?”

Limiting Questions

• “Do you want a shelf or a drawer?”

As a trainer a large part of your verbal training is asking questions, you need to be aware of
counter- productive questions. In this section you will focus systematically on several types
of bad questions and get to know why asking them can be unproductive. Practice your
questioning skills to become a master questioner.

[ENGAGE][FLIPCHART]
What kinds of questions are bad?
To Tutor: Initiate a discussion and record the responses on a flipchart. Then go through each
case in this and the next slide and ask what is wrong with each type and expand accordingly.

Closed questions. You saw examples of these earlier. Avoid these unless you want specific
answers.
“Is the report more than 100 pages?”

Leading questions. These are questions that put the assumption in the question itself. Avoid
assuming so that you don’t bias the conversation.
“How much will the budget get reduced next year?”

Consider another example:

“Is it a good idea to ask “What made you think you can do that?”

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solve anything. You should try to avoid asking leading questions.

Limiting questions. This limits the range of options available. You want to keep as many
options open as possible, so the coachee can creatively decide.
“Do you want to work 4 hours or 5 hours during the day?”

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…Bad Questions
Continuous Questions

• If you continuously ask, you may kill an idea before

it is formed. Let silence fill the gap.

Negative Questions

• “Do not think about the abusive manager, just tell

me what happened?”

Double Blind

• “When are you going to get your act together?”

Continuous questions. If you continuously ask, you may kill an idea before it is formed. Let
silence fill the gap. The delegate may need time to think things through.

Negative questions. A negative question brings the negative concept to mind, before being
told to get rid of it.
“Do not think about the abusive manager, just tell me what happened?”

Double blind. No matter how you answer this, delegate is forced to accept the assumption.
“When are you going to get your act together?”

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Script Example 1

Ok, it’s time to look at some examples to see how this all fits together.

[LOOK AT WORKBOOK: Script Example 1: Questioning Styles]

To Tutor: Walk through the script and explain how various questioning methods are used to
train the audience. Use the following while you explain:

This example focuses on questioning styles and you can see how you should guide an
audience towards your goal by repeatedly asking carefully worded questions.

Note how Tags are used to help you quickly see what you should do at each point. In
addition, pay attention to the types of questions asked and how one leads to another while
guiding the audience. Finally, delegates are challenged with a specific scenario and
participate in an exercise. This is followed by a recap section where the trainer uses ABC
questioning style to test the understanding of concepts explored in the session.

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Script Example 2

[LOOK AT WORKBOOK: Script Example 2: Sequencing and Questioning]

To Tutor: Present the second example and explain the following. Get the delegates to pay
attention to important parts, such as Tags, the way the questions are asked and the
expected answers. Explain the general sequence and how it matches the guidelines
discussed in the course.

As you can see scripts are provided as general guidelines as opposed to precise statements
delivered at exact times. Precise scripts make you sound automatic and scripted which is
exactly what you want to avoid. The style provided here (in line with the recommendations
in the course) will help you deliver a smooth training while still using a fairly detailed script
which is particularly useful if you are not completely familiar with the course.

The example shown here is for a slide on effective listening, where a number of topics are
shown on the slide and discussed with delegates.

To Tutor: Before going through the script example, show a screenshot of this presented in
the next slide.

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Script Example 2

This example is the last slide of a session so a review section is also provided at the end of
the script to revisit the objective of the session and confirm application of what is learned.

To Tutor: Now carry on with explaining the script example.

--
[BLANK SCREEN]

Ok, we have a few more short topics to cover as part of verbal delivery criteria. Before we
move on to these topics, let’s do a memory exercise on these topics and have a recap of
what we have covered so far so it is more likely for you to memorise the content.

[PRACTICE][E169_Exercise_VerbalSkillsForTrainingDelivery][PAIR][IF ODD: GROUP-3]

To Tutor: Follow the instructions in this memory exercise to help delegates master the
questioning styles.

[RECAP]
To Tutor: Explain that you now want to carry out a recap by checking everyone’s knowledge
of questioning styles. Ask the following questions in ABC format.

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What is a Group Question?
textgroup.
•Ask a question from the of specified style in document.
•Wait for an answer from anyone.

What is a Relay question?

•Present the question.
•Point to a person and ask.
•Point to the next person and ask.
•Continue until a certain number of people or everyone has answered.

In questioning styles, what does ABC stand for?

Ask, Break, Choose

What is ABC questioning style?

•Present a question.
•Wait for a few seconds.
•Choose an individual by name and expect them to answer your question.

What is Bounce Back?

•A delegate asks you a question.
•Rather than answering it, you present it to the class and then ask the questioner to
think of potential answers as best as he can.
•Use Group Questions to increase participation and guide everyone.

What is Bounce to Others?

•A delegate asks you a question
•Rather than answering it, you present it to everyone else and expect them to
answer it.
•Encourage a discussion around the topic to make sure everyone is happy with it.
•Ask the questioner if he is happy with the answer.

What is an open question? Give example.

They usually have long answers and encourage providing information.
Example: “Where do you plan to use your camera?”

What is a closed question? Give example.

They usually have short answers and encourage confirmation of specific details.
Example: “Did you buy a camera?”

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What are Kipling questions?
text of specified style in document.
Questions starting with: What, When, Where, Who, Why, How

[SHOW SCREEN]

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Enthusiasm

Verbal Non-Verbal

“The amazing 3-step technique

I am about to explain...”

“This is a wonderful method

developed by Professor....”

How important is it to show enthusiasm when training others?

This is absolutely critical. Your interest in the course and the topic will be picked up
consciously or unconsciously by delegates. In other words, enthusiasm is contagious.

How can you show your enthusiasm?

You can show it verbally or non-verbally.

To Tutor: Show corresponding slide animation.

How can you show your enthusiasm non-verbally?

Quick movements usually show high levels of energy and interest. Using your body
language, show that you like to put effort into this course, not because it is your job, but
because you really like to be here and doing this and you will not change it for anything else.
This attitude is particularly powerful and most delegates, even those who are not
sympathetic to your topic, will be affected.

How can you express your enthusiasm verbally?

As you saw in the Sequence Criteria, when explaining the content, always take steps to
explain the purpose and the application first. In addition, use high energy words in your
explanation to get everyone interested. Purpose and Application allow you to significantly
raise the interest of your delegates in this topic before beginning to explain what it is all
about.

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[ENGAGE]
Can you think of some examples on how to express your enthusiasm about a subject?
To Tutor: Expect suggestions and then show the examples to expand. Ask a different
volunteer to read each example.

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“What I am about to explain is an

incredibly powerful management
process that has lasted the test of
time and can increase productivity
almost immediately...”

“I am very excited about version 3

of this software which was
released last month. It includes
significant new features which we
will go through now...”

Some more examples.

To Tutor: Ask different volunteers to read these examples.

[MINI-PRACTICAL][GIVE FLIPCHART][PAIR][IF ODD: GROUP-3]

To Tutor: Use a quick exercise to get delegates practice making enthusiastic statements.
Distribute flipcharts and pens to each group and ask them to come up with three
enthusiastic statements on topics they usually train others on. Allocate 5 minutes and then
bring back everyone together and get them to share their statements.

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Handling People

Is it the topic? Is it you? It is content?

Commitment Not
before convinced on
course? relevancy?

[RELAY]
Have you ever had to deal with difficult people in a training environment? What was your
experience and how did you handle it?

To handle situations, what is your first step?

You must understand the root cause of the problem before addressing it.

What should you look for?

To Tutor: Expect suggestions, then show the slide content and explain.

•Is it the topic?

•Is it you?
•Are delegates tired because of the content you forced them to go through?
•Are delegates tired because of other commitments they had before attending the course?
•Are delegates not convinced about the need for the course because of poor explanation
given by their manager beforehand?

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Increase Delegate Participation

Increase
Breaks Entertain
Participation

Allow Handling
Explain Ask for
Critical
Importance Solutions
Errands

Use Fresh Air Make them Eliminate miss-

and Light Move information

[ENGAGE][FLIPCHART]
Having identified the root cause of the problem, you can then take steps to address them.
What would you do?
To Tutor: Write the root causes on one side of a flipchart or whiteboard and ask for solutions
and write them on the other side. Once finished, show the content of the slide and
complete the discussion by filling the gaps.

Breaks. Provide extra breaks.

Entertain. Increase the entertaining element of some parts of the course such as exercises to
keep them more interested so they can forget about their tiredness.

Increase participation. Move away from lesson style to small group activities. When people
are tired, a lecture is the last thing they want to go through.

Allow handling critical errands. If delegates have other things on their minds, let them get it
off. You may need to allow breaks so people can sort things out before resuming the course.

Explain importance. If you think delegates are not convinced on the relevancy of this course,
take steps to fully explain why it is important for them to go through it and how the content
will relate to their real-life challenges. There is no point to carry on unless you can prepare
them or at least demonstrate the strength of the skill.

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Ask for solutions. Break delegates to small groups and get them to answer “How can we get
this course livelier and more participative?”. Prepare for criticism and listen to suggestions.

Use fresh air and light. Open windows for fresh air, open curtains or turn on lights.

Make them move. Ask people to stand or walk. You can do this through an exercise as well.
Sitting in a small stuffed room can be naturally tiring.

Eliminate miss-information. Keep a score sheet for delegates’ contributions. If someone is

deliberately not participating, get them to explain and correct their attitude by providing
new information that they might not be aware of. In most cases, people’s perception is
distorted or they are miss-informed and as a trainer, it is your task to provide this
information to them and convince them of the techniques or the content.

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What is Coaching?

 Coaching versus training

 Coaching versus mentoring

 Questions or answers?

 Listening or talking?

As a trainer, you may find yourself in a role of a coach. It is good to know what coaching is all
about so you can use appropriate methods to deliver a suitable and efficient performance.

[FLIPCHART]
What are the differences between coaching and training?
Training is about teaching specific skills, while coaching is about helping someone else’s
thinking.
Training is usually carried out in groups. Coaching is usually one-to-one.
Coaching involves more questioning and has to suit individual styles to be successful. The
person who is coached is usually encouraged to come up with the solution to their problem.

What are the differences between coaching and mentoring?

A mentor is usually an experienced senior person who advices based on his or her
experiences in the field. A coach uses questions and feedback to facilitate the other person’s
thinking process.

In coaching, which one is better: questions or answers?

Both. Right questions lead to useful answers.

Why questions are important in coaching?

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solutions. Your role is not to come up with a solution, only to guide it.

By asking questions, you also get to see the problem from different angles before attempting
to answer it. You are more likely to come up with a better answer this way than if you want
to provide your own answer up front. Initially, you are more likely to know less about the
problem than the delegate.

Which is more important: listening or talking?

Listening

Why?
Effective listening helps you see the problem more clearly and from different angles. By
encouraging speaking, delegates become more engaged in the problem-solving process and
are more likely to reach solutions quicker.

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Structure of Conversation

Objective • Focus on the main activity

Overview • Get them to see a bigger

picture

Options • Put them in control

Outcome • Get them to come up with

actions

Here is an ideal way to structure your coaching conversation.

Objective. Focus on the main activity.

Examples:
What is it that you want to focus on today?

Overview. Get them to see the bigger picture. Probe for more.
Examples:
Why is it important to you?
What is the current situation?
What are the consequences, good or bad?

Options. Put them in control. Make them feel they have many options.
Examples:
So, what are your options?
What is under your control?
Have you evaluated benefits and risks?
What can you change?

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Examples:
What happens now?
How can I help you?

Example to use:
Objective: I am having difficulty getting my message across, especially in meetings.
Overview: How does this impact your work? How does this impact other people’s work? ->
They miss my part of work and our software interface will have bugs.
Options: What can you do about it? -> I can talk to them individually. I can shout in the
meetings to get their attention.
Outcome: What are you going to do about it? -> (Chooses options…)

[PRACTICE][E167_Exercise_CoachingTask][OPTIONAL][PAIR][IF ODD: GROUP-WITH-

TUTOR][SWAP]
To Tutor: Divide the delegates into pairs. Explain that each person will coach the other
person. Ask the delegates to choose a topic that they can expect to be coached on in a
training environment. For example, a subject can be a simple step-by step process to
calculate a budget. Of course, both people in the pair should be familiar with the topic. This
can be an incentive to select pairs based on their background for maximum efficiency.
Remember, the objective of this exercise is to practice the 4-step coaching guidelines.

[RECAP]
To Tutor: Check knowledge using the following quick questions.
What is the first step of the coaching guidelines?
Objective
Second step?
Overview
Third step?
Options
Fourth step?
Outcome
Tell me the 4 steps in sequence?
Objective, Overview, Options, Outcome

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[LOOK AT WORKBOOK: Verbal Error! No Criteria]

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To Tutor: Explain that you have now covered the verbal delivery criteria and a summary is
shown in a table in the workbook.

---
Achievement
By the end of this session you will be able to: Use powerful questioning techniques, increase
delegates’ participation, coach and handle difficult situations

Have we achieved this?

Relay Application Confirmed

How important are verbal delivery skills in training? How useful are these skills in roles other
than delivery?

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TEA BREAK

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DEMONSTRATE:
Delivery Criteria

[DEMONSTRATE: Delivery Criteria]

To Tutor: Explain to the delegates about going through an exercise to practice the points
covered in Delivery Criteria. Explain the following:

•Prepare for a delivery of a section of your presentation while considering the

questioning techniques covered earlier.
•This part cannot be the Introduction section you presented earlier today. It has to be
a part of your training session that you actively try to train your delegates for a
particular skill (such as the body).
•This is an opportunity for you to practice for the final assessed training presentation.
•Each presentation can last 5 minutes. This will take around 45 minutes for the group.
•For each session, others will act as delegates and should respond accordingly to the
questions asked by each trainer.
•Delegates have 15 minutes to prepare for this part.
•You can use the Sequence you created as part of your coursework to identify what
you need to present.
•To make it easier, you can use the forms provided in the workbook [LOOK AT
WORKBOOK: Script Form] to structure your training session based on the questions
you plan to ask. Use the examples provided earlier in the workbook as a guide [LOOK
AT WORKBOOK: Script Example 1: Questioning Styles] and [LOOK AT WORKBOOK:
Script Example 2: Sequencing and Questioning]. You can provide digital versions of
these forms to those who are interested, so they can fill them in using a computer.
Use H33_Handout_ScriptForm for this purpose.
•Include a guidance part, a learning part and a recap part so you can fully explain a
concept and then check knowledge.
•You will be scored based on Verbal and Non-Verbal Delivery Criteria.

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To Tutor: For each delegate, use the score sheets provided in the following files and use the
instructions accordingly:
•H30_Handout_NonVerbalDeliveryCriteriaScoreSheet
•H31_Handout_VerbalDeliveryCriteriaScoreSheet

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FEEDBACK:
Delivery Criteria
Introduction Section

[FEEDBACK: Delivery Criteria]

After the demonstrations, provide feedback using the score sheets. Make sure you take a
copy of the score sheets for your reference before giving it away to delegates. To provide
feedback, simply ask delegates to come to your desk one by one at the corner of the training
room and provide their feedback. This is quicker than going to a different room. Your
feedback should prepare them for the final assessed session taking place on the third day of
the course.

[FEEDBACK: Introduction Section]

To Tutor: You should also provide feedback on the delivery aspects of the training
presentation that delegates provided earlier today (Introduction Sequence). This feedback
might have already been given, but here is an opportunity for you to provide more explicit
feedback if you think it is necessary based on new content covered after the
demonstrations.

In any case, this is the last chance for you to provide feedback to delegates and prepare
them for their final assessed sessions. If time allows or you can extend the course and allow
them to present again based on your feedback and evaluate them one more time until you
are confident with their performance. Although the training is assessed, it is to your interest
as well as theirs that they pass the course. As a result, anything you can do at this point that
will help them to understand the assessed criteria is beneficial.

[HOME EXERCISE]

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•Prepare to deliver a 10 min presentation tomorrow which will be scored on all criteria
discussed in the course.
•You need to identify the sequence you will go through or perhaps modify the version you
presented today based on the feedback you were given.
•You need to consider and implement the feedback received today on delivery as well and
formulate your training session.
•You can use blank Script Forms to prepare for this session (provide as necessary:
H33_Handout_ScriptForm).
•Rehearse as necessary so you can deliver a smooth training presentation.

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Reinforce Learning
 What did you learn today?
 How are you going to use it?
 Which area would you like to expand on?

• Cognitive Training • Pace

Model • Questioning Styles
• How People Learn • Questioning Skills
• Forgetting Curve • Handling People
• Training Room • Coaching
Configuration
• Body Language

Recap of what we have covered today. Get the delegates to present in their own words what
they have learned based on the questions in the slide.

NEXT
Tomorrow, we will focus on demonstrations, assessment of those demonstrations and
general feedback that you will receive as part of your delivery.

To Tutor: Remind delegates about their home exercises if necessary and then finish the
course for today.

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Train the Trainer

Delivery Skills

DAY 3

Welcome back everyone …

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Agenda – DAY 3
9:30 Start

11:00 – 11:15 Break

1:00 – 1: 30 Lunch

2:30 – 2:45 Break

4:30 Finish

The afternoon break is slightly different than usual.

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Course Title
Sequence Criteria: Course
Introduction Health and Safety

Agenda

Introduce Yourself

Purpose

Objective

Process

Experience

Application

To Tutor: Use the next following slides to refresh everyone’s mind on what has been covered
in this course. Your intention is to warm them up for the demonstration phase coming up
next. Allocate about 20 minutes for thee slides.

Before moving on to demonstrations, let’s review some of the critical content that we have
explored in this course.

Here is the Introduction sequence.

Course Title
Welcome to the course

Health and Safety

Provide health and safety instructions

Agenda
Explain what will take place during this course

Introduce Yourself

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credibility so your expertise in the domain is accepted by your delegates.

Purpose
What is the purpose of this course? What do you expect the delegates to achieve?

Objective
What is the objective of this course? It should start with a verb.

Process
What will take place in this course? What do you expect from your delegates?

Experience
How much experience do the delegates have about the course subject? Have they been
trained on it before? Have they got any practical experience?

Application
How motivated are the delegates in participating in this course and learning about the topic?
How applicable is this course to the challenges they face in their every-day life? What is the
use of the content covered in this course?

Now let’s look at some of these in more detail...

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Sequence Criteria: Session

INTRODUCTION BODY REVIEW

Purpose Recap
Theory
Objective
Demonstrate
Step-by-step
Process
Guidelines
Revisit
Experience Objectives
Exercises & Application
Application Activities Confirmation

INTRODUCTION
Purpose
What is this session trying to achieve?

Objective
What would delegates learn by the end of this session? The objective starts with a verb.

Process
What will delegates go through in this session?

Experience
How much do the delegates know about the topic of this session? How familiar are they
with the topic?

Application
How can the topic explored in this session benefit the delegates in their daily activities?
What are the applications?

BODY
Theory

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Learning principles to increase the likelihood of learning for delegates. This is achieved by
using guided questions.

Step-by-step Guidelines
Provide a logical structure to learn the new content on a step-by-step basis when
appropriate.

Exercises & Activities

Exercises help the delegates to fully participate and learn the content together with other
delegates.

REVIEW
Recap
Ask every delegate to recall what has been covered in this session using recap questioning
style.

Demonstrate
Where appropriate, test the knowledge of delegates using a formal test to make sure they
have learned the content of the session.

Revisit Objectives
Was the objective presented at the beginning of the session covered successfully?

Application Confirmation
Now that the delegates understand the content of this session, do they see the benefits of
using the techniques in their daily life? If delegates cannot relate what they have been
thought to their needs, there is little chance that they will use them.

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Sequence Criteria: Reinforce Learning

What did you learn today?

How are you going to use it?

Which area would you expand on?

Achievement

Application

Course Completion

What did you learn today?

Encourage recalling what was covered in the course.

How are you going to use it?

Expect confirmation of use of the content covered in the course.

Which area would you expand on?

What areas impressed you most that you feel you like to expand on? This also allows a
trainer to see which areas are popular with the delegates.

Achievement
Did we achieve the objective of the course?

Application
How do you expect the course to benefit you in your daily activities?

Course Completion
Finish the course by providing auxiliary content. These can include feedback forms,
references, showing sample books, handouts, other courses, etc.

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Balance Distribution of Content

Spend Train by asking questions and
More encourage contribution by delegates
Time
Test understanding of content

Praise

Provide information by giving

instructions

Encourage participation in exercises

Spend
Less
Time Recap and memory enhancing
activities

The order to spend your time on various content…

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Cognitive Training Model

How to facilitate learning…

[BLANK SCREEN]

[RECAP][OPTIONAL]
To Tutor: At this point, you can go through a quick recap and ask delegates on content just
covered using ABC questing style. This will help them to remember the sequences better
and reduces the likelihood of making mistakes while delivering their presentations. Here,
you will be taking advantage of Spaced Repetition to energise their memory and also since
this is early morning, memorisation can be faster as well. This is tagged optional in case you
have too many delegates and need to start with the demonstrations as they might take a fair
amount of time. However, if you have time use this opportunity to recap for about 15 to 20
minutes.

[SHOW SCREEN]

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FEEDBACK:
Prepared Scripts

[FEEDBACK: Prepared Scripts]

To Tutor: Check the script that delegates prepared as part of the coursework for the assessed
session that follows next. Your intention is to see if the scripts are designed correctly and
that once presented the delegates can pass the assessment successfully. Examine the scripts
one at a time. Allocate 5 minutes per delegate. Provide explicit feedback and ask the
delegates to correct their scripts as necessary. While delegates work on your feedback, you
can examine those of the others. Allocate 40 minutes for this part.

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TEA BREAK

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FINAL
DEMONSTRATION

[DEMONSTRATE: Final Assessed Demonstration]

To Tutor: Explain to delegates that it is time to go through the assessment. Go through the
following:

•As explained before, each person has 15 minutes to present their session. A good rule of
thumb is to allocate 5 minutes for introduction, 5 minutes for body and 5 minutes for the
review section.
•You are only judged on the total length so it is still up to you how to present it.
•Allocate 5 minutes for switching between delegates so overall the total time for this section
is around 160 minutes for a maximum of 8 people.
•Optionally you can record the session for delegates so they can have a reference of their
performance though you need to get permission before you do so and don’t keep any copies
if they are not interested.
•Due to time constraints, you need to split this part in two, one taking place before lunch
and one after lunch. As a rule you probably need to go to lunch once half the delegates have
presented.
•Ask delegates in which order they want to present. You can generally work out a system
where everyone is happy with the order as some are eager to present straight away and
others might want to have more time to practice.
•Some delegates may feel that they still need more time to prepare (perhaps based on the
feedback you gave them in the morning) or in general based on watching the performance
of others. You can schedule their presentations to take place after lunch so that they can
have more time to prepare and see how others perform before they go through it
themselves. Watching others and participating in their training is a good exercise which
allows weaker delegates to get more comfortable with the sequence. This allows weaker
delegates to practice more since you can evaluate them towards the end.

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training session. They can ask questions, raise concerns if they don’t understand something
and follow the trainer’s instructions as delegates normally do. While this takes place, you
should monitor the performance of the trainer for handling people or their questions and
other criteria as necessary. Since this is an assessed performance, these delegates can’t be
unfairly difficult. This is why handling difficult people is not assessed.
•While delegates go through their performance, use all four score sheets and score each
person based on the set of criteria discussed in the course. Don’t provide any feedback at
this point, only record them.
•Once a delegate passes the final demonstration, award them a certificate of achievement.

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LUNCH
BREAK

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FEEDBACK:
Final Demonstration

To Tutor: After lunch continue with the remaining demonstrations until finished.

[BREAK: 15]
To Tutor: It is a good idea to have a break (around 15 minutes) once all presentations are
completed. Presentations can be stressful and since everyone is engaged in sessions
constantly (acting as a trainer or a delegate), people can get tired. This break also provides a
natural gap and allows you to finalise your feedback score sheets and prepare yourself for
the next part.

[FEEDBACK: Final Assessed Demonstration]

To Tutor: Use the following guidelines to provide your assessment to the delegates.
Go through the score sheets and add extra notes as necessary.
•Sometimes you need to add qualitative notes to help the delegates understand which areas
they should improve on or if they were weaker in comparison with other parts. Even if they
are going to pass the assessment, these remarks can significantly help delegates to improve
their training delivery.
•Go to a separate room and ask to see delegates one by one to provide feedback. The
privacy allows you to be fair in your assessment and talk about anything necessary.
•Start giving feedback to those whose performance was not adequate. This allows them to
present again if necessary based on your feedback. Don’t let people know that this is the
order you are seeing them and sometimes see a delegate with good performance to
randomise the list.
•In general, each delegate must score 3 or more in each criterion in each set. Up to 3 criteria
can have a score less than 3 in each set. Anyone who doesn’t meet this limit is subject to

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correct score, he or she should be guided appropriately and be given another chance at
presenting to pass the assessment.
•Any criterion that is scored 0 must be seriously considered and if it is a critical criterion
(such as asking guided questions), you must provide feedback and ask them to present
again. This judgement is entirely based on you and your observation of the overall
performance of the delegates. In general, a trainer must be confident in presenting the
material and must show that he has mainly understood the core principles discussed in the
course. Usually, most people know what they need to do, though they may become nervous
in following all the steps and miss some parts. You should simply let them know, ask them to
practice the parts and get them to present again if the steps are critical. Otherwise, a simple
strong reminder on the mistake is good enough.
•Allocate 5 minutes per each person. This should take about 40 minutes. You can allocate
another 30 minutes to go over extra presentations if necessary.

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Review

 What did you think of the course?

 Did the course increase your confidence

when training?

 Do you think your training delivery is

more effective now in comparison with
what you have delivered in the past?

Reflection:
You can gain a lot by asking for views of the delegates on what they thought of the course.
This is usually covered in the review section, though for this 3-day course, it is worth to
spend more time on it. This conversation will allow you to learn from your delegates and
improve your own delivery. Record this feedback for your future courses. In addition, some
of the delegates on your course can be experienced trainers and you can always learn from
them. Observe both positive and negative aspects of their performance. Use this
information for your own delivery and also for case studies that can be shared with others in
the future.

Here are some questions you can ask to get the discussion going. You have around 20
minutes for this part.

[RELAY]
What did you think of the course?

Did the course increase your confidence when training?

Do you think your training delivery is more effective now in comparison with what you
have delivered in the past?

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Reinforce Learning
 What did you learn in this course?
 How are you going to use it?
 Which area would you like to expand on?
Accelerated Learning Forgetting Curve
Instructional Methods Training Room
Sequence Criteria Configuration
Content Criteria Body Language
Pace
How to Plan Your Training
Questioning Styles
Cognitive Training Model Questioning Skills
How People Learn Handling People
Coaching

To Tutor: Now go through the usual classic 3 questions at the end of the course with relay
format to be consistent with what you have covered in the course and also get delegates to
reinforce their commitment on using what they have learned here.

---
Relay Achievement
What did you learn today?
How are you going to use it?

Relay Application Confirmed

Which area would you like to expand on?

Next Steps
•Explain what you want them to take from this course
•Give Handouts on other courses (if applicable)
•Talk about new courses delegates may find useful
•Follow-on readings. Tell them where they can get more material.
•Show them recommended books.
•Distribute feedback form

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