The Fundamentals

of Training

3 TRAIN THE TRAINER SERIES

 Train the Trainer Series
3
T

The Fundamentals
of Training

The Fundamentals of Training 1

Table of Contents

Introduction .................................................................................................................................... 3

Faculty Development ...................................................................................................................... 6

Gathering Activity ........................................................................................................................... 8

Icebreaker and Opening.................................................................................................................. 9

Why and How We Train Leaders .................................................................................................. 12

Characteristics of Good Trainers................................................................................................... 16

How People Learn ......................................................................................................................... 19

Presentation Media—Flip Chart ................................................................................................... 22

Presentation Media—PowerPoint® .............................................................................................. 24

Training Methods .......................................................................................................................... 27

Course Wrap-up ............................................................................................................................ 32

Closing ........................................................................................................................................... 34

Appendix 1, Characteristics of Effective Trainers ......................................................................... 35

Appendix 2, Flip Charts and Posters ............................................................................................. 36

Appendix 3, What Makes a Trained Leader? ................................................................................ 38

Appendix 4, Whiteboards………………………………………………………………………………………………………. 39

Appendix 5, PowerPoint® ............................................................................................................. 41

Appendix 6, Cognitive Overload Theory ....................................................................................... 44

Appendix 7, Origami Bird ……………………………………………………………………………………………………….. 46

Appendix 8, Participant Course Assessment .............................................................................. 467

The Fundamentals of Training 2

 Introduction

Welcome to The Fundamentals of Training. This is the first part of the three-part train-the-
trainer continuum (T3) in Scouting and is intended for both youth and adult trainers. This
session is designed to introduce new Scouting trainers to teaching techniques and skills.

Most of the BSA’s instructor-led training is designed around a variation of what educators are
calling the “team-based learning model.” Using small groups, team-based learning promotes
learning and team development through frequent and immediate feedback by a facilitator/
instructor. It helps members learn from each other during and after the course. The team-
based learning approach is similar to the patrol method Scouting has used for more than a
century all over the world. The patrol method has proven effective in operating a den, patrol,
squad, and crew, as well as in learning. We will use this method throughout the course.

This first part of the T3 continuum, The Fundamentals of Training, is designed to help Scouters,
regardless of their experience, present effective training. The course will also help those who
might have trained for other organizations learn the BSA’s training techniques. And, it will help
freshen up the skills of current BSA trainers.

Upon completion of The Fundamentals of Training, new trainers will be able to apply the
techniques they have learned across the BSA’s leadership development programs, from unit-
level youth leader training taught by youth for youth, to position-specific and supplemental
training for adult leaders. Upon completion of this first part, new trainers are coached and
mentored by experienced trainers as they become comfortable with and confident in their
training skills.

Trainer’s EDGE is the second part of the continuum. As trainers develop their training skills,
Trainer’s EDGE provides an additional opportunity for trainers to enhance their abilities.
Trainer’s EDGE also supplements the training development sessions offered during faculty
development for advanced leadership training courses and increased familiarity with the EDGE
model that is used throughout the training.

The third part of the continuum is the Master Trainer course taught at one of the BSA’s national
volunteer training centers or a regional “cluster council” course. The Master Trainer course
does not create a designation for the participants; it teaches the skills and techniques used to
address council and district training objectives. Using the analyze-plan-manage-evaluate
process, participants are ideally suited to create and implement training improvement plans
that achieve Journey to Excellence goals.

The Fundamentals of Training 3

 Objectives The purpose of this course is to introduce experienced Scouters and Scouts to
the skills needed to provide effective training. At the conclusion of the training,
participants will be able to:
 Understand the principles of how people learn.
 Understand four primary methods of instruction used by the BSA.
 Practice the BSA’s training techniques.

References Guide to Leader Training, No. 511-028 (available as a PDF at

www.scouting.org/training)
Group Meeting Sparklers, No. 33122 (display item)
Trainers’ EDGE, No. 26-242 (display item)

Materials Easel
and Supplies Blank flip charts
Computer
Projector
Speakers, if using a video
Roll of 1-inch blue painters tape (does not harm painted walls)
Note cards
Dry-erase markers (black and blue are best; ensure they have sufficient ink)
Whiteboard
Posters to decorate the room (Cub Scout, No. 32068; Boy Scout, No. 34880)
(optional)
Appropriate signs (“Registration,” “Welcome,” “This Way,” etc.)

Time The Fundamentals of Training course is intended for about four hours. A sample
schedule might look as follows:
Start End Title Instructor Remarks Page
8:00 8:30 Gathering Activity
8:30 8:35 Opening
8:35 8:50 Icebreaker
8:50 9:10 How and Why Train Leaders
9:10 9:25 Characteristics of Good Trainers
9:25 9:40 How People Learn
9:40 9:50 Break
9:50 10:40 Presentation Media
10:40 11:30 Training Methods
11:30 11:40 Break
11:40 11:55 Wrap-up
11:55 12:05 Closing and Graduation

The Fundamentals of Training 4

Organizing The course is intended to be taught in small groups of five to six participants in
the Class order to model the BSA’s traditional small-group teaching method. At times
throughout the course, a faculty member will serve as a facilitator to each small
group. Therefore, the class size will dictate the number of faculty members
needed for the course, specifically one faculty facilitator for each five to six
participants.

The optimum facility will be arranged to accommodate the small-group model,

with an easel and flip chart per small-group, easy access to whiteboards, and a
projection screen that can be seen by all. Auditorium-style seating is usually
the least effective classroom arrangement as it inhibits student interaction
and the shared reinforcement that is the hallmark of the small-group method.
A suggested classroom seating style is shown below.

Be sure to consider any requirements for special access to support the

participation of Scouters and Scouts with unique circumstances.

Budget The goal is to keep participants’ course cost as reasonable as possible. Therefore,
the following guidelines are recommended:
 Course expenses should not exceed revenues.
 Course faculty should be responsible for their own travel, meal, and personal
expenses. These expenses should not be passed on to the participants.
 Reasonable expenses might include facility usage fees and course materials.
Light refreshments should be optional for the participants in order to
accommodate personal preferences, traditions, and beliefs.

Uniforms The faculty should portray a professional image as trainers and representatives
of the local council. Accordingly, they are expected to wear the complete
Scouting field uniform (shirt, pants, belt, and socks) appropriate to their
Scouting position during this course. The activity uniform (uniform pants and
Scouting T-shirt) is not appropriate for the faculty.

The Fundamentals of Training 5

 Faculty Development

The training team serves as an important recruiting and retention tool for the district and
council. The success of the training team to deliver an effective training program has a direct
and measurable impact on the success of Scouting’s programs. Faculty development is an
ongoing process designed to ensure quality, consistency, and effectiveness of the different
training programs. Faculty development for The Fundamentals of Training is composed of a pre-
and post-course group session and individual preparation.

The pre-course faculty development session offers the training team an opportunity to review
and adjust responsibilities for promotion, set-up, registration, lesson assignments, and logistics.
Faculty development is also an opportunity for team-building. As trainers also donate their time
and talents, the lead faculty member should endeavor to make the faculty development
valuable and fun.

During the pre-course faculty development, the following should be accomplished:

 Review the course schedule
 Review and adjust specific tasks:
 Promotion
 Registration
 Individual lessons
 May wish to practice presentations and receive feedback from others
 Ensure the different presentation methods are utilized
 Practice new games and sparklers
 Ensure a meaningful opening ceremony
 Evaluation
 A suggested participant assessment is provided in the appendix
 Provide an opportunity for the faculty to reflect on the course
 Logistics
 Facility (confirm location, time available, parking, usage fees, tables and chairs, flags)
 Training aids (computer, projector, screen, easels, flip charts, whiteboards, markers)
 Printing (sufficient handouts and updated materials)
 Set-up
 Comfort items/refreshments (coffee, snacks, soft drinks, etc.)
 Clean-up

Ensure the participants take the time to assess the course. A suggested participant assessment
form is provided in the appendix.

A post-course faculty development session should be conducted immediately after the course
concludes and the participants have departed. The intent of this session is for the faculty to
reflect on the effectiveness of the course. Reflection is a simple but effective tool for
continuous improvement. Key to successful reflection is maintaining a spirit of openness and
learning, rather than fixing.

The Fundamentals of Training 6

Prior to reading the participants’ assessments, the faculty should assess the effectiveness of the
lessons and present ideas for improvement. There are many methods for reflecting. Among the
more common ones used in Scouting are “Start-Stop-Continue,” “Thorns-Buds-Roses,” and
“What-So What-What Next,” although any model may be used so long as the training team
captures the desired outcomes, the actual results, and why the results were different than
those expected.

Once the faculty has completed their internal reflection of the course, they should then review
the participants’ assessments. Together, the two different evaluations will help the training
team adjust and improve future courses.

The Fundamentals of Training 7

 Gathering Activity

Time Be ready for participants who may arrive early; recommend being ready at least
15 minutes before planned starting time. The gathering activity ends at the
training start time.

Objective The purpose of this activity is:

 Provide a fun, active way for the participants to get to know each other
 Informal way for the participants to meet the faculty
 Ensure new trainers feel welcome
 Model an activity from the trainer’s library

Instructor Group Meeting Sparklers, No. 33122

Reference

Materials Sufficient materials for the expected number of participants to participate in the
chosen gathering activity

Delivery Game
Method

Baden-Powell once said, “Scouting is games with a purpose.” The purpose of the
gathering activity is to help participants meet new people, make them feel
welcome, and provide a first impression of Scouting as fun and active learning.
Gathering activities should be simple, not require detailed explanation of the
rules, and encourage the participants to share and interact.

Group Meeting Sparklers has a large selection of gathering activities to choose

from. Pick one from the pamphlet, such as Jumbled Zoo or Indoor Nature Hunt.
Whatever gathering time activity the training team chooses to use, it is
important to model appropriate Scouting values.

Course director and faculty need to arrive early enough so registration is set up
and the first sessions are prepared before the gathering time activity begins in
order that the faculty is fully able to participate with the participants in the
activity and begin developing the informal social bonds that make new trainers
feel welcome and included.

The Fundamentals of Training 8

 Icebreaker and Opening

Time Time available is 20 minutes.

Objective The purpose of this session is to:

 Introduce the participants to each other.
 Have new trainers interact with experienced trainers.
 Introduce and set the tone for the course—fun and active.
 Model a meaningful opening.

Instructor Use the game described below, or choose another from Group Meeting Sparklers
Reference

Materials Small tokens such as beans, marbles, pennies, etc.

Note cards for the team recorder to write down introductory facts

Delivery Game
Method

Prep If possible and practical prior to starting, pre-assign participants into teams and
tables of four to six persons. Try to mix up the teams as to experience,
geography, background, etc., as much as you can. For example, no two
participants from the same unit on a team or each team has about equal
numbers of Cub Scout, Boy Scout, Varsity, and Venturing leaders.

Have at least one faculty member at each table to facilitate the game and further
the participants’ sense of belonging to the training team. Assign one person (not
the faculty member) the role of team recorder and spokesperson, and ask them
to takes notes during the game so they can introduce the members of the team
after the game. Use the following format for introductions:

Name
Where they live
Primary role in Scouting
One interesting I Have Never... fact learned in the game

The Fundamentals of Training 9

 Place 10 small tokens at each participant’s place for the I Have Never... game.
The tokens can be things like pennies, marbles, jelly beans, or anything that can
be easily held in the palm of the hand.

Game I Have Never…

The purpose of the game is for the team to get to know each other and prepare
to introduce its members to the entire conference.

Allow the game to continue for approximately 10 minutes.

The game is designed to help people feel comfortable with the other
participants, open up playful dialogue, and give each of the participants a unique
insight as to what types of things the others in the group have or have not
experienced in their lifetimes.

The activity begins with the person whose birthday (day and month only) is
closest to today. The first player shares their name, town, and Scouting role, and
publicly announces an activity they have never done but that they believe most,
if not all, of the other participants have. For example; “I have never been to a
jamboree” or “I have never attended a professional sporting event.”

If a team member has done the activity (i.e., been to a jamboree or attended a
professional sporting event), he or she must forfeit one of their tokens by placing
it in the center of the circle.

Play continues with the person on the right of the first player repeating the
process—sharing their name, town, Scouting role, and an activity that they have
never done, and those who have done the activity forfeiting a token. The process
is repeated by each successive team member in the circle. After the first round,
only the activity is announced.

Play Ends Play ends when only one person in the circle has tokens remaining or when the
faculty ends the game after 10 minutes.

After the game (icebreaker/sparkler), ask each team spokesperson to introduce

their team members using the format used at the beginning of the exercise.
After the participant introductions, introduce yourself and the other faculty
members using the same format. Then, introduce the course with comments
such as the following:

In higher education circles there is a spreading method of instruction

based on what is called the Team-Based Learning Model. It is designed to

The Fundamentals of Training 10

 be conducted in small groups, calls for individual and group
accountability, gives team assignments that promote learning and team
development, and allows frequent and immediate feedback from the
facilitator.

Sound familiar? It is the patrol method Scouting has been using for over a
century. The method has proven effective in operating a den, troop,
squad, or crew and in learning. We will be using it as one of the methods
of training throughout this course today.

The BSA provides three main courses geared toward trainers. The first
part, what we are presenting today, The Fundamentals of Training, is to
help those, regardless of their Scouting experience to present effective
training. This course also helps those who may have trained for other
organizations learn the BSA’s training techniques. And, it will help freshen
up the skills of current BSA trainers.

The Trainer’s EDGE is the second part of BSA’s train-the-trainer

continuum. This course enhances the training skills learned in Part One
and supplements the skills offered during faculty development for
advanced training courses.

The third part of the continuum is the Master Trainer course taught at a
regional level or at one of the BSA’s national training centers.

Share with the participants that Scouters responsible for training come from all
walks of life. Rarely are those who train other adults in Scouting, and our Scouts,
from the world of education or workplace training. As such, the techniques and
skills necessary to deliver training may be new to many BSA trainers. Those skills
may range from planning, training methods, playing appropriate games,
techniques for illustrating learning points, reflecting, and how to use
whiteboards, flip charts, posters, etc. Preparing a cadre of trainers is important
to effectively delivering training to unit leaders.

Welcome participants to The Fundamentals of Training and thank them for taking
on the important role of a Scouting trainer.

Lead the group in a simple, meaningful, opening ceremony.

The Fundamentals of Training 11

 Why and How We Train Leaders

Time Time available is 20 minutes.

Objectives As a result of this session, the participants should be able to:

 Explain why we train leaders.
 Describe four BSA training strategies.

Instructor Guide to Leader Training, No. 511-028

Reference

Materials Flip charts, markers, blue painter tape

“Methods and Levels of Training” from Guide to Leader Training, pages 8–9
1 flip chart page per small group (have extras available)

Delivery Small group

Method

Prep Have four flip charts available. Write “Small Group” on one, “Personal Coaching”
on another, “Self-Study” on the third, and “Centers of Excellence” on the fourth.

Direct the students to pages 8–9 in the Guide to Leader Training, or provide each
participant a copy of the pages titled “Methods of Training.”

The Fundamentals of Training 12

Introduction Ask: Why do we train leaders? Get responses for a minute or two. Record the
participants’ answers, and summarize their answers with the following:
We train leaders to ensure that Scouting is exciting, relevant, and safe.

Training is a structured process that provides participants with the knowledge

and skills to perform their roles—and the desire to use them.

Everyone requires training for anything that is to be done well. During our
lifetimes, we have all received training to do many things. We have benefitted
from that training and received satisfaction from developing abilities that
enabled us to do something we might not have been able to do before.

The objective of your training should be to train Scouting leaders so that they
and the young people they lead receive a worthwhile program full of new
experiences, fun, and adventure—so both youth members and leaders stay in
Scouting longer and it has an even greater impact on their lives.

We commonly use four training methods in the BSA: small-group training,

personal coaching, self-study, and centers of excellence. Small-group training is
the most common method used to train leaders in Scouting, but sometimes
Scout leaders cannot participate in scheduled group training session, so it may be
necessary to use another approach. We will spend the next few minutes working
as a small group to learn more about the different training methods.

The class should already be divided into four small groups. Give each group one
of the four flip charts prepared earlier. Explain that the participants are to work
as a group and, using the Methods of Training section from the Guide to Leader
Training, come up with a short description of their assigned training method and
two or three benefits of their method. Note: If the class is small, further sub-
divide the groups so there are four equal groups. If the class is large, then assign
one of the methods to more than one group.

Limit the small groups to a single flip chart page so they summarize and present
only the most important points. After no more than five minutes discussion, each
small-group will present their conclusions to the rest of the class. The
participants’ answers should present the following points.

Small Group

• An excellent way to convey the fun and fellowship of the Scouting program.
• People delight in sharing their experiences; it is easier for people to share
when they are in a small group.
• Shared experiences are rarely surpassed as a learning technique.

The Fundamentals of Training 13

 • Each individual is able to receive immediate feedback, benefits from others’
accomplishments, and can be reassured by others’ similar issues, challenges,
interests, and concerns.
• Builds relationships and networks to ensure leaders can continue to help each
other beyond the training course.
• Small group training is not a lecture to a small group.
• Don’t need to wait until there are dozens of leaders who need training to have
effective group training.
• Can be conducted in informal or formal settings—for example, in the living
room or around the kitchen table in the home of a leader.

Personal Coaching

• Some leaders are unable to attend scheduled training, either because of

proximity or due to personal scheduling conflicts.
• One-on-one training helps get new leaders trained quickly.
• Appropriate for orientation, basic, and supplemental training.
• Scheduled at the convenience of the individuals to be trained.
• Usually in an informal setting—home or office.
• Adapt the syllabus from the formal training course.
• Trainer ensures the learning objectives are still met.

Self-Study

• Allows leaders access to the information on their own schedules and venue.
• Limited effectiveness in most role-based Scouting training. More learning
occurs as a result of sharing opinions, ideas, and experiences during group
training and personal coaching sessions. Encourage leaders to participate in
one of the other methods if possible.
• E-learning is a form of self-study.
• Used when neither group training nor personal coaching is available.
• Self-study is used in instances where distance or other issues make it
necessary for the leader to take training on their own, or in a case where the
course content is not necessarily enhanced by the presence of other leaders.
• Follow-up by an instructor to determine if the leaders fully understand the
program and their roles and responsibilities is important. A personal visit or
call by a trainer and review of the self-study questions helps to show interest
in the leader and reinforces commitment to program ideals and standards.

The Fundamentals of Training 14

Centers of Excellence

• Leaders learn from visiting great dens, troops, roundtables, districts, camps,
councils, or other excellent Scouting venues.
• We know learning by watching and participating with the best and most
successful is very effective, so in the coming years the BSA will be establishing
and recognizing Centers of Excellence where formal training will occur
through observation and participation in successful programs.

Conclusion The important thing to remember is leaders need training as soon as possible,
using the best training method available. Leaders need to know how to perform
their roles now, not six months or even six weeks from now.

Conclude by reinforcing with the participants that the BSA’s ability to influence
the lives of young people depends to a large extent on the leaders’ abilities and
understanding of the aims, principles, and techniques of their various roles
within Scouting. High-quality training is what makes that possible.

______________________________________________________________________________

The Fundamentals of Training 15

 Characteristics of Good Trainers

Time Time available is 15 minutes.

Objective As a result of this session, the participant should be able to:

 List the qualities of a good BSA trainer.

Instructor Characteristics of a Good Trainer

Reference

Materials “Wanted” posters, markers, blue painters tape to hang posters

Handout, “Characteristics of Effective Trainers” (appendix)

Delivery Small group

Method

Introduction Ask the entire group of participants to define “Trainer.” Record their answers on
a flip chart or a whiteboard. After a minute or two, summarize their answers with
“A person who delivers training.”

Divide the class back into their small groups. Provide each group a “Wanted”
poster. Each poster should feature a head-and-shoulders silhouette of a person.
(If the training team has the artistic talent, consider mixing up the silhouettes:
male, female, short hair, long hair, etc.)

The Fundamentals of Training 16

 Ask each group to list at least five characteristics of an effective trainer on their
“Wanted” poster. Give the participants 3 to 4 minutes, then have each group
hang their posters in a spot in the room where everyone can see.

The instructor should highlight the similarities and turn any differences into
points for positive discussion. Some of the more common characteristics will
often include the following. There is no “school solution,” and the instructor
should be ready to compliment the students for the range of answers they
provide.

Professionalism:
• Because trainers are role models, they should be confident and enthusiastic.
• A training assignment is not an opportunity to display your talents or
extensive knowledge, but rather a chance to help others develop skills.
• A trainer should set the example of what a BSA leader should be by wearing a
complete, proper uniform and behaving as a Scouting leader should when
training.

Effective Communication Skills:

• Trainers must foster a learning environment in which learners feel
comfortable taking risks without the fear of ridicule.
• Such an environment depends on the trainer’s ability to create open lines of
communication.
• Not only must trainers be able to explain tasks and procedures clearly, they
also must know how to listen actively and be sensitive to the importance of
body language and nonverbal communication.
• Good communication skills are an absolute must for effective trainers.

Rapport:
• Capable trainers demonstrate good interpersonal skills when they interact
with participants.
• Qualified trainers who are also friendly and congenial exhibit the ability to
handle conflict without losing their cool.

Organizational Skills:
• The ability to balance various responsibilities and manage time is critical to
successful training.

Experience:
• This does not mean a shirt full of knots or 50-year veteran status. It means
they have an understanding of the Scouting roles the training is for.

The Fundamentals of Training 17

Other Characteristics and Skills of Effective Trainers:

• Patience
• Flexibility
• Empathy
• Ability to nurture others
• Creativity
• Commitment to the position
• Ability to be a team player

Conclusion Give each participant a copy of the handout “Characteristics of Effective

Trainers.”

Summarize the participants’ work by pointing out good trainers possess certain
characteristics and skills. Many of the characteristics listed on the groups’
Wanted posters can be gained through practice and commitment. Fortunately,
many of these skills are the same ones that also make good Scouting leaders.

The Fundamentals of Training 18

 How People Learn

Time Time available is 15 minutes.

Objective As a result of this session, the participant should be able to:

• Relate concepts of how adults learn.

Materials Write the major teaching point on separate flip chart pages: Importance,
Learning Styles, Experiential, Problem Solving, and Positive Reinforcement.
“Parking Lot” where participants may anonymously leave questions or reminders

Delivery Informal Talk

Method

Introduction The title of the session is How People Learn. It is focused on the BSA leaders,
older Scouts, and adults.

The evidence is overwhelming that older Scouts and adults learn best when:
• They understand why something is important to know or do.
• They have the freedom to learn in their own way—aural, visual, or tactile.
• Learning is experiential.
• The time is right for them to learn.
• The process is positive and encouraging.

They understand why something is important to know or do

In Scouting, you will have participants in your course who want to be there as
well as the ones who have to be there. As a trainer, part of your responsibility is
to help both types of participants understand why and how the course is going to
help them. “What’s in it for me?” is a common, if usually unexpressed, question
among adult learners.

In a well-designed and facilitated course, the purpose should become evident

through content as well as the stated course objectives or promotional materials.
But it might also be important for you to help answer the “what is in it for me?”
question by sharing how the course can help them. Course faculty should
consider a parking lot to ensure students are able to leave their questions not

The Fundamentals of Training 19

 answered during presentations or discussions so the faculty can provide answers.

It is important to use the “Language of the Learner” and be mindful of avoiding

the use of acronyms and pet phrases used by experienced Scouters. For example,
“The SPL was elected to the OA and wants the PLC to attend NYLT this summer.
He is going to NAYLE at PTC.” We know many new leaders are reluctant to ask
when they hear a term they do not understand or the training does not relate to
them, so they begin to tune out. If acronyms and jargon are used during self-
study, the students usually cannot ask for help understanding. If we teach in
terms or concepts the participants are familiar with, we can help them get off to
a better start, and a new Scouter will soon “speak Scouting” and be more
comfortable in Scouting.

They have the freedom to learn in their own way

People learn in different ways. In general, some learn best by watching (visual);
some by listening (aural); and some by doing (tactile). Effective trainers vary their
teaching styles in order to address the different ways people learn.

A single teaching style should be used for about 10 minutes, and no longer than
20 minutes, to keep participants engaged in the learning process.

Learning is experiential

Experiential learning can either be by having lived an experience or by practicing

an experience. The patrol method, where trainers demonstrate and then
learners practice skills, is a major example of experiential learning in Scouting.

Experiential training can include the sharing of relevant experience of the trainer
or learners, or can be done via role-playing, skits, discussions, brainstorming, or
other methods that requires personal involvement.

Older youth who serve as trainers will normally use experiential learning
techniques.

The time is right for them to learn (problem solving)

When an adult first joins Scouting or takes on a new role, is when the time for
learning is right. That is when they have the most motivation to learn. If we wait,
they may think they already know what to do and we have missed the best
opportunity for learning.

But this concept also relates to unplanned teaching moments. When a question,
challenge, or problem arises, it is a good time for learning to occur because the
learner’s motivation is high.

The Fundamentals of Training 20

The process is positive and encouraging

A course filled with positive reinforcement and fun will enhance learning.

Conclusion An old proverb says, “I hear and I forget, I see and I remember, I do and I
understand.” The faculty should consider having a poster already placed in the
room with the above written on it.

Of course there are variables, but participatory, experiential learning has a real
impact on how adults learn, what they retain, and then what they apply as
Scouting leaders. And it is usually more fun and fits the Scouting model!

Take a 10 minute break.

The Fundamentals of Training 21

 Presentation Media—Flip Chart

Time Time available is 30 minutes.

Objective As a result of this session, each participant should be able to:

• Prepare a flip chart and poster to use for training.
• Demonstrate the effectiveness of letter size and color in creating flip charts
and posters.

Materials Flip chart and/or poster paper

Easels for flip chart pads
Assorted colored markers (dry-erase for whiteboards, water-based for paper
charts)

Delivery Small group

Method

Handouts “Five Levels of the BSA Training Continuum,” Guide to Leader Training,
pages 9–12
What Makes a Trained Leader (appendix)
How to Make Flip Charts and Posters (appendix)
Whiteboards (appendix)

Prep Prepare the room and supplies during the break.

• Prepare sample flip charts and posters in advance and post them around the
room to illustrate important points to remember when creating them for a
training event.
• Have supplies set up in advance so each small group can create a flip chart or
a poster.
• Prepare the computer and projector for the next lesson as this lesson flows
directly into the next one on computer presentations.

The Fundamentals of Training 22

Introduction Presentation technology includes the visual aids we use to enhance the
presentation of material. Flip charts are commonly used aids in BSA training.

Flip charts and posters are used to:

• Attract and hold attention
• Develop an idea
• Present information to small groups
• Highlight key points
• Review and preview key points or messages
• Add variety to discussions
• Speed up learning
• Increase retention of information

Distribute “Five Levels of the BSA Training Continuum” and a copy of How to
Make Flip Charts and Posters to each participant.

Ask participants to work in their small groups. Each small group should prepare a
flip chart or poster to present to the large group.

Assign one of the five levels of BSA training to each small group—we recommend
not using the “Joining” level as it is overly simple. The group’s flip chart or poster
should support a short presentation on their assigned level of BSA training. The
teams’ presentations should describe the level of training, when it is required,
and give examples of each level.

Joining
Orientation
Basic
Supplemental
Advanced

Allow no more than 10 minutes for the groups to make their flip charts or
posters. Take about five minutes for the groups to share their poster.

Once all the groups have presented, the instructor should highlight something
good from each presentation, noting how they applied the principles described
on the handout.

Conclusion The purpose of any presentation should be to engage your audience so they
learn, appreciate, and understand the material. Training aids should enhance the
learning, not distract the students nor detract from the instructors’ efforts.

The Fundamentals of Training 23

 Presentation Media—PowerPoint®

Time Time available is 20 minutes.

Objective As a result of this session, each participant should be able to:

• Avoid typical computer presentation pitfalls.
• Create an effective PowerPoint slide deck.

Materials PowerPoint: Good, Bad, and Ugly presentation. Trainers may wish to find local
examples illustrating poor use of PowerPoint.

Delivery Informal talk

Method

Handouts Computer Presentations (appendix)

Six Principles of Cognitive Overload Theory (appendix)

Prep Prepare the room and equipment prior to the previous presentation.
• Ensure the computer, projector, and sound system work properly.
• Test the presentation to ensure it works as intended.
• Dim the area where the projection screen is.

Introduction In the workplace, at school, and in Scouting, computer presentations have

become commonplace. PowerPoint is the most common presentation software,
but there are others trainers may use. Presentation technology allows trainers to
add creativity and quality to the visual and audio aids used during presentations.

PowerPoint®
Explain there are two basic types of PowerPoint presentations:
• Self-study—slides read on a computer screen by an individual
• Instructor support—slides projected on a screen as part of a spoken
presentation

The Fundamentals of Training 24

 A PowerPoint presentation intended for self-study can have more text and detail
than one presented to a group because without an instructor the participant
proceeds at his or her own pace by reading the slides. For the purpose of this
course, we will focus on PowerPoint used as instructor support.

Explain PowerPoint presentations are used to:

• Help the audience recall information.
• Support the speaker’s presentation.
• Highlight key points.
• Provide visual interest and variety to a presentation.
• Clarify spoken explanations for visual learners.

PowerPoint combines the advantages of the whiteboard and the flip chart all
into one presentation method. If done properly, PowerPoint makes it easy to
have a professional-looking presentation.

We can all list countless examples of bad presentations. Ask the participants to
suggest common PowerPoint mistakes. Their answers should include:
• Too many words on the slide
• Unreadable font
• Unfamiliar acronyms
• Inappropriate clip art
• Distracting animations
• Unnecessary sounds

They all share the same core bad traits; the presentations take attention away
from the trainer and the intended learning points.

Instructor should continue with the “PowerPoint: Good, Bad, and Ugly”
presentation provided with this syllabus. All of the slides were found online and
are from real presentations. See the notes in the deck for the teaching points
with each slide.

PowerPoint Use the “Good, Bad, and Ugly” presentation to illustrate some of the pitfalls of
computer presentations. The slides offer the opportunity for the participants to
identify common mistakes with PowerPoint. A suggested improvement follows
each example.

The Fundamentals of Training 25

Cognitive Significant research has been conducted on what affects peoples’ attention. One
Overload particular research theory that relates directly to the use of PowerPoint is the
Theory “Cognitive Overload Theory.” Despite its complex title, the theory is simple to
explain and its principles can be easy to apply to computer presentations used in
Scouting training.

In essence, the theory says a person has a limited amount of mental energy
available to pay attention to the world around them. As soon as they become
overloaded, their attention span drops and so does their ability to learn. The
principles of this theory have direct consequences when training with
PowerPoint. Because it is the current media of choice in training, we need to be
very familiar with the correct use of this media.

Conclusion Distribute:
• The Six Principles of Cognitive Overload Theory
• Do’s and Don’ts of PowerPoint

The purpose of any presentation is to engage the audience so they learn,

appreciate, and understand the material. Training aids should enhance the
learning, not distract the students nor negate the instructors’ efforts.

The Fundamentals of Training 26

 Training Methods

Time Time available is 50 minutes

Objective The purpose of this session is to:

• Introduce other training methods used in BSA training.
• State when each method discussed is used most effectively.

Instructor Trainer’s EDGE

Reference

Handouts Origami bird instructions (appendix)

Materials PowerPoint slides

Delivery Informal Talk

Method

Introduction An effective trainer creates, seeks, and finds opportunities for learning. However,
not all trainers, and not even all effective trainers, use the same training
methods to create learning opportunities. Each of us is particularly adept at one
or two training methods. We base the methods we use on our own learning
styles and the environment in which we were educated.

Information can be presented in any number of ways. To be an effective trainer,

one must be familiar with the training methods used most often in Scouting:
• Lecture
• Informal Talk
• Demonstration
• Case Study
• Role-Play
• Simulation

The Fundamentals of Training 27

 Note: If possible, try to include the methods in the presentation. If there is more
than one trainer, switch with each topic. Use media such as a flip chart page or
PowerPoint to identify the method while you are sharing the information.

Lecture Method
Lecture is when one person conveys information to a group by talking to them. It
has little participant interaction, feedback, or collaboration.

Question for the group: When might be an appropriate time to use a lecture?
Answers should include:
• Very large group
• Introductory lesson
• Students have no background or experiences to share
• Audience’s primary intention is to listen to an expert

If time is available, you may want to take 1 to 2 minutes and have each pair of
people (buzz group) collaborate on determining the advantages and
disadvantages of a lecture. Recommend each pair of participants answer only
“Advantage” or “Disadvantage,” and then share the answers with the group.

Advantages:
• The same information may be shared in a time-efficient manner with a large
number of people.
• The information is not altered or sidetracked by comments from those in
attendance.
• Expert information is shared.

Disadvantages:
• To be sure learning occurs, a test or question/answer or discussion periods
should be used to follow up.
• Even with visuals, the overall depth of learning and remembering will be low.
• However, lecture is the preferred method of learning for some adults.
• Successful learning is dependent on the trainer’s knowledge and skills.

Informal Talk Method

An informal talk is similar to a lecture, except learners are more involved. Some
feedback is obtained through questioning, participant answers and feedback,
and brief discussions on points. During the informal talk method, the trainer is
imparting knowledge but is allowing the learner to help find the answers.

The Fundamentals of Training 28

 Question for the group: When might be an appropriate time to use an informal
talk? Answers should include:
• When the information is less technical or is familiar to the learners
• Material may be relatively new to the participant, but they may have some
experience relevant to the topic
• When time is available to allow discuss or questions from the learners
• For most purposes in Scouting training (rather than using lecture)

Again, the instructor may choose to have a recorder (with excellent handwriting)
record the participants’ answers on a whiteboard or flip chart. This will allow
students taking notes to recapture the points that were most important to them.

If time is available, may want to take 1 to 2 minutes and have each pair of people
(buzz group) collaborate on determining the advantages and disadvantages of a
lecture. Recommend each pair of participants answer only “Advantage” or
“Disadvantage,” and then share the answers with the group.

Advantages:
• An informal talk is generally more comfortable for everyone.
• An informal talk usually involves a smaller amount of material (than a lecture).
• An informal talk allows learners to ask relevant questions and be more
involved in the learning process.

Disadvantages:
• The leader must be well-versed in the subject matter and willing and able to
answer questions.
• An informal talk cannot be a canned presentation.
• Learners might interrupt the presentation of material with a question that is
not relevant.
• The presenter must know how to deal with interruptions effectively to keep
the presentation on track.

Demonstration Method

A demonstration is when the instructor is teaching a skill and the team actually
performs a task. The instructor shows and explains how to do “something.” The
best follow-up to a demonstration is having the participants do the task
themselves.

It is best used in a small group when there is plenty of time is available, or if the
skill to be learned will not take much time for learners to grasp.

The Fundamentals of Training 29

 It provides hands-on experience (hear, see, do), and each learner can go at his
own pace to achieve mastery. It also requires plenty of attention from the
instructor.

Model the demonstration method by having the participants make an origami

bird. (Origami is the Japanese art form of folded paper.) Give the students a
square sheet of plain paper (not an 8½ x 11 sheet from a notebook). The
instructor uses a sheet of flipchart or poster paper cut to a square to ensure all
participants can see the demonstration. Following the Origami Bird instructions
in the appendix, demonstrate how to make an origami bird. Be sure to do the
demonstration where all the participants can easily see what you are doing.

After the demonstration, ask the students for suggestions on effective

demonstrations. Their answers should include:
• Instructor prepared and practiced
• Sufficient materials for all participants
• Training aid large enough for all participants to see
• Students have an opportunity to see and do

Case Study Method

A case study is a realistic situation or a series of actual events involving a
judgment call. It is presented to learners, either orally or by handout, for analysis
and resolution. Sometimes the actual participants are available and the
instructor can use a panel discussion to evaluate the actions and decisions made.

It is good to use to get all learners involved when real-life situations make your
point more effectively than other methods, where no clear-cut or easy solution
to a problem is evident, or where multiple points of view will help learners
understand important concepts.

Case studies should be relevant to the lives and/or experiences of the learners to
be most effective.

Role-Play Method
Explain that during role-play, leaders or learners act out roles presented in an
open-ended situation. Role-playing is distinguished from drama because the lines
are not predetermined. The participants must supply their own dialog within the
context of the roles and the situations, and may develop their own ending or
outcome to the scenario. Like case study, the role-play method allows
participants to examine multiple points of view.

The Fundamentals of Training 30

 Adults enjoy role-playing as much as kids. Role-playing can enable adults to see
what it is like to be a Scoutmaster faced with tough choices. Adding a few
inexpensive props (hats, fake mustache, and/or coffee cup) helps to get actors in
the mood and makes role-playing more enjoyable for those watching, as well.

Question for the group: What are the primary ways case studies differ from role-
play? Answers should include:
• Role-play is less structured :: Case study is intentionally guided/structured
• Case study normally is a re-evaluation of an actual event :: Role-play typically
is fictional
• Both avoid black/white—right/wrong situations in order to encourage
discussion, examination, and reflection

Simulation
A simulation is an excellent training method that has great potential for
presenting a complete message to the group, but its use is limited to situations
that may not be easy to prepare, and those often do not fit into a daylong
training session. Trainers should be aware of the potential value of simulations.

A simulation is a more complex form of role-playing and case study. Simulations

are used to recreate environments where participants experience potential
situations that could happen. Unless you really have the tools and skills in this
area, it may be tough to do a simulation during this course, so you may use
another method.

Question for the group: Ask the participants to suggest some simulations they
have they encountered in BSA training. Answers will typically center around
hands-on training opportunities associated with advancement or certification:
first-aid kits, lost bather drill, etc.

Summary
Ask the participants to identify some of the different training styles modeled
during this session. Their answers should include informal talk, demonstration,
small-group, and lecture.

Each of us is particularly adept at one or two teaching styles that we base on our
own learning styles. Encourage participants to try the teaching styles they are
less comfortable with so they might better meet the needs of their students.

Take a 10 minute break.

The Fundamentals of Training 31

 Course Wrap-Up

Time Time available is 15 minutes.

Objective Wrap up the course and provide some closing reminders.

Materials None

Delivery Informal talk

Method

Handouts None

Here are some final thoughts as we come to a close of this initial training session.
This was only the beginning. You received the basics of training and, hopefully,
have become enthusiastic about becoming even better. After you have taught a
few lessons and tried out what we’ve covered today, you should take The
Trainer’s EDGE.

In the meantime, some parting thoughts:

Be yourself and relax. You would not have been invited if you did not have the
skills, but don’t try to be something you’re not.

Believe in your message. Live and breathe your message.

Change your public speaking attitude. Change fear of speaking to excitement

about speaking.

Find out what the participants want to know. Identify and address participant
expectations.

Re-energize participants with “pattern breaks.” Change the tone of voice or

pattern of speech. Move to a different part of the room. Use props, media, or
music. Change the pace.

Know your presentation tools. Practice!!

The Fundamentals of Training 32

 Promote. Encourage others to participate in training courses.

Take care of the paperwork! Be sure to complete a Training Attendance Report

for every course so everyone gets proper credit.

Stick to the syllabus. The course content has been carefully designed to
accomplish the learning objectives. Even if you don’t understand the need for a
section within a training, that doesn’t mean the participants don’t need it.

Have fun! Don’t be afraid to have fun. Create an atmosphere where people are
free to laugh.

Encourage the participants to bookmark www.scouting.org/training to stay up-to-date on the

latest resources and information about training in the Boy Scouts of America.

The Fundamentals of Training 33

 Closing

Time Time available is 10 minutes.

Objective The purpose of this session is to:

• Recognize the participants for completing Fundamentals of Training.
• End the conference on an inspirational high.

Handouts Copies of the Trainer’s Creed (or a poster large enough for all to see)

Materials Certificate of Training for Train the Trainer (code D70)

Delivery Ceremony
Method

Trainer’s
Creed I dedicate myself to influence the lives of youth through the training of Scouting leaders.
I promise to support and use the recommended literature, materials, and procedures as I
carry out my training responsibilities.

I promise to “Be Prepared” for all sessions to assure an exciting and worthwhile training
experience.

I will help leaders understand their importance to Scouting and will take a personal
interest in their success.

In carrying out these responsibilities, l promise to “Do My Best.”

Present each participant with his or her certificate of training.

Summary
Our goal as trainers should be to pass on the skills and ideas that will help other leaders
be effective in their roles so that Scouting is safer, more fun, and more effective in the
lives of Scouts.

Remember—your role is to train leaders, not just run training courses.

Thank the participants for all they do (and will do) for Scouting!

The Fundamentals of Training 34

 Appendix 1, Characteristics of Effective Trainers

Effective Trainers
Negative—Help trainers avoid the
Positive—Encourage these habits
perception of these
Good inflection Monotone/irritating voice or laugh
Tone of voice helpful and unruffled Tone of voice annoyed, exasperated
Good visual contact No visual contact
Sold knowledge base—credibility in area Does not know material or program
Organized and prepared Unorganized/unprepared
Understanding and attentive Critical
Willing to share knowledge Know-it-all
Apathetic (indifferent, uninterested,
Enthusiastic—excited about message
unconcerned)
Authenticates material with experiences
Dwells on personal life/experiences
and practical applications
Receptive to questions; listens to the
Defensive, intolerant
whole question before answering
Flexible; willing to stop and find a new
Says things in the same way repeatedly
approach
Good presentation skills Lack of presentation skills
Handles the unexpected calmly and Can’t deal with surprise hurdles (i.e.,
efficiently machines do not work, etc.)
Can gauge the mood of the room Cannot gauge the mood of the room
Professional appearance (clothes, body Unprofessional appearance (incorrect
language, attitude, self-confidence) uniform, poor attitude)
Has a sense of humor—someone who
can makes us laugh in the first few No sense of humor
minutes
Likes to have fun Too proper, stiff

The Fundamentals of Training 35

 Appendix 2, Flip Charts and Posters

Flip charts and posters are used to:

• Attract and hold attention
• Develop an idea
• Present information to small groups
• Highlight key points
• Review and preview key points or messages
• Add variety to discussions
• Speed up learning
• Increase retention of material
How to Make a Flip Chart
• Although excellent flip chart pads are available commercially, you can make your own
with a tablet of newsprint, an artist’s pad, or even sheets of construction paper,
newsprint, or brown wrapping paper.
• If paper is not in pad form, reinforce the top of the sheet with a double fold of paper or
cardboard.
• Staple sheets together or fasten with lightweight bolts and thumbscrews.
• If the flip chart is not self-supporting, tie it to the top of a stand, easel, or movable
chalkboard. You can improvise a stand by using the back of a chair or an upended table.
• It’s a good idea to write out the flip chart in miniature while you are planning it. Changes
or corrections can be made easily before you make the actual chart.
How to Make a Poster
You don’t have to be a sign painter or artist. Just follow these simple guidelines and your poster
will carry a terrific punch:
• Select the main idea. Jot down a few simple words that explain it.
• Decide on the effect you want to create: funny, dramatic, serious, or factual.
• Try out different ideas. Put them all down on scratch paper.
Lettering
• Far too many presentations lose their impact due to poor spelling and improper
capitalization.
• Check your prepared presentations at least twice. If you are a poor speller, do not
depend on spell check for slides, posters, or handouts—and recruit an assistant to help
you with any “during the presentation” writing.
• Block out the chart using light penciled guidelines.
• If you aren’t an artist, use plastic stick-on letters, pressure-sensitive letters, trace
lettering patterns, or use letter stencils. This saves a lot of time.
• Use plain block letters. Make them a little taller than they are wide.

The Fundamentals of Training 36

 • Don’t squeeze the letters together or place them too far apart.
• Avoid fancy or difficult-to-read lettering. Use upper and lower case; it is easier to read.
• Be sure your letters are large enough to read in the back of the room. Don’t check it
yourself; you know what is on the page. Have someone who is unfamiliar with the
presentation read it for you.
• Use wide-line marking pens designed for flip charts that do not bleed through the paper.
• Don’t try to crowd too much on one page. Limit yourself to only one idea per page.
• To provide the presenter with a cue sheet, duplicate in miniature on the back of the
proceeding page what the audience is seeing. Then you can stand slightly behind the flip
chart, face the audience, and explain what they see.
• Use masking tape tabs to locate information quickly. They allow you to jump ahead in
the presentation.
Color and Illustrations
• Color can enhance your presentation but when used poorly can make it awful.
• Keep it simple and use colors with a sharp contrast.
• Keep in mind about 10 percent of men and 1 percent of women have some form of
color vision deficiency. Sometimes black and white is best!
• Make the main idea the largest and brightest.
• Use lots of white space. It makes the main idea stand out.

The Fundamentals of Training 37

 Appendix 3, What Makes a Trained Leader?

The Fundamentals of Training 38

 Appendix 4, Whiteboards

How to Use a Whiteboard (or Chalkboard) to Enhance the Training Experience

The same principles apply to chalkboards and whiteboards—you use dry-erase markers for
writing instead of chalk. Chalkboards are less common than they used to be.
• Whiteboard work should be simple and brief. Copying lengthy outlines or lists of
subjects is a waste of time to the trainer and the participants.
• If it is important for the participants to have a copy of the material, it should be
duplicated and distributed.
• A board is similar to a store window. Everyone knows an overcrowded, dirty, or untidy
window has little appeal, compared to one that is clean, neat, and displays a few well-
chosen items.
Use whiteboards often! They are the workhorses of training aids.
Use them:
• When the group is recording ideas
• When a permanent record is not needed (although phone technology allows permanent
records of board work)
• To secure learner participation
• To attract and hold attention
• To add interest to a presentation
• To increase retention of the material
• To speed up learning
Advantages of whiteboards
• Minimal cost
• Are usually available
• May be used in a variety of ways
• Are simple to use
• Attract and hold attention
• Deepen interest
• Increase retention of the material
• Speed up learning
• May be used to secure participation from audience
Limitations of whiteboards
• May not provide a permanent record
• Can become commonplace if overused
• Are usually stationary
• Cannot be used well with large groups

The Fundamentals of Training 39

Tips for using whiteboards
A few rules for using the board will increase its effectiveness as a visual aid:
• Words should be printed instead of written.
• Make sure you have new or near-new markers.
• Form the letters in clear, simple Gothic style.
• Avoid fancy scripts or print that is difficult to read.
• Put the board where it can be seen by everyone, or use a section of a permanently
located board that is similarly easy to see.
• Don’t crowd the board. A few important points make vivid impressions.
• Make the material simple. Brief, concise statements are more effective than lengthy
ones.
• Plan board layouts in advance. Keep the layouts in your training manual.
• Before the group meets, gather everything you need for the board: dry-erase markers,
ruler, eraser, and any other items.
• Blue or black dry-erase markers work best.
• Use color for emphasis.
• Print all captions and make drawings on a large scale. The material must be clearly
visible to all participants.
• Erase all unrelated material. Extraneous material on the board distracts attention. Use
an eraser or cloth, not your fingers.
• Keep the board clean. A dirty board has the same effect as a dirty window.
• Prepare complicated whiteboard layouts before the group meets. Work can be covered
with poster board until you are ready to show it.
• Check for glare and eliminate it by tilting the board or removing/blocking the offending
light.
• Keep the erasers clean. Practice erasing using straight up and down strokes rather than
erasing in a circular motion.
• Strips of paper can be fastened with masking tape (only) over printed material on a
board so information can be revealed one step at a time.
• Stick figures and designs can be traced on a board by using an opaque projector.

The Fundamentals of Training 40

 Appendix 5, PowerPoint®

Computer-based presentations with tools such as PowerPoint are a great way to support a
lesson, visualize complicated concepts, or focus attention on a subject.
However, a bad presentation can achieve the opposite. Badly designed slides with too much
text or poor graphics, either unrelated to the lesson or of poor resolution quality, overuse of
text animations, and unsuitable color combinations can distract or worse, irritate, the audience.
Here’s an overview of helpful hints to help avoid many of the most common mistakes.

Design
The first thing that gives a professional touch to any presentation is the design. Take the time
up front to create a master slide deck and then use the master as you build your presentation.
Compose Slides
• Don’t copy and paste slides from different sources—apply the master to the new slides.
• Keep the design very basic and simple. It should not distract from the message.
• Pick an easy to read font without serif. Calibri, Arial, or Tahoma are most common.
• Use BOLD fonts.
• Use sentence case, not all caps or title case, to make the bullets easier to read.
• Leave room for highlights, such as images or take-home messages.
• Decorate sparingly but well.
• Restrict the room your design takes up, and don’t ever let the design restrict your
message.
Be Consistent
• Use the same font and sizes on all slides. A good rule of thumb is:
• 36 point for titles
• 28 point for primary bullets
• 24 point for all subordinate bullets—to ensure readability in entire room
• Avoid going below second bullet—it usually means there is too much detail
• Keep in mind the 6 by 6 rule—no more than 6 words per line, 6 lines per slide.
Use Contrast
• Black text on a white background will almost always be the best, but it can be boring.
• If you want to play with colors, keep it easy on the eyes and always strive for good
contrast so your readers do not have to strain to guess what you’ve typed on your
slide—i.e., black letters in a blue background cannot be read by the audience.

The Fundamentals of Training 41

 • Use a black shadow on your white or yellow fonts in an object to add contrast and make
fonts easier to read.
Apply Brilliance
• Carefully use color to highlight your message!
• Don’t weaken the color effect by using too many colors on a slide.
• Make a brilliant choice: Match colors for design and good contrast to highlight your
message.
Photos and Clip Art
• Images can reinforce or complement your message.
• Use images to visualize and explain.
• Photos that are related to the topic can enhance retention of the material. Distracting or
unrelated photos do the opposite.
• Have more images in your slides than text.
• Avoid screen grabs—they are low-resolution and rarely show well on the screen.
• JPG or WMF tend to be the best formats.
• Use a photo editor to compress multi-Mb sized pictures—PowerPoint retains the
original file sizes of pictures, so large picture files will increase the size of a presentation,
which might make it difficult to share.
• If you don’t have your own images, an image search can help you find appropriate
material. Search by theme, key words, etc.
• The local council service center has access to Scouting stock photos.
• Be sure to follow copyright regulations.
Animations and Media
• In animations, there is a fine line between a comic or professional impression. However,
animations can be rather powerful tools to visualize and explain complicated matters. A
good animation can not only improve understanding, but can also make the message
stick with your audience.
• Don’t be silly.
• Use animations and media sparingly.
• Use animations to draw attention, for example, to your main point.
• Use animations to clarify a model or emphasize an effect.
• Do not use cute videos that do not relate to the presentation’s essential message.

The Fundamentals of Training 42

More Tips
• If you are using a computer and projector for a presentation, be sure to set it up
properly to avoid interruptions and embarrassment. Ensure the computer works with
the projector.
• Check the sound.
• Turn off your screen saver and/or hibernation feature.
• Turn off automatic updates (in fact, disconnect from wireless unless it is necessary
for the presentation).
• Turn off instant messenger and e-mail programs, etc.
• Some operating systems have a presentation mode that will do a lot of this for you—
use it! And, of course—practice!
• Teach to the back row—Be sure, in advance, the people in the back of the room can see
and hear your content. The letters and charts on slides need to be large enough for
everyone to read them. If that is not possible and you cannot share the information
verbally, use a handout or another media.
• Tool or script?—Too many trainers create presentations that are more like a script than
a teaching tool. Slides or charts should be limited to key points to help the trainer and
audience remember something. They should not be the entire content of the
presentation.
• Spelling—This is pretty basic, but far too many presentations lose their impact due to
poor spelling and improper capitalization.

The Fundamentals of Training 43

 Appendix 6, Cognitive Overload Theory

The Six Principles of Cognitive Overload Theory

1. The Principle of Multimedia. People learn better from words and pictures than words alone.
• Use a combination of single words or phrases and pictures, rather than just words.
• Pictures are visual reference points to help the audience understand what is being
communicated.
• Training technique
• Reduce the number of words on a slide.
• Don’t use full sentences, just phrases or single words in support of what is being
spoken aloud.
• Use images only if they support the text and promote recall.
2. The Principle of Coherence. People learn better when extraneous material is removed
rather than included.
• Our brains can pay attention to only a limited amount of information.
• Mantra: Simple is better!
• Training technique
• Use only what is needed to communicate the idea.
• Anything extra is acting against your effectiveness.
• Consider the words of one famous designer (Antoine de Saint-Exupery): “A designer
knows he has achieved perfection not when there is nothing left to add, but when
there is nothing left to take away.”
• Use logos on the beginning slide and then only occasionally throughout a slide show
and only when they add to the presentation and slides’ explanation.
3. The Principle of Contiguity. People learn better when words and pictures are presented at
the same time or next to each other on the screen.
• Make sure all pictures relate to the text.
• Be sure pictures and text are shown at the same time so the participant doesn’t get
caught on the first displayed or last displayed.
• Displaying them at the same time says one equals the other.
• Training technique
• When using a photo or clip art to highlight text, consider arrows or annotations that
point directly to the correlation. This will help increase the audience focus on the
point.

The Fundamentals of Training 44

4. The Principle of Modality. People learn much better from animation with spoken text than
printed text.
• Often presenters are tricked into thinking animation helps the audience stay engaged
and awake.
• Animations are generally considered annoying.
• When animations are used with text, they become confusing and difficult to
concentrate on the point.
• Training technique
• Use the spoken word rather than text on a slide when using animation.
5. The Principle of Signaling. People learn better when the material is organized with clear
outlines and headings.
• A common offender is the effort to cram as much material as possible onto the slide.
• This assumes the audience has a superb memory, even photographic, and can absorb all
the words and diagrams WHILE the presenter is reading the text at the same time.
• Training technique
• Consider the number of elements on the slide.
• Where will the eyes go first?
• Be sure to layer a slide using the direction the audience logically reads—in American
English, that’s left to right.
• Be sure all elements flow logically.
• An audience will get stuck on a slide that does not flow logically and still be trying to
comprehend why the B came before the A.
• The point of the slide is lost on the confusion.
• Carefully consider the general reading ability of the audience.
• Don’t overcomplicate a slide with big words or complex graphs and charts.
6. The Principle of Personalization. People learn better from conversational style rather than
formal style.
• Research shows people learn better when the person delivers the presentation in
conversational tones rather than using the formal method.
• Training technique
• Learn the material well enough so there is no need to read from a slide or slide
notes.
• Practice, practice, practice.

The Fundamentals of Training 45

 Appendix 7, Origami Bird

Numbers correspond to panels in the diagram.

1. Fold the square paper in half along a diagonal.

2.–3. Fold one corner so tip extends beyond original fold line.

4. Turn over. Fold other corner up about one-third.

5. Using the other two corners, fold in half with a peak fold (the ends are down and the middle is up).
6. The head will point out, with the tail folded up. Hold the bird’s body along the crease with one hand
and hold the tip of the tail with the other hand. Gently pull the tail down, and the wings will flap.

The Fundamentals of Training 46

 Appendix 8, Participant Course Assessment

The purpose of this course assessment is for the faculty to learn from your evaluation of the
training program. We are committed to continually improving the effectiveness of our training
and value your feedback.

Please rate the following:

Course Promotion
The information you received about the course content, location, timing, and point of contact.

Very Good  Good  Needs Improvement  Poor

If your rating was Needs Improvement or Poor, please let us know how we could have done
more to help you.
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Effectiveness of the Faculty

Was the faculty effective at helping you understand the materials and achieve the learning
objectives?

 Very Good  Good Needs Improvement Poor

If your rating was Needs Improvement or Poor, please let us know how we could have done
more to help you.
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Recommendation
Would you recommend this course to other Scouters?

Yes! Maybe Probably Not No!

The Fundamentals of Training 47

Course Content
Did the lessons and training methods modeled provide you the fundamentals of BSA training?

Very Good Good Needs Improvement Poor

If your rating was Needs Improvement or Poor, please let us know how we could have done
more to help you.
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Facilities
Did the facilities support delivery of the course?

Very Good Good Needs Improvement Poor

If your rating was Needs Improvement or Poor, please let us know how we could have done
more to help you.
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Overall
Is there anything else you feel we need to know?
If your rating was Needs Improvement or Poor, please let us know how we could have done
more to help you.
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Thank you for taking the time to give us your feedback.

The Training Team

The Fundamentals of Training 48