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Training aids can be more traditional, such as supporting documents, markers and paper; or more innovative, such as resources the trainer produces to illustrate a learning point such as a beach ball and small balls assembled to represent planets.
Each training aid or supporting document must have a purpose directly related to the content of the material on which the participants will work during the training. Trainer preparation Training organisation Below are some types of training aids you can develop according to the type of activity you are planning during your training.
Activity type Possible training aids Practical learning — learning by doing Sheets with practical exercises e. Training organisers will need to get to know what the trainer will require in terms of venue, materials, equipment, as well as any special requirements they might have. Good communication is essential to ensure that both the participants are well taken care of and that the trainer has all the necessary conditions to make the training or workshop a success.
For good collaboration the trainer and training organiser should work together from the very beginning, at the needs assessment. This early start guarantees that both sides trainer and training organiser are working on realistic possibilities for the training and that they do not develop something which cannot be accomplished e.
For understanding the needs of a training organiser, see the section on training organisation, which will help you understand the questions a training organiser will need to answer. Below are some tasks and ways to set up and prepare the room before participants arrive. Tasks How you can do this Why should you do this Prepare content- related posters How: place colourful content-related posters around the room or partially filled-in content sheets to add curiosity.
Participants appreciate this simple touch and it allows you to save time as participants more easily arrive on time. Arrange seating How: Set the seating arrangement to round tables set—up for 4— 6 participants round tables are ideal and less hierarchical.
However, when these are not available use rectangular tables scattered around the room. Leave plenty of space around each table to allow for movement during the day.
As a norm, you want participants to work together, and discussing ideas and collectively creating action points for new learning. This is best done when with small teams of 4—6 are formed. Prepare the tables How: Have tables prepared ideally with: paper cloths so participants can write on them , individual colourful pots of coloured pens for participants, water and glasses available, post—it notes, highlighters, stickers, scissors, etc.
Prepare the resources How: Have another table in the middle of the room with books, magazines and articles that are directly related to the content of your workshop. If it offers them ideas or resources then they have done their job. Distribute workbook and participants folders How: After you have welcomed a participant give them their workbook.
Let them look through it and see the great discoveries they are going to make. Soon the workshop will start. It is very important to create a welcoming atmosphere for participants so that they feel the course has been fully prepared for them.
For the trainer, who is enabling new learning processes, it is essential to make sure that learners have understood the message. Although in general communication is a difficult mission, it can be made easier by following some guidelines. To facilitate understanding, the trainer starts from: Known to unknown As a trainer you should start from what participants already know and then move on to what participants do not know.
Whole to part and back to whole Begin by providing an overview of the session in entirety and then move on to the different topics within the section its different parts. Once you have finalised all the different parts of the session, remind participants how the different parts are linked and make up the entire session.
Particular to general Give people an exercise on a topic or situation you want them to address particular. Once they solve it you can make the link to other similar situations on a general level. Simple to complex Divide an exercise into different parts and start with the simplest one, as a yes question or a quiz.
Starting with the simple task will give participants the necessary confidence to continue their learning. Provide them with other tasks growing in complexity and demanding other skills such as reasoning, or relating things learnt. Concrete to abstract Trainings are full of abstract concepts such as advocacy, empowerment, strategic communication, and preparedness.
These are not easy concepts to understand. Your role as trainer is to find a way to move participants from the abstract to the concrete by using visuals, movement, or games concrete items that will allow the participant to build a visual representation of the concept abstract.
Observations to reasoning Use what participants have observed from a role-play, simulation or group work to draw conclusions. Even better, ask participants to draw conclusions from their own work and to think of how they can apply them in their work.
Point to point in logical order Organise your content in a logical order or in sequential steps. This makes it easier for participants to understand a sequence and to remember it more easily. To facilitate absorption, remember that participants learn only by impressions received through their senses.
The more senses you involve, the better the learning During training, some elements not only facilitate understanding, but also help the learner to clarify aims and purposes, structuring content and understanding connections between topics.
In the following table you can find some best practice examples: What? State the purpose and main point of your message This encourages listeners to focus on your information and be more receptive.
They will be mentally prepared to follow along as you develop your discussion. Strengthen your main point with supporting points Your explanations, instructions or ideas are more compelling when supported by clear facts and observations. Your objective is to gain respect and belief from your listeners and for them to gain insight into the details of the message you are communicating. Summarise your main point s Your participants will probably not be able to remember everything you have said, especially if you have presented several ideas.
A short, simple restatement of the essential message s helps them to remember and respond. Check if your message has been understood You must determine whether you have got your message across. Checking this may also introduce you to views of your participants that were not apparent to you, or reveal misunderstandings that need to be quickly corrected.
In addition, checking often helps participants feel involved. Their responses might uncover some problems not earlier apparent to you. The best way of checking is by asking questions. The different tasks of a training organiser are described in the training organisation checklist presented below.
Some items are self-explanatory; as such, we will only look into some tasks which might need further clarification such as drafting a budget. Prepare training certificates Distribute and collect training evaluations After the course Take back training materials and equipment from the room Send feedback to service providers restaurants, hotel, training venue, etc. Collaborate in the report drafting if any on the basis of the collected evaluations Collect invoices and expense claims from service providers Follow-up with participants through email, phone call, etc.
Drafting a training budget Developing and having a training budget clarifies which expenses are likely to occur and what current resources are available. This then allows for informed decision-making on the training. If resources are insufficient for conducting a training this is also the time to think of alternative solutions, such as alternative sources of funding, or co-funding by participants, or deciding which expenses can be eliminated. Choosing and booking a training venue Ideally the training venue should have enough space, natural light, and overall be a pleasant place for participants during the training.
However, when looking for a suitable training venue there are many more things which you should look into. This list can help you ensure you have the most important things covered, though it is not exhaustive.
Training venue checklist Check Topic Good soundproofing of training room? Any acoustic problems? Overly exposed to sun? Are there enough chairs? Are they comfortable enough for the duration of the training? Are there sufficient electrical plugs?
Is there enough space in the room for the group, equipment, and activities? Can tables and chairs be moved around the room? Can you change the setup of the room? Is there a room manager which you can contact? Are flipcharts available or do you have to bring them yourself? At what cost are they available? Are they already in the room or do they need to be installed? Is a beamer or computers necessary and are they available in the room? Is there a Wifi connection?
What is the code of access? Are toilets nearby? Are the available toilets enough for the number of participants you will be hosting? Are they clean and provisioned?
Are lunch and coffee breaks included in your training package? Is it charged on a per room rental basis or per person? Where will lunch and coffee breaks take place? In the same room as the training or in a different room? What are the lunch and coffee-break options for participants? Are there conditions for accessibility for disabled participants? Is the room secured overnight?
Are personal belongings safe during breaks? Is the room accessible outside office hours? When can you start preparing the room for your training?
Is the venue easily accessible by public transportation? And by car? Are the following materials available in the room: marker pens and eraser for whiteboard, chalk and eraser for blackboard, marker pens for paper, scissors, adhesive tape, etc.
Is technical support available for trouble with equipment? Is there a place to keep your training material in the training room? My notes: What else do I need to include in my checklist?
The big day for which you have prepared so hard has finally arrived. We hope you are looking forward to it! If you have followed all the steps so far then you have effectively prepared and planned your training, and that is indeed half the way to a successful training. The delivery and facilitation of your training is about to start and in order to make it a worthwhile experience for participants there are some key aspects you can include in your day. Welcome each and every participant with a warm smile, a handshake and welcoming words.
Introduce yourself. Building rapport is essential and should be a priority. The welcoming of participants along with the start of your session will be your opportunity as a trainer to make people feel appreciated and at ease in an environment which invites them to contribute individually. This can set a nice atmosphere that lasts until the end of the course.
If people arrive early you can also invite them to walk through the room and discover some of the content of the course, which you have already placed on flipcharts or on the walls of the training venue.
To do this you need to get to know people participants and trainer , set housekeeping rules which will be used throughout the training, and go through the learning objectives to ensure everyone is on the same page. The icebreakers are also a way to bring everyone to participate and remove timidity or incertitude. In section 2 of this manual you can find examples of icebreakers you can use for your trainings.
Housekeeping is usually what we call the activities for setting and describing the ground rules should be respected throughout the course. This is also an important step to make participants feel committed throughout the training. This usually includes information about when people can take breaks, where the toilets are, use of mobile phones, smoking regulation, etc.
The rules are better respected when defined by the group, as they are suggested and agreed upon by participants making it an internal process , increasing group cohesion. In this case it is also the group members who take on the responsibility of reminding other participants when they are not being respectful of the agreed rules. Here are some topics which can be addressed as housekeeping rules. Information Group rules - Location of toilets - Timing for coffee breaks - Participants folders and manuals - Evaluation criteria - Input into discussion e.
As a trainer please make sure you include everything that is important to your participants as this will make them feel committed from the very beginning. But you start noticing their energy level is starting to decrease. This is actually quite normal as even when participants are engaged in active mental and physical activities they can begin to tire. What can you do? Well, first put yourself in their place. Has the activity been exhausting and do they need a break?
Is it an after lunch session and do they need to get an energy boost? If they need to regain some energy then an energiser can be the ideal solution. It is therefore necessary to think about evaluation throughout the training. You can use diverse strategies and tools to continuously evaluate the course.
Clarity of sessions, logistics, interaction, etc. CLOSING After being together during the course, participants will have learned many new things and built social cohesion with each other.
This also includes understanding and managing the audience so that participants can get the most from the training. But are these expectations realistic and do they match the aims of the training? As a trainer you need to be aware that expectations can influence the perception of the training by the participant.
Therefore, it is very important to make these expectations visible from the very beginning and to be honest with participants if their expectations can be met. How do I know which expectations participants have? You can ask them before the training as preparation for activities or you can ask them at the beginning of the training. Take serious note of what they hope to learn. Ask for names to be written on all the cards; this enables you to try to meet individual needs, and to know who can be called on for what.
Contributions can be great, but they can also be too many, or inappropriate. Be cautious. Dealing with conflict Conflict can easily arise in groups. People can have different opinions, become emotionally involved in a topic, or misunderstand each other while communicating. As a trainer your role is to minimise negative conflict in the group and avoid negative states such as anger or frustration , which are detrimental to learning. Other participants start getting impatient and frustrated.
What to Do With Disruptive Participants? Responding to Challenging Feedback Look upon critical statements or questions as a form of feedback, as the information in them can tell you whether you are on the right track. We have offered a few suggestions, but remember there are more disruptive behaviour types than outlined here and certainly more ways of bringing these participants back into the workshop.
Use these suggestions as a template for your training sessions. With all of the following, the last option is to have a quiet word with the participant to discover the reason for their behaviour. If this is reasonable then you can adjust what you do to alleviate this. If not, then ask them to resist doing what they are doing as it could disrupt the workshop for other participants often these people are unaware that their behaviour is being disruptive and once this is pointed out, immediately alter their behaviour.
Finally, what is the best way to manage your audience? So as a trainer you need to think about how you can involve your audience in the discussion and what kind of activities you can do to involve them.
Some options include active listening, making open questions, creating group work activities, and generally engaging them in everything relevant to the learning. Managing time One of the key skills for trainers is the capacity to manage the time allocated to a training.
However, if participants need extra time for finishing an exercise which is crucial for the following session, or if something unexpected occurs e. Therefore you will need to monitor the session i. Then give each participant four post-its and ask them to answer each of the questions in one post-it and stick it in the right quarter underneath the right question. This tool can be used at the end of the first day of training and can help adjust the content for the next day.
You can adapt it as well to monitor a specific session. The traffic light How to: Draw a traffic light in a large flipchart sheet. Red will symbolise stop for things participants did not like or were unhappy with during their learning process; yellow for hold on for possible questions or topics on which participants would still like to work more; and green for items participants have enjoyed, learned or appreciated.
Give each participant three post- its and ask them to answer each of the questions in one post-it and stick it each next to right light corresponding to one question.
Stand in a line How to: Ask participants to stand up. Ask them to imagine there is an imaginary line uniting one point of the room to the other side and give each side a score 0 being one side, and 10 the maximum score on the other side. Then say the area you would like participants to assess e. Ask them if they would like to share why they have stopped at 6, 8, etc.
When finished, say another area e. You can then adjust the training content and methodologies to make the training the best learning experience for your audience. My notes: How will you monitor your training? What information do you need to collect during the training? How will you use the information you will gather? You just clipped your first slide! Clipping is a handy way to collect important slides you want to go back to later.
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