WELCOME

1. On behalf ofErrol A Williams Scholar.uk@virgin.net + 44 07956 872 141 WELCOME

2. Train The Trainer

3. House keeping • fire procedures; • smoking & mobiles; • comfort breaks; • note taking; • questions & answers.

4. Introduction Who are you – socially and domestically? What work do you do? What are your fears and anxieties, hopes & expectations of this programme?

5. Errol A Williams Over twenty eight years experience in training Training & management consultant Radio and TV talk show host Author of three books

6. Objectives • By the end of this Train The Trainer programme you will be able to: • Identify training needs, design the most dynamic training programme, deliver it with excellence and evaluate it for ongoing development • Understand group dynamics and know how to use it to accelerate learning • Maintain an high level of energy, inspiration and enthusiasm from start to finish • Identify all the challenges that hinder some trainers but cause other trainers to excel • Identify strengths, weaknesses, opportunities and threats and know how to deal with them, for greater personal effectiveness • Apply the concepts of NLP and Accelerated learning in training • Understand the difference between training and presenting information

7. Objectives • Handle all fears, criticisms, resistance and difficult delegates with confidence and assertiveness • Promote learner participation and involvement by using effective questioning techniques • Use role-play management skills, video recording and playback, PowerPoint and other training resources with maximum impact • Use your unique personality, attitude, skills and knowledge as a major tool • Define effective feedback • Maximise your impact by the way you dress and the messages that you send by your body language • Listen and communicate with accuracy, clarity and effectiveness

8. Enemies • Unclear objectives • Lack of research • Insufficient information • Lack of preparation • Nervousness and fear • Mental block • Poor communication • Difficult people • Poor structure & delivery • Negative body language • Poor product knowledge • Lack of resources • Poor review • No follow up

9. The training cycle

10. Planning & preparation • Decide why you are giving this training session • Know your audience • Know where you will be presenting it • Research and know your facts • Prepare what you are going to present • Prepare your notes • Memorise your introduction • Know how you will present it • Rehearse your presentation to perfect it • Anticipate mishaps

11. Objectives • Clearly define your objectives by asking yourself: • Why am I making this presentation? • What is it that the audience wants or needs? • Stick to the objectives throughout the whole presentation • Sell success, results, needs and desires

12. Evaluation • How effective was my presentation? • Have I achieved my objectives? • What were my strengths and weaknesses? • How appropriate was my planning and preparation? • What have I learnt not to do the next time? • Evaluation level: Attitude, Skills & Knowledge

13. Handling the Evaluations • Wait till the end • Explain the value to learners • Consider anonymous evaluations • Leave the room / have a drop box • Read them!

14. Master tips • Know your strengths and weaknesses. • Picture yourself enjoying the success of your presentation. • Maintain eye contact and address your audience as individuals rather than as a group of people. • In your conclusion, highlight the key points that you want your audience to remember - what is said last is always remembered first. • Put your presentation on paper - it helps to clarify your thinking. • Research other people’s thoughts and ideas on the subject that you are presenting. • You learn to make presentations by making presentations, just as you learn to play the flute by playing the flute. • If (O) opportunity, (P) positive action, (E) excitement and (N) enthusiasm is not in your presentation, don’t go ahead. • Know your facts and have notes.

15. Master tips • Use short words, short sentences and avoid jargon. • Never exceed your time limit. • Remove objects that rattle. • Always check your appearance before you start. • Always have a handkerchief and glass of water to hand. • Check and secure all visual aids and supporting equipment. • Those who fail to plan, have planned to fail. • Always review at the end of your presentation. • Tell yourself that you are the best and that you love presenting. • Smile where necessary. • Help others.

16. Structure & delivery Beginning Interest Need Timing Response Objective • Middle • Logical structure • Demonstrate • Participation • Question & answers • End • Highlight key points of your presentation • Give handouts • Evaluate • Thank audience • Close presentation

17. Structure & delivery • Tell them what you are going to tell them • Objectives, outline, agenda, questions • Tell them • Main content, questions • Tell them what you told them • Summary, review, questions

18. Structure & delivery The sum is greater than the parts … Make sure you show them the completed picture

19. T.R.A.C.T (question & answer) Thank Rephrase to confirm understanding Answer the question Check understanding Thank person for asking question again • Use open-ended or reflexive questioning • Try to ask more and tell less • Lead learners to the right answer • Wait for their responses • Don’t put anyone on the spot

20. Nonverbal communication • Mouth – be aware of your facial expression • Appearance – dress moderately • Gesture – support what you say by how you say it • Posture – be aware of your body talk • Voice – use vocal variety • Eyes – maintain eye contact throughout • Communication is: • Body language 55% - as above • Voice 38% - tone, tempo, rhythm, volume • Words 7% - content and form

21. Assertive behaviour • State your needs, wants, feelings, opinions or beliefs in a clear, direct, specific, honest and suitable way and not at the expense of others. • Be honest with yourself and others. • Be confident, positive and understanding. • Do to others as you would have them do to you.

22. Passive Open aggression Assertive I’m okyou’renotok I’m not ok you’re ok I’m ok you’reok Concealed aggression I’m okyou’renotok

23. Maximising your impact The picture that you consistently hold in your mind, will eventually be played out in your life and it may affect others.

24. Style • You are unique in your own identity because there is not another like you anywhere in the universe, therefore: • You do not have to imitate other people’s style • Develop your own style • Be yourself

25. Interpersonal & personal skills • Communication • Listening skills • Negotiation • Speaking • Persuasiveness and influence • Sensitivity • Courtesy • Positive attitude and behaviour • Warmth and good humour • Assertiveness

26. “Seek first to understand, then be understood”

27. Needs of audience • The more your audience is involved with your presentation the more successful you will be, therefore: • Let your audience participate in the presentation • Listen to your audience and communicate effectively • Be sensitive to the needs of your audience • Be empathic - putting yourself in the audience’s position • Move around • Speak with enthusiasm and passion • Use delegates names • Create a non threatening environment • Encourage learner – learner interaction

28. Understanding learning – how do adults learn?

29. How Memory Works • Memory exists in neuron patterns • New information alters existing patterns or creates new ones • Associations facilitate retention

30. Short and Long-Term Memory • STM - remembering a phone number. • limited capacity • LTM - remembering where you live. • unlimited capacity

31. Getting it into LTM • Attention • Motivation • Relevance • Association • Meaningful patterns • Repetition • Emotion • Experience

32. Without Association Retention Time With Association Retention Time Association Listen 5% Write 10% Association 100%

33. Creating Contrast If you want something to be remembered make it STAND OUT. We notice and rememberdifferences Use colour, highlight, intonation, volume, emotion - anything to “CREATE a CONTRAST”

34. Meaningful Patterns • The brain likes to make sense of data. • The brain is pattern-seeking and structure-seeking. • The brain looks for a recognisable pattern.

35. Impatience Lack of involvement with learners Lack of knowledge Lecturing Disorganisation Being unprepared Getting off track Blaming others Assuming that everyone is following Inflexibility Talking “down” to learners Lack of enthusiasm/energy Lacking a sense of humor What learners don’t want…

36. Patience Involvement with learners Knowledge Organisation Preparation Staying on track Adapting to their needs Flexibility Respect Enthusiasm/energy Sense of humor What learners do want…

37. The learning cycle Engage: The activities in this section capture the student’s attention, stimulate their thinking and help them access prior knowledge. Explore: In this section students are given time to think, plan, investigate, and organise collected information. Explain: Students are now involved in an analysis of their exploration. Their understanding is clarified and modified because of reflective activities. Extend: This section gives students the opportunity to expand and solidify their understanding of the concept and/or apply it to a real world situation. Evaluate: During this stage all aspects of the learning cycle is evaluated for greater effectiveness.

38. Logical levels of change

39. Robert Dilts Useful for understanding change from an individual, social or organisation point of view.

40. What is NLP ? Neuro-linguistic Programming • NLP was created in the 70’s by John Grinder and Richard Bandler when they asked themselves this question: • “What is the difference that makes the difference between someone who excels at a skill and someone with basic competence?” • It was this question that led to the initiation of their pioneering work into the structure of human excellence

41. What is NLP ? Neuro-linguistic Programming Neuro ~ • The nervous system and how we use our five senses to translate experiences into thought processes both consciously and unconsciously. Linguistic ~ • The use of language to interpret experiences and how we communicate those experiences to ourselves and others. Programming ~ • How we ‘code’ and utilise our experiences in a series of steps in the nervous system to achieve a specific outcome.

42. What is NLP ? Neuro-linguistic Programming NLP is how we understand and utilise: • human communication • behaviour and • experiences to achieve a specific outcome. It provides: • a method of increasing our awareness, • developing our understanding of the nervous system • and learning how to manage it to achieve our absolute maximum potential.

43. What is NLP ? Neuro-linguistic Programming • Beliefs and values • Visualisation / Imagination • Modeling and replicating talent • Relaxation • Stress free • Hypnosis • Music • Health • Sex transmutation • Memory (S.A.R.A) • Attitude • The power of words

44. Technique • Be natural and open • Gain eye contact with most or all of your audience • Explain jargon • Don’t mumble • Don’t use big words and long sentences • Paragraph your presentation • Use pictures, charts and graphs • Use different colours • Give handouts where appropriate • Tell stories • Role play

45. Resources • TV and video • Overhead projector • White board • Layout of tables and chairs • Lectern • Total room layout • Testimonies of others • Computer aided multi media projection • Handouts

46. MenStraight

47. MenAngular

48. MenContoured

49. Women Rectangular (Straight)

50. Women Pear (or egg-shaped)