Train The Trainer Guide 1696675491

Train-the-Trainer
Atlantic Speakers Bureau and Human Skills Development

980 Route 730, Scotch Ridge NB Canada E3L 5L2 or P.O. Box 55 Calais, ME USA
04619
1-506-465-0990 FAX: 1-506-465-0813
info@humanskillsdevelopment.ca info@atlanticspeakersbureau.com
Atlantic Speakers Bureau and Human Skills Development Student Training Materials
Training Manual
Page | 1 Atlantic Speakers Bureau and Human Skills Development

TABLE OF CONTENTS
Module One: Getting Started .............................................................................................................5
Workshop Objectives ................................................................................................................................ 5
Pre-Assignment Review ............................................................................................................................ 6
Module Two: Understanding Training and Facilitation ........................................................................7

What is Training?...................................................................................................................................... 7
What is Facilitation? ................................................................................................................................. 9
Identifying Appropriate Situations.......................................................................................................... 10
Case Study............................................................................................................................................... 10
Module Two: Review Questions.............................................................................................................. 11
Module Three: Gathering Materials .................................................................................................. 13

Identifying Participants’ Needs ............................................................................................................... 13
Reviewing the Materials ......................................................................................................................... 15
Identifying and Resolving Gaps .............................................................................................................. 15
Case Study............................................................................................................................................... 16
Module Three: Review Questions ........................................................................................................... 17
Module Four: Creating a Lesson Plan ................................................................................................ 18

Planning for the Basics ........................................................................................................................... 18
Adding Slack Time ................................................................................................................................... 19
Creating a Plan B .................................................................................................................................... 20
Case Study............................................................................................................................................... 20
Module Four: Review Questions ............................................................................................................. 21
Module Five: Choosing Activities ...................................................................................................... 22

Types of Activities ................................................................................................................................... 22
Preparing for Emergencies ..................................................................................................................... 24

What to Do When Activities Go Wrong .................................................................................................. 25
Case Study............................................................................................................................................... 27
Module Five: Review Questions .............................................................................................................. 28
Module Six: Preparing for the Workshop .......................................................................................... 29

Creating a Materials List......................................................................................................................... 29
Gathering Participant Information ......................................................................................................... 30
Setting Up the Physical Location ............................................................................................................ 30
Case Study............................................................................................................................................... 32
Module Six: Review Questions ................................................................................................................ 33
Module Seven: Getting Off on the Right Foot .................................................................................... 34

Greeting Participants .............................................................................................................................. 34
Being Prepared ....................................................................................................................................... 35
Using Icebreakers and Energizers ........................................................................................................... 36
Case Study............................................................................................................................................... 37
Module Seven: Review Questions ........................................................................................................... 38
Module Eight: Delivery Tips and Tricks.............................................................................................. 39

Using Visual Aids..................................................................................................................................... 39
Creating Supporting Materials ............................................................................................................... 40
Break! ..................................................................................................................................................... 42
Case Study............................................................................................................................................... 42
Module Eight: Review Questions ............................................................................................................ 43
Module Nine: Keeping it Interactive ................................................................................................. 44

Encouraging Discussion .......................................................................................................................... 44
Using Group Work .................................................................................................................................. 45
The Power of Sticky Notes ...................................................................................................................... 46
Case Study............................................................................................................................................... 46

Module Nine: Review Questions ............................................................................................................. 47
Module Ten: Dealing With Difficult Participants ................................................................................ 48

The Ground Rules .................................................................................................................................... 48
Challenges and Solutions ........................................................................................................................ 49
Handling Interruptions............................................................................................................................ 51
Case Study............................................................................................................................................... 52
Module Ten: Review Questions .............................................................................................................. 53
Module Eleven: Tackling Tough Topics .............................................................................................. 54

Tough Stuff to Watch Out For................................................................................................................. 54
Adjusting Your Material for a Sensitive Issue ......................................................................................... 55
Dealing With Sensitive Issues in the Workshop ...................................................................................... 55
Case Study............................................................................................................................................... 56
Module Eleven: Review Questions .......................................................................................................... 57
Module Twelve: Wrapping Up .......................................................................................................... 58

Words from the Wise .............................................................................................................................. 58

Live as if you were to die tomorrow. Learn
as if you were to live forever.
Gandhi
Module One: Getting Started

Welcome to the Train-the-Trainer workshop. Whether you are
preparing to be a professional trainer, or you are someone who
does a bit of training as a part of their job, you’ll want to be
prepared for the training that you do. This workshop will give all
types of training tools to help create and deliver engaging,
compelling workshops that will encourage trainees to come back
for more.
Workshop Objectives
Research has consistently demonstrated that when clear goals are associated with
learning that the learning occurs more easily and rapidly. With that in mind, let’s
review our goals for today. By the end of this workshop, participants will be able
to:
• Define training, facilitating, and presenting
• Understand how to identify participants’ training needs
• Create a lesson plan that incorporates the range of learning preferences
• Create an active, engaging learning environment
• Develop visual aids and supporting materials
• Manage difficult participants and tough topics

Pre-Assignment Review
The purpose of the Pre-Assignment is to get you thinking about the training
strategies you are already using and where you need to improve.
Read an article about their preferred learning styles and answer some questions
about how they learn best. Take a moment to review the questions in the pre-
assignment.
• When was the last time that you attended a workshop or training
program?
• What did you like about the way the material was presented? What could the trainer have done
to enhance your learning experience?
• Do you remember a favorite instructor or teacher? What do you remember about them?
• Are you someone who reads directions, or sets aside the instruction book and tries to figure
things out as you go?
• Will you refer to directions if you get stuck, or do you always read some or all of the directions
before you start something?
• When you are listening to someone in a meeting, do you give them your full attention? What do
you do when your attention wanders?

Knowing is not enough; we must apply.
Willing is not enough; we must do.
Johann Wolfgang von Goethe
Module Two: Understanding Training and Facilitation

Depending on the need of your participants, you may be called to
provide training, or facilitate a discussion of ideas. This module
will help to determine which approach you need in a particular
situation.
What is Training?
Learning can take many forms, and in terms of training, our goal is to bring about a
behavioral change in something that we do. Training is not an event, where we attend
a workshop one day and expect the desired behavior to take place the next day.
Training is really a process. It begins before our participants even sign up for a class and
continues right up until the new knowledge, skills, and attitudes are applied regularly.
Training includes:
Identifying the Securing Creating Evaluating the

need for new management buy- participant- effectiveness of
learning to take in for training to centered learning the training
place be developed opporutnities offered

The purpose of training is to deliver results. We make training available when we want to improve
performance in some way, because we believe that it will help to move an organization from where we
are right now, to where we want to be.
Presenting is something that can take place in training or a meeting, and your presentation skills come
with you. If you are one of those people that get complimented because you have great speaking skills,
good pacing, and quality materials, then you already have great presentation habits. On the other hand,
if you are someone that tends to mumble if you are tired, or you don’t inject inflection into your voice,
then you can develop those skills.
Sometimes trainers rely on their presentation skills to get a point across, but not all training is
presenting. A lot of training is delivered in other ways, such as demonstration, case studies, exploration
activities, games, and guided practice.
When do we need training?
Lack of performance does not always mean that there is training needed. There are several areas to
consider BEFORE even looking at training as a consideration.
Determine the type of need.
• Is there a gap between high and low performers? If so, what is one group doing that the other
isn’t?
• Is there a real opportunity for improvement? We like to think, especially as trainers, that there is
always something to learn and room for growth. In looking at the gap you have just identified, is
there room for that growth to take place?
• When you have new products, equipment, or regulations, the indication for training may be very
clear. Try to provide training early so that there is no slowdown in performance as the changes
take place.
Who needs the training?
• Identify the level of the organization that is being impacted by the need you identified in Step 1.
Problems or deficiencies can exist specific to an individual or to a job.
• Future planning may mean that an entire shift of people or an organization need training, which
would be the case if you are opening a new plant, for example.
Make sure that you need training.
• If the gap really exists because of performance issues, attitudes, or capacity for learning, then
training is not what you need. Despite what we may like to think, we cannot train all people to
do all things.

Do the systems support you?
• We can train people for all kinds of things, but if the systems in place don’t support your
training, performance will not improve. If Jean finishes her work every day by 3:00 in the
afternoon, and you continually scan the office to see who is behind and give extra work to Jean,
she just might eventually learn to make her work extend until 5:00 anyway, so that you stop
giving her that extra work.
• Does Jean need training to improve her performance? Of course not. Jean was being punished
for performing well since there was no incentive for getting more work done than everyone
else. In addition to that, the other staff was being rewarded for their slower performance since
Jean was picking up the slack.
• While her colleagues might benefit from training that helps them be more efficient, the other
aspect to consider is that Jean needs an incentive to do more than the minimum daily
expectations.
Would coaching suffice where training is considered?
• Sometimes people don’t actually need a full training program. A supervisor with skill in
identifying gaps and providing coaching could potentially provide the support that is needed in
10-minute sessions of focused coaching. Sometimes our employees just need their concerns
addressed, questions answered, or a skill demonstrated.
• Sometimes we tell supervisors that they are now coaches, but they may not know how to coach.
They may not understand what a powerful tool coaching is, and so it’s up to you to help them.
(Could your coaches use some training?)
• On the job coaching (and training) can be a very good return on your investment, rather than
long training sessions. Coaching can provide that “just in time” support that provides the
employee with the information that they really need to move ahead.
What is Facilitation?
Whereas a trainer can have knowledge that participants do not have coming into a
workshop, a facilitator may not have the same knowledge or expertise in the
particular subject matter that the participants do. The role of the facilitator is to
provide an experience in sharing, discussion, learning, and openness for participants.
As a result, although we may use the terms trainer and facilitator interchangeably at
times, there are tangible differences.
Can you think of some possible differences?

Identifying Appropriate Situations
A facilitator uses their knowledge of group processes and dynamics when
planning their meeting. They might make use of their skills to run a meeting or a
workshop where participants are considering problems, addressing pressing
business needs, or planning for the future. Just like in skills training, a facilitator
needs to have an agenda, specific objectives, and a plan for how the meeting will
go.
Facilitating requires the following basic skills:
• Make sure everyone participates
• Make sure everyone understands the problem(s) being addressed and is focused on them
• Protect participants from any kind of backlash or abuse by creating and maintaining a safe
environment
Provide regular check-ins and follow-up within the session. When people get involved in a facilitated
group, they need to know whether they are still on track and that they are making progress. In addition,
they need frequent interaction with the facilitator to inject energy, keep them on track, and also to
allow some of what they do to sink in.
One way to bring it all together is to check in with the group and record their progress on a large flip
chart or whiteboard at the front of the room. This will facilitate guided discussion, mind-mapping, and
exploration. Keeping the group focused and together in this way also helps to foster the cohesiveness of
the group.
Case Study
Jordan watched as his team members milled about with no idea where to begin. Nick and Annie looked
like lost souls with no direction. Jordan knew the time had come to corral the troops and make some
sense of all their jobs entailed. With a wave of his magic wand and keen eye for proper training, Jordan
waxed poetic and explained all that they were expected to do in finite detail, leaving no stone unturned.
Soon, everyone had a clear grasp of the concepts and had a plan of action to succeed. Jordan made no
bones about it. They would forge ahead as one or disintegrate as many. Everyone understood that the
job had to be done and now knew exactly how to make things happen. The former clueless bunch were
now top notch movers and shakers and the company leaders were elated with how quickly they caught
on and how swiftly Jordan whipped them into tiptop shape.

Module Two: Review Questions
1) Which of the following is not a part of training?
a) Identifying the need for new learning to take place

b) Creating trainer-centered learning opportunities
c) Evaluating the effectiveness of the training offered
d) Securing management buy-in for training to be developed
2) Which of the following is the key for a successful trainer?
a) Presentation skills
b) Case studies
c) Games
d) All of the above
3) Which of the following question can help you determine the type of training needed?
a) Is there a real opportunity for improvement?

b) Is there any gap based on performance issues?
c) What are the organization’s future plans?
d) When do we need training?
4) Which of the following is not crucial when you decide about training?
a) Where is the training going to be held?

b) Do the systems support you?
c) Would coaching suffice where training is considered?
d) Do you need training?
5) Which of the following statements is true?
a) Facilitator is the person who has the same or similar skills as participants
b) Facilitators and trainers have the same function.
c) Facilitators are prominent participants.
d) Facilitators may not have the same knowledge or expertise in the specific subject matter as
the participants.
6) Which of the following is not a part of facilitator’s role?
a) Providing experience in sharing

b) Helping participants with discussion
c) Giving participants final solutions
d) Helping participants with learning

7) Which of the following is not one of the basic facilitation skills?
a) Protecting participants from abuse

b) Tracking and noting participants’ activity
c) Making sure everyone participates
d) Making sure everyone understands the flow
8) Which of the following is the best way to track progress of the group?
a) Large whiteboard
b) Personal journal
c) Recording meetings
d) Surveys

Learning is not a spectator sport.
D. Blocher
Module Three: Gathering Materials

A major aspect of your training is recognizing what your
participants need, want, and expect, and then responding
accordingly. This module will explore some ways to identify
participants’ needs and adjust your material accordingly.
Identifying Participants’ Needs

A good needs analysis has three basic steps.
Understand who your participants are. Your training is designed specifically to meet
the needs of every person in the workshop, right? The answer is yes, of course it is,
but there are others who require consideration before you deliver your course.
These people include:
• The supervisor or manager who has identified a need for training. Find out what their
expectations are for the training, and be sure to incorporate those items into your session.
• Who is paying for the training? This might be the trainee, the supervisor, or a manager in a
different department altogether. What are their expectations of training, and what outcomes
will they insist on?
If you can meet the needs of your participants (all three of them), you are much more likely to achieve
success in your training, and to be asked to return for more training!
You’ll also have to determine whether all of the concerns outlined by the participants, supervisors, and
payers are real needs. This should come to light in your needs assessment.
Conducting a needs assessment is the best way to determine what your training needs to include. For
example, a manager may come to you and say that staff in the contact center are consistently talking
too long on the phone and yet not making enough sales. They need training on closing and time

management. When you speak to the customer service representatives, they may tell you that they
keep their calls as short as possible; however, they cannot seem to shorten the call and still make a sale.
They also feel that they need training in closing and time management. Since both groups have
identified the same problem in their interviews, you may think that you need to provide training in
closing the sale and time management. However, if you also spend a day observing the high performing
and low performing CSR’s, you may find that they both spend their time in exactly the same way, but
the difference is just in the closing.
As a result, you determine that training is needed on closing sales, not time management. Since the
CSR’s and their supervisors perceive that time management is also an issue, you will want to devote
some energy to that topic, but your main focus is going to be on closing sales.
Learn what they know. There is a saying from somewhere that says “Never underestimate the
intelligence of your listeners, and never overestimate their need for information.” We might take for
granted that most people involved in sales understand that trust is the basis of a sales relationship, but
they may not actually understand the range of ways that trust can be built, or damaged.
You should also identify the level of knowledge that your participants have on a scale from awareness to
mastery.
Learn their motivation. Are your participants interested in the training that you offer? Anyone who is
motivated in what they know about the training before it is delivered can help to motivate their
colleagues; people who lack interest, however, will be a little more difficult to engage. Are your
participants:
• Prisoners?
• Vacationers?
• Socializers?
• Learners?

Reviewing the Materials
Once you have your needs analysis complete and know what kind of training that
you need to design, you can begin to gather materials that will help you reach your
objectives.
Your materials are a very important component of training. Make sure that the
materials you will rely on are current and applicable. There is no point in gathering
material about sales techniques, for example, when the techniques listed in your resources have been
well proven to be ineffective and are no longer used.
In addition, be careful with information that you glean from the Internet; while we can find virtually
anything on the World Wide Web, sometimes what you are finding is information, but what you actually
want is knowledge.
Copyright laws vary around the world, but they are uniformly strict. If you are using materials that
someone else has written (whether they are published or not) or you plan to include copies of articles or
other information, make sure that you have written permission from the copyright holder, and that you
note their permission properly within your materials.
Identifying and Resolving Gaps

Now that you know what your training objectives are and you have your
materials gathered, take some time to formally evaluate where the gaps are
in learning so that you can design a tailored training plan.
Ask yourself questions that pertain to the following domains.
Cognitive Domain
• As a result of this training, what is important that people know?
• What do participants need to know that they did not know before?
Affective Domain
• How do I want participants to feel about what they learn?
• Am I trying to create a positive attitude toward a changed process, excitement about a new
idea, or self-confidence over their ability to perform?
• How do I want them to relate to people in ways they have not before?
Psychomotor Domain
• What do participants need to do that is different from what they did before?

Interpersonal Domain
• Are there behaviors that need to or will change as a result of the training?
To answer the questions, you will need to gather more information than you actually need. Thoroughly
research your topic, analyze the material, and then distill it down to the essentials that you will use.
Having too much information will mean that you do not run out of content during training, and that you
have the resources available so that you can answer questions that people ask. Remember, sometimes
our audience knows more than we expected, and material becomes redundant very quickly.
Here are a few research tips that will help you to determine trends that may be impacting the industry
or organization, and will help you to locate your reference material:
• What articles have been published in trade or industry articles in the last 12-24 months?
• What articles have appeared in business or popular publications in the last 12 months?
• What topics are being blogged about repeatedly in the last 12 months? (Be careful about using
the information, as we mentioned previously. Blogs can tell you what the hot button issues are,
and provide you with information, but they could be thin on research or knowledge.)
• What books have been published on the subject in the last year?
• Which topics appear over and over again on conference programs for this industry?
Case Study
Cameron surveyed the room and couldn't make heads or tails of what he'd seen. Jane held rulers,
pencils, and a dry erase board in her hand. Michael held crayons, a telephone, and a box of tissue in his
hands. Cameron sensed they lacked proper preparation and knew he had to turn things around quickly.
With the items readily set aside, Cameron doled out orders to get them what they needed and soon
everyone in the room had been outfitted with the proper tools. Cameron understood from the moment
he laid eyes on them that without the proper gear, they had no chance of success. Jane and Michael sat
straighter in their chairs. They'd never realized that they were ill equipped. New tools, a new drive, and
new determination led them down a road they'd never ventured and one they'd never forget.

Module Three: Review Questions
1) Is training is designed specifically to meet the needs of every person in the workshop?
a) No, training is designed to cover your skills and abilities

b) Yes
c) Yes, but you also need to consider the person who has identified the need for training
d) Yes, but you also need to consider the person who has identified the need for training and
the person who is paying the training
2) What is the best way to determine what your training needs to include?
a) Survey
b) Individual interview with each participant
c) Conducting needs assessment
d) Exploring the results of previous trainings
3) Which level of knowledge comes before mastery?
a) Awareness
b) Familiarity
c) Competence
d) Expert
4) Which of the following is crucial for you to know about your participants?
a) Their previous experiences

b) Their motivation
c) Their position
d) Their previous results
5) When should you start gathering materials for your training?
a) As soon as you’re assigned

b) As soon as you meet the participants
c) As soon as you conduct your analysis
d) Whenever you want
6) What should you do when you have copyrighted materials?
a) Ask for copyright’s holder permission

b) Ask for manager’s or supervisor’s permission
c) Acknowledge material’s author without any formal permissions
d) Use the material freely, since it’s not illegal when it comes to trainings

You cannot teach a man anything. You can
only help him discover it within himself.
Galileo Galilei
Module Four: Creating a Lesson Plan

A lesson plan is an outline that can both keep you on track and give
you plenty of options. While the lesson plan is a guide for how you
will manage a particular workshop, a well-designed lesson plan will
also allow you to really enhance your training.
Planning for the Basics

A lesson plan may remind you of being in school and having a teacher flip open a
plan book. That really is what you are doing here. A good lesson plan won’t just
keep your training on track; it helps you to ensure that you have included all of
the required elements in your training. In addition, a good plan has a few extra
elements to it that will help keep you on track.
The Introduction: Sometimes a trainer is so focused on delivering the training that they forget that they
also have to introduce themselves. Your introduction at the beginning of the session (whether you do it
yourself or someone else introduces you) helps to establish your credibility as a trainer.
• Are you a subject matter expert, someone who has been where they are and has a good
understanding of their needs?
• Is there something compelling about you to the participants that they need to know?
Wrap-Ups: If you can start your training by considering your wrap up, you will bring some
enhancements that other trainers don’t. For example, you’ll want to end your training with a strong call
to action so that participants make the intended changes to their behavior. Sometimes that means
providing them with that call to action in an empty form at the beginning of training so that they can
build it throughout the day. Other times, it means creating it as a part of the summary or evaluation.
Whatever way you decide to wrap up the day, this is an essential element of your training plan.

Activities: Activities are designed as places and times where learning takes place. They are also a way to
engage those different types of learners on levels they relate to, and allow for the self-directed learning
that you are designing to take place. Don’t just throw in an activity because you think it’s time; plan
things that are meaningful to your training. We’ll cover different types of activities later on in this
course.
Breaks: Planning breaks and meal times is as important as your training itself. Starting and ending
training on time – including the times that you design for breaks – shows your participants that you
value them. When it comes to breaks, you can also plan them strategically when you have exercises
taking place. Designing exercises that will be finished as a break starts means that people who finish up
early can leave the room and not distract the participants who want a few extra moments.
Lunches: Lunches are an interesting part of your training plan. If you can afford to have lunch provided
with the training, it’s a nice way to keep the group together and have them grow a little closer over meal
time conversation. If participants must bring their own lunch, encourage them to share the time
together, again for some connecting or networking. If you can avoid having your participants wander too
far at lunch (for example, by shopping or sightseeing if they are from out of town) then you can avoid
their commitment to the class leaving with them, and they will return on time.
Adding Slack Time

There are a several different ways that you can build some flexible time into your
training. Having participants help to design the training (perhaps by selecting which
objectives you will cover in the training), is one great way to do this.
Secondly, keep in mind that training is all about your participants. As trainers,
sometimes we are so excited about the potential for growth that we cram way too
much into the lesson design. Keep your materials content rich so that you have
excellent training, but don’t feel that you have to incorporate everything that you know just because
you can. Meet your objectives, be participant-centered, and design your lessons well.
The best way to build in some flexible time is to deliberately create a couple of spaces in your day that
are light so that if you do need to incorporate something extra, or people get engaged in a particular
learning opportunity, you won’t have to race to get through the rest of your material. This means that
you have a couple of topics that are optional that will add to the training if you can include them, but
can be left out if needed.

Creating a Plan B
A back up plan is an important contingency in your training plan so that you can
avoid disasters or at least minimize their effects and maintain your professional
decorum.
We’ve probably all heard about speakers who put on their lapel microphone and
then forget to turn them off while going to the washroom. One trainer we know
was ready to provide a ninety minute breakout session at a conference. She had checked the room out
ahead of time, tested her laptop and slides to make sure they worked, and checked that the lighting was
okay. She even spoke with the audio-visual technician and tested out the microphone.
Everything seemed fine, until the session started and she spoke! Someone from the next room (which
had been empty when she did her testing) stuck their head in the door and explained that she could be
heard in all the rooms on that side of the hall. She had to take off the microphone and project her voice
in order to be heard by 200 people.
Here is another example: a car with four participants starts out on a two hour journey to attend training,
and a tire blows out. By the time the tow truck arrives and the tire is fixed, that car load of trainees is
now two hours late for your session, which you started on time.
Is your program flexible enough to allow you to have groups working simultaneously yet be in different
places in the program? Can you help those four trainees get caught up at lunch time? How will you
handle these kinds of unforeseen adventures that can test your mettle as a trainer?
Case Study
Julian wafted through his training with no clear plan in mind. His trainees, Fred and Dawn, stared at him
in disbelief. Neither had learned one single thing. Julian had failed and needed a different approach, but
a new approach meant more work and Julian had no time for that. Fred suggested that he begin anew
and look at things with a fresh set of eyes. Dawn tried reasoning and explained that his approach lacked
clarity. Julian considered and acknowledged that his training didn't cut the mustard, but that proper
planning didn't suit his style. Fred and Dawn knew they had to save Julian from himself and forged a
plan to help him out. Together, they formulated a plan that would rival military plans of attack and
provided Julian with a life-altering training alternative.

Module Four: Review Questions
1) What’s the key element of the introduction?
a) Training purpose
b) Training expectations
c) Training steps
d) Presenting the trainer
a) Breaks should be held only for lunch

b) All the participants should have their lunch together to get closer
c) Participants should eat together, unless if some of them have brought their meals
d) Participants should eat separately to take a break from each other
3) Trainings shouldn’t be:
a) Completely participants-centered
b) Designed to meet the objectives
c) The result of everything you know
d) Based on rich content
4) Deliberate creating a couple of spaces in your day that are light means:
a) Having a couple of topics that are optional

b) Having a couple of games during the training
c) Having a couple of breaks
d) Any of the above
a) Having a plan B is unnecessary if your basic plan is good

b) Having a plan B requires too much time and energy, that’s why it’s not recommendable
c) Having a plan B is recommendable only in risky circumstances
d) Having a plan B is recommendable so you can avoid disasters
6) What’s the most important thing for handling unforeseen situations?
a) Being strict
b) Being flexible
c) Being relaxed
d) Being smart

I never teach my pupils; I only attempt to
provide the conditions in which they can
learn.
Albert Einstein
Module Five: Choosing Activities

For many people, it is by doing that understanding comes. People
come to training expecting to learn, and one of the best ways that you
can help them to do that is to develop activities that support the
learning objectives and allow for some kind of engaging action and
development.
Types of Activities
Trainees expect that training will be stimulating, interesting, and yes, fun. That does
not mean that you have to be a comedian (unless you are, of course, and are hosting
a stand up comic’s training workshop), but it does obligate you to incorporate some
activities into your training that helps to engage your learners.
Planned activities will bring the following elements to your training:
• Keeps the day moving at a stimulating pace
• Fun helps to bring people together and break down barriers
• Laughter leads to an endorphin release, which is healthy
• Improves retention of material by providing hands on application and practice
In order to fully involve your trainees, make sure that you preface activities with a discussion about
safety. Let them know that what takes place in training stays in training, so that they are encouraged to
take risks, challenge previously held assumptions, and make mistakes and learn from them.
Choosing the right activity is very important. One sign of a good trainer is someone who knows how to
choose and even modify an activity to fit certain situations. A good resource library of activities is
important so that you don’t find yourself re-using the same activities and tiring of them, or exposing

them to people over and over, especially if you are an in-house trainer developing workshops for the
same people.
The following list is a handy reference of the types of activities that can be the right fit for your training.
Although some of the headings may overlap, the definitions are here to give you a better understanding
of the range of activities that can be used.
Game: A game is an exercise that normally has a set of rules and an element of competition. Games
often include some kind of reward.
Icebreakers: Icebreakers are used as an exercise to introduce group members to one another (break the
ice), encourage some energy into the beginning of a workshop, and lead into the topic material. They
are an important starting point to your training session.
Energizer: An energizer is a brief pick-me-up activity designed to invigorate a group if energy in the
room is waning, or to bring them back together following a break. Energizers are often about five
minutes long.
Simulations: A simulation is useful to train equipment operators when the tools that they will use are
either very expensive or dangerous. Simulations are designed to be as realistic as possible so that
participants can learn from the situation without worrying about damage or financial cost. Flying
aircraft, offshore emergency evacuation procedures, combat training, and driving all make use of
simulation training.
Role Plays: Role-playing is a helpful way to understand how participants react to certain situations. They
are a very useful approach for practicing new skills in a non-threatening environment, where a
participant learns to apply behavioral techniques and gets feedback without fear of making a mistake in
front of their own customers or clients. Role-plays are helpful in learning conflict management,
counseling, sales, negotiating, and many other skills.
Case Studies: Case studies are stories normally extracted from a participant’s workplace or industry.
They can also be written specifically to simulate a scenario. Case studies are often examined by
individuals or groups and then analyzed to stimulate discussion or demonstrate aspects of training.

Preparing for Emergencies
When we think of emergencies, we often think about fire alarms going off, or
someone getting ill, and are prepared for those things by knowing where
emergency exits are, who to call, or how to respond. This section is for training
emergencies, and how to prepare, avoid, and manage them.
You’ve developed a brilliant course, all of your materials are ready, and the day is
unfolding nicely when all of a sudden, things begin to go horribly wrong.
What are you to do next?
First of all, don’t panic. Remaining calm in the face of an error or near disaster is important, because
your participants will pick up on your emotions and get edgy just as fast as you do. If something is really
wrong and you need help, make eye contact with a participant who has been particularly helpful, and
ask for their assistance.
If you are faced with an emergency (for example, you as the trainer develop a horrible case of hives and
must leave to take a dose of antihistamine and call a doctor), then having some activities on standby will
help.
A more likely scenario is running out of material if you have a group that is grasping their training very
quickly. Preparing a stand-by pile of activities that reinforces the training objectives is ideal for this
situation.
When you develop training based on a model like the one below, most activities are designed to
reinforce what your participants must learn first, followed by extensions for what they could learn, or
that would be nice to know.

Nice to Know
Should Know
Must Know
These extension activities are also very useful when you have a training group that learns at very
different speeds, so that you can offer the fast finishers some kind of reinforcement or enhancement to
take that learning to a higher level or simply offer more exposure to the content.
Emergency activities do not have to be complicated. When you prepare your training, bring along some
of the information (textbooks, policy, procedures, pertinent articles, photos, etc.) that you used to
develop your course and allow participants to flip through the material. Ask them to provide you with
feedback on what they read, create discussion questions, write a case study, or to incorporate the
enhancements into their action plans for the end of the day.
What to Do When Activities Go Wrong

Even if we create excellent courses and training plans, as trainers we also recognize
that a game or activity that worked with one group may not work with another. In
order to be comfortable that you have selected the best activities, consider the
following:
• Avoid activities that would annoy you if you were a participant.
• Adjust the length and type of activity to suit the length of the training
session. A one-day workshop may or may not benefit from a 45 minute icebreaker at the
beginning; a five or ten minute icebreaker is probably just fine. However, if your group is taking
part in a three to five day workshop and the outcomes improve when participants get to know
one another really well, then an extensive game of up to an hour is appropriate.

• Know your audience. Senior staff does not usually want to look silly or foolish in front of their
subordinates. Junior staff may not be comfortable looking silly in front of their boss.
• If participants arrive in business clothes, they may not be comfortable with really active games.
If your session will be highly active or calls for casual clothes, make sure that participants know
that ahead of time.
• Participants who work together may know each other very well will find some exercises
redundant. Be selective about the activities that you choose.
• Learning that dealing with personal development subjects such as communication or team
building will benefit from games more so than training that is related to computer software, for
example. The software group, however, might really need one or even several short energizers
throughout the day to maintain motivation levels as well as retention.
If an activity flops: If an activity does not go over well with your group, don’t push it through to the end
just because it’s a part of your lesson plan. Sometimes the dynamics of a group do not support an
activity.
Here are some things that you can do if an activity flops.
• Stop the activity and refocus the group. You can let them know that something went wrong, and
that you are going to try again or you can abandon it altogether and move on.
• Watch the energy levels. It is not unusual to expect that if an activity fizzles, the energy in the
group will decrease sharply. People may feel that they have done something wrong. An
energizer will get everyone reinvested in what is going on and restore those energy levels.
• Organize an on-the-spot debriefing session and have the trainees identify what went wrong, and
how to remedy the problem or move beyond it. Do not focus on why things went wrong, since
that can lead to blaming or negativity that shouldn’t be introduced to the session. Focus the
conversation on what and how.
• If the activity was applicable to the learning objectives and would work with some
modifications, then make some changes and use it again. If it really isn’t applicable, then let it go
and develop something that will enhance the training session the next time that it is offered.

Case Study
Stacy's head spun as the training dragged on. The trainer failed to keep her trainees awake. A minute
moved like molasses. Stacy felt herself age with each passing moment and her brain begged for mercy.
The trainer hadn't done her homework and didn't have anything in her bag of tricks to keep her trainees
engaged. Stacy had to take a stand before she collapsed in a ball and fell into a long winter's nap. Stacy
declared the training officially over and asked the trainer to step aside and let her man the controls.
Stacy stepped forward and took the helm. Stacy had a wealth of resources at her fingertips and dished
them out a mile a minute. Soon, the whole training class erupted in applause. Stacy had saved them
from their worst nightmare. The remaining hours whisked by and everyone left with more knowledge
than when they arrived.

Module Five: Review Questions
a) Laughter distracts trainees too much.

b) Trainers should estimate how much laughter won’t distract trainees.
c) Laughter is healthy and recommendable for trainings.
d) Laughter is recommendable only during games played on training.
2) Which of the following is a brief pick-me-up activity designed to invigorate a group?
a) Energizer
b) Simulation
c) Role playing
d) Icebreaker
3) What’s the best thing to do to handle running out of materials?
a) Improvise
b) Play a game
c) Let the trainees choose the next activity
d) Have a pile of stand by activities
4) What should you do if you get sick during the training?
a) Continue until it becomes critical

b) Have some activities on standby
c) Find a replacement
d) Let the participants organize activities without you
5) Which of the following activities should you avoid?
a) The ones that are too challenging

b) The ones that require too much creativity
c) The ones that would annoy you as a participant
d) The ones that participants weren’t familiar before
6) Which of the following is not something you should do if an activity flops?
a) Stop the activity

b) Make participants continue without any action
c) Organize an on-the-spot debriefing session
d) Refocus the group

I have never let my schooling interfere with
my education.
Mark Twain
Module Six: Preparing for the Workshop

Being ready is the sign of a competent trainer. Not being prepared
can derail your training before it’s even started. Follow the tips and
techniques in this module to help you deliver effective and
memorable training.
Creating a Materials List

When it comes to materials, being over prepared is a good idea. As you design your
lessons (and if you have used the template for lesson plans that we provided earlier),
you will also be creating a running materials list that you need to bring to training.
Double check the list and your supplies to make sure that you do not run out of a
particular item, and that everything works as it should. There are few things more
embarrassing for a trainer than to start training and realize that the key parts of an
activity have been left at home, that the felt pens are all dried out, or the bulb in the projector needs
replacing.
What to do if you have forgotten something: Take it all in stride! Murphy’s Law says, “What can go
wrong, will go wrong,” and if you’ve ever had a day that went from bad to worse, you know that it can
happen. You forget your handouts, or the bulb in the projector goes, or the laptop that has been
provided won’t read your memory stick or disk. What to do?
Have a backup plan! The longer that you train, the more likely you can come up with a related activity
on short notice that will cover any serious problems, such as allowing for an IT technician to get your
equipment up and running. This is where having extra material comes in handy.
As trainers, we can exercise some caution when it comes to electronics and training. If your entire
presentation relies on an electronic slide presentation (such as PowerPoint) and projector, then you will
want to get in the habit of carrying an extra bulb with you at all times. It is also where your
professionalism and ability to go with the flow are important; don’t let the absence of a video clip or a
crashing computer derail the day.

Gathering Participant Information
The more effort you can put into getting to know your potential training group, the
more effectively you can design training that meets their needs. Use this space to
list some different approaches to getting to know your audience.
During training, or at the end with the evaluation form, you can also gather
information. Make sure that information that you gather is protected in keeping
with the appropriate privacy legislation. In addition, if you wish to send follow up information (whether
via e-mail or post), you can ask participants for their contact information and their permission to contact
them. Gathering this information is helpful for several reasons: it can allow you to send follow up or
additional information to the trainees (which will further reinforce your training), and you can also let
people know when additional training that might interest them is available.
As a professional practice, you should never, EVER sell, lend, release, or otherwise compromise the lists
of names and contact information that you gather as a part of your professional training.
If you are trying to gather information about participants during training; perhaps to get a concrete idea
of how much they know about a subject, you can design a pre-test. At the beginning of training (or even
a few days before), participants complete the pre-test to get a benchmark of where they stand in terms
of the training objectives. At the end of the day, they repeat the same or a very similar test, and then
will have a concrete demonstration of how much they have learned.
Setting Up the Physical Location

An ideal classroom set up includes the following items:
• A room with minimum 10 foot ceilings and no pillars.
• Participants enter from the rear of the room (to allow for the least amount
of disruption).
• Tables are set up with a few less chairs than required, with extra chairs stacked in the back of
the room. This ensures that people will fill the available tables and chairs, rather than having lots
of tables available and people spread thinly throughout the room.
• To encourage discussion, tables need to be round, with people sitting around 2/3 of the table,
and with the front 1/3 of the table empty, so that everyone can see the front of the room. Five
to seven people per table is ideal for discussion purposes.
• Flip charts are only used for groups of less than 20. If you have more people than that, you
should be writing on an overhead projector, large electronic whiteboard, or tablet projected
onto a screen so that everyone can see.

• If you are using a projector (i.e. for PowerPoint slides), make sure you know how to adjust the
keystone setting so that the image is square on the screen. (The instruction book for your
projector will explain how to do this). Any projection screen should be 40” or 44” or so off the
floor at the bottom, so that everyone can see (hence the 10’ ceilings).
• If you are using PowerPoint slides, make sure you are in slideshow mode, rather than
application mode. This ensures that the slides take up maximum space and that toolbars and
menus are hidden.
• Have a few tables against the walls of the room so that participants can flip through or gather
materials as needed. One table at the front is helpful for the trainer to have access to their
materials and to display items.
• Sometimes we are providing training in a room that is “set” and difficult to rearrange (i.e. in a
university or a boardroom). Do the best you can with what you have, but enjoy the
opportunities for ideal arrangements whenever you get them!
A diagram is shown below:
Flip Charts
Projector
Screen Table
Projector Tables for

Table materials,
handouts,
display items
Extra chairs
Participant tables have

Doorway
chairs around the rear
two thirds, to provide
for good viewing

Case Study
Karl fretted until his face turned blue. He didn't have a clue how to get the job done. A mountain of
rough drafts climbed to the ceiling. Karl prepared to lose. An idea popped into his weary head. Soon, he
had the foundation built, but he needed something more. Karl put one foot in front of the other and
marched to the beat of a new drummer. Failure would not be an option, he thought to himself. Karl had
turned into a new man – a new, confident leader – and stood tall, ready to face his nemesis – his arch
enemies, planning and preparation. They would quiver at the sight of him and know they didn't stand a
chance. Karl had a solid plan and an indestructible courage that made others quake in their shoes. Karl
took control and dominated the training arena.

Module Six: Review Questions
1) Which of the following statements is true when it comes to materials?
a) You should prepare basic supplies only

b) Being over prepared is a good idea
c) You can always improvise if you forget something
d) If you forget something, you must rely on trainees
2) What’s the key for solving situations where you forgot some materials?
a) Being informed about the closest supply store

b) Being ready to take it easy
c) Having a back-up plan
d) Having an explanation for your trainees
3) The information you gather about your trainees must be:
a) Public
b) Protected
c) Detailed
d) Personal
4) Why is gathering information about participants important for the trainer?
a) Because of meeting their needs

b) Because of eliminating the incompetent participants
c) Because of the bonding between participants
d) Because of the expectations from participants
5) An ideal classroom set up includes a room with minimum:
a) 8 foot ceilings and no pillars

b) 10 foot ceilings and no pillars
c) 12 foot ceilings and no pillars
d) 14 foot ceilings and no pillars
6) Tables in an ideal classroom are:
a) Round
b) Square
c) Rectangular
d) It’s not important

Creative thinking may mean simply the
realization that there’s no particular virtue
in doing things the way they have always
been done.
Rudolph Flesch
Module Seven: Getting Off on the Right Foot

Get the session started right by being ready to welcome people as
they arrive. They are just as curious about you as you are about
them. They also will warm up to you if you are ready and welcoming
each one as they arrive.
Greeting Participants
Greetings are an important part of getting your training off on the right foot.
When you think about greeting your participants, put yourself in their shoes and
think of the things that appeal to you when you attend training somewhere.
Some key elements typically include:
• The instructor greeting participants as they come in the door, with an invitation to come in (and
sometimes, sign in)
• Request from the instructor for participants to make themselves a name tag or tent card
• Trainees introducing themselves individually, or for large groups, introduced at their tables)
• Some type of icebreaker takes place
• Trainer is introduced
• The trainer and the room are prepared, ready, and welcoming
• Instructor is obviously prepared
• Agenda is reviewed

• Participants are asked about their expectations and learning objectives
Being Prepared
In order to be ready to welcome participants to your training, you must be
prepared. Try to get a good night’s sleep before hand, and leave yourself plenty of
time so that you arrive at the training site early.
If your presentation is technology heavy, arrive 45-60 minutes before your class
starts in order to set up, test, and work out any problems before your participants
arrive. If you are walking into training where the technology is already set up, or you are not using a
laptop/presentation style approach, arrive 30 minutes early.
Other things you will want to do:
• Set up your materials
• Make sure the room is prepared properly
• Locate the washrooms
• Locate emergency exits
If your training runs for more than one day and everything is in working order, you can arrive 15 minutes
early for day two onward, but be sure to calculate traffic and other factors (such as weather) properly. It
is important that you arrive before your participants do, and that you are ready and able to welcome
them.
Your welcome should include the following:
• Make sure that the room is welcoming and ready before participants arrive
• Greet participants individually as they arrive and invite them into the training room
• Ask them to sign in and make themselves a name tag or tent card if you are using them
• Invite them to help themselves to a refreshment if they are available
• As you get things underway, introduce yourself (or have another trainer/host introduce you) to
break the ice and establish your credibility
• Have the trainees introduce themselves
• Review the agenda for the day so that people know what to expect
• Asked participants about their expectations and personal learning objectives

When you ask participants about their expectations, be prepared for them to have thought of things
that you may not have, but don’t worry. If there are things that people were looking for that you can
incorporate in some way, then it is recommended that you do so. If you are not able to incorporate
them, assure the participants that you can provide them with information that they need, and be sure to
follow up.
Using Icebreakers and Energizers

Icebreakers are an opener into training, and can serve multiple purposes.
Openers help to prepare people for training. When we start a workshop, as a trainer
we are fully ready for the program that has been prepared. Our participants,
however, can come from all kinds of places; they may be thinking about a project at
work, worried about something at home, checking their PDA’s for messages, or
distracted by a myriad of things. In order for our training to be effective, we have to break through
participants’ barriers and tap into their motivation. Openers are important because they set the tone for
learning, gain attention, and break pre-occupations.
Many openers serve more than one purpose, and the work of the trainer involves selecting the activity
that will best meet the needs of the group. For example, if you are training a group of people who know
each other very well and work together every day, an introductory or networking icebreaker may not be
very interesting for them. Focusing on team building, however, by having them complete a task
together, could really help them through the training. People that do not know one another well can
really benefit from getting to know you or networking activities.
The other important role of the icebreaker relates to tension. If there is tension in the room or amongst
participants, that tension can interfere with retention. There are different types of tension that you can
be aware of, and plan to reduce, with the training that you design.
• Task tension can build when a learner is working on a completely new task or learning
experience. Learning new software, rules, or policies can all contribute to task tension.
• Relationship tension can occur when a learner has been embarrassed previously in a classroom,
or is afraid of being singled out.
• Personal tension can occur when a learner is concerned about work building up while they are in
training, waiting for a phone call about something significant, or distracted by a personal matter.
The right opening activity will assure learners that they are in a safe place where their learning needs
will be met, and that they are respected contributors to the learning process.
Energizers are exactly that. They are a short (often 5-10 minute) activity that also can serve more than
one purpose. An energizer can:

• Reconnect a group (for example, bring people back together after a coffee or lunch break)
• Inject some energy into the group if you notice that people are getting tired or not
concentrating
• Break tension or provide some fun or humor
There are resources with pre-written icebreakers and energizers in the activities folder. These are useful
guides, and you can often modify the activities to suit your training needs.
Case Study
Frank hemmed and hawed. He couldn't get it right. Frank needed the perfect greeting, but every effort
fell flat. He needed a coach, but didn't want to admit defeat. When his voice box called it quits and his
large hands disappeared behind his fear, he gave up and cried out for help. Simon heard his battle cry
and ran to assist. Frank acknowledged his shortcomings and begged for pointers. Simon jumped at the
chance to carry the weight and help Frank over the hump. Simon mimed, acted, and role played. Frank
caught on quickly. Soon, Frank found a greeting and went into the training with just the perfect amount
of bravado and humility. He succeeded and Simon stood proud as he watched.

Module Seven: Review Questions
1) Which of the following is not a part of greeting participants?
a) Trainer’s introduction
b) Trainee’s introduction
c) Agenda review
d) All of the above are parts of greeting participants
2) Proper greeting is important because:
a) It establishes effective learning environment

b) It gives the trainer self-confidence
c) It’s an important formality
d) All of the above
3) If trainer doesn’t use heavy technology, he should arrive:
a) An hour before the meeting

b) 45 minutes before the meeting
c) 30 minutes before the meeting
d) 15 minutes before the meeting
4) Which of the following is usually not a necessary part of the welcome?
a) Making name tags

b) Setting expectations
c) Offering the participants some refreshment
d) Greeting each participant individually
a) Energizers have only one, while icebreakers have more than one purpose
b) Icebreakers have only one, while energizers have more than one purpose
c) Both energizers and icebreakers have only one purpose
d) Both energizers and icebreakers have more than one purpose
6) What’s the most prominent common effect of energizers and icebreakers?
a) Breaking tension
b) Reconnecting the group
c) Injecting energy
d) Bringing fun

The art of teaching is the art of assisting
discovery.
Mark Van Doren
Module Eight: Delivery Tips and Tricks

In instructor-led, participant-centered learning, we are always
looking for ways that participants can be successful through a period
of self-discovery. This does not mean that we never lecture;
sometimes, short lectures are the most effective way to deliver new
content. What it does mean is that lecture is the last choice, after
we have considered a variety or alternative methods.
Using Visual Aids

We form pictures in our mind as people speak to us, and we can think much faster
than we speak. Therefore, if someone speaks to me at an average rate of speed
(150-175 words per minute), and I am thinking at 400-500 words per minute, the
right visual information will help me to form an accurate perception in my mind.
Earlier we mentioned that flip charts should be only used for groups smaller than 20.
We also mentioned that PowerPoint slides must be keystoned and displayed properly in order to be
effective.
We have some additional key considerations when using videos as a visual aid:
• Videos can be very helpful at showing motion, which is important, for example, at showing how
machinery works. Video can also capture strong illustrations. One example is a contrast of what
to do and what not to do for people working in customer service.
• If you are using a video clip, choose it carefully; make sure that you have it cued to start at the
right place so that you are not wasting time trying to get it set up during training.
• Preview the video clip.
• Make sure that you have the appropriate copyright permission.

As you consider the video, ask yourself the following questions:
• Will your participants see this as relevant?
• Is the video directly applicable?
• Do you have to create supporting information (listening guides, activities) to go with the video?
A video is not used as a “change of pace” or “different media.” It must apply directly to the training.
Creating Supporting Materials

Whiteboards: Having replaced old-fashioned chalk boards almost exclusively,
whiteboards can be a useful tool in training. Markers come in a wide variety of
saturated colors, which are very effective and can be seen throughout a small
to medium sized training room.
If you are not familiar with writing on a whiteboard, make sure that you get
some practice. The surface of a whiteboard is quite different than chalkboards or flip charts, and it can
take a few tries before you are able to write in reasonably legible letters, on a fairly straight line.
Whiteboards are often magnetized. If your training includes concepts that build one upon the other or
relate to one another, you can print the concepts on very large cards and attach them to magnetic
strips. That way you can move them easily on the magnetic board and demonstrate how things relate to
one another, work on sequencing items, or on developing new processes.
Flip Charts: Flip charts are a great tool, but often misunderstood. The idea of a flip chart is that you have
a visual tool that you can create on the go during training, or ahead of time for short lists. The flip chart
is suitable for groups of fewer than 20. People at the back of the room will have difficulty reading off a
flip chart.
To effectively use a flip chart:
• Prepare some sheets in advance if possible and keep them covered with a few blank sheets until
you need them. You can also cover points with blank strips of paper that you tape on, and then
remove carefully through your presentation.
• Use highly saturated color, but don’t feel like you have to stick to black, blue, and red. You can
now get felt markers in dark green, purple, bright pink, orange, and many other colors. As long
as the color is saturated (very dark), people should be able to read them. Avoid yellows, pastels,
or washed-out colors.

• Leave some empty space at the bottom of the page so that you can add things later, or, if you
are sticking the pages to a wall for people to refer to, so that participants across the room can
still read what is at the bottom.
• Make your flip chart pages look interesting. Underline, circle, or put stars around key concepts
using a variety of color and shapes.
Delivery Tips: When you are using a whiteboard, flip chart, or slides, here are some tips for engaging
your learners.
• Don’t stand with your back to the group and read off the chart. Stand to one side, facing
trainees, and refer to the information. If you stand in front of the chart, they cannot see what is
on it, and if you are not facing them, they may not hear what you have to say.
• Touch the information as you refer to it, or use a moveable device to point it out.
• Tear off the flip chart when you finish the page. Then, hang it on the wall to demonstrate its
value and as an ongoing visual reminder of what has been discussed. Don’t just flip it over the
back where it moves off of people’s minds.
Using PowerPoint Effectively: It can be tempting to turn everything that you are saying into an
electronic slide. The most common version of slides used in training at present is PowerPoint, but there
are other similar programs.
When you create slides, remember that they are simply a visual aid, and a tool. Don’t feel that you need
to capture every word you say, or want the trainees to learn, on a slide. Some of the most powerful
slides you can create will have no or very little text on them, but could be enhanced with photos and
other graphics related to the training.
Tips for Supporting Materials: Whatever visual aid you are considering, here are some questions to help
you determine its effectiveness.
• Space: Is the visual clear and obvious about what you are communicating? Does it make good
use of space?
• Sight: Can people see the information clearly? Are the colors dark enough, and print size large
enough, that no one is squinting?
• Singular: Does the visual represent a single, important idea? If not, you may confuse your
trainees by squeezing too much into one visual.
• Significant: Does it focus trainees’ attention on the point you are trying to make?
• Simple: Desktop publishing and access to different fonts can be lots of fun, but if you have too
many typefaces, images, or graphics on one visual, people can miss the point. Keep things

simple. One good guideline is that there should be no more than two different fonts on a slide,
and no more than one idea.
Break!
With a little practice, you will be able to gauge when your group needs a break
from training. If you have set up an agenda that includes breaks, people will expect
you to release them on time, so be sure to stick to what you have said. With some
experience, you can read other times that people may start to fade.
If people are getting sleepy (a significant danger in the post lunch period when
serotonin levels naturally fall and people are sometimes tempted to nap), introduce a quick stretch
break or short energizer. Another technique is to ensure that there is plenty of cold water available in
the room so that people feel well hydrated.
As adults, we sometimes expect that our participants will make it back from breaks on time and with
enthusiasm. That’s not the case, however, and so some pre-planning from you will help get people back
on time so that training is not disrupted. Some methods to keep in mind:
• Music
• Question and answer or trivia game
• Have a volunteer bring people back in
• Blink the lights off and on
• Offer a great tip or two just as the break ends
• Synchronize watches at the first break and then use odd times to bring them back (like 9:17)
Case Study
Jill and Nate looked like a couple of Keystone cops. Jill dipped, Nate dodged. They butted heads at every
turn. Jill nearly blew her top. She'd had enough. Jill demanded they stop the nonsense and pack only
what they needed for the training seminar. Nate agreed. Jill tore their list into pieces and sprayed it into
the air. Their list caused too many headaches and didn't push them forward. Nate grabbed the visual
aids. Jill hoisted the whiteboards. They were armed for duty. Together, they threw the conference room
together without all the bells and whistles. Their lecture won them accolades. Their attendees
applauded their success. Jill and Nate jumped for joy when the realized that less really had been better
than more.

Module Eight: Review Questions
1) Flip charts should be used in groups with:
a) Less than 10 people

b) Less than 15 people
c) Less than 20 people
d) More than 20 people
2) What’s the most important about a video you want to use for training?
a) Its quality
b) Its visual and audio characteristics
c) Its relevance
d) All of the above is crucial
3) Which of the following colors is good when it comes to flip charts?
a) Any washed out color

b) Yellow
c) Any pastel color
d) Blue
a) Complicated power point slides are a good way to make participants remember certain
things
b) Power point is just a visual aid and tool and it’s not enough
c) Power point presentation should contain everything you want to say
d) Power point presentation should be used as full material for learning
a) You should make breaks only by the agenda.

b) You should make breaks whenever there’s need for that.
c) You should make breaks whenever some of the members ask for it.
d) Breaks should be avoided.
6) Which of the following is not an efficient way for keeping the training flow after the breaks?
a) Playing trivia games

b) Blinking light on and off
c) Playing music
d) All of the above are efficient

The real voyage of discovery consists not in
seeking new lands, but in seeing with new
eyes.
Marcel Proust
Module Nine: Keeping it Interactive

Participant-centered training is led by a trainer, but sometimes you
may almost wonder why you are there because things are going so
well! This is a sign of excellent program design, and that participants
are taking responsibility for their learning. Give yourself credit for
setting up an excellent workshop, since the learning that is going on
actually wouldn’t be taking place without you.
This module will give you some ways to create one of those energetic,
interactive workshops.
Encouraging Discussion
In order to engage participants through discussion, it is helpful for you to
keep the terms “instructor led, participant directed” in mind. Putting some
parameters to the discussion helps participants stay on track and meet the
objectives. If you just have them “discuss” a topic, it can be easy for one or
two people to take over the conversation, or for someone to take off on a
tangent.
Some good ways to help participants stay on track include:
• Provide participants with the objectives of the discussion (example: identify three to five ways
that discussion is helpful in training) or a set of statements or questions that will guide them.
• Organize in groups in different ways so that trainees interact with a variety of people whom
they can get to know through discussion.
• When asking questions to a large group, the trainer should ask a question to the entire group,
and then select the person who will answer it. (Sometimes we select the person first and then
ask the question, but there is a good chance the rest of the group will tune out once they know
they do not have to provide an answer.)

• Provide people with processing and thinking time. Some people want to answer right away, and
others prefer to think about an answer before expressing it. One way to do this is to give
participants time to write notes or answer questions on paper before they start to discuss the
topic. This gives people who like time to reflect more of an opportunity to enter a discussion.
• Respect everyone’s answers and thank them for them. This will encourage people to enter the
discussion.
Using Group Work

In order to make group activities work for you as a trainer, here are
some tips:
• Provide the group with clear directions, points to discuss, or

case studies to keep their work focused
• Make sure that you have all the needed materials for group
work to start on time and be most effective
• Circulate around the room, keeping groups on track and offering assistance or refocusing when
needed
Complete the following chart to help you understand the pros and cons of group activities.
Likes Dislikes

The Power of Sticky Notes
Sticky notes don’t just add color to your presentation; they can also add value as a
visual aid. A few ideas for using sticky notes in a presentation:
• Write just one idea per note.
• Write only one or two words per note.
• If you are using sticky notes at the front of a room, make sure you use saturated color markers
and write in the same size letters you use on your flip chart or whiteboard.
• Place smaller sticky notes on participant tables so that they can use them to highlight
memorable information throughout your workshop or use them as a bookmark.
Case Study
Kim stopped Lori in the hallway and asked why she needed all the supplies. Lori explained that trainees
deserved to be heard and the supplies would give them a voice. Kim stood dumbstruck. She'd never
heard such a thing. Lori took her by the hand and led her to the conference room, lined with sticky notes
of every color in the rainbow and pens and pencils galore. Kim had never seen so many bright, vibrant
colors in one place. Lori delighted in the sight and greeted her guests by name. Kim watched in awe.
Lori let each participant speak their minds and jot down their ideas. Kim dubbed Lori the queen of
training with an open mind and ready ears.

Module Nine: Review Questions
1) What should a trainer do to help trainees in discussion to meet their objective?
a) Putting some parameters to the discussion

b) Putting some restrictions
c) Imposing own opinions
d) Directly cut the discussions that lead to digressions
2) Which of the following is not a good way to help participants stay on track?
a) Giving them thinking time

b) Organizing in different groups
c) Asking the whole group, but choosing one person to answer
d) Highlight the prominent ideas only
3) What’s trainer’s ideal position in the room?
a) Sitting at the most prominent desk

b) Standing by the desk
c) Sitting among the trainees
d) Circulating around the room
4) What’s the most important thing to do to keep the group work focused?
a) Keep strict discipline

b) Play calm music
c) Put some participants in charge
d) Give clear directions
5) How many words should a sticky note have?
a) One
b) One or two
c) Up to five
d) As much as you want
a) Sticky notes are recommendable only when you have no other ideas.
b) Sticky notes are fun, but not so effective.
c) Sticky notes are a good visual aid.
d) Sticky notes are too small to be used in group work.

It’s always helpful to learn from your
mistakes because then your mistakes are
worthwhile.
Garry Marshall
Module Ten: Dealing With Difficult Participants

Training involves people who, as we have already discovered, come to
class with different reasons and motivations. Prepare for behaviors that
can derail your training plan, so that you can continue to deliver effective
training. Understand, too, that these difficult behaviors can come from a
variety of learner types and people. Practically anyone can have an off day
and be considered difficult, even us trainers! Frustration, boredom, or
personality characteristics can stretch you beyond the scope of training
that you deliver.
The Ground Rules

Rules will help you as a trainer so that you can establish a learning environment.
The rules can be generated by your participants, which is especially helpful during
workshops that are about teambuilding or trust. In the interest of time, the rules
can also be simply stated by the trainer. Often, the rules that are suggested by
your participants will relate to respect for one another, and this is always worth
pointing out to the group. Try and keep the list of rules short so that people will
remember what they are.
The three key rules are:
• Respect. Arriving on time, avoiding sidebar conversation, turning cell phones off, and not being
the center of attention, are all items that relate to respect.
• Encouraging participation and fun. This includes enjoying the day, not picking on others, and
freedom to explore and try out new ideas without feeling judged or bullied.
• What takes place in the workshop stays in the workshop. This is so that comments about the
workplace or a particular person, or how funny someone might have been in the workshop, are
not spread through the workplace as gossip following the session. This will help participants take
risks during the training. (This rule is often very helpful for the trainer, in terms of rapport,
participation, and respect. However, if the employer, who is paying for training expects the

trainer to report back to them what learning has taken place and so on, be sure that the trainees
are aware of this. Depending on the nature of the training, you may be able to still maintain a
“staying in the workshop” approach and report just the training outcomes to the employer.)
Rules can have a fun aspect to them if you word them with a little creativity. For example, rule number
three can be re-worded with the well-known phrase “what happens in Vegas stays in Vegas.”
Challenges and Solutions

When you think of how you are within a training session – like this workshop, for
example – do you ever exhibit any untoward behaviors? Although we like to think
that we probably do not exhibit poor trainee behaviors, many of us can on a given
day. What are you like if you do not get enough sleep, consume a lot of caffeine, or
are distracted by things that are taking place while you are away from work and at
training?
Undesired What it Does Solutions

Behavior
Joker This person can help reduce inhibitions Restrict the number of times they
and make people laugh. They may not intervene.
recognize that their continued
interruptions can monopolize your Take them aside during a break and
session. say, “I appreciate your humor, but our
time here is limited and it is my job to
make sure that everyone has a chance
to contribute as we move through the
material.”
Cynic A negative person who may have seen Explain benefits to making changes and
previous efforts end in failure. They may work on gaining commitment.
also have had trouble having their own
ideas listened to in the past, or could Listen to and acknowledge their issues
so that they are addressed through
feel poorly equipped to succeed.
training.
Provide them with one opportunity to

explain the reason for their doubt, ask
them for a solution, and then indicate
that you are moving on.
Indifferent An indifferent person does not Try to uncover the cause and find ways
participate in discussions fully. Like the to involve the individual fully, while

cynic, their feelings of indifference can respecting and encouraging their
come from having tried and failed, or involvement.
having ideas ignored.
Talker Disrupts by continually interjecting with Use proximity to stand close to them
comments or anecdotes. In severe and silence them politely when they
examples, the talker can be take a breath. You might use a sentence
monopolizing and distracting for the like, “I appreciate your comment, but
trainer and participants alike. we need to move on; perhaps you can
tell the full story at the break,” and
then move on.
Directing their energy to keep them

focused and on track.
At a break explain that you respect and

appreciate their experience and input
but must ensure that the group all
participates equally. Ask for their
support.
Whisperer Disrupts by starting side conversations Check for understanding by asking if

that may or may not be related to the they misunderstood or are having
training. difficulty hearing you. If they are, then
you may need to adjust your approach
to the training.
If they are starting unrelated chatter,

politely ask them to hold off until the
break.
Insert an energizer or activity that

requires the participants to rearrange
seating so that the whisperers are no
longer seated together.
Stop talking until they notice that they

are distracting the group.

Handling Interruptions
Most often, your training is going to look easy to participants. That is part
of doing a great job. Sometimes, though, things can happen that will set
your training schedule sideways. In order to be prepared for interruptions,
you and your group will develop some sure fire strategies to manage them
effectively.
The next time that something goes awry, what will you do?
Type of Interruption Action Plan
Power Outage Identify in advance if there is emergency lighting in

the training facility
Have some flashlights handy
Make sure people don’t panic
Have some quiet activities ready (i.e., Telephone,

one-word story)

Case Study
Charlie couldn't hear himself think over all the chatter. Participants shouted and hollered like a bunch of
school yard children. Charlie whistled. The noise continued. Charlie begged. The participants cackled in
return. Charlie stood high atop a chair and begged for the commotion to stop. No one flinched. Charlie
wiped his brow and whispered under his breath for the participants to cut out the noise. Soon, the room
hushed and all eyes fell on him. Charlie had made progress and had to do something before chaos
erupted. Charlie thought for a moment and announced that the romper room behavior had to stop. The
participants understood immediately that Charlie had control and remained seated with lips sealed as
he continued.

Module Ten: Review Questions
1) Which of the following is not one of the three basic rules for workshops?
a) What happens in workshops stays in workshop.

b) Participants who don’t contribute should be eliminated.
c) Respect is an imperative.
d) Besides participation, we should encourage fun.
2) Who should establish ground rules?
a) Trainer
b) Trainees
c) Trainer and/or trainees
d) The person who pays the training
3) What should you do if you have a joker in the group?
a) Accept the fun

b) Eliminate the joker
c) Restrict the number of times the joker intervenes
d) Give him a serious warning in front of everyone
4) Use proximity to stand close to a person with undesired behavior is recommendable when you
are dealing with a:
a) Talker
b) Indifferent person
c) Cynic
d) Whisperer
5) When training looks easy to participants, that’s a sign that:
a) You made a mistake

b) You’re doing a good job
c) The training is unnecessary
d) Trainees don’t understand you
6) Who do you develop fire strategies to manage interruptions with?
a) You do it alone
b) The manager
c) The person who assigned you
d) The group

No matter how thoroughly a person
learned the Greek alphabet, he will never
be in a condition to repeat it backwards
without further training.
Hermann Ebbinghaus
Module Eleven: Tackling Tough Topics

Some elements of training are difficult, but you’ll get through them
because you are a professional. You may be asked to facilitate a subject
that is very sensitive, or could find yourself part way through a
presentation and learn that you have struck a nerve and will need to
adjust your material.
Tough Stuff to Watch Out For

Imagine that you have just been asked to provide health and safety training
for your organization. You have never given this kind of training before, and
in reality know little about it. However, there was a serious injury at the
workplace two weeks ago that left one worker dead and another seriously
injured. The difficulty is not just that someone died on the worksite, but also
that you, as the in-house trainer, know all of these people very well.
What can you do to identify these difficult situations before training and be prepared for them?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Adjusting Your Material for a Sensitive Issue
Sometimes the unexpected can arise in an otherwise harmless training sessions.
As we mentioned in an earlier module, people can often be pre-occupied with
unfinished tasks at work, family pressures, and many other things. If you are
treading close to emotional issues, it is possible that you will strike a nerve with
someone. In addition, sometimes we are addressing sensitive issues in training
that people may react emotionally to.
The greatest tools for you in adjusting your materials come to light before your actual training takes
place. If you have been able to do some pre-training survey work, or even just interviewed a supervisor,
then you will uncover the issues before entering the training room, and be able to prepare yourself for
what will follow.
If you do not have the luxury of pre-training interviews, then your flexibility at managing a classroom,
dealing with change, offering support, and creating a safe learning environment will all contribute to the
success of this training endeavor.
Dealing With Sensitive Issues in the Workshop

One way to deal with sensitive issues is to provide an attitude survey
before a tough topic is discussed. This allows participants to put their
thoughts and reactions on paper, and provides them with some thinking
and adjusting time before the topic is discussed aloud among the group, or
before other activities get underway.
Here are some tips for using an attitude survey in your training:
• It does not have to be called an attitude survey. Title it as something that makes sense and fits
with your training plan. The term “attitude survey” is here for you to see, but might seem
intimidating for participants depending on the subject.
• Participants may not want to reveal their answers to one another. Watch closely to ensure that
people are not intruding on one another by forcing someone to reveal their thoughts.
• The attitude survey can be a good pre- and post-training activity. Participants can use the tool to
monitor their own thinking or shift in perception throughout the training process.
It may seem straightforward to offer an attitude survey, but you need to watch your language. Make
sure that statements are not open to interpretation or bias, by using clear and simple language.
It also helps in our program design stage to have a colleague review the questions or statements
with you so that you can prepare an effective survey.

Case Study
Clyde held his head in his hands. The workshop worried him. Clyde had never known such dizziness and
knew the reason behind it. He didn't like the subject matter and didn't know how to broach it
sensitively. He needed help. Clyde called his coworker, Ronald and asked for assistance. Ronald jumped
at the chance to walk him through it and provided him with tips and tricks to get the job done in a jiffy
without breaking a sweat. Clyde practiced and practiced until he memorized every last letter and could
say it in his sleep. When the workshop day arrived, Clyde woke up with a new found confidence and a
plan in place. Clyde knocked it out of the park and gave the best lecture of his life.

Module Eleven: Review Questions
1) What’s the key thing for handling difficulties in training?
a) Asking for help

b) Pointing out your leading position
c) Staying professional
d) All of the above
2) What should you do if you find yourself part way through a presentation and learn that you
have struck a nerve?
a) Stop
b) Adjust your material
c) Change your material completely
d) Start all over
3) The greatest tools for you in adjusting your materials come to light:
a) Before the training

b) During the training
c) When it comes to difficult situation
d) Anytime – there is no rule about this one
4) What helps you the most to prepare for the unexpected events in training?
a) Your knowledge
b) Your social skills
c) Your flexibility
d) Your group
5) What is the best way to deal with sensitive issues in the workshop?
a) Pointing out how sensitive it is

b) Open discussion
c) Survey
d) All of the above
a) Participants should reveal their opinions about a sensitive issues to each other, since it helps
them with bonding
b) Participants should avoid sensitive topics
c) Participants often don’t want to reveal their opinions about sensitive issues to each other
d) Participants always argue when it comes to sensitive issues

Really great people make you feel that you,
too, can become great.
Mark Twain
Module Twelve: Wrapping Up

Although this workshop is coming to a close, we hope that your
journey to improve your skills as a trainer is just beginning. We wish
you the best of luck on the rest of your travels!
Words from the Wise

Here are a few thoughts that we would like to leave you with, to accompany you on your journey.
• Aristotle: Excellence is an art won by training and habituation. We do not act rightly because we
have virtue or excellence, but we rather have those because we have acted rightly. We are what
we repeatedly do. Excellence, then, is not an act but a habit.
• B.B. King: The beautiful thing about learning is that no one can take it away from you.
• Thomas J. Watson: Recently I was asked if I was going to fire an employee who made a mistake
that cost $600,000. No, I replied, I just spent $600,000 training him.

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Train-the-Trainer

Atlantic Speakers Bureau and Human Skills Development

Page | 1 Atlantic Speakers Bureau and Human Skills Development

Pre-Assignment Review ............................................................................................................................ 6

Module Two: Understanding Training and Facilitation ........................................................................7

What is Facilitation? ................................................................................................................................. 9

Identifying Appropriate Situations.......................................................................................................... 10

Module Two: Review Questions.............................................................................................................. 11

Module Three: Gathering Materials .................................................................................................. 13

Reviewing the Materials ......................................................................................................................... 15

Identifying and Resolving Gaps .............................................................................................................. 15

Module Three: Review Questions ........................................................................................................... 17

Module Four: Creating a Lesson Plan ................................................................................................ 18

Adding Slack Time ................................................................................................................................... 19

Creating a Plan B .................................................................................................................................... 20

Module Four: Review Questions ............................................................................................................. 21

Module Five: Choosing Activities ...................................................................................................... 22

Preparing for Emergencies ..................................................................................................................... 24

Page | 2 Atlantic Speakers Bureau and Human Skills Development

Module Five: Review Questions .............................................................................................................. 28

Module Six: Preparing for the Workshop .......................................................................................... 29

Gathering Participant Information ......................................................................................................... 30

Setting Up the Physical Location ............................................................................................................ 30

Module Six: Review Questions ................................................................................................................ 33

Module Seven: Getting Off on the Right Foot .................................................................................... 34

Being Prepared ....................................................................................................................................... 35

Using Icebreakers and Energizers ........................................................................................................... 36

Module Seven: Review Questions ........................................................................................................... 38

Module Eight: Delivery Tips and Tricks.............................................................................................. 39

Creating Supporting Materials ............................................................................................................... 40

Module Eight: Review Questions ............................................................................................................ 43

Module Nine: Keeping it Interactive ................................................................................................. 44

Using Group Work .................................................................................................................................. 45

The Power of Sticky Notes ...................................................................................................................... 46

Page | 3 Atlantic Speakers Bureau and Human Skills Development

Module Ten: Dealing With Difficult Participants ................................................................................ 48

Challenges and Solutions ........................................................................................................................ 49

Module Ten: Review Questions .............................................................................................................. 53

Module Eleven: Tackling Tough Topics .............................................................................................. 54

Adjusting Your Material for a Sensitive Issue ......................................................................................... 55

Dealing With Sensitive Issues in the Workshop ...................................................................................... 55

Module Eleven: Review Questions .......................................................................................................... 57

Module Twelve: Wrapping Up .......................................................................................................... 58

Page | 4 Atlantic Speakers Bureau and Human Skills Development

Module One: Getting Started

• Define training, facilitating, and presenting

• Understand how to identify participants’ training needs

• Create a lesson plan that incorporates the range of learning preferences

• Create an active, engaging learning environment

• Develop visual aids and supporting materials

• Manage difficult participants and tough topics

Page | 5 Atlantic Speakers Bureau and Human Skills Development

Page | 6 Atlantic Speakers Bureau and Human Skills Development

Johann Wolfgang von Goethe

Module Two: Understanding Training and Facilitation

Identifying the Securing Creating Evaluating the

Page | 7 Atlantic Speakers Bureau and Human Skills Development

When do we need training?

Determine the type of need.