Train the trainer program introductory slides

Editor's Notes

• #3: Observe and take note on how each participant introduce themselves -standing/sitting -voice – clear/unclear, intonation -oral communication, language proficiency Eye contact – focus on whom/what Facial expression – serious/lazy Body movement-hand, head and shoulder Body posture – firm/shaky
• #5: • Find the right theme for your listener – in the case of the main theme around which you are talking, it is extremely helpful if you have a pithy and punchy headline which sums up your topic. This may sound obvious but even at this initial stage you should be engaging your creative right brain. What will add colour, imagination and excitement to your words? Get creative and find a headline that stimulates your listener curiosity, so that they arrive in an inquisitive frame of mind. • Structure your plan so that you can deliver on that theme persuasively – As to how to structure your words, this is even more critical for anyone who wants to be able to improvise. The reality is that when it comes to thinking on your feet, your plan will help with engagement by imposing order on your communication. And the three essential planks of your planning process are to define the central core of your topic, to separate ideas out distinctly from one another, and to create momentum in your words so that you move your listeners smoothly from point A to B to C.   Adapt to listeners’ reactions as you speak – don’t slavishly prepare a script; rather base your communication around the knowledge you have, ask questions and trust that it is in the interaction that the power and memorability of presentation occurs.  
• #6: Empathy: This is the ability to put oneself in the shoes of another. It is the faculty for recognising the fears and uncertainties in the minds of trainees when learning additional techniques or skills. Empathy enables a trainer to point out personal difficulties encountered by him in similar learning situations, so as to put the learners at ease. Honesty: This is the courage to recognise personal strengths and weaknesses and to be frank about these aspects to the personnel being trained, for their own benefit. Patience: This is shown in the willingness to compliment slow progress and refrain from the anger when mistakes are made. It includes the techniques of repeating instructions, breaking down a task into small units and allowing time for learners to try out. Pace: This is closely integrated with empathy and patience. This is an external speed governor, which acts more to slow down than to speed up. It is far better to move slowly and attain complete mastery, than to push for rapid and sloppy completion. Democracy: This refers to the kind of atmosphere created when learning takes place. The trainer should be supportive and non-threatening in presentation. The tone of voice and facial expression should lead the learners to feel comfortable in raising questions, offering suggestions, reinterpreting instructions and generally to feel relaxed while they learn Purpose: This emphasises the element of tenacity in achieving the training goals. A good trainer conscientiously moves a group of learners along to a pre-set destination. There may be stops and shifts, but the eye is always fixed on certain performance standards and levels. An ability to listen: The trainer must hear questions raised by trainees and understand if the questions reflect other problem, which are not being mentioned. He should have the posture of a listener through training towards the speaker and maintaining eye contact. Respect for experience: Adults will learn more effectively if respect is given to the experience and qualifications they can bring to a situation. This will encourage greater participation and activity by trainers. Prestige: A trainer should command the respect of his colleagues in the organisation. The training programme will then be strengthened by its acceptance among older and experienced employees
• #9: Starting with a whimper. Don’t start with “Thank you for that kind introduction.” Start with a bang! Give the audience a startling statistic, an interesting quote, a news headline – something powerful that will get their attention immediately. Attempting to imitate other speakers. Authenticity is lost when you aren’t yourself. Failing to “work” the room. Your audience wants to meet you. If you don’t take time to mingle before the presentation, you lose an opportunity to enhance your credibility with your listeners. Failing to use relaxation techniques. Do whatever it takes – listening to music, breathing deeply, shrugging your shoulders – to relieve nervous tension. Reading a speech word for word. This will put the audience to sleep. Instead use a “keyword” outline: Look at the keyword to prompt your thoughts. Look into the eyes of the audience, then speak. Using someone else’s stories. It’s okay to use brief quotes from other sources, but to connect with the audience, you must illustrate your most profound thoughts from your own life experiences. If you think you don’t have any interesting stories to tell, you are not looking hard enough. Speaking without passion. The more passionate you are about your topic, the more likely your audience will act on your suggestions. Ending a speech with questions and answers. Instead, tell the audience that you will take questions and then say, “We will move to our closing point.” After the Q and A, tell a story that ties in with your main theme, or summarize your key points. Conclude with a quote or call to action. Failing to prepare. Your reputation is at stake every time you face an audience – so rehearse well enough to ensure you’ll leave a good impression! Failing to recognize that speaking is an acquired skill. Effective executives learn how to present in the same way they learn to use other tools to operate their businesses.