Module 5 Best Practices for Trainers MODULE GOALS: 1. To gain confidence by learning innovative training techniques, new training principles, and addressing concerns about public speaking 2. To become more effective trainers through practice sessions and a review of best practices EQUIPMENT: 1. PowerPoint Presentation (or alternate format) 2. LCD Projector 3. Computer / Laptop 4. Flip Chart 5. Flip Chart Markers 6. Masking Tape MATERIALS: 1. Handout: Best Practices Handouts 2. Handout: Training Prospect Information Sheet 3. Handout: Materials Request Form 4. Handout: Trainer’s Feedback Form 5. Handout: Evaluation Forms (3) 6. Handout: Sample Schedule for Training 7. Handout: Training Tips: Ten Commandments of Communicating with People with Disabilities 8. Handout: Example Icebreakers TIME: 45-60 minutes (time may vary) Notes to Trainer: Review module before training and prepare necessary materials. Show PowerPoint: Module 5: Best Practices for Trainers Show PowerPoint: Module Goals: 1. To gain confidence by learning innovative training techniques, addressing concerns about public speaking, and learning new training principles. 2. To become more effective trainers through practice sessions and a review of best practices Notes to Trainer: This module will recommend best practices in training, provide an opportunity for participants to discuss concerns about public speaking, and, if time allows, provide a forum for delivering a portion of this training for practice and feedback. Suggested Script: Have you ever noticed that your brain starts working the moment you are born and stops the moment you stand up to give a speech? Suggested Script: Many people are afraid of public speaking. Some individuals claim to fear it even more than death. Show PowerPoint: When you think about standing in front of a group of people to speak, what are some of your concerns? Notes to Trainer: List concerns on a flip chart. If the group is having difficulty identifying concerns, share some of these examples to get them started: Participants asking questions that I cannot answer, Participants interrupting my train of thought, Not enough time for the planned activities, Participants do not appear to be interested in the subject material Notes to Trainer: After listing 1-5 pages of concerns, address each one of in turn. Begin by turning the question or concern back to the audience. For example: You are speaking and lose your train of thought. Ask the audience, “Has this ever happened to anyone here?” “What did/would you do?” Notes to Trainer: Let the audience provide some input, then summarize by providing one or two methods that will alleviate this concern or question, and then move on to the next concern. Remember, questions and concerns will differ each time you conduct this module. Notes to Trainer: Experienced trainers will know most of the responses for the questions and concerns, and will be able to give examples of how they handled similar situations (and lived to train again!). Notes to Trainer: Distribute and review “Best Practices in Training – Tips for Success” handout. The following discussion and activity will take you through this handout. Show PowerPoint: Best Practices: 1. Planning and Preparation. 2. Opening and Introduction. 3. During your Training. 4. Closing Remarks and Evaluation Planning and Preparation Notes to Trainer: Each participant should now have a copy of the handout, “Best Practices in Training – Tips for Success.” Go through and highlight the most important training tips about the planning process before discussing needs assessments in greater detail. Suggested Script: One important part of the preparation process that trainers often overlook is a “needs assessment.” This is a great tool to help you develop a training. Suggested Script: There are various reasons that you might be called in to conduct a training. It’s possible that a business wants to maximize their customer service for people with disabilities. Maybe an employer wants to understand their responsibilities. Or, sometimes, the training is a result of a lawsuit. Your audience and their attitudes will vary based on the reason for the training, so make sure you are aware of this ahead of time! Suggested Script: As you prepare for your training, get answers to the following questions! Show PowerPoint: Conduct a needs assessment: 1. Why are you doing this training? 2. Why are you doing this training NOW? 3. What are the desired goals or outcomes of the training? 4. Is attendance at this training mandatory? Show PowerPoint: Don’t forget to ask: Substantive Questions (What topic needs to be covered? Will there be time for a question and answer period? How many people will make up my audience? What is the mix of people in the room? Businesses? People with disabilities? Employers?) Show PowerPoint: Don’t forget to ask: Logistical Questions (Who will be providing the equipment? How do I access the site? Is there parking? Do I have to pay for parking? Will you feed me? How should I dress?) Activity: Planning Process Notes to Trainer: The purpose of the following activity is to have participants practice asking questions necessary to complete a needs assessment. Before the workshop, think about what type of training you will pretend to request, its purpose, the audience make up, and its logistics. Suggested Script: It’s time to role play – let’s pretend that I would like to schedule a training for my business. You are the potential trainer and need to conduct a needs assessment. You can ask me any question to ensure that you have all of the information necessary to organize this training. Notes to Trainer: Participants should now start to ask you questions and plan this training. Make sure to mention any important questions that they omit and explain what would happen if they forgot to ask that question during a real needs assessment. For example, if I don’t know how many participants are in the audience, I will not have enough handouts. If I don’t ask if lunch is included, I might be hungry during the training. Suggested Script: Great job! It is always helpful to have a “Training Prospect Information Sheet” while discussing a prospective training. We have one example of this type of information sheet, along with a sample of a “Materials Request Form.” Feel free to use these forms as you conduct a needs assessment. Notes to Trainer: At this time, you can distribute the example forms or tell the participants where they are in the Manual. Opening and Introduction Suggested Script: Most trainers do not immediately delve into their training’s content when starting a training. By opening with an icebreaker and housekeeping information, participants more comfortably transition into a training. Suggested Script: Providing housekeeping information answers logistical questions typically on participants’ minds. Sharing information like where the bathrooms are located, what time lunch will be served, even what will be served for lunch are simple but important details to share with your audience. Suggested Script: What are icebreakers? Why do we have them? Notes to Trainer: Elicit responses from audience Suggested Script: Exactly. Icebreakers are structured activities that are usually unrelated to the training material. Icebreakers are one great way to open a training because they create a positive group atmosphere. They help audience members relax, energize and motivate them to participate through the training. Depending on the type of training, icebreakers can help participants think outside the box and encourage them to get to know one another. Suggested Script: It is important to know who is in your audience when selecting an appropriate icebreaker. Some icebreakers are inaccessible for individuals with disabilities. For example, icebreakers based solely on reading are inaccessible for individuals who are blind. It is important to use an icebreaker that will be accessible for all participants. Notes to Trainer: Examples of icebreakers are included in your manual. You may choose to distribute the examples at this time. If you do, you can then ask the audience if they have other example icebreakers to share with the group. Notes to Trainer: You can highlight any other best practices about opening a training here. During the presentation Show PowerPoint: … and what about DURING your presentation? 1. Audience members…come in many “shapes and sizes.” 2. PowerPoint presentations (or alternate format). 3. Using a Flip Chart. 4. Model disability etiquette Notes to Trainer: This is a good time to discuss best practices for conducting the presentation, specifically handling participant questions. It is also an appropriate time to discuss the various types of audience members (information can be found in the handout section). Notes to Trainer: Make sure to review disability etiquette and audio visual training information. Activity: Trainer Problem-Solving Suggested Script: Now that we are all becoming expert trainers, let’s put what we have learned into practice. Notes to Trainer: Divide the audience into four small groups. Give each group a scenario (below) and have them brainstorm solutions. Suggested Script: A. You have been invited to speak to a group of 50 high school students about the Americans with Disabilities Act. Midway through the presentation, a participant starts to argue with you and continues to interrupt. How do you handle this? Notes to Trainer: Possible solution: Take a short break to speak with the person, or tell the person that you need to move on, but offer to discuss the person’s concerns at the next break. Suggested Script: B. You have been invited to address an employer group about concerns related to employing people with disabilities. Do you have any questions or concerns? Notes to Trainer: Possible Solution: Be prepared with information and resources. Anticipate that the group will have questions about insurance implications of hiring a person with a disability, tax credits, and comfort level. Suggested Script: C. You are standing in front of a group – and midway through your presentation on hidden disabilities, you lose your train of thought. What do you do? Notes to Trainer: Possible Solution: Wait and try to find the thought. Make a joke about it if you like. Be honest and communicate what is happening with the group and move on. Suggested Script: D. You are presenting “Typecasting: Understanding Disability” and you notice that there are many audience members with disabilities. Any questions or concerns? Notes to Trainer: Possible Solution: Ask if anyone from the audience would like to share their experiences or ideas, but do not draw attention to a specific individual. Notes to Trainer: Bring the small groups back together and ask a representative of each group to present the scenario and their solutions. Give other participants a chance to provide feedback or suggest alternative solutions. Notes to Trainer: If this is not a two-day workshop, skip ahead to section about Evaluation and Closing Comments. Participant Homework - (2-Day Workshop) Notes to Trainer: If you are conducting a 2-day “Train the Trainer” session, it is advisable to have participants prepare a 5-10 minute “presentation” from the manual to present to the group on Day 2. Suggested Script: Your homework assignment for tomorrow is to prepare a 5-10 minute presentation from this manual. Show PowerPoint: Homework: 1. Prepare a 10 minute presentation from the manual. 2. Any topic from the manual. 3. Include a brief introduction, presentation of topic, and a closing. 4. Prepare to provide and receive feedback from peers Suggested Script: Because this is a “Train the Trainer” session, we not only want to provide you with the training materials and subsequent tips, but also with an opportunity to actually stand before a group and practice. Please pick a topic from the manual – the choice is yours. Your presentation should include a brief introduction, presentation of the topic, and a closing. This homework will provide you the opportunity to review and use your manual. It will allow you to practice, as well as obtain feedback from your peers. Notes to Trainer: Depending on your training site, you may or may not be able to offer participants the use of audio visual equipment. Suggested Script: Tomorrow, you will be divided into smaller groups for your presentations. After your presentation, you will receive immediate feedback from your group members. Suggested Script: Pick a particular aspect of your presentation style that you want to improve (e.g. voice projection, eliminating “uh”, handling a small group activity). This is a great opportunity to get peer feedback. Notes to Trainer: On Day 2, divide your audience into smaller groups, preferably 5-10 per group. If possible, include both experienced and inexperienced trainers in each group. Notes to Trainer: It is preferable to provide separate rooms for each group, in order to limit disruption. If this is not feasible, provide as much separation as possible. Notes to Trainer: Each member will present to the group. After each presentation, the group members will provide immediate feedback/critique. Notes to Trainer: Provide groups with enough Trainer’s Feedback Forms to evaluate the presentation of each group member. Notes to Trainer: Explain that on the feedback form there are three lines for “positives” and only one line for “in the future, you may wish to consider.” Notes to Trainer: Ask each person to tell the group a particular aspect of their presentation style on which they would like feedback. This will help the group focus its attention on specific areas that the participant is ready to address. When the “trainer” has finished presenting, give him or her the first opportunity to do a self-critique to open up areas for discussion. Then, as a role-model, you may want to provide a comment as a way to demonstrate how the feedback should be provided, with a focus on the positive and support for the areas needing improvement. You may prefer to have the group provide their written comments to the presenter as well as their verbal comments so the person can look them over later. Notes to Trainer: During the presentations, the trainer should mingle within each group. Notes to Trainer: After the small group presentations, gather the group back together as a whole. Suggested Script: How was this exercise beneficial? What did you learn about your own presentation style? Did it generate any other questions/concerns about the manual and/or public speaking? Notes to Trainer: Address these questions/concerns as time allows. Evaluation and Closing Comments Notes to Trainer: It is important to use this section, even if this is not a two-day training. Notes to Trainer: Pass out all three evaluation forms. Suggested Script: Evaluation is a very important part of the training, but is usually conducted in a hurried fashion as participants rush out the door. To prevent that from happening, sufficient time must be scheduled for the evaluation process. Explanation is needed to ensure that the evaluation forms are completed accurately and that the information collected is of value. Suggested Script: Evaluation forms may serve a variety of purposes and for this reason they should be customized for the specific training activity. The first evaluation example shows a breakdown of each module and requests specific information about knowledge of the subject matter. This evaluation form is from a training session that was conducted for the first time and the presenters wanted very specific feedback about how to improve the modules. Suggested Script: The second evaluation is more general. It can be used for a variety of types of workshops where the focus is more on the overall quality of the program, than on specific learning objectives. Suggested Script: The third evaluation form is more extensive, asks many more questions, and requires participants to rate their level of understanding of specific information before and after the seminar. As more and more agencies move towards an outcome based evaluation approach this type of format is often needed. Many grant programs also require this level of evaluation detail. Suggested Script: Along with evaluations, closing comments provide a wrap-up for the day’s activities. The trainer may take a few moments to summarize some of the learning from the day or ask participants to share one thing they learned. It is important to end on a high note. The trainer may also share ways in which they have learned from the group or share a story that incorporates ideas from the training, in order to leave the participants with a positive picture. Notes to Trainer: It is also helpful to stay after the session to speak with any participants that might have had questions or comments that they did not wish to share in front of the group. Make sure that you stick to your time schedule, and if possible, end a couple of minutes early. This will ensure that participants pay attention until the end and are not worried about sitting in traffic. Notes to Trainer: You may wish to share any additional best practices tips about closing a training at this time. Suggested Script: Remember—evaluation is an important part of the training. Always leave sufficient time for participants to complete the evaluation form. To guarantee that evaluation forms will be completed, the trainer may stand by the door and collect them as participants leave the room. The trainer may also wish to reward each participant with a small give-away type prize as evaluations are collected. Show PowerPoint: This PowerPoint slide is a graphic of a certificate with a red ribbon. Notes to Trainer: Remember, if you are conducting this Module as a “Train the Trainer,” plan time to distribute your own evaluation. You can modify any of the three included evaluations to meet your needs. Suggested Script: Of course, it is only appropriate for me to lead by example. Please do not leave without completing my evaluation form. You may exchange a completed form for a goodie in the back. Thank you! Best Practices for Trainers Copyright © 2004 by TransCen, Inc. [Ver. 10/05]