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Goal of the ProgramProvides:

Basics to trainers Baseline for evaluation Step one of career path

MaterialsLearners: Prior Communication: Email outlining the class with pre-work. The pre-work for each learner is to come prepared

with a tagline and a final presentation. All other materials are provided by facilitator.

Facilitator: IRM Trainer 101 Facilitator Guide (FG) IRM Trainer 101 Learner Guides (1 per learner) First Video Presentation FG Handouts (1 per learner) Construction paper Name tents/index cards

© 2015 Xerox Learning Services. All rights reserved. 1 Trainer 101 Facilitator Guide

Instructor ResourceManagementTrainer 101: Training BasicsFacilitator GuideVersion 3 (August 2015)

Course Revision Log:

Revision # Date Pages Topic Updated by

1.0 All L&D Final Draft

1.0 All SME Content “Sign-off”

1.0 All L&D Peer Review

2.0 6/29/15 All Pilot #1 Updates H. Utendorf

7/17/15 Pilot #2 Updates

3.0 8/11/15 All Final Updates H. Utendorf

Feedback forms (Per person, per presentation: e.g., If there are 10 participants in the class, you need 2 per participant)

Sign-in sheet Class evaluation Quick reference cards (each participant gets a set of 6) Laptop Dry erase markers Easels and easel paper Projector PowerPoint presentation Video camera, cord, charger, and tripod (Charge during lunch.) Additional SIM card

Assumptions Master Trainer to conduct sessions Learners

o Min of 4o Max of 10

Co-facilitator and additional room for breakout sessions is needed for classes with more than 10 Four classroom video presentations by learners

o Icebreakero Adult Learning Principles teach backo First Presentationo Final Presentation

Classroom LogisticsBefore Delivery: Coordinate and confirm with facility/department leadership to discuss your space, technology, lunch, and supply

needs to determine what you need to bring and what is available at the location.o Use “Leadership Coordination” email on SharePoint but also follow up if a meeting is needed prior to

class.o Make sure you receive written confirmation from leadership after initial contact.

Confirm learner’s names with leadership. Make sure the sign in sheet is available as learners are entering the classroom. Ensure the video camera, tripod, cords, extra SIM card, and battery are ready for the day. Launch the PowerPoint presentation for the session. Ensure you have enough copies of materials for the class. Ensure you have all your prepared easels ready (Look for icon in FG).

As Learners Enter the Room: Greet. Have them sign in on sheet with their name, email, and WIN number. Have them sit. Locate the construction paper. Ask them to write their tagline.


During Delivery: Charge camera during lunch break. Remember to turn camera off after each recorded presentation. For security purposes, lock laptops when unattended.

After Delivery: Finalize students in the LMS. Leave the room in the same condition as when you found it. Load videos onto SharePoint prior to the next class. Send “Learners - Post Class Communication” email and survey to all the learners. This email should be sent

out one week following the class. Send a “Site Leadership – Post Class Communication” email thanking the site leadership. This email should

contain the links to the videos.

AgendaIntroduction Program Overview (10 minutes) Ice breaker (30 minutes)

40 Minutes

Adult Learning Theory Basics Your role (5 minutes) Training vs. Facilitating (10 minutes) Applying Adult Learning Principles (10 minutes) Anticipatory Set (10 minutes) Maslow’s Hierarchy of Needs (10 minutes) Adult Learning Principles Activity (40 minutes)

o 2.5 minutes per presentation

85 minutes*

Break 15 minutesPresentation Skills Voice and Physical Aspects (10 minutes) Body Language (20 minutes) Using Visual Aids (10 minutes)

40 minutes

Classroom Engagement Increasing Engagement (5 minutes) Validating Understanding (15 minutes) Managing a Classroom (10 minutes) Listening Skills (5 minutes) Delivering Feedback (10 minutes)

45 minutes

Recording First Video Presentations (Part 1) Introduction to the Activity and Preparation (25 minutes)

25 minutes

Lunch 30 minutesRecording First Video Presentations (Part 2) Presentations (30-50 minutes)

o 3-5 minutes per presentation

30-50 minutes*

Managing Challenging Behaviors Identifying Challenging Behaviors (10 minutes) Challenging Behavior Activity (30 minutes)

40 minutes*

Break 15 minutesRecording Final Video Presentations Introduction to the Activity (15 minutes) Presentations (30-50 minutes)

30-50 minutes*


o 3-5 minutes per presentationSummary of the Day 10 minutes

Total: 405-425 minutes*

*Based on a 10-person class.


Description of Icons and Facilitator Guide Direction

Description

Agenda TimingThe clock icon indicates time allotted for this section/activity.

ActivityThe exercising person icon indicates the steps or process flow for this section/activity.

Use Easel/Dry Erase BoardThe easel icon indicates when to write something down or refer to a previously created dry erase board or easel page.Be aware there are easels that need to be prepared before class. This is indicated by the word “Prepared” under the icon. Review the FG before going to class to make sure you have all easels ready for class.

Talking Points or Say

The speak bubble icon with quotes indicates important talking points that need to be covered or statements you should say in your own words.

AskThe ask bubble icon indicates when to ask the learner a question.

DiscussionThe dialogue bubble icon indicates when to do a Q & A or Discussion.

Handout or Learner Guide The paper icon indicates there is a handout.

Transition:The gears icon indicates when to wrap up one topic and begin to introduce the next.

Next PowerPoint SlideThe laptop icon indicates you need to advance to the next slide.

Video ActivityThe filmstrip icon indicates this is an activity you need to record.

The mouse symbol displays when you need to trigger a PowerPoint animation during the discussion.

Facilitator Action/Movement

Orange fields indicate facilitator movement or activity in the classroom (e.g., from the computer to the easel, handing out QRGs)

Group Movement /Activity

Green fields indicate a learner activity.


Introduction (40 minutes)

Program Overview 10 minutes

Talking Points:

Introduce yourself (use the ice breaker format)o Nameo Professional/Years Trainingo What you would like to gain from this course.o Your tagline (from your pre-work)

Tell the learners they will get a chance to know one another better during the upcoming icebreaker.

Review the course objectives:o Conduct consistent training classes.o Perform proper classroom management.o Display the use of professional presentation skills.o Describe your role at Xerox.

Prepared

Facilitator Action/Movement:

Move to the easel/dry erase in the room where the Happy Rules are written. Reveal the Happy Rules one at a time.

Talking Points:

Be HAPPY! H – Have fun. A – Actively engage. P – Phones: Use only during break time. P – Please be respectful of everyone. Y – Your preparedness prepares you.


Prepared


Share Today’s Agenda with the group. o Agenda can be prepared in advance on easel/dry erase board OR direct learners to

the agenda in the Learner Guide.

Talking Points:

Explain what will be covered today.

Give specific times for breaks.o 2-15 minute breaks

Give instructions for lunch.o 30 minutes lunch

Describe the Parking Lot for questions:o Questions that will be addressed latero Questions for which I don’t have the answers o Great tool for trainers

Transition:

Now that the logistics are out of the way, let’s take about 30 minutes to get to know one another better.

Ice Breaker Activity and Video Recording30 minutes

Ask:

What is the purpose of an introduction? Possible answers:

o Get to know people.o Learn people’s names.o Identify people with shared goals, or with expertise in an area you want to learn more

about.

What are some tricks that you have used to learn people’s names? Possible answers:

o Repetition—Say their name as much as possible.o Association – Fred likes fish, Margherita runs a bar.

Group Activity/Action/Movement:

Ask learners to introduce themselves to the group by covering the following: o Nameo Professional/Years Trainingo What you would like to gain from this course


o Your tagline (from your pre-work)

Prepared


Move to easel to review the four topics the Learners should cover in their introductions. Make sure the video camera is ready to go before the presentations begin. Start video taping the ice breaker presentations. Remember to turn off the video camera when you are finished recording all presentations.


As the learners finish their presentation, remind them to post their tagline somewhere in the room before they sit down.

Ask:

Why do we use ice breakers? Possible answers:

o Allows group to build rapport.o Creates team atmosphere.o Sets a nice tone for the session.o Opens the door for communication.

Transition:

Ask: “How many people in the group have had formal facilitator training?”

Tailor a comment that accommodates both those who have or have not had formal training.

o “Learners who have had some formal training, this will be a great refresher; don’t concentrate on what you know but look for the items you don’t yet know. Learners who have not yet attended, today will give you an opportunity to acquire some of those foundational skills that will be invaluable in enabling you to effectively and professionally manage a class. “

Say: “Before we move on to talk about adult learning theory, what questions or comments does anyone have regarding ice breakers?”

Adult Learning Theory (95 minutes)


Adult Learning Theory Lesson Objectives1 minute

Say:

The first topic we’re going to cover today is adult learning theory

Talking Points:

Review the lesson objectives:o Recognize your role in creating a learning environment.o Create a readiness for learning.o Distinguish the levels of hierarchy of human needs.o Identify adult learning theories.

Transition:

This class is all about you, so let’s start with your role at Xerox.

Your Role5 Minutes


Ask:

What is your role? What else do you do for Xerox? Possible answers:

o Administratoro Facilitatoro Leader/Role Modelo Evaluatoro Mediatoro Coach

How do you help Xerox succeed? Possible answers:

o Trainers prepare people for their jobs.o When the trainer cares, the learners can tell and will be more successful.

Talking Points:

Represent the face of Xerox, as well as help others be successful. A great trainer has a deep desire to see others succeed.

Responsible for:o Delivering knowledge that our professionals need to perform their job responsibilities. o Modeling the values and principles of relationships and service, as well as for coaching and

mentoring our professionals to achieve success.o Displaying professional dress; while the environment may be business casual, it is still

important to portray professionalism through a neat and put together appearance.

Our culture requires us to be consistent in performance, messaging and thought. You will play a major role in our ability to provide seamless, consistent service to both internal

and external customers.

Transition:

Say: “Now that we have focused on your role, let’s focus on the learner’s role.”


Talking Points:

The goal of training is for the learner to walk away with new understanding or a new skill.

Three primary ways people learn:o Auditory: Hear it explained.

Examples are audio books, podcasts, radio, or lecture.o Visual: Watch it being done.

Examples are demo videos, observing someone as they work.o Kinesthetic: Do it yourself.

Examples are taking apart a motor, building a presentation, practicing a speech in front of a small group.

When people say they are a certain type of learner, they are actually sharing how they think they learn (or how they prefer to get information).

o In reality, all three are important for full understanding, and there is really no replacement for letting learners try things for themselves.

o As much as possible we will model this in today’s class.

Ask:

How many have used YouTube to learn to do something? Share what it was. Why was YouTube a useful learning tool? Possible answers:

o Get to decide what you learn.o See how something is done.o Can hear an explanation of how to do it.o Can pause and replay it to learn at your own pace.

Transition:

One thing you will learn is that there is a difference between training and facilitating. Let’s take a look what makes a good learning experience and what can turn a learning experience into a bad experience.

Training vs. Facilitating10 minutes



Using the dry erase board or two pages on your easel, make 2 columns (Best and Worst). Post for future reference.

Write the learner’s responses in the appropriate columns.

Ask:

Think about a bad learning experience. What made the experience bad?

Think about a good learning experience. What made the experience good? What is your ideal learning environment?

What are some things that someone should never do?

Talking Points: Provide definitions of training sessions vs. facilitated sessions (source: lagevin.com):

o Training: A session for learners to acquired knowledge and skills for their position.o Facilitated: A session where participants are guided through a process which might

include generating ideas, analyzing ideas, solving problems, or making a decision.

Ask:

Even though your job title may have you listed as a trainer, we want you to be a facilitator. Pulling from the list we created, what is it that facilitators do?

Possible answers:o Facilitators help to ensure a consistent approach and consistent messaging.o Facilitators help the organization’s professionals learn the skills necessary to provide

our services to both internal and external customers.o Facilitators contribute to the professional development of staff.

What are some things that someone should never do?


Possible answers:

o Bullyo Laugh at the learnero Use humor at the expense of the learner; if you do use humor in the classroom, make

sure it is directed at youo Yello Argueo Roll your eyes (Visual indications of frustration)

Talking Points:

Sometimes trainers are uncomfortable being facilitators.o They are used to having to hold all the knowledge.o They don’t feel comfortable watching a learner do something wrong while they are

figuring it out on their own.o They don’t feel busy if they aren’t in front of the classroom talking.o It is just out of their comfort zone.

Facilitator Action/Movement: After collecting the responses, circle the ones that illustrate a facilitator versus a trainer.

Transition:

Before learning can take place, the learner had to be ready to receive the information. Learners are not always ready to learn, but we can help them become engaged and invested in their learning.

Anticipatory Set and Motivation 5 minutes

Ask:

How many of you are here because you had to be here? Be honest.

Talking Points:

Sometimes learners are in your training session because they have to be. Because of this, you must engage your learner’s attention and create a readiness and motivation to learn.

o Anticipatory set is the method that creates this readiness and desire to learn – it is like a hook.o It connects what your learners already know to what they will learn.


o Think about your learners. Are they attending your class because they have to?

You must:o Engage the student’s attention.o Create a readiness and motivation to learn.

Examples: a menu at a restaurant, or a movie trailer that hooks people to see a movie.

Transition:

Not only do we have to create a readiness in the classroom, we also must monitor their environment for learning. This is where Maslow’s Hierarchy of Needs becomes important to understand.

Maslow’s Hierarchy of Needs10 minutes

Ask:

When have you found it hard to concentrate on a task? Possible answers:

o When I’m hungry.o When I’m tired.o When I’m cold or hot.o When I’m distracted by personal problems

Talking Points:

People have certain needs that trump other needs.

In 1941 Abraham Maslow created a hierarchy of needs, and many people still find it relevant today.

He stated that in order to reach the next level in the hierarchy, the lower level needs must first be met.

Ask:

What is Maslow’s hierarchy of needs? Possible answers:

o It is a theory of motivation.o It is a pyramid with basic needs at the bottom and more complex needs at the top.


What do we mean by physical setting? What are some needs we need to be aware of in the classroom? Possible answers:

o Temperature, lighting, seating arrangementso Disabled learnerso Audio visual equipment

What can we do to make sure the basic needs are met? Possible answers:

o Control the temperature in the room.o Allow for breaks or get people moving around when they look tired.o Nurture a learning environment. Do not use harsh comments, put downs, or

embarrassment in the classroom.

Talking Points:

What do we mean by security or safety? Sometimes we over think this need. By safety in the classroom, we mean:

o Make participants feel welcome from the start (greeting, opening with a joke or personal story, facilitating an ice breaker).

o Review the agenda.o Establish ground rules and question policy.

Ask:

What do we mean by group membership? Possible answers:

o Make sure that all participants know the facilitator and the others in the classroom.

What can we do to make sure this occurs? Possible answers:

o Introduce yourself and have the audience members introduce themselves.o Incorporate activities and group discussions.

What do we mean by self-esteem? Possible answers:

o Make the participants feel supported.

What can we do to make sure this occurs? Possible answers:

o Encourage participation in a supportive environment. o Give constructive feedback.

Talking Points:

The last level is learning. Knowledge acquisition can only occur when the other four levels are met.

Keep Maslow’s Hierarchy in mind at all times to maintain a learning environment.

Transition:

Not only do you have to create and maintain a stable and comfortable learning environment, but you also need to keep in mind adult learning principles.


Applying Adult Learning Principles 10 minutes

Ask:

How many of you have heard of Knowles or his theory of andragogy?o NOTE: Depending on the knowledge of the class, use the talking points to explain

Knowles’ Andragogy of Adult Learning.

Talking Points:

In the 1980s, Malcolm Knowles, an expert in the field of adult education, explored how adults are motivated to learn. He began with the observation that children seem naturally curious and therefore more ready to learn. What, he wondered, would make adults want to learn?

o Adults need to be involved in the planning and evaluation of their instruction.o Experience (including mistakes) provides the basis for the learning activities.o Adults are most interested in learning subjects that have immediate relevance and

impact to their job or personal life, such as subjects that: Increase their status, like a promotion. Improve their income by making them eligible for a raise or better job. Improve their life, like learning how to train their dog, or organize their personal

finances. Make them better at a skill, such as playing guitar. Keep them safe, such as car maintenance.


Help others, such as learning how to write a grant, or organize a food drive.

o Adult learning is problem-centered rather than content-oriented. Adults don’t want to just memorize facts.

Over the past 35 years studies have supported Knowles’ claims again and again. Yet even 35 years later, many of these principles are still ignored.

As you teach your courses, attempt to apply as many of these principles as possible.

In our next activity you will do some of your own discovery on how adults learn.


Break into 4 groups

Note: If only 4 learners, create 2 groups and assign 2 adult learning principals to each group. If 6, create 3 groups and assign 2 adult learning principals to each.

Up to 30 minutes to prepare

2.5 minutes per group to present

Instructions:

Separate learners into 4 groups. Refer to Learner Guide, which lists all of the principles.

o Adults need to be involved in the planning and evaluation of their instruction.

o Experience (including mistakes) provides the basis for learning activities.

o Adults are most interested in learning subjects that have immediate relevance and impact to their job or personal life.

o Adult learning is problem-centered rather than content-oriented. (Source: Kearsley, 2010)

The groups will use the information and questions on the handout to discover more about each learning principle.

Assign each group one principle to bring “to life” – the groups should be as creative as possible.

Groups may use any form of media to present their principle to the class (song, poem, skit, art, etc.).

NOTE TO PROBLEM SOLVING GROUP: You do not need to solve a difficult problem. It could be as simple has how to get a rep to do a greeting properly. Try to solve a problem that has a simple solution.



Record each group’s teach back activity. Remember to turn video camera off after the activity is over.

Ask:

How will you incorporate these Four Principles into your future facilitation? Possible answers:

o Provide a connection for the reason they are learning.o Incorporate activities around learning.

How was it different from traditional learning? Possible answers:

o We were able to get up and move.o We shared ideas.o We discovered on our own instead of being lectured to.

Why was this activity successful? Possible answers:

o Activity allowed learners to discover the Principles.o There was no lecture.o Learners could be creative.o Created a team membership.o Learners could share ideas.o Brought learner into the process of teaching.

Talking Points:

This is an example of experiential learning. Simply put, it is learning through doing.

Ask:

Think of a time that you learned something by doing it. How would your learning have been different in a lecture environment? Possible answers:

o Riding a bicycle—can’t be taught in a classroom.o Auto mechanics—books don’t really show how to do it.


Remind learners to jot down any section takeaways in the Learner Guide as you transition.

Transition:

Say: “To summarize what we’ve covered in this section, it’s very important to keep the participant’s comfort in mind, but also keep in mind what motivates them. Learning starts with desire and a successful facilitator knows how to recognize and fuel that desire into results. Part of that success comes from good presentation skills, which is our next section.


Presentation Skills (45 minutes)

Voice and Physical Aspects of Presentation 10 minutes


Say:

The next topic today is presentation skills.

Talking Points:

Review the lesson objectives:o Identify the voice and physical aspects of a presentation.o List the 10 principles governing visual aids.o Use delivery aids effectively.

Talking Points:

Preparation is key to a successful program. o Strive for a 2:1 ratio for new content—2 hours of prep for each 1 hour of lesson.o If you do not have that much time to prepare, practice the talking points and

introducing activities. Use down time, such as group work time, to review materials.o Preparation means actually practicing aloud.o Preparing in advance supports a positive learning experience for the learners and a


positive teaching experience for you. Your learners will grow to accept you as accountable and reliable.

o Confident use of different delivery aids, such as projectors and presentation decks, also add to your accountability as a professional.

Ask:

What do you think are good presentation skills? Possible answers:

o Making eye contacto Speaking loudly and clearlyo Using positive body languageo Gesturing with your hands

Talking Points:

Your voice is one of the most powerful tools you use when communicating. The aspects of voice are:o Projection – What does projection do for your presentation?

Wait and see what answers you get. To reveal the first word bubble.


Illustrate both good and bad examples of projection.

o Pitch – What does pitch do for your presentation? Wait and see what answers you get. To reveal the second word bubble.


Illustrate both good and bad examples of pitch.

o Pace – What can pace do for your presentation? Wait and see what answers you get. To reveal the third word bubble.



Illustrate both good and bad examples of pace.

o Pauses – What can pauses do for your presentation? Wait and see what answers you get. To reveal the fourth word bubble.


Illustrate both good and bad examples of pauses.

o Pronunciation – How can pronunciation affect your presentation? Wait and see what answers you get. To reveal the fifth word bubble.


Illustrate both good and bad examples of pronunciation.

o Fillers – How do fillers affect your presentation?

Wait and see what answers you get. To reveal the fifth word bubble.

It may seem awkward but silence is better than saying “um” when you are thinking of what to say next.

What is your favorite filler? What do you think about words like “cool” or “awesome?” Filler

or positive feedback?


Illustrate both good and bad examples of fillers.

Transition:

Your voice is not the only thing you need to keep in mind in the classroom; your body language is equally important.

Body Language While Presenting20 minutes


Ask:

How should you stand?Possible answers:

o Firm stance, shoulders back, feet shoulder width apart, and arms relaxed at your side or in a neutral position in front, shows respect and engagement.

o Open palms demonstrate a confidence that encourages students to be relaxed.


As you explain arm, hand, body movement in this section, take time to illustrate both behaviors suggested by the participants, as well as the examples you want to demonstrate.

Ask:

What should you do with your arms and hands while you present? Possible answers:

o Gesture purposefully.o Avoid crossing them in front of you; it looks like you are angry/disengaged.o Leave them relaxed and at your side when you are not gesturing.o Avoid biting nails, touching your face, or playing with your hair.

Talking Points:

Stay within the trainer strike zone: This is your body language from your neck down to your hips.

Keep your arms within this zone.o If you are not using your arms, keep them relaxed and at your side.

Use gestures for direction or to emphasize points. Gestures should be definite, and not tentative or timid. Use gestures sparingly, and only to give emphasis and meaning.

o Examples: Holding up three fingers or pointing, thumbs up, using your left hand vs. your right hand.

o Cultural: Be aware of your audience.


Ask:

How can our facial expression change a message? Possible answers:

o Eyes rolling shows you are bored, exasperated.o Looking down makes you appear insincere. o Smiling shows you are happy.

Talking Points:

A genuine smile expresses an invitation to participation. It is encouraging and accepting. Use a straight serious look when that is appropriate.

Facilitator Movement:

Be sure to demonstrate each of the following types of body language (i.e., sitting on edge of a table, and kneeling).

Ask:

What kind of atmosphere does sitting on the edge of a table do for your audience? Possible answers:

o Casual o Relaxedo Wanting to engage in discussion

What kind of message are you sending by kneeling (vs. standing) next to a learner? Possible answers:

o You are working with them instead of looking over their work.

What should you do while learners are working on group activities? Possible answers:

o Facilitate by asking questions.o Listen and move around the room to monitor any groups that might be struggling or

have questions.

Talking Points:

Sitting down or on a table edge relaxes the group and creates a good atmosphere for discussion.

Kneeling next to a student puts you both on the same level.© 2015 Xerox Learning Services. All rights reserved. 24 Trainer 101 Facilitator Guide

Walking from one person or group to another while your students practice encourages them to ask questions.

Moving around so that learners must track you keeps their focus on you.

The trainer strike zone is something you need to keep in mind when you are moving and making purposeful gestures.


Form two groups, one at each end of the room.

Learners will take turns restating their entire introductions and tag lines to the group on the other side of the room.

The group on the other side will use hand cues to guide the learner to improve their delivery.

After all learners finish the activity:

Ask:

On a scale from 1-10, how did the group do:o …with volume?o …with body language?o …with speed of language?o …with pitch?o …with eye contact?


After the group grades each presentation skill, talk about the skill they graded the lowest.

Talking Points:

The words themselves are only part of the meaning.

Facilitators must be careful about how they craft their message, to make sure it comes across clearly and in a positive way.

Transition:

Outside of your speech and body language, the props and visual aids used in the classroom are a big part of the learner experience.

Using Visual Aids10 minutes

Ask:

What other types of visual aids do you use in the training room?Possible answers:

o Gather information on what this particular group utilizes. Tailor any commentary in the discussion to what they are likely to use.


Tell participants to find the 10 Principles Governing Visual Aids in their Learner Guides.

10 Principles Governing Visual Aids1. The primary source (such as Facilitator Guide, Learner Guide) of content should carry the

lesson.

2. Don’t use media just to have media.

3. Media should be professional looking, planned, and organized.

4. Media must be handled well by the instructor.

5. Set up and check all media before your class, every time.© 2015 Xerox Learning Services. All rights reserved. 26 Trainer 101 Facilitator Guide

6. Make sure your media allows for participation.

7. Ensure that your visual aids are up-to-date.

8. Use pictures and diagrams rather than words.

9. Use color appropriately. (Use no more than three colors.)

10. Get out of the way; don’t block the learners’ view of your visual aids.

Talking points:

Circle the principles you already follow. o Give learners a moment to complete.

Tell participants that the ones they did not circle should be the principles they focus on.

Get volunteers to share with the group those principles they did not circle.

Focus on benefits and uses of dry erase boards and easels.o Benefits:

No worry about technology No learning curve Easy to transport Creates interactivity Flexible for the learning environment

o Added benefits to dry erase boards: Less paper Easy to erase

o Make sure to check markers before class.

o Remove client/participant specific information at the end of class. Erase dry erase boards. Shred paper from easels.


Move to the dry erase board/easel. Demonstrate the following on the easel/dry erase board.

Talking Points:

Legibilityo Scribble something to show the importance of legibility.

Spellingo Misspell something to show the impact.

Coloro Use dark colors to write.o Use light colors to highlight.o Use red sparingly.o Never use yellow.


Letter sizeo Make sure the lettering is large enough to be seen in the back

Pencilo Use pencil if you want to make a note to yourself. It is a secret of the facilitator.

Tabso Good for prepared easels.

White labelso Good for spelling errors.o Use this as an opportunity to correct the spelling above.

Page separatingo Use to conceal previous or future pages from the learner.

Write exactly what learner sayso Remember, when the learner shares information for the easel or dry erase board, use

their language; not yours.


Refer to the slide presentation for this session for the next section. Demonstrate PTT (Point, Turn, Talk)

Talking Points:

Regardless of the type of visual aid, make sure you:o Do not speak to your media. If you are facing your screen, your audience can’t see or

hear you.o Use: Point, Turn, Talk - PTT o Are not sitting while delivering information (unless it is a medical necessity).

Ask:

What was new to you out of this section?Possible answers:

o Point, Turn, Talk (PTT)o Minimized coloro Professional planning/organization.




Transition:

Once you start bringing your facilitation skills alive, you’ll notice that your class seems more engaged. But there’s still more you need to do. Now we’re going to move into ways to build more classroom engagement into your classes.

Classroom Engagement (45 minutes)

Increasing Engagement5 minutes


Say:

Next, we’ll take a closer look at classroom engagement.

Talking Points:

Review the lesson objectives:o Recognize the role of asking questions.o Describe the value of active listening.o Use appropriate strategies for providing feedback.

Ask:

When you are looking at your audience while teaching, what are some possible visual cues that your audience might display if they are not engaged?

Possible answers:o Zoning outo Multi-taskingo Disengagedo Sleeping

Ask:

What does classroom engagement mean to you? Possible answers:

o Asking questions.


o Telling stories.o Doing activities.

With what do you build curiosity, when the learners are obligated to be in training?Possible answers:

o Ask questions/create discussion.o Use stories.o Do activities/allow for discovery.o Focus on solutions.o Make it relevant.

Why do you ask questions? Possible answers:

o Increases interest and attention levels.o Invigorates discussion.o Encourages idea sharing.o Directs, redirects and focuses thinking.

o Helps you evaluate understanding.o Encourages learning.

Transition:

Questions play a big role in the classroom and are used in a few different ways. Now that we discussed engagement, let’s talk about questions and how much of a role they

play in the classroom.

Question Techniques15 minutes

Talking Points:

When checking for understanding, it is important that you are asking those questions that uncover whether the group truly comprehends the concepts you are teaching.

Ask:

How do you want to phrase your question?Possible answers:

o Openo Closed

What are open-ended questions and how are they used? Possible answers:

o Open-ended questions are questions that ask what, how, or why.o Require more than a few words to answer.

When would you use open-ended questions? Possible answers:

o Encourage divergent thinking. o Focus on alternatives. o Stimulate discussion or dialog.o Reveal contrasting points of view.o Uncover other questions.


Talking Points:

To get an idea of how much information learners have retained, ask open-ended question like:o What questions do you have about the directions for ___?o What else can I tell you about ___?o What can I clarify for you?

Ask:

What are closed-ended questions? Possible answers:

o Closed-ended questions are questions that can be answered with either a single word or short phrase.

o Closes down discussions.

When would you use closed-ended questions? Possible answers:

o Verify information/check specific details.o Limit answer choices. o Easy to answer.o Can be answered quickly.o Help the questioner maintain conversation control.

Talking Points:

Good uses of closed ended questions:o Would you rather finish the lesson now, or take a break first?o If you want to generate discussion, would you use open-ended questions, or closed-

ended questions?

Closed-ended questions do not generate discussion. Do not use if you are trying to generate discussion.

Ask:

Most of us know the acronym K.I.S.S. What is the purpose of each question? o What does K.I.S.S. stand for?o What do we mean when we say, “Keep it Simple Silly?”

If you have another acronym that the class is familiar with, you may use it in place of the K.I.S.S. example.


Talking Points:

The first question checks for memorization, not comprehension.

The second one ensures that the learners understand the concept, and haven’t simply used memorization.

Say:

And simplifying might also mean that you cut down on what you say. You want to make your statements, your words, significant.

Transition:

Another way that questions can help you is by using them to help stay in control of your classroom.

Managing a Classroom10 minutes

Ask:

How do questions help you manage a classroom? Possible answers: o Refocus the group or individuals who may be multitaskingo Build curiosity so the class stays engagedo Involve the learners so they stay engaged

Say:

Make sure you do not resort to bad behavior in the classroom. It sets a bad example and does not help difficult situations,

One way to manage a classroom is by asking questions. Questions are not just for checking for comprehension; questions can also be used to manage a class.



Demonstrate each type of questioning strategy below and then ask the class to identify the technique used.

Talking Points:

Reverse questions: Ask a volunteer to ask a question, then reverse it back to them for more information.

o Reversing is useful when you want to pull from knowledge the learner already has.

Direct questions: Ask a direct question to evaluate understanding.o Sample question: Who is the president of the United States?o You may ask an individual or the group.o Let the audience know this concept is going to be revisited.

Redirecting a question: Ask another volunteer to ask another question. This time redirect the question to a different person in the class to see if they can answer it.

o Redirecting is a great way to address questions that have been asked multiple times. o If the group doesn’t seem able to answer the question, you may need to go back and

review the information again. Polling questions – Polling questions help to evaluate learner retention.

o Identifies day dreamers and silent observers

Ask:

When you ask questions, should you ask the whole class, or should you ask an individual person in the class? Why?Possible answers:

o Asking the whole class may be less threatening to the learner than just selecting someone to answer.

o Asking the whole class keeps everyone involved.o Asking individual people ensures that questions aren’t only answered by a small group

of people. o Asking individuals can keep people motivated to listen because they may be called on.


Talking Points:

Here are three tips for asking questions:

o Don’t be afraid of silence. Allow 10 seconds of silence after asking a question, even if it feels uncomfortable. Someone from the group will want to fill the silence and answer the question.

o If you are calling on an individual, say their name before asking the question. Catching them off guard may embarrass them. If they are embarrassed, they may become detached from learning.

If a learner asks a question that will be answered later, or that you don’t have the answer to, add it to the parking lot to be addressed later. This allows the learner to feel heard and ensures their question won’t be forgotten.

Transition:

But talking and asking questions isn’t your only job. You need to also cultivate your listening skills.

Listening Skills5 minutes

Ask:

What are some key points to listening? Possible answers:

o Allow the student to discover by talking less and listening more.o Listen completely. Focus your attention on the student, instead of thinking about

how you will respond.o Rephrase what is said to demonstrate that you have a true understanding of the

information.o Do not interrupt even if you think the student is heading toward an incorrect

answer.o Maintain eye contact with the student who is answering the question.


To reveal the answers on the slide, and review any answers the participants did not come up with on their own.


Talking Points:

As professionals who speak over the phone, you already have a lot of knowledge about active listening.

Ask:

Why do you think it is important to demonstrate active listening skills?Possible answers:

o Gather knowledge.o Show empathy and understanding.o It is important you demo the proper way, so they pick it up naturally.

Talking Points:

People are often able to solve a problem for themselves by talking it through.

When people solve a problem for themselves they are more likely to remember the solution.

It’s important to practice what you preach. As a facilitator, if you don’t give your full attention to your participants, they will not give their full attention to you, or to what they are being taught. This will translate to their work as well.

Transition:

When you are listening to a learner, often times you are going to need to give them feedback – sometimes the feedback is simply praise, but other times the feedback may be more difficult to deliver.

Delivering Feedback10 minutes


Ask:

What kind of feedback do we often hear? Possible answers:

o Negativeo Positiveo None – No news is good news

Why is it important to give feedback to your learners? Possible answers:

o Gives benchmarks for learner’s progress.o Identifies needs for practice.o Rewards positive results.o Shows that the trainer is engaged and cares.

Talking Points:

Ask the student to self-evaluate. They will often start with the negative, so you will want to redirect them to positive feedback as well.

Start by saying something positive and respectful. Make sure it is specific, not just, “you did great!”

Use the sandwich approach for providing positive correction: positive – what can be improved – positive.

Never say a student response is “bad” or “wrong.” Instead, talk about what needs to be improved.

Use positive nonverbal communication.

Don’t overuse reinforcement by overly praising every comment. Your sincerity will be questioned.

Be honest and consistent with your feedback.

Note what you observed and then ask the student if it is consistent with how they see things.

Encourage them to ask questions and tell you when they need clarification.

Listening engages you with your learner.

Honest and clear feedback is how your learners will grow.




Transition:

Now that we’ve covered good presentation skills and you know why they are important, you’re going to get a chance to practice in a group setting. The next section is going to take us a little more than an hour, and it is good preparation for the final solo recorded presentation of the day.


Recording First Video Presentation(85 minutes)

Introduction to the Activity and Preparation 25 minutes

Say:

You will now prepare and present your first video recordings of the day.

Talking Points:

Review section objectives:o Demonstrate effective delivery using a Facilitator’s Guide.o Provide and receive constructive feedback.o Analyze strengths and opportunities for effective delivery techniques through videotaping.

You will now be given time to prepare a short lesson.

The goal of the presentation is to practice the skills you have learned so far, not necessarily to finish the lesson.

This is a safe environment where we all share and learn from each other. Relax and just be yourselves.

You will see significant improvements in your delivery style as you experience the videotaping.



Hand out the Facilitator Guides for the First Video Presentation.

Instructions:

Point out they will have only 20 minutes to prepare their presentations, using a Facilitator Guide. They can choose one of these topics:

o Getting Programs Startedo Co-Trainingo Controlling Nervousnesso Checking Learner Reactionso Getting Learners to Respondo Classroom Learning Activities

Say: Your presentation should include the following:o A minimum of three questions.o A clear approach to engaging the audience.

Practice aloud at least three times to make sure you are ready to go. Emphasize: the purpose of this exercise is to learn how to “think-on-your-feet” with a topic you

have never seen before.

Transition:

Ok, so far today we’ve gone over a lot of material but now it is time for you to get a chance to practice.

First Video Presentations60 minutes



Hand out the First Video Presentation Feedback Form. Ask one volunteer from the class to provide feedback on the First Video Presentation

Feedback Form for the Presenter. We will need one Observer per presentation to provide written and verbal feedback.

o Each section has an attribute you will assess.

o Make sure you are specific when giving notes, and only use N/A when the presenter did not have an opporutnity to demo (e.g., they didn’t use a visual aid).

Instructions:

Ask learners which presentation skill they want to work on from the Red Rover exercise. (Tone, voice, eye contact, etc.)

Ask for volunteers to give their presentations.

Video record each presentation.

Let the learners know ahead of time that they will be stopped when they reach their allotted time so they know what to expect.

Ask for different volunteers to provide verbal and written feedback after each presentation. Remind them to speak to the presenter, not about the presenter (not in 3rd person).

After all of the presentations and feedback are complete, ask the learners to give their feedback forms to the presenter.

Talking Points:

Pick out a couple of things the presenters did exceptionally well and give pointers in areas that could have been better.



Transition:

You are one step closer to getting a chance to present solo to demonstrate your new skills. But first, one of the hardest things you have to deal with as a facilitator is challenging behavior. So let’s take some time to go over ways to manage a group that might be trying your patience.


Managing Challenging Behavior (40 minutes)

Identifying Challenging Behaviors10 minutes

Talking Points:

Review objectives:o Identify challenging behaviors in the classroom.o Explain strategies for managing behavior.



If the group is still divided from the last presentation activity, make sure to bring them back together before moving onto the talking points.

Talking Points:

In learning programs, learners sometimes exhibit behaviors that are counterproductive to what you are trying to accomplish.

Such behavior is more common in lengthy programs.

Undesirable learner behavior is a major issue for facilitators because it disrupts the class and distracts everyone.

How you manage learner behavior could make the difference between a successful program and an unsuccessful one.

Ask:

What are some challenging behaviors you have had to deal with in your classes? Possible answers:

o Preoccupation with cell phones, email and Smart phoneso Rudeness to the facilitator, to other learners, or to botho Silence and reluctance to participateo Domineering talk and actionso Tardinesso Inattention to program content and work

What happens if you do not address these behaviors?Possible answers:

o Lose control of classo Other participants cannot learn (i.e., attrition)o More disruptive behavior erupts.

Transition: Now you have the chance to practice managing classroom behaviors.


Challenging Behaviors Activity30 minutes

Instructions: You are going to break into groups, be given a situation, and then will be asked to:o Identify the type of behavior.o Develop a plan to correct the behavior (reactive management). If the behavior continues, it’s

important to reach out to your supervisor to learn how to address it. You will learn more about this, coaching, in the next training session.

o Brainstorm a strategy for the facilitator to be proactive next time.o You will have 5 minutes.


Divide the class into groups and assign each group a different situation to work on.


Tips for Managing Behavior and Scenarios from the Learner Guide for activity

Behavior Proactive Reactive

Ramblers Use a “parking lot” to record questions that are off-topic.

Use the phrase, “Let’s take this discussion offline on a break” to stop them, and then continue with the subject.

Refocus attention by asking a closed-end question related to the topic.

Silent Observers Plan an icebreaker activity where everyone must speak. At some point in the class, plan to assign each learner the role of spokesperson to report out group findings. If possible, have a silent or shy participant speak early in class to reduce anxiety over his or her upcoming turn to speak.

Ask a safe or easy question (could be something that you know they can talk about), and then compliment them on the answer. Sit next to them in a table group and engage them in one-on-one conversation and then encourage conversation with the entire table group. Create opportunities to draw them out by directing questions to them and asking them for their opinions.

Big Talkers Reference the “parking lot” as a spot to log additional information that cannot be addressed at the time. Revisit ground rules.

Make eye contact with the participant and try to get his or her attention. Pause and stare (respectfully) at a participant if a side conversation is going on or after you are interrupted. Stand behind the participants having a side conversation. Ask the participant to clarify a point you just made or add to the larger group discussion. Talk to the participant during a break if their behavior becomes especially disruptive.

Dominators Instead of asking the whole group for a response, direct your questions to a table that does not have this person in it. Establish participant expectations for everyone at the start of class.

Acknowledge the participant’s previous participation and ask for someone else to answer. Stand next to the dominating participant and look at everyone else when asking a question. Talk to the person during break.

Oblivious multitaskers

Cool off the room temperature to keep them awake. Be engaging and enthusiastic; engage them in discussions. Plan some activities to bring back their attention. Have candy or other fun refreshments available. Plan to give a reward for those who return from break on time or announce that the last person back will be the next volunteer to write on the flip chart.

Do a group stretch or game. Make eye contact with the participant and try to get his or her attention. Stand near or behind the participant when speaking to the class. Ask if the participant can clarify a point you just made or add to the larger group discussion. Ask participants to sit in different seats the next day and direct this person to sit near the front.

Situation #1:© 2015 Xerox Learning Services. All rights reserved. 45 Trainer 101 Facilitator Guide

Sheri is so much fun and everyone in class likes her. She has a story for everything. Sometimes her stories are related to the topic, and sometimes they are completely off base. She is so nice, but we are 20 minutes behind already because she keeps taking us off topic.

Possible answers:Proactive:

Parking lot for off-topic questionsReactive:

Taking discussions offline or on break Ask closed ended questions Move next to her to direct attention to the rest of the class Use polling questions to get others involved

Situation #2:Tom is very quiet and does not talk or contribute to class discussions. I looked at his resume, and he is truly an expert on this topic. I am not sure how to get him to open up and share his ideas with the class.

Possible answers: Proactive:

Ice breaker or energizer where everyone must participateReactive:

Ask polling questions and calling on him to expand on the answer

Situation #3:Gary doesn’t always seem engaged with the topic. I keep seeing him start side conversations with others near him. When he wants to share with the group, he often interrupts others instead of waiting. He doesn’t listen to instructions so I often have to repeat myself.

Possible answers:Reactive:

Parking lot questions Review Happy Rules

Proactive: Make eye contact Be silent Move over to him (if the conversation is on topic ask for it to be shared with the group) Ask others to clarify instructions

Situation #4:Mindy has a lot of good ideas, but she sometimes dominates a discussion, preventing others from contributing. She has done this type of work before, and often interrupts me to share her experiences.

Possible answers: Proactive: Parking lot (if applicable)

Reactive: Stand next to her so engagement is directed to the other learners Use polling questions to get others to respond, Talk to her during a break about allowing others to contribute and acknowledge her

experience (if it doesn’t improve)

Situation #5:Tracy will not get off his cell phone. During group work I saw him check his email. I know that he has a lot of work to do and it is hard for him to make time for this training, but it isn’t worthwhile for him to be here if he isn’t going to participate.



Revisit Happy Rules Add an activity

Reactive: Stand next to him which will cause learners attention towards you and in his direction Ask him a question (an easy one so he will know how to answer) – follow site’s procedures

Situation #6:Halfway through a lecture, I see that two learners seated next to each other in the back row are having a private conversation. I hope that no one else notices and I continue with my presentation. Later, I notice that the private conversation is beginning to affect some of the other learners in the back. I see one learner check his cell phone at least twice, and then leave the room.


Review the Happy RulesReactive:

Make eye contact Be silent, move over to them (if conversation is on topic ask for it to be shared to the group), Ask if we need a break (or follow site’s procedures for the cell phone)

Situation #7:Midway through the morning, just before the first scheduled break, I realize that there are three very different levels of comprehension among my 15 learners. Most of them are following along and seem to understand. However, two learners do not seem to understand some basic call center procedures related to their work and are lost. Another learner is very familiar with what has been discussed so far, based on his comments about encountering similar situations and how he went about resolving some of the difficult issues. He now looks bored.


Engage them in a discussion Add an energizer

Reactive: Do a game / stretch Implement a “teach back”, Utilize the redirect questioning technique and direct clarifying questions to the learners who

have a better understanding of the procedures


Talking Points:

If you have internal procedures you follow for your situations, make sure to follow them for the exercise.

Allow each group 2-3 minutes to share their findings.

Ask:

Who has had success in a classroom dealing with these experiences and would like to share their personal best practices?

Why is it important to address classroom behaviors early?Possible answers:

o Bad behavior will follow the learner onto the production floor.o Bad behavior escalates and creates a domino effect.o Could create a bad learning environment for other learners in the class.o Contributes to attrition.o There are times that reactive and proactive is not enough, and you need to move on to

coaching. More information on this in later training.

Talking Points:

Individual behavior can become group behavior.

Remember when we revisited our Happy Rules before lunch? This is a tactic you can use to maintain proper classroom behavior and keep individual issues from becoming large problems.



Transition:

Addressing disruptions in the class was the last piece of the puzzle, so now we’re in the home stretch. It’s time to get ready for the final solo presentation.


Recording Final Video Presentation (65-85 minutes)

Introduction to the Final Presentation Activity15 minutes

Talking Points:

You will now be given time to prepare a final short lesson. Once the prep time is over, you will be recorded giving your presentation.

Talking Points:

Review section objectives:o Build upon skills identified in the previous videotaped presentation.o Demonstrate effective management of challenging behavior.o Make use of media techniques.



Hand out the Final Video Presentation Feedback Form.

Ask one volunteer from the class to provide feedback on the Final Video Presentation Feedback From for the Presenter. We will need one Observer per presentation to provide written and verbal feedback.

o Each section has an attribute you will assesso Make sure you are specific when writing notes and only use N/A when the presenter did not

have an opporutnity to demo (e.g., they didn’t use a visual aid).o

Instructions:

Build on the feedback from the first presentation.

Inform the learners they have 15 minutes (depending on the size of the class) to prepare their presentations. The learners will either use the presentation they brought with them to class or if they did not bring a presentation, build upon the First Presentation they presented earlier in the day.


While the learners are working on their presentations, start the disruptive behavior card process:To help learners identify and manage challenging behaviors, pass out the Challenging Behavior cards to each learner with the corresponding presenter number written on the front of the Challenging Behavior card. Remind the class not to share with anyone what number or behavior they were given.

Give the class an alert when there are 10 minutes remaining in their planning time, and again at 5 minutes remaining.

While the learners are planning, prepare sticky notes to use for assigning the challenging behaviors to the observers, for during the presentations.

Make sure you have a card for each learner. On each note, write a number (1, 2, 3, 4, etc.) and one of the following challenging behaviors:

o Rambler

o Dominator

o Multitasker

o Side Bar Conversation

The card will inform the learners which challenging behavior they will display during the delivery of another learner’s final presentation, for example, if a sticky note has a #2 on it and the term Rambler, the person it is given to will be a challenging learner (rambler) during the presentation of the person who presents 2nd (Presenter #2).

Number each presentation topic in the order they will be presented. Make sure each learner is aware © 2015 Xerox Learning Services. All rights reserved. 50 Trainer 101 Facilitator Guide

of the topic/presentation number.

Distribute the sticky notes with the challenging behavior assignments, explaining that each person will demonstrate that behavior during the corresponding presentation. (Be sure to not give anyone a sticky note with their own presenter number.)

IMPORTANT: Explain that the challenging behavior should not interfere with the delivery to the point it would cause the presenter to lose their concentration. The person with the challenging behavior assignment needs to continue the behavior, subtly, until the presenter has taken action to correct the behavior. Once the behavior is corrected, it should not happen again. If after a good amount of time, the presenter has not corrected the action, then the challenging behavior can stop.

Final Presentations30-50 minutes


Make sure you have the camera ready to record before starting the final video presentations.

Hand out the Final Video Presentation Feedback Form.

Ask each person to write down their feedback on the Final Video Presentation Feedback Form for the presenter they have volunteered to assess.

o Each section has an attribute you will assess.

o Make sure you are specific when writing notes, and only use N/A when the presenter did not have an opporutnity to demo (e.g., they didn’t use a visual aid).

Each person will fill out a feedback form for one presentation.

Instructions:

Ask for volunteers to give their presentations.

Ask learners which presentation skill they want to work on from the Red Rover exercise. (Tone, voice, eye contact, etc.)

Video record each presentation.

Let the participants know ahead of time that you will stop them at the end of 5-7 minutes, so they know what to expect.

Ask for different volunteers to provide verbal and written feedback after each presentation. Remind them to speak to the presenter, not about the presenter (not in 3rd person).

After all of the presentations are done, and feedback is complete, ask the learners to give their feedback forms to each presenter.

Transition:

Congratulate the class on their accomplishments and let them know the day is winding down.

Recount one or two highlights specific to the class.Possible answers:

o I appreciate all the teamwork I noticed during activities.o Thank you for being so respectful and helping the class run smoothly.

Before I let you go, I want to take just a few more minutes to wrap up, recap, and give you next steps.


Take a couple of minutes to jot down any takeaways you have from the group’s final video presentation. This can be something you learned from your presentation or something you saw in someone else’s presentation.

Transition:

Before we wrap up for the day, I have a few questions about your experience today.

Summary of the Day (10 minutes)

Debrief and wrap-up10 minutes


Ask:

What did you like about today’s class? What would you have changed about what we covered, or the activities we did today? What is your biggest takeaway? Take a moment to look back at the opportunities you wrote down before class started today. Did we

achieve these?


Go to the dry erase board/easel to review opportunities.

Talking Points: Review next steps for trainers:o Certification optionso Follow up: You will receive a Survey Monkey link after the class. Please take a moment to complete

this class evaluation. You will also receive surveys in the future to see how this class impacted your facilitation skills.

Revisit career opportunities.

Ask students to express their likes/dislikes and main takeaway.

Facilitator Action/Movement: Head back to PowerPoint.


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