facilitator's train-the-trainer handbook

FACILITATOR’S TRAIN-THE-TRAINER HANDBOOK of 21

Cristopher Alvin De Guzman

FACILITATOR’S TRAIN-THE-TRAINER

HANDBOOK

CHAPTER I

PRINCIPLES OF ADULT EDUCATION

INTRODUCTION

Learning is a lifelong process in which experience leads to changes within the individual. In

fact, learning is often defined as a change in behaviour resulting from experience. In short,

learning means change!

Good training or facilitating doesn’t just happen. Good facilitation skills are acquired

through preparation, experience, and evaluation. Through frank self-assessment, and

feedback from others, effective facilitators build on their strengths and learn from their

mistakes. As well, good training reflects the practical application of principles of adult

education.

The following adult learning principles will help you gain a better understanding of how

adults learn.

GENERAL PRINCIPLES OF ADULT LEARNING

Adults usually learn best when:

• The purpose of training is clear and satisfies an immediate need, (i.e. it is relevant to

current challenges). Participants usually decide what they will learn and want to

identify their expectations as they relate to the course.

• They participate actively in the learning process. Adults possess a wealth of

experience and knowledge; they are a valuable resource as well as a learner.

• New facts and insights are connected to and build upon what they already know.

• The specific goal of the learning activity is clear and participants understand what is

expected from them.



• When feedback is direct and frequent. Participants want to know how well they are

progressing. They prefer, however, to be able to recognize their progress through self-

evaluation.

• Taking risks and making mistakes is part of the learning process.

• Participants are respected and listened to.

SUGGESTED APPLICATIONS OF LEARNING

PRINCIPLES

You can increase your effectiveness by applying these principles in the following ways:

• Organizing and making available the widest possible variety of resources for learning.

• Helping to clarify the course learning objectives and also responding to the individual

learning needs of each participant.

• Not only giving feedback, but encouraging, accepting and responding to feedback

yourself.

• Actively listening and responding to non-verbal messages.

• Being familiar with subject material.

• Quickly learning names of participants and using them.

• Admitting when you don’t know the answer to a question, but also following-up

(researching and providing a response).

Additional Applications Include:

• Building on the experience of individual participants and the group.

• Being punctual, organized, friendly, relaxed and enthusiastic.

• Welcoming questions and inviting the participation of everyone.

• Giving clear directions when introducing exercises.

• Following up on exercises to help participants gain more from them.

• Responding to participant needs, but also keeping on track.

• Maintaining your sense of humour.

• Using audio-visual aids/techniques effectively.

• Avoiding sexist or foul language and tasteless jokes.

• Doing what you say you will do.



CHAPTER II

PLANNING AND COURSE PREPARATION

COURSE FACILITIES

A training program of the highest design and quality, instructed by the most experienced and enlightened facilitator can fall short of its objectives by the barriers which occur when training takes place in an unsuitable facility.

The quality of training can suffer because:

• A telephone (fixed or cellular) in the room rang intermittently.

• The screen could not be seen by all participants.

• Lighting was inadequate.

• The chairs were uncomfortable.

• The room was too small for the number of registered participants.

• The room you booked is being used by someone else.

Try to anticipate the unexpected. There is nothing worse than having a classroom full of participants and an instructional program that cannot proceed due to a facilities related problem.

LOCATION

Arrange for a location that will satisfy the following requirements:

• A horseshoe or table (rounds) arrangement to comfortably accommodate participants with sufficient space for tables for handout materials. (see diagrams at the end of this chapter).

• Sufficient wall space to post charts, posters and completed flip chart pages.

• Quiet, comfortable environment, good climate control, ventilation, lighting, and removed from noise or other potential distractions.</FONT< li>

Classroom Preparation:

Ensure you have the following audio-visual equipment, and that it is operational:

• Screen.

• LCD / Overhead projector with extra bulb.



• Extension cords.

• 2 flipcharts and flipchart paper.

• Felt pens for both white board and flip chart.

• Masking tape.

The following illustrations are suggested room layouts, HORSESHOE and ROUNDS.

HORSESHOE

(Suggested Layout)

WHITE BOARD SCREEN FLIP CHARTH/OUTS

ROUNDS

(Suggested Layout) H/OUTS WHITE BOARD SCREEN



Training Room Requirements Checklist

Name of Course:__________________________ Course Date:_____________________

No. of Participants:________________________ Venue:_________________________

Instructors:_______________________________________________________________

ITEM NO YES COMMENTS

Layout (Horseshoe/Rounds)

No. Of Additional Tables Required

Location of power outlets/lighting switches

Overhead Projector/Spare Bulb

Screen

Whiteboard, Pens and Eraser

Extension Cord

Flip-Chart Stands - 2

Flip-Chart Paper and Pens

Refreshment Requirements - coffee, tea, juice, water, etc.

Name Cards

Participant Course Material

Masking Tape

Other Requirements



CHAPTER III

TIPS AND TECHNIQUES FOR FACILITATING GROUPS

ARE YOU A TRAINER OR FACILITATOR?

You are both a trainer and a facilitator. You have important subject matter information to

communicate during the course and, at the same time you want participants to be able to perform

certain skills. You will be adding to participants’ knowledge and understanding. These roles are

frequently thought of as "training" functions. However, the impact will be greatest if you are able

to maximize participation, draw upon participant experience and insights, and encourage a non-

threatening and non-judgmental learning environment. This requires you to play a major role in

"facilitating" the process.

Let’s keep the terms simple. Throughout this manual, you will be described as a facilitator to avoid

the awkwardness of "trainer/facilitator". Think of yourself in whatever terms are most comfortable.

TWO-WAY COMMUNICATION

There are several positive ways to enhance communication between facilitator and participant. The

following briefly highlights some techniques to improve your ability to communicate with

participants.

Eye contact:

• Avoid extremes - don’t zero in and lock eyes with one person for an extended period of

time; on the other hand, don’t sweep your eyes over the group.

• If you sense that your eye contact is creating nervousness or discomfort, move your

attention elsewhere.

• Be natural - don’t establish a set pattern of eye contact. (e.g. the "windshield wiper"

approach to eye contact)

Voice and Language:

• Know what you are going to say before you say it.

• Be natural (even if you have to work at it).

• Be positive, friendly and straightforward.

• Speak spontaneously, relying as little as possible on notes or written materials.

• Speak conversationally and enthusiastically.

• Make sure you can be heard comfortably by listeners.



• Watch your pace and articulation.

• Work on troublesome words so you can pronounce them easily.

• Practice your presentation beforehand, read aloud, get feedback if possible.

• Demonstrate good posture and poise.

• Avoid poor grammar, sloppy pronunciation and misused terms.

• Choose your words carefully to avoid ambiguity (say what you mean!).

• Use jargon and acronyms sensibly.

• Have a glass of water (or a sour lemon drop) handy to counter a dry throat or a persistent

‘tickle’ in the throat.

Body Language:

Non-verbal cues or body language play a key role in the communication process. Observing how

people are saying what they are saying can frequently tell you much more about the content of the

message, than the words themselves. Facial expressions, body movements, posture and position,

and gestures all contribute to the message.

FEEDBACK

In addition to receiving ‘feedback’ from participants, you will periodically be providing

participants with feedback on their performance.

Effective Feedback :

• Is descriptive of the performance, not evaluative or judgmental.

• Tends to emphasize strengths rather than weaknesses.

• Is specific, not general.

• Is checked to ensure understanding.

QUESTIONING TECHNIQUES

On of the most useful and productive methods of sustaining participant interest and involvement is

through the use of ‘open’ and ‘closed’ questions.



Use of questions:

• Can encourage the exchange of ideas and sharing of different perspective and experiences.

• Will allow the facilitator to determine the present knowledge-level of participants.

• Can serve to emphasize and reinforce key points.

The following checklist can be used periodically to review your communication effectiveness.

COMMUNICATION SKILLS CHECKLIST

General Yes No

Are you responding to non-verbal cues?

Is your non-verbal behaviour neutral or enhancing, but not

distracting?

Do you use positive, natural hand and arm movements?

Do you maintain eye contact?

Do you stand straight, with weight evenly balanced, avoiding

slouching?

Do you periodically use moments of silence to indicate to participants

that you are listening, and to encourage them to keep talking?

Do you strive for natural gestures and facial expressions and avoid

distracting expressions such as frowning or looking bored?

Do you avoid repetitive or annoying behaviour such as constant

nodding, staring or nail biting?

Do you avoid habits such as jangling coins, playing with elastic bands

or waving a pointer?

Do you dress comfortably and conservatively in clothes that fit well?

Do you look neat and well groomed?

Do you refrain from chewing gum?

Do you vary your tone of voice?

Is your manner of speaking smooth and fluent?

Do you enunciate your words clearly?

Do you speak conversationally?

Proximity



Do you recognize and respect participants’ use of any physical

obstacles (e.g. desk, chairs) as a means of maintaining personal

space?

Delivery Style

Do you speak the language of the group (i.e. do you make yourself

understood)?

Do you practice troublesome words so you don’t mispronounce them?

Do you avoid "filler words" (eh, um, like, you know)?

Do you avoid jargon, or if jargon is necessary, do you define it?

Do you address your listeners at their level?

Do you use humour effectively and appropriately, being careful not to

offend or embarrass anyone?

Do you vary the speed of your delivery?

Do you monitor the time you are willing to spend on an issue in order

to maintain control of the presentation?

Do you talk to all people in the room and not just to one side or to the

leaders?

Listening

Do you concentrate on what is being said even if you don’t agree or

are not really interested?

Do you listen to the other person’s viewpoint?

Do you clarify what the speaker has said by restating in your own

words the meaning you understood?

Do you look at the person who is speaking?

Do you concentrate on the speaker’s meaning rather than on how he

or she looks?

Do you hear sounds without being distracted by them?

Do you listen to the speaker without judging or criticizing?

Do you allow the speaker to vent negative feelings toward you

without becoming defensive?

Do you recognize that words can mean different things to different

people?



Do you reflect the implied feelings to seek clarification or

confirmation?

Testing for Understanding - Questioning

Do you test for understanding at the end of each unit of instruction, by

observing non-verbal signs as well as by listening?

Do you test for understanding by reviewing or restating an idea before

your learners attempt to apply the idea?

Do you correct misunderstandings and misconceptions whenever

necessary?

Do you congratulate a learner on a good answer and restrain from

rephrasing or expanding on it?

Do you test for understanding after you have presented a difficult

concept?

Do you test for understanding after you have presented a key or basic

concept?

TRAINING TECHNIQUES

LECTURETTES

When facilitating any training session or course you will be presenting several brief lecturettes to

participants. When planning your session, make every effort to minimize the number and length of

lecturettes. Any presentation you make should not exceed 10-15 minutes. The attentiveness and

interest of most participants will tend to diminish quickly after 15-20 minutes.

To enhance the quality of your lecturettes:

• Start with an interesting statement, observation, quotation or question.

• Explain where you’re going and why.

• Refer participants to their Participant Manual as appropriate.

• Use interesting examples, anecdotes, analogies, statistics.

• Ask participants for examples based on their experiences

• Depending on the length of the presentation, build in reviews, questions, summaries to

review content, etc.

• Prepare closing of the lecture:

o summarize the main points; and

o develop and link to help the group move onto the next planned activity.



In summary, the lecturette can be an effective means of two-way communication. An "active

lecturette" can provoke questions and discussions and help overcome some of the common

problems associated with ‘lecturing’. Frequently, a lecturer is "someone who talks in other

people’s sleep." (Remember that people can "sleep", sitting up, with both eyes open!).

FACILITATOR GUIDELINES

BE A ROLE MODEL

Your behavior is a model to participants at all times. Model a sensitive, patient and tolerant

approach to the issue.

Listen attentively when participants share experiences, or when emotions are being expressed.

Never make light of people’s experiences or discount their feelings. However, you will need to

balance the needs of individuals with the needs of the group as a whole.

Try to explain issues and to respond in ways that maintain participants’ self-esteem, without

appearing too strongly biased about the subject matter.

DON’T ACT AS IF YOU KNOW ALL THE ANSWERS

Although you possess extensive knowledge and expertise pertaining to the subject matter,

periodically you might get a question which you are unable to answer. Don’t hesitate to admit that

you don’t know the answer but advise the group that you will find out the answer and follow up

with them.

ENCOURAGE PARTICIPATION AND DIFFERENT

VIEWS

Encourage participation and the sharing of ideas, while maintaining the focus of the discussion.

Some participants will never have discussed the subject material in a formal context before.

Sharing experiences can help the whole group to gain a better understanding.

Differences in opinion and approach are normal. Allow differences of opinion to be expressed.

Create an atmosphere in which participants do not feel judged because of their beliefs. Don’t get



into debates or try to "win" arguments with participants. Everyone has the right to their own

opinion.

At the same time, don’t let one or two participants dominate. (Techniques for encouraging equal

participation will be covered later in this chapter.)

KNOW YOUR AUDIENCE

This course has specific learning or performance objectives. Knowing your audience can help you:

• Stay focused and on track.

• Create opportunities for participants to deal with issues that are real for them.

• Anticipate discomfort or particular problems.

• Be prepared for strong feelings on certain issues.

Obtain as much information as possible about the group prior to the training. Background on their

familiarity with the subject material, experience, and current related issues can be helpful.

HANDLING AWKWARD SITUATIONS

Periodically, challenging situations will arise when facilitating the course. Experienced facilitators

likely will have developed ‘tried and proven’ techniques for handling and responding to many of

these; however, for the new facilitator, their occurrence can be somewhat intimidating. What is the

group won’t respond? What if one participant adamantly disagrees with the rest of the group?

What if everyone is talking at once? These situations will periodically occur. Some suggested

techniques for handling them are covered in the following paragraphs.

ENCOURAGING THE ‘QUIET’ PARTICIPANT

Tactfully try and draw the participant out, but don’t force the issue especially early in the course.

Some participants need more time (than others) to relax and feel comfortable participating. It may

help if this participant is not seated next to a talkative individual. If they appear receptive, ask for

their thoughts on the topic under discussion - especially when you know he or she has experience

or ideas on the topic.

DISCOURAGING PRIVATE OR SIDE CONVERSATIONS

Side conversations may be an indication of keen interest in the subject or of participants becoming

distracted on other matters. Tactfully asking: "Could we please have one conversation at a time?"

usually obtains the desired response without ‘turning-off’ any participants.

PARTICIPANT TALKS TOO MUCH



It helps to distinguish between a very knowledgeable participant who is making a relevant

contribution and the participant who is dominating and distracting. With the former individual, you

might ask for other opinions, but ensure they understand that you appreciate their contribution.

You could ask them to summarize.

With the latter individual, ask them to briefly summarize their point and then move on. If this fails,

take them aside (during a break) and ask for their cooperation in providing others with the

opportunity to participate.

PARTICIPANT BRINGS UP A PERSONAL WORKSITE

PROBLEM OR PET PEEVE

Tackle the problem if it is pertinent. Ask if the participant has a solution. Or, you might get the

group’s opinion on other solutions to the problem, relating it as much as possible to the subject

being discussed. It may be something that the participant can integrate into their Action Plan. If the

problem is not pertinent to the discussion, acknowledge it tactfully and ask the participant to raise

the issue with appropriate individual, supervisor, etc.

PARTICIPANT IS INARTICULATE OR IS VERY SOFT

SPOKEN

Help this participant to get his or her ideas across - they may be good ones. You might rephrase

them in your own words, i.e., "In other words, you mean...". Above all, encourage this individual

and provide them with an opportunity to participate.

PARTICIPANT ASKS A QUESTION OR RAISES AN

ISSUE THAT WILL BE COVERED LATER DURING THE

COURSE

It’s sometimes difficult to avoid sidetracking when asked to address a

question or discuss an issue which is relevant but one that you had

planned on dealing with later on during the course. A neat way of

dealing with this is to post a blank flip chart page on the wall and

print the header: "Parking Lot". Then record the question or issue

indicating that it will be dealt with later. The participant’s question

has been noted. They are comfortable knowing that it will be

discussed later which enables you to move along according to the

script.



CHAPTER IV

INSTRUCTIONAL AIDS

Introduction

Effective use of instructional aids (overhead slides, charts, flip charts, videos, etc.) can enhance a

training session by appealing to the visual. When overused or misused, however, instructional aids

can detract from the learning and be distracting.

Effective audio-visual aids are:

• Simple, clear, and concise.

• Consistent with learning objectives.

• Engaging and encourage more active learner participation.

Remember, instructional aids:

• Will not replace the facilitator.

• Are not magic.

• Will not transform a poor facilitator into a good facilitator.

Tips and Techniques

Some key advantages and limitations of each instructional aid are discussed below, as well as

some suggested tips that will help you effectively use these aids to effective training:

Handouts

Written materials distributed to participants during or after any learning activity can supplement

the learning. Ideally, handouts consist of short summaries, booklets, pamphlets or articles, and

usually contain additional

When using handouts, try to ensure that:

• The content is appropriate to the learning activity at that time.

• The material should never distract participants from the established course objectives.

• If possible, they are distributed at the end of the session.

• If distributed during the session, give participants time to read the material.



The Whiteboard

The whiteboard continues to be one of the most useful visual aids. It is relatively easy to use and

requires none of the technical knowledge necessary to the use of more sophisticated aids. The

whiteboard has a wide range of applications, however, it is best used for summarizing, listing and

drawing diagrams and flow-charts.

There are, however, some potential pitfalls to avoid when using the whiteboard:

• The Course Facilitator must periodically turn their back on the participants.

• Careless or poor writing is difficult to read.

• Space is limited.

• When the Course Facilitator has to erase, information is lost. (However, some portable

whiteboards do have a photocopy capacity built in.)

Some Whiteboard Techniques:

• Use firm, bold and clear lines.

• Letters and figures must be large enough to be seen.

• Drawings should be large and space should be left around them.

• Avoid cluttering.

• Use colours to highlight or emphasize certain points.

• Prepare an outline in advance of the things you plan to put on the whiteboard.

• Complete complicated drawings before the session commences. It may help to ‘project’

your image on the whiteboard using using an overhead projector. The image can then be

traced onto the whiteboard.

• If possible, place the board so that it can be easily read by all participants.

Use dry-erasable (non-permanent) felt pens only. Don’t use (permanent) flipchart pens - they will

not easily erase.

The Flipchart

The flipchart can be used like a whiteboard or it can consist of a series of pre-recorded pages

which develop a theme on a step-by-step basis. When the flipchart is used like a whiteboard the

same basic guidelines apply. When necessary, the facilitator can flip back to sheets already

discussed, tear off important sheets and tape them to the wall, or use the whiteboard to summarize

key points.



When the flipchart consists of a series of sheets of prerecorded material, a great deal of time can be

saved during the actual training session. Some experienced facilitators will use a pre-prepared flip

chart as their ‘lesson plan’. The same flipchart, of course, can be used for subsequent sessions.

Flipcharts can be used to:

• Reinforce and review main points or ideas.

• Provide structure to short presentations.

• Record group ideas/issues.

Tips for using flipcharts:

• Flipcharts can be awkward to move around, so practice this before your session starts.

• Include no more than 5 or 6 key points (or bullets) per page.

• Use masking tape to tab important pages.

• Eliminate unnecessary information and avoid clutter. Use an extra sheet if necessary.

• Use colour for emphasis, but don’t overuse.

• Use felt-tipped flipchart pens, preferably black, blue and green. (Avoid red, yellow and

amber since these colour are hard to read.)

• Number the pages.

• Flip to a blank page when not using the flip chart.

• Use the "pencil" technique to cue yourself on important points or information.

• Prepare short strips of masking tape to post complete pages.

• Turning (or flipping) the pages is not as simple as it looks - practice this technique before

your session.

• Periodically ink will penetrate the paper and mark the following page; place a blank

‘blotter’ sheet between page when preparing.

• Stand beside and slightly behind the flipchart. This will encourage you to speak to the

participants and not the flip chart. (Don’t wrap yourself around the flipchart, just refer to

it.)

The Overhead Projector

A set of overhead slides is available for your use throughout the course. You are urged to use

them; they can help keep you ‘on-track’ and help ensure that important points are not missed.

Remember; however, that excessive use of the overhead tends to increase the passivity of

participants, reducing interaction between the facilitator and the group.

Tips On Using The Overhead Projector:

• When you produce transparencies by freehand, your pen should be led in one stroke -

without interruption. Interruptions leave dark spots. If possible, use ruler and compass.

Shaky lines, curves, etc. are magnified on the "big screen".



• Set up before the session. (Practice turning off/on, focus, height, etc.)

• Avoid walking between the projection and the screen.

• Familiarize yourself with lighting controls in the room so that you can quickly adjust when

using the projector.

• Check spare bulb and familiarize yourself with how to (safely) change a burned-out bulb.

• Use a blank page under the slide to progressively reveal the contents.

• Avoid the ‘keystone’ effect by using a tilt screen.

• Turn the projector off when you are not using it or when changing slides.

CHAPTER V - EVALUATION

WHY EVALUATE?

The main purpose of the any training course or learning activity is to provide participants with new

knowledge and skills. All well designed programs have specific learning objectives. The purpose

of evaluation is to determine the extent to which this training has enabled participants to

accomplish these objectives.

As facilitators we want to know:

• If the learning objectives been met.

• If the desired change in skill or knowledge actually occurred.

• If participants are able to apply new learning.

• How the course can be improved.

• How we, as facilitators, can improve our own performance.

WHAT TO EVALUATE?

An effective evaluation process will cover:

• Learner’s own sense of progress towards objectives through self-assessment.

• Degree of change in knowledge, awareness, attitude or skill, based on the stated objectives

of the learning program.

• Impact of various environmental considerations such as location, physical setting, schedule,

etc.

• Effectiveness of the various techniques used - group discussion, lecturette, role-playing,

case study, and the concept of action planning.

• Usefulness of the various instructional aids used - handouts, videos, overheads, charts, etc.;

• Appropriateness and the level of the course content.

• Our performance as course facilitator(s).



HOW TO EVALUATE?

There is no single best way to evaluate, so it is helpful to use a variety of approaches.

Basic evaluation approaches include: observation, practice, feedback, questionnaires and

discussions with participants.

OBSERVATION

While observation does not fall into the category of hard data gathering, and should never be

exclusively relied upon, it is an important source of information and should be considered part of

our overall evaluation process.

Observation permits on-going, continuous evaluation, and many situations can be handled

immediately by the facilitators. For example, if participants are arriving late for sessions, appear to

be disinterested, or rarely ask questions the facilitator can respond immediately.

PRACTICE AFTER THE TRAINING

One of the best indicators of training effectiveness, is the extent to which participants apply what

they’ve learned to the work site. Some examples include:

• Writing job descriptions using the new format;

• Applying the process for evaluating excluded positions

Contacting participants three or four months after the course and asking how effectively they have

been able to apply what they learned, can provide relevant evaluation information.

FEEDBACK

The value of feedback has been stressed throughout this handbook. The value of feedback for

evaluation purposes flows both from its on-going nature and because its verbal content provides a

good balance to written questionnaires and your own observations. Sometimes participants will be

somewhat more candid when providing you with verbal feedback than through written evaluation

questionnaires. By encouraging feedback from your participants during your training session, you

will be able to respond quickly by adjusting to meet their identified needs.

QUESTIONNAIRES



Course evaluation questionnaire forms are usually included with participant material/handouts.

During the opening session, refer participants to the form and suggest they complete various

sections throughout the course, rather than (quickly) completing it at the end of the course. This

will enable them to ensure feedback is provided while still

SELF-ASSESSMENT

A self-assessment questionnaire and action plan are included at the end of this chapter. These tools

may be help you continuously improve upon your strengths as a facilitator.

SELF-ASSESSMENT EVALUATION FOR

FACILITATORS

As a facilitator ....

1. What do I do well ?

2. What do I want (need) to do better?

3. What thoughts have I had about facilitating that I have not yet turned into plans?



4. What did I enjoy the most or gave me the most satisfaction?

5. What are my weak areas as a facilitator?

6. Of the courses (classes, terms, semesters) I have taught, which ones did I enjoy the most?

What specifically did I enjoy? Why? Which did I enjoy the least? Why?

7. What abilities or aptitudes do I posses that I have not yet capitalized on?



8. What are the characteristics of the classroom environment that I have enjoyed most

and in which I have been most effective?

My Action Plan, Step 1

My Goals

Resources to Help Me Action Steps Target Date

for

Completion

I want to develop

knowledge about:

I want to develop skill

in:

I want to develop the

following attitudes:

I would like to be more

appreciative of:

I want to develop

increased understanding

of:

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