Lead, Engage, Align, Do!
(LEAD)
During the F3 sessions,
maximum participation and
interaction from the trainees is
elicited. In each F3 session,
trainers apply their skills in
facilitation in order to support
the trainees to reach the program
goal.
Observing Skills
Observing skills involve the use of the senses
to view actions and behaviors of trainees in
order to perceive or spot their potentials,
strengths and needs. An effective trainer
manifests the following observing skills:
Notes trainees’ level of involvement in all
activities
Monitors the energy level of the trainees
during sessions
Senses the needs of the trainees that may
affect the learning process
Questioning Skills
A Trainer must carefully devise and skillfully
ask the right questions and to do so requires
careful preparation and practice; thus, he/she
is expected to formulate questions in a simple
manner and should:
asks questions that are clear and focused
responds to trainees’ responses
appropriately
asks Higher Order Thinking Skills (HOTS)
questions
acknowledges trainees responses
solicits, accepts and acts on feedback from
trainees
processes responses with probing
questions to elicit the desired learning
Listening Skills
The skill of listening entails the willingness to
focus on what the trainees are saying and to pick
up non-verbal cues with a ‘third ear’. This means
that listening is more than just hearing as it
requires a conscious effort to pay attention to,
ideas and feelings for appropriate consideration.
Hence, an effective trainer:
listens and understands the meaning of what
had been said
responds positively to trainees insights,
clarifies and checks trainee’s understanding
of what was heard and reacts to ideas not to
the person
Attending Skills
It is important to build rapport with trainees to elicit the
needed information and encourage interaction. Sensing
the needs of the trainees, the trainer is better able to
respond creatively and appropriately.
creates the proper environment based on adult learning
principles
directs and redirects the trainees to the learning tasks
manages the learning atmosphere throughout the sessions
acknowledges greetings and responses of trainees
An attending trainer exhibits the following behavior:
Is a welcoming person
Makes certain that the trainees are the main focus
Encourages trainees to participate
Respects each person
Avoids distracting behavior
Processing Skills
Processing skill is the trainer’s ability to organize analysis
questions and critical discussion points to help the learner
understand concepts that are being built. Processing should
lead the learners/trainees to understand the new concepts or
skills that are the focus of the material being learned.
Processing skills are demonstrated by a trainer who:
leads in analyzing trainee’s outputs/ideas resulting in deeper
learning
discusses with trainees what went well and what did not go
well
o highlights activities that lead to new learning and proper
attitude
Integrating Skills
Integration is the process of combining related
experiences and ideas together. It is the role of
trainers to put cumulative insights from the previous
experiences of trainees together and lead them to
develop new learning or deepen and broaden their
current outlook.
Integrating skills are demonstrated by a trainer who:
o identifies the relationships between activities
o recognizes the significance of learning outputs
o facilitates convergence of differing opinions or
ideas
o builds new learning on prior experiences
o elicits resolutions or agreements
o connects new insights to previous learning
Presentation Skills and Use of Technologies
All learning is achieved through the use
of our senses. The more senses brought
into use during a learning experience, the
more effective is the outcome. As
illustrated in the classic Cone of Learning
by Edgar Dale, people generally
remember 50% of what they hear and
see, and up to 90% of what they say and
do.
Well designed Effective Training
Training program Style Effective Training
Program
Using principles of adult learning
Define Objective
Analyze Audience
Plan Your Design
Collect Materials to Illustrate Points
Construct Your Presentation
Choose Your Visual Aids
Practice! Practice! Practice!
Planned
Organized
Uses visual aids
Tailored for a specific
audience
Posture
Movement
Gesture
Eye contact
Voice
Appearance
Board work Environment
Flip Charts Pacing
Slide Giving
Projectors Instructions
Handouts Reducing
Pointers Anxiety
Microphone
Head and facial
expression
Shoulder and chest
Hands and hips
Legs and feet
IDEAL
stable head, alive, facial
expression consistent
with message
BAD HABITS
bowed, rotating, moving
sideways, always
nodding, detached
IDEAL
chest out, stable shoulder
BAD HABITS
deflated chest, shoulders
slumped, rotating, up and down
movements, forward and
backward movements
Focus on one participant at a time
One complete thought, sentence
At least 5 seconds
Move to another participant
Select at random
Balance distribution
Continue making eye contact
IDEAL
legs stable and in balanced
position, feet stable
BAD HABITS
shaking leg(s), weight
balance on one leg, up and
down movement, “dancing”
They clarify and support your
words
They dramatize your ideas
They lend emphasis and vitality to
your words
They help dissipate your nervous
tension
They function as visual aids
They stimulate audience
participation
They are highly visible
“Cluster look”
Scanning quickly
The “sideways” glance
Blinking very fast
Looking at
The ceiling
The floor
One participant only
One side only
Caring
Passion!
Confidence
Subject matter
Presentation skills
Handling difficult participants
and questions
IDEAL
Hips and hands stable. Hands in
side position.
BAD HABITS
Hips rotating, side movements,
forward and backward
movements;”
Organize Release tension
Visualize Move
Practice Eye contact with
Breathe audience
Focus on relaxing
32% Talking
15% Reading
11% Writing
42% Listening
SIGHT 87.0 %
HEARING 7.0 %
SMELL 3.5 %
TOUCH 1.5 %
TASTE 1.0 %
MAXIMIZE USE OF
ALL SENSES!
Use headlines
Label charts and graphs Leave margins around
boldly and clearly visuals
Make fonts large and Keep visuals clear,
bold concise and simple
Highlight key points In preparing narratives
Design graphics and texts, use
horizontally appropriate vocabulary
Speak to the when using them
audience, not the Teach participants
visual to read
Introduce each visual complicated visuals
before showing it Use visuals as
Avoid “next please” support
Show visual only
Write on the board sideways When using a
Don’t write and talk at the whiteboard, erase from
same time center outwards on a
Mentally divide the board circular motion
into 3 or 4 parts and use Rule of thumb: size of
as an easel letters: 3 inches, in
When erasing on the block letters
blackboard, one motion Always label points that
downwards each time you enumerate
Use dark colors for main ideas, other
colors for emphasis
Plan out what and where you will write
as part of the design process
Use a new page for each new thought,
idea, concept
Avoid excesses
Use a visual to avoid stiffness
Control self by holding the board
Use definitive gestures
Avoid handling something in your hands. Hold
something solid instead, eg. table or chair
Handle your voice tremors
Breathe deeply10x
Avoid non words like “ehem”, “ah”, “mmm”
Introduce your self and let them introduce
themselves
To increase pace, use less
examples and pauses
To slow down pace, use
more examples and pauses
Sleeping
Working on laptop and Turning pages of
other electronic devises manual, reading ahead
Eating Talking to other
Long and winding participants (verbally,
questions electronically)
Reading newspaper Walking in and out of
room
Tapping on table Making rude comments
Heckling Acting without
Complaining authorization
Not agreeing
With presentor
With other participants
Proving he/she is better
than other participants
WATCH ME
