The Trainers EDGE

Rev20091008;Printed20091008

2009BoyScoutsofAmerica

Contents
Contents.....................................................................................................................1 Schedule.....................................................................................................................2 TheTrainersEDGE.....................................................................................................3 Arrival/Checkin........................................................................................................4 Welcome/Opening/Announcements.....................................................................4 ScoutingCharades......................................................................................................5 CourseOverview........................................................................................................6 Module1Communicating.......................................................................................9 Module2TrainingPreparationLogistics,Media,andMethods............................18 Module3DirectingTrafficandThoughts..............................................................25 Module4ParticipantPlatformTime!....................................................................35 Closing......................................................................................................................36 Appendix/Handouts ...............................................................................................37 . SampleStaffAssignmentSheet................................................................................38 SampleInvitationLetter...........................................................................................39 SampleCertificateofCompletion............................................................................40 QuotationsforWallPosters.....................................................................................41 ScavengerHunt(Optional).......................................................................................42 IAM/WHOIS?QuestionsandAnswers ...................................................................43 . IAM/WHOIS?..........................................................................................................45 ScoutingCharades....................................................................................................49 TheEDGEModel.......................................................................................................50 ToolsofaTrainer......................................................................................................51 CommunicationSelfAssessment.............................................................................52 BodyLanguage.........................................................................................................53 ManagingSituationswithBodyLanguage...............................................................54 TheGiftofFeedback................................................................................................55 CommunicationSkillsChecklist................................................................................57 PhysicalArrangements.............................................................................................58 UsingDVDs...............................................................................................................59 MakingComputerPresentations.............................................................................60 TipsonEffectiveVisualAids.....................................................................................62 BuzzGroups..............................................................................................................63 HowtoGiveaDemonstration..................................................................................64 HowtoEnhancePresentationsandTraining...........................................................65 SummaryofTrainingMethods.................................................................................66 ChallengingBehaviorCards......................................................................................68 RulesforDiscussionLeaders....................................................................................70 Reflection.................................................................................................................72 ManagingQuestionsforEffectiveTraining..............................................................74 TrainersCodeofConduct........................................................................................76

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Schedule
8:00AM 8:30AM 8:30AM 8:40AM 8:40AM8:55AM 8:55AM9:05AM 9:05AM10:05AM 10:05AM10:15AM 10:15AM12:00PM 12:00PM12:45PM 12:45PM1:45PM 1:45PM2:00PM 2:00PM4:00PM 4:00PM Arrival/Checkin Welcome/Opening/Announcements ScoutingCharades CourseOverview Module1 Communicating Break Module2 Part1TrainingPreparationLogistics,Media,andMethods Part2Presentations Lunch Module3 DirectingTrafficandThoughts Break Module4 ParticipantSessions WrapupandClosing

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TheTrainersEDGE
PurposeoftheCourse
TheTrainersEDGEreplacestheTrainerDevelopmentConference(BSA500)astherequiredtrainthe trainercourseforWoodBadgeandNYLTstaffs.ThepurposeoftheTrainersEDGEcourseistoprovide andhelpdeveloptheplatformskillsofatrainer.Itismeanttosupplementthepracticeoffered throughWoodBadgeandNYLTstaffdevelopment,withafocusontheparticipant,whileraisingthe levelofskillatrainerbringstothestaffexperience.Onlypracticecanpolishtheseskills,butthiscourse isintendedtotrainthetraineronbehaviorsandresourceswhileofferinghandsonexperiencein methodsandmedia.

PrecoursePreparation
StaffSelection.TheTrainersEDGEcourseshouldbedeliveredbyastaffofexperiencedtrainers.Staff sizewillvaryaccordingtothenumberofparticipants,butanexcessivenumberoftrainersisnot requiredorencouraged.Onestaffmembershouldbeassignedtoeachteam,servingasateamguide. Diversityamongstaffmembersisstronglyrecommended.Staffshouldbecorrectlyuniformedtosetthe example.Combiningyouthandadultstaffisencouragedandhighlydesirable. TeamSize.Teamsshouldbelimitedtonomorethansixmemberstoensurethatparticipantpractice sessionsstaywithinthetimeallottedforthecourse. ParticipantPresentations.InModule4,participantswillmakeapresentationtotheteamonaScouting topicoftheirchoice.Thetopictheyselectshouldbebroadenoughtoallowthepresentertoapplythe learningfromthemorningsessions.Theparticipantsshouldhavebeentoldtobringanymaterialor equipmenttheyneedfortheirpresentationwiththemtotheTrainersEDGEcourse.

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Arrival/Checkin
Arrival/Checkin.Participantsshouldbepreassignedtotheirteams.Eachteamwillconsistofa maximumofsixparticipants.Uponarrival,theywillbedirectedtotheirtable.Attheirtable,theywillbe greetedbytheirteamguidewhowillhaveeachteamselectanameanddevelopashortteamyell. Selectateamleaderbyhavingeachparticipantaddhisorherbirthdate(day)andmonth;theperson withthehighestnumberistheteamleader. Teamguidewillaskparticipantstowritetheirexpectationsonpostits.Asparticipantsposttheseona posterboardorflipchartsheet,theywilltelltheteamtheirexpectationsforthiscourse.Attheendof thecourse,teamguideswillrevisitexpectationstoseeiftheywerefulfilled. ScoutingCharadesquestions(seeHandoutpage43)andtheschedule(seepage2)willbeonthetable. TheteamguidewilldirectteammemberstoanswerScoutingCharadequestions.Thesequestionswill beusedtoplayScoutingCharadesaftertheWelcome/Opening/Announcements. Handoutsmaybedistributedinapacketcontainingallhandoutsforeachparticipantwhentheyarrive. Ortheymaybedistributedoneatatimeasthecourseprogresses. Ifthegroupislarge,considerplayingScoutingCharadesbyteamratherthanwholegrouptoutilizetime moreeffectively.MakesurethestaffknowstheywillbeintroducingthemselvesandplayingCharades firsttodemonstratetheactivity.

Welcome/Opening/Announcements
10Minutes Welcome(givenbythecoursedirector) Openingceremony(canbeasimpleflagceremonywithasongaddedforpizzazz) Announcements:Logistics,silencecellphones,miscellaneoushousekeeping,restrooms,etc. (Establishachartpageoraspaceonthewallforparkinglotitemsthatmaybecoverediftime permits.)

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ScoutingCharades
15minutes (Wholegroupactivityforsmallergroups/Teamactivityforlargegroups)

Tellparticipants:YouaregoingtoplayagameofScoutingCharades.Youwillbeactingouttheanswer tooneofthequestionsonthishandout. Allowafewmoreminutestowriteanswers,ifneeded.

Tellthem:First,tellusyourname.Indicatewhichquestionyouchoosebyholdingupthatnumberof fingers.Thenactouttheanswertooneofthequestions.Eachpersonwillhavetwominutes.Thestaff willgofirst.Establishapatternforwhogoesnext.ItcanbebyteamsorwhoeverguessestheCharade. Ifthegroupdoesn'tguesstheCharade,thefacilitatorshouldmoveonbyhavingthemtelltheiranswer. Wheneveryonehashadaturn,debriefthegamewithquestionslike: Didyouhavefun? Howdidyoufeelwhenitwasyourturn? Wereyounervous?Why/whynot? Whatdidyoudotogetyourmessageacross? Didyouthinkyouraudienceunderstoodwhatyouweredoing?Why/whynot? Whatifanythingmadethatchange?

Wastwowaycommunicationused?Isitimportant? Whydoyouthinkweplayedthisgame? Makesurethesepointsarecoveredwhileyoucaptureanswerstowhyweplayedthisgame. Fearmostpeoplefeelsomeleveloffearwhenfacinganaudience Twowaycommunicationevenwhenyoucouldnttalk,youfoundwaystocommunicate. Nonverbalcommunicationisasimportantaswhatyousay.

Readingtheaudienceforthisgamethegrouphadtobewithyou.Youhadtothinkquicklyof waystogetthemtounderstandyourmeaning. Thesethingsandmorewillbecoveredinthecourse.

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CourseOverview
10Minutes (Wholegroup)

PurposeoftheCourse
ThepurposeoftheTrainersEDGEcourseistoprovideandhelpdeveloptheplatformskillsofatrainer. Thiscourseisintendedtotrainthetraineronbehaviorsandresourceswhileofferinghandson experienceinmethodsandmedia.Youwillhavetheopportunitytobeinfrontofthegroup.Thegroup willofferfeedbackthatwillhelpyouimproveyourskillsasatrainer.Feedbackisagift.Wewantto makesureitisgiveninapositive,helpfulway.

BeingComfortableinFrontoftheGroup
ManypeopleputpublicspeakingastheirNo.1fear,aboveevendeath!Whyisthis,andwhatcanwedo aboutit?Peopleareafraidtheymightmakeafoolofthemselvesorthattheaudiencemightcatchthem inamistake.Thefirstthingtorealizeisthattheaudienceisnottheretocritiqueyouormakefunofyou. Theyaretheretolearnandseeyouasasourceofknowledge.Yourroleistoteachthemandtohelp them.Youbothagree!Onceyoureallyunderstandthatandgettoseetheaudienceasjustagroupof interestedfolks,alotofthefeargoesaway.Youbegintoconnectwiththem,andthatopensthedoorto truecommunicatingtwowaycommunicating.Justimaginethemallsittinginfrontofyoueatingreally messyspaghetti!They,too,arehumanandarenotgoingtothinkyouareafailureifyouarenotperfect. AddingsmallFUNthingslikesimplegamescanhelpkeeptheenergylevelhigh.Useyoursenseofthe audienceandunderstandingofthesyllabus.Maintainingcourseenergyistheroleofagoodtrainer.No BSAsyllabussays,Insertfunhere! Dontworryaboutinsultingagroupsmaturitylevel.Weareallkidsinbigbodies.ItisOKtodoweird thingsandtoacknowledgepeoplewithsimplerecognitionswhentheygiveacorrectresponse.

KnowingtheMaterial
KnowingthematerialisusuallythedifferencebetweengoodtrainersandGREATtrainers.Ifyoucan genuinelyexplainthecontentofyoursessioninaconversation,withoutreferencingthepagesofthe syllabus,chancesareyouknowthematerial.Butwhataboutpropstoremindyouofthedetailsofthe contentyoudeliver? Howmanyofyouneednotecardswhenyoutrain?Anadvantageofusingnotecardsistohelpyou coverallthecontentinthesession.Notecardscanbegreattrainersaids,butbecarefulnottouse themasacrutch.Asyougetcomfortablewithmaterial,thenotecardswillprobablysitthereunused. Knowingthematerialalsogoesalongwaytowardovercomingthefearfactor.Manynewtrainersare facedwithabitoftrepidationoverbeingatthefrontoftheroom.Itmayvaryfrombutterfliestostage Page6 TheTrainersEDGE

fright,butexperienceandacomfortlevelwiththematerialwillhelpmosttrainersrelax,deliverthe content,andtuneintotheaudience. PowerPointslidescanbeusedtoremindyouwhatcontenttobesuretocover.ThisdoesNOTmean readingaPowerPointslidewordforword!However,awellplacedbulletorpicturecanhelpyoubesure youhavecoveredallthesalientpointsofyourtopic. Practiceisimportant.Actuallymakingyourselfsayyourpresentationoutloud,eveniftoyourself, resultsinafarbetterdeliverythanonethatyouthinkthroughinyourhead.Thisisespeciallyimportant forthebeginningofyourpresentation,asthisiswhenyouaremostlikelytobenervousandwhenyou setthestagewithyouraudiencefortheinformationtocome.Practiceyourentiretalkatleastonce,but givespecialattentiontoyourfirst5to10minutes.Youmaywanttorehearsethebeginningafewtimes togetittofloweasily. Scriptingapresentationwordbyword,orsimplymemorizingthematerial,istheskillofanactor,nota trainer.YoumustKNOWandUNDERSTANDyourmaterial.Youareafacilitatoroflearningyouneedto interactwithyourparticipantstogettheirthoughts,confirmtheirunderstanding,andsecuretheir engagement.(ThisisLEARNERFOCUSEDtraining.)Youcantdothatifyouaretryingtothinkofyour nextmemorizedword.

Culture
Cultureistheatmosphereorambiencethatwecreateforourtrainings.ThecultureofTrainersEDGEis afocusontheparticipants.Thislearnerfocusedtrainingmustcarryforwardtoallthecourseswetrain. WelltalkmoreaboutthatinModule3,butthisfocusonparticipantlearningmaybedifferentthanthe totalfocusonpresentingandpresentationsyouveexperiencedinthepast.Presentingisimportant,but agoodtrainerismorethanagoodpresenter.Agoodtrainerimpartsknowledge,attitudes,and behaviorsinaclassroom. Ask,Howdoyoudothisasatrainer? Capturetheiranswers,ensuringthattheyclearlyinclude: 1. Listentoparticipants.Makesuretheyunderstandyouandthatyougetwhatthey aresaying. 2. Workwitheachindividualtoensurehisorhersuccess. 3. Besensitiveandresponsivetolearnersneeds. 4. Gobeyondtechnicalcompetenceofknowingthematerialtoensuringthattheknowledgeyou aresharingisreceived,andyouwillhaveapositiveimpactonparticipantsattitudetoward trainers. 5. Knowyouraudience.Learningstyles,agedifferences,andskilllevelsofthegroupvaryand affectlearning.

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Thislearnerfocusintheclassroomcancomeonlyifyoualsohavethetechnical(platform)skillswewill talkaboutlaterinthiscourse.Atthecenterofitallisacommitmenttofollowthesyllabusanda masteryofthematerialtothedegreethatyouunderstanditandcanexplainitinseveralways.STUDY thesyllabusandperhapseventhesourcematerialitreferences. Thetrainerhasasignificantimpactoncontent.Itisimportantthatyoubringyourpersonality,your energy,andyourexperiencestothesyllabus.Personalizingthecontentmakesitreal.Asyllabusisonly wordsonapage,butthetrainerbringsittolife!Findabalancebetweenreallifeexamplesthatthe audiencecanrelatetoandboringwarstoriesthatcangetthesessionofftrackandtakeawaythe participantsabilitytoempathize. IntroducetheTrainersEDGEbybrieflyreviewingthekeymodules. Brieflyreviewtheschedulefortheday. Module1Communicating.Reviewthebasicsofverbalandnonverbalcommunicationfora trainer,introducetheEDGEmodel,andgivetheparticipantsanopportunitytousethemodel. Module2TrainingPreparationLogistics,Media,andMethods.Reviewthestepstotakein preparingapresentation.Reviewmediaandmethodsatrainerusestodeliverasyllabus. Module3DirectingTrafficandThoughtsReviewhowtodevelopingacourseculture, facilitation,participantfocus,andmanagingthegroup. Module4ParticipantSession(2hours)Providepracticeindeliveringparticipants preparedpresentationsandfeedback.

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Module1Communicating
60Minutes(Wholegroup)

SessionOutline
Fourtrainersarerecommendedtopresentthissession: 1) PurposeandModelofTraining 2) IntroductionoftheEDGEModel 3) PlatformSkillsofaTrainer 4) BodyLanguageandWrapup CommunicatingWellDVD 10minutes 15minutes 10minutes 13minutes 12minutes

SessionMaterials Props
Twodifferentcoloredwaterglasses(12ounceorlargerworkswell)andsomewater Twopiecesofpaperforeachparticipant(canbeadifferentcolorforeachteam) CommunicatingWellDVD,(No.AV02DVD20),DVDplayerandprojector

VisualAids
FlipchartpagewithWhatpreventsthelearnerfromreceivingtheinformation? Flipchartpadandeasel Markersforflipcharts(mustbewideenoughanddarkcolorstoletthempracticeeffectivechart padwriting)

Handoutsforeachparticipant(seeHandoutpagesinAppendix)
TheEDGEModel ToolsofaTrainer CommunicationSelfAssessment BodyLanguage ManagingSituationswithBodyLanguage

LearningObjectives
Attheendofthismodule,participantswillbeableto: Explainthepurposeoftraining. Identifybarrierstocommunicationandlearning. ExplaintheEDGEmodel. Utilizecommunicationskillsandbodylanguagetofacilitatelearning.

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GeneralNotestotheFaculty
Youaresettingthetonefortheday.Keepthissessionfastpacedandhighenergy.

PurposeandModelofTraining
(Trainer1) Purposeof Training WaterTransfer Analogy

(10Minutes)

Theprimarypurposeoftrainingistotransferknowledgeandskillsfromone persontoanother. Holduptwoglasses,onefullofwater,theotherempty,andsayinyourown words:LetssayIwantedtogetthewaterfromthisglass[thefullone]tothis glass[theemptyone].WhatwouldIneedtodo?[Waitinsilenceforoneor moreanswers.] ThesimplestanswerIheardwastojustpourthewaterfromoneglasstothe next.[Dosowhiletalking.Puttheglassdownandwalktoapersonnearyou whoislikelytohaveexperienceintheBSA.]LetssayIwantedtogetthe knowledgeaboutScouting,orsomeScoutingtopic,outofTHISpersonshead andintoTHISpersonshead?[Walktoandgesturetowardanotherperson.] CouldIjustpourtheinformationfromonetotheother?[Waitforno responses.]Itsnotthatsimple,isit?[Waitfornonverbalresponseshead nods,etc.Ifnooneresponds,askagain:Doyouagreethatitsnotthateasy?It iscriticaltosetthetonethattheymustbeengagedandparticipate.] Thisisoneofthepurposesoftraining:togetinformationfromonepersonto anotherperson.Itisbasiccommunication,anditsacriticalpartoftraining andlearning. Itsthetrainersroletoorganizetheinformationandgiveittothelearner. Itsthelearnersresponsibilitytoreceivetheinformationandletthetrainer knowthattheinformationwasreceived.Alearnershouldbeexpectedto participate,engageinthetraining,askquestionsasnecessary,andprovide feedbacktothetrainerthatindicatestheycomprehendthematerial.

Communication Roles

RunaTeamBuzzGroupActivity Haveteamsselectascribeandtaketwominutestowritedowntheirideason thefollowingquestion. Whatpreventsthelearnerfromreceivingtheinformation? Aftertwominutes,callononeteamtogiveONEanswerandhavethisscribed quicklyonaflipchart.Movetothenextteam.Getonenewidea(norepeats) fromeachteamuntilalltheuniqueanswers/ideashavebeenshared.

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Answersshouldinclude: Environment Skillsofthetrainer Media Participantsreadinesstolearn Participantengagement. Astrainers,wealsoneedtobeawareofvisualandauditory impairmentsandchallengesamongtheparticipants.

Commentontheirlists.Thisexerciseismeanttoraiseourawarenessof barrierstolearningsothatwecantakeactiontoavoidthem.AWARENESSis key.Therearelikelytobemorebarriersingivensituations,andatrainerwho isawareandtunedintothekindofthingsthatgetinthewaycantakesteps toavoidthem. Youarealreadyawareofthechallengesthattrainershavetoovercome.The restofthedaywillbefocusedonwaystoaddressmanyoftheseissues throughuseofEDGEandothertrainertechniquesandskills.

IntroductionoftheEDGEModel
(Trainer2) TheEDGEModel Ensurethateachparticipanthastwopiecesof8.5by11inchpaper.(Different colorsmaybeusedforeachteam.)Readthefollowingcomplexexplanation(or (15min.) addyourcreativity)onhowtobuildapaperairplanewithouttipping participantsoffthatyouaretalkingaboutbuildingasimplepaperplane. Explain TheExplainstageshouldtakeabout10percentoftheallottedtimeforthe exercise. Tellparticipants:Wearenowgoingtoconvertrefinedpulpintoan aerodynamicmechanismthatsustainsflight.Itwillrequireprecisely constructedfoilthatwill,withtheaidofexternalthrust,createlift.IFtheair pressureabovethefoilislessthantheairpressurebelowthefoil,andIFthe thrustisappliedwithameasuredvelocitythatwillnotimpedethatlift,you willhaveengineeredamechanismthatwillsustainflight. Ask:WhatdidIjustdescribe?Givethemtheopportunitytoanswerand affirmthepaperairplaneasbeingthecorrectresponse.

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Demonstrate TheDemonstratestageshouldtakeroughly25percentoftheallottedtimefor theexercise. Begintodemonstratetotheclasshowtomakeapaperairplane.Afourfold airplanewillworkfine.(TheWebelosScienceactivitybadgeisagoodresource onhowtomakeapaperairplane.)Keepitsimple. Explainwhatyouaredoingandwhy.

Holdtheairplanesoeveryonecanseewhatyouaredoingasyoudoit. Whilemakingvariousfolds,explainwhathappensifthefoldisleftout,made tooshallow,madetoodeep,etc.Useanymysticalengineeringjargonyoucan muster! FLYtheairplane. Explainwhyitflewthewayitdid,suchasitnoseddownbecausethebodywas toosmall,dippedtotherightbecausethefoldswerenotsymmetric,etc.

Note:Youmay wanttouse additionalstaffto help.

Guide TheGuideandEnablestagesshouldconsumeabout65percentoftheexercise. Distributesheetsofpapertotheparticipants.Asktheparticipantstofollow yourleadasyoubuildanotherairplane,againexplainingasyougo.Complete theplanesandallowtheparticipantstoflythem.Markoffthelongestflight. Commentontheplanesthatgothefarthestandonthosethatmayhave demonstratedacrobaticability.Havesomefunwiththis!

Enable Nowtelltheparticipantstomaketheirownplane.Whenallhavecompleted theirplanes,havethemlaunchtogetheratthecountofthree! Commentonindividualimprovements,andmaybeholdacontestforaccuracy anddistance. WriteEDGEverticallyontheflipchart.Doesanyoneknowwhattheseletters standfor?Iftheydontknow,tellthem.Writethewordsbesidetheletters. EDGEisaneffectiveprocessfortrainingthatguidestwowaycommunication betweenthetrainerandthelearner.

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1. ItstartswithExplain,whichistypicallyatrainerledactivity. 2. Next,thetrainerDemonstratestheconceptorskillcorrectlysothe learnerhasaclearimageinhisorhermindofwhatsuccesslookslike. 3. Then,thelearnergetsfullyengagedbygivingitagounderthe watchfuleyeofthetrainer,whoprovidesinstantfeedbacktoGuide himorhertowardsuccess. 4. Lastly,thetrainerEnablesthelearnergivingovercontroland supportingthelearnerbygivinghimorherachancetoflysolo.This meansthatthelearnercansuccessfullyusethenewknowledgeand skills. ThatsanoverviewoftheEDGEmodel,atrainingmodeldevelopedoriginally tostandardizethewayyouthleaderstransfer(teach)askillinScouting.Most ofthesyllabiwearecurrentlyusingarenotwrittenintheEDGEmodel.NYLT istheexception.EDGEhasconsiderablereapplicationintraining,butweneed tofollowthestyleandformatoftheparticularsyllabus. DistributeandbrieflydiscussTheEDGEModelhandout(seeHandoutpage50).

PlatformSkillsofaTrainer
(Trainer3) Toolsofa Trainer Overview

(10Minutes)

TobeabletoExplainsomething,atrainermusthavegoodcommunication skills.Weusesomanyreferencestocommunicatinginourliteraturethatitis sometimeshardtokeeptrackofourspecificcontext.Astrainers,muchofour timeisspentinthefrontoftheroom(No,notbehindapodium,whichcanbe ananchor!),infrontofthegroupontheplatform.Soletsstartworkingon communicationandthosefrontoftheroomplatformskillstogiveyouan EDGEinyournexttrainingsession.Thedifferencebetweenselfstudyreading andalivetrainingsessionisthatthetrainercommunicatesmuchmorethan justthewordsonthepage. Trainerscomewithbuiltintoolsforcommunication:theirvoice,ears,eyes, andbody.ScoutingCharadesdemonstratedhowwecanuseourbodyto communicate.Letsdiscusshowwecanusethevoice,eyes,andears. DistributeandbrieflydiscusstheToolsofaTrainerhandout(seeHandoutpage 51). Singthefollowingsong(orchooseanappropriateScoutsong)andvarythe volumeandemotionfromnormaltoboisteroustosoftandreverent.

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I'veGotThatScoutingSpirit I'vegotthatScoutingspiritupinmyhead. Upinmyhead,upinmyhead. I'vegotthatScoutingspiritupinmyhead, Upinmyheadtostay. 2.I'vegotthatScoutingspiritdeepinmyheart. 3.I'vegotthatScoutingspiritdowninmyfeet. 4.I'vegotthatScoutingspiritalloverme. Justasthevolumeandemotionweuseinsingingconveysdifferentmeanings, thesameistruewhenweuseourvoice.

SecondaryMessagesandEmotion
Atrainersvoicecommunicatesmuchmorethanjustthewrittenmessage.As trainers,weconveyasecondarymessagewithvocalemotion,whetherwe meantodosoornot.Greattrainerschoosethesecondarycommunication messageandusetheirvoicetogetthatmessageacross. Secondarymessagescanbesuchthingsas Thisisimportantcontent. I(thetrainer)deeplybelievethis. ThisisaskillI(thetrainer)sincerelywanttohelpyoumaster. Practiceandfeedbackcanhelpusseethroughtheeyesofotherstofindout whatsecondarymessageswearereallycommunicating.Remindthemthat theywillpracticethisafternoon. Theemotionorunderlyingmessagehastobereal,notfaked.Thetwo emotionsthataremosteffectiveinhelpinglearners/receiverstoreceivea messageare: Caring(I,asatrainer,careaboutmyparticipantssuccess.) Confidence(I,asatrainer,haveconfidenceinmyknowledge ofthistopic.) Thinkabouthowyoumightapplysomeofthesetechniquesinyourafternoon practicesession. DistributetheCommunicationSelfAssessmenthandout(seeHandoutpage 52).Asklearnerstotakeafewminutestoevaluatethemselvesusingthislist.

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Thesewillnotbecollectedandareforyouruse.Thesearepointsyoushould considerasyoudoyourpracticethisafternoon.Strivetoimproveyourself assessment.Youwillhavetheopportunitytogetfeedbackfromyourpeers.

BodyLanguageandWrapup
(Trainer4) BasicTrainer BodyLanguage (13Minutes)

DistributetheCommunication:BodyLanguagehandout(seeHandoutpage 53). Thesearethebasicsforeffectivebodylanguagefortrainers.Readthegood andbadhabits.Circletwogoodhabitsyouwanttoincludeinyourtraining stylethisafternoonandcheckoffonebadhabityouwanttoavoidinyour afternoonpractice. Whenmostappeartobedonereading,transitionbyaskingthemrhetorically: Areyoureadyfortheadvancedbodylanguageskillstraining?

Managing SituationsWith BodyLanguage

Bodylanguageisapowerfultoolthatyoucanusetoovercomemanyofthe problemsthatinterferewiththelearnerreceivingtheinformationyouare sendinginatrainingsession.(Referbacktotheirearlierbrainstorminglist.) PickthreeorfouroftheitemsfromthefollowingtableforaDemonstrationof bodylanguagecommunication.Demonstratethebodylanguage(column1) whileaskingthequestiontotheclass(column2),anddrawoutaresponse similartocolumn3. Beawareandsensitivetothefactthatthereareculturaldifferencesinbody language.

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1.

BodyLanguage

2.

QuestiontoClass

3.

ElicitthisAnswer

Yourhandisopenand turneduptowarda person. Thenpointtowarda person.

IfIcallonyoulikethis(hand up),howdoesthatfeelversus ifIcallonyoulikethis (point)?

Thehandupis welcomingand encouraging.Pointing isdirectandcanbe threatening. Wait;notnow;orbe quietplease. Trainerisinterestedin them.Everyoneinthe roomshouldbe focusedonthisperson. Thepersonishonored byattention. Bequiet;oryouve talkedenough;orIm notinterestedinwhat youhavetosayIm moreinterestedin someoneelse. Wereswitching subjectsandwanttheir focus. Talkersdontfeelthey cancontinuetalking. Theyknowwhatyou want. Learnersfeelthatyou willmanagethese disruptionsfortheir sake.

Handdowntoaperson Whatifyouhadyourhand andlookaway. raisedandIdidthis?What doesthattellyou? Standclosetoaperson andlookathimorher asifyouarelistening intently. Ifyouhadraisedyourhand andwereansweringa question,andIcameto youlikethis,whatdoes thatmeantoyou? Ifyouweretalkingand Ididthis,whatwould thattellyou?

Standclose,butturn yoursideorbackto thepersonandlook awaytowardsomeone else.

Movefromthe IfIdbeentalkingforthreeor individualtothecenter fourminutesandsuddenly oftheroom. movedtothecenterofthe room,whatmightthattell you? Standinfrontofthe room. Whilecontinuingto train/talk,move towardthetalkers, placeyourhandface downonthetablein frontofthem,and keepyourfacetothe class.(Theywilllikely stoptalking.) WhatifImstandinguphere trainingandtwopeoplestart talkingtoeachother?(Ask twopeopletotalkandkeep talking.) (Totalkers)Howdoesthat feel?Doyoufeellikeyoucan continuetotalk?DidIhaveto SAYanything? (Totheclass)DoyoufeelI careenoughaboutYOUR learningbymanagingthe situation?

Thesearesimplebutpowerfultoolstocommunicatewithlearners;theyare simpleenoughthateverypotentialtrainerintheclassshouldbeabletouse them.

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DistributetheManagingSituationswithBodyLanguagehandout(see Handoutpage54).Thisistakehomematerialforfurtherreview.

WrapUpandSummarize Summaryand ReviewofSession Objectives Ask:Whataresomebarrierstocommunication? Environment Skillsoftrainer Media Participants'readinesstolearn/engagement Visual/Auditoryimpairments Letsreviewwhatwevecovered. Ask:Whatistheroleofthetrainerinatrainingsession? Trainertransfersinformationandskillstolearners. Thetrainerhassignificantresponsibilitytoassurethatthelearner receivesaclearcommunicationoftheinformation/skillsbeingsent.

Ask:WhatistheEDGEmodel? Atrainingmodelusedtohelptrainerstransferknowledge

Ask:Whatarethebuiltintoolsofatrainer? Eyes,ears,voice,body(optional)

Ask:Howcanatrainerusebodylanguagetobemoreeffectiveinsending andreceivinginformationduringtraining? Openhandtowardperson Handdownandlookaway Standclosetoperson/lookathim/herintently

Congratulatethemontheirdepthofknowledge,andthenmoveon. ShowtheCommunicatingWellvideo(12minutes).

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Module2TrainingPreparationLogistics,Media,and Methods
1hourand45minutes

SessionOutline

Part1Preparation Twotrainersrecommendedtopresentthissession. 45minutes 1) TrainingPreparation 15minutes(Wholegroup) 2) "IAm,WhoIs"Activity Start,Stop,Continue/TheGiftofFeedbackandVerbalFillers 15minutes(Wholegroup) 3) PreparationTeamGuides 15minutes(Teamsmallgroup) Part2PresentationTeamGuides 60minutes(Teamsmallgroup)

SessionMaterials Props
IAm,WhoIscardsCutthecardsandlaminateifdesired(Seepage45) IAm,WhoIsquestionandanswersheetforfacilitator(Seepage43)

VisualAids
Markersscissors,glue,stapler,staplesforeachteam Copypaperformakingsimplemediaslides FlipchartwithquestionsforBuzzGroups

Handoutsforeachparticipant
TheGiftofFeedback(Handoutpage55) CommunicationSkillsChecklist(Handoutpage57) PhysicalArrangements(Handoutpage58) UsingDVDs(Handoutpage59) MakingComputerPresentations(Handoutpage60) TipsonEffectiveVisualAids(Handoutpage62) BuzzGroups(Handoutpage63) HowtoGiveaDemonstration(Handoutpage64) HowtoEnhancePresentationsandTraining(Handoutpage65) SummaryofTrainingMethods(Handoutpage66)

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LearningObjectives
Attheendofthismodule,participantswillbeableto: Thepurposeofthissessionistodetailstepsatrainertakesinpreparingapresentationandtoreview mediaandmethods.Additionally,thetrainerwillprepareandpresentashortpresentationusing simplemedia.TeammemberswillgivefeedbacktothepresenterusingStart,Stop,andContinuewith theCommunicationSkillsChecklistasaguide. Prepareapresentationusingmediaslides. Explainmethods,media,andlogisticsusedinpresentations. GivefeedbackusingStart,Stop,andContinuewithCommunicationSkillsChecklistasaguide.

Part1TrainingPreparation(Trainer1)
15minutes(Wholegroup) Beingpreparedisvitallyimportanttotrainers.Astrainersweshowourrespecttothelearnersbybeing organized,knowingoursubjectwell,maintaininganattitudeofcaring,andstoppingontime.Solets explorehowtrainersprepare. Assigneachteamatopicfromthelistbelow.Ifyouhavealargegroup,givethesametopictomore thanonegroup.Ifyouhaveasmallgroup,givemorethanonetopictoagroup. Howdoyouprepareforapresentation? Whydoyouusemedia? Whatmediadoyouuse? Howdoyoupractice? Howdoyoumanagetimeduringapresentation? Howdoyouenhanceapresentation?

Allow35minutesforbuzzgroups.Thengetfeedbackfromeachteamandlistonaflipchart,oruse stickynotes.Makesurethesepointsarecovered:

Preparation
Overviewreadoverthematerialsoyougetanunderstandingofthesession Prepareby: Outlining Lookingforplacestoaskquestions Timingeachsection Makingnotesforyourself

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MediaWhyweuseit
Generatesinterest Helpsthelearner Helpsusknowwhereweare Helpsusknowwherewearegoing

MediaWhatweuse
Flipbooks FlipCharts DVDsandComputerPresentations Simplicity

Practice
Withanaudience Talknaturally Dontreadormemorize Beawareofpostureandbodylanguage Beprepared

TimeManagement
Haveapersonaltimingdevice/system Haveatimerwhogivesyousignalsflags,handsignals Forpresentationswithlargeraudiences,displayalargeclockbehindortothesideofthe audience

EnhanceaPresentation
Varythemethodofpresentations.Trysomethingbesidescomputerpresentations. Involvetheparticipantsbyaskingquestions Useprops,magic,songs,activities Givepositivefeedbackwithwords,stickers,orsimplerecognitions

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ReviewTrainingMethodsandMedia/"IAm,WhoIs"Game(Trainer2)
15minutes(Wholegroup) InafewmomentseachofyouwillbepreparingandgivingapresentationonTrainingMethodsand Media,butfirstlet'sreviewMethodsandMediawiththe"IAm,WhoIs"activity. Thisactivityistypicallyusedtoreviewmaterialalreadylearnedortointroducenewinformationthat learnersmaynotknow.Thereare24cards.(Youcanaddmoreifyouwish.)Ifyouhavefewer participants,somewillgettwocards.Ifyouhavemorethan24participants,selectvolunteers.Fora smallgrouphavethemstandinacirclefacingeachother.Foralargergroup,havethemstandaround theperimeteroftheroomsoallcanseeandhear.Handoutthe"IAm,WhoIs"cardstoparticipants (seepage43,page45).Someonestartsbyaskingthequestionontheircard.Anotherparticipantwill havetheanswer.Theysaytheanswer,thenreadtheirquestion.Whenbothpartsofthecardhavebeen read,placeitonthetableorgiveittothefacilitatortomakesureitisoutofplay.Thequestion/answer processisrepeateduntilallaregiven.Ifforsomereasonyougetstuck,thenjusthavesomeonestart withanewquestion.Collectcardswhenactivityiscomplete.

Start,Stop,Continue/TheGiftofFeedback
Forthetrainingmethodsandmediapresentationsyouwillhavefifteenminutestoprepareandthen youwillhavefiveminutestopresentthetopictoyourteam.ThetopicsarePhysicalArrangements, DVD,Computer,VisualAids,BuzzGroups,andDemonstrations.Yourpresentationwillusesimplemedia totransfertheinformationforthesetopicstoyourteam.Notonlywillyoubepresenting,butyouwill receivefeedbackfromyourteam.TheevaluationtoolyouwilluseisStart,Stop,andContinue. DistributeTheGiftofFeedbackhandout(Seehandoutpage55). Weusethistoolbecausewewantthefeedbackexperiencetobepositive.Start,Stop,andContinue startswithapositiveandendswithapositive.Whatdoesthepresenterneedtostartdoingtobea bettertrainer?Whatdoess/heneedtostopdoingthatisnthelping?Andfinally,whatshouldthe presentercontinuedoing,what'sworkingwell?Whenyouareobservingthetrainer,itwillbehelpfulto lookattheCommunicationSkillsChecklistasaguidelinefordesiredbehaviors.Distribute CommunicationSkillsChecklist(Seehandoutpage57). Thetrainershouldbestandingintheneutralposition.Thefeetshouldputthetrainerinapositionfor allintheaudiencetoseehim/her.Thetrainershouldchangepositions,butbecarefulnottopaceor moveinsuchawayastodistracttheaudience.Thehandsshouldbeinvitingandopen.Thetrainer shouldspeakloudenoughforeveryonetohearandvarythetone.Theeyesshouldmakecontactwith everyone.Finally,theearsshouldlistentoresponsessothetrainercanadjusttheircommunicationfor thelearner'sbenefit.Yourteamguidewillfacilitatethispracticeandpresentationexercise. Beforewestartthepreparationandpracticetime,thereisonebarrieronwhichweneedtofocus briefly,verbalfillers.

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VerbalFillers
Whatareverbalfillers?Givemesomeexamples.(um,uh,youknow,so,okay,again).Whentrainers areunsureofwhattosayorarenervous,verbalpausesfillthevoid.Oftenthetrainerisntevenaware theyareusingverbalfillers.Thisactivityshouldhelpyoubecomeawareofyourverbalfillers.Eachteam memberwillwriteverbalfilleronthepaperatyourtable.(Insteadofpaper,youcanuseatennisball sizerubberballorabeachball.)Whileyouarepresenting,ifyouuseverbalfiller,yourteamguidewill quietlyraisethepaper(orball)tomakeyouaware.

PreparetoPresent(TeamGuides)
15minutes(Teamsmallgroup) Youwillhavefifteenminutestoplanandfiveminutestodeliveryourpresentation.Wewillassistyouin preparation.Themediayouwillbemakingwillbeahomemadeversionofaflipbook.Showaflipbook fromaspiralnotebookonastandorfolderthathasplasticsleevesforslidesandvelcroforsupport.You maywanttostaplepagestogether.Quicklyreadovertheinformation.Pickthemainpointsforeach topic.Usingmarkers,scissors,glue,andpaper,designthreetofivemediaslidestoenhancethe presentation.Usepapertomakesimpleslidestoemphasizethepointsofthepresentation.Youcancut andpastethebulletpointsonthebackofyourmediaforspeakernotes,ifyouwish.Allteammembers willprepareandALLteammemberswillpresentthematerial.Noworkispermittedwhileanotherteam memberispresenting.Withoutlettingtheteamseethetopics,distributethehandoutsbyhavingeach teammemberpickapaper(fannedoutlikecards,printedsidedown)orhavetheteamguidejustpass thecopiesrandomly(PhysicalArrangements,DVD,Computer,VisualAids,BuzzGroups,and Demonstrationsseehandoutspages5864). Theintentisfortheparticipanttousemediatoenhancetheirpresentationmuchliketheydoforsmall groupsinWoodBadgeandNYLT.Theyare,inaddition,followingthestepstoprepareapresentation. Teamguidesandotherstaffshouldcoachparticipantsduringthepreparationprocess. Giveatwominutewarningattheendof13minutes.Stopparticipantsat15minutes.

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Part2Logistics,Media,andMethodsPresentations(TeamGuides)
60minutes(Teamsmallgroup) TeamguideswillexplaintheTimeManagement/VerbalFillerandGiftofFeedbackprocess.When complete,startpresentations.

TimeManagement/VerbalFillers
Eachpresentationshouldlastnomorethan5minutes. I(teamguide)willbethetimerandensurethatpresentationssticktothetimelimit. Teamguidewillgiveoneminutewarningswithhandsignalsorflagsandstopthepresenterat5 minutes.Ifteamguidehearsaverbalfiller,discretelyraisethepaperorballtomakethepresenter aware.

FeedbackCommunicatingSkillsChecklist

Presenterswillreceivefeedback.TeammemberswillusetheCommunicatingSkillsChecklist(see handoutpage57)asaresourceofdesiredbehaviorsforatrainer.Withtheteamastheaudienceand feedbackgroup,eachofyouwillgivea5minutepresentation.Followingeachpresentation,theteam willprepareaGiftofFeedbackformforthepresenter(usethepresentersform,handoutpage55).The teamwillverballygivefeedback.Onememberoftheteamwillbetherecorderandwritedownthe feedbackonthepresentersform.Thengiveittothepresenterwhentheteamisfinishedwiththe feedback.Whenyouaregivingfeedback,taketimetoprovidequalityfeedback.Feedbackisagiftonly ifitispackagedthatway.Allparticipantshavetherighttohonest,wellcrafted,tactful,andactionable feedbackontheirefforts.SSCfeedbackisnotintendedtobeanopendiscussion.

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Summary
Afterallpresentationshavebeengiven,ask: Wereyoucomfortable? Howdoyoufeelyoudid?

Acknowledgetheirfeelings.Anotherpurposeofthisexercisewastoexposeyoutothematerialinthe handouts.Itistheretobereadandshouldbeconsideredanintegralelementofcontent. DistributehandoutsHowtoEnhanceaPresentationandSummaryofTrainingMethods(seehandout page65). Let'sreviewthemajorpointsinModule2: Whataresomeimportantcomponentsforpreparingapresentation? Preparation Media Practice TimeManagement EnhancingaPresentation Namesometrainingmethods. Lecture Demonstration Discussion BuzzGroup,etc. Whattooldoweusetogivefeedback? Start,Stop,Continue Whatguidelinefortrainerskills? CommunicationSkillsChecklist

RegroupteamstowholegroupsettingforGraceandlunch.

BreakforLunch
RunScavengerHunt(seehandoutpage42)ifdesiredasafunexercise/icebreakerduringlunch.Check itemsforthewinnerwhenyoureturnfromlunch.

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Module3DirectingTrafficandThoughts
60Minutes(WholeGroup)

SessionOutline
Threetrainersarerecommendedtopresentthissession:

1) CultureandLeadingaDiscussion 2) LeadingandModelingaReflection 3) ManagingGroupBehaviorforEffectiveTraining ManagingQuestionsforEffectiveTraining Summary

15minutes(Wholegroup) 15minutes(Wholegroup) 30minutes(Wholegroup)

SessionMaterials Props
ChallengingBehaviorCards(seehandoutpage68)

Handoutsforeachparticipant(seeappendix)
RulesforDiscussionLeaders(seehandoutpage70) Reflection(seehandoutpage72) ManagingQuestionsforEffectiveTraining(seehandoutpage74)

LearningObjectives
Attheendofthismodule,participantswillbeableto: Definecultureandtellitsimportanceintraining Facilitateadiscussion Leadareflection Utilizetechniquestomanageagroup

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Culture(Trainer1)
15minutes(Wholegroup) Ask:Whatisculture?Andwhyisitimportantintraining? Afterparticipantresponsesmakethesepoints: Earlierwesaidthatcultureisliketheatmosphereorambienceofatrainingsession. Culturehasmanymeanings: Intellectualandartisticrefinement Aspecificgroup,suchasGreekculture Cultivateandgrow Whenwetalkofacultureintraining,eachofthesedefinitionsapplies.Thespecificgroupforusisthe Scoutingculture,becausewehavesharedvalues,goals,andpractices.Forourtrainingculturewewant torefinetheintellectualunderstandingbysharingourknowledgeeffectively.Wedothatbycultivating andgrowingalearnerfocusedenvironment,basedonoursharedvalues,goalsandpractices.Sothe desiredtrainingcultureputstheneedsofthelearnerfirst.Thisothersfirstfocusappliestoleadership, aswell.Leadingbyputtingtheneedsofothersbeforeyourowniscalledservantleadership.In Scouting,servantleadershipisthedesiredleadershipstyle.Intraining,servantleadershipisalsoour trainingstyle. Withthislearnerfocusinmind,wewanttoexplorewaysatrainerdirectstrafficandthoughts. Leadinga Discussion (Trainer2) Leadingadiscussionisatalentthatrequiresthought,practice,andathorough knowledgeofthematerial.ThistechniqueisusedseveraltimesintheWood BadgeandNYLTcourses.Thetoneneedstobepositive.Managingthe discussionsoitstaystothecontentiscritical.ForWoodBadgeandNYLT,the troopguidesneedtohonethisskillthroughpracticeinstaffdevelopment sessionsandthroughworkingwithanothermemberofthestaffforcoaching. Thereisnomagichere.Practiceisrequired. ModelLeadinga Discussion Leadafiveminutediscussiononthefollowingquestion:Whatarebest practicesforpromotingaWoodBadgeorNYLTcourse? DistributeandreviewRulesforDiscussionLeadershandout. Thetrainerwholeadsadiscussionhasseveralrolesthatincludemultiple elements.

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PreparationfortheDiscussion Letthewholeteamknowthesubjectinadvancesotheycanthink aboutit. Talkwithteammembersindividuallytofindouttheirideas. Readaboutthesubject. Writeanoutlineofthesubjectsoyouhaveapatternofideasyouwant tocover. Pickacomfortablelocation.Considerlighting,heating,andventilation. Havepaperandpencilreadytorecordthemainpoints. Startthediscussionontime.Endontime.

HelptheTeamFeelatEase Arrangetheteamcomfortablysotheycanseeeachother.Configure theteaminacircle,asemicircle,aUshape,orahollowsquare. Besureeveryoneisintroduced. Encourageinformalityandgoodhumor. Permitfriendlydisagreement,butonlyonthepointbeingdiscussed andnotbetweenpersonalities. Keepspiritshigh.Leteveryonehaveagoodtime.Dontletthe discussiondrag,getboring,orgooffonatangent. GiveEveryoneaChancetoTalk Drawoutlesstalkativemembersbyaskingthemquestionsorfor suggestions. Becarefulofthepersonwhotriestomonopolizethediscussion. Interruptthespeechmakertactfullyandleadthediscussiontoanother person.Ifnecessary,remindthespeakerofthelimitedtime,orsuggest thatheorshecutitshortuntilothershaveaturn. Callonindividualswhenyouseetheyarereadytotalk,ratherthan goingrightaroundtheroom. Lead,ratherthandominate,thediscussion.Easeyourselfintothe backgroundwhentheteamsreallygetintoagooddiscussion. KeeptheDiscussiononTrack Ifthediscussiongetssidetracked,bringitbacktothemainsubjectby suggestingthattherearesomemoreimportantpointsthatneedtobe coveredinthelimitedtimeavailable. Stretchapointifnecessarytogiveindividualscreditforideas developedinthediscussion.

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SummarizePeriodically Stopoccasionallytoreviewthepointsthathavebeenmade. Ifyoufeelthatanimportantpointisbeingneglected,mentionit. Closewithaquicksummarycoveringtheteamsconclusionssothat everyonewillremembertheimportantfactsbroughtoutinthe discussion. Whenappropriate,shelvequestionsortopicsthatshouldbedealtwith later.

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Reflections
Leadinga Reflection (Trainer3) LineUp

15minutes(Wholegroup)

Telltheparticipants:Wehaveateamchallenge.Whenyouhavecompleted thetask,theteamleaderneedstoraisehisorherrighthand. Insilence,sortyourselvesbydateofbirth(monthandday),startingwith January. Thenbyshoesize(leasttogreatest), Thenbyheight(tallesttoshortest). Haveteamguidesverifytheirorder.Nowwithyoureyesclosed,order yourselvesbynumberofsiblings. Thenorderyourselvesalphabeticallybylastname. Givesimpleteamrecognitionsastheycompleteeachtask.

ModelLeadinga Reflection

Leadareflectionusingskillstobecoveredbelow.Somesamplequestions: Whichwasmoredifficult,notspeakingornotseeing? Whatdidyoudotoaccomplishthetasks? Wouldyoudoanythingdifferentlynexttime? Whatskillsdidthisactivityfocuson? Howdidyoufeelduringthechallenge? Wasthereteamwork? Whatwillyourememberfromthisexercise? Whatdidyoulearnthatyoumightuseagain?

Nowletstalkaboutreflectionsandhowwecanusethem. DistributetheReflectionparticipanthandouts.

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Theleaderofareflectionistheconsummatelearnerfocusedtrainer.The objectiveofareflectionistogetparticipantstoarticulatelearningfroman experienceortopic. What Thinkingaboutthemeaningofatopicorexperienceinalarger context.Ateamorgrouptalksaboutwhatitallmeans.Leaders directthereflectionbyaskingquestionsthatencourageparticipantsto dothethinking,digintotheirfeelings,andbuildtheirowncollections ofobservations.Leadersprovidetheatmosphereinwhichparticipants feelfreetothinkandsaywhattheythink. Attheendofanactivity Asaformofevaluation Whenconnectingactivitiesorwhenconnectinganactivitytoalarger picture

When How Leaderusesquestionstoguidethegrouptowardunderstandingand applicationoflearning. Beginwithconcretewhatquestions:Whathappened;whatwasthe sequenceofevents? Movetointerpretivesowhatquestions:Dideveryoneparticipate; didwesticktotherules? Concludewiththeapplicationoflearningquestions:Nowwhatdowe do;howcanweapplywhatwelearnedduringthisexerciseto somethingelse? AdvantagesofaReflection Reflectiongiveseveryoneanopportunityforinput. Leaderprovidesstructure,butthesolutioncomesfromtheteam. Reflectionemphasizespresentexperiences. DisadvantagesofaReflection Page30 TheTrainersEDGE Reflectionrequiresaleadertothinkonhisorherfeetandtoframe goodquestions. Theprocesscanbetimeconsuming. Itcancreateadiscomfortinsomepeoplewhodislikebeingputonthe spot. Theprocesssometimesisdifficultforpeopletounderstandanduse.

ManagingGroupBehaviorforEffectiveTraining
30minutes(Teamsmallgroup) Whataresomechallengingbehaviorsthatmightconfrontatrainer? Acknowledgeresponsesandperhapsaddsomeofyouown.Usingsomeof theseanswersask: Howdoesatrainerrespondtothesebehaviors?Acknowledgeresponses. SpecialNeedsshouldbediscussed,aswell. SpecialNeeds Specialneedscanbedefinedassomeonewhohasanimpairmentthatmakesit difficulttohearorseeinformation,mayhaveanattentiondeficitdisorder,or mayhavealearningdisability. Traineractionscouldinclude: Placingthosewithseeingorhearingimpairmentsatthefrontofthe room Teamguidecoachingduringsessions Followupcoachingafterthesessions Varyingpresentationmethodstofitneedsofalllearners

Includedindirectingtrafficandthoughtsisdevelopingeffectiveresponsesto challengingbehavior.Weshouldstrivetoimproveourapproachwithplatform skillsthatwillmeettheneedsoftheindividualandthegroup.Thatcanbea delicatebalancingact.Thedesiredoutcomeistomaximizethelearning experienceforeveryone. Wearegoingtolookatsomechallengingbehaviorsthatyoumayencounter anddesigntrainerresponses. DistributetheChallengingBehaviorcards.Giveonetoeachteam.Ifthereare morethansixteams,somemayhavethesametopic. Eachteamwillhavefiveminutestodevelopalistofconstructivetrainer actionsandresponses. Attheendoffiveminutesgetaquickreportfromeachteam.Makesurethese pointsarecoveredineachtopic.

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Challenging Behaviors

TheDisruptiveQuestioner Asksendlessquestions,seemstogetstuckononepoint,doesntlistento answersgiven

Askgroupforananswer Askthegroupifweshouldmoveahead Asktodiscusslater Emphasizethetimefactor Pullthequestionerasideandhaveatalk

TheKnowItAll Triestodominatethetraining,authorityoneverything,oftenanswersarent completelycorrect TheNegativePersonality Cynicalofothersortheprogram,argueswithtrainerorothersovervarious points WarStoryTeller Hasastoryforeverytopic,Thisisthewaywedoit,notinterestedinothers stories Pointoutlimitedtime HandoutoneWarStorycardatthebeginningoftrainingtoeach participant.Collectthecardwhentheparticipanttellstheirwarstory. Iftheydonthaveacard,theycanttellanymore. Emphasizeimportanceofgroupparticipation Makelightofnegativeresponses Reinforcethepositive Makeitfun,keepitpositive Talkprivatelyaboutgroupneedsforpositivelearning DirectdifficultquestionstoKnowItAll Makespecialassignmentssoeveryoneparticipates Givepositivereinforcement Pointoutincorrectresponses

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Jokester Lovestogetattentionfromgroup,maybeloudandboisterous,comments mayborderthegrayarea,focusiscompletelyonfunandgettingalaughwhich disruptsthelearningprocess. Emphasizetimefactor Talkprivatelyaboutgroupneedstofocusonlearning ReluctantLearner Feelsforcedtocometothetrainingorperhapsmissedacampoutoractivity withtheirunitorfamilybecausethistrainingisrequired. Concludebymakingthesepoints: Inkeepingthebalancebetweentheindividualandgroup,theculturewe establishalsoplaysanimportantpart EmphasizeSafeHaven Makeitfun Showrespect Setexpectations Bepositiveandconstructive Empowerthegroup ThinkofWinWin Makeitfun Stayonschedule

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ManagingQuestionsforEffectiveTraining
Questionscanbeapowerfulmethodforlearning.Herearesomewaystouse andmanageunexpectedquestionstoachieveeffectivetrainingandlearning. UnexpectedQuestionsorAnswersfromParticipants PickthreeorfoursituationsfromthehandoutManagingQuestionsfor EffectiveTraining.Askparticipantswhattheirresponsewouldbemakingsure theresponsesinthehandoutarecovered.Orassignasituationtoeachteam andhavethemroleplaythesituationandtrainerresponse. DistributehandoutManagingQuestionsforEffectiveTraining.

Summary
Whattrainingculturedowewanttoestablish? Whataresomeofthemainpointstorememberinleadingadiscussion? Whatistheobjectiveofareflection? Togetlearnerstoarticulatelearningfromanexperienceortopic Prepare Helptheteamfeelatease Makesureeveryonehasachancetotalk Stayontrack Summarizeperiodically Learnerfocusorservantleadership

Whatisimportanttorememberwhenmanaginggroupbehavior? Allowtimeheretoadaptpresentationsthatparticipantsbroughtwiththemto reflectthismorningslearning. Balancetheneedsoftheindividualandthegroup

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Module4ParticipantPlatformTime!
2Hours(TeamSmallGroup)

LearningObjectives
Attheendofthismodule,theparticipantswillbeableto: Demonstrateplatformskillsin1012minutepresentations ReceiveStart,Stop,ContinuefeedbackfromTeam

Teamguideswillfacilitatethismoduleinsmallgroupsetting. Withtheteamastheaudienceandfeedbackgroup,eachparticipantwillgivea10to12minute presentationonatopicofhisorherchoosingfromtheBoyScoutHandbookoranotherprogram elementlikeCubScoutingorVenturing.Youmayuseanymediayouchoose.Thepresentationmaybea specificskillssessionthatusesEDGE,butthebroaderskillsofthetrainershouldalsobedemonstrated. Abroadtopicchoice,suchasuniform,advancement,highadventure,hiking,orcamping,couldbe selected. AsinModule2,presenterswillreceivefeedback.TeammemberswillusetheCommunicationSkills Checklistasaresourceofdesiredbehaviorsforatrainer.Followingeachpresentation,theteamwill prepareaGiftofFeedbackformforthepresenter(usethepresentersformhandoutpage55).The teamwillverballygivefeedback.Onememberoftheteamwillbetherecorderandwritedownthe feedbackonthepresentersform.Thengiveittothepresenterwhentheteamisfinishedwiththe feedback.Whenyouaregivingfeedback,taketimetoprovidequalityfeedback.Feedbackisagiftonly ifitispackagedthatway.Allparticipantshavetherighttohonest,wellcrafted,tactful,andactionable feedbackontheirefforts.SSCfeedbackisnotintendedtobeanopendiscussion.

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Closing
Bringthelargergroupbacktogether. Wrapupbythankingtheclassfortheirparticipationandofferingbriefinspirationalclosingremarks. Thenpresentthecertificatesofcompletion(seepage40forasample). HaveallraisetheirhandsinthesignofwhateverprogramtheyareregisteredinandrecitetheTrainers Creed(seehandoutpage76).

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Appendix/Handouts
SampleStaffAssignmentSheet................................................................................38 SampleInvitationLetter............................................................................................39 SampleCertificateofCompletion.............................................................................40 QuotationsforWallPosters......................................................................................41 IAM/WHOIS?QUESTIONSANDANSWERS..............................................................43 IAM/WHOIS?...........................................................................................................45 ScavengerHunt(Optional)........................................................................................42 ScoutingCharades....................................................................................................43 TheEDGEModel.......................................................................................................50 ToolsofaTrainer......................................................................................................51 CommunicationSelfAssessment..............................................................................52 BodyLanguage..........................................................................................................53 ManagingSituationswithBodyLanguage...............................................................54 TheGiftofFeedback.................................................................................................55 CommunicationSkillsChecklist.................................................................................57 PhysicalArrangements.............................................................................................58 UsingDVDs ...............................................................................................................59 . MakingComputerPresentations..............................................................................60 TipsonEffectiveVisualAids......................................................................................62 BuzzGroups..............................................................................................................63 HowtoGiveaDemonstration ..................................................................................64 . HowtoEnhancePresentationsandTraining............................................................65 SummaryofTrainingMethods.................................................................................66 ChallengingBehaviorCards......................................................................................68 RulesforDiscussionLeaders.....................................................................................70 Reflection..................................................................................................................72 ManagingQuestionsforEffectiveTraining..............................................................74 TrainersCodeofConduct.........................................................................................76

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SampleStaffAssignmentSheet
(Youmayusethisformordevelopyourown.)
BeforetheCourse PhysicalArrangements Registration LunchArrangements Handouts/Props RegistrationandGatheringPeriod Arrival/Checkin Welcome Sessions ScoutingCharades CourseIntroduction/Overview Communication PurposeandModelofTraining IntroduceEDGEModel PlatformSkills BodyLanguage/Wrapup TrainingPreparationLogistics, Media,andMethods Preparation ReviewTrainingMethods,SSC, VerbalFillers TeamGuides Assignedto Backup Notes

TeamGuides

PreparetoPresentPart2
PresentationsandSummary DirectingTrafficandThoughts CultureandDiscussion Reflection

ManagingChallengingBehavior/
ManagingQuestionsand ParticipantSessions ParticipantSessions Closing TeamGuides

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SampleInvitationLetter
Dear__________________________: Wearegladyouhaveenrolledinthe________________CouncilsTrainersEDGECourse! TheTrainersEDGEisarequiredcourseforWoodBadgeforthe21stCenturyandNationalYouth LeadershipTrainingstaffs.ThepurposeoftheTrainersEDGEcourseistoprovideandhelpdevelop theplatformskillsofatrainerandismeanttosupplementthepracticethatisofferedthroughWood BadgeandNYLTstaffdevelopment.Youwillhavetheopportunitytogiveseveralpresentations duringtheday. Thecourseisscheduledasfollows: Date: Location: Uniform: PrecoursePreparation:Pleasepreparea10to12minutepresentationonatopicfromanyBSA material.Yourpresentationshouldallowyoutodemonstratetheskillsofatrainer.Youwillreceive constructivefeedbackonyourpresentationfromtheotherparticipants. [Includemap,informationonlunch,oranyrelevanthousekeepingissues.] Ifyouhaveanyquestions,pleasefeelfreetocontact:

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Handout39

SampleCertificateofCompletion

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QuotationsforWallPosters
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Tactistheartofjumpingintotroubledwaterwithoutmakingabigsplash. Apoorplanimplementedisbetterthanamasterpieceignored. Characteriswhatyoudowhennobodyislooking. Thewisewoodsmanknowstopausetosharpenhisax. Usethetalentsyoupossess,forthewoodswouldbesilentifnobirdssangbuttheverybest. Theshortestroutehasthesteepesthills. Steppingstonesandstumblingblocksaremadeoutofthesamestuff. Luckispreparationmeetingopportunity. Goalsaredreamswithdeadlines. Whenyourworkspeaksforitself,dontinterrupt. Onlythosewhoattempttheabsurdwillachievetheimpossible. Itiseasiertoexplainthepricethantoapologizeforthequality. A10minutedemonstrationismoreeffectivethananhourlecture. Foreveryhourofpresentation,putaside10hoursofpreparation.

TheTrainersEDGE

Handout41

ScavengerHunt(Optional)
Haveyourteamcollectasmanyofthese20itemsasitcaninfiveminutes. 1. Nailclippers 2. Paperclips 3. 73cents 4. Brownbelt 5. Bookofmatches 6. Newtoothpick 7. Rubberband 8. Pocketcalculator 9. Fordignitionkey 10. Librarycard 11. Woodpencil 12. Flashlight 13. Sunglasses 14. Photoofbabygirl 15. Roadmap 16. Coffeemug 17. Lipstick 18. Aspirin 19. Mirror 20. Shoestring

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IAM/WHOIS?QuestionsandAnswers
Whatisarealisticsituationoraseriesofactualeventspresentedtolearnersfor analysisandsolution? CaseStudy Whatprovidesexcellentaudiovisualtraining? DVDs Whataremakingsurethereisaclearviewofthepresentationarea,presenting againstthelongwall,coveringorremovingthepodium,setupthenightbefore, andcheckingfordistractions? RoomArrangements Whatisateachingmodeldesignedtofacilitatelearnerfocusedtraining? EDGE Whatisactingoutrolespresentedinaparticularsituation? Roleplay Whatissolicitingideasfromtheteam,allowingallideastobeconsidered,then groupinglikeideastohelptheteamplan? Brainstorming Whatislargechartpaperwithmultiplepagesusedasavisualaidtotake participantinputoremphasizemajorpointsofapresentation? FlipCharts Whatisawaytopromotethequickexchangeofideasonasingletopicinashort periodoftime? BuzzGroups Whatisanopportunityforanexperttoprovidespecificknowledgeby respondingtothedirectquestionsfromthegroup? QuestionandAnswerSession Whataresmallfolder/notebooksthatallowyoutohaveaneffectivevisualaid forasmallgroup? Flipbooks Whatisaseriesofstationsthataccommodatesmallgroupsandteachrelated partsofageneraltopic? LearningCenters/RoundRobins

TheTrainersEDGE

Handout43

Whatisusingtheater,audienceparticipation,breakingtheice? EnhancingPresentations Whatisaseriesofguidedquestionsleadingfromthefactsofwhathappenedto interpretationandapplication? Reflection Whatisonepersonconveyinginformationtoagroupoflearnersbytalkingto them,withorwithoutvisualaids? Lecture Whatisatooltoassesswhatthegroupneedstodotoworkbetterasateam? Start,Stop,Continue Whatissimilartoalectureexceptlearnersaremoreinvolved? InformalTalk Whichtypefaceisthebestchoiceforprojectedtransparencies? Sansserif Whatisaplannedconversationonaselectedtopic? Discussion Whatpresentationmethodcombinestheadvantagesofanoverheadprojector, aslideprojector,aflipchart,andawhiteboard? ComputerPresentations Whatisamorecomplexformofroleplayingandcasestudywhichcreates environmentswhereparticipantsexperiencepotentialsituations? Simulations Whatisapersonorteamperformingataskandexplainingittoshowlearners howtodoatask? Demonstration Whichcoloroncolorismostvisible? BlackonYellow Whatdressesupyourpresentationconsiderably? ClipArt Whatisorganizingtheroomandallthemediaforthelearnersbenefit? PhysicalArrangements

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IAM/WHOIS?
QuestionandAnswer Session _________________ Whataresmall folder/notebooksthat allowyoutohavean effectivevisualaidfora smallgroup? Start,Stop,Continue _________________ Whatissimilartoa lectureexceptlearners aremoreinvolved? Simulations _________________ Whatisapersonorteam performingataskand explainingittoshow learnershowtodoa task? Whatisaplanned conversationona selectedtopic? Sansserif _________________

LearningCenters/Round Robins _________________ Whatisusingtheater, audienceparticipation, breakingtheice?

Reflection _________________ Whatisoneperson conveyinginformationto agroupoflearnersby talkingtothem,withor withoutvisualaids?

TheTrainersEDGE

Handout45

 RoomArrangements _________________ Whatisarealistic situationoraseriesof actualeventspresented tolearnersforanalysis andsolution? ClipArt _________________ Whatisorganizingthe roomandallthemedia forthelearnersbenefit? Roleplay _________________ Whataremakingsure thereisaclearviewof thepresentationarea, presentingagainstthe longwall,coveringor removingthepodium,set upthenightbefore,and checkingfordistractions? PhysicalArrangements _________________ Whatisateachingmodel designedtofacilitate learnerfocusedtraining? DVDs _________________ Whatisactingoutroles presentedinaparticular situation? ComputerPresentations _________________ Whatisamorecomplex formofroleplayingand casestudywhichcreates environmentswhere participantsexperience potentialsituations?

Page46

TheTrainersEDGE

 CaseStudy _________________ Whatprovidesexcellent audiovisualtraining? Discussion _________________ Whatpresentation methodcombinesthe advantagesofan overheadprojector,a slideprojector,aflip chart,andawhiteboard? Demonstration _________________ Whichcoloroncoloris mostvisible? InformalTalk _________________ Whichtypefaceisthe bestchoiceforprojected transparencies? Whatislargechartpaper withmultiplepagesused asavisualaidtotake participantinputor emphasizemajorpoints ofapresentation? Brainstorming _________________ BlackonYellow _________________ Whatdressesupyour presentation considerably?

TheTrainersEDGE

Handout47

 EDGE _________________ Whatissolicitingideas fromtheteam,allowing allideastobe considered,then groupinglikeideasto helptheteamplan? Flipbooks _________________ Whatisaseriesof stationsthat accommodatesmall groupsandteachrelated partsofageneraltopic? EnhancingPresentations _________________ Whatisaseriesofguided questionsleadingfrom thefactsofwhat happenedto interpretationand application? FlipCharts _________________ Whatisawayto promotethequick exchangeofideasona singletopicinashort periodoftime? BuzzGroups _________________ Whatisanopportunity foranexperttoprovide specificknowledgeby respondingtothedirect questionsfromthe group?

Lecture _________________ Whatisatooltoassess whatthegroupneedsto dotoworkbetterasa team?

Page48

TheTrainersEDGE

ScoutingCharades
Teammembersname_______________________________________________
1. Whatisuniqueaboutyouorsomethingmostpeopledontknowaboutyou? 2. HowhaveyouusedaScoutingskilloutsideofScouting? 3. Whatisyourfavoritemovie? 4. Whatisyourfavoritehobby(besidesScouting)? 5. Whatisyourfavoritefood? 6. Whatisyourfavoritesport? 7. Whatisyourfavoriteactivity?

TheTrainersEDGE

Handout49

TheEDGEModel
StagesandTrainingMethods

TrainingStage Explain

WhatItIs Tellthem(talk,audiotape). Givewritteninstructionorexplanation(paper,book,Webpage). Show(includeroleplays,videos,computeranimations). Doityourselfastheywatch. Useadiagram. Tellastory(canbefictionalorreallifeexamples). Watchthemdoitandgiveverbalhintsandtips. Doittogether(atthesametime). Letthemtryit;thentalkaboutit. Letthemaskquestionsastheytryit. Giveamemoryaid. Givethemataskthatrequiresthislearning. Askthemtoteachsomeonethenewlearning. Givethemtheresourcestodoitagainwithoutyou. Helpthemusethelearningagaininanewsettingorsituation.

Demonstrate

Guide

Enable

Summary
DidyounoticehoweasyitmightbetocombineExplainingandDemonstratingatthesametime?Or DemonstratingandGuiding?WhileweshowEDGEasseparatesteps,onestepeasilyflowstothe next.Infact,theyareconnected,andyoucancombinestepstoaccomplishthelearningobjectives andgoals.Youmayneedtogobackastepiftheydontgetit.

Handout50

TheTrainersEDGE

ToolsofaTrainer
Voice
Learnersshouldbeabletohearwithoutstraining. Tip:Speaksosomeonestandingbehindthelastlearnerintheroomcanhear. Adjusttoaccommodatetheroomsacoustics. Tip:Movethetablesclosertoyouoruseamicrophone. Toneshouldbeconfident,enthusiastic,andpleasant,butneversarcastic. Remember:AScoutisfriendly,courteous,andkind. Speedisimportant.Toofastreduceseffectiveness,tooslowisboring. Tip:Askacotrainertosignalyoutogofasterorslower. Beclear,andavoidslang,acronyms,andfillerwords. Tip:Askacotrainertogiveyoufeedback

Eyes
Beawareofalleventsintheroom.Makeaconsciouschoicetoactonor ignorewhatyousee. Tip:Acttoassurethatmostlearnersarenotdistractedfromthelearning. Establisheyecontactwitheveryone. Tip:Lookatalearnerforthelengthofonesentence,thenlookatanotherlearner. Interpretwhatyouseefromeyecontact,anddecideanyaction. Tip:Iftheyaresquirming,givethemabreak.

Ears
Listenwiththeintenttounderstand,notwiththeintenttoreply. Tip:Summarizeandrepeatbackthequestionbeforeansweringtoconfirmyour understanding. Beawareofthelearnersaudiblesignalsjudgewhetherornottorespond. Tip:Assurethatmostlearnersarenotdistractedfromlearning. Becomfortablewithsilencenottalkingopensthedoorforotherstoparticipate. Tip:Manyadultstakethreetofivesecondstothinkofananswer.Teenstypicallytakeseven to12seconds.

TheTrainersEDGE

Handout51

CommunicationSelfAssessment
Thefollowingarethingsthatpeoplenoticeaboutatrainer.Rateyourselfontheseitems.
VerbalCommunications MyAssessment(checkoneperrow) Wantto Improve Okay

Good

Great

Volume:Ispeaksothatalllearnerscanhear. Articulation:Ispeakclearlysoeachwordis understood. Smooth:Iavoidfillerwords(um,like,youknow). Pace:Mypaceisnottoofastorslow.Ichangepace tosignalimportanceorchangeintopic. Enthusiasm:Myvoicereflectsinterestsinthetopic andthelearners.

1 2 ListeningSkills Attention:Ilistenfullytootherstounderstandthem. Understands:Igettheunderlyingmeaning.

Noise:Iamawareofandrespondwelltonoiseand otherdistractions.

MyAssessment(checkoneperrow) Wantto Improve Okay Good Great

1 2 VisualCommunications Awareness:Iseeallthatisgoingon,actingifneeded. Readsnonverballanguage:Icorrectlyrespondtofacialand nonverbalcommunications.

MyAssessment(checkoneperrow) Wantto Improve Okay Good Great

EyeContact:Imakeeyecontactforafullphraseor sentence.Ishifteyecontactregularly.

BodyLanguageCommunications

Stance:Iuseaneutralstance,withhandsatmyside mostofthetime. Gestures:Iusemyhands,arms,andbodyto emphasizepoints. Position:Istandsoallcanseeme,withoutpacing. Confident:Istayopentherearenopapers, lecterns,ortablesbetweenmeandlearners. ControlsVerbalTraffic:Iusebodylanguageto engageorcontrolparticipationasneeded.

MyAssessment(check1/row) Wantto Improve Okay Good Great

Handout52

TheTrainersEDGE

BodyLanguage
Good Habits
DOuseaneutralstance.Benaturalwithoutdoinganythingtodistractthegroup. DOuseahappy,cheerfulfacialexpressionwhentraining(unlessthetopicmakesthis inappropriate). DOstandinthebestplacetocommunicateeffectivelywiththegroup. DOuseyourarmstodirectverbaltraffic. DOusethethreetrainertools(voice,eyes,ears). DOcommandattentionwhenyouneedtocontrolthegroup. DOemptyyourpocketsbeforeyoustarttofacilitate.

Bad Habits
DONTfidget(withobjects,hair,orclothes).Itdistractsthelearners. DONTputyourhandsinyourpockets. DONTfoldyourarms(itsdefensive). DONTuseyourarmsonlyfromtheelbowdown(makesyoulooklikearobot). DONTmovearoundtheroomunnecessarily. DONTshowyouaretired,evenifyouarefeelingexhausted.Thisreducesthegroups energylevel. DONTleanondesksorfurniture(itmakesyoulookinsecure).

TheTrainersEDGE

Handout53

ManagingSituationswithBodyLanguage
Situation Stopsideconversations amonglearners. RecommendedApproach Physicallymovetowardthepeopletalking. Putyourhandout(towardthepeopletalking). Makeeyecontact. Useindividualsnameindiscussion(rememberwhenSallysaid). Standinthemiddleoftheroom(dontstandbehindthings). Standintheneutralpositionheadhigh,shouldersback. Pleasantlook/smileonyourface. Makequalityeyecontact. Projectyourvoice. DoNOTtellyourlearnersyouarenervous,ill,thisisyourfirsttime,etc. Silence. Eyecontact.(Watchlearnersbodylanguageconfused?Wantstosaysomething?) Extendarmwithpalmuptoanindividual. Holdhandsintheairwithpalmsup(stop). Makeeyecontactaroundtheroom. TelllearnersthematerialwillbecoveredinthenextXamountoftime. Havepeoplejotdowntheirquestions. Tellgroupyouwillmoveon(armsextended,upwardpalms,eyecontact,nodyourhead)to getthegrouptoagreewithouteveraskingthem. Getgroupsattention(silence,loudvoice,movecloser,armsupforpositiveenergy!). Reinforcethecriticallearningpointsalreadycovered. Thankgroupforenergy. Tellthemyouaremovingon(usethecontenttomoveforward). Geteveryonefocusedonthefrontoftheroom(methods:silence,loudvoice,strongbody language,bigarmmovements). Usethecontenttomovethegroupforward. Standinthemiddleoftheroom(closetothegroup). Loweryourvoice. Makethepoint(tellthegroupitisveryimportant). - Speakslowly,accentuateeachword(makegoodeyecontactwitheachperson). - Accentuatewithbodylanguage(usehands). Askforvolunteersbetteryet,askforahelper. Usesilence(andscantheroomtomakeeyecontact). Extendedarm,palmup,specialeyecontactatindividualyouwant. Havepreviousvolunteersselectnextvolunteers. Spinthepen(orthegimmick,i.e.,personwithbirthdayclosesttoDecemberorlongesthair orEveryonestandup!Lastoneatyourtabletostandisthevolunteer.) Haveapredeterminedsignaltoletyourcotrainerknowyouwantthefloor. Frequentlyaskyourcotrainer,Doyouhaveanythingtoadd? Directyoureyecontactawayfrompersonaskingthequestionstoyourcotrainerwhois leadingthegroup. Leadtrainerwalksintolineofsightofpersonwhoistalkingtoseatedcotrainer. Cotrainerdeflectsthequestiontoleadtrainerwithahand.

Projectconfidence.

Inviting/receiving questions

Stoppingquestions becauseyouwillcover themateriallater

Shutdowndiscussion andmoveonwhen learningpointsare covered Getthefullgroups attentionafteran exercise

MakeaVERYimportant point

Getvolunteers

Cotrainerteamwork Cotrainerteamwork: Offstagetraineris askedaquestion

Handout54

TheTrainersEDGE

TheGiftofFeedback
Name(presenter): _________________________________________________________________ Name(personcompletingform):______________________________________________________

Start
(Thesearethingsyouarenotdoingthatwillmakeyoumoreeffectiveasatrainer.) _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

Stop
(Considernotdoingthefollowing,becausetheyarenoteffective.) _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

Continue
(Thesearethegreatthingsaboutyourpresentationthatyouwanttoensuretocontinue.) _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

TheTrainersEDGE

Handout55

NameofPresenter
Start Stop Continue

NameofPersonProvidingFeedback

NameofPresenter
Start Stop Continue

NameofPersonProvidingFeedback

NameofPresenter
Start Stop Continue

NameofPersonProvidingFeedback

NameofPresenter
Start Stop Continue

NameofPersonProvidingFeedback

Handout56

TheTrainersEDGE

CommunicationSkillsChecklist

NeutralPosition

Theleaderstandscomfortablybeforetheaudience,handsathis

sides.Hispostureisgood.

Feet

Theleaderpositionshimselfwhereeveryonecanseeandhearhimwithout

distraction.Ifpossible,theleadermovesaroundduringthepresentation.

Hands

Theleaderuseshishandsandarmsascommunicatingtools,invitingthe

audiencesparticipationwhilenotdistractingthemwithconstantmotion.

Mouth

Theleadercommunicatesloudlyenoughforeveryonetohear,andclearly

enoughforeveryonetounderstand.Hevariesthetoneofhisvoiceashetalks.

Eyes

Theleadermakeseyecontactwithlisteners. Theleaderisawareofhowlistenersrespondtowhathesays,andheadjustshis

Ears

communicatingtofittheirneeds.

TheTrainersEDGE

Handout57

PhysicalArrangements
RoomArrangements
Makesurethereisaclear,unobstructedviewofthepresentationarea. Presentagainstthelongwallwheneverpossible. Donotallowactivitybehindthepresenter(checkfordoorsandwindows). Watchstrongbackorsidelighting.Trytoputwindowsatparticipantsbacks. Removeorcoverthepodium.Presentersshouldmovearoundthearea. Haveaclockmountedhighonabackwalloradesignatedtimer. Setupthenightbeforethetraining.Monitorroomtemperatureforcomfort. Checkfordistractionslikeloudfansorseatingwithablockedview.

Seating
Seatparticipantsinsmallgroupsoffiveorsix. Trytohaveallseatsfacingthepresenter. Afanarrangementisbestsothatnoviewsareblocked. Forasmallgroup(onetable),makethepresentationfromtheheadofthetableorcenterof thelongestside.

TrainingAids
Screensandmonitorsshouldbeplacedsoparticipantviewisntblocked.Checklocationof videomonitorsandscreenstoavoidbrightlightreflectionsorwashouts.Donottotally darkentheroom. Projectorshouldbelocatedtominimizetrafficinfrontofitsbeam.

Power
Ensurepowerisavailable.Assessbeforehandandbringextensioncords. Dontoverloadcircuitsandknowwherecircuitbreakersare. Checklocationandaccessibilityofoutlets. Bringextragroundingplugsiftheyareneeded. Ensureallcordsaretapedtothefloorwithvisiblecautionmarkersandthattheyremain totallyoutofthepathofanytraffic.

Handout58

TheTrainersEDGE

UsingDVDs
DVDsprovideexcellentaudiovisualtraining.Acompletetrainingprogramisdesignedtodothree things: Increaseknowledge Developskills Improveattitude

AnexperiencedtrainercanuseDVDseffectivelytoincreaseknowledgeandtodevelopskills. However,viewingDVDscannotcreatetheextremelypositiveattitudeofanenthusiastictrainer. Viewingisapassiveactivity.Moldingattitudeisactiveandtheroleofthetrainer,notthemedia.

TipsonUsingDVDsinPresentations
Bethoroughlyfamiliarwiththecontentofthevideo.Viewitseveraltimes.Takenotes. ItisdifficulttojumparoundfromtopictotopicwithaDVD(unlikewhenusingatraining outline).Thepositiveaspecthereisthatlearnersgetaconsistentmessage.Thenegative aspectisthatyoucannoteasilylocatethepreciseportionofvideothatcontainsthe messageyouwanttoemphasizetoparticipants.Youcannotkeepavisualframeinfrontof thegroupforanextendedtime.Youcansummarizeimportantpointsonchartsor handouts. Whenyouhavemorethan10participants,useaprojectorormoremonitors. Arriveatthetrainingsiteinplentyoftimetocheckyourequipment.

ThingstoAvoid
MostDVDplayersarehighlyreliable.Theyare,however,technicallycomplicated.Donottry tofixthemachineifitisnotoperatingproperly.ReverttoplanB(flipcharts,whiteboard, etc.). DonotplayoneDVDsegmentimmediatelyafteranother.Themaximumviewingtimefora segmentshouldbenolongerthan20minutes.Thenitisimportantforyoutohavean activitythatpermitsparticipantstoexercisetheireyes.Viewingatafixeddepthfortoolong causeseyefatigue. AvoidexposingtheDVDplayertodust.StoreDVDsandtheplayerindustproofboxes.

TheTrainersEDGE

Handout59

MakingComputerPresentations
PresentationSoftware
Acomputerpresentationcombinestheadvantagesoftheoverheadprojector,theslide projector,theflipchart,andthewhiteboard/chalkboard. Apresentationcanbemadetoaudiencesassmallasfive(usingonlyamonitor)oraslarge asafullauditorium. Projectionisbestviewedinasemidarkroom. Thetrainerfacestheaudience.Bykeepingeyecontactwiththeparticipants,thetraineris abletomaintaincontrolofthegroupwhileatthesametimecontrollingthepresentation. Presentationsoftwarehasanumberofspecialeffectsavailable.Usethemwithcaresothey enhancethepresentationandnotdistractfromit. Computerpresentationsareeasytoprepareandtransport,butbewareofDeathbyPower pointhavingtoomanycomputerpresentations.

ClipArt
Clipartdressesupyourpresentationconsiderablyandisavailablefromanumberof sources,includingmanyInternetsites.(Observecopyrightownership:Besurethesite includesastatementgrantingpermissiontousethematerial.) Additionally,thelocalcouncilservicecentershouldhaveScoutingclipart.

ColoronColor(UsewithCaution)
Rankedfrommostvisibletoleastvisible: 1. 2. 3. 4. 5. 6. Blackonyellow Greenonwhite Blueonwhite Whiteonblue Blackonwhite Yellowonblack 7. 8. 9. 10. 11. 12. Whiteonred Whiteonorange Whiteonblack Redonyellow Greenonred Redongreen

Handout60

TheTrainersEDGE

FontsandType PointSize
Alargenumberofpointsizesshouldbeused.Someexamples:

Titles

50 point
32 point
28 point
24 point
20 point

Main thoughts

Secondary points

Third-level points

Fourth-level; smallest recommended

SerifandSansSerifType
Seriftypefacesarecommonlyfoundinbooks.Theyareeasytoreadandinformationmaybe somewhatmorereadilyrememberedwhenpresentedinseriftypefaces. Inacomputerpresentation,seriftypefacesareveryacceptableifthepresentationistobe viewedonamonitor. This is serif text. The strokes in each letter are capped with serifs that help the eye recognize the letters more easily.

Sansserifisthebestchoiceforprojectedtransparenciesbecauseitproducesamorereadable characterwhenprojected. Ifthepresentationistobeprojectedfromacomputerorfromtransparenciesprintedfromthe presentation,thensansseriftypefacesarepreferred. Thisissansseriftext.Thelettersarenotcapped,andthelookissmoother.

TheTrainersEDGE

Handout61

TipsonEffectiveVisualAids
FlipCharts
Ensurethechartispositionedsoitisvisibletoall. Writeneatlywithlettersabout2incheshighusinglowercaselettering. Preparechartsinadvancewheneverpossible. Leaveablanksheetinbetweenchartstoavoidshowthrough. Usedarkcolors(black,brown,purple,blue);avoidred,green,andyellow. Whentakingparticipantinputs,writedowncommentsverbatimifatallpossible(askthe participanttosummarizeifthecommentistoolong).

Flipbooks
Makeacolorcopyofcomputerslidesofthepresentationforparticipantstoview.Makea secondgrayscalecopyofcomputerslidesforthetrainertoview. Loadtheflipbooksothatthelearnerandtrainerareviewingthesamepage.Checktoseeifall slidesarerightsideup. Writepersonalizedspeakernotesonthetrainerside.

SlidesFlipbooks/ComputerProjections
Usematerialsandmediathatenhancethelearningprocess. Limittextto6by6(sixwordsperline,sixlinesperchart)andnolessthan16pointtype. Makethemainpointthefocusofthegraphic. Targetcontenttothelearnerratherthanasatraineroutline. Avoiddistractingdecorations. Aimforahighcorrelationbetweengraphicandtext. Usepicturestoclarifycomplexsubjectmatter. Avoidfrequentchangingofslides. Reviewtheslidesbeforethepresentationtoensuretheyareeasytoread. Leaveinstructionsforanyexercisesvisiblethroughouttheexercisesoallcanrefertothem. Ifslidesarenotrelevanttothecurrentdiscussion,turnofftheprojectionunit.

Handout62

TheTrainersEDGE

BuzzGroups
What?
Smallgroupsgivenshortperiodsoftimetoconsiderasimplequestionorproblem.Ideasare recorded.Groupideas,thenpresentthemtothelargergroupforfurtherdiscussion.Buzz groupsaremerelyastartingpoint;theyneedtobefollowedbycarefulanalysisthatisreported tothelargegroup.Sometimesbuzzgroupsaredonebythegroupaswhole,sometimesby subgrouporseparatecommittee.

When?
Thegroupistoolargefordiscussionorbrainstorming. Theexperiencesofthegroupmemberscanleadthemtodiscoversolutionsthemselves. Somemembersofthelargegrouparesloworreluctanttoparticipate.

Advantages
Canbeusedspontaneously. Donotrequiremultipleleaders. Allowallgroupmemberstoparticipate. Leadtoteamconsensusbuilding. Allowsharingofleadership. Helpbuildcommunity(smallgroup)sprit.

Disadvantages
Groupmaygetofftrack. Groupmayendupwithpooledignorance. Buzzgroupsalonecannotbereliedontoreachviableconclusions. Reportingofresultsmaygetboggeddown.

TheTrainersEDGE

Handout63

HowtoGiveaDemonstration
Thereisadifferencebetweenjustusingaskillormethodanddemonstratingitsootherscanlearn.A fewsuggestionsareoutlinedhere.

PreparefortheDemonstration
Assesstheaudiencetodeterminetheirpresentknowledge.Learnhowmuchdetailyouwill needtogivethem. Inadvance,planthestepsyouwilluseingivingthedemonstration. Makeawrittenoutlineofthestepsyouwilluseforalongdemonstration. Collectandpreparethenecessarymaterialsorequipment. Practicethedemonstrationfrombeginningtoenduntilyoucandoitsmoothlyandwithease. Appearasnaturalaspossible,evenifyoucannotperformtheskillexactlyasyouwouldinuse.

GivetheDemonstration
Brieflytellyouraudiencethemajorpointstowatchforduringthedemonstration. Adjustthespeedofyourreviewdemonstrationtothedifficultyoflearningthevarioussteps. Watchfortheparticipantsreactions.Fittheamountofdetailyougiveandpacetheactionto youraudience. Ifnecessary,repeatanydifficultorimportantsteps,eitherasyougoalongorafterallstepsare completed,toensurethateveryoneunderstands. Ifyouwarnagainstthewrongwaybyshowingit,alwaysdemonstratetherightwaybeforeand afteryoushowthewrongway.

SummarizetheDemonstration
Brieflyreviewtheimportantsteps.Useachalkboardorposterasavisualaidinsummary. Givetheparticipantsachancetoaskquestions.Betterstill,givetheparticipantsachanceto practicewhileyoucoach.

Handout64

TheTrainersEDGE

HowtoEnhancePresentationsandTraining
Beyourself.Donttrytobesomethingyourenot. Changeyourattitudeaboutpublicspeaking.Changefearofspeakingtoexcitementaboutspeaking. Thinkaboutyourparticipantsneeds,notaboutyourself. Breaktheice.Asktheaudiencequestionsandgetthemtalking.Takeademographiccheck.Telljoke. Findoutwhattheparticipantswanttoknow.Identifyandaddressparticipantexpectations. Usetheater.Incorporatecostumingand/orpropsintothepresentation.Magicaidsretentionandis entertaining.Tellastory. Useaudienceparticipation.Involvetheaudiencewithparticipationstunts.Leadgroupdiscussions.Use smallgroupbreakoutdiscussions.Employproblemsolvingactivities. Reenergizeparticipantswithpatternbreaks.Changethetoneofvoiceorpatternofspeech.Movetoa differentpartoftheroom,usevideos,ormusic.Changethepacewithstunts,games,orsongs.Use upbeatmusictostartameetingorwhengroupreturnstotheroomorattheendofabreak. Usesimpleprizesasparticipationincentives.Candyworkswell.Simplerecognitionslikelifesavers, buttons(panicbutton),stickers,handmadepocketdangleswithafeather,bead,orbellattached.

KISMIF(KeepItSimple,MakeItFun).
Usehumor.Dontbeafraidtohavefun.Createanatmospherewherepeoplearefreetolaugh.

TheTrainersEDGE

Handout65

SummaryofTrainingMethods
Method WhatItIs
Onepersonconveysinformationtoa groupoflearnersbytalkingtothem, withorwithoutvisualaids.Thereisno participationbythelearnersandlittlefeedback tothelecturer.

WhentoUseIt
Inlargegroupswherediscussionisnot practical.Whenanexpertisrelayingnew informationtolearnerswhohaveno relevantpersonalexperience. Ingroupswhenampletimeisavailable forquestionsandfeedback.Material presentedisnotentirelyoutsidethe experiencesofthelearners.Most Scoutingprograms. Especiallyhelpfulforteachingaskill whenplentyoftimeisavailable.Needto haveenoughinstructorstolimitlearners tosmallgroups. Wheretheideasandexperiencesof thegrouphelpthemtodiscoverthe pointtheyarelearning.Needsan experiencedleadertokeepthingson track.Fewmajorpoints. Reallifesituationsgetpointsacrossmost effectively.Multiplepointsofviewhelp learnerstobetterunderstandconcepts. Noclearcutsolutions. Wherehighlearnerparticipationis desired.Thesubjectinvolvespersonto personcommunication. Excellentfordisaster,rescue,firstaid, orothercrisismanagementsituation training.Whenanelaborateroleplay canbestteachthesubject.

Lecture

InformalTalk

Similartoalectureexceptlearnersare moreinvolvedthroughfeedbackand participation.Lessformal. Apersonorteamofpersonsactuallyperformsa taskandexplainsittoshowlearnershowtodo atask.Usuallyfollowedupbyhavinglearners practicethetask. Aplannedconversation(exchangeofideasor viewpoints)onaselectedtopic.Guidedbya traineddiscussionleader.

Demonstration

Discussion

CaseStudy

Arealisticsituationoraseriesofactualevents presentedtolearners,eitherorallyor byhandout,fortheiranalysisandsolution. Leadersorlearnersactoutrolespresentedina particularsituation.Participantsmustsupply theirowndialogwithinthecontextoftherole andthesituation. Amorecomplexformofroleplayingandcase study.Usedtorecreateenvironmentswhere participantsexperiencepotentialsituationsthat mightactuallydevelopduringanassignment. Groupmemberswritedowntheirideasona stickynote.Oneideapernote.Trainerhaseach participantreadhisorherideasandthenposts themonachartorwall.Similarideasare groupedtogether.Allideasareconsidered. Criticismandeditorializingarenotallowed.

RolePlaying

Simulations

Brainstorming

Whenthethingstobelearnedinvolve pullingtogethersharedideasofthe wholegroupforprogramplanning.For anindecisivegroup.

Handout66

TheTrainersEDGE

BuzzGroups

Awaytopromotethequickexchangeofideas onasingletopicinashortperiodoftime.Ideas arepresentedbacktothelargergroupfor discussionandsolution. Anopportunityforanexperttoprovidespecific knowledge,respondingtothedirectquestions aboutthespecifictopicfromthegroupof learners. Aseriesofstations/tables/corners. Eachaccommodatesasmallgroup.Allstations teachrelatedpartsofthesamegeneraltopic. Learnersrotatethroughallthestations. Aseriesofguidedquestionsleading fromthefactsofwhathappenedto interpretationtoapplication. Atooltoassesswhatthegroupneedstodoto workbetterasateam.Whatshouldtheystart doingtohelptheteam,whatshouldtheystop doingthatisnthelping,andwhatshouldthey continuedoing. Ateachingmodeldesignedtofacilitatelearner focusedtraining. Explain Demonstrate Guide Enable

Whenthegroupistoolargeforgeneral discussionorbrainstorming.Whenthe experiencesofthelearnerscanlead themtodiscoversolutionsfor themselves. Neartheendofatrainingsession.When anexpertisavailablewhoseknowledge iseithersuperiororwhoseauthority makeshisanswerscorrect. Excellentwaytoteachalotof informationinashortperiodoftime. Whenthegroupistoolargetoeffectively teachbytheothertrainingmethods above. Asaformofevaluationtool.When connectingactivitiesorconnectingan activitytoalargerpicture. Anevaluationtooltouseperiodically throughamultidaytraining,afterteam activitiesoroutings,oranytimethe groupneedstodeterminewherethey areandwheretheyneedtogo.

Questionand AnswerSession

Learning Centers

Reflection

Start,Stop, Continue

EDGE

Anytimeaskillistaught.NYLTsyllabusis writtenusingtheEDGEmodel.

TheTrainersEDGE

Handout67

ChallengingBehaviorCards

TheDisruptiveQuestioner
Asksendlessquestions,seemstogetstuckononepoint,doesntlistentoanswersgiven Whatwouldatrainerdo?

TheKnowItAll
Triestodominatethetraining,authorityoneverything,oftenanswersarentcompletelycorrect. Whatwouldatrainerdo?

TheNegativePersonality
Cynicalofothersortheprogram,argueswithtrainerorothersovervariouspoints, Handout68 TheTrainersEDGE Whatwouldatrainerdo?

WarStoryTeller
Hasastoryforeverytopic,Thisisthewaywedoit,notinterestedinanyoneelsesstories. Whatwouldatrainerdo?

Jokester
Turnseverythingintoajoke,maybeloudandboisterous,focusiscompletelyonfun. Whatwouldatrainerdo?

ReluctantLearner
Feelsforcedtocometothetrainingorhavemissedacampoutoractivitywiththeirunitbecausethis trainingisrequired. Whatwouldatrainerdo?

TheTrainersEDGE

Handout69

RulesforDiscussionLeaders
Leadingdiscussionisanartinitself.Leadingisatalentthatrequirespracticeandcaretobedoneina positivemanner.Wemakenoattemptheretotreatthesubjectexhaustively,butwedoshareafew importanthintsthatshouldserveyouasaguide.

Prepareforthediscussion.
Letthewholegroupknowthesubjectinadvancesotheycanthinkaboutit. Talkwithgroupmembersindividuallytofindouttheirideas. Readaboutthesubject. Writeanoutlineofthesubjectsoyouhaveapatternofideasyouwanttocover. Pickacomfortablelocation.Considerlighting,heating,andventilation. Havepaperandpencilreadytorecordthemainpoints. Startthediscussionontime.Enditontime.

Helpthegrouptofeelatease.
Arrangethegroupcomfortablysotheycanseeeachother.Configurethegroupinacircle,a semicircle,aU,orahollowsquare. Besurethateveryoneisintroduced. Encourageinformalityandgoodhumor. Permitfriendlydisagreement,butonlyonthepointbeingdiscussedandnotbetween personalities. Keepspiritshigh.Leteveryonehaveagoodtime.Dontletthediscussiondrag,getboring,oroff onatangent.

Handout70

TheTrainersEDGE

Giveeveryoneachancetotalk.
Drawoutlesstalkativemembersbyaskingthemquestionsorforsuggestions.Ifpossible,call everyonebyname. Becarefulofthepersonwhotriestomonopolizethediscussion.Interruptthespeechmaker tactfullyandleadthediscussiontoanotherperson.Ifnecessary,remindthespeakerofthe limitedtime,orsuggestthatheorshecutitshortuntilothershavehadaturn. Callonindividualswhenyouseetheyarereadytotalk,ratherthangoingrightaroundtheroom. Lead,ratherthandominate,thediscussion.Easeyourselfintothebackgroundwhenthegroups reallygetintoagooddiscussion.

Keepthediscussionontrack.
Ifthediscussiongetssidetracked,bringitbacktothemainsubjectbysuggestingtherearesome moreimportantpointsthatneedtobecoveredinthelimitedtimeavailable. Stretchapointifnecessarytogiveindividualscreditforideasdevelopedinthediscussion.

Summarizeperiodically.
Stopoccasionallytoreviewthepointsthathavebeenmade. Ifyoufeelthatanimportantpointisbeingneglected,mentionit. Closewithaquicksummarycoveringthegroupsconclusionssothateveryonewillremember theimportantfactsbroughtoutinthediscussion. Whenappropriate,shelvequestionsortopicsthatshouldbedealtwithlateroratanothertime.

TheTrainersEDGE

Handout71

Reflection
What?
Thinkingaboutthemeaningofatopicinalargercontext.Agrouptalksaboutwhatitall means.Leadersdirectreflectionbyaskingquestionsthatencourageparticipantstodothe thinking,digintotheirfeelings,andbuildtheirowncollectionsofobservations.Leadersprovide atmosphereinwhichparticipantsfeelfreetothinkandsaywhattheythink.

When?
Attheendoftheactivity Asaformofevaluation Whenconnectingactivitiesorwhenconnectinganactivitytoalargerpicture

Advantages
Giveseveryoneanopportunityforinput. Leaderprovidesstructure,butsolutioncomesfromgroup. Emphasizespresentexperiences.

Disadvantages
Canbetimeconsuming. Cancreatediscomfortinpeoplewhodislikebeingputonthespot. Sometimesdifficultforpeopletounderstandanduse.

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How?
Leaderusesquestionstomovegrouptowarddiscoveryandtheapplicationphase. Beginwithconcretewhatquestions:Whathappened?orWhatwasthesequenceof events? Moveintointerpretivesowhatquestions:Dideveryoneparticipate?orDidwesticktothe ruleswesetup? Concludewiththeapplicationnowwhatquestions:Howcanweapplywhatwelearned duringthisexercisetosomethingelse?

Questionscanbeapowerfulmethodforlearning.Herearesomewaystousequestionstoachieve effectivetrainingandlearning

ReflectionsforanActivityorExercise
Questionsusedforreflectionsonlearningactivitiesorexercisesareawaytoassurethelearner internalizesthemeaningofwhatwasjustlearned.Hereisastandardsetofreflectionquestionstouse attheendofanactivity.Modifythequestionstofitthesituation.

ReflectionQuestions
1. 2. 3. 4. 5. Howdo/didyoufeel?(successful,confused...) Whathappened?(Letthemsummarizetheevents.) Whatdidyoulearn?(selfdiscovery,orpointoutthelearningpointiftheymissedit) Howdoesthisrelatetotherealworld?Whatif...?(Reapplylearningtoothersituations.) Whatnext?Ifwediditagain(Howcanyou/weimprove?)

TheTrainersEDGE

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ManagingQuestionsforEffectiveTraining
Situation SuggestedTrainerResponse Alearnerasksaquestion Youdontalwayshavetoanswereveryquestion.Thegroupshouldbe thatwasalready answeringforthemselves.Boomerangthequestionbacktothegroup. answered. Alearnerrespondsto Clarifythequestion;checkformisunderstandings. questionswithincorrect Askthegroupforanswers:Cananyonehelpusbyexplainingdifferently? answers. Checkatbreakiftheproblemisserious.Maybeprerequisiteknowledgeis missing.Trytoprovidearesourcetohelpthelearner. Onelearneractsasifhe orshehasallthe answers. Letthepersonmakethepoint,andreinforcethevalueofthecomment. Useopenbodylanguageandask:Whatdoesthegroupthink? Walktowardthepersonandusestophandsignals.Encourageparticipation andinputfromotherswithnonverbalbodylanguage. Stophandsignalstellthepersonthattheircommentisbeyondthescopeof thecourseoffertodiscussduringbreakorlunch. Alearnerasksaquestion Clarifythequestion.Ask:Couldyousaymoreaboutthat? insofewwordsthatyou dontknowhowto answer. Alearnerprovidesa partialbutunclear answertoaquestion. Encouragetheleaner:Couldyousaymoreaboutthat?orKeepgoing.Thisis usefulstuff.

Onelearnerisalwaysthe Usebodylanguagetoencourageotherstospeakpriortoacknowledgingthis firstonetoanswerthe person. trainersquestions. Thankthepeoplewhoarecontributing,andencouragethosewhoarenot. Alearnerasksthetrainer Askforclarificationofwhatthelearnerdoesnotunderstand. toexplaintheideaagain. Openthequestiontothegroup:Howwouldyouaddressthisquestion?or Wouldsomeoneelseliketoexplainthis? Ashylearneraddresses Ifrelevanttothecourse,whentrainingresumes,commentthatsoandso questionstothetrainer raisedanexcellentpointduringbreak.Repeatthequestionandeitheranswer duringbreaks,notduring itoraskthelearnersiftheyhaveanyanswersforthisquestion. thetrainingsession. Ifnotrelevant,dealwiththeshylearnersquestionsappropriately.Dontget drawntoodeeplyintoaoneononeconversationsifitmeansignoringallthe otherlearnersoryourownneedstosetupthenextsegment. Alearnerasksalengthy 1. Useeyecontactandstophandsignalstogetthemtostoptalking. andentangledquestion. 2. Summarizethequestionandaskifthatiswhattheyareasking.Ifyoucant Dotheseinthisorder. gettoasummarizedquestionquickly,askthegroupoflearnersifsomeone

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canhelpyouunderstandtheissuebeingraised;letthatlearnersummarize forthefirstlearner.Ifnoonecanhelp,suggestthatthetwoofyoutalkat break. 3. Askthegroupiftheyhaveananswer,orsimplyanswerthequestion. Alearnerkeepsdirecting Thenonpresentingcotrainernodstowardthemaintrainerforresponse. questionstotheco Leadtrainerphysicallymovestowardthequestionerandrespondstothe trainerwhoisnot question. presenting. Theleadtrainersays,Thatsaninterestingquestion.Anythoughtsonthat? andusesbodylanguagetoopenthequestiontotheentireclass. Thelearnersarenot givinganynonverbal cluesabouttheir understanding. Ask:Doesthismakesensetoyou?Waitforheadnodsoraquestion.Ifnoone responds,say,Thisistheinteractivepartofthetraining.Youmoveyour headtoindicateYESorNO. Say,Iknowthisraisessomequestions.Whatareyourquestions?Waituntil someoneisbraveenoughtorespond.

TheTrainersEDGE

Handout75

TrainersCodeofConduct
TrainersCreed
IdedicatemyselftoinfluencingthelivesofyouththroughthetrainingofScoutingleaders. Ipromisetosupportandusetherecommendedliterature,materials,andproceduresasIcarryoutmy trainingresponsibilities. IpromisetoBePreparedforallsessionstoassureanexcitingandworthwhiletrainingexperience.Iwill helpleadersunderstandtheirimportancetoScoutingandwilltakeapersonalinterestintheirsuccess. Incarryingouttheseresponsibilities,IpromisetoDoMyBest.

TrainersPhilosophy
AstrainersintheCubScout,BoyScout,VarsityScout,andVenturingprograms,weareoftenthevery firstnonunitScoutersthatmanyadultsencounteruponjoiningScouting.Trainersshouldstrivetobe thepersonalembodimentoftheidealScouter.Theimage,attitudes,message,andexampleweportray canoftenmeanthedifferencebetweenadultsremaininginandexpandingtheirroleinScoutingand losingthemforgood. Theinformationweconveytoourparticipantsduringtrainingsessionsgoesfarbeyondanysyllabus. Ourexamplespeakslouderthananywordswecanpresent. ThecorevaluesofallwedoinScoutingaretheScoutOathandLaw.Connectingourrolesastrainersto theScoutLawisagoodroadmapforsuccess.

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10/8/20096:13:00AM

AScout(Trainer)Is:
Trustworthy TrainersagreetopresentBSAmaterialinaccordancewiththepublishedpolicies,literature,andsyllabi oftheBSA.Youhaveanobligationtopresentthematerialthewayitwasintendedregardlessofyour personalopinions.YourepresenttheBSAandwillatalltimesconductyourselfaccordingly.Trainerscan becountedontodowhattheysayinregardtopersonalsupportofadultleaders.Followthroughon locatinginformationandrequests.Beavailableforpersonalassistance. Loyal Trainerssupportothertrainersintheirworkbybeingattentiveandengagedduringpresentations. TrainerssupportthepositionsoftheBSAintheirpresentations. Helpful Atrainerssoleresponsibilityistohelpadultleadersrealizetheirfullpotentialtotheyouthintheirunits andpositions.Trainerslookforopportunitiestoassistothertrainersandleaders. Friendly AtraineralwaysmakesadultleadersfeelwelcomeandpartofthefraternityofScouting.Thereisnever aplaceforelitistattitudes.Trainersseektoremovebarriersthatkeepadultsfromenjoyingwhat Scoutinghastoofferthem.Trainersarealwayslookingtorecruitandencouragenewtrainersandso sharetheexperienceofbeingatrainer. Courteous Trainersrefrainfrominterjectingorinterruptinganothertrainerspresentation.Trainersdisplaygood mannerstoallothers.Trainersdisplayagraciousattitudetowardothers. Kind Trainersalwayspraiseinpublicandcorrectinprivate.Trainersaremindfulofadultswhoareshy,quiet, orintimidatedandseektoputthematease. Obedient Trainerscarryouttheirassignedresponsibilitiestothebestoftheirability.Trainersadheretothe recommendedBSApolicyorprocedure. Cheerful Trainersdisplayacheerfulattitude,evenwhendealingwithdifficultsituationsorpeople.Trainers alwaysremaincoolandprofessional,evenwhenunderstress. Thrifty Trainersmakevaluableuseoftheirassignedtime.Trainersneverwastetheirparticipantsvaluable trainingtime.Trainerspreparetoprovidethebesttrainingexperiencepossible.Trainersseektomake thebestuseoftheirmaterials,handouts,andresources.

TheTrainersEDGE

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