Contents

Introduction
Section 1 Planning

CONTENTS

1
15

Tool Tool Tool Tool Tool Tool Tool

no. no. no. no. no. no. no.

1.1 1.2 1.3 1.4 1.5 1.6 1.7

The big picture Key players motivators Discover the learning needs Solo study or trainer-led? External training providers Writing a winning proposal My support network

17 24 28 36 42 49 54
61

Section 2 Design

Tool Tool Tool Tool Tool Tool Tool Tool

no. no. no. no. no. no. no. no.

2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8

An engaging title The overall design Designing each session in detail Team-based projects Skill practice sessions Audiovisual aids Stimulating delegate materials Get the venue right

65
72
77
84 88 96 105 113
121

Section 3 Getting started

Tool Tool Tool Tool Tool

no. no. no. no. no.

3.1 3.2 3.3 3.4 3.5

A warm welcome Breaking the ice Personal introductions Satisfaction guaranteed Great expectations

123 127 130 133 137

141

Section 4 Delivery skills

Tool no. 4.1 Tool no. 4.2 Tool no. 4.3

The power of rst impressions The clock is ticking Which style is best?
vii

143 149 153

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Tool no. 4.4 Tool no. 4.5

Ask your way to success Up and down the learning ladder

157
164

169

HOW TO DELIVER TRAINING

Section 5 Engaging people

Tool Tool Tool Tool Tool Tool Tool Tool

no. no. no. no. no. no. no. no.

5.1
5.2
5.3
5.4
5.5
5.6
5.7
5.8

Its magic! Variations on a theme This is how to do it! Understanding processes Acting out a process Fun fact-nding Team photo challenge Quizzes

171 179 184 190 196 201 205 213

219

Section 6 Making it stick: building skills and condence

Tool Tool Tool Tool Tool Tool Tool Tool

no. no. no. no. no. no. no. no.

6.1
6.2
6.3
6.4
6.5
6.6
6.7
6.8

Visualisation Cross-training Whole body learning Find the faults Correct the errors Show me Writing procedures Get SMART!

221 226 229 234 239 242 245 250

255

Section 7 Facilitation: analysing business problems

Tool Tool Tool Tool Tool Tool Tool

no. no. no. no. no. no. no.

7.1
7.2
7.3
7.4
7.5
7.6
7.7

Facilitation checklist Tell me more Styles questionnaire In the frame Dene the problem Be my Valentine! Cause and effect analysis

257 261 264 268 270 273 283

289

Section 8 Facilitation: developing realistic solutions

Tool no. 8.1 Tool no. 8.2

Must have and should have criteria Power Post-it notes

viii

291
297

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Tool Tool Tool Tool Tool Tool

no. no. no. no. no. no.

8.3 8.4 8.5 8.6 8.7 8.8

Rainbow thinking Pay-off matrix Pros and cons Shuttle sort Merit matrix Facilitation tips

301 304 307 310 313 316

321

CONTENTS

Section 9 Dealing with difcult people

Tool Tool Tool Tool Tool Tool Tool

no. no. no. no. no. no. no.

9.1 9.2 9.3 9.4 9.5 9.6 9.7

The Wild West model We are both right! Take the ACHE out Its too expensive LACPAC Risk analysis Force eld analysis

323 326 329 333 336 340 346

349

Section 10 Evaluation, feedback, and CPD

Tool Tool Tool Tool Tool

no. no. no. no. no.

10.1 10.2 10.3 10.4 10.5

Our gift to you Value-add metrics Try something new Personal development plans Training trainers

351 358 364 369 378

ix

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Introduction

Welcome to this Toolkit

How to deliver training? Its quite simple. Your trainers must be: focused creative enthusiastic sincere encouraging consistent energetic patient authentic credible humorous.

INTRODUCTION

Reading this list it all sounds very easy so why would trainers need a comprehensive Toolkit to be able to do it? The answer is also quite simple, really. Take the rst item a trainer must be focused. That does not happen by accident. A trainer has to spend time with the sponsor nding out what the sponsors focus is, so the trainer can mirror it. Then the trainer must develop his or her whole programme so that it reects the same focus throughout minute by minute, on every page. Some of the things your trainers must do come naturally, but others need developing. When you observe your trainers in action, or read the end-of-course feedback, do you see the bullet points in the list above jumping out of the page at you? If not, thats where this Toolkit comes in. We have been designing and delivering training for a wide range of clients, in many industries, for many years, and we have a vast amount of experience to share.

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Being a trainer is not really work

We often say that being a trainer is not really work. We meet nice people, travel to different and sometimes interesting places, and talk about topics that interest us. And we get paid for it! Compared with what many people do to earn a living, this sounds very easy. But of course, being a trainer also carries an awesome responsibility. Trainers, in the way they treat their delegates, present topics, or project themselves, knowingly or unknowingly have an amazing degree of inuence over the people they meet. With a simple comment, remark or glance they can increase someones self-esteem or condence. They can help people to see their lives from new perspectives, or encourage them to seek new roles, challenges, or experiences. And, of course, trainers can all too easily have the totally opposite effect on someone by an inappropriate comment, remark or glance. So trainers can never afford to take their role supercially. Every time counts. Lastly, remember: The show must go on regardless of how we feel today. We are only as good as our last performance. If delegates do not enjoy themselves, they are less likely to learn.

HOW TO DELIVER TRAINING

Who its for

We have written this Toolkit for three main audiences: HR professionals or other managers who are responsible for the training function in their organisation trainers or facilitators who are responsible for designing and/or delivering courses or workshops independent professionals who are involved with training or facilitation.

If you are an HR professional If you are the person responsible for training in your organisation, you will actually buy the Toolkit, but you will have to work with those who actually deliver the
2

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training to ensure that you get the full value from your investment. There are many ways you can use the Toolkit but we would suggest the following approach. Because every trainer is different, in terms of his or her general work experience and previous training experience, he or she will probably benet from different Sections. Working with an individual trainer, start by asking where he/she sees his/her strengths, and which aspects of his/her training skills he/she wishes to develop. Perhaps there is a specic topic he or she feels could be improved, or an existing session which seems a little tired. The Toolkit follows a broad chronological order, from starting a training project through design, then delivery, to nally looking to the future. Once you discover an aspect of a trainers role that he or she feels could be improved, you have effectively targeted one specic Section. Now you can help him/her explore which of the Tools in that Section would be of most individual benet. You can coach him/her on how to use that specic Tool or those specic Tools, and then support him/her before and after he/she actually tries it out. You could also use this Toolkit as the basis of your own face-to-face training course for a group of new trainers. It is logical, comprehensive, and covers all the basic skills. If you are a trainer The Toolkit has been designed to help you to make a wide variety of topics come alive depending on your training experience, many of the ideas may be quite new to you. The Tools have all been thoroughly and successfully tested in use they all work. Look through the Section listings and see which Tools offer you a quick win, then use the selection grid to highlight your priorities (see pages 810). There are full instructions in each Tool on how you can use it to maximum advantage. If you are a facilitator Two Sections 7 and 8 focus on facilitation skills, which are of course essential in many situations.
3

INTRODUCTION

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You may be asked to facilitate a specic discussion, or to help a project team to work through a project, in which case there are many useful Tools here. Or you may be a trainer who encounters a challenging situation during a training programme, and has to facilitate the team through the barrier. Or as an HR professional you may have to facilitate your executive board through a sticky discussion. If you are an independent consultant or trainer Start by looking through the Section listings to see which Tools look most promising for you. There may be several Sections you feel quite comfortable with and have no training qualms about but there may be others that you have to acknowledge are your weakest links.

HOW TO DELIVER TRAINING

Making the case for training

At some stage we all have to persuade someone in authority to commit funding for training, and you will nd that many of the Tools in the Toolkit will help you achieve that objective. All the Tools in Section 1 are designed specically for establishing a training project effectively. The facilitation Tools in Sections 7 and 8 describe specic skills to improve your ability to inuence other people with integrity. Finally the Tools in Section 9 help to overcome particular barriers or challenges that often arise when dealing with potentially confrontational statements like: Its too expensive!

About the Toolkit

The Toolkit is full of practical ideas and techniques there is no untested theory here. Using an analogy from the world of celebrity chefs, these (if we say it ourselves) are our signature dishes which delegates and clients have welcomed to help them embrace new ideas, skills, working practices, or to overcome ingrained personality clashes or to confront long-term conicts.

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If you would like to purchase this book please visit www.cipd.co.uk/bookstore.

How it works
We have arranged the Toolkit in a logical journey, but the user can jump in anywhere he or she wishes. Each Section of the Toolkit deals with an important component for success in the delivery of effective training but is also a selfcontained portion. The introductory Overview outlines the benets of the Section together with guidelines for success and an overview of the individual Tools. The Users notes introduce the purpose and rationale for each Tool and outline timing considerations and the resources and materials required. All these pages are marked with the icon

INTRODUCTION

The Tools themselves are A4-sized for easy reading and immediate copying or printing. All the Tools can be downloaded as Word documents from the website (www.cipd.co.uk/tsm) so that you can easily customise them for your own local use. Copyright on these pages is waived with the following limitations:

If you are a consultant you can adapt them to the needs of your client and add your own branding. You can give them to your employees or the employees of your client (but no-one else).

If you work in an organisation you can share them internally. Customise the Tools for relevance to your organisation and pitch them at just the right level for the individuals involved.

All these pages are indicated by the icon

Overview of the Sections Section 1: Planning Setting out to plan and/or deliver any form of learning event is a voyage of discovery, so this Section covers the key project planning skills.
5

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Section 2: Design Once you have got the sponsors agreement to proceed, you can get stuck into the detailed design, using some of the Tools in this Section. Section 3: Getting started The planning is all done and the delegates are about to arrive. How can you ensure that your event gets off to a ying start? Section 4: Delivery skills Your delegates have arrived and you have got them relaxed and engaged, so now you can make a start on the learning journey. This Section shows you how you can deliver your programme with condence and air. Section 5: Engaging people How do your delegates acquire new knowledge or skills which they can apply back at work? Although chalk and talk can be appropriate, most adult audiences prefer varied learning methods. This Section shows you how you can vary your approach, while keeping your delegates fully engaged. Section 6: Making it stick: building skills and condence Delegates may have explored new ideas or tried out new practices, but have they really stuck? Do they know how to apply the new skills back at work? So now it is time to put the learning to the test and nd out what really has changed. Section 7: Facilitation: analysing business problems This Section takes you away from traditional training and shows how you can use your skills as a facilitator. Training sessions often reveal underlying issues or conicts that must be resolved before you can move on. The Section shows how you can analyse the situation you are confronted with, while the next Section shows how you can build solutions that everyone buys in to. Section 8: Facilitation: developing realistic solutions You have agreed what the underlying issues or problems are, so now you are searching for solutions everyone can buy in to. The Tools in this Section will help you to focus minds and gain a consensus view of the way forward. Section 9: Dealing with difcult people The politician Denis Healey is reputed to have said: Dont expect to work without a plan but dont expect your plan to work. Deal with the unexpected in a positive way by using the Tools in this Section.
6

HOW TO DELIVER TRAINING

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If you would like to purchase this book please visit www.cipd.co.uk/bookstore.

Section 10: Evaluation, feedback, and CPD The nal task is to look ahead and plan the future. Do not just focus on your training programmes but take a long, hard look at yourself and your career. How can you use the challenges and opportunities that come your way to develop your own skills and capabilities so that you have an interesting and fullling life?

INTRODUCTION

A free sample chapter from How to Deliver Training by Tony Bray and Tessa Simpson. Published by the CIPD.
Copyright 2007 CIPD
All rights reserved; no part of this excerpt may be reproduced, stored in a retrieval system, or transmitted in any form or by any
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The Sections in detail These selection grids show you which Tools you can nd in each Section, and contain a column you can use to record the Tools that are a priority for your attention.

HOW TO DELIVER TRAINING

Section 1: Planning Tool 1.1 1.2 1.3 1.4 1.5 1.6 1.7 The big picture Key players motivators Discover the learning needs Solo study or trainer-led? External training providers Writing a winning proposal My support network

My priority

Section 2: Design Tool 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 An engaging title The overall design Designing each session in detail Team-based projects Skill practice sessions Audiovisual aids Stimulating delegate materials Get the venue right

My priority

Section 3: Getting started Tool 3.1 3.2 3.3 3.4 3.5 A warm welcome Breaking the ice Personal introductions Satisfaction guaranteed Great expectations

My priority

8
This document can be downloaded as a Word document from www.cipd.co.uk/tsm
Copyright Chartered Institute of Personnel and Development. Copyright waived.

A free sample chapter from How to Deliver Training by Tony Bray and Tessa Simpson. Published by the CIPD.
Copyright 2007 CIPD
All rights reserved; no part of this excerpt may be reproduced, stored in a retrieval system, or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers or a
licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency.
If you would like to purchase this book please visit www.cipd.co.uk/bookstore.

INTRODUCTION

Section 4: Delivery skills Tool 4.1 4.2 4.3 4.4 4.5 The power of rst impressions The clock is ticking Which style is best? Ask your way to success Up and down the learning ladder

My priority

Section 5: Engaging people Tool 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 Its magic! Variations on a theme This is how to do it! Understanding processes Acting out a process Fun fact-nding Team photo challenge Quizzes

My priority

Section 6: Making it stick: building skills and condence Tool 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 Visualisation Cross-training Whole body learning Find the faults Correct the errors Show me Writing procedures Get SMART!

My priority

9
This document can be downloaded as a Word document from www.cipd.co.uk/tsm
Copyright Chartered Institute of Personnel and Development. Copyright waived.

A free sample chapter from How to Deliver Training by Tony Bray and Tessa Simpson. Published by the CIPD.
Copyright 2007 CIPD
All rights reserved; no part of this excerpt may be reproduced, stored in a retrieval system, or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers or a
licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency.
If you would like to purchase this book please visit www.cipd.co.uk/bookstore.

HOW TO DELIVER TRAINING

Section 7: Facilitation: analysing business problems Tool 7.1 7.2 7.3 7.4 7.5 7.6 7.7 Facilitation checklist Tell me more Styles questionnaire In the frame Dene the problem Be my Valentine! Cause and effect analysis

My priority

Section 8: Facilitation: developing realistic solutions Tool 8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8 Must have and should have criteria Power Post-it notes Rainbow thinking Pay-off matrix Pros and cons Shuttle sort Merit matrix Facilitation tips

My priority

Section 9: Dealing with difcult people Tool 9.1 9.2 9.3 9.4 9.5 9.6 9.7 The Wild West model We are both right! Take the ACHE out Its too expensive LACPAC Risk analysis Force eld analysis

My priority

Section 10: Evaluation, feedback, and CPD Tool 10.1 10.2 10.3 10.4 10.5 Our gift to you Value-add metrics Try something new Personal development plans Training trainers 10
This document can be downloaded as a Word document from www.cipd.co.uk/tsm
Copyright Chartered Institute of Personnel and Development. Copyright waived.

My priority

A free sample chapter from How to Deliver Training by Tony Bray and Tessa Simpson. Published by the CIPD.
Copyright 2007 CIPD
All rights reserved; no part of this excerpt may be reproduced, stored in a retrieval system, or transmitted in any form or by any
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If you would like to purchase this book please visit www.cipd.co.uk/bookstore.

Accelerated learning
Throughout all 10 Sections we will show you how you can help your trainers to develop their courses and personal skills so that they meet that opening list of how to deliver training attributes. Remember, your trainers are aiming to be: focused creative enthusiastic sincere encouraging consistent energetic patient authentic credible humorous.

INTRODUCTION

You may be aware of the concept of accelerated learning which brings together a whole raft of approaches, techniques, styles and products designed to enable your course delegates to acquire the same learning in a shorter time. Accelerated learning is now an industry all by itself. Try it out for yourself just go online and search for accelerated learning and see how many thousands of hits you get. We were using the underlying concepts long before they became fashionable and known as accelerated learning, so we offer the following rsum of what we would encourage your trainers to incorporate into anything they deliver. Interesting joining instructions Take a critical look at your current course-joining instructions: be honest do they excite you? If you received them, would they really motivate you to attend one of your courses? If not do something about them. Create a stimulating environment A critical moment is when your delegates rst enter the venue what does it look, sound, smell and feel like? Can they even identify the right room easily is there a colourful, welcoming sign on the door?
11

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Then, as people come in, aim to meet and greet them personally and make them feel special. Seating plans Get away from the traditional U-shape which says that the trainer is the most important person. Instead, seat delegates caf-style at tables with three or four other delegates. Where is the focus now? Colourful environment Use posters, models, diagrams, charts, etc around your room to create an interesting environment. People will learn more from it and because of it. Give positive suggestions Ensure that you make delegates feel positive about the learning experience they are about to undergo, and that they will develop both condence and competence. Many trainers seem to delight in telling delegates how difcult the subject is, or how few will manage to pass! Overview rst, then the detail Show people the wider perspective before you go into detail. That way, people can see how the pieces t together and appreciate the ow from one item to another. The atmosphere Strike the ideal balance between being relaxed and focused. Appropriate music can be helpful upbeat tempo when there is some energetic teamwork, or relaxing, reective music for those quieter moments. Surprise Just when people think they know what to expect next, surprise them with an unexpected task or challenge. Or give a familiar activity a new twist. Realism Bring the real world into the training environment, or better still take the training environment out into the real world. But ensure that your learners cannot harm or damage themselves or others. Use models, metaphors, stories and analogies Constantly be searching for different ways to enliven familiar concepts or processes, especially those familiar, traditional or boring topics.

HOW TO DELIVER TRAINING

12

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Stimulate all the senses It takes little imagination to use the two most common senses, hearing and seeing, but you can often build in ways to have delegates use their sense of touch for example, by handling materials, samples, models or parts of the real thing. There are also opportunities to use the sense of smell, especially with products or materials. The sense of taste is a little more challenging but it still can be done. Especially if you can use blindfolds as well. Appeal to all learning styles Balance the active pace with time for reection, and balance the theory with the practical. Re-invent approaches for familiar topics There is no such thing as a boring subject only boring designers or trainers. So always be on the lookout for new ways to put ideas across. For example, to illustrate the power of body language you might show a short extract from a ballet, and ask delegates what they can learn about the characters from the dancers movements. Change the processing method Vary the way people do things interleave trainer-led discussions with team exercises, paired discussions, solo work and challenges. Encourage delegates to constantly work with new people so they experience different ideas and approaches. Change gears Ensure that people do not do the same thing the same way for longer than 30 minutes. To keep their interest, change the task, the focus, the grouping, or whatever. Learning without realising it Whenever possible, arrange your course so that delegates learn without realising it. Working together Deliver courses which encourage people to work together. As adults we tend to do many work activities alone, which prevents us from beneting from others ideas and inspiration.

INTRODUCTION

13

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All rights reserved; no part of this excerpt may be reproduced, stored in a retrieval system, or transmitted in any form or by any
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Make sure its fun! People will learn much more if they are enjoying themselves. To be effective, training does not have to be serious, boring, intimidating, intense, etc. So build in fun and enjoyable tasks or activities. Use humour carefully Dont tell jokes, because too many jokes rely on making fun of people in some grouping or other and you may just have one of them in your audience. Jokes also require good timing to deliver the punch-line, and if you are nervous you will spoil it. But use humour it naturally oils the wheels of any course. And direct humour towards yourself: that way, you can be sure that will not offend anyone. Simulations Use games, projects, tasks or exercises which require delegates to demonstrate their mastery of the skills or techniques they have been learning. Collaborative working Incorporate individual with team-based practice. Most of the things we do in this modern world require us to work with others to achieve our goals there is very little we can do by ourselves. So give people the chance to show how they interreact with others while applying their newly-developed skills. Participation Overall, do everything you can to get people engaged with the course and the content physically, mentally, emotionally and spiritually. Make sure they see the course as something that is done with them and not something that is done to them.

HOW TO DELIVER TRAINING

Adapt the tools

These are Tools, not rules. So adopt them, then adapt them for your own applications. Make them your own.

14

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If you would like to purchase this book please visit www.cipd.co.uk/bookstore.

SECTION 4
Delivery skills

Overview Benets of this Section

Your delegates have arrived, and you have got them relaxed and engaged, so now you can make a start on the learning journey. The Tools in this Section will show you how you can deliver your programme with condence. Before you look at the Tools in this Section you may wish to review the following guidelines: Have a sense of drama there is no such thing as a boring subject. Every topic is potentially interesting. All you have to do is to unlock and present it in a stimulating way. The 90-90 rule: you create 90% of your lasting impression in the rst 90 seconds! Always remember the power of rst impressions. Your personal appearance is important. So is the energy and enthusiasm you radiate. Youre on before youre on: people judge you from the moment they rst see you. So ensure that what you say, how you speak and your body language all give a consistent, condent message. Illustrate concepts with stories and anecdotes. Gradually collect a fund of stories and experiences which bring concepts alive, because people will remember these long after the theory is forgotten. Answer questions condently. No one expects you to know everything in this fast-changing world but your delegates will expect you to know where to nd the answers. And that may be from another delegate in the room.

OVERVIEW

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Overview of the Tools

4.1 The power of rst impressions How to make a good rst impression by projecting yourself condently. 4.2 The clock is ticking Ways to make sure the event runs to time. 4.3 Which style is best? Adopting the appropriate style of training delivery, and including variety. 4.4 Ask your way to success A refresher course in the key skills of using questions effectively. 4.5 Up and down the learning ladder The varying roles the trainer has to take on in order to support different delegates as they cope with steps on the learning ladder.

DELIVERY SKILLS

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The power of rst

impressions

Users notes Purpose

You only get one chance to make a rst impression, and in a training scenario this happens even before you speak. The impression you make when delegates enter the room will remain with them throughout. Being aware of your body language, tone of voice and the words you use will help you, and your delegates, become more effective communicators. Timing As long as you want. Resources and materials Video or DVD of a ballet excerpt, and the equipment to play it.

THE POWER OF FIRST IMPRESSIONS TOOL NUMBER 4.1

4.1

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The power of rst impressions

How do I do it?
Presentation and representation

Every effective trainer needs rst-class presentation skills, and if this is something you have not paid much attention to, we strongly suggest you attend a suitable course. Many novice presenters spend hours agonising over a script detailing exactly what they mean to say, often learning it word for word, mistakenly thinking that that will make them effective presenters. Studies have shown that what we say accounts for a mere 7% of the impact we make on others, whereas the way we speak represents 38%, and our body language a staggering 55%. This suggests that even if you get your facts right, people wont believe you if you just recite them you must look and sound convincing as well. Few delegates believe these percentages when told about them, so instead of just talking about the power of body language, show delegates (for example) a short extract from a ballet, and ask them to summarise what they have learned about the story and the characters. You will be amazed at what people can deduce from the dance, the gestures and the body language. And all without a word being spoken. (Bringing some wonderful music into the training room is an added bonus!)

4.1

DELIVERY SKILLS

Youre on before youre on

People will make judgements about you from the rst moment they see you and that will be well before you actually speak. So consider yourself on parade well before you arrive on site. Make sure you are dressed and behaving in the role you wish to project long before you expect to meet anyone.

Project condence
Never underestimate the impact your behaviour has on people. If they see you calm and in control, they will relax and give their best. But if they see you tense and
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ustered, it will have a direct impact on their learning. So develop a faade of being calm and relaxed, even if that is the last thing you feel inside. The time may come, during a training session, when you suddenly have no idea what to do next. You must nonetheless keep projecting an image of total calm, even as your mind races and stutters until it comes up with a possible solution. Condently announce what is to happen next as though it was always part of your plan. Because body language is such an important aspect of the impression you make, it is worth discovering how well you currently present yourself. If possible, arrange to be videoed as you make a practice presentation, and critically review it to see what needs improvement.

THE POWER OF FIRST IMPRESSIONS TOOL NUMBER 4.1

What you say

Although the words you use may make the least impact as a percentage of the total, they still have to be correct, interesting and relevant. Dont use ums and ahs to ll pauses. Use positive language. Say: We will do instead of Well try to do Practise so that you dont have to read notes too much. Dont try to pack all you want to say onto a PowerPoint slide. You should be able to expand from bullet points. Use appropriate words. If you are talking to a non-technical audience, dont use industry shorthand. Use simple words. You may sound impressive by using long words, but if they are not understood by everyone, you have not succeeded in your purpose. Use humour it helps people relax. But dont tell jokes they may offend people, and when you are nervous, timing the punch-line can be challenging.

The way you speak

How you speak has a big impact on how you are perceived. If you talk in a monotone, people will quickly lose interest. Keep your voice lively, varying the pitch and tone. If you sound interested, you have more chance of interesting others.

4.1
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Take your time when presenting, speak more slowly than you would in general conversation. Feel comfortable with pauses. They accentuate what you have just said and give you time to think about what to say next. It is not a race to the nish. Breathe. When we feel nervous, our breathing is inclined to become shallow because our system still reacts as it did when we lived in caves. Fear or panic leads to shallow breathing, and the blood pumps from our brain into our limbs in readiness to ee from danger. Unfortunately this reaction does not help much when we are trying to think clearly. Take slow, deep breaths before starting to speak because this allows more oxygen to ow into the bloodstream enabling the brain to think more clearly. Another benet is that it helps us to speak in a more relaxed manner rather than in a strangled voice. Speak loudly enough to be heard at the back of the room. Keep to this volume, and do not let it drop.

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DELIVERY SKILLS

Body language
Think of a situation in which you have been happy and condent, and allow your body to move in the way it would do in that situation. You will probably have an open posture, giving off a positive aura. Stand tall and positive. Before going on stage, think yourself into this state, and the image you project will reect these positive and energised thoughts. Ensure that you are smartly and appropriately dressed. Delegates will be looking at you for quite a lot of the time, and will notice any aws. Shoes polished? No yogurt stains? Zips all done up? Think about the colours you wear. Whether you are formally or casually dressed, colours create a different dynamic. Red gives a sense of authority, but can also be seen as aggressive and lead to challenging responses. Orange gives the impression of energy. Yellow encourages creativity.

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Green and pink both create a feeling of calm and are excellent colours for one-to-one facilitation sessions, because they make the other person feel safe. Blue is the colour of communication, and is an excellent colour to wear where you want to create a positive environment for an interactive session.

THE POWER OF FIRST IMPRESSIONS TOOL NUMBER 4.1

Make regular eye contact with everyone. Dont look just at some people perhaps those at the front and middle but look also directly at those on the edges of your visual range. Otherwise, delegates may feel left out and neglected. Smile appropriately not a xed grin, but a natural, full smile which shows you are happy with yourself and the situation. Move around when you are facilitating your session, walking condently across the area. Dont stand behind barriers, such as a table or lectern. When you are using a ipchart, stand to one side while writing on it. Never present your back to the delegates. Dont stand with your arms crossed, or ddle with things like a ipchart pen or coins in your pocket. Try to become aware of any potentially irritating or distracting mannerisms such as tapping your foot, wriggling your ankle or playing with a ring.

Never apologise
Never apologise for yourself. You have surely heard someone introduce themselves like this: Um sorry. You should have had my boss today, but shes off sick, so Im here instead. Already youre thinking: Weve got second-best so itll be boring. Introduce yourself condently, avoiding such apologetic disclaimers as: Its only me. Never apologise for your topic. You have surely heard someone say this: Now weve been through the marketing presentation, Ive got to take you through the boring nancial bits, Im afraid. What you say instead is: Now Ill show you how we intend to breathe life into the initiative lets look at the money! Never apologise for your materials. You have surely heard someone say this: Ill show a slide to illustrate this point. Oh, sorry you folks at the back probably cant read it. What does that tell the folks at the back? At best, you think it doesnt matter if they read it or not; at worst, you suspect that they might not be able to
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read at all and it still doesnt matter: they dont count. In a situation in which anything like this might happen, change your materials and at least be able to pass round hard-copy handouts that everyone can read.

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DELIVERY SKILLS

Practice
Practice and preparation are the key to a successful session. Two quotes illustrate this effectively: A concert pianist once said: If I miss one days rehearsals I notice the difference. If I miss two days rehearsals the audience begins to notice the difference. Amateur golfers or snooker players practise until they get it right professional players practise until they cant get it wrong. So take the time to practise your presentation until you cant get it wrong. Be able to deliver a consistent message condently without reading your notes.

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The clock is ticking

THE CLOCK IS TICKING TOOL NUMBER 4.2

Users notes Purpose

Early on you will have agreed with your delegates the key timings, including when it will end. So it is important that you keep to this agreement but it is not always easy. You may have a seemingly endless list of topics to cover but a nite period of time in which to do it all. Timing 5 minutes at the start of the day. As and when required throughout the day. Resources and materials A few Post-it notes, and knowing your programme in detail.

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The clock is ticking

DELIVERY SKILLS

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How do I do it? Flexibility

The amount of exibility you require depends entirely on the topic and the extent to which you can modify the course contents. Many courses are highly structured with tight time limits, and so the trainer has little scope for exibility. This is especially true for courses which have frequent formal assessments for example, training in nancial services. But there are many courses for which you may have much more freedom to vary the content to match what the delegates want. The personal objectives which delegates listed on Post-it notes (see Tool 3.4) could demonstrate a strong interest in a topic that normally only gets a passing mention in the course, so you may decide to increase the air time for that subject. You might also need exibility because a topic that had, say, 45 minutes allocated to it may be done with in 30 minutes. Or in another session, people might unexpectedly raise pressing issues or reveal some underlying concerns which you have to deal with, so that the session stretches beyond its allocated time. These and other pressures mean that the tidy time plan you have for your course may not work particularly well: developing a exible training style is therefore important.

Planning the day

The rst skill is to be able to plan your event well use a one-day course as an example but the principles apply for an event stretching over several days. Planning forwards Most people plan forwards they look ahead from where they are and estimate the time each session will take. After all, you know which sessions you mean to deliver, and roughly how much time to allow for each.

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Planning backwards The big disadvantage with forwards planning is that you can easily run out of time if individual sessions over-run. You reach early afternoon and suddenly realise that, to nish on time, you either have to squeeze several sessions into too short a time, or have to drop a session altogether. To avoid this happening we suggest that you do your planning backwards. Start with the time you know you must end your course. Now work backwards, planning the latest time each session can start. As you work back towards the middle of the day you may start to see possible conflicts with your forwards plan. Using a Managing Meetings course as an example, your plan could look like this:
Session 13 Action planning and close 12 Taking minutes of meetings 11 Second coaching session 10 Handling conict positively Afternoon break 9 Facilitating discussions 8 Reaching consensus Lunch 7 First coaching session 6 Asking effective questions 5 Role of chairperson Morning break 4 3 2 1 Writing an effective agenda Planning a meeting Personal learning objectives Welcome to the course End at 5.00 4.30 4.15 4.00 3.00 2.45 1.45 12.45 12.00 11.45 11.15 10.30 10.15 10.00 9.30 9.15 Duration (min) 30 15 15 60 15 60 60 45 15 30 45 15 15 30 15 15 Latest start 4.30 4.15 4.00 3.00 2.45 1.45 12.45 12.00 11.45 11.15 10.30 10.15 10.00 9.30 9.15 9.00

THE CLOCK IS TICKING TOOL NUMBER 4.2

Note that we have interleaved two of the 15-minute coaching sessions, when delegates have their 15-minutes of fame to discuss the issues on their Post-it notes (see Tool 3.4). Incidentally, this backwards planning approach is excellent for all long-term planning, especially when you are not sure when things might actually happen, or how long they might take. For example, say you are developing a training programme to launch a new product, but marketing cannot conrm the actual go
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live date. You can do all your planning by referring to the launch date as L-Day. So what will you need to have completed by: L minus 1 week? L minus 2 weeks? L minus 1 month? L minus 2 months? Continue the process, working back to where you are now, and almost certainly you will realise you should have started two months ago! Using this method you can get all the plans in place and once you know the actual date simply plug it in, and off you go. This method was used in World War II to plan the invasion of Europe, the most complex military operation of all time. When planning started early in 1943 no one was certain that the actual invasion would happen in June 1944, let alone that DDay would be 6 June.

4.2

DELIVERY SKILLS

Managing the day

Dont expect to work without a plan but dont expect your plan to work. Denis Healey So now you have a plan for your day how can you make it work? Start each session on time, even if everyone is not there. Delegates will quickly get the message that they must keep to time. Stick your Post-it notes on the wall as a visible reminder of how the time plan is progressing. A quick glance shows if you are ahead of the plan, on track, or falling behind. If youre ahead of the plan, or on time, you can afford to relax a little and be prepared to extend discussions or include the optional, nice to have topics. If youre falling behind, you must take action quickly to recover the plan by, for example, subtly speeding things up, shortening breaks or lunchtime, or even shortening later sessions. If you are in any doubt about which sessions to shorten, or even abandon completely, refer back to the personal learning goals listed by your delegates and see what guidance they give you.
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Facilitation tips

FACILITATION: DEVELOPING REALISTIC SOLUTIONS

8.8
316

Users notes Purpose

A team of people will individually have a wide range of skills, knowledge and attitudes which create a rich mixture when they come together to work on problems or issues. But personal agendas, natural prejudices and the impact of different personalities may adversely affect their ability to work as a cohesive team. As facilitator you will have to work constantly to get the best out of them. Timing This always takes more time than you expect. Resources and materials None specic.

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Facilitation tips

FACILITATION TIPS TOOL NUMBER 8.8

How do I do it?
When acting as facilitator you have prime responsibility for ensuring that a team works effectively and achieves its objectives. You do this by offering ideas and suggestions, by ensuring that everyone contributes to the best of their ability, and by managing any barriers sensitively. For most people none of this comes naturally, so we may need a toolkit of proven techniques to call upon when things become difcult. This Tool gives you three sets of such techniques: Initiating to get things started Clarifying to ensure that everyone is on the same wavelength Moving on to shift any potential barriers.

Initiating
Technique 1 Making suggestions Putting forward a new suggestion, proposal or course of action. This helps to Get discussions going. Start people thinking positively. What you say To get us started may I suggest that Lets deal with that issue later. I suggest we adopt the revised programme. You suggest we should try to increase our budget. May I suggest how we could get it approved?

2 Building Extending or developing a proposal made by someone else.

Develop ideas which everyone can be committed to. Show you are interested in what others can contribute. Build trust and commitment in the group. Give people condence to contribute ideas. Ensure that you have got ideas from everyone. Give everyone an equal opportunity to contribute.

3 Supporting Making a conscious effort to support another person or his/her concepts. 4 Bringing in Attempting to involve others or to increase their opportunities to contribute.

Yes I go along with that. Sounds OK by me. Thats a good idea!

Tony, have you anything to add to this? Sally, youve been very quiet. I wonder if youve any experience you can add to the discussion?

8.8

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Clarifying

Technique 1 Giving information Offering facts, opinions or clarication to others. This helps to Ensure that everyone has the same base knowledge or raw data. Show you are willing to impart information. Show your willingness to base decisions on facts. Bring everyone into the discussion. Test the effectiveness of a proposal in a positive way. What you say I recall a situation on another site. Can I share the results of the latest survey?

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FACILITATION: DEVELOPING REALISTIC SOLUTIONS

2 Seeking information Seeking facts, opinions or other data which may help take discussions forward.

Can you tell me where that data was collected? Does anyone have the last quarters closing gures to hand? How would that work in practice? Can I just replay what I think youve just said? Can I take it were all agreed on this item?

3 Checking understanding Seeking to establish whether an earlier contribution has been understood correctly. 4 Summarising Summarising, or restating in a succinct way, the key points of earlier discussions.

Conrm that everyone has the same understanding. Enable the group to move on to another point.

Move discussions on to another topic. Give a sense of achievement.

So far weve agreed to So the key points we need to carry forward are

Moving on
Technique 1 Focus on agreement Finding and highlighting areas where group members agree. This helps to Regain momentum. Energise a group. Build a groups condence. What you say Youre doing ne. Look at all the agreements you have already made! OK, you agree on the main components its just the nal section you have to work on.

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FACILITATION TIPS TOOL NUMBER 8.8

Technique 2 Build small agreements Breaking down major decisions into component parts.

This helps to Achieve an experience of success and forward movement. Reduce complexity.

What you say We dont seem to agree on the whole proposal. Lets see which parts we can agree on. How about section A? Great! What else can we agree on? You all have an equal amount of money. Please distribute cash to the options which have the most value to you. Then be ready to explain your rationale for your choices. It seems as though most people are in agreement and that Chris still needs something in order to buy in. Chris what would it take in order for you to agree to this solution?

3 Spend a pound Utilising a method for assessing which alternatives the group is most interested in.

Get a sense of priorities in the group.

4 What would it take? Using a question to move a group towards nal agreement.

Uncover the underlying needs of people who are not buying into a generally accepted solution.

5 What have others done? Informal benchmarking by examining group members memories and experiences of how others have solved similar problems.

Identify other successes from which you can draw ideas or inspiration.

Does anyone know what other companies/ departments have done about this problem? What are the most successful models or approaches that we know about? It looks as if there are still some major points of disagreement. I think it would be a good idea not to force a decision at this point. Instead, lets go back and decide if our prior agreements still hold.

6 Back off Deferring decision-making for the moment and focusing the groups attention on conrming previous agreements.

Enable a group to address its resistance to making a decision. Identify and build agreements missing from an earlier problem-solving phase.

8.8
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Action plan
Having read through the list, take a few minutes to reect on which of these approaches you already use, and which you could try in the future.
Technique Initiating 1 Making suggestions 2 Building 3 Supporting 4 Bringing in Clarifying 1 Giving information 2 Seeking information 3 Checking understanding 4 Summarising Moving on 1 Focus on agreement 2 Build small agreements 3 Spend a pound 4 What would it take? 5 What have others done? 6 Back off I already use this I could try using this

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