Choose the right activities, use humour, and quick and easy games to get everybody together in a fun, interactive training.
Know the types of measurement tools, create an evaluation plan, use levels of evaluation, and assess learning after training.
Make use of the FISH! principles of 1. Be there 2. Play 3. Make their day 4. Choose your attitude to build high-performing learning and work culture.
Use a process to start, carry on and end facilitation; build consensus and maximise interaction.
Make use of divergent and convergent thinking, strategies for people management and specific processes for facilitating.
Learn to present ideas clearly and concisely. Avoid communication traps, and use words to influence and persuade.
Know how to develop and deliver a speech. Prepare yourself for disturbances and difficult questions.
Gain an understanding of how to create, maintain and navigate a mentoring relationship.
Know how to set goals, define objectives, provide feedback and overcome roadblocks.
Prepare a presentation, create an impact with verbal and non-verbal communication and use tools (flip charts, videos, audio & whiteboards).
Prepare for training by identifying requirements of each participant and the group. Learn what they already know about the subject and what motivates them to train in it. Analysis of trainee needs helps in designing and delivering training that is customised to fulfil their learning needs.
Trainers can introduce activities to bring more to their training sessions. Activities such as games, energisers, role-plays, simulations, icebreakers and case studies promote learning through discussions and exchange of ideas. It makes training more fun and gives participants more ways to learn.
Make it original, clean and funny.
Relate it to the training session.
Rehearse the jokes to deliver them perfectly.
Measure results of training. Find out how much the trainees have learned in a training session by holding quizzes, questionnaires and tests. Demonstrations and simulations are other ways to see exactly how an employee will act in a real-life work situation. Self-evaluations can also be used to measure results of training.
By altering the way, a person serves others, works and thinks, changes in their behaviour, productivity and level of satisfaction are achieved. FISH! can be adopted by a trainer or taught to the trainees for their own use.
Knowledge of individual and group dynamics.
Problem solving on the fly.
Capability to organise and guide groups.
Using humour to entertain and relax participants.
Creating a semi-informal environment for greater sharing.
Adopt a positive and open body language.
Use visualisations for clarity and variety.
Choose an appropriate delivery method (lecture, demonstration, visual presentation, brainstorming).
Use the right voice (tone, pitch, speed).
If the presentation is interactive, practice using open questions to encourage discussion and responses.
Develop a basic outline of your speech.
Overcome nerves by practicing visualisation.
Prepare for adjustments on the fly.
Maintain positivity throughout the presentation.
Set SMART goals for training, facilitation and presentation. Goals should be Specific, Measurable, Achievable, Realistic and Timely.
Specific - Precise results and accomplishments that the goal will realise.
Measurable - Tracking your progress.
Achievable - Availability of resources.
Relevant -Tthe goal should match with your core values and life goals.
Timed - Having a deadline for the goal.