DISTRICT TRAINERS’
TRAINING SEMINAR
Jakarta Rotary Institute
Thursday 30 November, 2006
Learning Objectives
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Preparing Training Leaders
Characteristics of an Adult Learner
Facilitating Learning
Guiding Discussions
Questioning Techniques
Nonverbal Communication
1. Preparing Training Leaders
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Training leaders are from a variety of
backgrounds.
The Object is to ensure we deliver uniform
and consistent training.
Preparatory sessions should occur well in
advance so that materials and presentations
can be modified.
2. Characteristics of
an Adult Learner
Understanding the characteristics of an adult
learner will help you develop training that is
appropriate and effective. Adult learners are
Realistic
 Experienced
 Unique
Learning pattern
 Busy
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Training Adult Learners
Keep the characteristics of an adult learner in
mind when developing training.
When developing training,
remember each learner is an individual
with specific needs and learning styles.
3. Facilitating Learning
The Role of the Facilitator
Making something easier, such as a
meeting or discussion.
Neutral individuals - determine, guide
and monitor discussions.
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A Good Facilitator
(Discussion Leader)
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Gets people excited about participating right
from the beginning
Keeps the group focused and on schedule
Explores critical issues through questioning
Builds consensus from diverse views
Maintains a high energy level and keeps
participants engaged
Mitigates negative behavior within the group
The Pace of Discussion
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Pace discussion has a direct impact on the
effectiveness of training.
Pace too slow > few topics and in too detail.
Pace too fast > skims the surface of each topic.
Level of experience in a group influences the
discussion tempo.
If participants not well informed, provide more
information to sustain discussion.
Carefully posed questions will control the pace of
discussions.
4. Guiding Discussions
Techniques
To draw out a silent member:
 “What is your opinion of…, Mary?”
 “John, from your experience on this general
subject, would you. . .?
To suggest the need for sharing personal
experiences:
 “Does anyone know of instances where this has
worked?”
 “So that I might call on you later and ask you to
share your experience, think about your own
experience in this matter.”
To call attention to points that have not been
considered:
 “Based on your experience, what aspects of the
problem need further discussion?”
 “Before we continue, perhaps we should consider
another aspect of the topic.”
To use conflict constructively:
 “Since we seem unable to resolve this difference
now, could we move on to the next point? Perhaps
further discussion will reveal additional information
about the issue.”
 “It may be that a reasonable solution lies
somewhere between the two views expressed.
What parts of the two views are acceptable to all
of us?”
To test the strength of a point of view:
 “How many others would agree with the point
just raised?”
 “How much importance should be attached to
this issue?”
To prevent a few from dominating the
discussion:
 “Excuse me. Before you continue, may I ask if
anyone has a comment on the point you have
just made?”
 “Since we have only a few minutes left, could
you summarize your remarks so we may hear
what the others think?”
To keep the discussion on the agenda:
 “Let’s save this topic for the end of the discussion.”
 “We’ll cover this issue later in the session. Let’s
move on.”
To suggest the need for closing the discussion:
 “May I ask for two or three final comments before
we close?”
 “According to my watch, we are scheduled to finish
discussion in about five minutes. Is there a final
comment?”
5. Questioning Techniques
The Importance of Posing Questions
Questions are one of the best ways
to guide a discussion
Asking participants questions can help to : Encourage analysis of a topic
 Introduce topics not yet discussed
 Evoke participants’ stories and experience
 Broaden participation
 Review a difficult concept
 Redirect a discussion
Questions are either
close-ended or open-ended.
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Close-ended questions seek particular,
factual answers.
Open-ended questions, which may not
have a correct answer, seek a range of
opinions, ideas, or options.
Questioning Techniques
Written questions
 Those written on flip chart paper
Relay questions
 Relay a question raised by a participant to the group.
Directed questions
 Ask specific individuals
Reverse questions
 Suggest the person posing the question give his or her
own answer.
Redirected questions
 Direct the question to another participant
Focused questions
 Ask the group if the original question has been answered
successfully
6. Nonverbal Communication
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Researchers specializing in nonverbal
communication have found that 7 percent
of a speaker’s perceived attitude is
conveyed verbally and 93 percent
nonverbally.
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Of that 93 percent, 38 percent is
attributed to vocal cues, such as pitch and
tone, and 55 percent to facial cues.
Voice Qualities and Characteristics
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If you are excited, your voice can help convey
that excitement.
If you are bored, frightened, or insecure, that
may also be conveyed.
Facial Expression
Facial expression will identify someone who
disagrees with a statement, does not
understand a point, or has something to say.
The training leader’s facial expression can
express interest or concern without taking the
time to formulate the words.
Silence
 Standing silently at the beginning of the session
may be conveying that it is time to start.
 Silence after asking a question lets participants
mentally prepare a response. At times, if
participants know the subject, it is proper to remain
silent.
Eyes
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Eyes help in controlling who speaks
as you move around the room.
- judged sincere if looked at the audience 63
percent of the time
- judged insincere if looked at the audience only 20
percent of the time.
Use of Space
 Your position in the room affects the flow
of training.
 Greeting people at the door & standing in
the front of the room sends message that
you are in control.
 Moving closer to a participant may indicate
interest.
 Moving away may signal that you want to
hear another comment.
A Discussion Leader or facilitator must
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Prepare well
Be confident
Be a discussion leader and not a teacher
Be early; be punctual
Speak slowly
Eye to eye contact
Avoid looking at the time (watch)
Move around
Be positive
Control time well