Lead, Engage, Align, Do!

(LEAD)
 During the F3 sessions,
maximum participation and
interaction from the trainees is
elicited. In each F3 session,
trainers apply their skills in
facilitation in order to support
the trainees to reach the program
goal.
Observing Skills
 Observing skills involve the use of the senses
to view actions and behaviors of trainees in
order to perceive or spot their potentials,
strengths and needs. An effective trainer
manifests the following observing skills:
 Notes trainees’ level of involvement in all
activities
 Monitors the energy level of the trainees
during sessions
Senses the needs of the trainees that may
affect the learning process
Questioning Skills
 A Trainer must carefully devise and skillfully
ask the right questions and to do so requires
careful preparation and practice; thus, he/she
is expected to formulate questions in a simple
manner and should:
asks questions that are clear and focused
responds to trainees’ responses
appropriately
asks Higher Order Thinking Skills (HOTS)
questions
acknowledges trainees responses
solicits, accepts and acts on feedback from
trainees
processes responses with probing
questions to elicit the desired learning
Listening Skills
 The skill of listening entails the willingness to
focus on what the trainees are saying and to pick
up non-verbal cues with a ‘third ear’. This means
that listening is more than just hearing as it
requires a conscious effort to pay attention to,
ideas and feelings for appropriate consideration.

Hence, an effective trainer:

listens and understands the meaning of what
had been said
responds positively to trainees insights,
clarifies and checks trainee’s understanding
of what was heard and reacts to ideas not to
the person
 Attending Skills
 It is important to build rapport with trainees to elicit the
needed information and encourage interaction. Sensing
the needs of the trainees, the trainer is better able to
respond creatively and appropriately.

 creates the proper environment based on adult learning

principles
 directs and redirects the trainees to the learning tasks
 manages the learning atmosphere throughout the sessions
 acknowledges greetings and responses of trainees

An attending trainer exhibits the following behavior:

 Is a welcoming person
 Makes certain that the trainees are the main focus
 Encourages trainees to participate
 Respects each person
 Avoids distracting behavior
Processing Skills
Processing skill is the trainer’s ability to organize analysis
questions and critical discussion points to help the learner
understand concepts that are being built. Processing should
lead the learners/trainees to understand the new concepts or
skills that are the focus of the material being learned.

Processing skills are demonstrated by a trainer who:

leads in analyzing trainee’s outputs/ideas resulting in deeper
learning
discusses with trainees what went well and what did not go
well
o highlights activities that lead to new learning and proper
attitude
Integrating Skills
Integration is the process of combining related
experiences and ideas together. It is the role of
trainers to put cumulative insights from the previous
experiences of trainees together and lead them to
develop new learning or deepen and broaden their
current outlook.
Integrating skills are demonstrated by a trainer who:
o identifies the relationships between activities
o recognizes the significance of learning outputs
o facilitates convergence of differing opinions or
ideas
o builds new learning on prior experiences
o elicits resolutions or agreements
o connects new insights to previous learning
Presentation Skills and Use of Technologies

All learning is achieved through the use

of our senses. The more senses brought
into use during a learning experience, the
more effective is the outcome. As
illustrated in the classic Cone of Learning
by Edgar Dale, people generally
remember 50% of what they hear and
see, and up to 90% of what they say and
do.
 Well designed Effective Training
Training program Style Effective Training
Program

Using principles of adult learning

 Define Objective
 Analyze Audience
 Plan Your Design
 Collect Materials to Illustrate Points
 Construct Your Presentation
 Choose Your Visual Aids
 Practice! Practice! Practice!
 Planned

 Organized

 Uses visual aids

 Tailored for a specific
audience
 Posture
 Movement
 Gesture
 Eye contact
 Voice
 Appearance
 Board work  Environment
 Flip Charts  Pacing
 Slide  Giving
Projectors Instructions
 Handouts  Reducing
 Pointers Anxiety
 Microphone
 Head and facial
expression
 Shoulder and chest
 Hands and hips
 Legs and feet
 IDEAL
stable head, alive, facial
expression consistent
with message

 BAD HABITS
bowed, rotating, moving
sideways, always
nodding, detached
 IDEAL
chest out, stable shoulder

 BAD HABITS
deflated chest, shoulders
slumped, rotating, up and down
movements, forward and
backward movements
 Focus on one participant at a time
 One complete thought, sentence
 At least 5 seconds
 Move to another participant
 Select at random
 Balance distribution
 Continue making eye contact
 IDEAL

legs stable and in balanced

position, feet stable
 BAD HABITS
shaking leg(s), weight
balance on one leg, up and
down movement, “dancing”
 They clarify and support your
words
 They dramatize your ideas
 They lend emphasis and vitality to
your words
 They help dissipate your nervous
tension
 They function as visual aids
 They stimulate audience
participation
 They are highly visible
 “Cluster look”
 Scanning quickly
 The “sideways” glance
 Blinking very fast
 Looking at
The ceiling
The floor
One participant only
One side only
 Caring
 Passion!
 Confidence
Subject matter
Presentation skills
Handling difficult participants
and questions
 IDEAL

Hips and hands stable. Hands in

side position.
 BAD HABITS
Hips rotating, side movements,
forward and backward
movements;”
 Organize  Release tension
 Visualize  Move
 Practice  Eye contact with
 Breathe audience

 Focus on relaxing
 32% Talking
 15% Reading
 11% Writing
 42% Listening
 SIGHT 87.0 %
 HEARING 7.0 %
 SMELL 3.5 %
 TOUCH 1.5 %
 TASTE 1.0 %

MAXIMIZE USE OF
ALL SENSES!
 Use headlines
 Label charts and graphs
boldly and clearly
 Make fonts large and
bold
 Highlight key points
 Design graphics
horizontally
 Leave margins around
visuals
 Keep visuals clear,
concise and simple
 In preparing narratives
and texts, use
appropriate vocabulary
 Speak to the when using them
audience, not the  Teach participants
visual to read
 Introduce each visual complicated visuals
before showing it  Use visuals as
 Avoid “next please” support
 Show visual only
 Write on the board sideways
 Don’t write and talk at the
same time
 Mentally divide the board
into 3 or 4 parts and use
as an easel
 When erasing on the
blackboard, one motion
downwards each time
 When using a
whiteboard, erase from
center outwards on a
circular motion
 Rule of thumb: size of
letters: 3 inches, in
block letters
 Always label points that
you enumerate
 Use dark colors for main ideas, other
colors for emphasis
 Plan out what and where you will write
as part of the design process
 Use a new page for each new thought,
idea, concept
 Avoid excesses
 Use a visual to avoid stiffness
 Control self by holding the board
 Use definitive gestures
 Avoid handling something in your hands. Hold
something solid instead, eg. table or chair
 Handle your voice tremors
Breathe deeply10x
Avoid non words like “ehem”, “ah”, “mmm”
 Introduce your self and let them introduce
themselves
 To increase pace, use less
examples and pauses
 To slow down pace, use
more examples and pauses
 Sleeping
 Working on laptop and
other electronic devises
 Eating
 Long and winding
questions
 Reading newspaper
 Turning pages of
manual, reading ahead
 Talking to other
participants (verbally,
electronically)
 Walking in and out of
room
 Tapping on table  Making rude comments
 Heckling  Acting without
 Complaining authorization
 Not agreeing
With presentor
With other participants
 Proving he/she is better
than other participants
WATCH ME