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Similar a Presentation Sample - Raymond Alvarez
Similar a Presentation Sample - Raymond Alvarez (20)
Presentation Sample - Raymond Alvarez
- 1. “Its all to do with the training: you can do a lot if you’re properly trained. –Queen Elizabeth II Train The Trainer SAMPLE PRESENTATION FOR RAYMOND ALVAREZ
- 2. The Outline • Challenges for Public Speakers • Skills for Self Improvement COURSE OBJECTIVE To educate trainers on techniques and styles to improve their training skills for a more effective training.
- 3. Challenges for Public Speakers Learning and Memory Out of Control Audiences
- 4. Learning & Memory “The is everything.” -Buddhamind
- 5. Learning Styles Memory What’s Worth Knowing?
- 6. Learning Styles Auditory Visual Tactile
- 7. Learning Styles Auditory Explain the concept to the trainee in basic terms. Why is it important? Relate it to other concepts learned.
- 8. Learning Styles Visual • Read the SOP or manual • Demonstrate • Show the equipment • Be the example • Observe other Team Members
- 9. Learning Styles Tactile • Let them rehearse • Role play common scenarios • Practice using the equipment • Let them explain it
- 10. Memory Different parts of the brain activate when remembering a single memory.
- 11. How to Remember Acronym Roy G. BIV = Red, Orange, Yellow, Green, Blue, Indigo, Violet Acrostic Please Excuse My Dear Aunt Sally = Parenthesis, Exponents, Multiplication, Division, Addition, Subtraction Association Security Extension = 4563 4 5 6 FOLLOW one another, Security rhymes with 3! Memory Palace Activity!
- 12. Audience Control “You do not owe anything to an audience who won't give you the courtesy and respect of their attention." - Art Linkletter
- 13. Types Solutions Dealing with Anger What’s Worth Knowing?
- 14. Types • The Heckler (individual skeptics) o Defend yourself with the audience – Get the opinions of others in the group or class. o Ask for their name. o End it by asking rude trainees to reschedule or end training early, • Hostile Audience (group hostility) o Listen, Empathize, Paraphrase – Maintain eye contact and practice active listening. o Do not take it personally. Never defend. o Redirect focus
- 15. Heckler Solutions • Ask questions back o Ask a question to clarify o Asking a question to attack • Rephrase the question • Make it relatable Individual Skeptic
- 16. Hostile Solution • Stop talking. • Walk over and stand near talkers. • Send them on a BREAK! • Reschedule/dismiss rude trainees. • End the program early. Group Hostility
- 17. Solution The Temper Table Silence Verbal Request Private Confrontation/ Reschedule Trainee(s) End EarlyS O L U T I O N S RESPONSE
- 18. Dealing with Anger Change the way you think! • Don’t Take it Personally • Acknowledging that something is frustrating but not worth losing your cool over. • Think logically • Considering the consequences. • Determining and working to overcome what it is that makes you react the way you do. Other Ways: Be Assertive not Aggressive & Relax
- 20. Communication A better way to effectively communicate with others
- 21. How Communication Works Establishing Rapport What Every BODY is Saying What’s Worth Knowing?
- 22. Communication • Using hand gestures grabs attention • Increases communication • Improves recall of trainings!
- 23. Communication • Trainees are more receptive when they feel more comfortable. • Concentrate on reducing body language when speaking directly to a non-local. • In trainings, it is polite to heighten hand gestures for a better/more clear understanding. When working with international students, study and observe their body language. Learn from them!
- 24. How it works! External Behavior Internal ResponseInternal Response External Behavior
- 25. How it works • External Behavior begins and an Internal Response is formed • Rapport is Built • Pacing and Leading happens
- 27. What Every BODY is saying… Approach the class with confidence! • Posture – stand tall with shoulders back. • Eye contact – solid with a ‘friendly' face. • Gestures with hands and arms – purposeful and deliberate. • Speech – slow and clear. • Tone of voice – moderate to low, enthused.
- 28. What Every BODY is saying… Red Flags • Heads are down • Eyes are slowly closing • Gazing at something else • Playing with small objects • Trainees may be sitting slumped in their chairs.
- 29. What Every BODY is saying… iPhone users spend an average of 1 hour and 15 minutes with their phones each day, with only 22% devoted to talking. What does this do to our posture and what does it mean? 0 20 40 60 80 Time Activity 73% is spent texting, e- mailing, social networking, and web surfing. 26% of that time is spent talking
- 30. Speaking Delivery Style I have a voice!
- 31. Choosing a Style What’s Worth Knowing?
- 32. Choose Your Style Story Telling Demonstrate Interactive Informative
- 33. Choose Your Style To Entertain Motivate Inspire o What is the purpose of telling this story? o Is it relevant to the topic being conveyed? o Will the audience appreciate this story? o Can I tell a story? Story Telling
- 34. Choose Your Style Make Aware To Instruct To Show o What is the purpose of this demonstration? o Is the demonstration worth while? o Will the audience grasp the concept? o How long will it take? Demonstration
- 35. Choose Your Style To Communicate To Engage To Do o What will the activities be? o How are they applicable? o Are the concepts relevant to the topic? o How interactive will they be? Interactive
- 36. Choose Your Style To Inform To Teach To Delegate o Is the information simple to communicate? o How is the information applicable? o How will the information be communicated? o What other tools will be used to communicate the information? Information
- 37. Training Method “The method is your own method.” -Dustin Hoffman
- 38. 4 Step Program Training Environment Evaluating a Training Course What’s Worth Knowing?
- 39. Hear It See It Do It Review It 4 Step Program
- 40. Hear It • Explain the concept to the trainee in basic terms • Why is it important? • Relate it to other concepts learned
- 41. See It • Read the SOP or manual • Demonstrate • Show the equipment • Be the example
- 42. Do It • Let them rehearse before going onstage. o Role play common scenarios. o Practice using the equipment. o Let them explain it.
- 43. Review It • Repetition is key • Review at the end of each section • Ask them scenario questions • Retrain • Don’t cut corners • What if they don’t get it?
- 44. Hear It See It Do It Review It 4 Step Program
- 45. Training Environment On the Job Training • Training in the Park can be a Challenge! Some things to consider: o Wait Times o Can your trainees hear you? o Who else is listening? o What kind of picture do you present to our Guests? o Do you have the necessary tools?
- 46. Training Environment Creature Comforts • A/C or Heater at set a comfortable temperature • Bathroom Breaks • Food and Drinks • Clean and Organized presentation area Avoids distractions! Your training environments should be cleaned and organized after every training course.
- 47. Evaluating Training • Participant Reactions o Training useful and liked by the trainees. • Knowledge Retention o Information was presented in a manner that is easy to remember. • Behavior Application o Trainees are using the information they have learned. • Work Patterns o Location’s work performance has improved because of behavior application. When evaluating a training course, you are evaluating not only the facilitator, but the quality of the training as well.
Notas del editor
- Encoding is the first step in creating a memory. An example is the memory of the first person you fell in love with. When you met that person, your visual system registered physical features (color of their eyes and hair.) Systems work together to help remember the image as close to reality as possible. The breakdown: Your auditory system may have picked up the sound of their laugh or their voice. Your olfactory system stores the scent of their perfume or cologne. The kinesthetic system remembers the touch of their hand. These bits of information travel to your hippocampus, which combines these experiences into one single experience for that specific person creating a whole image.
- REFER TO DISCUSSION GUIDE page # 5
- Hostile Audience -Everyone wants to be heard. The hostile individual or audience has the opportunity to vent. -Never react in anger. Never fight fire with fire, just causes a bigger flame. Start to empathize, and out yourself in their shoes. By demonstrating self-control, you surpass the confrontation stage and move toward a solution or healthy disagreement. The purpose of a disagreement is not to start an argument. The more you defend the more it will lead to an argument. Practice self-control and active listening. -Remember the purpose of the topic that first started the disagreement in the first place. The Heckler The trainer/presenter skeptic is the member(s) of audience that do not trust what you say. They may not believe the material, they might be forced to attend, or they just might not like the trainer. There are hecklers in every training, sermon, presentation, ect. Most often it leads to sustained hostile questioning or comebacks. -People are profoundly influenced by the will of the group. Say something like, "Perhaps it would be better to take up your issues at a later time, since I am sure there are other members of the audience who would appreciate time to speak." There might be verbal agreement from the audience. When you have the group's support, you will see that it is much more difficult for one individual to persist bad behavior. -Once you ask them for their name, they are in an immediate spotlight. This feeds your credibility and reminds the heckler of your authority. -Don't be afraid to end it. If all else fails, close down your presentation. The bottom-line solution is to tell your audience that you don't want to waste their time with the disruption
- Do not feel the need to answer back immediately. Ask a question instead to clarify for the whole class and get everyone involved! Its never a one on one. If you're asked, “How does that policy make any sense!?" you are being set up for attack. If you reply, “Do you know what this policy protects?" you are at an advantage. It will remind the audience of your purpose for the training, vulnerability in knowledge from the heckler, and builds your credibility. Ask every everyone else in the class their input on the subject matter. Rephrase the concern. For example, “Are you asking why employees need to follow such strict policies that at times may seem unreasonable?” Rephrasing the question avoids a head-on defense on your part. Most often, when a trainee disconnects with you, they either do not understand, they think they know better. When this happens, learning stops and there are arguments than agreements. By making it relatable to the trainees, you are using real world examples that makes what they are learning usable. It gives meaning to the old, “You should pay attention because this could happen to you, too” meaning.
- Unexpected silence from the facilitator will bring attention back to you. Confront the disruptive people privately, ask for their cooperation.
- Change the way you think! A trainer position is just another job! Don’t take insults as a personal attack. The 3 Points of View. By seeing it in the following forms, you can remove yourself from the picture and see arguments/disagreements as they really are. See it from your point of view See it from their point of view See it from someone else’s point of view. What might happen if you let your emotions get in the way of training. You are marketing and representing yourself. What might your negative thinking do to yourself and to others? Other Ways -Being assertive means holding your ground while respecting the other’s point of view. It not only cools down the dissagreement, it earns respect from both parties. -Take a deep breathe. Breath sends oxygen to the brain and oxygen is needed when the brain overheats.
- ACTIVITY – Non Verbal Communication DEBRIEF ON DISCUSSION GUIDE (page 2) Materials: None Time Required: 5 Minutes Objectives: To demonstrate that communication can be accomplished without words. To illustrate that interpersonal communication is possible through the use of nonverbal methods such as gestures. Activity: Divide the class accurately so that each trainee has a partner. State that the purpose of this activity is to introduce oneself to his/her partner, but this activity must be competed without saying a word. They may use visuals, pictures, signs, gestures, or anything nonverbal. If necessary, you may offer hints, for example, pointing at a wedding ring to signify you are married.
- Imagine a cycle. The external behavior happens by your partner and you automatically have an internal response. Then, you communicate with your external behavior and your partner generates his/her internal response and the cycle continues. When speaking to another individual it is impossible not to communicate. Even if the other individual chooses to ignore you, internally you get a clue of how they respond.
- “Its not about the content of the message, but how you’re communicating it.” The key to reading body language is being able to understand a person's emotional condition while listening to what they are saying and noting the circumstances under which they are saying it. This allows you to separate fact from fiction and reality from fantasy. http://westsidetoastmasters.com/resources/book_of_body_language/chap1.html
- A lesson in Body Language to help establish Rapport. People communicate on a daily with postures, gestures, expressions, ect. Communication can be broken down as a message relayed to another individual. It was how the first human beings spoke with one another before language was even a thing. These roots are still within us! ACTIVITY – Non Verbal Introduction DEBRIEF ON DISCUSSION GUIDE (page 7) Objective: To demonstrate that communication can sometimes be completely accomplished without words and still be effective. Materials: None Approx. Time: 5 minutes Instructions Dive the group into two person teams. State that the purpose of this excersize isn to introduce oneself to his/her partner, but the activity must be accomplished without any words. They must use visuals, pictures, signs, gestures, signals. For example: Pointing at a wedding ring. After a two minute period, have the trainees switch roles. REFER TO DISCUSSION GUIDE Page # for Debrief How accurate were you in describing yourselves? How accurate were you reading your partner’s body language? What were your barriers? Did anyone think of writing anything down? REFER TO DISCUSSION GUIDE Page #
- Hands may be picking at cloths, or fiddling with pens http://www.mindtools.com/pages/article/Body_Language.htm
- Americans spend an average of 58 minutes per day on their smartphones. Adopting an expansive body posture affects body chemistry, increasing testosterone and decreasing cortisol, the stress hormone. High power poses decrease cortisol by 25% and increased testosterone by about 19%. Low-power poses increase cortisol by 17% and decrease testosterone by about 10%.
- REFER TO DISCUSSION GUIDE (page 9)
- “In all of your training going forward, you should be using the Four-Step Program to teach your Team Members: hear it, see it, do it, review it. All four steps are critical to providing quality training, whether you are doing it in the classroom or out in the field.”
- Explain in simple terms – avoid jargon or unfamiliar terms Generation Y = Generation Why? If they know why we do it, they are more likely to follow instructions – safety, guest service, could be fined, etc. Link it to other concepts they have already learned so they can see the big picture
- Once they have the basics, they need to see what it looks like If you have an SOP or procedures manual, give it to them to read Demonstrate a procedure for them – Could you learn the Mr. Six Dance, if I just told you what steps you should do without actually showing you the dance? If you are talking about equipment, PPE, etc. have for them to see, Take them to the register, the main control panel, the counter cache, etc. and show them how it works Be sure that you make a great visual – set the example. If you take shortcuts, they will too. Then they will find their own shortcuts. They may even teach the shortcuts to newer people as they gain experience. It’s like making a copy of a copy of a copy . . . the quality decreases each time and eventually the quality is so poor we can’t use it. Choose your trainers wisely if you will allow others to train new Team Members – you only want them to learn from the best so they pick up the good habits, not the bad ones.
- Let the trainees practice what they have learned in a safe environment before they have to do it for real Just like actors have a rehearsal, trainees need to rehearse as well. Do a role play with them that lets them experience different scenarios – ringing a transaction with a credit card, with a check, with a void, etc. Take them to their working space and have them practice a transaction or a procedure several times with you guiding them through it. Then let them talk you through it. Group Brainstorm: In groups of 3, come up with ways that you can allow new Team Members to practice what they are learning.
- Repetition is key to learning! To really grasp a new concept, the average person must experience it 7 different ways. Telling them once is not enough! Review at the end of each section Don’t just ask, “Do you have any questions?” You ask them questions about what you just taught them: “What would you do if . . .?” “Where would you go if you wanted to find a . . .?” “Who do you call when . . .? Retraining – if training is over multiple days, review what they have already learned before moving on to new stuff – even the best trainers with the best trainees, the trainee only remembers about 80%. Don’t sign off until you know they are ready to work alone Don’t cut corners – if an hour of training is required, you must be training during that entire hour What if they don’t get it? Ask the class for their thought on what to do if a trainee doesn’t understand the material. Some good strategies: have another person train them, ask the employee to tell you what they do know about the topic and work from there. Ultimately, if they don’t get it, they can’t do it. Don’t sign off until you know they are ready to work alone.
- ACTIVITY – The Coat DEBRIEF ON DISCUSSION GUIDE (page 10) Objectives: To demonstrate danger of assumptions; To illustrate modeling, demonstration, interaction vs. one-way communication. Materials: Coat or Sweater Approximate Time Required: 10 minutes Instructions: Lay a jacket on the table/ Select a volunteer and inform them that you don’t know what the jacket is or what to do with it. The volunteer’s task is to train you in the jacket’s use as soon as possible. The “trainer” will often engage in telling behaviors who’s effectiveness can be distorted by slow learner behaviors by the trainee (grabbing pocket when told to grab the collar, ect) The difficulty of completing the assignment can be further exaggerated by depriving the trainer of feedback by having to turn their back to the trainee. After a brief time period of minimal progress, the course, is to show the trainee how to do it. 1. Explain how to do it. 2. Demonstrate how t do it. 3. Request an explanation of how to do it. 4. Invite the trainee to do it. REFER TO DISCUSSION GUIDE Page #
- A lot of the training you do is out in the park while the park is open. That can present some challenges and there are some things that you need to be mindful of. -If a guest seeks your assistance, should you help them or direct them elsewhere? You need to address their needs while also being careful with managing your time. If it is a quick question, take care of it quickly and use it as a teaching moment. If it will take some time, bring them to the person who can help and get the work started. No matter what: your trainees are watching you and you must demonstrate that our guests’ needs are a top priority. If you can’t afford to be interrupted, then you will need to do your training backstage where guests cannot see you. -You also need to be aware of the noise level where you are training. Is the noise level so loud that your trainees may not be able to hear you? If so, find a quieter place. -Be aware of who is around to hear you. There are some things that we may train our employees on that our guests might not need to hear. Make sure that if guests can hear you, you are not discussing sensitive information or anything that may put the park in a negative light. -Also consider what kind of picture you are presenting to our guests if you are training in their view. Are you sitting in a guest area while you train? To a guest, it may appear that you are socializing with a friend rather than doing your job. If you can’t train while standing and being attentive to our guests, move your training backstage.
- Measures satisfaction of training course. Answers questions like: Did the trainees enjoy the training? Was the trainer liked? Was the training useful? How much was the information from the training retained? Did the trainer do well in communicating thoughts and ideas? Are employees using the information they learned? How much are trainees applying what they have learned on a day to day basis? A successful training has an impact on work performance. Has your location been performing better or worse after the training course?