Confidence

A trainer’s confidence as a trainer is vital in any presentation. True confidence is the greatest strength of a trainer. However, it cannot be forgotten that as far as training is concerned “trainer’s confidence is an effect but not a cause”. This trainer’s confidence is the result of knowledge base and the efforts put in by the trainer. Focusing on the goal of training increases the level of confidence of a trainer. In order to be a confident trainer following steps may be considered:

Step 1: Identify the GOAL.

Step 2: Take a firm decision to achieve the identified GOAL

Step 3: List out things required to be done to achieve the GOAL.  

Step 4: Work on the “to do list”.

Step 5: Don’t give up under any circumstances.

Example:

Step-1 Trainer’s identified GOAL – I have to give best presentation on the topic of   Negotiation.

Step-2 Trainer’s Decision – I will do all that is required to give the best presentation.

Step-3 Preparing the “to do list”

I have to work on four quarters of presentation:

Contents

Segmentation

Presentation skills

Time Management.

In each of these quarters I have to do the following 1, 2, 3….

Step 4 Working on the “to do list”  

I will not ignore anything from “to do list”.

I have done this, this, this….

Step 5 Not to give up

I will not give up working on this. I will not get demotivated. I will enhance reasons for learning and will work hard on myself.

What makes a trainer confident?

“KNOWLEDGE AND PREPARATION”

Preparation

“Appropriate Preparation builds confidence.” 

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Origin of over-confidence:

A self-talk within the mind of a trainer feeding false assurance:

“I am better than anyone here. I know much more than the trainees.  Trainees do not know anything about the topic I am dealing with.  The topic is new to them. With my oratory skills I can take them along with me. Even if I commit mistakes no one can notice.”

Such affirmations may work temporarily. But they will have permanent negative consequences.  

What does a trainer with overconfidence do?

An over confident trainer:

1. will postpone preparation.
2. Will not do adequate preparation.
3. Will boost himself with inadequate preparation.
4. Will try prepare overnight.
5. Will try to prepare on the training floor when the other trainer/s is/are holding the session.
6. Will try to get one are two points from the co-trainers, and decides to elaborate on those points, banking upon trainer’s presentation skills.
7. Will read from the book, notes/slides for the first time during the training and try to explain it to the audience.
8. Talks without substance.
9. Speaks more on the topics other than the topic allotted to the trainer.
10. Copies down something from the google/smart phone/jots down and tries to explain it for the first time without even understanding the same or internalizing the concept.
11. Gives exercises/role plays without even going through the same.
12. Gives some reading material which the trainer has read on the previous night which according to the trainer is interesting, without analyzing the relevance or otherwise of it to the given context.
13. Poses as though the trainer knows the subject in depth even when the trainer does not have the requisite knowledge base.
14. Wastes time repeatedly telling ‘The topic is very important’ and does not speak on anything related to the topic.
15. Uses extra, unwanted sentences. “More chaff with less grain”.
16. Does not understand the difference between talking/dialogue/lecturing and training.
17. Unnecessarily repeats a simple concept.
18. Tells the same point in different sentences/in different languages again and again.
19. Repeats the concepts already dealt with by other trainer/s and well understood by the trainees.

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The following are the essentials of any good presentation:

1. Attractive and Powerful Opening statement.
2. Command over Simple language
3. Thoughts /concepts presented in an order
4. Apt and chosen examples/exercises/stories/case history/slides/problems
5. Pace and timely pause
6. Knowing when to stop and when to start
7. Composed mannerism
8. Balanced movement
9. Knowledge about use of effective tools
10. What to do and what not to do in a given situation.

How and Why does one fail to give effective presentation?

James Clear, author of the famous book ‘Atomic Habits’, in one of his popular blog posts on jamesclear.com titled “The 3 Stages of Failure in Life and Work (And How to Fix Them)” refers to three stages of failure in life and work as follows:

Three Stages of Failure:

1. Failure of Tactics – HOW MISTAKES

2. Failure of Strategy – WHAT MISTAKES

3. Failure of Vision – WHY MISTAKES 

These three stages of mistakes happen in training also. As a trainer one needs to know how to fix them. 

Failure of Tactics – HOW MISTAKES

A Trainer may have a wonderful vision about what he/she has to deliver.  The vision may be very clear in his mind. He/she may have different ideas and very good plans about his/her presentation.  But he/she may not work on HOW he/she is going to execute the plan.

A trainer may choose a wonderful exercise to explain a concept. But he/she may not work on the details as to how the exercise is going to be conducted.  Failure of tactics   is due to lethargy or laziness on the part of a trainer to work on the details as to HOW he/she is going to do what he/she has planned to do.

In order to overcome failure of tactics:

1. The trainer has to meticulously work on even the minute details of presentation
2. The trainer should have many exercises/examples/stories/case histories on various concepts related to mediation.
3. The trainer must have clarity on how he has to do what he has to do in a given situation.
4. How to do necessarily involves how not to do.
5. Failure of tactics may also occur due to the failure on the part of the trainer to work on instructions.

The instructions are 

1. Self – instructions which a trainer has to give to himself/herself. 
2. Instructions to be given to trainees.
3. Preparation to avoid failure of tactics includes having at least A, B and C options on every part of training process.

Example:

A trainer decided to use case histories to explain the concept of conflict.

They picked up a case history and started narrating, in detail, everything that happened in mediation. The narration could not get completed in 45 minutes’ time allotted to the trainer. The trainer could not drive home the point to explain the concept of conflict.     

Failure of Strategy – WHAT MISTAKES

Failure of strategy occurs when a trainer tries to adopt what does not  work for him/her.

Trainer may know what to do, and why to do what to do also, but if he/she chooses the wrong “What”, the whole thing will collapse.

Example:

A trainer gets inspired by the presentation given by a co-trainer using slides. 

Said Trainer decides to use slides for his /her presentation also. Trainer uses the Slides prepared by the co-trainer and starts the presentation and cuts a sorry face, being unable to explain the pictures and signs and codes used in the slides prepared by the co-trainer.

Failure of Vision – WHY MISTAKES

This occurs when trainer does not have clarity on why the trainer is doing what he/she is doing.

To avoid the failure of vision every trainer has to seriously contemplate on what is planned by the trainer. Trainer has to visualize the same before bringing it on the actual floor.

Example:

While dealing with the topic of adult learning and unlearning a trainer used the story of two frogs.

STORY

“The two frogs fell into a deep well. When these two frogs were trying hard to come up, other frogs discouraged the two. One frog stopped trying. The other tried hard and came up notwithstanding the discouragement because it was deaf, and did not hear the words of discouragement.”

Having completed this story, the trainer suddenly jumped to another topic. There was a total disconnection. The trainees did not understand why the “frogs’ story” was told. The trainer did not explain in what context the story of frogs was told. The trainer did not have clarity on how the story will be useful in explaining a given concept of adult learning and /or unlearning.  

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A trainer has to allocate time for each segment very carefully.

• There has to be proper and proportionate allocation of time.

Giving more time on one of the segments will affect the quality of the presentation.

 Example

To bring out the difference between Negotiation and bargaining, a trainer takes the example of family agreeing to go for Pilgrimage.  Each and every back and forth conversation between the parents and children is explained in detail. The detailed example takes 28 minutes of time out of thirty minutes’ time allocated for the topic “Negotiation and Bargaining”. 

Such effort falls under the category of poor or ineffective time management.

• The trainer has to cultivate the habit of moving along with the time.

• It is advisable to keep the time chart prepared by the trainer on the table.

• In the initial stages, it is better to start practicing presentation on each segment  with a timer.

• Where the situation demands more time than the time allocated by the trainer, he/she has to take an immediate call on what can be avoided from the presentation  he/she had planned earlier.

• While giving simulation exercises, role plays, lateral thinking problems etc., the trainer has to foresee the amount of time the trainees may take to read and understand  the same before actually getting into action.

• The trainer has to be ready with different alternatives where gadgets, logistics may not be available on time. 

• Commencing and ending the session on time enhances the quality of training program. 

• The trainer should anticipate where and how he/she is going to fall short of time.

• The trainer should be prepared to cut short the presentation if the allocated time is reduced for reasons beyond control. While doing so, the trainer should not compromise on the quality of presentation. The trainer’s ability to deliver within the available time, as against the promised time is dependent on how quickly and  effectively they can re-design the segmentation quarter.

• The trainer should also have the capacity to continue the session beyond the time allocated if he/she is requested to do so due to some unforeseen circumstances. In order to effectively handle this situation trainer has to  pull out more substance to the presentation from the CONTENT QUARTER and SEGMENTATION QUARTER and  get into action then and there.

• In order to meet the situation of shortage of time or availability of additional time, the trainer is required to pose the following question before any session:

1. What if I get only 50% of the time that is allocated to me?

2. What if I am asked to continue the session for an hour more?

Additionally, the trainer should have multiple context-based simulation exercises and situational role plays to make effective use of the available time.

The trainer must also have some fillers like small story, skit, exercise etc. related to the topic to fill in 3 to 10 minutes of time left with the trainer after the topic is completely covered. 

The trainer must keep the trainees completely engaged till the last minute of the session. 

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Topics and Sub-topics

1. A Trainer has to choose main topics for presentation on any given subject.
2. It is ideal not to choose more than 3-4 main Topics for delivery in any given slot
3. It is ideal to divide each main topic into 3 sub topics.
4. Title or heading of each topic and sub topic must be identified.
5. Each topic and sub topic chosen for delivery must be specific.

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Introduction and Conclusion

There compulsorily has to be an introduction of the topic /sub-topic and a powerful conclusion. This can be rehearsed, well in advance, by the Trainer.

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Examples

1. A Trainer has to choose the examples to be referred during presentation, well in advance.
2. Example chosen should be very simple.
3. The chosen example should not be very lengthy and explanatory in nature.
4. It is ideal to have very short examples.
5. While giving examples of live cases handled by the trainer, unnecessary explanation must be avoided.
6. Contents required to make the concept more clear alone are to be used while giving examples.
7. Examples unconnected  with the topic or sub-topic under consideration should not be used.
8. Example is to be used to bring clarity to the concept delivered.
9. Examples which raises doubts about the concept in the mind of the audience should be avoided.

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Exercises

1. A Trainer should choose the exercises to be used during presentation well before hand.
2. A Trainer can keep the hand out of the exercises, if necessary.
3. A Trainer has to explain the objective of the exercise, either before the exercise or after the exercise.
4. A Trainer has to give a pre-briefing as to how the exercise has to be done.
5. A Trainer has to do debriefing after every exercise.
6. Exercise should be relevant to the concept / topic / sub-topic chosen for presentation.
7. Where demonstration is required, the trainer has to demonstrate .
8. Choice of exercise is to be dependent on the receptive capacity of the trainees.
9. The exercise should be chosen in such a way that, more time should not be taken by the trainees to understand the exercise.
10. At the end of the exercise  the trainees should feel that “They have understood the concept completely and thoroughly because of the exercise”.
11. Trainer should be very cautious not to lose major portion of the allotted time on the exercise.

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Question and Answers

Questions

Questions fall under two categories:

1. Questions to be asked by the Trainer
2. Questions that may be asked by the trainees.

Questions asked by the Trainer may fall under the following categories:

Question posed by the Trainer and answered by the trainer without giving room for the trainees to answer:

In order to explain concept trainer may start with a question and answer it himself/herself.

Ex: What is an open ended question?

Ans: The question to which the answer runs into several sentences.

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Questions posed by the Trainer to refresh the memory of the trainees

Ex: Can anyone tell me, what type of impasse it is?

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Questions posed by the trainer to understand the knowledge base of the trainees and to assess their level of comprehension

When such questions are asked trainer tries to get answers from many participants.

After getting several answers from the trainees, trainer also answers the question.

Example:

What is Learning ?  What is Adult Learning ? What is the difference between the two?

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Questions to facilitate trainees to come up with varied answers

When such questions are asked , trainer does not  express his opinion about the answers. Trainer does not express  trainer’s  agreement or disagreement with the answers. Such questions are asked  to involve participants in group activity, group discussions, and give them the taste of brainstorming.

Ex: Why do you think a mediator  should or should not give proposals?

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Questions asked by the trainees may fall under the following categories:

1. Questions asked to test the capacity of the trainer.
2. Questions asked to prove the trainer wrong.
3. Question asked with curiosity or inquisitiveness.
4. Question asked to exhibit trainee’s intelligence.
5. Question asked to humiliate the trainer.
6. Question asked to have deeper understanding.
7. Question asked to get more clarity.

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Checks:

1. Trainer should frame the question to be asked during the session.
2. When there is paucity of time open-ended questions should not be asked.
3. Trainer should not ask a question to which the trainer does not know the answer.
4. When trainer does not know answer to the question/s asked by the trainees he /she should fairly admit it.
5. Trainer should  defer answering the question by the trainee/s which needs lengthy deliberation.

Answers:

Ground Rules: Before commencing the session the trainer is required to lay down ground rules one of which should be about asking questions and answering the questions.

Example:

“Let us have a ground rule for all of us. If any one has a doubt or a question, please raise your hand. I will take one question after the other. I will try to answer the question. If I don’t know the answer my co-trainer may try to answer the question. If both of us do not know the answer, I may request one of you to answer the same.”

Short Answers: Answers by the trainer should be crisp and short. Trainer has to avoid getting into explanatory mode while answering the question.

Treatment of Answers given by the Trainee/s:

• Trainer should not expect the trainees to think as the trainer thinks while giving answers.
• Trainer should congratulate the trainee for attempting to answer. 
• Trainer has to correct the trainee’s understanding very gracefully without causing humiliation.

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Interaction:

1. A Trainer should have wonderful moderating skills.
2. It is necessary to have an interactive session during the end of each day, or during post-lunch session.
3. Facilitation technique can be adapted for effective interaction.
4. Trainer has to control the process of interaction.
5. Before commencing the interaction trainer should prepare the mindset of the trainees to agree to disagree with each other very gracefully.
6. Ground rules have to be laid down before commencing the interaction.
7. Available time for interaction must be informed to the trainees.
8. Ideas /thoughts /view points given by the trainee/s should not be snubbed or dispensed with by the trainer.  

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Story-Telling

1. A Trainer has to work on the story to be used during the presentation.
2. Before using the story the trainer has to ask themselves the following questions:

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Role-Play

1. Trainer has to make a conscious choice of role-plays depending upon the receptive capacity of the trainees.
2. Role plays should be very simple and short.
3. Trainer has to work on the Confidential information  to  be given to the parties.
4. Trainer has to premeditate on the role plays  to be given
5. Pre-briefing should be very effectively done. It is better to have notes of pre-briefing  in order to guide the participants about what they are expected to do and what they are not expected to do.
6. Questions for debriefing must be well-prepared.
7. Each participant must be asked different question to enable all the participants to give and get inputs on several procedural and theoretical aspects.
8. It is preferable to ask Closed-ended questions.
9. However, depending on the availability of time, open-ended questions may be asked.
10. Ground rules must be laid before commencing debriefing.

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(All copyrights reserved by the Author S.Susheela.)

A trainer is required to focus on the following four quarters of Presentation:-

1. Contents
2. Segmentation
3. Time Management
4. Presentation Skills

Notwithstanding  years of experience in the field of training, before every  presentation a trainer has to compulsorily work very seriously and meticulously on  each of these four quarters.

A trainer with profound content knowledge may fail on the training floor for not having worked on one more of the other three quarters of presentation. The expected result cannot, and will not, be achieved even if a trainer has worked well on three of the four quarters, but has failed to work on any one of the three quarters.

The following formula is worth remembering:-

 Q1 Contents = Q2 Segmentation = Q3 Time Management  = Q4 Presentation Skills.  

 

Failure in one or more of the quarters will result in total failure of the presentation.

WORKING MODULE (4 Steps) :

• STEP 1: Take a big sheet of paper.

• STEP 2: Divide IT into four equal quarters. Write the title of each quarter. You can also use four different sheets for each quarter.

• STEP 3: Start filling in each quarter in the same order.

• STEP 4: Complete one quarter before moving on to the other quarter.

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An effective trainer delivers relevant content knowledge to the trainees within the allotted time.

DEPENDENT  FACTORS

Effective delivery of contents is primarily dependent on the following two factors:-

1. Audience   
2. Available Time

AUDIENCE:

Information about who the audience are and a reasonable understanding of their background is essential to weave the contents in such a manner, so as to deliver the contents effectively and help the trainees understand the contents easily.

AVAILABLE TIME :

A trainer should have specific information about the time available at his disposal to deliver the contents. Depending on the availability of time, the trainer has to choose the quality and quantity of contents to be delivered.

3 RULING FACTORS

 Three Ruling Factors which will have an impact on the contents to be delivered are:

1. Clarity

2. Brevity

3. Continuity

CLARITY:

1. Trainer should not speak that which he has not understood.
2. One cannot make others understand what he/she does not understand.
3. Trainer should make sincere efforts to have deeper understanding of the concepts.  
4. The delivered points should straight away reach the audience/trainees  immediately
5. There should not be any doubt about the underlying concept  which  forms the core of the content chosen for delivery.
6. Trainer should not speak anything unrelated to the topic in discussion.

Examples of statements with clarity:-

Ice is Cold 

Fire is Hot

BREVITY:

1. Trainer should use simple language.
2. Each concept should be tried to be delivered in not more than 3-4 sentences.
3. It is rightly said by some one that ‘Talent is not to use two words where you can use one’.
4. Trainer should avoid repetition.
5. Trainer should avoid talking too much.
6. Trainer should not talk even a single sentence without content.
7. Unwanted and lengthy explanations must be avoided.

CONTINUITY:

The credibility of a trainer depends on the mastery over flow of thoughts.

1. There  has to be continuity in the delivery.
2. Thought after a thought. Point after a point, concept after a concept should be the guiding principle.
3. The trainees should not be left out at any point of time during the presentation.
4. The attention of the trainees must continuously be under the control of trainer.
5. Trainees should not be made to struggle and to  connect the dots to understand the contents delivered by the trainer.
6. Trainer has to link the contents already delivered to the trainees with the contents to be delivered.
7. Examples given should have relevance to the concept  under discussion. 
8. What, Why, How, When and Where relating to any concept must be explained in an order.

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(All copy rights reserved by the Author S.Susheela)