Facilitation Skills for Train the Trainer (TTT) Programme Facilitation is an art and science and can be learned and improved upon with practice and it is a required skill for any project or team manager.

2. Program Objectives
To Handle difficult Participant.
Understand the trainer and to adapt new learning style.
Train according to learning style of Participant.
To learn and practice facilitation tools and techniques.
To increase the confidence and competence in facilitating meetings and
presenting results.

3. TTT (Train The Trainer)

4. Who is a
Facilitator?
A facilitator is responsible for structuring groups and
group activities in a manner that supports and inspires
the participation of all members and allows the group
to accomplish its goals and objectives.
4
Who is a Facilitator?

5. Facilitator’s Job
Requirements
Connect between participants and
training
objectives
Facilitator =
Mediator Time
guard
Directing the conversation
Facilitator is not:
• Involved in discussion
• Participant
Facilitator’s Job Requirements

6. Qualities of a Facilitator

7. 3T Formula

8. Learning Matrix

9. Learning Matrix
Unconscious(competence): Leads to Perfection
Conscious(competence): Able to Aid and Show
Unconscious(Incompetence): Not Aware what is Supposed to Know.
Conscious(Incompetence): Realized I don’t Know

10. Ways to Counteract Fatigue while Driving
Adult way of Learning:
• Adults learn through practical experience.
• Have Readiness to Learn.
• Self Concept & Goal Oriented towards Learning.
• Learn from others and mistakes.
• Learn by reading books.
• Child way of Learning:
• Learn by guidance and support.
• Need motivation.
• Learn in Controlled Environment.
• Learn by memorising.
Types Of Learning

11. Principles of Adult Learning
Accountability: Success Is in the Eyes of the Learner. “Who is accountable to whom”? First, adult learners are
clearly accountable to themselves. No teacher can learn for a learner.
Immediacy: Teaching What is Really Useful. “Without immediacy there is a dullness in the learning situation”.
All the decisions about content, methods, learning tasks, and materials are directed by this principle of
immediacy.
Reinforcement: Knowing Where and How to Begin. It is another basic and vital principle for adult learning.”
Reinforcement means the repetition of facts, skills, and attitudes in diverse, engaging, and interesting ways.
Experience: Learning from Past. Adult learners need to be able to draw upon their past experiences to aid
their learning. need to select case scenarios and examples that they can relate to.
Safety: Creating a Safe Environment for Learning. Create an inviting setting for learners. Begin with simple,
clear, and easy tasks before advancing to more complex or difficult ones. The environment is nonjudgemental.

12. Principles of Adult Learning
Teamwork: How People Learn Together. It invites to “How People Learn Together,” Teams give the
welcome energy of constructive competition.
Relevance: To Solve Realistic Problems. The content of a training program must be meaningful and
relevant to the adult learners, their lives and their business. They have to very clearly see why and
how this is important to them personally and how it applies to their life.
Activity: Needs Assessment. Discover what the group really needs to learn, what they already know,“
Invite learners to put themselves into the learning task”.

13. Retention
Pyramid
This is how adults learn
and retain knowledge. Try
to have different activities
based on the topics taught
so that the learners can
learn effectively.
55
%
38
%
7%
Tell me, I hear
Let me do and
I understand
Show me and I
see
Retention Pyramid:

14. Influence of Learning Styles

15. 3 Learning Styles

16. Types of Training Style

17. Types of Training Style

18. Types of Training Style

19. Types of Training Style

20. Learning Objectives
• The learning objectives are the starting point of the development of a learning activity.
They constitute an essential element in the preparation of a training course. Defining
adequate learning objectives can be one of the most time-consuming tasks in training
design. Even though they may be expressed in a single paragraph of a few lines, they are
the foundation of any training course as they relate to the overall training goal.
• Characteristics:
• They determine the behavior changes that will occur, setting the targets that are to be
reached by the end of the training.
• They provide the trainees with a clear understanding of what they will be expected to
know or to do when the course is completed.
• They must be verifiable and measurable even when the training focuses on attitudes.
• They must always have three elements:
– Performance: What the trainee will be able to do as a result of the training, expressed in behavioral
terms with action verbs.
– Conditions: Circumstances under which the performance occurs, which should be aligned with real-
world performance (e.g. role-play, simulation, using job aids, while being observed).
– Standards: They form the basis for trainee’s evaluation, describing how well he/she will be expected to
perform each objective.

21. 3 Types of Objectives

22. Learning Objectives

23. Learning Objectives
• To determine what the trainees will learn: What learning outcomes
participants of this training course need to demonstrate? What should
learners know or be able to do by the end of this training event?
• To determine how one will be able to verify it: With what performance
criteria?
• The answer will determine the type of objectives that must be developed,
indicating the modalities of assessments that need to be designed. If the
training course is an awareness raising, knowledge based and skills-based
one it needs objectives stating each one of these components and
assessments must be designed accordingly.

24. Objectives about Behaviors
• Bloom’s taxonomy presents a system of classifying intellectual behavior
that is important to learning as it provides a framework to be used when
deciding which training component will add value. There are three
categories: cognitive, affective, and psychomotor. Cognitive learning,
which has to do with factual knowledge, is the category within which
most training courses are developed. Bloom’s taxonomy categorizes
knowledge in six progressively complex levels (from simple to more
complex) which facilitate the construction of learning objectives:

25. Objectives about Behaviors

26. How to open the session?
1 Welcome: Always Welcome the Participants for attending the training and
for spending their time.
2
Greeting: It is always a good practice to greet the audience with a smile .You
are perceived as a warm and friendly person who will be there when they need
you most .
3
Introduction: Trainers start the session by introducing themselves and
encourage the participants to wish everyone else in the class . This way people
know each other.
4 Expectations: Tell the participants what the training is about and what you are
expecting from them.
5
Story telling/Theatrics: Start with a story and link it to the training program.
The mind becomes active while listening to a story and tries to connect real
life experiences with it. Or Start the proceedings with a motivational video
on leadership qualities

27. Tipsfor Facilitation Success(For
Audience)
• Welcome and Overview What’sAhead
• Individually Greet and Welcome
Participants
• Conduct an Icebreaker/Introductions
• Use HumorAppropriately
• Use Inclusive Language
• Do Role plays and Puzzles
• Prepare the Meeting Environment
Opener Options:

28. Presentation
Planning
Successfulness of a presentation is directly proportional to its
planning.
Why planning is required???
• It lets you know what to expect
• It provides logical flow to the presentation
• It ensures a smoother delivery
• It gives you confidence
• It helps you know how effective your presentation is to the
audience
Presentation Planning

29. KnowYour
Audience
• Commonalties
• Motive (Audience
needs)
• Culture
• Age
• Level of understanding
• Attitude
• Size of class
• Education
• Skill Level
Know Your Audience!!

30. How to Capture Audience Attention?
.
Capture the attention of the audience by:
• Asking a tricky question
• Telling a joke
• Telling a story, anecdote, shocking facts
• Using a quotation
• Stating an impressive fact
• Referring to the previous
speaker/occasion
• Making an Offer
• Do Role plays and Puzzles
• Offering a sincere compliment
• Making an emphatic statement
30

31. Questioning
Skills
• Why Questioning is
Important?
• It Helps to decide what the participants
know or perceive.
• Facilitates feedback and increases
understanding
• Encourages discussion
• Assists the group toward what they are trying
to achieve
Questioning Skills

32. Question
Types
The various types of questions
are:
• Open-ended
• Close-ended
• Overhead
• Relay
• Reverse
• Rhetoric
Questioning Types

33. Asking
Questions
Tips for asking questions are:
• Plan your questions
• Distinguish between questions to get
information (facts) and those to get opinions
• Connect questions to the audience’s
background
• Move from general to specific
• Maintain one topic at a time
Asking Questions

34. Handling and
Responding
• State questions to entire group
• Pause
• Write the question
• Recognize contributions
• Foster responses
• During silence look for non-verbal cues indicating
ideas
• Rephrase the question
• Avoid "yes" or "no" questions
• Avoid creating defensive responses
• Ask "single issues" questions
How to Ask Questions?

35. Impact of NotUsing
Questions
Impact of Not Asking Questions

36. Tipsfor Facilitation Success(For
Facilitator)
• Welcome Nervousness
• Be Organised
• Prepare the Meeting Environment
• Practice, Practice, Practice
• Visualize Success
• Anticipate What Could Go Wrong
• Look Your Best
• Arrive Early
• Breathe Deep
• Keep Something to Drink Handy
• Individually Greet Participants
• Count to 10 Before
Reacting/Responding
Tips for Facilitation Success (For Facilitator)

37. Performance
Tips
• Make eye contact
• Speak loudly & clearly
• Use short simple sentences
• Avoid jargon & abbreviations
• Vary pitch, tone, volume, speed and
pauses
• Avoid distracting mannerisms
• Relax, be enthusiastic
• Don’t Apologise
• Keep an eye on the time remaining
• Explain figures, and point to important
aspects
• Give a clear and concise summary, then
stop.
• Don’t go overtime.
Performance Tips!!

38. Do’sand
Don’ts
In presentation sessions don't forget
the following:
• Eye contact
• Commitment/enthusiasm
• Body language & motion
• Audience awareness
• Flexibility
• Use humor only to interpret a
seriousissue in a lighter way
Note: No humor is better than
bad humor
• In presentation sessions do not dothe
following:
• Turn away questions
• Ignore signs of audience fatigue
• Be afraid to stray fromyour
script
• Turn your back to the audience
• Stand at the back of the
room/between the light and the
screen while using audio visuals
• Panic. You’ve practiced andare
ready
• Avoid topics that appear sexist,
religious,political
Do’s and Don'ts:

39. Course
Summary
After completing this module, you will be able to:
• Use the facilitator guide
• Gain an insight on your facilitation skills
• Understand effective presentation skills
• Conduct a training session
• Understand your short comings during
presentation
Overview and Summary: