PERSONAL WITNESSING TRAINING IN CHURCHES EDUCATION UNIT GUIDE

Revised: 20201109

PERSONAL WITNESSING TRAINING IN CHURCHES

EDUCATION UNIT GUIDE

Contents About The Gideons International ................................................................................................................ 1

How to Use This Guide ............................................................................................................................... 2

Course Prework ........................................................................................................................................... 5

Welcome / Objectives / Open in Prayer / Class Norms ............................................................................... 6

Why is Personal Witnessing Important? ...................................................................................................... 13

Roles, Responsibilities, and Expectations .................................................................................................... 16

Conversations: a Simple Approach to Sharing the Gospel Complete Workshop Delivery ............................ 20

Facilitator Resources .................................................................................................................................. 21

Promoting the Workshop ........................................................................................................................... 24

Evaluating Training Location and Class Size ............................................................................................... 27

Setting Up to Conduct the Workshop ........................................................................................................ 33

Making the Connection .............................................................................................................................. 39

Workshop Follow-up ................................................................................................................................. 43

Day One Review and Wrap ........................................................................................................................ 46

Basic Facilitation Skills ............................................................................................................................... 48

Facilitating Discussions .............................................................................................................................. 59

Facilitating Break-Out Sessions .................................................................................................................. 61

Facilitating Role Play Activities ................................................................................................................... 64

Workshop Teach-Back Activity .................................................................................................................. 69

Session Wrap / Close in Prayer .................................................................................................................. 72

Train the Trainer Supporting Materials ....................................................................................................... 75

Recommended Trainer Toolkit: .................................................................................................................. 76

Train the Trainer Agenda Module Timing

Day 1 Welcome / Objectives / Open in Prayer / Class Norms 40

Why is Personal Witnessing Important? 20

Roles, Responsibilities, and Expectations 15

Break 15

Personal Witnessing Workshop Delivery 120

Lunch 30

Facilitator Resources 30

Promoting the Workshop 45

Break 15

Evaluating Training Location and Class Size 45

Setting Up to Conduct the Workshop 30

Making the Connection 45

Workshop Follow Up 15

7.5 hrs. Day 1 Review and Wrap 15

Day 2 Facilitation Basics – Sage on the Stage, or Guide on the Side? 120

Facilitating Discussions 15

Facilitating Break Out Sessions 15

Break 15

Facilitating Role Play Activities 15

Lunch 30

Workshop Teach-Back Activity 120

Break 15

Workshop Teach-Back Activity (Continued) 120

8 hrs. Session Wrap / Close in Prayer 15

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Notes:

About The Gideons International “Go therefore and make disciples of all nations…” Matthew 28:19 (ESV)

The Gideons International is an Association of Christian business and professional men and their wives dedicated to

telling people about Jesus through associating together for service, sharing personal testimony, and by providing

Bibles and New Testaments. While we are often recognized for our work with hotels, we also place and distribute

Scriptures in strategic locations so they are available to those who want them, as well as to those who may not know

they need them.

The Gideons International was established in 1899. Our founders realized that Christian men needed to be continually

strengthened in their walk with the Lord and that by standing together in faith, they could accomplish great things for

God’s Kingdom. Those formative years focused on who a man was before God and the strength and power of his

personal testimony. Through associating together for service, Gideons challenge each other to strengthen their

testimonies for Christ and fulfill their God-given responsibilities as spiritual leaders in their homes and churches.

Members of The Gideons International share our faith because we realize how often people today need someone to

come alongside them in finding their way to true salvation that is available only through the grace of God. As

opportunities arise, we take time to share the Gospel message with friends and family, business acquaintances, and

other people we meet who are struggling in their daily lives.

Personal witnessing and the sharing of God’s Word has always been a unique focus of The Gideons. It’s a spiritual

gift that is made stronger as Gideons participate in the activities of the ministry, such as Bible placements, Scripture

blitzes, and divine encounters where God’s Word is shared. The workshop that you are being trained to deliver

[Conversations: A Simple Approach to Sharing the Gospel] is being offered to local churches as an exciting new component

of our partnership in ministry as we strive side by side for the faith of the Gospel. It’s an opportunity to build up our

brothers and sisters in Christ by encouraging and sharing what is for us an area of strength. Through this workshop,

we’ll offer a simple and straightforward approach that will help attendees be obedient to the urging of the Holy Spirit

and to share the Good News of the Gospel with someone that does not know Jesus Christ as Lord and Savior.

For more information, visit Gideons.org

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Notes:

How to Use This Guide This section provides information for the Educational Unit on how to use this train the trainer guide. It will help you

prepare carefully and prayerfully selected instructor candidates for commissioning. Upon completion of their

commissioning, the successful candidate will serve as an instructor, prepared to facilitate personal witnessing

workshops in churches, called Conversations: A Simple Approach to Sharing the Gospel.

Note: The workshop offered in the churches will be referred to as Conversations: A Simple Approach to Sharing the Gospel

(or Conversations for short), while the overall initiative uses the working title of Personal Witnessing Training in

Churches.

Icons: A consistent set of icons will be used throughout this trainer guide to help quickly identify information that is

important to the delivery of the train the trainer. Each of the icons is identified below by name and is accompanied by

a description of how that icon will be used in this guide.

Icon Name Description

Biblical Reference This icon will be used to identify when Bible verses and Biblical references are included within the section.

Suggested Timing This icon will be used where suggested timing for a section or activity is provided.

Direct Instruction This icon is used to identify training content that is to be delivered by direct instruction. Typically, this method of delivery is used when the content being trained is not something the learners are familiar with nor would be able to figure out without help.

Solicit Responses This icon is used to identify where learners should be solicited for their input, opinion, feedback, etc.

Capture on Easel or Whiteboard

This icon is used to identify where an easel chart or white board should be used to capture responses or feedback.

Show Slide This icon is used to identify when a slide is to be displayed for the learners.

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Notes:

Icon Name Description

Facilitator Helps This icon is used to identify additional information provided for the instructor that may be useful in facilitating the associated content.

Play Media This icon is used to identify where specific media files should be played.

Handout / Checklist This icon is used to identify where a checklist or handout is to be provided to the learners.

Class Discussion This icon is used to identify where classroom discussions are recommended to promote learner engagement and encourage learners to share their experience or knowledge.

Small-Group Discussion This icon is used to identify where small group discussions occur during training. Smaller groups often encourage more reserved learners to participate and engage in the learning activity.

Role Play Activity This icon is used to identify where role-play activities are used in the workshop to allow learners to practice what they’ve learned in the safety of a small group setting.

Group Activity This icon is used to identify where the class is arranged in small groups to conduct a particular activity. Typically, one member of each small group will be asked to report out on the group’s results.

Teach Back Activity This icon is used to identify where a learner teach-back activity is used.

Online Activity This icon is used to identify where optional online activities are provided to replace or enhance specified content if the host site can support the conditions needed to conduct the activity.

Refer to Instructor’s Guide This icon is used to identify where the EU leader should refer trainers to a particular page or section of their workbook.

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Notes:

Module Composition Each module will follow a consistent approach to presenting the information relevant to the topic.

• Module Title

• Timing – Provides the suggested timing for the section.

• Introduction – High-level information for the Educational Unit about the topic in the train the trainer

program.

• Learning and Performance Objectives

o Workshop Objectives – This section presents what we planned for participants to learn.

o Personal Objectives – This section reminds us to find out what our participants expect to learn.

• Topic – This section contains the content provided to help the Educational Unit achieve the objectives.

• Activities: These are provided to allow for a more interactive workshop and may include activities that allow

group participation, provide reinforcement of learning, or demonstrate mastery of the content.

o Online Activity When Technology Allows – While the core train the trainer workshop requires only

limited technology, there may be opportunities to incorporate additional content that can replace or

enhance core content when the host location supports the technology requirements.

o Group Discussion

o Role Play Activity

o Teach Back Activity

• Transition – Each topic should build on or complement the next one. A smooth transition between topics

helps learners see the progression of content within the program as a single seamless presentation.

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Course Prework

One Month Before the Train the Trainer Instructor candidates will be required to review and be familiar with the courseware for the workshop.

Send the welcome message to all Instructor candidates. It will provide candidates with directions on how to access

course materials. They will be asked to complete the prework highlighted below before the Train the Trainer

workshop.

Instructor candidates will also be asked to select 30 minutes of content from the workshop for delivery during the

teach-back activity near the end of the Train the Trainer workshop.

This Train the Trainer session has been developed assuming that instructor candidates are familiar with the contents

of the workshop and have completed all requested prework.

Expected Trainer Candidate Preparation

120 – 180 minutes (prior to workshop)

Prior to the Train the Trainer workshop, instructor candidates are expected to complete the following prework.

1. Review the workshop training materials. (45 min.) Materials to review in advance include:

• Conversations: A Simple Approach to Sharing the Gospel Participant Guide

• Conversations: A Simple Approach to Sharing the Gospel Presentation

2. Select a 30-minute segment to present as a teach back during the Train the Trainer workshop that contains

information to present and an activity to facilitate. (15 min.)

3. Complete the following online modules:

• Basic Facilitation Skills (60 min.)

• Presentation Pointers – Laptop to HDTV using HDMI (10 min.)

• Presentation Pointers – Laptop to Projector (10 min.)

• Presentation Pointers – Using MiraCast with a Laptop (10 min.)

• Presentation Pointers – Presenting with Apple Devices (10 min.)

• Presentation Pointers – Presenting with Android Devices (10 min.)

• Presentation Pointers – Using a USB Flash Drive (10 min.)

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Notes:

Welcome / Objectives / Open in Prayer / Class Norms

40 minutes total

Trainer Information

Section Introduction It is important to create a safe, welcoming, and inviting learning environment for the workshop participants. The

trainer sets the tone of the workshop through their actions, attitude, and approach. While many of us are familiar with

and expect the traditional pedagogical model of learning, this approach may not work well everywhere. While there

are cultural differences that will require the trainer to adjust their approach to presenting the workshop, many adult

learners will prefer an approach takes into account the principles and preferences of adult learners. This section will

provide instruction, recommendations, and best practices for creating the most effective training environment

possible.

Get There Early

Trainer Information

When coordinating with the host site, you should arrange for access no less than an hour before the start time of the

workshop. If extensive setup is necessary, ensure the setup occurs before the date of the workshop, or arrive earlier to

allow additional time to set up. Consider seeking assistance from the host church or other members of your camp.

The first order of business is to get the training environment completely set up prior to the arrival of even the most

eager attendee. As learners arrive, you don’t want to be observed by workshop attendees running around, setting up,

and ignoring your participants. Tables, chairs, easel charts, white boards, name tents, projector and screen, computer,

handouts, markers, activity materials, etc. must all be ready and waiting before the first participant arrives. We’ll get

into the details of setup later in this train the trainer workshop.

Greet learners and introduce yourself as they arrive. Thank them for attending your workshop. Encourage them to

select a location to sit and ask them to put their name on their name tent.

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Notes:

While Early Arrivals Are Waiting for the Workshop to Start…

Workshop Pre-Arrival Presentation

The time between a workshop participant’s arrival and the start of the workshop can be a great time for learners to get

to know one another better. As an option for those that prefer to take their seat, have the pre-arrival slide show

running. It will contain information about the upcoming workshop intermixed with information about The Gideons.

It has no audio, so those that prefer to socialize may do so while others watch the presentation.

Another option is to have name tents and markers available. Ask participants to put their name on both sides of their

name tent and write their favorite Bible verse on the inside of the name tent.

Start and End on Time

Trainer Information

Gideons are punctual. Start the workshop on time, and end on time. Your attendees have made a commitment for the

advertised duration of the workshop. It is better to end on time while omitting some content than to run late and keep

the workshop attendees longer than agreed.

Open in Prayer

Up to 5 minutes

Gideons are men of prayer. When doing the Lord’s work as part of the Gideon ministry, we seek His blessing on our

efforts. That includes this workshop. You can either open the workshop in prayer yourself or seek a volunteer from

the workshop attendees to open in prayer. Never call out a participant to pray publicly that did not agree to do so

beforehand. Without knowing the level of comfort leading a group prayer, spiritual position or maturity of the

attendees, calling on one at random is strongly discouraged.

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Notes:

Personal Introductions

18 minutes

It is a good idea to begin the workshop with a warm personal welcome, then give the workshop attendees an

opportunity to introduce themselves to the class. Learners should share their prepared brief salvation testimony. Time

permitting, other information can be included.

Some ideas for introductions include:

• Name

• Brief testimony of personal salvation

Time Permitting:

• Home Church

• Interesting fact about me

• What I hope to get out of the workshop

• Favorite Bible verse (show what’s on the inside of their name tent if this option was used)

• History and experience as a Gideon

Workshop Welcome from Gideon Headquarters

2 minutes

At the designated start time, welcome the workshop participants and play the video, “Train the Trainer Workshop

Welcome from The Gideons International.” This video will welcome train the trainer workshop participants and

provide insight into the importance of including the workshop as an important component of church relations.

Train the Trainer Workshop Welcome from The Gideons International

(Slide has embedded video that will start on click)

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Notes:

Class Norms

5 minutes

Instead of dictating the ‘rules’ of behavior for the workshop, it can be better to have a brief discussion with the class

to have the class identify the expected norms of behavior for the workshop. Capture the norms on a white board or

easel paper that can be referenced during the workshop. While most of what you’d expect will probably called out

anyway, it’s easier to use norms obtained through class participation later when needed since the norms were called

out and agreed upon by the participant attendees themselves. Here’s a list of expected norms that you can ‘suggest’ if

the class has difficulty coming up with some.

• One person speaks at a time.

• Respect each other’s opinions.

• Come back from breaks on time.

• Silence or turn off mobile phones.

Part of the class norms can be to agree on a break schedule. This workshop

will run for about two (2) days, and instructor candidates will be more

focused on content if they have prior knowledge of a break schedule.

Typical break schedules each full training day (about 8 hrs.) would include

one break between class start and lunch, and one break between lunch and

the end of the training day. If the class wants more frequent breaks, consider

making them a bit shorter.

Learning and Performance Objectives

10 minutes

This topic will be used to clearly state the objectives for and approximate timing of the Train the Trainer session. In

addition to the stated objectives, learners will be encouraged to share their personal objectives and expectations for

the session. There will be instructions in the trainer guide for conducting the facilitated discussion, and a placeholder

slide for this trainer-led topic.

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Trainer Tip

Offer one 5-minute

“Emergency Break” for each

day of the workshop that

any participant can call at

any time. This empowers all

learners with a shared

opportunity to take a break

outside of scheduled break

times.

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Notes:

Direct learners to the learning objectives page in their participant workbooks. There are two (2) sets of learning

objectives that we’re concerned with. The first is the workshop objectives and the second is the learner’s expectations.

EU Instructor Training Workshop Objectives

The following section identifies the goals and objectives of the Train the Trainer in the sequence as they will be delivered. The recommended order to address the goals in the Train the Trainer program is as follows:

1. Describe the goals and content of the workshop. 2. State the roles and responsibilities of qualified workshop facilitators. 3. Demonstrate the ability to promote the workshop to leaders of churches. 4. Perform administrative, preparatory, and follow-up tasks associated with conducting both the Train

the Trainer and the workshop. 5. Demonstrate the foundational tasks associated with classroom control and facilitation. 6. Demonstrate the ability to facilitate all of the activity types included in the workshop. 7. Train volunteer instructor candidates to facilitate the workshop. 8. Create a community of qualified trainers that can support each other in the delivery of the workshop.

Describe the goals and content of the workshop.

Instructor candidates need a clear understanding of the content that they will be facilitating. Instructor candidates will receive and review the workshop materials as prework for the Train the Trainer and select one topic and one activity to present during teach-backs.

State the roles and responsibilities of qualified workshop facilitators.

This goal is presented at the front of the Train the Trainer session so that Instructor candidates understand the commitment associated with becoming a workshop facilitator. The Gideons International is committed to providing a high-quality workshop for participating churches. Instructor candidates need to understand that they will be representing The Gideons International as workshop facilitators A clear understanding of the commitment, expectations, and responsibilities is necessary before candidates agree to continue with the workshop.

Demonstrate the ability to promote the workshop to leaders of churches.

Once trained, instructors will be required to promote the workshop within the membership of The Gideons International. This is necessary so that members understand what the workshop is, who it may be offered to, and why it is being offered. This may include communication through newsletters, email, or conducting an informational presentation at local camp meetings. Once they have this information, members of Gideon camps will be able to include the availability of the workshop during discussions with local church leadership as the opportunity arises, and then coordinate with qualified workshop trainers in their area to conduct workshop sessions at the host churches. This is positioned up front to continue to educate the learner about the scope of the responsibilities associated with the role.

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Notes:

Perform administrative, preparatory, and follow-up tasks associated with conducting both the Train the Trainer and the workshop.

Workshop facilitators will need to be able to perform a variety of administrative tasks in addition to facilitating the workshop. These tasks include evaluating the facilities offered for the workshop to determine if they meet minimum requirements. Assuming the space is acceptable, maximum class size will need to be set to prevent overcrowding the room. Additional duties include enrollment management and follow up recordkeeping. This item is positioned at this location since it is similar in scope to the other administrative tasks discussed earlier.

Demonstrate the foundational tasks associated with classroom control and facilitation.

This component is going to be lengthy and will take a considerable percentage of the total time for the workshop. Those selected volunteers are most likely not professional facilitators and will need to learn the basics of facilitation in order to be successful in conducting a quality workshop. This section is positioned to include a break between training days in the middle of this topic so learners can reflect on the content presented in the overnight break between day one and day two.

Demonstrate the ability to facilitate all of the activity types included in the workshop.

While many of our volunteers may have participated in the types of training activities included in the workshop, they have most likely never facilitated one. This module builds on the basic of facilitation and therefore must be presented after that content. The activity types presented here include facilitation of classroom discussion, role play activities, breakout sessions, and for the Train the Trainer only, teach-backs. Instructor candidates will have the opportunity to practice facilitating a classroom activity in the safe environment of the Train the Trainer, while receiving supportive feedback from their peers.

Train volunteer Instructor candidates to facilitate the workshop.

This goal is validated by the successful teach-back presented by each learner. Since successful validation cannot occur until all of the session’s material has been presented, and the learner has demonstrated his ability, this item is positioned near the end of the session. Successful completion of the teach-back activity is required for the learner to be a commissioned as a workshop presenter.

Create a community of qualified instructors that can support each other in the delivery of the workshop.

Instructors that complete the Train the Trainer, and graduate as commissioned workshop presenters, will be added to the Conversations workshop facilitator community. Names and contact information of qualified facilitators will be made available to the community so that the members can reach out to each other for mutual support, feedback, and assistance as needed. This community’s contact information can also be used to communicate initiative updates and revisions. This goal is necessarily positioned last since only commissioned instructors will be added to the community.

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Notes:

Personal Objectives

Have learners share and list their personal objectives. Learners should capture

their personal objectives in the space provided in their participant guides.

Transition

Say: We’ve done a good job setting the stage for a great workshop. Let’s dig in

and get started!

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Trainer Tip Another best practice is to have the learners capture their objective on a sticky note and stick them to an easel page titled Personal Objectives that is posted for review at the end of the workshop.

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Notes:

Why is Personal Witnessing Important?

20 minutes

Introduction

The intent of making this topic first is to start the session with an activity that will reinforce the importance of personal witnessing. It is a commandment from Jesus Christ to all Christians, and every encounter between a Christian and a non-Christian is an opportunity for the Christian to share their faith and have an eternal impact on the soul of the non-Christian individual. This topic will be conducted as a break-out activity with report outs from each group. Each group will be assigned a persona of a typical person the group might encounter during their day. The groups will answer questions about why they would or would not introduce that person to Jesus, and about what the conversation might sound like.

Show the topic slide and direct learners to the instruction page in their participant guide. Facilitate the activity as

instructed below. This topic will be facilitated as a small group discussion with report outs from the groups. You have

three (3) minutes to provide instructions and get the groups working.

Small Group Discussion Activity

Why is Personal Witnessing Important?

1. Divide the Instructor candidates into groups of about three (3). This is the first instance of breaking the

learners into groups. Select a method from the Trainer Tips provided in the Facilitating Break-Out Sessions

section of the Instructor’s Guide and call out, as you break the learners up into groups that you are going to

be using a variety of methods thorough out the train the trainer.

2. Provide each group with a “persona” handout.

3. Have each group answer the following questions (presented on the current slide) and document the answers

in their participant guides.

a. Why is personal witnessing important?

b. Where in the Bible does Jesus command his followers to personally witness?

c. Would you witness to your assigned persona? Why or why not?

4. Allow eight (8) minutes for the small groups to discuss and answer the questions.

5. At the end of the allotted time, have the learners stop discussing in their groups.

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Notes:

Group Report Outs

Each group will have up to three (3) minutes to report out on their answers to the questions.

1. Progress the presentation to the first persona.

2. Have the group assigned to that persona report out on their answers to the three (3) questions presented.

3. Allow group discussion of the response up to the allotted time.

4. Provide positive reinforcement to the group for their thoughtful responses.

5. Capture the Bible verses on an easel chart to post in the classroom as a reminder of the Biblical mandate to

be a personal witness for Jesus Christ.

6. Progress to the next persona and repeat the steps above until all groups have reported out.

Bible Verses Referencing Personal Witnessing

Bible verses referencing personal witnessing.

Here are a few Bible references to personal witnessing (KJV):

Verse Reference Verse Text

Mark 16:15-16 And he said unto them, Go ye into all the world, and preach the gospel to every creature.

1 Peter 3:15 But sanctify the Lord God in your hearts: and [be] ready always to [give] an answer to every man that asketh you a reason of the hope that is in you with meekness and fear:

Romans 10:14 How then shall they call on him in whom they have not believed? and how shall they believe in him of whom they have not heard? and how shall they hear without a preacher?

Matthew 28:19-20 Go ye therefore, and teach all nations, baptizing them in the name of the Father, and of the Son, and of the Holy Ghost

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Transition

Say: Jesus is telling us all over the Bible that personal witnessing is a very important part of being a Christian. The

workshop we’re learning to teach in this train the trainer program will help workshop attendees be more confident in

performing this task and provide them with tools to guide them through the experience.

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Notes:

Roles, Responsibilities, and Expectations

15 minutes

Introduction

This topic will be used to clearly state the roles and responsibilities of the workshop trainer, as well as responsibilities

and expectations during the Train the Trainer. There will be instructions in the trainer guide for conducting the

facilitated discussion, and a placeholder slide for this trainer-led topic.

Colossians 3:23, “And whatsoever ye do, do [it] heartily, as to the Lord, and not unto men.”


By the end of this module, the learner will be able to identify the roles and responsibilities of those involved in

delivering the workshop. The learner will also be able to state in detail the trainer’s pivotal role in the success of the

workshop.

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Notes:

Roles and Responsibilities

The Gideons International Cabinet & Executive Committee

The implementation of Conversations: A Simple Approach to Sharing the Gospel is approved by the Executive Committee, on behalf of the International Cabinet. Facilitation of Educational Unit certification this through the International Headquarters.

State / National Association / Country Leadership

The State / National Association / International Outreach Country leaders oversee and manage all aspects of the local implementation of the Personal Witnessing in Churches initiative through an Educational Unit. Each Educational Unit is appointed by either the International Outreach country leader or National Association Cabinet or State Cabinet (in the USA). State / National Association / Country Leadership is responsible for:

1. Selecting its Educational Unit for certification through International Headquarters 2. Direct oversight of its certified Educational Unit 3. Reporting local program usage, impact, and feedback to International Headquarters.

Education Unit

Conversations: A Simple Approach to Sharing the Gospel, is an exciting new way selected and commissioned Gideons can partner with pastors and local churches. The Educational Unit can impact many lives with the Gospel of Jesus Christ by administering this initiative. International Outreach Country / National Association / USA State implementation of a global training initiative requires careful coordination, facilitation of high-quality training materials, and thoroughly trained workshop instructors. The Educational Unit oversees and manages all aspects of the implementation of the initiative at the state (or country) level. It is recommended that three (3) or more individuals serve on an Educational Unit. Once appointed each member will attend a certification course, offered by International Headquarters. Upon certification, the Educational Unit members are responsible for:

1. Casting the vision for the Conversations initiative within their appointed area (country or state). 2. Promoting the initiative at the state (or country) level. 3. Implementation of the initiative at the state (or country) level. 4. Serving as subject matter experts of the workshop and instructor readiness materials provided. 5. The selection and commissioning of workshop instructor candidates. 6. Coaching selected instructors for workshop readiness. 7. Oversight and support of the commissioned instructors. 8. Assigning commissioned instructors to deliver requested workshops. 9. Ensuring local access to Media Resources. 10. Reporting related to initiative usage, and impact. 11. Collecting and reporting of feedback to improve initiative content and workshop delivery.

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Notes:

Camp Presidents

As with nearly every aspect of the success of the Gideons International, success of the Conversations initiative will depend on each camp. To take advantage of the availability of the initiative, as part of a comprehensive plan for church relations, camps should submit a request to the Educational Unit. In order to take part in the initiative, a Camp President will need to:

1. Work with their camp cabinet to incorporate the initiative, as needed. 2. Lead the Camp Church Ministry Chairman to ensure awareness of the initiative within their camp. 3. Support the Camp Church Ministry Chairman, as needed, to promote and implement the Conversations

initiative within the camp’s area at local, supporting churches. 4. Identify and recommend suitable workshop instructor candidates to the Educational Unit. 5. Support a commissioned initiative instructor as needed.

Workshop Instructor

Most, if not all Gideons probably entered this Association with a passion for winning others to the Lord Jesus Christ. Along the way, many may have even had opportunities to help other members see the considerable impact sharing the Gospel has across the globe. Now, The Gideons International has the chance to take this passion to the next level. Conversations: A Simple Approach to Sharing the Gospel, is an exciting new way that a selected and commissioned Gideon can partner with pastors and local churches to minister to fellow believers that may not feel confident in sharing the Gospel through practical witnessing training. Workshop instructors will be selected and commissioned by the Educational Unit. Once contacted to support a requested workshop, instructors will be responsible for the successful coordination, planning, implementation, and follow up for the requested event. Responsibilities of the trainer include:

1. Receiving assignments from the Educational Unit that commissioned him. 2. Contacting the pastor, or pastor’s representative of the requesting church. 3. Working with churches to schedule date(s) and time(s) to conduct a workshop. 4. Working with churches to promote a workshop. 5. Working with churches to enroll participants in each workshop. 6. Working with churches to ensure facilities support for each workshop. 7. Conducting the workshop(s). 8. Follow up activities after workshop delivery. 9. Reporting back to the Educational Unit. 10. Promoting the program at camp meetings and other camp-supported events as appropriate. 11. Identifying and recommending other potential workshop instructors to the Educational Unit.

Gideons

Gideons may promote and seek to offer this exciting new resource as a revolutionary way for a selected and skilled Gideon instructor to partner with pastors and churches to teach believers how to share the Gospel of Jesus Christ with confidence. Also, this training opportunity allows pastors to view the Association as a valuable partner in ongoing ministry efforts to assist their congregation in sharing their faith without fear.

Church Leadership Team

Local churches that are interested in hosting a Conversations workshop will assign a church representative to work with the workshop instructor to:

1. Schedule date(s) and time(s) to conduct the workshop.

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Notes:

2. Promote the workshop through church bulletins, information boards, the church web site, and social media presence.

3. Enroll participants in the workshop session(s). 4. Ensure facilities support for the workshop session(s). 5. Offer feedback to improve future workshops.

Transition

It’s time now to observe the finished product of the coordination and effort of all involved with the program. I’d like

to turn the workshop over to [Conversations workshop facilitator] who will deliver the workshop to us as if we were

participants in a typical workshop being delivered in cooperation with a local church for the community.

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Notes:

Conversations: a Simple Approach to Sharing the Gospel

Complete Workshop Delivery

120 minutes

Introduction

Conversations Workshop Delivery

This is an opportunity for newly selected instructors to see a veteran instructor

deliver the workshop. Instructors are expected to participate as if they had

enrolled in a typical session.

Turn the class over to [Conversations workshop facilitator] for the full delivery of

the workshop.

Transition

Thank you [Conversations workshop facilitator], for doing a great job delivering the workshop! Now that you’ve seen

what the workshop delivery looks like, the thought of you doing that yourself may seem intimidating. Don’t worry!

This workshop is only part of your support system in preparing you to successfully deliver the workshop. The next

section will go over facilitator resources that are available to help you.

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Trainer Tip The trainer may, at his option, take “training time outs” during workshop delivery to have a “behind the scenes” discussion if it will benefit the prospective trainers.

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Notes:

Facilitator Resources

30 minutes

Introduction

5 minutes

Now that you’ve experienced the workshop as a learner, let’s start looking at the workshop from the instructor’s

perspective, starting with accessing the workshop resources. This topic will be used to identify the resources available

to the workshop facilitator. There will be instructions in the trainer guide for conducting the facilitated discussion,

and a placeholder slide for this trainer-led topic.

Philippians 4:6, “Be careful for nothing; but in everything by prayer and supplication with thanksgiving let your requests be made known unto God.”


By the end of this section, the learner will be able to:

• Identify the resources necessary to conduct the workshop.

• Know where to find the necessary resources to conduct the workshop.

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Trainer Tip It is important to have Internet access for a train then trainer so that the master trainer can demonstrate how to access online workshop resources.

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Notes:

Introducing the Media Resource Platform

10 minutes

The Media Resource Platform is a cloud-based file storage resource that is accessed through theConnection. It is already

used to provide member access to a variety of resources such as educational session materials and monthly camp

videos. Once authorized, workshop trainers will be able to access the workshop resource area which will provide:

• Access to all workshop materials.

• Workshop scheduling resources.

• Workshop enrollment.

Accessing the MRP:

1. Go to the URL https://conversations.gideons.org

2. Log in using your credentials from theConnection

Optional Activity – Online Activity When Technology Allows

15 minutes

If the host location supports Internet access, demonstrate how to log in and access the online portal and supporting

content. Once logged in, demonstrate how to:

• Access files associated with workshop delivery.

• Access files associated with workshop planning and promotion.

• Set up scheduled sessions.

• Enroll learners into a session.

• Conduct post-workshop close out of a scheduled session.

• Access and submit post-training feedback.

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https://conversations.gideons.org/

https://conversations.gideons.org/

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Notes:

If Internet access supports multiple devices simultaneously, learners can follow along on their own devices or in small

groups as the classroom’s Internet access can support. Have learners:

• Access files associated with workshop delivery.

• Access files associated with workshop planning and promotion.

• Record scheduled sessions.

• Enroll learners into a session.

• Conduct post-workshop close out of a scheduled session.

• Access and submit post-training feedback.

Transition

Now that you know what materials are available and how to access them, let’s start going through how to use these

resources to conduct a successful workshop.

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Notes:

Promoting the Workshop

45 minutes

Introduction

5 minutes

This topic will teach the learner to use provided materials to promote the workshop both within the membership of

The Gideons International and with the leadership of supporting churches. There will be an activity to reinforce this

topic. There will be instructions in the trainer guide for conducting the facilitated discussion, and a placeholder slide

for this trainer-led topic.

Psalms 107:37, “And sow the fields, and plant vineyards, which may yield fruits of increase.”

Learning and Performance Objectives By the end of the train-the-trainer, the learner will demonstrate the ability to locate and use available resources to

promote the Conversations: A Simple Approach to Sharing the Gospel workshop.

Workshop Objectives

• By the end of the train-the-trainer, the learner will be able to locate available resources used to promote the

personal witnessing workshop to all audiences.

• By the end of the train-the-trainer, the learner will be able to use available resources to compose a

presentation to promote the personal witnessing workshop to leaders of qualified and supporting churches.

• By the end of the train-the-trainer, the learner will be able to use available resources to compose a

presentation to promote the workshop as a resource for improving church relations to the members of area

(The Gideons International) camps.

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Notes:

• By the end of the train-the-trainer, the learner will be able to use available resources to create and customize

promotional materials (i.e., bulletin inserts and online event announcements) to provide to host churches for

promotion of the workshop.

Personal Objectives

Poll the class to see if there are any personal objectives associated with this topic.

Promotional Resources

10 minutes

Review the promotional resources available on the Media Resource Platform.

Demonstrate how to use the available templates materials to promote the

workshop. Resources include:

• Promoting the PWCT Workshop Quick Start Guide

• Church Bulletin Insert Template

• Workshop Promotional Flier Template

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20 9 Trainer Tip Look for ways to spread the word about of the Conversations workshop, including newsletters. Don’t overlook social media as a way to grow awareness.

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Notes:

Break Out Group Activity

30 minutes

Working in up to three (3) groups, allow each group fifteen (15) minutes to use the promotion materials provided to

develop the resource specified. Refer learners to instructions in their Instructor’s Guide.

1. Group 1: A three-(3) minute presentation to promote the personal witnessing workshop to leaders of

qualified and supporting churches. The presenters will deliver their presentation is if the audience was the

church leader.

2. Group 2: A three-(3) minute presentation to promote the workshop as a resource for improving church

relations to the members of area (The Gideons International) camps. The presenters will deliver their

presentation is if they were delivering to members at a local camp meeting.

3. Group 3: Create and customize promotional materials (i.e., bulletin inserts and online event announcements)

to provide to host churches for promotion of the workshop. Presenters will use sample information provided

to customize their materials. The three-(3) minute presentation will discuss how they used the available

templates to create customized promotional materials.

Break Out Group Activity Debrief

Each group will have three-(3) minutes to present their assigned topic. Allow three (2) minutes for feedback and

discussion after each presentation.

Transition

Great job! Your efforts resulted in a local church agreeing to host a workshop session. Let’s look at how you work

with the host church leadership to offer a workshop.

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Notes:

Evaluating Training Location and Class Size

45 minutes

Introduction

5 minutes

Now that a church has requested a workshop, we’ll need to partner with the church leadership to secure a suitable location for the workshop. This topic will teach the learner to evaluate the facilities offered by the church to determine if they meet minimum requirements to conduct the workshop. There will be an activity to reinforce this topic. There will be instructions in the guide for conducting this activity, and a placeholder slide for this topic.

Acts 15:22, “Then pleased it the apostles and elders, with the whole church, to send chosen men of their

own company to Antioch with Paul and Barnabas; namely, Judas surnamed Barsabbas, and Silas, chief men

among the brethren.”

Learning and Performance Objectives Let’s take a look at the workshop and personal objectives for this topic.

Workshop Objectives

By the end of the train-the-trainer, the learner will be able to use the Workshop Preparation Checklist to evaluate a

host church’s proposed training location and determine its suitability to conduct the workshop and to determine class

size.

Personal Objectives


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Trainer Tip One trainer can manage an audience of up to about twenty-five learners. Limit enrollment to twenty-five or secure the assistance of another trainer for every additional twenty-five learners.

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Notes:

Using the Workshop Preparation Checklist

15 minutes

The Workshop Preparation Checklist identifies how to evaluate the location offered by the host church to determine

if it meets minimum requirements and to determine maximum workshop enrollment.

Workshop Preparation Checklist

Distribute the Workshop Preparation Checklist and review the section

supporting evaluation of the location and determining class size.

Physical Environment Considerations

• Room dimensions

• Furniture availability (tables, chairs, easel charts, whiteboards, etc.)

• Electric power availability

• Temperature control

Technology Environment Considerations

• Computer projector

• Projector screen

• Internet Access

• Available WiFi

• Cellular signal strength

• Printer

• Copier

Points of Contact (POC):

• Building access for setup and conducting the workshop.

• Promotion via bulletin insert

• Promotion through church’s media outlets (web page, email distribution list, Facebook, twitter, etc.)

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Trainer Tip Follow the guidance provided while using your best judgement on location size and workshop maximum. Every location is different and may require a judgment call.

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Notes:

Physical Environment Considerations

Room Dimensions

The room needs to be large enough to host the workshop including facilitator presentation, learner seating, and break

out areas. According to research, the lower middle range for social distance (space needs) for men and women is

about 6 linear feet (or about 36 square feet) per person.

• The minimum suggested workshop is a trainer and up to four (4) learners (assuming all other considerations

can be satisfactorily met). This might be hosted in a conference room or small meeting space in a host

church.

• If the size of the room supports the minimum enrollment, continue to check other considerations to

determine maximum enrollment.

• Many churches have a function room that will be more than large enough to host the workshop.

• The workshop can be delivered in a host church’s sanctuary assuming all other considerations can be met.

• If room capacity is a concern, use the rule of thumb of 36 square feet per occupant (sources vary on this from

20-50 square feet per learner) to calculate maximum workshop enrollment. For example, a function room in

a church is 30 feet wide by 40 feet long. That’s 1,200 square feet. Using our rule of thumb, a room with

those dimensions supports a capacity of 33. Subtract one for the trainer and this workshop has a maximum

enrollment of about 32 learners (although this is in excess of a single-trainer’s capacity).

Furniture Availability (Tables, Chairs, Easel Charts, Whiteboards, Etc.)

The host church will need to provide tables and chairs to support the trainer and each learner. Usually this isn’t an

issue, but worth checking since there may be other events occurring at the same time that take some of the available

resources.

• Determine the number of learners per table depending on the size of the tables. A good rule of thumb is

about 4 square feet of desk space per learner.

• The trainer will always need one table at the front of the room.

• One white board at the front of the class would be a nice to have, not a need to have.

• If possible, the host church should also provide white board and easel charts. The workshop may break

learners up into groups and ideally, each group would have their own easel chart.

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Notes:

Facilities Considerations

In addition to space and furniture, the training location needs to support facilities that facilitate the workshop

including:

Electric Power Availability

A varying number of electrical outlets will be needed depending on the technology being leveraged in the

workshop.

• The trainer will always need electrical service to support the following:

o Computer

o Projector

o Speakers

• If learners will be leveraging technology, power strips with at least one outlet per learner will need to

be provided on the learner tables/desks.

• Care must be taken to keep electrical cords from becoming a trip hazard. Typically, electrical cords

are taped to the floor or covered with carpets or mats.

• If the workshop will use the church’s media resources, make sure that the trainer has access to and

knows how to use the available equipment, or that the church’s media point of contact is available.

Available Lighting

• The space provided by the host church needs to be adequately lit to ensure learners can read, write,

etc.

• The trainer must know where the light controls are, and either be able to operate them or have a

POC available to assist.

Temperature Control

• Learner comfort is important so depending on the time of year and location, the host church must be

able to provide environmental control to keep the workshop location between 68 and 78 degrees

Fahrenheit (20 and 26 degrees Celsius).

• The trainer needs to know how to adjust the environmental controls, or who to contact if

environmental controls need adjusting.

Learner Comfort

• Restrooms need to be readily available during the duration of the workshop.

• A source of drinking water is highly recommended.

• Parking needs to be convenient and adequately available for the expected learner attendance.

• ADA Compliant – The training location should be in compliance of all ADA requirements.

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Notes:

Recommended Maximum Workshop Size

• Regardless of the space available, workshop enrollment should not be permitted to exceed twenty-

five (25) learners for sessions supported by a single trainer.

• If sessions larger than twenty-five (25) are requested, consult your Educational Unit for guidance

and/or additional trainer support.

Group Activity - Case Studies

25 minutes

Let’s practice applying what we’ve learned about evaluating the training location to determine if it’s possible to

conduct the workshop at the location identified, and what the maximum class size would be.

1. Divide the class into three (3) groups.

2. Distribute a case study to each group.

3. Allow ten (10) minutes for the groups to complete the evaluation of the location presented in their assigned

case study.

4. At the completion of the ten (10) minutes, have the groups stop work and prepare to present their results to

the class.

5. Have each group determine:

a. Is the space suitable?

b. How many learners could the room support?

c. How many tables/chairs would be needed? The church’s tables are 6’ x 2’.

d. Where would you position the trainer, easel charts, etc.?

Case Study Activity Debrief

Allow each group up to five (5) minutes to present their findings to the class. Compare the group’s results to the

information in the answer key in the notes area of the associated slide and discuss where there were differences.

• Case 1: Sanctuary

• Case 2 5: Various Function Rooms

• Case 6: Conference Room

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Notes:

Transition

We are one step closer. Now we know how to evaluate a workshop location to determine enrollment and technology

options available. It’s time to set the room up and get ready to go! This next module will help us get the space ready

for an awesome workshop experience.

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Notes:

Setting Up to Conduct the Workshop

30 minutes

Introduction

5 minutes

This topic will teach the learner to conduct the physical setup of the classroom, including presentation option and any

other included technology. There will be an activity to reinforce this topic. There will be instructions in the trainer

guide for conducting this activity, and a placeholder slide for this trainer-led topic. Trainers need to remember that

setup must be completed before the first learner arrives, so plan enough time prior to the start of the workshop, or

complete part of the setup the day before if possible.

Luke 14:28, “For which of you, desiring to build a tower, does not first sit down and count the cost,

whether he has enough to complete it?”

Learning and Performance Objectives Let’s take a look at the workshop objectives and poll the class for personal objectives associated with this topic.

Workshop Objectives

By the end of the train-the-trainer, the learner will be able to use the Classroom Setup for Workshop Delivery

Checklist to prepare a host church’s provided space to conduct the workshop.

Personal Objectives


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Notes:

Workshop Layout Options

10 minutes

Take a moment to review the typical workshop layout options. The most effective layout option for the workshop will

in most cases be the horseshoe. This layout is probably ideal for the typical workshop enrollment and encourages

collaboration and learner engagement.

Sanctuary Horseshoe

Pros:

• Large capacity

• Easy setup

• Media-ready

Cons:

• Seating does not encourage collaboration

• Pews may be uncomfortable for longer workshops.

• Possibly overcrowding or excessive enrollment

Pros:

• Promotes collaboration

• Easier to interact with the whole class

• Ideal for discussion and participation

• Large area for demonstrations and presentations

Cons:

• A large class may have difficulty engaging in discussions

• Controlling behavior may be challenging

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Notes:

Round Tables Conference Style

Pros:

• Promotes collaboration in groups

• Ideal for small group discussion and participation

Cons:

• Harder to interact with the whole class



Pros:

• Promotes collaboration

• Easier to interact with the whole class

• Ideal for discussion and participation

Cons:

• A large class may have difficulty engaging in discussions



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Notes:

Standard Classroom “V” Shape

Pros:

• Easy to supervise

• Minimizes disruptions

• Promotes individual work and productivity

• Ideal for tests and presentations

Cons:

• Uneven levels of interaction

• Difficult for teachers to move around the classroom

• Discourages group work

• Students at the back may find it hard to focus on the lesson

Pros:

• Easy to supervise

• Minimizes disruptions

• Promotes individual work and productivity

• Ideal for tests and presentations

• Better focus on projected media

Cons:

• Uneven levels of interaction

• Difficult for teachers to move around the classroom

• Discourages group work

• Students at the back may find it hard to focus on the lesson

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Notes:

Setting Up the Classroom

15 minutes

Trainer Workspace

• The trainer space needs to be centrally located in the room with enough space for a projector, portable

computer, audio solution / speakers, and trainer’s printed materials.

• Electrical power needs to be available at the trainer location. Use extension cords and multi-outlet power

strips to provide power to the projector, computer and audio system as necessary.

• Connect devices to WiFi and verify Internet access as necessary.

• Whiteboard or screen needs to be set up at a distance to allow projected slide text and images to be clearly

visible from all learner seating locations.

• Verify that all learners can clearly see the screen from their seated location.

• Connect the audio device and test to confirm that audio can be heard from all learner locations.

Learner Workspace

• Verify each learner has about 4 square feet of space at their desk/table.

• If learners will be using technology, ensure power strips are available and can provide at least one (1) outlet

per learner.

Classroom Environment

• Ensure adequate lighting

• Ensure proper temperature control

• Ability to limit distractions

Finishing Touches

• Set up three (3) easel charts. One should be at the front of the room for the trainer to use. The other two

should be set up in the two back corners of the room for use during breakout sessions.

• Ensure multiple working, colored markers are available at each easel chart.

• If there is a white board, ensure that you have whiteboard markers and a whiteboard eraser.

• Provide each learner with a workbook, name tent and pen.

• Ensure there are markers on the tables for learners to use to set up their name tent (these can be the same

markers as used for the easel charts).

• Post signs at each entrance informing people that a workshop is in progress and to ask for quiet.

• Have post-it notes available to all the learners at their tables.

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Notes:

• Create a “Parking Lot” at the front of the room.

Transition

If you build it, they will come. Now that the room is set up and your instructor station is ready, we’ll take a look at the

finer points of media setup.

Unlike a Church Report, where we rely on the church’s media expert to completely manage media that we provide on

a thumb drive or disk, with a workshop, that task is our responsibility.

Workshop facilitators are responsible for making sure that the media is set up, connected, and functioning properly

for the workshop.

Additionally, unlike a Church Report, the workshop facilitator is completely responsible for competently and

professionally presenting the media as needed during the workshop.

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Notes:

Making the Connection

45 minutes

Introduction

5 minutes

This topic will teach the learner to conduct the proper setup of the media equipment used in the classroom. There are

two approaches to this topic. You can either present the learning content in 20 minutes and use the remaining 25

minutes for hands-on activities, or you can use a ‘flipped’ classroom model where the learners take an online module

outside of the class. This allows the entire 45 minutes to be used for collaborative discussion and hands-on activities.

This decision is up to the EU trainer facilitating the workshop.

Genesis 1:3-4, “And God said, “Let there be light,” and there was light. And God saw that the light was good…”

Learning and Performance Objectives Let’s take a look at the workshop objectives and poll the class for personal objectives associated with this topic.

Workshop Objectives

By the end of the train-the-trainer, the learner will be able to set up and configure media equipment to conduct the

workshop.

Personal Objectives


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Notes:

If using flipped classroom:

Learners should have completed the Presentation Pointer modules prior to attending the train the trainer. Skip this

section and conduct a brief Q&A before proceeding to the hands-on activity.

If facilitating the learning in the classroom:

As an option, the facilitator could facilitate this topic by showing the Laptop to HDTV Presentation Pointers module

to the workshop attendees as a group.

This workshop contains various media components that need to be presented during the workshop. Presenting media

requires several components, including:

• Source Device – This is the device that plays the media content used in the workshop. This could be your

laptop computer, a host-provided computer, a tablet computer or smart phone, etc.

• Video Device – This is how your workshop attendees see the visual component of the presentation. This

could be a large-screen TV or computer projector.

• Audio Device - This is how your workshop attendees hear the audio component of the presentation. This

could be speakers in a large-screen TV or a separate speaker or sound bar.

The technology component of the setup can be a bit challenging and may vary with each workshop you deliver. Let’s

take a few minutes to discuss the different types of media connections for audio and video that you may encounter

when setting up for the workshop.

If you are using your own equipment, it’s probably something you’re already familiar with and can set up easily. If you

are using multimedia equipment provided by the host church, it can be more difficult to connect everything. Let’s take

a few minutes to look at a few of the common types of media connections that you could expect to encounter.

Review the connection types in the slide presentation. As part of the discussion, identify the cable by its proper name,

what type of signal it carries (audio, video, or both), and how to use it.

Audio & Video

• HDMI

• Wireless

Video Only:

• Composite Video (RCA) cable

• Video Graphics Array (VGA) cable

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Notes:

• Composite (RCA)

• Component

• DVI

Audio Only:

• Headphone Jack (3.5mm)

• Baseband Audio (RCA)

• Bluetooth

Media Connection Adapters

Occasionally, adapters are necessary to make the necessary connections.

• RCA / Headphone

• HDMI/VGA

• Etc.

A Note About Device Inputs and Outputs Once everything is properly connected, the next step is making sure that the devices involved are actually told to use

the connections used in your setup.

Activating the VGA Port

In some cases, it is necessary to tell the presentation computer to use the external VGA port. This varies by

device but a quick google search can help with this if the equipment is unfamiliar to you.

Selecting the Correct Input on the Projector or TV

It is necessary to select the correct input on the presentation device. This is usually accomplished through an

on-screen menu. Technical support from the host site will be necessary to use if you can’t figure it out.

Multimedia Connections Activity

20 minutes (40 minutes if using flipped classroom)

Let’s test our understanding by walking through a few examples together. Show the scenario slides one at a time.

Typical solution is presented in the slide notes. It may not be the ONLY solution. Use your understanding of the

technology to evaluate learner responses as correct or incorrect. Use actual equipment instead of scenario slides if

equipment and interconnecting cables are available.

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Notes:

Transition

If you build it, they will come! Now that the room is set up and your instructor station is ready, let’s jump for a few

minutes to workshop follow up and see how we can finish strong!

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Notes:

Workshop Follow-up

15 minutes

Introduction

5 minutes

This topic will teach the instructor candidate what is necessary to follow up with church leadership, learners, and The

Gideons International following completion of a workshop. There will be instructions in the trainer guide for

conducting the facilitated discussion, and a placeholder slide for this trainer-led topic.

John 15:27, “And ye also shall bear witness, because ye have been with me from the beginning.”

Learning and Performance Objectives It’s important to conduct post-workshop follow up with the church, the learners, and The Gideons International

Headquarters. This module discussed best practices to follow up after completion of a workshop.

Workshop Objectives

By the end of the train-the-trainer, the learner will be able to, without assistance:

• Complete workshop follow-up with the learners.

• Complete workshop follow-up with the church.

• Describe the process for recording learner completion of the Conversations workshop with The Gideons

International.

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Notes:

Personal Objectives


Following Up After Workshop Delivery

10 minutes

With Learners

After the completion of the workshop, send learners a Thank You message using the template provided. This

template thanks the learners, includes a link to a post-training feedback survey, provides participants information on

joining Friend of Gideons, and access to low-cost Testaments similar to those used in the workshop.

With the Host Church

After the completion of the workshop, send church leaders a Thank You message using the template provided. This

template thanks the host church and provides attendance and level-one feedback data. It also provides information

about the Friends of Gideons program, and how the church and its membership can access to low-cost New

Testaments that are similar to those used in the workshop.

With The Gideons International

After the completion of the workshop, log on to the Media Resource Platform. Complete the Workshop Follow Up

Report. The report confirms that follow up steps with learners and the host church are complete, records attendance,

and records level-one feedback data.

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Trainer Tip The workshop is offered as a benefit to eligible churches, regardless of their current relationship with the Association. Make sure to note the workshop delivery in your church relationship notes on theConnection.

45

Notes:

Optional Activity – Online Activity When Technology Allows

If technology allows, demonstrate how to log on to the Media Resource Platform. Demonstrate how to access and

complete the Workshop Follow Up Report (Complete, but do not submit).

Transition

Now that the ‘paperwork’ and logistics are out of the way, it’s time to focus on facilitation basics. We’ll start that as

our first item tomorrow. Before we wrap up today though, let’s take a few minutes to review, recap, and share

feedback on today’s training.

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Notes:

Day One Review and Wrap

15 minutes

Introduction

I’d love to hear how you thought today went. Is it what you expected? Are you getting what you need out of this

workshop?

Day One Review Activity

Instructions:

1. Ask for a volunteer to scribe on an easel chart or whiteboard.

2. Set up the easel chart or board with a two-column, full page table with PLUS /

DELTA headings as shown in the image at right.

3. Poll the class for things that went well (PLUS) and things that could have gone

better (DELTA).

4. Act on the feedback as possible and use the feedback to improve day 2.

Review Game

Kahoot!© is a web-based quizzing game that allows for real-time competition between players. It’s a fun way to

conduct a review and free for individual users. Kahoot!© requires access to the Internet either through WiFi provided

by the host location, or through a decent quality cellular connection. If Internet access is not available, consider using

the questions verbally as an offline review as described in Low-Tech Options below.

Create an account:

1. Go to Kahoot.com

2. Follow the instructions to create a free account. Free accounts are limited to ten players. If you want to host

groups larger than ten, you can, at your own expense, select higher membership level.

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DAY ONE REVIEW

PLUS DELTA

https://kahoot.com/

47

Notes:

3. Use the information below to create a Kahoot!© game for your personal use when delivering the workshop.

Kahoot! © Game Title:

The Gideons International Conversations Train the Trainer Day 1 Review

Game Description:

Get ready to test your skill through this review game intended for use during the train the trainer workshop

for Conversations: A Simple Approach to Sharing the Gospel.

Low-Tech Option

If conditions do not permit the use of Kahoot! © for the Day 1 Review, you can use the questions from the game,

provided in the Supporting Materials section to facilitate a day one review as desired.

Transition

Thank you for the ‘gift’ of feedback. Tomorrow we’ll start off with learning the basic skills necessary to deliver the

workshop as the workshop leader.

Start time is ________.

Location is: _______________________.

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Notes:

Basic Facilitation Skills

120 minutes

Introduction

5 minutes

Facilitating a workshop is very different than delivering a Church Report. With a Church Report, the information

delivery is one way from you to the audience. There is no audience interaction, there are no questions, and your

presentation is completely predictable down to the second. Facilitating a workshop requires a completely different

skillset. The workshop facilitator must facilitate interaction, manage a group, field unpredictable questions, respond

to learner needs, and ensure a quality delivery of the advertised workshop for all learners.

This topic will provide the Educational Unit with the basic facilitation skills needed to facilitate the workshop. Since

the Train the Trainer instructors are most likely not professional facilitators, this section of the training is important to

ensure that the delivery of the workshop represents the high standards and expectations of those that are working

with an internationally known organization such as The Gideons International. There will be activities to reinforce

this topic. There will be instructions in the trainer guide for conducting the facilitated discussion, and a placeholder

slide for this trainer-led topic.

This section provides foundational knowledge of learning theory and training. Educational Unit members are

encouraged to seek additional resources to further developed their training skills. A good resource referenced here is

The Trainers Handbook (By Karen Lawson). There are several editions available. Any edition published after 2009

(3rd edition) should be a great resource for the new trainer.

1 Corinthians 12:28

“And God hath set some in the church, first apostles, secondarily prophets, thirdly teachers, after that miracles, then

gifts of healings, helps, governments, diversities of tongues.”

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Notes:


Learning Outcomes:

• By the end of the train-the-trainer, the learner will be able to independently demonstrate basic facilitation

skills.

• By the end of the train-the-trainer, the learner will be able to recite from memory the attributes, skills, and

qualities of a successful trainer.

Performance Outcomes

• By the end of the train-the-trainer, the learner will be able to use his understanding of the attributes, skills,

and qualities of a successful trainer to observe a trainer and provide feedback.

• By the end of the train-the-trainer, the learner will be able to use the information presented in the Instructor’s

Guide to evaluate the classroom environment and learner’s preferences and use that information to determine

the appropriate technology options to include during the delivery of the workshop.

• By the end of the train-the-trainer, the learner will know how to use the available workshop materials

(Presentation, Learner Guide, Instructor’s Guide, Handouts, etc.) to deliver the workshop.

• By the end of the train-the-trainer, the learner will be able to observe and identify non-verbal behaviors and

react to keep participants engaged.

• By the end of the train-the-trainer, the learner will be able to independently demonstrate his ability to identify

and manage distracted participants in the classroom.

• By the end of the train-the-trainer, the learner will apply their knowledge of facilitation skills, and the available

facilitation resources (Presentation, Learner Guide, Instructor’s Guide, Handouts, etc.) to independently

demonstrate the delivery of a 15 to 30-minute portion of the workshop.

Discussion: How Do YOU Learn?

5 minutes

Facilitate a discussion about how the workshop attendees prefer to learn. Capture the responses and use them as

conversation starters for the topics below as they are presented. Questions for this discussion could include:

• What was the last great training experience you had? What made it great (used as conversation starter for

About Adult Learners and 10 Characteristics of Adult Learners)?

• What made it memorable (used as conversation starter for adult learning modalities)?

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Notes:

• What did you do last time you needed to learn to do something (used as conversation starter for adult

learning modalities)?

• Tell me about your favorite instructor. What made them great (used as conversation starter for adult trainer

characteristics)?

About Adult Learners

15 minutes

Understanding the principles of adult learning can help facilitate successful training events. Keep the following in

mind as assumptions about adult learners (these were introduced by Malcom Knowles in his theory of Andragogy).

Open the conversation using examples from the How Do YOU Learn discussion. Poll the class then fill in the gaps

using the information provided below.

Self-Directed

Activities should be practical and “hands-on”. Experience (including mistakes) provides the basis for the

learning activities. Since many adults are more self-directed, instruction should allow learners to explore the

practical application of knowledge, with the instructor providing guidance when mistakes are made.

Past Experience

Adult learners (as well as the instructor) should tap into the experiences of other learners. Adult learners have

a wide range of background experience and abilities. Teaching approach and activities should allow for

different levels and types of previous experience.

Readiness to Learn Task-oriented – Fills a Need

Adult learning is problem-centered rather than content oriented. Instructors should facilitate, not just deliver

knowledge. Adult learners need clear objectives. Instruction should be task-oriented, with learning activities

placed in the context of common tasks that the learners will perform and use to improve performance or be

more successful.

Relevance

Adult learners need to know “what’s in it for me?” Adults are most interested in learning subjects that have

immediate relevance and impact to their job or personal life. With adult learners, you may need to explain the

reasons specific things are being taught.

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Notes:

Ten characteristics of Adult Learners

Teaching adult learners carries its own specific challenges. What are the top ten (10) characteristics of adult learners?

Open the conversation using examples from the How Do YOU Learn

discussion. Poll the class then fill in the gaps using the information provided

below. Generally speaking, adult learners...

1. Must see the purpose and benefits.

2. Need positive reinforcement.

3. Must practice to retain information.

4. Associate new skills with past experiences.

5. Engage in learning that helps them cope with life changes.

6. Require clear expectations.

7. Demand comfort and breaks.

8. Need to see successful application of tasks.

9. May be impatient and want to “move on.”

10. Can be quick to evaluate good teaching.

Learning Modalities

Adult learners vary in the ways that they best learn. Each learner in your workshop may prefer a different modality

(or learning style) so it is important that your workshop delivery includes as wide a variety of modalities as possible.

Open the conversation using examples from the How Do YOU Learn discussion. Poll the class then fill in the gaps

using the information provided below.

• Visual - Visual learners prefer text, slides, graphs, photos, and demonstrations.

• Auditory – Some learners prefer to listen to lectures, audio recordings, and take in information through the

ears.

• Interactive – Group discussions and question and answer sessions are the preferred method for this type of

learner.

• Kinesthetic – This type of learner prefers hands-on activities, role plays, and the activities that involve the

use of psychomotor skills.

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Trainer Tip

Throughout the

Facilitation Basics and

Facilitating Activities

content, relate the topic

back to the contents of the

Conversations workshop.

This makes a connection

for adult learners between

what is being covered and

its imminent application.

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Notes:

Trainer Characteristics

20 minutes

Now that we’ve evaluated the learner, let’s take a look at ourselves as trainers. We’ll evaluate the attributes, skills,

qualities of a successful trainer. We’ll look at training styles and best practices for you to consider at you learn and

grow into your role as a trainer representing The Gideons International.

The Attributes, Skills, and Qualities of a Successful Trainer

Direct learners to the checklist in their participant guides. Here is a list of characteristics of an effective trainer. Allow

a few minutes for the learners to review and complete the checklist then conduct the debrief discussion.

(Y/N) Characteristic (Y/N) Characteristic Knowledge of the subject Articulate

Genuine person Empathetic; understanding

Well organized Sense of humor

Goal oriented Uses a variety of methods to teach

Strong presence; poise Warm; approachable

Professional appearance Tactful

Ability to relate content to participant’s situation

Good voice quality

Good listener Enthusiastic

Patient Positive self-concept

Flexible, spontaneous Honest and open

Positive attitude Participant-oriented

Credible Respectful of participants

Ability to relate to others at all levels Emotional stability

Coach and counselor Objective

Checklist Debrief Discussion

Debrief the checklist activity with a conversation about trainer characteristics.

• Does the list contain reasonable trainer characteristics? Are any missing?

• How many qualities from the checklist do you possess?

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Notes:

• Which qualities do you think are most important?

• Are there any that you think you lack that you’ll need to grow into?

Basic Training Rules

10 minutes

While not all-inclusive, here’s a few good ideas for successful trainers to consider. Discuss each one, what it means to

the learners, and what it looks like when done well.

• Dress professionally – Follow the guidelines in the Membership Guide for attire required for conducting

church reports.

• Use training documents – Stick to the materials in the guide. Use a “parking lot” to put aside topics not on

the agenda for addressing at the end of the workshop.

• Start on time – Gideons are punctual and it’s important to start on time. Don’t waste the time of those that

arrived on time.

• Tell objectives and steps – Providing clear instructions is important for adult learners.

• Encourage questions when appropriate – Create a safe learning environment where learners feel it is okay to

ask questions.

• Remain flexible – Adjust your approach to fit your audience. Module timings are guidelines and may need

tweaking depending on where your learners show more or less interest.

• Work with your strengths

• End on time

• No cell phones or tablets unless they are part of a planned workshop activity

• Telling alone is not training – learners need diversity of learning approaches. Learners will tune out if

presented with hours of lecture and power point slides.

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Notes:

Training Approach

10 minutes

For the purposes of this crash course on facilitation, we’ll look at two basic training approaches. Are you a “sage on

the stage” or a “guide on the side”?

Sage on the Stage

This facilitation type is trainer-focused. All of the information comes

from the trainer as the expert on the topic being presented. Learners are

to listen and learn as the sage on the stage disseminates the knowledge to

the learners. Lecture is the primary delivery method. This is not the

recommended approach to adult learning in the United States. Cultural

expectations may require this approach in some countries. Research the

cultural training preferences of the country where you’re facilitating the

workshop to determine if this approach is necessary or expected.

Guide on the Side

This facilitation type is learner-focused. The instructor guides the

learners as they draw from past experience and explore new information

together. Learners participate in the learning process and are guided by

the trainer as they journey together through the workshop. This method

of delivery is preferred by most learners in the United States. Typically

aligns best with adult learning theory, however, culturally may not always

be the best approach. Research the cultural training preferences of the country where you’re facilitating the

workshop to determine if this approach is necessary or expected.

Regardless of the approach selected, as the trainer of the workshop, you are responsible for achieving workshop

objectives and maintaining the integrity of the learning environment to create the best possible experience for your

learners. While not always present, a number of issues can arise that may negatively impact the learning environment if

the trainer is not aware of and fails to react or adjust to the reality in the room.

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Trainer Tip

Use the following analogy

to clarify the different

approaches. The presenter

of a Church Report is

more of a ‘sage on the

stage.’ Workshop

facilitators make it all

about the learners and their

individual successes.

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Notes:

Classroom Challenges This section will address several common challenges a facilitator may encounter during a workshop.

Managing Diversity Issues

10 minutes

The group assembled for your workshop is made up of individuals who just happen to be brought together for this

event. Although many diversity categories may present themselves in your workshop, let’s discuss those that may be

most evident and have the greatest impact on the learning environment.

• Age Differences

• Gender Differences

• Cultural Differences

• Participants with Disabilities

Handling Diversity Issues

Facilitate a discussion about how trainers can handle diversity issues in the classroom.

Observe and identify non-verbal behaviors As you conduct the workshop, observe the behavior of the learners and adjust delivery as appropriate to ensure all

learners are actively engaged and participating in the workshop experience.

Discussion Topic

What are some non-verbal behaviors that may be observed and how would you react to observing that behavior?

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Notes:

Classroom Challenges - Re-Engaging Distracted or Disruptive Learners

25 minutes

Let’s take a look at managing distracted learners. There are many distractions in today’s training environment. As the

trainer, you want to refocus the learners on the workshop without embarrassing them or calling them out if at all

possible.

Conduct a classroom discussion about distractions during the workshop and how they should be handled. Learners

can capture the discussion notes in their workbook. While not a complete list, the table below can provide some

suggestions to get the conversation started. Use the blank lines at the bottom of the chart provided below to add any

that weren’t included that you’d like to cover during your train the trainer sessions.

Activity – Handling Disruptive and Non-Verbal Behavior

Facilitate a discussion where you repeat each of the discussion points below for each identified behavior. Use your

facilitator guide to make sure that all listed behaviors are covered during the activity.

• Have the learners identify a distracting behavior.

• Have a volunteer demonstrate the behavior (try to keep it somewhat serious, no academy awards are given

here for over-actor of the year!)

• Discuss as a class how they would handle it if they were facilitating a workshop and this occurred.

• Have learners use the chart presented to document the behavior and best practices to handle.

Type of Distraction Best Practices on How to Handle

Mobile Phone Rings This may occur often, especially after a break where Instructors were using their phones. Remind the learners of the agreed upon class norms created at the beginning of the workshop and ask learners to silence their phones and to excuse themselves if they need to take/make a call.

Private Conversations Remind the learners of the agreed upon class norms created at the beginning of the workshop and ask learners to silence their phones and to excuse themselves if they need to discuss something important.

External Interruptions Since the workshop will be hosted in a church, members that are engaged in other activities at the church may interrupt the workshop to talk to the learners. Suggest posting signs at entrance points to the workshop location that ask for respect for the learners while a workshop is in progress.

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Notes:


Late Arrival Ask the late arrival to have a seat. If available, ask an assistant to get the late arrival on the right page. Inform the learner that they can connect with the trainer or one of their friends in the class after the workshop or on a break to get caught up.

Tired / Sleepy / Dozing Off

If a learner begins to doze off, it may be an indicator that there’s been too much lecture. Perhaps it’s time to adjust your delivery modality or take a short break. It’s helpful to have agreement when setting class norms that sleepy learners can stand if they find themselves dozing off. That way you can simply bring up the class norm. Do not do anything to embarrass the individual or point them out to the class. If you can’t change the modality from direct instruction, here’s some tips to re-engage learners:

• Change the volume or inflection of your voice.

• Use learner’s names. Don’t call on the individual that is dozing. Call on someone that you know is engaged. The sleepy learner may realize that they may be called on and re-engage.

• Walk the room. Changing your location while you present may re-engage learners.

Frequent Interjections / Interruptions / Over-Sharing

There’s a line between valuable class discussion (sharing of experience) and learners that engage in lengthy discussion (or excessive sharing of experience) that adds no value to the workshop. There’s no real way to quantify that in writing, but you will know it when it happens. The challenge here is to get the workshop back on track without discouraging the learner (or other learners) from sharing when appropriate. Some suggestions to consider:

• Use the parking lot to capture and revisit the story when time permits.

• Gently interrupt the sharing learner and thank the learner for sharing.

• Talk with the learner over a break and ask that they be more concise when sharing relevant information.

Hands Under Desk / Texting

Remind the learners of the agreed upon class norms created at the beginning of the workshop and ask learners to silence their phones if text notifications are audible and to excuse themselves if they need to text something important.

Doodling / Drawing in the margins of the workbook

This is actually not a distraction. Many learners actually listen BETTER while they doodle. It gives their restless hands something to do so that they can focus on the information being presented.

Excessive Oppositional Challenges / The Know-It-All

Oppositional challenges can be very distracting for the trainer. This type of behavior isn’t expected at this type of workshop, but if it occurs, there are a few ways to handle it depending on the situation.

• Switch your facilitation style or questioning technique limit opportunities for the know it all to get the spotlight. Call on learners directly instead of an open call for input or have learners write their answers down then read what they wrote.

• Give the know it all a job like scribe for the whiteboard / easel chart.

• Thank the learner for their active participation, then ask the know it all to kindly give others a chance to answer before providing their contribution.

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Notes:


• Take a quick break and discuss the challenge with the know it all privately. Repeating the request to give others a chance before answering, or even a less subtle request to be cooperative may be effective.

Knowledge Check – Review Game: Basic Facilitation Skills Check

20 minutes

Facilitate the review game Basic Facilitation Skills Check that checks knowledge of the following topics:

1. Principles of Adult Learning

2. 10 Characteristics of Adult Learners

3. Four Training Modalities

4. Managing Challenging Learners

5. Making the Connection

Transition

Now that we’ve completed our crash course on facilitation basics, we’ll dig a bit deeper into specific types of

facilitated activities that you’ll need to know how to conduct in order to successfully facilitate the workshop.

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Notes:

Facilitating Discussions

15 minutes

Introduction

5 minutes

Facilitating a discussion is an important instructor skill. This topic will teach the learner how to facilitate a class

discussion and encourage participation from the class. There will be instructions in the trainer guide for conducting

the facilitated discussion, and a placeholder slide for this trainer-led topic. Instructor candidates will have the option

to demonstrate this during their teach-back.

1 Corinthians 1:20

“Where is the wise? where is the scribe? where is the disputer of this world? hath not God made foolish the wisdom

of this world?”

Learning and Performance Objectives Let’s look at the workshop and personal objectives for this topic.

Workshop Objectives

By the end of the train-the-trainer, the learner will be able to, using the materials provided to facilitate a classroom

discussion.

Personal Objectives


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Notes:

Facilitating Discussions

10 minutes

One of the things we learned earlier is that adults learn through building on past experiences to apply what they know

to help learn the new skill. Classroom discussions provide a way for learners to share relevant experiences with other

learners. This keeps learners engaged and allows the facilitator to guide and supplement the discussion to ensure all

required learning about the topic occurs.

Best Practices for Facilitating Discussions

While not all inclusive, here’s a list of best practices to share with the learners and get the conversation

started.

• Discussions should be narrowly focused on a single topic or one-part question. This helps guide the

conversation and keep it on topic.

• One person speaks at a time (should be in the class norms)

• Keep the conversation on topic. Redirect or parking lot off topic contributions.

• Encourage all learners to participate. Some more outgoing learners may tend to monopolize the

conversation.

• Thank learners for participating and acknowledge their contribution to the discussion.

• Capture appropriate input on an easel chart or white board.

Transition

Facilitating discussions is an important instructor skill. Another skill for our instructor toolbox that we’ll look at next

is facilitating breakout sessions.

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Notes:

Facilitating Break-Out Sessions

15 minutes

Introduction

5 minutes

This topic will teach the learner to facilitate break-out sessions. Also included are common issues that occur during

break-out sessions and how to correct them. There will be instructions in the trainer guide for conducting this type of

activity, and a placeholder slide for this trainer-led topic. Instructor candidates will have the option to demonstrate

this during their teach-back.

Proverbs 27:17, “Iron sharpeneth iron; so a man sharpeneth the countenance of his friend.”

Learning and Performance Objectives Break-out sessions allow learners to work in small groups to solve a problem or prepare an answer to a question.

Workshop Objectives

By the end of the train-the-trainer, the learner will be able to, using the Instructor’s Guide as a reference, conduct and

debrief the results of break-out session activities that are included as part of the workshop.

Personal Objectives


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Trainer Tip

Make sure to check in on your breakout groups. Ask probing questions as to their progress. It’s easy for an unmonitored breakout group to get distracted from the assigned task.

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Notes:

Facilitating Break-Out Sessions

10 minutes

Breakout sessions are a key component to a successful workshop. They allow time for participants to share ideas,

expertise and perspectives in smaller groups as they tackle the objectives at hand. In this way, breakout groups also

create an opportunity for all participants (as opposed to a few dominant voices) to get involved and actively engage in

the workshop. Here are some best practices for facilitating break-out sessions:

• Have classroom materials ready. Break out groups will often need supplies such as an easel chart, chart paper,

markers, etc. to document their output.

• Present the objective/task.

• Provide clear instructions.

• Provide expectations that define a clear deliverable at the end of the time.

• Provide time limits and keep break out groups aware of time remaining.

• Walk the room, monitoring the progress of each of the groups.

• Provide positive reinforcement for good progress.

• Help clarify the objective/task for groups that are confused.

• Ensure each group has identified a scribe to capture ideas for the report-out.

• Have each group select member(s) to report out to the larger class during the activity debrief.

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Notes:

Grouping Learners for Breakout Sessions

There are many methods available to divide workshop attendees into smaller groups for breakout sessions, small

group discussion, etc. You can poll the class for ideas and pull from the list below. This workshop has the trainer

breaking the class up into smaller groups on many occasions. Demonstrate a different approach each time, and then

summarize or review them here as part of this discussion.

• Have learners sound off by counting up to the number of groups than gather those with the same number

together as a group.

• Using a deck of playing cards

o Learners pull a card at random then group by suit (works for up to four groups)

o Learners pull a card at random then group by number (works for up to thirteen groups of up to four

learners each)

o If there’s an odd number, include the jokers and allow those that pull a joker to select their own

group.

o Can you think of anymore?

• Set up a bowl with several different types of candy (or coins, Lego, etc.) representative of the groups and the

number of pieces of candy (or coins, Lego, etc.) representative of how many learners will be in that group.

Have learners blindly pull from the hat or bowl. Like item holders are in the same group.

• Have learners line up by birthdate (only month/day). Divide the class linearly into groups using the line.

• Have learners line up by height. Divide the class linearly into groups using the line.

• There are dozens if not hundreds more ways if you search the Internet for, “creative ways to break students

into groups.”

Transition

Facilitating break-out groups is an important trainer skill. Another skill for our trainer toolbox that we’ll look at next is

facilitating role-play activities.

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Notes:

Facilitating Role Play Activities

15 minutes

Introduction

2 minutes

This topic will teach the learner how to facilitate role play activities. There will be instructions in the trainer guide for

conducting this type of activity, and a placeholder slide for this trainer-led topic. Instructor candidates will have the

option to demonstrate this during their teach-back.

1 Chronicles 16:29

Give unto the LORD the glory due unto his name: bring an offering and come before him: worship the LORD in the

beauty of holiness.

Learning and Performance Objectives You participated in a role play activity as part of the workshop presentation. Now it’s your turn to learn how to

facilitate a role play activity. Let’s take a look at the learning and performance objectives for facilitating role play

activities.

Workshop Objectives


debrief role-play activities that are included as part of the workshop.

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Notes:

Personal Objectives


Introduction to Role Play Activities

3 minutes

Role play activities are probably one of the most fear-inducing activities that learners participate in during training.

They have a reputation for being embarrassing and disliked. The source of this reputation is from poorly run role

plays. When properly executed, role play activities are an excellent way for learners to try applying information and

techniques learned during training in a safe environment.

Role Play Training Method Advantages and Disadvantages

With proper implementation, role plays can be a powerful tool in your training toolbox. Here are some of the

advantages and disadvantages of using role play activities.

Advantages of Role Play Activities

• Role play activities gives the learner a safe environment to practice personal witnessing techniques before

trying them out with a stranger.

• Can help a learner identify an area where they need to build stronger ‘muscle’ to be more successful.

• Allows group members to learn from others by watching and copying techniques and receive real-time

feedback on their actions.

• Allows learners to apply the theory that is presented and practice, thus getting more confident in

exercising the target skill in the ‘real world’.

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Notes:

Disadvantages of Role Play Activities

• Many people feel uncomfortable in role play situations and may even dread this part of the training.

While you can encourage learners to participate, don’t overdo it.

• Limited feedback from inexperienced observers. We’ll try to overcome this through providing

instructions for and limiting feedback to three specific types.

• Role play training takes a significant amount of time and can be ineffective if rushed. You can limit this

disadvantage by planning ahead and budgeting enough time.

• If groups are too large, learners that are not involved may become disengaged. Our approach prevents

this, since each of the three participants will have a specific role to perform in the role play.

Conducting Role Play Activities

10 minutes

As applied in this workshop, the role play activities will be simultaneously conducted in groups of three. Unless

necessitated by the situation, role play activities will not be ‘performed’ for the class. The activity, and its feedback

remain within the three-person group.

If there are ‘extra’ learners that cannot form a group of three, you can either ask your prayer partner to step in as the

third, or split them up to make a few role play groups with four (4) learners.

Each Role Play group will consist of three (3) roles:

1. Pre-Saved Person: Follows the scenario details/script and emotional clues provided (if any)

2. Personal Witness: Utilizes all training, resources and knowledge to be an effective witness for Jesus Christ to

the unsaved person

3. Observer: Documents feedback on actions taken, tone, approach, empathy, etc. and shares feedback with the

participants after the role play is complete

Role Play Timing:

Total timing for a complete round of Role Play varies depending on the topic. For our purposes in the personal

witnessing workshop, we’ll have between 20 and 30 minutes.

• 5 minutes - Workshop leader instructions, breaking up learners into groups of three, and distribution of

scenario handouts

• 5 minutes - Role Play Scenario 1 (Subject, Witness, Observer)

• Reset and rotate roles


• Reset and rotate roles

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Notes:


Each scenario takes five (5) minutes to complete and is comprised of three phases.

• Phase 1: One (1) minutes to review the scenario and prepare

• Phase 2: Three (3) minutes to conduct the role play scenario

• Phase 3: One (1) minute for the observer to share feedback after each interaction

Feedback Method:

Feedback allows the observer to acknowledge the witness’ strengths and motivate them to improve on areas of

opportunity. Good feedback is a gift. If we don't understand our strengths and developmental needs, it's hard to know

how to develop and learn to be a better witness for Jesus Christ.

Here are the recommended options for providing feedback:

• One great technique is to start your feedback delivery with the open-ended questions mentioned earlier. This

is a safer option for situations where the learners are new to this type of activity. In addition to the observer,

the ‘witness’ may have some of their own thoughts or ideas on how they can improve in addition to the

feedback of the ‘subject’.

o What do you think went well?

o Where do you think could have gone better?

• Another very effective technique, and one you may already be familiar with, is the “Start-Stop-Continue”

method. This is a simple way to give productive feedback to someone. The third person in the role play (the

observer) provides feedback using the feedback form as follows:

o START - Discuss one or two things that the witness should “start” doing. These could be new

techniques from the workshop or tips that would be beneficial for the witness to start doing.

o STOP - Discuss one or two things that the witness should "stop" doing. These could be bad habits

that the witness may not even be aware of, or other practices that are either not effective or are

getting in the way of success of their witness.

o CONTINUE - Discuss one or two things that the witness is currently doing that are good, effective

techniques or practices. Everyone likes to hear “positive” feedback, and surely the witness is doing at

least a few things in the right way!

o The “Start-Stop-Continue” method is popular because it allows for the delivery of constructive

feedback in a non-threatening way, as well as requires some praise as part of the feedback (things to

“continue” doing) along with the constructive feedback. As we all know, no one likes to receive only

negative feedback. Additionally, focus your feedback on the actions that need to be started/stopped,

rather than the person.

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Notes:

Role Play Instructions

• Break participants into groups of three (3).

• One person from the group will play the role of the person being witnessed to (subject), one will be the

witness, and third person in the group will be the observer.

• The person being witnessed to (subject) will review the persona handout and behave appropriately in

accordance with the profile provided.

• Witness will use what they learned in the workshop to share Jesus with the subject.

• The observer will watch the interaction and take notes using either the questioning or the start, stop, continue

model.

• Engage all participants in real the play activity as active participants in their own small groups.

• Walk around the room, listen in to each witnessing conversation, and provide guidance as necessary.

• Manage the time for each scenario (1 minute of preparation, 3 minutes to conduct, 1 minute for feedback)

and direct the groups to move on to the next scenario after time has expired.

• Conduct a debrief with the entire class to share feedback on the experience, any “a-ha” moments, etc.

Transition

We’ve nearly topped off our trainer toolbox. This next activity isn’t used in the workshop, but we’ll use it here. Each

learner will conduct a teach back of a particular portion of the workshop to demonstrate their ability to successfully

conduct the workshop.

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Notes:

Workshop Teach-Back Activity

Up to 240 minutes

Introduction

This topic provides an opportunity for the instructor candidates to take turns facilitating parts of the workshop in a

safe environment and receive feedback from peers. There will be instructions in the trainer guide for conducting this

type of activity, and a placeholder slide for this trainer-led topic. This is the final activity in the Train the Trainer and

will be considered when the Educational Unit is recommending candidates for commissioning as instructors.

Galatians 1:10

“For do I now persuade men, or God? or do I seek to please men? for if I yet pleased men, I should not be the

servant of Christ.”

Learning and Performance Objectives As the final activity in this Train the Trainer workshop, we’ll be ‘putting it all together’ to deliver a part of the personal

witnessing workshop in this safe environment to demonstrate our ability to successfully deliver the workshop as a

representative of The Gideons International.

This objective moves the instructor candidate to the top step in our ‘scaffolding’ approach to training the trainer. The

ability to evaluate observed instructor behaviors in order to provide feedback moves our learner from comprehension

of the task to the highest of the cognitive domain’s observable behaviors, evaluation. Since this objective furthers the

instructor candidate’s skills, it supports the objective and is an excellent final activity for this training.

Workshop Objectives


debrief the results of teach-back activities that are included as part of the workshop.

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Notes:

Personal Objectives


Teach Back Activity

40 minutes per learner

As part of the prework for this workshop, instructor candidates were asked to review the workshop materials and

select a 30-minute section to facilitate as a teach back during the train the trainer.

Ideally, participants will all select different sections to teach back, resulting

in candidates seeing another complete delivery of the workshop as part of

the teach backs.

Instructor candidates will, in turn, present a 30-minute segment of the

content that includes:

• Direct Instruction

• One of the following activities:

o Facilitating a Class Discussion

o Facilitating a Group Activity

• Managing Distracted Learners

As each candidate presents his assigned section of the workshop, the other

candidates should be observing, interacting, and capturing feedback using

the Start, Stop, Continue model.

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Trainer Tip

Prior to the teach backs, provide each learner with one of the Teach Back Activity Cards identifying their order in the teach backs, and a distracted learner characteristic that they will act out when indicated by the specified round of teach backs (you fill in the blank prior to handing them out). This gives a pre-determined order to the teach backs and presents the trainer with a distracted learner challenge to overcome.

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Notes:

Teach Back Activity Debrief

Allow ten (10) minutes for feedback at the conclusion of each presentation.

Feedback is shared verbally with the learner during the ten (10) minutes following the completion of their teach back.

Once all of the feedback is provided, candidates can hand the presenting trainer the actual feedback sheets for them

to review later.

Make sure to hand out enough Start, Stop, Continue checklists so that each learner has one for each presentation. For

example, a workshop of six Instructor candidates would need 30 copies for participants for this activity.

Transition

With the completion of the teach backs, we’re in the home stretch and ready to wrap up our workshop. Let’s start

wrapping up and talking next steps.

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Notes:

Session Wrap / Close in Prayer

15 minutes total

Thank You!

5 minutes

Congratulations on being selected and thank you for agreeing to be prepared as a trainer for this workshop. It takes a

lot of courage and trust to put yourself out there. You have a great support network behind you should you have

questions about facilitating this workshop after you walk out of here today.

While the workshop may be over, this is just the beginning of our journey. This workshop has incredible potential to

have an enormous impact for Jesus Christ! You are an important part of the work and we can’t succeed unless you are

successful. Reach out, we’re here for you.

Learning and Performance Objectives review

This topic will be used to review the stated objectives for this workshop.

Direct learners to the learning objectives page in the front of their participant workbooks. There are two (2) sets of

learning objectives that we’re reviewing. The first is the workshop objectives and the second is the learner’s

expectations.

Workshop Objectives Review

The following section identifies the goals and objectives of the Train the Trainer workshop:

1. Describe the goals and content of the workshop. 2. State the roles and responsibilities of qualified workshop facilitators. 3. Demonstrate the ability to promote the workshop to leaders of potential participating churches. 4. Perform administrative, preparatory, and follow-up tasks associated with conducting both the Train the

Trainer and the workshop. 5. Demonstrate the foundational tasks associated with classroom control and facilitation. 6. Demonstrate the ability to facilitate all of the activity types included in the workshop. 7. Train the instructor candidates to facilitate the workshop.

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Notes:

8. Create a community of qualified trainers that can support each other in the delivery of the workshop.

Personal Objectives

If the personal objectives were captured at the beginning of the workshop, take the time now to review each one and

check to see if that personal objective was met during the workshop.

I Want Your Feedback!

5 minutes

For those of you that provided me with an email address, you’ll be receiving a follow up email with a link to a post-

training survey. I’d ask you to please take the time to complete the survey and provide any feedback you have. If you

don’t have email, or didn’t provide it when you enrolled, please complete a paper copy of the level one feedback form

before you leave today. I want to make sure that I’m proving what you need, and I’d love to hear from all of you.

Close in Prayer

Up to 5 minutes

Gideons are men of prayer. When doing the Lord’s work as part of the Gideon ministry, we seek His blessing on our

efforts. That includes this workshop. You can either close the workshop in prayer yourself or seek a volunteer from

the workshop attendees to close in prayer. Never call out a participant to pray publicly that did not agree to do so

beforehand. Without knowing the level of comfort leading a group prayer, spiritual position or maturity of the

attendees, calling on one at random is strongly discouraged.

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Notes:

As Learners Leave

Up to 15 minutes (after workshop is dismissed)

Learners should be dismissed following the closing prayer.

Don’t immediately start to pack up gear and fiddle with equipment. Engage with participants as they depart, listen if

they share feedback, shake hands, thank them for attending, and be personable.

Once the participants have departed, begin packing up equipment and breaking down the workshop setup.

Make sure to leave the training area as clean or cleaner than you found it. Erase boards, discard name tents, easel

paper, sticky notes, and other consumables used during the workshop.

Make sure to do all of your workshop follow up as described earlier.

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Notes:

Train the Trainer Supporting Materials This part of the trainer guide will contain the content that is called out by the sections to support the instructional

strategies and learning objectives. Materials included here would include guides, presentations, checklists, worksheets,

observation forms, case studies, role-play scenario information, and feedback forms.

Train the Trainer Course Materials:

Type Description EU Leader Trainer Attendees

Books Education Unit Guide Y N

Conversations Instructor’s Guide Y Y

Conversations Church Course Participant’s Guide Y Y

Presentations EU Train the Trainer Slide Presentation Y N

Conversations Church Course Presentation Y N

Pre-Arrival Slide Presentation Y N

10-Minute Break Timer Presentation Y N

Handouts Kahoot T3 Day 1 Review Game Key Y N

Persona Handout Set Y N

Location Evaluation Case Studies Set Y N

Start, Stop, Continue Feedback Form Y* Y*

Teach-Back Activity Card Set Y N

Workshop Delivery Timeline & Checklist Y Y

Other Name Tent Template Y Y

* Multiples are needed. Each learner will need a number equal to the number of workshop attendees.

Trainers will have complete online access to all materials necessary for them to conduct the workshop following

successful completion of the train the trainer and commissioning.

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Notes:

Recommended Trainer Toolkit: • Laptop Computer

• Projector

• Bluetooth Speaker (Suitable for room audio)

• Wireless RF/Presenter Mouse

• Laser Pointer & Extra Batteries

• Multi-Outlet Extension Cord(s)

• Easel Chart(s)

• Assorted Media Cables and Adapters

o HDMI cable

o VGA cable

o HDMI to VGA adapter

o ¼” microphone plug audio cable

o RCA type cable set

o Other cables and adapters as desired

• White Board Markers & Eraser

• Watercolor Markers (four sets)

• Extra Pens/Pencils

• Holy Bible and Personal Workers Testament (PWT)

• Plastic Bowl(s) For Table Candy

• Hat, Bag, or Bowl for Random Drawings

• Deck of Playing Cards

Consumables:

• Sticky Notes

• Easel Paper

• Name Tents (See Avery Template for Printing Name Tents)

• Roll of 1 ½” Wide Masking Tape

Notes:

So shall my word be that goeth forth out of my mouth: it shall not return unto me void, but it shall accomplish that

which I please, and it shall prosper in the thing whereto I sent it.

Isaiah 55:11

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