Presents

Train the Trainer: Presentation and Instructing Skills

for Engineers and Technical Professionals

Website: www.idc-online.com E-mail: idc@idc-online.com

TR – Rev 3

Copyright All rights to this publication, associated software and workshop are reserved. No part of this publication or associated software may be copied, reproduced, transmitted or stored in any form or by any means (including electronic, mechanical, photocopying, recording or otherwise) without prior written permission of IDC Technologies.

Disclaimer Whilst all reasonable care has been taken to ensure that the descriptions, opinions, programs, listings, software and diagrams are accurate and workable, IDC Technologies do not accept any legal responsibility or liability to any person, organization or other entity for any direct loss, consequential loss or damage, however caused, that may be suffered as a result of the use of this publication or the associated workshop and software.

In case of any uncertainty, we recommend that you contact IDC Technologies for clarification or assistance.

Trademarks All terms noted in this publication that are believed to be registered trademarks or trademarks are listed below:

IBM, XT and AT are registered trademarks of International Business Machines Corporation. Microsoft, MS-DOS and Windows are registered trademarks of Microsoft Corporation.

Acknowledgements IDC Technologies expresses its sincere thanks to all those engineers and technicians on our training workshops who freely made available their expertise in preparing this manual.

Who is IDC Technologies? IDC Technologies is a specialist in the field of industrial communications, telecommunications, automation and control and has been providing high quality training for more than six years on an international basis from offices around the world.

IDC consists of an enthusiastic team of professional engineers and support staff who are committed to providing the highest quality in their consulting and training services. The Benefits of Technical Training The technological world today presents tremendous challenges to engineers, scientists and technicians in keeping up to date and taking advantage of the latest developments in the key technology areas.

• The immediate benefits of attending IDC workshops are: • Gain practical hands-on experience • Enhance your expertise and credibility • Save $$$s for your company • Obtain state of the art knowledge for your company • Learn new approaches to troubleshooting • Improve your future career prospects

The IDC Approach to Training All workshops have been carefully structured to ensure that attendees gain maximum benefits. A combination of carefully designed training software, hardware and well written documentation, together with multimedia techniques ensure that the workshops are presented in an interesting, stimulating and logical fashion.

IDC has structured a number of workshops to cover the major areas of technology. These courses are presented by instructors who are experts in their fields, and have been attended by thousands of engineers, technicians and scientists world-wide (over 11,000 in the past two years), who have given excellent reviews. The IDC team of professional engineers is constantly reviewing the courses and talking to industry leaders in these fields, thus keeping the workshops topical and up to date.

Technical Training Workshops IDC is continually developing high quality state of the art workshops aimed at assisting engineers, technicians and scientists. Current workshops include:

Instrumentation & Control • Practical Analytical Instrumentation in On-Line Applications • Practical Alarm Management for Engineers and Technicians • Practical Programmable Logic Controller's (PLCs) for Automation and Process Control • Practical Batch Management & Control (Including S88) for Industry • Practical Boiler Control and Instrumentation for Engineers and Technicians • Practical Programming for Industrial Control - using ( IEC 1131-3 and OPC ) • Practical Distributed Control Systems (DCS) for Engineers & Technicians • Practical Data Acquisition using Personal Computers and Standalone Systems • Best Practice in Process, Electrical & Instrumentation Drawings and Documentation • Practical Troubleshooting of Data Acquisition & SCADA Systems • Practical Industrial Flow Measurement for Engineers and Technicians • Practical Hazops, Trips and Alarms • Practical Hazardous Areas for Engineers and Technicians • A Practical Mini MBA in Instrumentation and Automation • Practical Instrumentation for Automation and Process Control • Practical Intrinsic Safety for Engineers and Technicians • Practical Tuning of Industrial Control Loops • Practical Motion Control for Engineers and Technicians • Practical SCADA and Automation for Managers, Sales and Admininistration • Practical Automation, SCADA and Communication Systems: A Primer for Managers • Practical Fundamentals of OPC (OLE for Process Control) • Practical Process Control for Engineers and Technicians • Practical Process Control & Tuning of Industrial Control Loops • Practical Industrial Programming using 61131-3 for PLCs • Practical SCADA & Telemetry Systems for Industry • Practical Shutdown & Turnaround Management for Engineers and Managers • Practical Safety Instrumentation and Shut-down Systems for Industry • Practical Fundamentals of E-Manufacturing, MES and Supply Chain Management • Practical Safety Instrumentation & Emergency Shutdown Systems for Process Industries • Control Valve Sizing, Selection and Maintenance

Communications • Best Practice in Industrial Data Communications • Practical Data Communications & Networking for Engineers and Technicians • Practical DNP3, 60870.5 & Modern SCADA Communication Systems • Practical Troubleshooting & Problem Solving of Ethernet Networks • Practical FieldBus and Device Networks for Engineers and Technicians • Practical Fieldbus, DeviceNet and Ethernet for Industry • Practical Use and Understanding of Foundation FieldBus for Engineers and Technicians • Practical Fibre Optics for Engineers and Technicians • Data Communications, Networking and Protocols for Industry - Back to Basics • Practical Troubleshooting & Problem Solving of Industrial Data Communications • Practical Troubleshooting, Design & Selection of Industrial Fibre Optic Systems for Industry • Practical Industrial Networking for Engineers & Technicians • Troubleshooting Industrial Ethernet & TCP/IP Networks • Practical Local Area Networks for Engineers and Technicians • Practical Routers & Switches (including TCP/IP and Ethernet) for Engineers & Technicians • Practical TCP/IP and Ethernet Networking for Industry • Practical Fundamentals of Telecommunications and Wireless Communications • Practical Radio & Telemetry Systems for Industry • Practical TCP/IP Troubleshooting & Problem Solving for Industry • Practical Troubleshooting of TCP/IP Networks • Practical Fundamentals of Voice over IP (VOIP) for Engineers and Technicians • Wireless Networking and Radio Telemetry Systems for Industry • Wireless NetworkingTechnologies for Industry

Electrical • Practical Maintenance & Troubleshooting of Battery Power Supplies • Practical Electrical Network Automation & Communication Systems • Safe Operation & Maintenance of Circuit Breakers and Switchgear • Troubleshooting, Maintenance & Protection of AC Electrical Motors and Drives • Practical Troubleshooting of Electrical Equipment and Control Circuits • Practical Earthing, Bonding, Lightning & Surge Protection • Practical Distribution & Substation Automation (incl. Communications) for Electrical Power

Systems • Practical Solutions to Harmonics in Power Distribution • Practical High Voltage Safety Operating Procedures for Engineers and Technicians • Practical Electrical Wiring Standards - National Rules for Electrical Installations - ET 101:2000 • Lightning, Surge Protection and Earthing of Electrical & Electronic Systems in Industrial

Networks • Practical Power Distribution • Practical Power Quality: Problems & Solutions • Practical Power Systems Protection for Engineers and Technicians • Wind & Solar Power - Renewable Energy Technologies • Practical Power Transformers: Operation, Maintenance & Testing • Maintenance and Troubleshooting of UPS Systems and Battery Power Supplies • Practical Variable Speed Drives for Instrumentation and Control Systems • Practical Electrical Wiring Standards - IEE BS7671 - 2001 Edition

Project & Financial Management • Practical Financial Fundamentals and Project Investment Decision Making • How to Manage Consultants • Marketing for Engineers and Technical Personnel • Practical Project Management for Engineers and Technicians • Practical Specification and Technical Writing for Engineers & Other Technical People

Mechanical Engineering • Practical Fundamentals of Heating, Ventilation & Airconditioning (HVAC) for Engineers &

Technicians • Practical Boiler Plant Operation and Management for Engineers and Technicians • Practical Bulk Materials Handling (Conveyors, Bins, Hoppers & Feeders) • Practical Pumps and Compressors: Control, Operation, Maintenance & Troubleshooting • Practical Cleanroom Technology and Facilities for Engineers and Technicians • Gas Turbines: Troubleshooting, Maintenance & Inspection • Practical Hydraulic Systems: Operation and Troubleshooting • Practical Lubrication Engineering for Engineers and Technicians • Practical Safe Lifting Practice and Maintenance • Practical Mechanical Drives (Belts, Chains etc) for Engineers & Technicians • Fundamentals of Mechanical Engineering • Practical Pneumatics: Operations and Troubleshooting for Engineers & Technicians • Practical Centrifugal Pumps - Optimising Performance • Practical Machinery and Automation Safety for Industry • Practical Machinery Vibration Analysis and Predictive Maintenance

Electronics • Practical Digital Signal Processing Systems for Engineers and Technicians • Practical Embedded Controllers:Troubleshooting and Design • Practical EMC and EMI Control for Engineers and Technicians • Practical Industrial Electronics for Engineers and Technicians • Practical Image Processing and Applications • Power Electronics and Variable Speed Drives: Troubleshooting & Maintenance • Practical Shielding, EMC/EMI, Noise Reduction, Earthing and Circuit Board Layout

Information Technology • Practical Web-Site Development & E-Commerce Systems for Industry • Industrial Network Security for SCADA, Automation, Process Control and PLC Systems • SNMP Network Management: The Essentials • Practical VisualBasic Programming for Industrial Automation, Process Control & SCADA

Systems Chemical Engineering • Practical Fundamentals of Chemical Engineering

Civil Engineering • Hazardous Waste Management and Pollution Prevention • Structural Design for non-structural Engineers • Best Practice in Sewage and Effluent Treatment Technologies

Comprehensive Training Materials All IDC workshops are fully documented with complete reference materials including comprehensive manuals and practical reference guides.

Software Relevant software is supplied with most workshop. The software consists of demonstration programs which illustrate the basic theory as well as the more difficult concepts of the workshop.

Hands-On Approach to Training The IDC engineers have developed the workshops based on the practical consulting expertise that has been built up over the years in various specialist areas. The objective of training today is to gain knowledge and experience in the latest developments in technology through cost effective methods. The investment in training made by companies and individuals is growing each year as the need to keep topical and up to date in the industry which they are operating is recognized. As a result, the IDC instructors place particular emphasis on the practical hands-on aspect of the workshops presented.

On-Site Workshops In addition to the quality of workshops which IDC presents on a world-wide basis, all IDC courses are also available for on-site (in-house) presentation at our clients premises. On-site training is a cost effective method of training for companies with many delegates to train in a particular area. Organizations can save valuable training $$$’s by holding courses on-site, where costs are significantly less. Other benefits are IDC’s ability to focus on particular systems and equipment so that attendees obtain only the greatest benefits from the training.

All on-site workshops are tailored to meet with clients training requirements and courses can be presented at beginners, intermediate or advanced levels based on the knowledge and experience of delegates in attendance. Specific areas of interest to the client can also be covered in more detail. Our external workshops are planned well in advance and you should contact us as early as possible if you require on-site/customized training. While we will always endeavor to meet your timetable preferences, two to three month’s notice is preferable in order to successfully fulfil your requirements. Please don’t hesitate to contact us if you would like to discuss your training needs.

Customized Training In addition to standard on-site training, IDC specializes in customized courses to meet client training specifications. IDC has the necessary engineering and training expertise and resources to work closely with clients in preparing and presenting specialized courses.

These courses may comprise a combination of all IDC courses along with additional topics and subjects that are required. The benefits to companies in using training is reflected in the increased efficiency of their operations and equipment.

Training Contracts IDC also specializes in establishing training contracts with companies who require ongoing training for their employees. These contracts can be established over a given period of time and special fees are negotiated with clients based on their requirements. Where possible IDC will also adapt courses to satisfy your training budget.

Some of the thousands of Companies worldwide that have supported and benefited from IDC workshops are: Alcoa, Allen-Bradley, Altona Petrochemical, Aluminum Company of America, AMC Mineral Sands, Amgen, Arco Oil and Gas, Argyle Diamond Mine, Associated Pulp and Paper Mill, Bailey Controls, Bechtel, BHP Engineering, Caltex Refining, Canon, Chevron, Coca-Cola, Colgate-Palmolive, Conoco Inc, Dow Chemical, ESKOM, Exxon, Ford, Gillette Company, Honda, Honeywell, Kodak, Lever Brothers, McDonnell Douglas, Mobil, Modicon, Monsanto, Motorola, Nabisco, NASA, National Instruments, National Semi-Conductor, Omron Electric, Pacific Power, Pirelli Cables, Proctor and Gamble, Robert Bosch Corp, SHELL Oil, Siemens, Smith Kline Beecham, Square D, Texaco, Varian, Warner Lambert, Woodside Offshore Petroleum, Zener Electric

References from various international companies to whom IDC is contracted to provide on-going technical training are available on request.

Table of Contents

Preface xix

Chapter 1— Introduction to technical training 1 1.1 What is technical training? 1 1.2 Principles of technical training 1 1.3 What is a technical presentation? 2 1.4 Background to speaking in public 3 1.5 What are the differences/similarities between public speaking,

presentations and training? 3 1.6 Maximizing technical training techniques 4 1.7 Organize and present in-house technical training 7 1.8 Train to refresh 8 1.9 Teaching new technical techniques and skills 8 1.10 Empathetic training (think like your trainees) 11 1.11 Roles and responsibilities in the technical training cycle 14 1.12 Experiential and active technical training techniques 16 1.13 Technical training challenges/problems and solutions 17 1.14 Defining realistic technical training objectives 17 1.15 Managing expectations 18

Chapter 2— Elements of training 19 2.1 Communication 19 2.2 Verbal communication 21 2.3 Objectives of speech—inform, entertain, convince/ persuade,

instruct/teach 22 2.4 Dramatic orators are seldom-good communicators 23 2.5 Communication barriers 23 2.6 Conversational tone 27 2.7 Listening 30 2.8 Learning techniques 33 2.9 Listen, understand, be understood, agree, and act 40 2.10 Questioning technique to test understanding—open, closed, probing,

hypothetical, and clarifying 40 2.11 Responding to trainees’ needs for clarification or feedback 43 2.12 Handling learner disruptions discreetly 43 2.13 Patience and learning 44 2.14 Constructive feedback 44

x Contents

2.15 Accelerated learning 45 2.16 NLP (Neurolinguistic programming) and learning 46 2.17 Emotive learning 48 2.18 Peer learning 49 2.19 Corporate learning 49 2.20 Experience-based learning 50 2.21 Creating a technical learning environment 50 2.22 Creating opportunities for learners to learn from each

other 52 2.23 How to improve retention of technical information 54 2.24 Integrate and apply what you learn 54 2.25 Setting technical learning objectives and reconciling it

with learner expectations 55 2.26 Establish the instructor’s credibility 56 2.27 Use emotion, language and leadership with authority 56 2.28 Use reasoning and evidence to persuade and instruct 57 2.29 Use analogies and stories of personal successes 57 2.30 Dealing with inconsistency 58 2.31 How to handle learners at differing levels of technical skill

and experience 59 2.32 Patterns of learning 59 2.33 Dealing with classroom emotions 61 2.34 Request immediate feedback and respond to audience 64

Chapter 3— The trainees—audience analysis 65 3.1 How do you get to know your audience? 65 3.2 Who is your audience? 65 3.3 What are their needs? 66 3.4 What do they know? 66 3.5 What are their skills? 67 3.6 How to evaluate your audience 68 3.7 Maslow’s hierarchy of needs 69 3.8 Assessing and addressing audience needs and

requirements 70 3.9 Adapting technical content to trainee needs 71 3.10 The instructor’s attitude towards the audience 72 3.11 Attitude of the audience towards the instructor as speaker 72 3.12 Attitude of the audience towards the training topic 73 3.13 Dealing with a disruptive audience 73 3.14 Trainee empowerment and ownership 73

Chapter 4— Cultural diversity 77 4.1 Establish demographics of the audience 77 4.2 How to bridge cultural diversity and handle issues 78

Contents xi

4.3 Give recognition to cultural rules 80 4.4 Acknowledge and respect cultural differences 81 4.5 Importance of ethics 82 4.6 How to treat disabled delegates 82 4.7 Presentation by a handicapped person 84 4.8 Use humor within the cultural context (do not offend) 84 4.9 Training environment 84 4.10 Controlling and adjusting temperatures 92

Chapter 5— The instructor—Handling anxiety and calming nerves 97 5.1 How comfortable are you in speaking? 97 5.2 Using nervousness to work for you 98 5.3 How to overcome presentation fear 101 5.4 Relaxation and breathing techniques 103 5.5 Using sound preparation to combat fear and anxiety 105 5.6 Know your introduction 107 5.7 Think before you speak 107 5.8 Practice out loud 107 5.9 Practice in front of a mirror 107 5.10 Practice in front of a select audience 108 5.11 Record your presentation electronically 108 5.12 Practice mentally 109 5.13 Focus on technical ideas and principles 109 5.14 Concentrate on the presentation and reduce self-

awareness 110 5.15 Gain confidence and competence to command attention 110 5.16 Self-hypnosis 111 5.17 Remain cool, calm and in control 111

Chapter 6— Voice 113 6.1 The image of your voice 113 6.2 Listen objectively to your own voice 113 6.3 Effective vocal articulation to create impact 114 6.4 Control and articulation 115 6.5 Sound production 115 6.6 Voice projection and voice control techniques 116 6.7 Quality of voice 117 6.8 Cultural differences affect voice 118 6.9 Accent 118 6.10 Practice pronunciations 118 6.11 Elocution exercises 119 6.12 Clarity of speech 120

xii Contents

6.13 Don’t swallow the end of words and sentences 120 6.14 Factors that influence tone in voice 121 6.15 Caring for your voice 121 6.16 Foods for presentation 122 6.17 Use volume, pace, tone and pitch to add variety and meaning 123 6.18 Emphasize to effect emotional meaning 123 6.19 Using planned pauses 123 6.20 Vary your pace 124 6.21 Limit use of verbal fillers 124 6.22 Vary your inflection 125 6.23 If you use a microphone, do so effectively and sparingly 125 6.24 Correcting common voice problems 125 6.25 Language 126 6.26 Use good conversational English 127 6.27 Avoid ambiguous words and misunderstandings 127 6.28 Language paints vivid pictures and strong images 127 6.29 Expressing emotion with language 127 6.30 Use clear and simple language 127 6.31 Managing language differences and overcoming barriers 128 6.32 Use familiar words and ideas 128 6.33 Define unfamiliar terms 129 6.34 Translate technical jargon into non-technical terms 129 6.35 Employ appropriate language 129 6.36 Use short and simple sentences 130 6.37 Active versus passive voice 130 6.38 Concrete versus abstract ideas 130 6.39 Humor in language 130 6.40 Avoid swear words 130 6.41 Avoid gender specific and sexual references 130 6.42 Avoid religious and political references 131 6.43 The positive effect of good vocabulary 131

Chapter 7— The secrets of successful instructors 133 7.1 Attributes and characteristics 133 7.2 Discover your strengths as a technical instructor 138 7.3 Minimize your weaknesses 139 7.4 ‘Hide’ errors 139 7.5 Refresh existing skills 139 7.6 Improve your training methods by learning new methods

and techniques 140 7.7 Endeavor to reach your training goals and objectives 140 7.8 Know your subject 141 7.9 Focus on key learning points 141 7.10 Ensure the presentation is practical 142 7.11 Transmit your technical expertise effectively 143

Contents xiii

7.12 Know your context 143 7.13 Know your slides 144 7.14 Maintain a sense of humor to handle difficulties in lecturing 144 7.15 Display initiative 144 7.16 Develop a positive philosophy and attitude 145 7.17 Be positive and passionate about the topic 145 7.18 Physical appearance 146 7.19 Non-verbal language 152 7.20 Company image 163 7.21 Design and supply effective and easy to use course

material 164

Chapter 8—The presentation-preparation 165 8.1 Organizing the presentation 165 8.2 Structuring and developing the training presentation 166 8.3 Body/content 167 8.4 Development of a presentation 168 8.5 Deciding on presentation methods 169 8.6 Personalizing a lesson 170 8.7 Determining when to introduce difficult technical concepts

in the workshop 171 8.8 Preparation tips 171 8.9 Prepare and rehearse practical sessions before the

presentation 172 8.10 Ensure that practical concepts work 172 8.11 Be prepared for any possible eventuality 173 8.12 Ensure that you have sufficient manuals and handouts 173 8.13 Rehearse 173 8.14 Timing yourself 174 8.15 Plan to exceed expectations 175 8.16 Prepare early 175 8.17 Research and brainstorm your topics 175 8.18 Equip yourself with creative examples, words, images,

stories and analogies 176 8.19 Prepare notes 177 8.20 Index cards 177 8.21 Route map 178 8.22 Prepare handouts 179 8.23 Precise technical training 179 8.24 Practice setup of electronic equipment and slide show 180 8.25 Practice troubleshooting 181

Chapter 9— Successful training with impact 183 9.1 Structure your presentation 183

xiv Contents

9.2 Content and format is equally important 183 9.3 Successful training is based on technical skills and

communication skills 184 9.4 The right amount of information 184 9.5 Give attention to detail 184 9.6 Use variety to keep interest 184 9.7 Alternate between levels of difficulty 185 9.8 Use logic—recall ideas in correct sequence 186 9.9 Convey information effectively 186 9.10 Synchronized ideas eliminate confusion 186 9.11 Be wary of contradictions 186 9.12 Cite sources where applicable 186 9.13 Limit focus—what THEY need to know, not what YOU know 186 9.14 Build credibility—add interest, clarify a point, prove a point 187 9.15 Maintain rhythm and balance—speed of presentation 187 9.16 Use verbal materials 187 9.17 Practical demonstrations 187 9.18 Presenting technical concepts 188 9.19 Explaining technical concepts 188 9.20 Demonstrating technical concepts 188 9.21 Use examples from your experience 189 9.22 Use analogies from their experience 189 9.23 Role-playing 189 9.24 How to inject interest into a dull presentation 191 9.25 Do not overload 191 9.26 Preview and summarize 191 9.27 Use signposts and transitions 191 9.28 Different ways to repeat information 192 9.29 Sharpen your delivery 192 9.30 The do and don’ts of effective technical presentations 192 9.31 Anticipate problems and find solutions 194 9.32 Be proactive, think forward, anticipate, avoid and deal with problems 194 9.33 Provide professional and knowledgeable presentations

irrespective of venue, time or subject 195 9.34 Do not use your position as a marketing or selling platform 195 9.35 Fulfill expectations 195 9.36 The introduction 195 9.37 Spellbound introductions 196 9.38 Icebreakers 196 9.39 Perform proven opening rituals that works for you 196 9.40 Give the audience a reason to listen 196 9.41 Different ways to begin a presentation 196 9.42 Techniques to intrigue arouse and hold participants’

attention 197

Contents xv

9.43 Conclusion 197 9.44 Summarize main points in your conclusion 198 9.45 Evaluate the success and effectiveness of the course 198 9.46 Critique and assess your preparation and delivery of the

technical training 199 9.47 Evaluation forms 200 9.48 Memorable endings 201 9.49 Humor in language 201

Chapter 10— Instructor/delegate relationship 203 10.1 Monitor the audience 203 10.2 Involve whole audience 203 10.3 Break cycle of attention to keep attention 203 10.4 Vary intensity level—moving around, visuals, questions 204 10.5 Encourage active audience involvement 205 10.6 How to handle irrelevant but interesting interruptions and

discussions 205 10.7 Motivate participants 205 10.8 How to get attendees back on time after breaks 206 10.9 Time management 206 10.10 Supporting material 207 10.11 After the workshop 208

Chapter 11— Participatory exercises 211 11.1 Evaluate training 211 11.2 Employ participatory exercises 211 11.3 Encourage participation by using well-researched activities 212 11.4 Maintain a balance between activities, input and discussion 212 11.5 Explain to trainees what is expected of them during

practical sessions and what you hope to achieve 213 11.6 Place a reasonable time limit on practical sessions 213 11.7 Do not belittle anyone in the room—making them look

silly or stupid 214 11.8 Assess what participants have learnt 214 11.9 Help participants to retain and apply acquired information,

techniques and skills 215

xvi Contents

Chapter 12— Questions and answers 217 12.1 Anticipate questions from the audience 217 12.2 When do you want questions? 218 12.3 The art of questioning—questioning technique 219 12.4 Answering questions 220 12.5 Rephrase questions from the audience 221 12.6 Draw on the knowledge of the audience—involve audience

in answering the questions 222 12.7 Give satisfactory but short answers 222 12.8 Offer solutions to common problems 223 12.9 How to handle complex or difficult questions 223 12.10 How to handle problematic delegates 223 12.11 Analyze arguments and motivation—do not get involved in arguments 224 12.12 Overcoming resistance 225 12.13 Overview of questioning 225 12.14 Do and don’ts of handling questions 225 12.15 Have questions ready 226 12.16 Stimulate participation through questioning 226

Chapter 13— Myths 229 13.1 Speaking to the public is easy 229 13.2 A technical message is always clear 229 13.3 The audience will always understand a technical message 229 13.4 It is easy to teach a subject when you have the technical

skills 230 13.5 Action follows automatically 230 13.6 Objectivity guarantees success 230 13.7 Pictures are always true 231 13.8 You must memorize the presentation to be successful 231 13.9 Nervousness is a sign of weakness 231 13.10 Notes must never be visible 232 13.11 Always start with a joke 232 13.12 It is not necessary to prepare if you know your subject 232 13.13 Rely on the slide presentation to carry you through 233

Chapter 14— Integrating text, graphics, visuals and audio to structure powerful presentations 235

14.1 When to use visual support 235 14.2 Innovative ways to present technical material 235 14.3 Use visual aids effectively 236 14.4 How to systematically design and use visual aids to

support your message 236 14.5 Desktop presentation software 237

Contents xvii

14.6 Microsoft word for text charts 237 14.7 Excel for graphics 238 14.8 Clip art 242 14.9 The presentation tools 242 14.10 Using a pointer 251 14.11 Use equipment expertly 252 14.12 Cope with equipment problems 252 14.13 Perform set-up before the start of the training session 252 14.14 Projector 252 14.15 Distortion 253 14.16 Computer set-up 256 14.17 Do not block the path of the overhead screen or white board 256 14.18 Ensure that the delegates can see you 257 14.19 Ensure that the audience can hear 257 14.20 Talk directly to the audience when illustrating a concept 257 14.21 Technology must support, not divert from good communication 257

Chapter 15— Using PowerPoint to maximize impact 259 15.1 PowerPoint do and don’ts 259 15.2 Techniques and tips for designing and producing powerful slides 260 15.3 Using PowerPoint templates to produce slide shows (consistency and balance) 262 15.4 Making impromptu PowerPoint slides 263 15.5 Slide layout 264 15.6 Keep slides to the minimum 264 15.7 How many slides should an instructor prepare? 264 15.8 How many slides should be used? 265 15.9 Navigate through slides 265 15.10 Hidden slides 265 15.11 Using animated graphics 266 15.12 Using color and pictures in your slides 266 15.13 Importing graphics 267 15.14 Changing font size 268 15.15 Backgrounds 270 15.16 PowerPoint logistics 270 15.17 Have sufficient slides on hand and tailor their use to your audience 271 15.18 Ensure that slides look professional 271

xviii Contents

Chapter 16— Preparing checklists 273 16.1 Presentation checklist 276 16.2 Checklist for slide presentation 277 16.3 Performance checklist 278 16.4 Tips and hints for technical instructors 281 16.5 Tips and hints for trainees 283 16.6 Tips and hints for technical presentations 284

Bibliography 287

Practical exercises

Preface "What I hear, I forget. What I see, I remember. What I do, I understand." …Confucius This workshop manual is designed to equip you with the skills required to become an effective and consistent technical instructor. Ever changing and complex technology requires a constant need for technical training, which can be quite intimidating. An effective technical instructor needs a combination of technical skills and presentation abilities to help delegates overcome technical barriers. Throughout the course of reading this manual, you will be guided on how to overcome the fear of speaking in public and addressing technically skilled delegates, how to deliver spellbinding presentations and employ practical, memorable and clear instruction methods. Learning must be challenging, encouraging, reflective and entertaining. It requires both the instructor and the participant to listen, to understand, to agree and to do. This book supplements a highly interactive two-day workshop that provides delegates with hands-on opportunities to prepare, organise and deliver effective and powerful technical presentations. Delegates will be shown techniques to arouse and maintain participants' attention, effectively convey information, actively involving the audience, demonstrating concepts and creating powerful visual presentations. This book will show you what to do before a technical training session, how to start a technical training session and what to do during, at the end and after the training session. Although not mandatory for getting the most from this manual, readers should have a technical background with practical skills in order to convey the know-how and provide training in a technical environment.

IDC Technologies – Technology Training That Works

1

Introduction to technical training

1.1 What is technical training? Training is defined as the process of sharing; teaching new skills and knowledge;

or updating previously learned skills and information. Training provides enhanced learning in order to improve performance on the job. It also includes training new personnel, introducing a new technology, and/or improving an employee’s performance.

Technical training is mainly concerned with people and technology. It helps increase competence and improves performance of professionals in an efficient and effective manner. It also helps in designing, implementation and operation of systems within specific technical environments. Furthermore, technical training provides the changing and enhanced market requirements needed for the survival and future growth of the business.

1.2 Principles of technical training Technology training provides new forms and practices that the trainees can use in

their workplaces to promote radical innovation, while keeping pace with the rapid and frequent change of the technical age.

The most important principles of technical training are as follows: • Technical training is an emotional and intellectual process where the

trainer’s first job is the establishment of a rapport or an emotional bond with the trainees.

• A user-friendly, culturally appropriate information package, which fits the learner’s level. Reading and designing of visuals should be skillfully organized.

• The theme and the content of the program should be accurate, interesting and informative.

2 Train theTrainer

• The training program should be understandable and should be easy to follow throughout the training period. The trainer should be organized and focused.

• The instructor/trainer must use multiple approaches, media, and senses to get through to all participants/trainees as each of them have different learning styles.

• Technical training should provide scope for interaction, action learning and practice.

• The learning environment in a technical program should be free from all possible distractions. This includes things like noise, physical or emotional discomfort, personal problems, negative attitudes, or as far as the trainer is concerned, distracting mannerisms or dress.

• Collaborative (team) learning can enhance the learning environment of the technical program.

• Feedback mechanisms should be in place to allow learners to voice their opinions on the training program. Constant evaluation and improvement of the program ensure up to date information to the learners.

• A trainer is not a ‘sage on the stage’ but ‘a guide on the side’. Her/his task is to devise strategies and provide guidance to the learner in a rich learning environment.

1.3 What is a technical presentation? A technical presentation is a way of communicating technical ideas and

information to a group. A good presentation has: • Content - It provides technical information, which is required by the

audience, and can be absorbed in one sitting. • Structure - It has a logical beginning, middle, and end. It must be

sequenced and properly spaced to ensure easy understanding. • Packaging - It should be well prepared so that the audience gains

maximum information through graphical and diagrammatic displays.

1.3.1 Purpose of a technical presentation A technical presentation keeps delegates informed as to technical ideas and

information relating to new and modern technologies in an ever changing environment. Today organizations are under immense pressure to meet the challenges from angles of profitability as well as market share. This is causing obsolescence of existing technologies. Organizations are forced to adopt newer technologies; thus creating a huge demand for skilled and knowledgeable technical people who need to upgrade their existing knowledge. This type of presentation is specially designed for the audience who is comfortable with information in graphical and diagrammatic displays, learning maximum skills and techniques through active participation by the way of live product demonstrations, whiteboards and projection screens. Communicating complex technology to a broader audience requires the use of metaphors, prior experience and visual illustrations. A technical presentation serves this purpose.

Introduction to Technical Training 3

Benefits of effective technical training: • Increased job satisfaction leads to improved productivity • Less breakages and breakdowns • Timeliness of operation • Increased work commitment and self-confidence • Less need for close supervision • Improved work standards • More flexibility • Lower accident risk

1.4 Background to speaking in public Lectures and public addressing allow us to achieve many goals. Whether we

work alone or in groups, we need to speak in public to fulfill certain task. We often need to speak to groups, to be a successful leader or achieve something meaningful in life. For hundreds of years, speaking in public or to a group or audience has been essentially a form of public communication. There have been brilliant lectures that have inspired us. The ability to speak well is an acquired skill and without it, speaking in public may be a source of stress for everyone.

To be a successful speaker one must think analytically about actions and try to keep the following key principles in mind:

• Do not think that public speaking is inherently stressful. • Do not think you need to be brilliant or perfect to succeed. • Do not try to impart too much information or cover too many points in a

short presentation. • Do not have the wrong purpose in mind (to receive rather than to

give/contribute). • Do not try to please everyone (this is unrealistic). • Do not try to emulate other speakers (very difficult) rather simply be

yourself (very easy). • Do not fail to be human and humble. • Never be fearful of potential negative outcomes (they almost never occur

and even when they do, you can use them to your advantage). • Do not try to control the wrong things (the behavior of your audience). • Over preparation can result in unnatural public speaking. Rather develop

confidence and trust in your natural ability to succeed. • Do not think your audience will be as critical of your performance as you

might be.

1.5 What are the differences/similarities between public speaking, presentations and training?

Public speaking, presentations and training are different methods of communication each involving different processes of transmitting information from an individual (or group) to another. To communicate successfully one has to understand the other person or a group, and has to work hard to get the other person or group to understand them.

The essence of public speaking is to give the audience some ‘value’. It has been one of the essential means of personal empowerment and civic engagement by

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providing us training in researching topics, organizing our ideas, and presenting ourselves skillfully. Public speaking is highly structured and usually imposes time limitations on the speaker. It requires detailed preparation and use of formal language.

Presentations involve listening and watching. A presentation is one of the best ways to impart information or introduce new products or ideas through charts and graphical displays. The audience may not actively respond to a presentation program unless it includes a ‘Q-&-A’ session at the end. A good presentation is informative, educational and persuasive.

‘What I hear, I forget, What I see, I remember, What I do, I understand’. - Confucius ‘Training is about building skills through active involvement and interaction.

Training is about doing it’ - Henry Stewart, Institute of IT Training, United Kingdom

Training is the learning that helps to improve job performance. A good training

session demands active involvement of the participants. An effective training program has three basic features: (1) compatibility; (2) evaluation and instruction; and (3) analysis and improvement. Good trainers adjust their voices to the audience and avoid distracting physical mannerisms and verbal habits.

1.6 Maximizing technical training techniques An audience generally feels comfortable with a presentation that is simple and

focused. Preparing such a presentation is often a difficult task and requires a lot of time and effort. The trainer’s ideas should follow a clear pattern. The presentation pattern of the trainer may be chronological, spatial, causal, topical theory and practice or problem and solution.

1.6.1 Chronological pattern The trainer’s ideas and the technical information displayed in the presentation are

structured in a chronological order. The topic of the desired subject is presented in terms of its historical aspect and the points are developed through time sequences.

A chronological pattern allows the audience to follow a logical sequential time pattern, a relative easy method of learning.

1.6.2 Spatial pattern A spatial presentation works well where the information and ideas have to be

organized relative to space or place.

1.6.3 Causal pattern A causal pattern in a presentation structure arranges the technical material and

ideas according to the causes of a problem. The trainer has to be precise and to the point. Avoid a lengthy presentation while using this pattern, which tends to become boring.

Introduction to Technical Training 5

1.6.4 Topical pattern While using this form of presentation, the instructor arranges the informative

points according to their importance. It is a common and effective means of structuring the presentation.

1.6.5 Theory and practice pattern This form of presentation is very effective and the audience feels comfortable

with this approach. Here the trainer uses the theory of any situation and cites practical examples to establish the idea.

1.6.6 Problem and solution pattern The presenter needs to be balanced while using this approach. This pattern, as the

name suggests, displays both the problem and solution aspect of a situation. The listeners should analyze the problem clearly and then slowly move onto the solution. Since listeners are interested in solutions, the presenter should not waste too much time describing the problem, but rather move on to the solution in a clear and concise manner.

1.6.7 Analysis The presenter must target the audience. If the presentation is prepared for

reflective candidates while the audience is predominantly directive, they are likely to get bored. Hence, it is very important to have a thorough audience analysis - such as job titles, ages, knowledge and skill, cultural background etc. Audience profiling is an important precursor to make the technical training successful.

“People don’t do much homework regarding the sophistication of audiences.

They usually underestimate the level…. You want to present at or slightly above the knowledge level of people in the room….”

Brook Byers, principle partner of Kleiner, Perkins, Caulfield, Byers; (Interview July 22, 1991)

1.6.8 Question and answer Good questioning increases the listeners’ involvement, enhances thinking and

develops a questioning attitude during the presentation, which makes training effective. There are three different types of questions.

• Information questions • Processing questions • Imaginative questions

Information questions are concerned with ‘just the facts’, to share information

from the questioner’s learning and personal experiences. Processing questions require listeners to use analytical, synthesis and evaluation skills to organize and manipulate information. Imaginative questions explore differences. These questions allow listeners to explore and think outside the box to generate ideas. Listeners use the information they have received, creating something with it and/or applying it in a different area.

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1.6.9 Step by step process Technical training techniques involve five steps:

Assessing the need Need assessments and/or skill assessments before planning a presentation is

required in order to establish exactly what topics need to be covered. If the trainer does not know what the participants want, measuring the effectiveness of the training becomes difficult. Knowing what skills and knowledge are required is essential to the development of any training event. Similarly, without knowing what skills and knowledge the participants possess, an effective training event cannot be developed. Needs assessments may be conducted using surveys, interviews, focus groups and skill tests.

Developing training materials Customized training is good and involves a lot of planning rather than mere

spilling the contents of the brain on a subject onto pieces of paper. It is necessary to use need assessments to get a list of topics for the event and the trainer has to make sure that the order is in a logical fashion. Include illustrations and hands-on exercises with easy to follow instructions in the course manual.

Preparation Presentation timing and flow can be effectively programmed by doing a

preparatory session before the presentation. It is a good idea to practice with an audience that has a similar skills level. Testing each exercise yourself is necessary to prevent problems or unexpected results during the presentation. Timing each part of the event is essential to finish the presentation on time.

Delivering the training This is where the actual training is delivered using skills and knowledge of the

presentation.

Evaluating the training Trainees’ evaluation is used to establish whether or not the training has met the

objectives. Content for the trainees’ evaluation can be partially based on the questions asked during the assessment phase. Course evaluations are based on the audience’s assessment of several factors that determine the effectiveness of the training.

Most organization track evaluation results to summarize participants’ reactions to the training. Overall results can lead to future improvement. Developing good training skills is a process that improves over time and with experience.

‘What is the trainee supposed to be able to do as a result of training?’ Bob Mager

Problem shooting The trainer has to anticipate and plan well in advance for all probable problems

that may arise during the presentation. Good presenters have alternative plans as back-up to use in exigencies. It indicates the level of dedication and involvement of the presenter to deliver the training successfully. Audiences always appreciate a

Introduction to Technical Training 7

person who can handle problems or situations effectively and professionally without blaming the equipment or other people. A presenter who solves the problems creates a positive feeling among the audience, which is essential for the success of the training.

1.7 Organize and present in-house technical training Technical training can enhance a team or a group with sufficient leadership skills

to propel the company into a growth mode. It is very important, therefore, to determine when and what kind of training staff members need. Planning and organizing in-house training programs need knowledge of class design, adult learning principles and some practice. All training must have clearly defined objectives. Training must be tailored to meet the needs of both the employer and the employee.

Planning training involves both educational and administrative components: • Setting overall course objectives • Developing a general plan for training • Writing objectives for each training session • Determining the training approach, methodology and techniques • Developing training sessions plans • Determining resource requirements • Developing the budget for training activities • Preparing the training program proposal

An effective in-house training program should have the three basic features:

• Compatibility - The training program must work within the command’s framework and schedule.

• Instruction and evaluation - Instruction involves the actual training of the personnel. Evaluation checks the progress of each person and the ability of the trainer to perform in a team context.

• Analysis and improvement - Analysis helps to observe groups and individual performances, comparing the results with standard criteria.

While conducting a technical training program, it is important to use methods of

training that meet your objective. In formal structured training, standard lesson plans should be used. Conducting on-the-job-training is a personalized means of teaching and developing professional skills. It is used to train personnel to execute and perform daily tasks, such as planned maintenance system checks and meeting personnel qualification standards.

The personnel’s training needs are considered and a training plan and summary are drawn up sequentially over a period of time that is reviewed throughout the year.

Example of training plan and summary for RG Ltd. NZL

Module Code Training Needs Timing Notes

CB05 Practical Safe Operation and Maintenance of Circuit Breakers and Switchgear

September

ED09 Practical Troubleshooting, Maintenance and Jan/February

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Protection of AC Electrical Motors EL09 Practical Troubleshooting of Electrical Equipment

and Control Circuits January

ER01 Practical Earthing/Grounding, Bonding, Lightning and Surge Protection

June

HM05 Practical Solutions to Harmonics in Power Distribution

Spring

HV07 Practical Safe Operation and Maintenance of Circuit Breakers and Switchgear

Spring & Summer

Table 1.1 Example of training plan

1.8 Train to refresh Today, training of employees is no longer a closed cycle. The main purpose of

training is to incorporate individuals into the technological and organizational parameters of productive processes. Employees are given training to refresh and reinforce skills or introduce new concepts or techniques.

1.9 Teaching new technical techniques and skills Some traditional training methods, advocating gradual, incremental change, will

restrict optimal technology training. Such training is least capable of providing radical and innovative technology to the trainers, which is of utmost importance in a modern world where technology changes continuously. Modern technology training should focus on those innovative skills and techniques required in the classroom to assist students in the learning process, equipping them with an up-to-date and practical know-how.

The instructional methods developed by modern technology training are based on new forms and practices and include the following:

• Presentation - Innovative ways to present technical training using visuals • Demonstration - Trainees observe the performance of a task • Drill - A session of repetitive practice designed to improve retention of

knowledge • Game - Competition is used to practice principles • Simulation - Captures the characteristics of a real situation or task • Field trip - A planned visit to observe others performing the tasks • In-basket - Training incorporating a set of tasks that will be faced on the

job • Laboratory - Allows experimentation and testing by trainees • Peer training - Training by those who perform the job • Role play - Act out a dramatization of a situation to apply what has been

learned • Vestibule training - Private place set aside in the work area to allow

training in an off-line environment • Lecture - Used to present facts and explanations

Introduction to Technical Training 9

• Team teaching - More than one instructor involved in training the group in one sitting

1.9.1 Teach what THEY need, not what YOU know Good speakers/presenters need to know the demographic feature of their listeners

and consider their interests and concerns as their own. Proper audience analysis and knowledge of the speaking environment will make the trainer confident that he/she is giving the right training to the right audience. Specific questions are to be developed for the client or audience to let him/her know what they actually need. Audience analysis plays an essential part of speech preparation. If the trainer overlooks this vital step and delivers the lecture according to his/her knowledge or point of view, it is bound to bore the audience and the training may be meaningless.

1.9.2 Organize and present technical facts from the trainee’s point of view It is important for the trainer to arrange the presentation of the technical material

before the training session. A practical structure for technical presentations is shown below:

Introduction (1-2 minutes)

- Rapport builder - Attention getter - Main message - Presentation plan

Body - Three to five key points - Each key point backed up by varied evidence and

examples Summary (1 minute)

- Restatement of main message and key points - Call to action

Table 1.2 Structure for technical presentations

This structure allows for limitations in the learning environment.

The need for simple, linear order Structural complexity of the presentation may confuse the audience. The

audience feels comfortable and relaxed if the presentation program is simple, precise and clear.

The need for well-spaced repetition It is quite natural that audiences sometimes miss or mishear some parts of the

instructor’s speech because of various distractions – internal or external.

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According to the famous rule of thumb, the audience takes in only one-third of the speaker’s lecture. It is advisable that the trainer repeats the main points three to four times throughout the lecture to allow the information to sink in.

The need to adapt to the audience’s natural attention curve The natural attention curve of an audience is as shown in Figure 1.1.

Figure 1.1 Natural attention curve of an audience

Audiences are quite alert and enthusiastic at the beginning of the presentation, excited and eager to gain as much of knowledge. During the next few hours they are taken over by their bodies and are dragged down. When, finally they suddenly hear the miraculous words ‘In summary….’ they stir themselves up and try to discover the portions they missed during the nap.

1.9.3 Deliver an audience-centered presentation (tailor presentation to fit the audience)

Tailoring the presentation according to the audience’s needs is one of the vital aspects of an effective presentation. A good trainer should realize that each learning situation is different. He/she should perform a pre-training research, commonly known as a needs assessment, to determine these situations.

The following points show the three important variables that a trainer should keep in mind when conducting needs assessments:

• The participant’s subject/experience maturity - The participant’s maturity level related to subject or experience is determined by the length of time the learner has been working with the subject matter and related skills, and the relative quality of that experience viz., background, education, etc.

• The participant’s learning needs - The best way to determine this is to interview or observe the participants and understand the problems they are experiencing in the subject area. It helps the trainer to define the learning goals and design the training event.

Introduction to Technical Training 11

• The subject matter requirements - The trainer should know the subject to be trained and the type of treatment the subject will require. He/she should also be aware of the standard that is to be achieved by the end of the training session. Developing a ‘competency model’ and a good knowledge of the participants and their particular learning needs help the trainer to decide on the type of learning structure and the type of training approach to pursue.

“The biggest deficiency in a presenting is not making it meaningful to the audience. Most people present from their own viewpoint and think the audience will connect” - Nick Vlahakis, COO, Alliant Tech Systems;

(Interview October 3, 1991)

1.9.4 Build good rapport with the audience It is important for the trainer to perform specific actions to develop/build a good

personal rapport with the audience. • Listen to them • Give them time • Say what you mean • Use icebreakers if necessary • Don’t make empty promises/threats • Treat learners as individuals; know names, etc. • Value all contributions • Warm welcome at each course session • Share enthusiasm • Involve students in all activities • Share personal experiences/anecdotes • Be genuine and honest - be human!!

1.10 Empathetic training (think like your trainees) The trainer should listen to the trainees with empathy, which means that he/she

understands the feeling of the trainees and shares some similar emotions with them. Empathetic listening requires that the trainer understands the trainees’ situation and is ready to help them. Such behavior on the part of the trainer plays an important role in reassuring the nervous audience. An empathetic response is essential during questioning, but should not negatively affect the answer.

1.10.1 Speak to train, not to impress Good speakers use language to direct audiences’ attention and encourage their

involvement. Words and phrases have enough power to shift an audience from passive to active listeners and vice-versa. Training should always follow a simple and lucid language, allowing the trainees to feel comfortable and be active listeners. It is often observed that some of the speakers use large words, euphemisms or indirect and lengthy phrases during the training just to impress or

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dodge the audience, e.g. use elevator operator instead of ‘Vertical transportation facilitator’.

1.10.2 Using persuasive techniques to train Persuasion is as old as humanity. For thousands of years this ancient technology

has been used to convince and persuade. It has evolved over the centuries to become more effective. The activities of persuation rely heavily on Aristotle’s 2000-year-old rhetorical strategy. Persuasion technology is used for presenting or promoting a point of view and augments a human face-to-face or voice interaction, particularly in training or other situation.

The three appeals of Ethos, Pathos and Logos developed by Aristotle were used to make messages persuasive.

Ethos refers to the speaker’s credibility. It emphasises that speakers are more effective as persuaders if they are believed by listeners. The credibility of the speaker is established by her/his dress, moves and the way s/he speaks. The speaker must appear confident and controlled throughout all verbal and non-verbal messages in a training presentation.

The speaker’s emotional appeal to the listeners is referred to as Pathos; it emphasizes that listeners respond with emotion to ideas. The power of emotion cannot be underestimated. Use of images in presentations or verbal images in speech also do carry a lot of emotional power and such appeal to pathos add depth to any training program.

Figure 1.2 Three appeals of Ethos, Pathos and Logos

Logos is the logic of the speakers argument; logos establishes the fact that listeners can be convinced by facts, statistics and other forms of evidence to accept an argument.The more the listeners are exposed to the trainer’s point of view and details supporting them, the more is the chance of securing their belief (see Figure 1.2).

Effective persuasive presentations have a balanced mix of ethos, pathos and logos – of credibility, passion and logic.

Technologies that can be used for persuasive purposes are:

Introduction to Technical Training 13

• Books and pamphlets • Impressive clothing, a method used since ancient times • Conventional mass media, such as print media, cinema, radio and

television • Presentation software and hardware, such as Microsoft PowerPoint used

with a data projector. • Subliminal advertising. • Computer simulation and modeling of electors and customers. • Computer and video games with deliberate presuppositions behind their

scenarios. • Targeted mailing lists and email lists.

1.10.3 Levels of involvement in training Speaking to the audience at the right ‘level’ is essential to maintain a good

interest level throughout the training program. Researching the audience and analyzing their needs enable the presenter to include the information the audience finds most interesting and require most.

Before writing the presentation, the aims and objectives are to be kept in mind. It is the most important starting point for success. By concentrating on the audience level, the presenter will be in a position to influence them effectively. The assessment includes the level of information presented, terminology, background to provide, forms of reinforcement material, graphics and styles of delivery. Three levels of audience familiarity are given below:

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Knowledge Level

Suggested Approach

Low - Realistic about objective and points that can be covered.

- Stress how something is done (illustrations, demonstrations, etc).

- Provide background, basic with full encouragement. - Simple English without any jargon etc. - Use stories, analogies, examples and simple

graphics. - Restate, summarize and promote questions.

Medium - Set the level slightly above the previous level. - Provide a bit more detail. - Give a big picture overview. - Trainer may ask occasional questions to determine

the trainees’ understanding. - Clarify and interpret information. - Use the expanded form of the acronyms first time

only. - Use jargon with awareness.

High - Level can be set high enough provided you don’t have mixed audience.

- Groundwork can be covered quickly. - More detail and analytical information is required. - Trade terminology and jargon can be used.

Table 1.3 Audience knowledge level vs training approach

1.11 Roles and responsibilities in the technical training cycle The technical training cycle is a model that can be used to represent a systematic

approach to training and development. Developing a learning event consists of three phases - planning, execution and follow-up - which are inter-related in a continuous cycle (see Figure 1.3).

Introduction to Technical Training 15

Figure 1.3 Technical training cycle

Analyze – The two primary purposes of this phase are: • To determine if training is needed • To confirm that the training is based on reliable and identified training

requirements. In this phase, the requirement for training is to be identified, as well as who

should receive training. The trainer must be familiar with the tasks/skills required to perform the functions or jobs involved.

Design – In this phase the trainer has to:

• Formulate the strategy to be used in the training program • Collect data on which the learning objectives are to be based • Design the training approach • Select the training methods, tools and timing

Develop – The trainer develops training methods and much attention is paid

during this phase to the supporting material, overheads, technological requirements etc. This phase also includes experiences, tools and methods of delivery.

Conduct – The trainer conducts the actual training, monitors progress and response of the trainees and attempts to evaluate the effectiveness of the design and delivery of the training.

Evaluate – The training program is evaluated and feedback is gathered for updating the training design.

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1.12 Experiential and active technical training techniques The trainee’s experiences are at the center of the learning process in experiential

technical training and a trainer encourages these experiences where a system of theory, experience and reflection is given priority above speech. Experience-based training is a learner-centered approach, which is designed to help trainees to perform more effectively at work. The trainer introduces a series of group initiatives. Participants attempt to solve each challenge and the trainer asks debriefing questions that invite participants to link their behaviors exhibited in the problem solving process to their workplace issues.

In order to aid training and the development process of trainees, different experiential learning techniques are used such as role-playing, games, simulation, observation, case studies, group activity etc. This is called Active training. Experiential training helps trainees perform more effectively at work.

1.12.1 Trainee numbers (audience size) Any number of delegates can sit in a lecture room, but when it comes to practical

training, audience numbers has to be reduced drastically. The general rule stipulating that if a participant group exceeds 30, additional trainers will be needed, is not always practical in a technical environment. For technical and specialized training, this figure needs to be revised and should be limited to a maximum of 10-12 students. Large groups decrease each member’s opportunity to participate actively and should be guarded against as far as practical technical training is concerned.

The trainer needs to be informed as to how many people will sit in his audience in advance to allow him to prepare adequately and to cater for the expected number of participants.

The size of the audience also determines the copies of handout material to be prepared and equipment that must be available in each meeting room for processing of data.

The anticipated audience size influences the number of training institution staff required to handle registration and other administrative or logistical formalities before, during and at the close of a workshop.

1.12.2 Training small groups The less skillful the trainees are, the smaller the groups should be. Also, when

training is to be supplied within a limited timeframe, the group should be very small. Small groups maximize learning and encourage audiences to participate actively in learning. Small groups foster teamwork among trainees and allow for coverage of a wide scope of material in a short time span. Assigning roles within small groups, makes them responsible for learning.

1.12.3 Training large groups It is difficult to use interactive training techniques appropriately while training

large groups. Large groups discourage participation, limit access to a variety of information, decrease personal contact and inhibit the development of team spirit. Large groups make it easy for a few inactive members to rely on others to do their work and training loses its effectiveness.

Introduction to Technical Training 17

1.12.4 Individual coaching The main characteristics of individual coaching/training are as follows:

• It is learner centered. • Teacher independent for most tasks, including classroom management. • Open to new people, material and things. • Open to acceptance, risk-taking, creativity and individuality. • Open to various groupings. • Complex and resourceful.

1.13 Technical training challenges/problems and solutions • Most training functions are independent. The silo approach keeps

solutions from being integrated into the strategic business plan. • The image of training is often poor. Training needs to be a key tool in

attracting (employer of choice) and retaining the very best. • Most training designs were developed from the ‘education model’. New

models need to be added to the mix of strategies. • Almost all training programs are ‘pre-event’ based. None are ‘current

problem’ based. • Most training assessments are historical and backward focused. Training

needs to forecast and anticipate problems as well. It needs ‘smoke detectors’ to let managers know they have potential problems (that are training related) before they get out of hand.

• Training is done too far in advance of the perceived need and as a result attendees often fail to pay sufficient attention. Do ‘just before the need’ training so that participants can see the direct/ immediate relevance of the training. In a fast changing world training that doesn’t use the latest technology and that isn’t continually updated has no value.

• Training programs need to ‘learn’ from its successes and failures. There needs to be a feedback loop between performance data, appraisals and remuneration so that programs can ‘improve’ based on how they do or don’t impact actual performance.

1.14 Defining realistic technical training objectives Various organizations conduct employees’ training programs every year,

assuming them to be effective for improving performance and productivity. Sometimes, billions of dollars are wasted when training fails to attend this goal.

The objective of realistic technical training is to help and correct this situation by empowering the trainees. The training is focused on organizational goals, strategies and key business objectives. Workshops couple new concepts and proven strategies with critical skill practice that are needed to prepare the learner for immediate on-the-job application.

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1.15 Managing expectations Effective training needs to satisfy the audience’s expectations. In other words,

persons opting for training have some expectations, which they hope, will be beneficial to them in their workplace. Competent training needs to be:

• Immediately beneficial • Delivered on the job or as close to it as possible • Delivered by a credible person • Useful to solving the problems that the trainee faces today • Must have ‘face validity’/be believable right away. • Have high energy and hands on elements. • Delivered in simple and precise words. • Produce short-term measurable business impact.

All employees don’t learn at the same speed. Self-directed/self-service learning

enables trainees to move at their own speed. Training can’t be offered in a ‘one-size fits all’ approach. It is seldom tailored to different learning styles or speeds. Great training offers mass customized solutions. Offering multiple options (self-service, individual attention, a choice of mediums, lengths etc.) and identifying everyone’s learning preferences and what actually works for them, are required.

Great training is ‘one size fits one’.