Train-the-Trainer1Train-the-TrainerT3-010Train-the-Trainer2How To Use This CoursewareTo view this course online:Internet Explorer:A scroll bar is provided for navigation. Do not use the back button in the browser or it will take you back to the start of the course. To best view the course, right-click the first slide and choose Full Screen.Netscape:The course will open up in PowerPoint. Choose View Slide Show or press F5 to start the course.To view the Speaker Notes:Right-click the slide and choose Speaker Notes.To access the Table of Contents:Click the button to return to the Table of Contents.Train-the-Trainer3Change RecordNumber: Description of ChangeEntered ByDateTrain-the-Trainer4Course Mission StatementThis course provides an overview of concepts encountered within a training environment and instructs the trainee on techniques and skills required for being an effective trainer and facilitator within the classroom.Train-the-Trainer5Terminal ObjectivesAt the completion of this course, the trainee will be able to:Identify and describe a learning process, learning styles, and learner characteristicsIdentify and apply appropriate training styles for the training environmentApply appropriate presentation skills to ensure effective communication and successful training deliveryDevelop facilitation skills to monitor trainees participation, obtain feedback, and improve performance in the classroomIdentify and apply the techniques provided in managing the classroomTrain-the-Trainer6Table of ContentsIntroduction to Train-the TrainerLesson 1: Learning StylesLesson 2: Trainers & Adult LearnersLesson 3: Presentation SkillsLesson 4: Facilitation SkillsLesson 5: Classroom ManagementCourse ReviewTrain-the-Trainer7Introduction to Train-the-TrainerTrain-the-Trainer8Styles in TrainingLearningInstructingTrain-the-Trainer9Presentation and FacilitationPresentation skills involves the ability to communicate effectively course content. Facilitation skills involve the ability to coach, guide, and motivate the trainee in comprehending course content.Train-the-Trainer10Managing ClassroomsClassroom management addresses a number of areas:Facilities and EnvironmentInstructional AidsMomentum and FlowTrain-the-Trainer11Lesson 1: Learning StylesTrain-the-Trainer12Lesson 1: ObjectivesTerminal Objective: Identify and describe a learning process, learning styles, and learner characteristics.Identify major concepts in the learning processDescribe four main learning stylesList learner characteristicsTrain-the-Trainer13Lesson 1: Enabling Objective 1.1Knowledge: Identify the major steps that occur within the learning process. Train-the-Trainer14SituationLesson 1 Concept: Learning ProcessLearner: Practice ExperimentationEvaluationReasoning & ReflectingLearner:Changed & More ExperiencedLearner:Relatively UnchangedExperienceMemorizationJarvis 1987Learning is a change in behavior and cognitive abilities.Train-the-Trainer15Lesson 1: Enabling Objective 1.2Knowledge: Describe four learning styles with their attributes and related characteristics. Train-the-Trainer16Exercise 1.1a: “Whats Your Orientation?” feeling. watching. thinking. doing. TOTALSI am receptive and open-minded.I am careful.I analyze ideas.I am practical.I like to observe.I evaluate things.I like to be active. AEI can try things out for myself.I am an accepting person.I am a reserved person.I am a rational person.I am a responsible person.a chance to try out and practice.I feel personally involved in things.I take my time before acting.I like ideas and theories. I like to see results from my work. CE RO ACrelationships.observations.rational theories.I rely on my feelings.I rely on my observations.I rely on my ideas.I get involved.I am open to new experiences.I am an observing I am a logical person.I am an active person.I look at all sides of issues.I like to analyze things.I like to try things out.I am an intuitive person.I have strong feelings and reactions.I am quiet and reserved.I tend to reason things out.I am responsible about things.I like to think about ideas.I like to be doing things.I trust my hunches and feelings.I listen and watch carefully.I rely on logical thinking.I work hard to get things done.The learning style inventory describes the way you learn and how you deal with ideas and daily situations. Below are 12 statements with a choice of four endings. Rank the endings for each statement according to how well you think each one fits with the way you go about learning something (i.e., recall some recent event were you had to learn something new). Then using the spaces provided, rank each response using a 4 for the ending that best describes how you learn, a 3 for the next best statement, a 2 for next to the least best, and a 1 being the least best of the choices. Please rank all the endings and DO NOT make any ties. After completing the choices, total up each column and put some sum on the TOTALS row.9. I learn best when:10. When I am learning:11. When I learn:1. When I learn:2. I learn best when:3. When I am learning:4. I learn by:Example: 0. When I learn: 4 I am happy 1 I am fast 2 I am logical 3 I am careful12. I learn best when: 5. When I learn:6. When I am learning:7. I learn best by:8. When I learn:I like to deal with my feelings.I like to watch and listen.Train-the-Trainer17Exercise 1.1a: Your Orientation 41322143412323411432143221434123234114322314341228303032 feeling. watching. thinking. doing. TOTALSI am receptive and open-minded.I am careful.I analyze ideas.I am practical.I like to observe.I evaluate things.I like to be active. AEI can try things out for myself.I am an accepting person.I am a reserved person.I am a rational person.I am a responsible person.a chance to try out and practice.I feel personally involved in things.I take my time before acting.I like ideas and theories. I like to see results from my work. CE RO ACrelationships.observations.rational theories.I rely on my feelings.I rely on my observations.I rely on my ideas.I get involved.I am open to new experiences.I am an observing I am a logical person.I am an active person.I look at all sides of issues.I like to analyze things.I like to try things out.I am an intuitive person.I have strong feelings and reactions.I am quiet and reserved.I tend to reason things out.I am responsible about things.I like to think about ideas.I like to be doing things.I trust my hunches and feelings.I listen and watch carefully.I rely on logical thinking.I work hard to get things done.The learning style inventory describes the way you learn and how you deal with ideas and daily situations. Below are 12 statements with a choice of four endings. Rank the endings for each statement according to how well you think each one fits with the way you go about learning something (i.e., recall some recent event were you had to learn something new). Then using the spaces provided, rank each response using a 4 for the ending that best describes how you learn, a 3 for the next best statement, a 2 for next to the least best, and a 1 being the least best of the choices. Please rank all the endings and DO NOT make any ties. After completing the choices, total up each column and put some sum on the TOTALS row.9. I learn best when:10. When I am learning:11. When I learn:1. When I learn:2. I learn best when:3. When I am learning:4. I learn by:Example: 0. When I learn: 4 I am happy 1 I am fast 2 I am logical 3 I am careful12. I learn best when: 5. When I learn:6. When I am learning:7. I learn best by:8. When I learn:I like to deal with my feelings.I like to watch and listen.Train-the-Trainer18Lesson 1 Concept: Learning OrientationExperiential Learning CycleCEExperiencingFeelingROProcessingWatchingACGeneralizationThinkingAEApplyingDoingTrain-the-Trainer19Lesson 1 Concept: Kolbs Learning StylesDiverger:Imaginative AbilitySmall Group DiscussionBroad InterestsConverger:Practical ApplicationTechnical IssuesIndependent Assimilator: Theoretical Models Abstract Concepts Research Oriented Accommodator: Hands-On Adaptable Intuitive Problem SolversTrain-the-Trainer20Lesson 1 Concept: Learning StyleExperiential Learning CycleCEExperiencingFeelingROProcessingWatchingACGeneralizationThinkingAEApplyingDoingAccommodatorDivergerAssimilatorConvergerTrain-the-Trainer21Lesson 1 Concept: Other StylesReflective / Impulsive“Windshield Wiper”Holistic / SerialistDependent / Independent Regardless of the perspective Learning Styles Vary!Train-the-Trainer22Lesson 1: Enabling Objective 1.3Knowledge: List the five common learner characteristics and some of their attributes. Train-the-Trainer23Lesson 1 Concept: Learner CharacteristicsReservoir of ExperienceVolume and DiversityReadiness to LearnMotivation & WIIFMOrientation to LearningProblem-centeredSelf-ConceptRisk AssessmentDefense MechanismsAbility to LearnStyle and ProcessingYouthfulnessVS.WisdomTrain-the-Trainer24Lesson 1: ReviewReview Question 1: The objective within the learning process is?Review Question 2: List the four learning styles and an attribute of each?Review Question 3: List five learner characteristics. Train-the-Trainer25Lesson 2: Trainers & Adult LearnersTrain-the-Trainer26Lesson 2: ObjectivesTerminal Objective: Identify and apply appropriate training styles for the training environment.Identify four instructional approachesDescribe three instructional stylesList the characteristics of learningDescribe the principles in learningIdentify the levels in learningTrain-the-Trainer27Lesson 2: Enabling Objective 2.1Knowledge: Identify the four instructional approaches and their characteristics. Train-the-Trainer28Lesson 2 Concept: “The ApproachSocialization Mentoring BEHAVIORISTCOGNITIVISTHUMANISTSOCIAL LEARNINGProcess viewChange in behaviorInternal mental process Comprehensive personal self-fulfillmentInteraction and observation within a social settingLocus of controlStimuli in external environmentInternal cognitive structuringAffective & cognitive needsInteraction of person, behavior, & environmentPurpose of educationProduce behavioral change in desired direction Develop capacity and skills to learn betterBecome self-actualized, autonomousModel new roles & behaviorInstructors roleArranges environment toelicit desired response Structures content of learning activityFacilitates development of whole personModels & guides new roles & behaviorsManifestation for the traineeBehavioral objectives Competency-basedSkill development Cognitive development Learning & memory Learning how to learnAndragogy Self-directed learningSocial roles ASPECTINSTRUCTIONAL APPROACHTrain-the-Trainer29Lesson 2: Enabling Objective 2.2Knowledge: Describe three instructional styles and their characteristics. Train-the-Trainer30Lesson 2 Concept: Instructional StylesAuthoritarianDominates processOne-way information flowLimited participationDemocraticLearning is collaborativeTrainer & trainee promotes topicTwo-way information flowOpen participationLaissez-faireLittle directionDisorganizedTopic-at-hand Train-the-Trainer31Lesson 2: Enabling Objective 2.3Knowledge: List five characteristics of adult learning. Train-the-Trainer32Lesson 2 Concept: P.E.M.A.S.PurposefulWIIFMExperienceKnow to UnknownTactile/Auditory/VisualMultifacetedProblem-centeredPsychomotorActiveDisplay behavior changeStylesPreference and orientationTrain-the-Trainer33Lesson 2: Enabling Objective 2.4Knowledge: List the six principles of adult learning. Train-the-Trainer34Lesson 2 Concept: R.E.E.P.I.R.ReadinessEstablish purposeExerciseRepetitionEffectPleasant rewardsPrimacyFirst impressionsIntensityEngagingRecencySequencingTrain-the-Trainer35Lesson 2: Enabling Objective 2.5Knowledge: Identify the three domains of learning. Train-the-Trainer36Lesson 2 Concept: C.A.P.CognitiveKnowledgeAffectiveAttitudes and beliefsPsychomotorPhysical / Motor skillsTrain-the-Trainer37Lesson 2: ReviewReview Question 1: List the three instructional styles and a characteristic of each?Review Question 2: What are the five characteristics of adult learning?Review Question 3: List the six principles in adult learning and an attribute of each.Train-the-Trainer38Lesson 3: Presentation SkillsTrain-the-Trainer39Lesson 3: ObjectivesTerminal Objective: Determine and apply presentation skills to ensure effective communications and successful training delivery.Develop and apply communications and presentation skillsDescribe the elements for a successful presentation Train-the-Trainer40Lesson 3: Enabling Objective 3.1Knowledge: Develop and apply communications and presentation skills.Skill: Develop and apply communications and presentation skills within the training environment.Train-the-Trainer41Exercise 3.1a: Why Bad Performance OccursList all the things you can think of that contribute to a poorly delivered presentation.Turn the list around create positive statements from the negative ones. You now have a list of some of the qualities a good presenter should have.Train-the-Trainer42Lesson 3 Concept: Presentation PreparationWHO is attending?HOW will I know they are learning?HOW do I get the message across?WHY should they learn this?WHERE am I doing this? WHEN am I doing this?WHAT do they need to learn?Train-the-Trainer43Lesson 3 Concept: Preparation (contd)The basic planThe beginning to excite and introduceThe delivery to inform and instructThe end to confirm and leave a lasting impressionOrTell them what youre going to sayTell themTell them what you told themTrain-the-Trainer44Lesson 3 Concept: “The Beginning”I gniteN eedT itleR angeO bjectiveTrain-the-Trainer45Lesson 3 Concept: “The Beginning” (contd)Self-introductionGreetIdentifyQualifyTopicTimeSurprisesQuestionsTrain-the-Trainer46Lesson 3 Concept: Presentation “The Delivery”We remember only:90 % of what we say and do70 % of what we say50 % of what we see and hear30 % of what we see20% of what we hear10% of what we readTrain-the-Trainer47Lesson 3 Concept: “Delivery Attitude” (contd)Your attitudeFirst impressions matterPeople associate attitude and appearance with quality of workTrain-the-Trainer48Lesson 3 Concept: “Posture & Delivery” (contd)Your posture: Feet: Hip to shoulder widthWeight: Balanced, not rockingShoulders: Square to audienceArms: Use simple gestures in accordance with words(keeps attention and dissipates nervous energy)Movement: Move around the room with purposePocket: A hand in the pocket creates an informal style(But do not play with keys or coins)Train-the-Trainer49Lesson 3 Concept: “The Delivery” (contd) Your eye contactWhereFocus on one individual at a timeHold until completed thought or phraseRandomize (3+ seconds)Keep body language consistentBenefitsOne-on-one communication simulationReduce anxietyConfident appearancePaceTrain-the-Trainer50Lesson 3 Concept: “Voice & Delivery” (contd) Your voiceC learL oudA ssertiveP auseTrain-the-Trainer51Lesson 3 Concept: “Humor & Delivery” (contd)HumorAppropriate for the topic and NEVER offensiveNo humor about names, nationalities, etc.Stop using humor if your audience is unresponsiveAvoid joke-book humor; originality is bestGet your timing rightBe spontaneous - take advantage of the momentTrain-the-Trainer52Lesson 3 Concept: The EndSummarize the key points the objectivesMake your final closing statement in such a way that your message is driven home.Train-the-Trainer53Lesson 3: Enabling Objective 3.2Knowledge: Describe the elements for a successful presentation.Skill: Apply the elements for a successful presentation when delivering a training class.Train-the-Trainer54Lesson 3 Concept: Successful PresentationsYou understand the needs of your traineesYou know your subjectYou have planned your presentationYou have rehearsed properlyYou are confident in manner and styleYou have effective classroom management skillsTrain-the-Trainer55Lesson 3 Concept: Elements for SuccessTime management Practice Motivation Class climateTrain-the-Trainer56Lesson 3 Concept: TimingStart on timeBe consistent with timingTrack content periodicallyDevelop contingency plan if the class is running early or behindBe flexible, but pragmaticTrain-the-Trainer57Lesson 3 Concept: Classroom ClimateFirst impressions countHave course clearly identifiedHave your name prominently displayedUse trainees namesRefer to trainees ideas and examplesMaintain eye contactThank them for attention and participationTrain-the-Trainer58Lesson 3 Concept: MotivationBe positiveSet realistic goalsExample enthusiastic behaviorPractice makes “perfect”Train-the-Trainer59Lesson 3 Concept: PracticePRACTICE, PRACTICE, PRACTICEDo not be too formalAnticipate problems and have solutionsRelaxTrain-the-Trainer60Lesson 3 Concept: Making Training StickInterpersonal SkillsPatienceHumorSensitivityEnthusiasmAuditoryVisualKinesthetic Train-the-Trainer61Lesson 3: Review1.Review Question 1: What are some of the basic considerations when preparing for a course?2.Review Question 2: Which presentation approach assures that the trainee will retain the most information from a learning experience?3.Review Question 3: The most important and essential aspect when preparing to present a course is to?Train-the-Trainer62Lesson 4: Facilitation SkillsTrain-the-Trainer63Lesson 4: ObjectivesTerminal Objective: Develop facilitation skills to monitor trainees participation, obtain feedback, and improve performance in the classroom.List the common facilitation skills and their characteristicsDescribe the common facilitation situations Train-the-Trainer64Lesson 4: Enabling Objective 4.1Knowledge: List the four common facilitation skills and their characteristics. Train-the-Trainer65Lesson 4 Concept: Skill TypesAttendingObservingListeningQuestioningTrain-the-Trainer66Lesson 4 Concept: AttendingPresent yourself in a manner that shows your interests in the topic and the trainees.Build rapportCommunicate trainee valueNote non-verbal behaviorsTrain-the-Trainer67Lesson 4 Concept: ObservingThis skill helps you assess how well the training is being received. Observe their body languageEvaluate and make the inferenceAdjust appropriatelyTrain-the-Trainer68Lesson 4 Concept: ListeningThis skill provides you the opportunity to verify the trainees understanding of the content.Listening also provides you the with the feedback on how the training is being received.Listen first for content and meaningParaphrase if necessary for clarificationObserve and use non-verbal cuesObserve and use verbal cuesLet them finishTrain-the-Trainer69Lesson 4 Concept: QuestionsQuestions helps you determine:What the trainees already knowHow the training is being receivedEnable the trainees to assess their level of understandingThree skills associated with questions are:Asking questionsHandling trainee answers to questionsResponding to trainee questionsTrain-the-Trainer70Lesson 4 Concept: QuestionsOpen vs. ClosedOpen questions are phrased for a response that might facilitate discussion. Class controls answers.Closed questions are phrased for a specific answer. The trainer controls answer.Overhead vs. DirectOverhead questions are asked to the class as a whole.Direct questions are asked for participation or expert opinion.Train-the-Trainer71Lesson 4 Concept: Questioning TipsShould be developed when developing your contentShould be briefShould be at various difficulty levelsShould seek to involve all traineesShould always restate and point out positives from responsesTrain-the-Trainer72Lesson 4 Concept: Handling AnswersUse positive reinforcement for correct answerAcknowledge the effort.Use positive or neutral acknowledgement for an incorrect answer.Respond in a fashion that maintains continuity and paceTrain-the-Trainer73Lesson 4 Concept: Responding to QuestionsProvide the answerRedirect the questionDefer the questionREMEMBERThe way you handle the question and answer process initially sets the tone and the environment for collaborative learning.Train-the-Trainer74Lesson 4 Concept: Managing DiscussionsDiscussion is an exchange of opinions and feelings.Listening is two-thirds of a discussion.Opinions are neither right nor wrong.Everyone may contribute.A pre-determined objective must be set.Train-the-Trainer75Lesson 4: Enabling Object 4.2Knowledge: Describe four common facilitation situations encountered within a training environment and how to manage them.Train-the-Trainer76Lesson 4 Concept: When to. Common facilitation scenarios can include:Enlisting participation and motivatingGuiding and rewarding desired performanceCorrecting errors or misunderstandingsResolving issuesTrain-the-Trainer77Lesson 4 Concept: Participation Various levels of trainee participation can be expected. Key in the process is the ability of the instructor to identify trainees that need support and motivation to meet the objectives of the course. Train-the-Trainer78Lesson 4 Concept: Guiding The learning environment provides the opportunity to obtain the desired performance by the trainee. Guiding the “willing” or “confused” motivates and rewards all participants.Train-the-Trainer79Lesson 4 Concept: Misunderstandings or ErrorsTeach:When the trainee does not have the knowledge to respond or executeCoach:When the trainee has the knowledge but is having difficulty applying the knowledgeCounsel:When the trainee has the knowledge and knows they have made an errorTrain-the-Trainer80Lesson 4 Concept: Issue ResolutionObserve body language, facial expression, eye contact, and vocal expressionDecide if the situation warrants actionDetermine appropriate actionTake action and follow-throughTrain-the-Trainer81Lesson 4: ReviewReview Question 1: List the four facilitation skill types.Review Question 2: What three conditions can be determined by using questions? Review Question 3: List the common facilitation scenarios.Train-the-Trainer82Lesson 5: Classroom ManagementTrain-the-Trainer83Lesson 5: ObjectivesTerminal Objective: Identify and apply the techniques provided in preparing and managing the classroom.List and prepare the support requirements for trainingDevelop your strategy for conducting training and managing the traineesPrepare required visual aidsTrain-the-Trainer84Lesson 5: Enabling Objective 5.1Knowledge: Prepare and list the logistical support requirements for training. Train-the-Trainer85Lesson 5 Concept: “Be Prepared”1.Use of a checklist assures that your support requirements are in place. Items to consider include:Site infrastructure (rooms, seating, location, etc.)Trainee informationCourse material Training aids available and work (e.g., computers, audiovisual, flipchart, markers, pointers, name cards, pens, note paper)Contact information (trainers and trainees)Contacts for site and system problemsTrain-the-Trainer86Lesson 5 Concept: Contingencies1.Be prepared for the unexpected with contingencies that address issues like: If the PCs fail before or during the classIf the logons do not workIf the SAP R/3 training system is uncooperativeIf hard copies are not availableIf your trainees are a no showTrain-the-Trainer87Lesson 5: Enabling Objective 5.2Knowledge: Develop your strategy for conducting training and managing the trainees. Train-the-Trainer88Lesson 5 Concept: Before Beginning1.Rehearse your timing, pace, process, and procedures2.Arrive early to prepare the room3.Check and adjust room temperature and lighting4.Distribute course material, pencils, etc.5.Test audiovisual equipment and other training aids6.Verify that all PCs are working properly7.Check Internet access on the PCs8.Check SAP R/3 access Train-the-Trainer89Lesson 5 Concept: Starting OutIntroduce yourself and your backgroundIntroduce the courseHave trainees introduce themselves and their backgroundCheck the attendance list / fill in attendance sheetsReview the “house “rulesExplain the course agendaStart your training on scheduleTrain-the-Trainer90Lesson 5 Concept: Delivery 1.Introduce topic2.Recognize in-class resources3.Cover objectives4.Establish importance and relevance5.Instruct with concise information6.Use examples and demonstrate7.Facilitate exercises8.Answer questions honestly9.Defer challenging questions to the “parking lot” 10.Provide feedback often and when appropriateKNOWLEDGETrain-the-Trainer91Lesson 5 Concept: “The End”Summarize the key points / objectivesAssure capabilities in conducting transactionsGive follow up assistance if neededShut down all AV equipmentComplete the feedback formsTrain-the-Trainer92Lesson 5 Concept: Challenging TraineesManaging the training environment may require handling the challenging trainee. Be prepared for the:Know-it-allCombative CondescendingQuestionerEmotionalQuiet mouseChronically lateConversationalistTrain-the-Trainer93Exercise 5.1a: Handling ChallengesUse the behavior of the previous slide as examples, discuss the approaches you would take to handle these challenging trainees.Share your thoughts with the class.Train-the-Trainer94Lesson 5: Enabling Objective 5.3Knowledge: Identify and prepare the visual aids required for the training session. Train-the-Trainer95Lesson 5 Concept: AV EquipmentUsing visual aidsBe familiar with the technology (e.g., computers, or in-focus projectors, etc.)Point to visualFace audienceSpeak to topic, do not read verbatimDim lights as neededTrain-the-Trainer96Lesson 5 Concept: Charts and Boards Use flipcharts / grease boards:To capture class specific informationTo capture questions to be answered Remember to:Underline and highlight key pointsPrint clearlyAvoid bottom of pageUse colors if possibleTrain-the-Trainer97Lesson 5: ReviewReview Question 1: List two items for consideration before you begin training.Review Question 2: List three items for consideration during you training delivery.Review Question 3: Describe two challenging trainee types and how you would manage the situation. Train-the-Trainer98Course Review:The ultimate objective in the training environment is to change the learner behavior by gaining knowledge and skills to do the job.There are various learning styles in a training environment. Thus, one task of a trainer is to provide a variety of approaches in order to reach the widest possible audience of styles. Learner characteristics include:Reservoir of experienceReadiness to learnLearning orientationSelf-conceptAbility to learnTrain-the-Trainer99Course Review:Authoritarian, democratic, and laissez-faire are three instructional styles. Apply the appropriate style for the given situation.Adult learning characteristics include:PurposeExperienceMultifacetedActiveStylesTrain-the-Trainer100Course ReviewAdult learning principles include:ReadinessExerciseEffectPrimacyIntensityRecencyTrain-the-Trainer101Course ReviewWhen preparing your training, consider:WHO is attending?WHAT do they need to learn? WHEN am I doing this? WHERE am I doing this? WHY should they learn this? HOW do I get the message across?HOW will I know they are learning? Have a basic plan of approach that provides the:BeginningDelivery Summary Train-the-Trainer102Course ReviewWe remember only:90 % of what we say and do70 % of what we say50 % of what we see and hear30 % of what we see20% of what we hear10% of what we readTrain-the-Trainer103Course ReviewConsiderations when deliveringAttitudePostureVoiceEye contactMannerismsTrain-the-Trainer104Course ReviewSuccessful presentations include:Understanding trainee needsKnowing your subjectPlanning your courseHaving a styleManaging the classroomPRACTICING the course!Train-the-Trainer105Course ReviewFacilitating involvesAttendingObservingListeningQuestioningClassroom management involves:Preparing your support requirementsDeveloping your strategy in conducting training and managing the traineesPreparing the visual aids and Train-the-Trainer106Questions?Train-the-Trainer107Course Evaluation Please Complete the Course Evaluation Thank You!