Trainer`s EDGE - 2015 Twin Arrows Courses

Trainer’s EDGE™
What is Trainer’s EDGE™?
 It Replaces The TDC As The Required Train-the-
trainer Course For District Trainers, Wood Badge
Staff, And National Youth Leadership Training
(Twin Arrows) Staff.
 Purpose:
 Provide And Help Develop Platform Skills.
 Only Practice Can Polish The Skills.
Getting Comfortable
 Many Put Public Speaking As #1 Fear
 Afraid Of A Mistake Or Look Like A Fool
 Audience Is There To Learn, Not Make Fun
 Learners See You As A Source Of Knowledge
 See And Feel The Learner’s Interest To Overcome Fear
 Keep Energy HIGH
 Add Fun, Like With Simple Games
 Don’t Worry About Silly; Okay To Be Weird
Know the Material
 Explain In Your Own Words
 Without Referring To Syllabus
 Who Uses Note Cards?
 Great As Reminders, Bad As A Crutch
 Also Use Power Point
 DON’T Read Word-for-word
 Interact With The Learners
 Get Their Thoughts
 Confirm Their Understanding
 Secure Their Engagement
Practice Your Presentations
 Practice It Out Loud
 With Someone Or By Yourself
 Understand
 Volume
 Flow
 Timing
The Culture of Trainer’s EDGE™
 A Focus On The Learner
 Should Carry Forward To All Courses You Train
 Presenting Is Important, But A Good Trainer Is More
 A Good Trainer Imparts
 Knowledge
 Attitude
 Behaviors
How Does A
Good Trainer
Do This?
A Good Trainer
 Makes Sure The Learners Understand Them And Get What Is
Being Said
 Works With Individuals To Ensure Success
 Is Sensitive And Responsive To The Learner’s Needs
 Goes Beyond The Technical Competence Of Knowing The Material
To Ensure The Knowledge Is Received
 This Gives A Positive Impact On The Learner’s Attitude Toward The Trainer
 Knows The Audience (Learning Styles, Age, Skill)
Bring the Content
 STUDY And Understand The Syllabus
 Review Course Materials
 Be Able To Explain The Content
 Make An Impact On The Content
 Bring Personality, Energy, And Experience
 Personalizing Makes It Real
 Balance Between Real-life Examples And “War-stories”
Four Modules
 Communicating
 Discuss The Basics Of Verbal And Non-verbal
 Introduce The EDGE™ Model
 Give You An Opportunity To Use It
 Logistics, Media, And Methods
 Review The Media And Methods Used By A Trainer To
Deliver The Syllabus
Four Modules (Cont.)
 Directing Traffic And Thoughts
 Discussing
 Facilitating A Discussion
 Learner’s Focus
 Managing The Group
 Participant Session
 Practice Presentations And Get Feedback
End Introduction
Purpose and Model
of Training
Water Aerobics
The Purpose of Training
 Transfer Information And Skills
 Trainer’s Role Is To Organize And Give Information
 Learner’s Role Is To Receive Info And Let Trainer Know
It Was Received
 Learner Is Expected
 To Be Engaged
 Ask Questions
 Provide Feedback
Buzz Group Activity
 Select A Scribe
 Two Minutes To Write Down Your Ideas On The
Following Question:
What Prevents The Learner From
Receiving The Information?
Communication Barriers
 Environment
 Skills Of The Trainer
 Media
 Participant’s Readiness To Learn
 Participant’s Engagement
 Visual And Auditory Impairments
Raise Your Awareness Of Barriers
To Learning So That You Can
Take Action To Avoid Them.
Awareness Is Key!
The EDGE™ Model
Platform Skills Of A Trainer
Tools of a Trainer
 A Trainer Must Have Good Communication Skills
In Order To Explain.
 Most Of Trainers Are In Front Of The Group
 “On The Platform”
 Self-study Vs. Live Training
 Trainers Communicate More Than What Is On The
 Built In Tools For Communication
 Voice, Eyes, Ears, And Body
I've Got That Scouting Spirit
I’ve Got That Scouting Spirit Up In My Head,
Up In My Head, Up In My Head
I’ve Got That Scouting Spirit Up In My Head,
Up In My Head To Stay
2. I’ve Got That Scouting Spirit Deep In My Heart.
3. I’ve Got That Scouting Spirit Down In My Feet.
4.I’ve Got That Scouting Spirit All Over Me.
The Trainer’s Voice
 Communicates More Than The Written Word
 Communicates A Secondary Message
 May Be Intentional Or Not?
 Secondary Messages Can Be:
 This Is Important Content.
 I (The Trainer) Deeply Believe This.
 This Is A Skill I (The Trainer) Sincerely Want To Help
You Master.
Vocal Communication
 People, Especially Youth, Sense Insincerity.
 The Emotion Or Underlying Message Has To Be Real,
Not Faked.
 The Two Emotions Most Effective In Helping
Learners Receive A Message Are
 Caring
 “I , As A Trainer, Care About My Learner’s Success.”
 Confidence
 “I, As A Trainer, Have Confidence In My Knowledge Of This
Self Assessment
Body Language
Managing Situations
 How Would You…
 Call On Someone?
 Show Your Interested In Someone’s Comment?
 Switch Subjects?
 Take Care Of Distractions (Talking)?
 What Is The Role Of A Trainer In A Training Session?
 What Are Some Barriers To Communication?
 What Is The EDGE Model?
 What Are The Built-in Tools Of A Trainer?
 What Are Some Examples Of A How A Trainer Can Use
Body Language To Be More Effective In Sending And
Receiving Information During Training?
Communicating Well Video
Communicating Well Video
End Module 1
Training Preparation –
Logistics, Media, and
Training Preparation
 How Do You Prepare For A Presentation?
 Why Do You Use Media?
 What Media Do You Use?
 How Do You Practice?
 How Do You Manage Time During A
 How Do You Enhance A Presentation?
 Overview – Read Over The Material So You Get
An Understanding Of The Session
 Prepare By:
 Outlining
 Looking For Places To Ask Questions
 Timing Each Section
 Making Notes For Yourself
Media – Why We Use It
 Generates Interest
 Helps The Learner
 Helps Us Know Where We Are
 Helps Us Know Where We Are Going
Media – What We Use
 Flip Books
 Flip Charts
 DVDs And Computer Presentations
 Simplicity
 With An Audience
 Talk Naturally
 Don’t Read Or Memorize
 Be Aware Of Posture And Body Language
 Be Prepared
Time Management
 Have A Personal Timing Device/System
 Have A Timer Who Gives You Signals—Flags,
Hand Signals
 For Presentations With Larger Audiences, Display
A Large Clock Behind Or To The Side Of The
Enhance a Presentation
 Vary The Method Of Presentations. Try
Something Besides Computer Presentations.
 Involve The Participants By Asking Questions
 Use Props, Magic, Songs, Activities
 Give Positive Feedback With Words, Stickers, Or
Simple Recognitions
“I Am, Who Is”
The Gift of Feedback
 The Feedback Experience Should Be Positive
 The Tool Used Is Start, Stop, Continue
 Start With A Positive, End With A Positive
 What Does The Presenter Need To START Doing To Be
A Better Presenter?
 What Do They Need To Stop Doing That Isn’t Helping?
 What Do They Need To Continue Doing, What’s
Communication Skills Checklist
 Neutral Position – Stand Comfortably Before The Audience, Hands
At Your Sides. Make Sure Your Posture Is Good.
Feet – Position Yourself Where Everyone Can See And Hear You
Without Distraction. If Possible, Move Around During The
Hands – Use Your Hands And Arms As Communicating Tools,
Inviting The Audience’s Participation While Not Distracting Them
With Constant Motion.
Mouth –Communicate Loudly Enough For Everyone To Hear, And
Clearly Enough For Everyone To Understand. Vary The Tone Of
Your Voice As You Talk.
Eyes –Make Eye Contact With The Listeners.
Ears – Be Aware Of How The Listeners Respond To What You Says,
And Adjust Your Communicating To Fit Their Needs.
Verbal Fillers
 What Are Verbal Fillers?
 Prepare Verbal Filler Cue
Team Presentations
 Topics Include
 Physical Arrangements
 Making Computer Presentations / Using Dvds (Staff)
 Visual Aids
 Buzz Groups
 Demonstrations
 5 Minute Presentation, 15 Minutes To Prepare
 All On The Team Will Prepare And Participate
 Feedback Will Be Given At The End
End Module 2
Directing Traffic and Thoughts
Leading a Discussion
 Requires Thought, Practice, And Thorough
Knowledge Of The Material.
 Keep The Tone Positive.
 It Is Critical To Manage The Discussion So It Stays
To The Content.
 Hone Your Skill
 There Is No Magic Here, Practice Is Required!
Leading a Discussion
 Preparation For The Discussion.
 Help The Learners Feel At Ease.
 Give Everyone A Chance To Talk.
 Keep The Discussion On Track.
 Summarize Periodically.
Exercise One
Silence Please
 Sort Yourselves By Date Of Birth
 Start With January
 If Same DOB, Then Sort By Shoe Size, Then By
Exercise Two
Silence Please
 Sort Yourselves By Number Of Siblings
Exercise Three
Silence Please
 Close Your Eyes
 Sort Yourselves By Height
Exercise Four
Silence Please
 Sort Yourselves Alphabetically By Last Name
 Which Was More Difficult, Not Speaking or Not
 What Did You Do To Accomplish The Task?
 What Would You Do Differently Next Time?
 What Skills Did This Activity Focus On?
 How Did You Feel During The Challenge?
 Was There Teamwork?
 What Will You Remember From This Exercise?
 What Did You Learn That You Might Use Again?
Managing Behavior
 Special Needs
 Disruptive Questioner
 The Know-it-all
 The Negative Personality
 War Story Teller
 Jokester
 Reluctant Learner
Managing Behavior (Cont.)
 Emphasize Safe Haven
 Make It Fun
 Show Respect
 Set Expectations
 Be Positive And Constructive
 Empower The Group
 Think Of Win-Win
Managing Questions
 Unexpected Questions
 Unexpected Answers
 What Culture Do We Want To Establish?
 What Should We Remember In Leading A
 What Is The Objective Of A Reflection?
 What Is Important In Managing Group Behavior?

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