HOW TO TRAIN€¦ · HOW TO TRAIN | Seminar For individual learning Use each content section according to your skill level, along with the corresponding exercises. In the end, follow

1RW401 1401.01.0620

H O W T O T R A I N | Seminar

HOW TO TRAINSEMINAR

Your teaching and training guide RWU

4 TEACH OTHERS | LEADERSHIP MODULE

2RW401 1401.01.0620


The purpose of this guide is to help you to acquire new and/or further improve your current training skills so that you can grow as a leader and help others grow. It is meant to help you deliver training sessions, using any of the seminars available from Rena Ware University.

The guide includes two parts: I. Beginner and II. Advanced.

Part l is for representatives who are new to training and have no prior experience delivering training sessions. It focuses on getting them started so that they can start building their skills, become comfortable training others and acquire experience.

Part II is for representatives who have experience training others and want to hone their skills and grow as trainers.

Your teaching and training guide

WELCOME to the HOW TO TRAIN

SEMINAR

ALWAYS CONDUCT YOUR BUSINESSWITH HONESTY, INTEGRITY ANDTHE HIGHEST LEVEL OF ETHICS.“

“

To learn the subject-matter of each seminar go to Rena Ware University in renakit.com

This document is the property of Rena Ware International. It may not be modified, and images and text contained in it may not be excerpted or extracted for any use.

3RW401 1401.01.0620


2

How to use this seminar for learning and teaching

With new trainers use Chapter 1 + Part I.With experienced trainers using this seminar for the first time, use Chapter 1 + Part II.With experienced trainers who have already used this seminar up to Part I, use Part II directly.

SeminarContent pages that explain the subject.

Practice - Assessment - AppendixA workbook that contains exercises to practice the content, assessment options to evaluate your progress, forms and checklists.

This seminar is designed for both individual and classroom learning. It includes three parts:

The section on Virtual Training can be used as appropriate, depending on needs and circustances.

1.2.

3.

1

3Trainer slides A deck of slides that you can use as an additional tool to teach the seminar to a group.

4RW401 1401.01.0620


For individual learningUse each content section according to your skill level, along with the corresponding exercises. In the end, follow the suggestions in the Assessment section.

For classroom learningUse the Trainer slides to focus the learning.Have the group use the Seminar to answer the questions on the slides.Have the group use Practice - Assessment - Appendix to do the activities suggested on the slides.While you are with the group, organize evaluation sessions as explained in the Practice- Evaluation-Appendix.

Look out, as they may appear in different outfits!

Legal requirements that you must meet.

Quick tips.

Things to remember. Practice.

Additional resources.

Things to say.

PAY ATTENTION TO THE FOLLOWING ICONS

TRAINERS PROSPECTS

5RW401 1401.01.0620

HOW TO TRAINYour teaching and training guide

CREATE LEADERS WHO CREATE LEADERS

PART I | BEGINNER: BUILD YOUR SKILLS

PART II | ADVANCED: HONE YOUR SKILLS

Why train?

What to do before a training session

The Rena Ware training system

What to do in a training session

The Rena Ware training wheel

Observations

Off you go!

Complete and simple seminars

Using the training materials

The room and equipment

The power of a consistent training schedule

What is training? And who does what?

Start small

9

36

11

37

13

38

15

4343

18

2632

20

HOW TO TRAIN

KNOW YOUR ABCDE45BEFORE YOU TRAIN

Plan your session

Practice your plan

Review the seminars5253

52

56

6RW401 1401.01.0620

WHILE YOU TRAIN

AFTER YOU TRAIN

YOUR TRAINING DELIVERY AND YOUR PRESENCE

KEEP LEARNING

VIRTUAL TRAINING

GLOSSARY

During the session

Feedback

Non verbal communication

Virtual training session checklists

Using the training materials

At the end of the session

Assignments

Questions

At the start of the session

Follow up

Verbal communication

Steps for successful virtual training

57

71

74

85

59

71

76

91

80

81

83

94

74

71

57

636466

HOW TO TRAIN

7RW401 1401.01.0620


WHAT YOU NEED FOR THIS SEMINAR

BASIC TRAINING SEMINAR (RW200)

HOW TO TRAINSEMINAR (RW401)

PRACTICE - ASSESSMENT - APPENDIX

(Digital or print)

(Digital or print) for the activities

(Digital or print)

8RW401 1401.01.0620


CREATE LEADERSWHO CREATE LEADERS

WHAT IS TRAINING? and WHO DOES WHAT?

WHY TRAIN?

THE RENA WARE TRAINING SYSTEM

THE RENA WARE TRAINING WHEEL

COMPLETE and SIMPLE SEMINARS

THE POWER of a CONSISTENT TRAINING SCHEDULE

USING the TRAINING MATERIALS

THE ROOM and EQUIPMENT

HOW TO TRAIN

9RW401 1401.01.0620


WHAT IS TRAINING? and WHO DOES WHAT?

Training is helping others acquire or expand knowledge of a given subject and acquire or expand skills in a given area. Training is a two-way process between the trainer and the participants. Both play an equally important role in the success of the training.

The role of the trainer goes beyond merely “transferring information” to the participants. In fact, the role of a trainer is more that of a facilitator or a leader who coaches others into becoming leaders. This means that the trainer:

Leverages the participants’ existing knowledge and skills.

Provides access to new knowledge and skills.

Creates a range of opportunities for the participants to practice, and supports them while they practice.

C R E AT E L E A D E R S W H O C R E AT E L E A D E R S

As a leader you will keep growing as long as you create other leaders.

10RW401 1401.01.0620


Empowers the participants: includes their learning objectives in the plan, has them work toward those objectives and measure their progress.

Follows up on questions and feedback from the participants.

Models leaders’ behavior for the participants, for example in the way he/she manages the training process, manages feedback, etc.

The role of the participants goes beyond “receiving information from the trainer.” It is to:

Commit to training.

Identify their own objectives related to a given seminar.

Participate actively in class.

EXERCISE 1


11RW401 1401.01.0620


Ask questions.

Do the assignments and the practice.

Follow up on feedback from the trainer.

WHY TRAIN?

As a leader you are responsible for helping your team members grow. In our experience, leaders’ support is crucial to having new representatives stay and thrive in Rena Ware. This, in turn, is crucial to developing your business organization: the more leaders you help create, the more your organization will grow.


12RW401 1401.01.0620


Training others helps and supports growth. It can be demanding and also very rewarding. When you invest time and energy in training you:

Help the professional and personal development of other entrepreneurs like yourself.

Model effective business practices for the new entrepreneurs.

Build meaningful relationships.

Develop yourself as a leader.

Develop and strengthen your business.

Inspire others to do the same.

Foster retention.


13RW401 1401.01.0620


21

THE RENA WARE TRAINING SYSTEM

Rena Ware offers a state-of-the-art training system for both personal and professional development. The system is in 2 steps:

TAKE THE TRAINING GIVE THE TRAINING

The beauty of these steps is that you can take both within a short amount of time: you do not have to wait until you have taken all the available training in order to start training others. You can start training others almost immediately, thanks to the way Rena Ware training is developed.


14RW401 1401.01.0620


The Rena Ware training system is:

Anyone can learn everything they need to build a successful Rena Ware business.

COMPLETE

The training is easy to take. Relevant information has been researched, summarized and presented in ways that are entertaining and quick to absorb. The seminars are user-friendly and can be used both for individual study and for group training.

The training is easy to give. The materials are structured so that anyone can train others and deliver the same training. No one has to develop their own training materials. It is all done for the trainer.

SIMPLE

DUPLICABLE


15RW401 1401.01.0620


THE RENA WARE TRAINING WHEEL

Rena Ware’s training system is represented by the Rena Ware training wheel. The wheel guides both the training you take and the training you give.

It includes 4 progressive modules, and modules 2 and 3 in particular reflect the flow of the perfect presentation which focuses on recruiting first and then selling.


16RW401 1401.01.0620


LEARN THE BASICS

LEARN THE PROCESS

Starter module:

Development module:

The heart of our training. It gives all the information needed to start your Rena Ware business successfully: the basics of how to do the business, including how to expand their team and fill out sales contracts.

Basic Training (RW200)

Prospecting to Prosper (RW203)

Contract Guide (RW530)

Share the Cause, Share

the Difference (RW204)

The Perfect Presentation

(RW205)

Digital Tools Guide

(TS11-TS14)

1

2Explains how to make appointments, share the Cause and the Difference (recruit) and share the products (sell) effectively.

EARNINGS PLAN

(RW310)


17RW401 1401.01.0620


LEARN THE PRODUCTS

TEACH OTHERS

Consolidation module:

Leadership module:

Offers product and technology knowledge needed to assist your customers before and after their purchase.

Helps to grow as a leader both personally and professionally, and to teach others so they too can become leaders.

3

4

MY DEVELOPMENT

(RW270)

DEVELOPINGCONSULTANTS

(RW272)

MANAGINGYOUR BUSINESS

(RW262)

DEVELOPINGLEADERS(RW274)

GET READY FOR SUCCESS

(RW264)

EXERCISE 2


Cookware seminar (RW240)

Water Filters seminar (AQ242)

How to Train (RW401)

18RW401 1401.01.0620


COMPLETE and SIMPLE SEMINARS

Most of the Rena Ware seminars include three parts:

Seminar, containing the information on the topic.

Practice - Assessment - Appendix, containing exercises and activities to apply the content (including ideas for individual practice and practice in pairs or small groups), a test to check learning, and additional information mentioned in the seminar.

Trainer slides, available in pdf and Powerpoint, to teach the seminar to a group.

1

2

3


19RW401 1401.01.0620


These three parts have the following advantages:

They cover all the main training needs: learning, practicing/testing and teaching others.

They are intuitive enough both for people who are new to Rena Ware and to training as well as for people who have more experience.

They can be used for both individual and classroom learning.

They make it easier for you to choose what to focus on.

They are convenient to print on a need basis.

EXERCISE 3


20RW401 1401.01.0620


THE POWER of a CONSISTENT TRAINING SCHEDULE

The second step of the Rena Ware Training System is giving training. This is most effective when you hold a consistent schedule of live training classes. By doing this you will:

Give more people the opportunity to learn what they need in order to be successful.

Gain more experience and practice as a trainer.

Create a reliable pattern, helpful for both new recruits and representatives who want to refresh or advance their knowledge and skills.

Set an example of a leader who invests in developing others, a leader who creates other leaders.


21RW401 1401.01.0620


Here is an example of a consistent weekly training schedule.

STARTER MODULE | LEARN THE BASICS

DEVELOPMENT MODULE | LEARN THE PROCESS

CONSOLIDATION MODULE | LEARN THE PRODUCTS

LEADERSHIP MODULE | TEACH OTHERS

1

2

3

4

BASIC

EARNINGS

CONTRACTS+

+

HOW TO TRAIN

+LEADERSHIP

(ROTATION)

Mon Tue Wed Thur Fri Sat

BASIC BASIC

1 1 1

PROCESS(ROTATION)

2

PRODUCTS(ALTERNATE)

3

4

Module 1 Basic Training is given twice a week, in this case Tuesdays and Saturdays. This gives options of a week day and a weekend. It also gives the option to take this seminar in two parts, if one cannot stay for the entire duration of the training session.


22RW401 1401.01.0620


The rest of Module 1, Earnings Plan and Contracts Guide, is taught together once a week, in this case Thursdays. Basic Training could be given again this day, depending on the needs of your group.

Module 2 seminars (process) are given once a week, in this case on Wednesdays, on a rotation basis: a different seminar every week following the order on the wheel.

On this schedule Module 3 seminars (products) are given in alternating months: one month the Cookware seminar, the following month the Water filters seminar. However, you can choose which product seminar to give, based on the needs of your group.

Fridays are set aside for giving one of the Module 4 seminars. The How to Train seminar should be given every month, once a month. The rest of Module 4 should be given on a rotation basis, following the order on the wheel.


23RW401 1401.01.0620


This table shows the recommended Rena Ware Training Schedule which is a 16 week training cycle.

MonWeek Tue Wed Thur Fri Sat

HOW TO TRAIN

LEADERSHIP SEMINARS

PROSPECTING

PROSPECTING

THE PERFECT

PRESENTATION

THE PERFECT

PRESENTATION

COOKWARE

1

5

2

6

3

7

4

8

4

4

BASIC

BASIC

BASIC

BASIC

BASIC

BASIC

BASIC

BASIC

BASIC

BASIC

BASIC

BASIC

BASIC

BASIC

BASIC

BASIC

+

+

BASIC

EARNINGS

CONTRACTS

+

+

BASIC

EARNINGS

CONTRACTS

+

+

BASIC

EARNINGS

CONTRACTS

+

+

BASIC

EARNINGS

CONTRACTS

+

+

BASIC

EARNINGS

CONTRACTS

+

+

BASIC

EARNINGS

CONTRACTS

+

+

BASIC

EARNINGS

CONTRACTS

+

+

BASIC

EARNINGS

CONTRACTS

1 2 11

1 2 11

1 2 11

1 2 11

1 2 11

1 11

1 2 11

1 3 11

CAUSE/DIFFERENCE

CAUSE/DIFFERENCE

FILTERS

3


24RW401 1401.01.0620


10

9

11

12

13

14

15

16

Semana


Mon Tue Wed Thur Fri Sat

HOW TO TRAIN

LEADERSHIP SEMINARS

PROSPECTING

PROSPECTING

THE PERFECT

PRESENTATION

THE PERFECT

PRESENTATION

COOKWARE

4

4

BASIC

BASIC

BASIC

BASIC

BASIC

BASIC

BASIC

BASIC

BASIC

BASIC

BASIC

BASIC

BASIC

BASIC

BASIC

BASIC

+

+

BASIC

EARNINGS

CONTRACTS

+

+

BASIC

EARNINGS

CONTRACTS

+

+

BASIC

EARNINGS

CONTRACTS

+

+

BASIC

EARNINGS

CONTRACTS

+

+

BASIC

EARNINGS

CONTRACTS

+

+

BASIC

EARNINGS

CONTRACTS

+

+

BASIC

EARNINGS

CONTRACTS

+

+

BASIC

EARNINGS

CONTRACTS

1 2 11

1 2 11

1 2 11

1 2 11

1 2 11

1 11

1 2 11

1 3 11

CAUSE/DIFFERENCE

CAUSE/DIFFERENCE

FILTERS

3

25RW401 1401.01.0620


This means over 16 weeks you will have given:

This is an example schedule. You can pick any days you want as long as you hold the trainings consistently. The advantages of a consistent schedule are:

Clarity: since the seminars are held on the same time and day in the same place each week, there is no confusion about what class is being given and when.

Recruiting booster: your team can use the training as a closing too: “Join today and attend your first training tomorrow or Saturday.” They will know this thanks to the consistent schedule.

The other Module 1, seminars16 times (once a week, every week)

Basic Training32 times(twice a week, every week)

Each of the Module 3, seminars4 times(once a month, every month)

Each of theMódulo 2, seminars4 times (once a month, every month)

All the Module 4 seminars

at least once over the entire cycle.


26RW401 1401.01.0620



Rena Ware seminars are designed for teaching/learning in a classroom setting as well as for individual, self-paced learning.

The content of a seminar should not be modified or deviated from. It has been designed to include all the relevant information on a given topic.

Practice and Assessment are strongly recommended as they support and reinforce the learning. However, practice exercises and activities can be selected depending on specific needs and circumstances. Most of them should be done by the participants in their own time.

In the training session you should focus on role-plays, simulations, games and activities that cannot be done individually.


27RW401 1401.01.0620


The Trainer slides are meant for you to guide a group through a seminar and focus on the parts that are important to remember. They are meant to be projected, not printed. Here’s how they work.

Questions: these are meant to draw attention to the key concepts. Have the participants find the answers in the seminar.

Seminar page: these are the pages the slide refers to, and where the answers can be found.

Practice exercises: these are exercises that match the given part of the seminar. They are optional, depending on things like the time you have and the skill level of your group.

Questions

Seminar pagesPractice exercises

THE TRAINER SLIDES


28RW401 1401.01.0620


Role-plays, simulations, games: these are activities to do in pairs or small groups. They are highly recommended because they are difficult to do individually.

You may create a slide to show the plan of your training session, including the times for each activity and the breaks. Insert this slide at the beginning of the deck, after the title slide.


29RW401 1401.01.0620


THE SEMINAR

The seminars come in digital format, and can be browsed on a device or printed out. The layout is primarily intended for these uses and might not be ideal for projecting onto a large screen.

If you choose to project the seminars, keep in mind that the amount of information on each page might be too much to show at once, especially if you are showing the two-page spread of an anyflip version. It can be distracting.

If you show significant amounts of information at once to the participants, they are likely to start reading it and you will lose their attention. So, if you are projecting a seminar, do not let the projection talk for you. Use it as a visual reference to show the participants what part of the seminar you are on.


30RW401 1401.01.0620


The Practice is primarily meant for self-study. Some exercises of the practice are also suggested for classroom learning and they appear on the slides. However, how many exercises and how much time to dedicate to them will depend on the available time and the skill level of your group.

THE PRACTICE - ASSESSMENT - APPENDIX

The Practice - Assessment - Appendix also comes in digital format and can be browsed on a device or printed out. Projecting requires the same arrangements as projecting the seminar.


31RW401 1401.01.0620


The Assessment should be taken as self-study. Participants should take the assessment in their own time. However, under specific circumstances you may decide to have a whole group take the test. For example, if you have given a series of training sessions on one seminar, taking the assessment all together could be a useful way to close the series and see everyone’s progress.

The Appendix contains materials that support and expand the seminar and/or the practice. These include for example: additional scripts, observation and feedback forms, and role-plays and games. Read the Appendix so that you can use it with your group as needed or refer your group to it.

If you choose to print out and distribute copies of the training materials, decide how the participants can use those copies during the training session. For example, are they going to read the seminar from the copies? Or use them to do the practice?

Printing the materials

See Part I or Part II for more guidance on how to use the materials.

EXERCISE 4


32RW401 1401.01.0620


THE TRAINING ROOM and EQUIPMENT

Glitches can always happen. However, with some preparation you can reduce the chance or number of them. Here are a few tips on how to make the most of your training venue and equipment.

Check the room. Even if you already know the room that you are going to use, check it with the specific training and group in mind:

How can you rearrange the furniture to better serve that training? For example think if you are going to role-play or do product demonstrations, etc.

Are there visual or sound distractions that you must try to avoid?

Is there a clock in the room? It helps you track time throughout the session, especially during activities.


33RW401 1401.01.0620


Check the equipment you are going to use and its set up. For example:

“Own” the space. Know where you are going to be (sitting, standing, walking around, etc.) and make sure you have convenient access and a clear path to the computer/projector/board, etc.

Have extra supplies for the participants including note pads, pens/pencils, post-it notes.

The day of the training session, have the room set up and ready. You can use the Checklist in the Appendix to help you.

Are you going to use a laptop and a projector? Are they working properly?

Do you have all the cords and do they connect? Are there enough power outlets?

Are you going to use a board or flipchart? Are there enough writing utensils that work?


34RW401 1401.01.0620


PART I | BEGINNERDEVELOP YOUR SKILLS

START SMALL

WHAT to DO BEFORE a TRAINING SESSION

WHAT to DO IN a TRAINING SESSION

OBSERVATIONS

OFF YOU GO!

HOW TO TRAIN

35RW401 1401.01.0620


The purpose of this part is to help you to start giving training, so that you can start building your training skills and creating other leaders. The sooner you start giving training, the sooner you will:

Become more comfortable with it.

Acquire experience managing training sessions.

Help others grow.

Help your business grow.

Be ready to move on to the more advanced part of this training.

PA R T I | B E G I N N E R D E V E LO P YO U R S K I L L S

36RW401 1401.01.0620


START SMALL

If you are new to giving training, you may feel a bit nervous about it. It is normal. Don’t let that stop you. Instead, follow these tips:

Start training a small group.

Talk with your leader, ask questions.

If possible, go with your leader and observe them give training.

If possible, practice ahead of time and ask your leader to observe you.

Take your first training sessions as “practice”: aim to do well and at the same time accept any mistakes you might make. Learn from your mistakes and do better the next time!

Part I

EXERCISE 1


37RW401 1401.01.0620


WHAT to DO BEFORE a TRAINING SESSION

Before you teach a seminar, do the following things.

Prepare. Take the seminar yourself: read the content pages, try some or all of the practice exercises and do the assessment, read the appendix materials. Preparing has the following advantages:

It reinforces your credibility as a trainer. It is very effective for participants to know that you are very familiar with the materials they are using.

It gives you a chance to see how long it takes you to go through the training and decide if and when you are going to have breaks during the training.

It helps you to answer questions about the training.


38RW401 1401.01.0620


12

Check the place. Make sure the place you are going to use is quiet, without distractions, and has the equipment that you need.

Check the equipment. Make sure any equipment you are going to use is working properly. (e.g. computer, cell phone, internet, projector, etc.)

WHAT TO DO in a TRAINING SESSION

AT THE START of THE SESSION

Check the materials: make sure that everybody has a copy of the seminar and/or required materials either in print or digital.

Share the plan and schedule: say what you are going to do in that session and when (including if you are going to have breaks and when).

Check the materials for the participants. Make sure that you have access to the materials in the way that you are going to use them: online, offline, digital or in print.

EXERCISE 2

Part I

Part I

EXERCISE 3


39RW401 1401.01.0620


1

3

5

2

4

6

DURING the SESSION

Start reading the seminar from the beginning.

Confirm or correct the answer.

Ask a participant to read the next section of the seminar.

Manage the slides and seminar

Preferably, have the Trainer slides visible, so you can use them as a guide to read the corresponding sections of the seminar. Then:

Read the question(s) on the corresponding slide and ask the participants to answer out loud so you can check.

Do the suggested practice and/or activities (depending on time availability).

Repeat steps 2-5, each time asking a different participant to read.

Part I

EXERCISE 4


40RW401 1401.01.0620


Manage practice and activities

You may skip some practice exercises, depending on time availability and skill level of the group. Give priority to the role-plays, simulations, games and other activities in pairs or small groups, as they cannot be done during individual study.

During practice, keep track of time. Tell the participants how much time they have for an exercise and then announce when time is running out. For example: “You have one more minute.” It helps to have a clock in the room that everyone can see.

Giving instructions for games/role plays usually works better:

BEFORE you hand out any materials that will be used during the activity.

AFTER people get in pairs or groups for an activity.

Part I

EXERCISE 5


41RW401 1401.01.0620


Manage questions

In general, questions are a positive sign:

Don’t fear questions, invite them and then:

They show that the participants are engaged.They tell you what you may need to adjust: for example, you might be speaking too fast or using difficult words, etc.

Listen to understand what the person is asking.

••

Thank the person and acknowledge the question.

Answer.

Thank you. Good question.

If you do not have the answer, offer to get back to the person or group (then do!) or refer the person or group to a source.

I don’t have the answer to that. Can I get back to you (by email)?

I’m not sure. You can find that on our website...

EXERCISE 6Part I


42RW401 1401.01.0620


AT THE END of a TRAINING SESSION

Thank the participants for their time and commitment .

Encourage them to read the seminar again and do more practice and assessment as soon as possible.

Invite feedback on your session. When you receive feedback:

Thank the person regardless of the type of feedback.

If the feedback is “negative”, decide what to change. This is how you grow as a trainer.

Part I

EXERCISE 7

1

32


43RW401 1401.01.0620


OBSERVATIONS

OFF YOU GO!

As soon as possible, bring a new recruit with you to an appointment and have them watch how you recruit and sell.

Set aside some time to answer any questions the recruit’s may have.

Training can be challenging, but it is very rewarding. When you help others grow, you grow too! If you stay open and aware, every time you train someone you can learn along with them!

If you are really interested in the training you give, you will have fun too! Put yourself and your passion into training: the participants will notice it and it will help make the training experience all the more pleasurable and memorable for everyone involved.

Keep evolving as a trainer: take Part II of this seminar next!


44RW401 1401.01.0620


PART II | ADVANCEDHONE YOUR SKILLS

KNOW your ABCDE

BEFORE you TRAIN

WHILE you TRAIN

AFTER you TRAIN

YOUR TRAINING DELIVERY and YOUR PRESENCE

KEEP LEARNING

CÓMO ENTRENARHOW TO TRAIN

45RW401 1401.01.0620


KNOW your ABCDE

Know your audience. As much as possible, try to have information about the participants in a training session, including their age, general background, level of education, level of comfort with technology, history with Rena Ware (if any). Then keep that into account when you prepare for and deliver your training session.

For example, if you know the participants are tech savvy, you may want to emphasize Rena Ware online resources without having to provide step-by-step guidance. If, on the other hand, the participants are not very comfortable with technology, you may have to dedicate some time to showing them how to use the resources.

AUDIENCIA

UDIENCEA

Any time you are training and giving a presentation, you are having a two-way conversation. Knowing your audience will help you to interact with them, present the content in a relatable way and build rapport.

Part IIEXERCISE 1

PA R T I I | A DVA N C E D H O N E YO U R S K I L L S

46RW401 1401.01.0620


In general, people are more motivated to learn something when they know why and how it will benefit them. Make it a point to address the participants’ question.

And make your content delivery engaging for the participants by involving more of their senses.

A chinese proverb says:

“What’s in it for me?”

ENEFITB

I hear, I forget.

I do, I understand.

I see, I remember.


47RW401 1401.01.0620


Usually, it is effective to plan training sessions that include a variety of activities to cater for all learning styles. For example, include parts where you talk and the participants listen (auditory), parts where they have to read something or see images (visual), and parts where they have to move around the room, do demonstrations or simulate real life scenarios (kinesthetic).

Keep in mind that people learn better in an environment that allows participation, is entertaining, includes activities/exercises and is inclusive, respectful of differences, supportive of mistakes and judgement free.

People have different learning styles: some people learn better when they hear something (auditory style).

Others still prefer to do things or connect learning with actions/motions (kinesthetic style).

Most people move between styles depending on what they are learning.

Others learn better when they see things (read, see images - visual style).

EXERCISE 2Part II


48RW401 1401.01.0620


Be all around competent, make sure you cover the following three areas:

OMPETENCEC

SUBJECT

TEACHING

Know the subject. It is the first requirement for you to be credible as a trainer and have the trust of the participants. It is what qualifies you to be there as their trainer.

Know how to teach the subject. Knowing the subject matter is not enough to make training effective. You also need a set of “teaching skills” so that the content of your training can be understood, remembered and used.

1

2

ORGANIZATION

Know how to organize training. If you want your training sessions to run smoothly, you need to have a process in place for planning your training sessions, scheduling them and following up.

3

EXERCISE 3Part II


49RW401 1401.01.0620


Direction includes:

Training objective overall

IRECTIOND

Know where your training is going and what you want the participants to get from it. Generally speaking, there are four stages of learning and corresponding levels of competence:

Stage 1 unconscious incompetence, is when you do not know that you do not know. This is when new team members do not know what they need to learn.

HIERARCHY OF COMPETENCE

UNCONSCIOUS COMPETENCE

RIGHTINTUITION

CONSCIOUS COMPETENCE

RIGHTANALISIS

CONSCIOUS INCOMPETENCE

WRONG ANALISIS

UNCONSCIOUS INCOMPETENCE

1

WRONG INTUITION


50RW401 1401.01.0620


Stage 2 conscious incompetence, is when you know that you do not know. For example, new team members know that they do not know how to recruit and need to learn it.

Stage 3 conscious competence, is when you know that you know what is necessary to perform your activity. For example, the new team members will know they have learned how to recruit.

Stage 4 unconscious competence, is when you can generate new effective solutions based on what you know/have learned.

The objective of training should be to get the participants first to Stage 3, where they can confidently handle cases similar to those covered in training. For example, they could recruit using the scripts and suggestions from the seminar.

However, effective training gives participants a method, a way of doing things that can be applied to a variety of situations. So training should eventually get participants to Stage 4, where they can effectively use the method to handle even cases that are different from those covered in training. For example, they would be able to adapt the recruiting lines from the seminar to the situation at hand, still within company guidelines and achieving the desired effect.

EXERCISE 4Part II


51RW401 1401.01.0620


Create a training schedule with a regular rotation of the different seminars. See our example in the first chapter of this seminar.

The frequency and scheduling will depend on the context in which you operate. One factor will be group size: how many people you need to or can train at once. We recommend having classes of 8 to 10 participants. Even numbers are preferable as they make pair work easier, the suggested class size gives the option for a variety of interaction patterns (individuals, pairs, small groups, whole class) and has the potential to generate a vibrant learning environment.

However, the most important thing is to hold a consistent schedule and give training to new and continuing representatives when they need it. So, within reason, be flexible in scheduling and delivering training for smaller groups, as appropriate.

2

Make a plan for each training session. See more about this later in this seminar.3

Training schedule

Training session plan


52RW401 1401.01.0620


BEFORE you TRAIN

REVIEW the SEMINARS

By now you are probably familiar with most or all of the seminars available from Rena Ware University. However, it is still a good practice to prepare for a training session.

Even if you know a seminar, review the training materials including the content pages, some or all of the practice and assessment, read the appendix materials. Some seminars may have been updated. Make sure you have the latest version.

Finally, have fun! Put yourself and your passion into training: the participants will notice it and it will help make the training experience all the more pleasurable and memorable for everyone involved.

NTHUSIASME

EXERCISE 5Part II


53RW401 1401.01.0620


It is very effective for learners to know that you are very familiar with the materials they are using. Knowing the materials will also help you to plan and manage the training sessions.

PLAN your SESSION

An effective training session plan has three main goals:

123

EXERCISES 7-8

EXERCISE 6Part II

Part II

Check the number in the footer on the back cover.

Find the latest version of all seminars in Rena Ware University in renakit.com


Help you identify the learning objectives for the participants.

Keep you on track.

Make the session duplicable (anyone could it by following the plan).

renakit.com

54RW401 1401.01.0620


An effective training session and session plan include:

As you plan, consider the following points:

How are the participants going to get the information? Are you going to say it to them? Read it to them? Are they going to read it themselves?

Now that you have more training experience, you can try giving the information to the participants without reading it from the seminar word for word.

This does not mean changing the content of a seminar. You cannot do that! It means repeating the information from the seminar using your own words, without reading it.

Content: the (new) information given during the session; this is the theory.

Practice: activities to apply the information and really learn it. Most people DO NOT learn just by hearing or reading something. They need to DO IT.

Seminar


55RW401 1401.01.0620


Consider breaking down the content and alternating it with the corresponding practice.

Review the Practice session of the seminar you are going to teach and find the suggestions for classroom activities identified by this icon . See which of those you can include in your training session.

consider having a variety of interaction patterns, for example, include some individual work, some pair work, and some work for the whole class.

Take some time to create a session plan and review it. It will help you to become able to give any training effectively without having to rely on step-by-step instructions for things such as session plan, classroom and activity management.

Content and practice

Interaction patterns

EXERCISES 9-10Part II


56RW401 1401.01.0620


PRACTICE your PLAN

Practice your training session plan including:

Consider giving pre-session assignments. For example, ask the participants to read a specific section of the seminar and do the corresponding practice, so during the training session you can focus on role-plays or questions and answers.

Be realistic: keep in mind that usually the larger the group, the longer everything takes, especially practice/exercises.

Giving the information/content of a seminar.

Giving the instructions for an activity.

Estimating how long it will take for participants to do the pair/group work.

In-person, in-class training should really focus on those activities that are more effective in pairs or groups and those activities that require your input and assistance, such as role-playing and simulations, and questions and answers.


57RW401 1401.01.0620


123

4

5

WHILE YOU TRAIN

AT THE START of a SESSION

Check the materials: make sure that everybody has a copy of the seminar and/or required materials either in print or in electronic version.

Share the plan: say what you are going to do in that session and when (including if you are going to have breaks and when).

Share your goals: address the “What’s in it for me?” question by telling the participants what they will know and what they will be able to do by the end of the seminar. This information is on the welcome page of each seminar.

Share the participants’ goals: ask the participants to share one thing they would like to achieve by the end of the session; write the goals on a board or other place where everybody can see them (you will revisit them at the end of the session); maybe prioritize them, together with the participants.

Define question time: tell the participants if they can ask questions any time or when (for example, at the end of an activity, etc.).


58RW401 1401.01.0620


6

7

Have a short “starter activity”. This could be for example:

Introduce the topic of the session. If you want to get the participants’ attention from the start, lead in to the topic in an impactful way. For example, you could:

An ice-breaker/getting-to-know-you activity, if it is the first time a group meets.

Start with a question that you will answer later in the session or at the end. For example:

A revision of practice, if this is a second or third session and the participants had assignments to do.

In The Perfect Presentation we share the Rena Ware Difference twice. Why? We will see the reason for that in a little bit.


59RW401 1401.01.0620


1

2

Share a personal anecdote that relates to the topic. For example, when teaching the Share the Cause, share the Difference (RW204) seminar:

Keep this introduction short and on point, and then move on with the training.

When I joined Rena Ware I wanted to...

Are there any questions?

I knew a young man/woman who didn’t have much but really wanted to do something with her/his life… …and he/she is standing in front of you right now.

DURING the SESSION

Read the room. Try to identify who is going to be a strong participant, who may need help, who may be asking challenging questions, who you can call on to demonstrate activities, etc.

You can find more on this point in this seminar.

Read the body language. While you are presenting content, look at the participants’ faces. If they look confused, pause and ask:

Part II

EXERCISE 11


60RW401 1401.01.0620


3Manage activities

Give clear instructions. Make sure you read and understand the instructions yourself before you give them to a group. Then follow these steps:

Say the purpose of the activity.

Break the instructions into one-action steps.

Say the steps one by one.

Ask a couple of questions to check understanding of the instructions. For example:

If necessary demonstrate an example with a participant. Choose someone who has understood the activity.

Say how much time the participants have to complete the activity. For example:

Depending on the instructions you gave.

1

2

3

4

5

6

Raise your hand if you are playing the prospect

What do you do with the objection card?

Each of you has 1 minute to respond to an objection.


61RW401 1401.01.0620


Usually, it works better to give instructions:

Do not read instructions directly from the seminar to the class. Learn the instructions and tell them.

BEFORE you hand out any materials that will be used during the activity.

AFTER people get in pairs or groups for an activity.

Track time. Keep track of time and announce when it is running out. For example:

Monitor and assist. When the participants are working in pairs or small groups, walk around, observe and assist as needed.

Collect examples. Depending on the activity, while you monitor you could also take notes of good practices and things to avoid, to share with the whole class later. For example, if the class is role-playing managing objections and you hear a good example, write it down and share it with the class after the activity.

It helps to have a clock in the room that everyone can see.

You have one more minute.

4

56


62RW401 1401.01.0620


7

8

9

Give feedback. After pair or group work, have a moment where you talk as a whole class about the activity. This could be to:

Share examples. Out of the good and bad examples you collected while monitoring, choose some that are very clear and can be useful and write them where everybody can see them.

In general, keep examples anonymous. However, you may want to name the people who provided good examples. This helps to create a supportive learning environment.

Have the participants “self-correct.” If you see that a participant has made a mistake in an exercise, do not correct it immediately. Instead, signal the mistake and ask the participant to try to correct it.

Similarly, when you share examples of things to avoid or improve, ask the participants how they would correct/change/improve those things to make them more effective.

In general, offer the answer/solution only when the participants cannot find it themselves. This makes learning more memorable.

Check answers to an exercise.

Answer questions.

Share good practices and things to avoid collected while monitoring.

Part II

EXERCISE 12


63RW401 1401.01.0620


12345

AT THE END of the SESSION

Check back on the shared objectives for the session, with the participants: How many objectives did you reach?

Invite and answer questions. If you do not have the answer to a question, offer to find it and to get back to the person or group (then do!)

Invite feedback on your session. Specify how the participants can give that feedback to you: orally, by email, using a form.

Close the session. Do not just let the session “fade” when you finish the last activity. End your session on a high. For example, you could:

Give assignments or encourage participants to consolidate their learning with practice and assessment. Be as specific as possible.

Summarize the key points or ask the group to do it.

Repeat the main message or ask the group to do it.

Call for action: ask the participants to do something related to the training content.

Part II

EXERCISE 13


64RW401 1401.01.0620


Assignments are an important part of training: they give participants an opportunity to process the training content in their own time, which helps them take responsibility for their learning, consolidate it and assess it. Make it a habit to give assignments before and/or after each training session.

Assignments should be directly connected with the training session, immediately relevant to the participants, and doable. They should also be mainly things that participants can do individually. Assignments could include:

Reading a specific section of a seminar before coming to the corresponding training session.

Doing the practice related to a given section of a seminar.

An exercise that the participants will submit to you. For example, writing a short script for how to approach the warm market.

An activity that the participants practice at home and then role-play with you or for you. For example, practicing how to recruit a prospect or close a sale.

ASSIGNMENTS


65RW401 1401.01.0620


1

2

3

OBSERVATIONS, SIMULATIONS and REAL-LIFE PRACTICE

In addition to assignments that the participants can do on their own, you should consider including in your training opportunities for the participants to observe the “target behavior” and try it out in real life. For example, you should consider making the following arrangements.

Observations (I). Arrange for the new representatives to observe you through the steps of the perfect presentation, from approach to follow up. Have them fill out the relevant forms included in the seminars, for example Observation form in The Perfect Presentation seminar (RW205).

Simulations. Arrange to have sessions where a group of new independent representatives take turns to be the prospects and the representatives. Observe them simulate some steps of the process, for example approaching a prospect, sharing the Cause or the Difference or giving an entire presentation.

Observations (II). Go with the representatives on an appointment or just out on the field and observe them. Use the forms to take notes/ to make your observations.


66RW401 1401.01.0620


Retrain. Depending on the outcome of the observations and feedback, you may want to re-train the new representatives on certain aspects.

Feedback. After each step (1-3) have debrief sessions to go over your own observations and those of the training participants, and ask and answer questions.

In general, questions are a positive sign and they provide information:

Pause and wait a little: participants may have questions and may need some time to formulate them.

Invite and welcome questions. For example, you could ask:

QUESTIONS

They show that the participants are engaged.

They tell you how the participants are processing the training.

They tell you what you may need to adjust: for example, you might be speaking too fast or using difficult words, etc.

What questions do you have?

45


67RW401 1401.01.0620


Plan for questions. Do not just quickly ask at the end of a session: Any questions? And hope there are no questions. Schedule a time for questions and answers in each training session and estimate time realistically.

If there are no questions, break the ice (see below). If there really are no questions, you will end the session early and it will be a success.

Have a clear policy about asking questions and communicate it to the participants at the start of a session. For example, can they ask questions at any time or at the end of a segment?

Respond positively to all questions:

Listen Clarify (if necessary)

Pause Answer

Acknowledge Check back


68RW401 1401.01.0620


Listen. Try to understand the concern or need underneath the question. Does the person need more information? Does he or she need clarification? If necessary, take notes.

Pause. Think about how you understood the question and how you are going to answer, or if you need clarification.

Acknowledge. Say something like:

Clarify (if necessary): Say something like:

This is also a good time to break a complex question into parts. For example:

That’s a good question.

So what I hear you asking is…

I hear two elements in your question: one…, two…

Thank you for asking.

Let me make sure I understand your question. You are asking if...

I’m glad you asked.


69RW401 1401.01.0620


If not sure, you can ask the questioner to rephrase. For example:

It seems like an important question. I’d like to be sure I understand. Could you please tell me what you mean?

Answer: Before you give the answer, re-direct the question to the class, not to test them, but to involve them. It is a very effective learning strategy when the class can solve real “problems.”

When you give the answer keep it on point. If the question is besides the point, acknowledge and offer to answer later or direct the person to a suitable resource.

If you do not know the answer to a question, say you will find out and get back to the class (also say how you will get back to them). Then do!

Check back: After answering a question or having the class answer a question, check with the questioner. You could say:

Does that answer your question?


70RW401 1401.01.0620


Prepare for questions. With time you will learn to anticipate some of the most common questions on a given topic. Make a list of those questions and keep it up to date. If at the end of an important training session there seem to be no questions, you can break the ice by saying:

If not, answer the question yourself.

EXERCISE 14Part II

A question people usually ask is “_______?” Does anyone know the answer to that?


71RW401 1401.01.0620


AFTER you TRAIN

Follow up on any questions or assignments that are pending. Depending on your situation, you could do this remotely, by email or phone call. Or you could set up an in-person follow-up session.

Feedback is a crucial part of training and development, and a very delicate one. If absent or mismanaged it can stunt development or cause disengagement. If consistent and well managed, it can boost motivation and spur growth.

The goal of feedback is to maintain a situation that is working well or improve one that is not. Make it a practice of having 360 feedback: give and invite feedback. With this goal in mind, follow the tips below.

FOLLOW UP

FEEDBACK


72RW401 1401.01.0620


2

34

1

Give feedback regularly and timely after the fact(s) it refers to.

Explore the person’s need behind the observed behavior:

Pause after making the observation to give time to explain.

Ask a question, for example (in the example in point 2):

Or express a genuine concern, for example:

Comment on the behavior, not the person, and mention observable facts, not opinions or judgements. For example, “You don’t care about training” is a judgment and NOT an observable fact. “You were 20 minutes late for three training sessions in a row” is an observable fact and not a judgment.

Is everything ok? Is there something you would like to talk about?

I’m concerned about you missing out on useful information and also about the disruption for other participants.

Give feedback in both cases: a situation that is working well or one that is not.

When you give feedback


73RW401 1401.01.0620


Make suggestions or requests for change. You can use the Stop - Keep doing - Start model:

Stop: what are you doing that is not effective or even counterproductive and you should stop doing?

Keep doing: what are you doing that is effective and you should do more of?

Start: what are you not doing that could be effective and you should start doing?

5

Say “thank you.”

Be open. If feedback is “negative”, don’t be defensive. Try to understand the other person’s need or concern.

Ask questions, for instance, when receiving “negative” feedback, ask for examples of observable behaviors that support the feedback.

Make a plan. Decide what feedback you need to act on and how.

When you receive feedback:

1234

EXERCISE 16

EXERCISE 15

Part II

Part II


74RW401 1401.01.0620


YOUR TRAINING DELIVERY and YOUR PRESENCE

You are there to help the participants understand, remember and use the content of the seminars. Do not read the seminars to them. “Bring the content to life” for them.

As much as possible, have the participants read a seminar or a given section before they attend your training. In any case, in class, deliver the content in an interactive way:

Divide the class into small groups, assign a section of the content to each group and ask them to present it. Each person in the group should present a segment. Let the group decide who presents what, but inform them of how much time they have to prepare and to present.

VERBAL COMMUNICATION

Ask questions to reactivate the participants’ knowledge of a topic. For example, for the Water Filters seminar (AQ242) you could ask:

Let the participants give a few answers, and then give the answer from the seminar (8 glasses per day).

On average, how many glasses of water per day should an adult drink?


75RW401 1401.01.0620


Use language that is in line with the language of the seminar, or simplify if necessary, but do not deviate from the seminar.

In general, the information that you will need to deliver has already been selected and organized for you in the seminars. However, it is good to know that you should give information that is:

The right amount: enough to be clear and informative, not too much to be overwhelming or unnecessary.

Relevant: when possible, connect the information to the specific participants in your group.

The right type: keep it on point and keep your talking time to a minimum.


76RW401 1401.01.0620


Keep your sentences short. After introducing a new concept or a concept that might be a bit complex, pause. Give the participants time to absorb.

Open strong, close strong. People tend to remember best the extremes of a presentation: beginning and end. So consider opening each training session with a sentence or question that will get the participants’ attention and arouse their curiosity. At the end of a session, do not say “And that’s it.”: it sounds like discounting everything you have said before. Instead, close with a powerful message, perhaps summarize the key points and give the participants an action to do.

If you have taken The Perfect Presentation seminar and are a seasoned trainer, you are already familiar with these concepts. So this is a reminder of the essentials to create a positive environment and build trust.

You

Have presence. Be with the participants. While teaching a seminar in the classroom, do not “hide” behind a desk, a computer or a projector. Stand or sit where the participants can see you and where you can see them and be part of the group.

NON VERBAL COMMUNICATION


77RW401 1401.01.0620


Make eye contact. Look people in the eye, especially when making key points. When talking to a group, make eye contact with one person at a time. Stay with the person for one sentence or two, then move on to the next person. That way you will include everyone.

Smile with your mouth and your eyes. If your eyes don’t follow your mouth, your smile will be perceived as less genuine. Smiling usually comes naturally, if you like what you are doing and you are connected with the participants.

Gesture intentionally, to support the key points. Do not fidget with your clothes, hair, presentation materials, or any other object. Keep your arms to your side and use your hands to visualize concepts appropriately; for example, to show numbers:

We have two main goals today…


78RW401 1401.01.0620


Your group

Read the participants: watch them to find clues on how they feel about you and your presentation. Keep in mind that every body is different and so can be their non-verbal communication. But there are common traits. Here are some examples.

Your voice

Speed. Try to keep a comfortable pace for the participants. Typically, this would be fast enough to maintain interest, but slow enough for clarity.

Pitch. Don’t speak in a monotone. Change the intonation to match what you are saying.

Volume. Speak at a suitable volume for the situation. Typically, not too low because you will be perceived as lacking confidence, not too loud because it will become annoying.


79RW401 1401.01.0620


Feeling Non-verbal communication

Confused

Lost

Interested

Involved (about to speak)

Insecure/uncomfortable

Closed

Bored

Frowning, grimacing.

Looking around (for help/clues), blank look.

Still, leaning forward, matching eye contact, nodding.

Raising hand, opening mouth, leaning forward.

Fidgeting with hair, clothes; avoiding eye contact; clutching objects to body.

Crossed arms/legs, looking away from you.

Drumming fingers, swinging feet, looking around, looking at the time, yawning.


80RW401 1401.01.0620


Respond appropriately. For example, if you notice frowns and grimaces you could say:

I see some puzzled faces: what questions do you have?

The Perfect Presentation (RW205)

By now, you have probably acquired experience at using the Rena Ware training materials. That means that while you should still follow the structure and content of a seminar without modifying it, you can:


Present the information in your own words, instead of reading it word by word from the seminar.

Choose from the many practice exercises, simulations, role-plays and games the ones that best fit the needs and level of your group.

EXERCISE 17Part II


81RW401 1401.01.0620


As you know, one of the keys to success with Rena Ware is to create leaders who create leaders. In order to do that, you have to teach others how to teach, or train others to train. All of the suggestions in this guide apply to that case as well. In addition, when you train trainers, you could make the following arrangements.

KEEP LEARNING

Keep developing and refreshing your training and presenting skills. Watch presenters you admire - professors, politicians, ministers, conference speakers.

An excellent source of examples is the TED Conference website (ted.com). Here you can see some of the world’s most creative people present their ideas in less than 20 minutes. Try watching the videos deliberately, for research.

A WORD from THE WISE

EXERCISE 18

TRAIN the TRAINER TIPS

Part II


82RW401 1401.01.0620


Have feedback sessions after points 1-4 where you and the trainer-in-training go over your notes and ask and answer questions.

Schedule new mock-sessions or practice sessions as needed.

5

6

Have the trainer-in-training deliver a section of a scheduled seminar or the entire seminar, as appropriate. Observe and take notes using the Training feedback form.

4

Have the trainers-in-training observe you during a training session and take notes using the Training observation form in the Appendix.

Ask the trainers-in-training to prepare a training session plan.

Set up a mock training session where you play the participant and the trainer-in-training practices teaching a seminar or a section of a seminar. Take notes using the Training feedback form in the Appendix.

1

2

3


83RW401 1401.01.0620


VIRTUAL TRAINING

STEPS for SUCCESSFUL VIRTUAL TRAINING

VIRTUAL TRAINING SESSION CHECKLISTS

HOW TO TRAIN

84RW401 1401.01.0620


Rena Ware’s mission is to bring people together and we encourage in-person contact as the preferred method to do business in general and give training in particular. However, in situations where in-person contact is not possible, virtual contact is an excellent way to keep doing your activities and maintain your reach and your growth.

Virtual training is training that is not given in person: trainer and participants are usually in different locations and use technology to have the training session. There are different platforms you can use with groups, for example WhatsApp, Zoom, and GoToMeeting, among others.

All the teaching practices described in this seminar apply to virtual training too. In addition, in order to organize and deliver successful virtual training sessions, consider the following aspects.

V I R T UA L T R A I N I N G

Typically, video/group call apps for virtual training require high speed internet or a high/unlimited data usage telephone plan.

85RW401 1401.01.0620

H O W T O T R A I N | Seminar V I R T UA L T R A I N I N G

Share visuals. For example, learn how to share the Trainer slides or the link to RWU or to a specific seminar.

Manage questions and comments, for example, orally or in writing via chat.

Manage practice exercises.

Find the best way for you to:

STEPS for SUCCESSFUL VIRTUAL TRAINING

Learn the basics of the technology you are going to use, in order to be able to achieve your goals for the training session. Make sure you know how to manage things such as sound (microphone, mute/unmute, volume, etc) and video (camera on/off, full screen, minimize, share screen, etc.).

BECOME FAMILIAR with THE TECHNOLOGY

86RW401 1401.01.0620


What you and the participants can accomplish in a virtual environment may not be the same as what you would accomplish in person. In general, for every step you include in your plan, ask yourself: How will I/we do this online/virtually? If you have an effective answer, keep that step; if not, remove or adapt the step. One main aspect to consider is the duration of virtual sessions. These may need to be shorter and even more engaging than in person sessions.

PLAN SESSIONS REALISTICALLY

This is really key, and in virtual training participants’ full engagement may be a bit more challenging than in person. This is because their attention span might be shorter due to the lack of physical presence and because there may be more distractions around the participants that you cannot control. So, in general:

KEEP PARTICIPANTS FULLY ENGAGED

Keep your delivery short and simple. For each part of the content say only what is essential and most relevant to the participants. Use the Trainer slides to help you focus on the key aspects of each seminar.

Make each session as interactive as possible. For content delivery this may be something as simple as taking turns reading sections of the seminar (as suggested in the session plan example in this seminar), really asking the questions on the trainer slides and have the participants answer out loud.

87RW401 1401.01.0620

H O W T O T R A I N | Seminar V I R T UA L T R A I N I N G

Have the participants answer “quiz-show style”: if this is possible through the platform you are using, the participants could race to type/post the answer. You could assign X points to the first correct answer and then see who has the most points at the end of the session.

For practice, interactivity could be that you ask the participants to do an exercise individually within a given time and then check the answers together (as you would do in person).

Choose suitable practice activities ahead of time, when you plan the session. Keep in mind the virtual environment. For example, activities such as pair work and role-plays will not work the same as in person and will have to be adjusted. You may choose to make those adjustments, depending on the time you want to spend and how confident you are with virtual training at this point.

Do role-plays and simulations as little “sketches” for the group. Ask for a volunteer to do a given role-play with you and before you play it out, ask the group to watch and listen and answer a specific question. For example: What went well? What could we do differently?Alternatively, ask two participants to role-play for the group, instead of you.

88RW401 1401.01.0620


Make sure the participants are with you. Be even more aware than in person of what goes on the participants’ side and ask more confirmation questions, for example:

Is this clear?What questions do you have so far?


Also offer periodical recaps:

So the key points here are...

If possible ask your leader or someone else to simulate 30 minutes of a virtual training session with you. Cover the main things you are going to do in the session, such as using the Trainer slides, doing some practice exercises, managing questions.

PRACTICE AHEAD of TIME

89RW401 1401.01.0620


Even the best organized virtual training can become ineffective if it goes unnoticed. Start spreading the word about your training well in advance of the scheduled date or dates. Create a buzz about the upcoming training: send emails or text messages to the participants, post information on your social media, talk about it in your team meetings.

ENSURE ATTENDANCE

Organize smaller events leading up to the main event. For example, hold a virtual coffee time with participants and “use it” to cover some of the preliminary stages of training such as “getting to know you”: break the ice, introduce any new people, ask about the participants’ expectations from training and their learning needs and styles, etc.


90RW401 1401.01.0620


Platforms like Edmodo (Edmodo.com) let you create “virtual classrooms” to manage many training-related activities. For example you can post assignments or questions related to a seminar and a pre-established group of participants can post their answers.

Create virtual “study groups”: online groups of participants for specific trainings. Encourage the participants in a specific training to connect with and help each other.

Before you hold a training session with a new group, contact the participants and find out how familiar they are with the platform you are going to use.

For your training sessions to be successful, everybody should know at least the basic features of the platform (logging in, using camera, audio and mic, typing messages). You may have to coach ahead of time those participants who do not know these things.

ENCOURAGE GROUP COLLABORATION via SOCIAL MEDIA

SET UP for POSITIVE, USER-FRIENDLY EXPERIENCES


EXERCISE 1VT

https://www.edmodo.com/

91RW401 1401.01.0620


VIRTUAL TRAINING SESSION CHECKLISTS

As you plan a virtual training session, use the following lists to help you make it effective and efficient.

BEFORE the SESSION

123456

Make sure you have a strong internet connection.

Check that the technology you are going to use is working properly, both hardware (computer, phone, etc.) and software (programs, apps).

Have all the materials ready to share.

Find a suitable place for you to make the call: a place that is quiet and where you have no interruptions.

Find a way to set up your phone so that you can talk hands free.

Send out an email or text message with info about the session:• Day and time.• Link to the app you are going to use and instructions to sign in.


92RW401 1401.01.0620


CLOSER to the SESSION

DURING the SESSION

7

9

8

10

11

12

Make sure that your phone or computer are charged and/or that you have power cords.

Make sure everybody is there, can hear you/see you and that you can hear/see them.

If necessary, inform other people around you that you will be in a call and they should not interrupt you.

Start the session as you would do in person: share goals/agenda, check that people can stay, etc. Be especially clear about how participants can make comments and ask questions, for example orally or in writing via chat.

Hold the training as you would in person, but keep in mind the engagement aspects mentioned above. Especially if you are in share screen mode you will not be able to see the participants, so it is even more important to check that they are following you.

Keep track of time: make sure you stay within the scheduled duration of the session. If you need to have an additional session, schedule it with the participants while you have them on the call.


93RW401 1401.01.0620


AFTER the SESSION


Follow up on any pending aspects, such as responding to comments or questions you could not get to during the session, inviting, giving and receiving feedback.

If you have set up study groups and/or virtual classrooms, manage those as needed until the completion of a given training.

For information and instructions on how to use Zoom for meetings or presentations go here:

For information on how to use Social Media in general for your Rena Ware business, see How to Grow your Rena Ware Business on Social Media (TS14), in RenaKit > Digital tools.

Screen sharing a PowerPoint presentation

Zoom video tutorials

13

EXERCISES 2-3VT

https://support.zoom.us/hc/en-us/articles/203395347-Screen-Sharing-a-PowerPoint-Presentation

https://support.zoom.us/hc/en-us/articles/203395347-Screen-Sharing-a-PowerPoint-Presentation

94RW401 1401.01.0620


GLOSSARY

HOW TO TRAIN

This glossary offers a quick reference list of the terms and other key words and expressions that appear in this seminar. These items are listed alphabetically and the definitions include the meaning with which the given words or phrases are used in Rena Ware.

95RW401 1401.01.0620


Activity: Training section where some aspects of the content are practiced. The term includes exercises, role plays, simulations and games.

G LO S S A RY

Beginner trainer/Trainer in training:

Exercise:

Game:

Interaction:

Person who is learning how to train.

Type of activity to practice some aspects of the training content. It is usually structured and includes different types of questions.

Entertaining activity in which the participants practice some aspect related to the content of the training.

In this seminar, the action that involves people who attend a training session. Types of interaction in a training session include:

Trainer - Whole group: for example when the trainer asks questions and the group answers.Small groups: for example when the participants do activities in groups of 3 or 4 people.Pairs: for example when the participants do activities in groups of two.

96RW401 1401.01.0620


Individual participant: for example if each participant does a practice exercise on their own.

Each type of interaction has different advantages, so it is important to include different interactions in each training session.

Participant:

Practice:

Role-play:

Knowledge:

Person taking training.

In Rena Ware training materials, practice (not capitalized) refers to activities to apply content. Practice (capitalized) refers to the document containing those activities.

Activity in which participants interpret real-life people, for example, their prospects.

The fact of knowing something. Training should strengthen and leverage existing knowledge and develop new knowledge. Knowledge is different from skill. Knowing something does not necessarily mean knowing how to do it or having that ability. So, effective training should also develop skills.

G LO S S A RY

97RW401 1401.01.0620


Seminar:

Session:

Simulation:

Skill:

Trainer:

In Rena Ware training materials, seminar refers to both the group of materials on a topic (for example, the Basic Training seminar) and the primary document of the set (different from the Practice and the Slides).

Training phase. Depending on the length of each seminar and session, some seminars may require more than one session.

Activity in which real-life conditions are reproduced so that the participants can practice their skills.

The ability to do something. Effective training should strengthen existing skills or develop new ones.

Person giving the training.

G LO S S A RY

98RW401 1401.01.0620


RW401 1401.01.0620 | Home Office U.S.A. (425) 881.6171 | © 2020 R.W.I. renaware.com

What would you do differently? How can we improve it?

How helpful was this seminar?

FEEDBACK

Send your comments to:

Put the name of the seminar in the subject line.

[email protected]

https://www.facebook.com/RenaWareUS/

https://goo.gl/ySt7Ad

https://goo.gl/4tDHQ6

https://goo.gl/JtBXzK

https://blog.renaware.com/en/

Documents

HOW TO TRAIN€¦ · HOW TO TRAIN | Seminar For individual learning Use each content section according to your skill level, along with the corresponding exercises. In the end, follow