Beruflich Dokumente
Kultur Dokumente
(LEAD)
During the F3 sessions,
maximum participation and
interaction from the trainees is
elicited. In each F3 session,
trainers apply their skills in
facilitation in order to support
the trainees to reach the program
goal.
Observing Skills
Observing skills involve the use of the senses
to view actions and behaviors of trainees in
order to perceive or spot their potentials,
strengths and needs. An effective trainer
manifests the following observing skills:
Notes trainees’ level of involvement in all
activities
Monitors the energy level of the trainees
during sessions
Senses the needs of the trainees that may
affect the learning process
Questioning Skills
A Trainer must carefully devise and skillfully
ask the right questions and to do so requires
careful preparation and practice; thus, he/she
is expected to formulate questions in a simple
manner and should:
asks questions that are clear and focused
responds to trainees’ responses
appropriately
asks Higher Order Thinking Skills (HOTS)
questions
acknowledges trainees responses
solicits, accepts and acts on feedback from
trainees
processes responses with probing
questions to elicit the desired learning
Listening Skills
The skill of listening entails the willingness to
focus on what the trainees are saying and to pick
up non-verbal cues with a ‘third ear’. This means
that listening is more than just hearing as it
requires a conscious effort to pay attention to,
ideas and feelings for appropriate consideration.
Organized
BAD HABITS
bowed, rotating, moving
sideways, always
nodding, detached
IDEAL
chest out, stable shoulder
BAD HABITS
deflated chest, shoulders
slumped, rotating, up and down
movements, forward and
backward movements
Focus on one participant at a time
One complete thought, sentence
At least 5 seconds
Move to another participant
Select at random
Balance distribution
Continue making eye contact
IDEAL
Focus on relaxing
32% Talking
15% Reading
11% Writing
42% Listening
SIGHT 87.0 %
HEARING 7.0 %
SMELL 3.5 %
TOUCH 1.5 %
TASTE 1.0 %
MAXIMIZE USE OF
ALL SENSES!
Use headlines
Label charts and graphs Leave margins around
boldly and clearly visuals
Make fonts large and Keep visuals clear,
bold concise and simple
Highlight key points In preparing narratives
Design graphics and texts, use
horizontally appropriate vocabulary
Speak to the when using them
audience, not the Teach participants
visual to read
Introduce each visual complicated visuals
before showing it Use visuals as
Avoid “next please” support
Show visual only
Write on the board sideways When using a
Don’t write and talk at the whiteboard, erase from
same time center outwards on a
Mentally divide the board circular motion
into 3 or 4 parts and use Rule of thumb: size of
as an easel letters: 3 inches, in
When erasing on the block letters
blackboard, one motion Always label points that
downwards each time you enumerate
Use dark colors for main ideas, other
colors for emphasis
Plan out what and where you will write
as part of the design process
Use a new page for each new thought,
idea, concept
Avoid excesses
Use a visual to avoid stiffness
Control self by holding the board
Use definitive gestures
Avoid handling something in your hands. Hold
something solid instead, eg. table or chair
Handle your voice tremors
Breathe deeply10x
Avoid non words like “ehem”, “ah”, “mmm”
Introduce your self and let them introduce
themselves
To increase pace, use less
examples and pauses
To slow down pace, use
more examples and pauses
Sleeping
Working on laptop and Turning pages of
other electronic devises manual, reading ahead
Eating Talking to other
Long and winding participants (verbally,
questions electronically)