Cover Image
close this bookCreative Training - A User's Guide (IIRR, 1998, 226 pages)
View the document(introduction...)
close this folderHow was this user's guide to creative training produced?
View the document(introduction...)
View the documentWorkshop objectives
View the documentThe workshop process
View the documentIt came one night...
close this folderBasic facilitation skills
View the document(introduction...)
View the document10 handy tips
close this folderTraining needs assessment
View the document(introduction...)
View the documentPurpose
View the documentMaterials
View the documentSuggested approach
View the documentWII-FM (what's in it for me?)
close this folderEvaluation techniques
View the document(introduction...)
View the documentPurpose
View the documentMethod
View the documentAre we on target?
View the documentTell me...
View the documentComplete the sentence
View the documentOther methods
View the documentDeveloping questionnaires
close this folderEnergizers
View the document(introduction...)
View the documentPurpose
View the documentForming groups
View the documentCreative congratulations
View the documentRelaxers
close this folderMood setting exercises
View the document(introduction...)
View the documentMy posture, my thinking
View the documentPut your worries aside
View the documentCreating a positive state of mind
close this folderLectures
View the document(introduction...)
View the documentStrengths
View the documentLimitations
View the documentSuggested approach
View the documentOutcome
View the documentDeveloping the lecture method further
View the documentMind mapping
View the documentCreative use of overhead projectors
View the documentSlide/photo presentations
View the documentVisual spicers
View the documentPosters as problem-posing materials
close this folderDrawing and chalk talk
View the document(introduction...)
View the documentChalk talk
View the documentComic love
close this folderSelf-expression through pictures
View the document(introduction...)
View the documentVariation 1: Printing from objects
View the documentVariation 2: Printing from erasers/vegetables
View the documentVariation 3: Collage
View the documentBody language
View the documentVisual gestural communication
View the documentShadow plays
View the documentEasy puppets
View the documentBasic theater skills
View the documentRole play
View the documentAnimated comics role play activity
View the documentFolkstorytelling: Stories come alive!
View the documentOral testimonies
View the documentLifeline
View the documentTimelines
View the documentMap-making
close this folderMaking and using case studies
View the document(introduction...)
View the documentMaking a case study
View the documentUsing a case study
View the documentAction research
close this folderField trips
View the document(introduction...)
View the documentCross tripping/comparing environments
close this folderPhysical activities as educational tools
View the document(introduction...)
View the documentIllustrating facts or theories
View the documentPromoting attitude change
close this folderGames
View the document(introduction...)
View the documentSnakes and ladders
View the documentHealth snap
View the documentBangko-bangko
View the documentContact organizations
View the documentWorkshop participants
View the documentWorkshop production staff

Suggested approach

It is imperative to consider what makes a good lecture when planning and delivering your material. A good lecture includes:

· planning

· knowing at what level to pitch the lecture, neither too hard nor too easy

· not talking for more than 10 minutes without a break for some other form of activity

· enthusiasm and interest on the part of the presenter

· concise and accurate delivery of the material

· flexibility, knowing when the audience is in need of a change of pace, activity or merely a break to have a chance to internalize the content

· good presentation skills on the part of the speaker.

Planning is particularly important when giving a lecture. There should be structure and a clear objective for the lecture to be effective. Careful planning also helps to keep a lecture concise.

To ensure that the content of any lecture will be appropriate to the needs and level of the participants, they must be consulted. This could take the form of a Training Needs Analysis that would cover a complete training session, although it may be sufficient to talk to someone with a good knowledge of the group who will receive the lecture.

An important consideration when planning a lecture is whether it will be formal or informal. For the former it may be appropriate to stand and deliver the material to a seated audience. With an informal lecture or training, especially with a small group, it is advisable to sit with the participants. This can help to engage the audience and can remove some of the 'us and them' feeling.

To structure who talks and when, an object can be designated and when someone wants to speak they raise their hand and speak only when holding the object; naturally this applies to the presenter as well. This may seem unnecessarily formal but one of the main advantages of the lecture is the structure and control it gives.

Microphone use


Figure

Unless there are special circumstances (for example surroundings are noisy) talking to a group of less than 75 should not require a Personal Address (PA) system. It is acceptable to request that only one person speak at once. Microphones or PA systems are prone to technical difficulties or electrical outages. Use of a microphone by the presenter often serves as a power tool to separate them from the participants, which is inadvisable in creative training. This is particularly true when the audience has no microphones.

It cannot be overemphasized that a lecture should be short and to the point. Very few people can concentrate and internalize accurate information for much more than 10 minutes, and even those who can rarely enjoy it. Incorporating short, sharp lectures into a training course, interspersed with visual aids and other activities, is advisable and can serve to accentuate the advantages of different methodologies as well as providing a refreshing change of pace. Encourage flexibility whenever possible.

Presentation skills

If your lecture is to be beneficial, effective presentation skills should be used. These include the following:

· Posture - if standing, you should be erect but relaxed, facing the participants with your weight evenly distributed (placing weight on one hip and shifting it to the other and back can be distracting). If seated you should also be relaxed and facing those you are addressing.


Figure

These two postures indicate disinterest and a defensive and closed attitude, respectively. Neither is recommended.

An alert and open posture is conducive to an effective presentation.

· Movement - applies mainly if you are standing but is also important if seated. Moving around can be engaging and keep you involved with the participants.

· Gestures - the importance of natural gestures cannot be overstated; these are used in normal conversation and using them when addressing a group is appropriate and effective.

· Eye contact - this helps the channel of communication, can establish and build rapport and makes the lecture more personal. It is important not to stare at anyone (one to three seconds eye contact is fine) and to move focus among the participants. If a group is too large to look at each individual separately, make contact with different individuals in different parts of the audience; those sitting near the individual will feel as if you are looking at them.

Note

A lecture read verbatim from a prepared script sounds stilted. Use flash cards instead with key words to remind you of the important points to cover or try a mind map (see mind mapping).

· Voice - a speaker should consider not only what he/she is saying but how messages are said. The three main problems are speaking in a monotone, talking too fast and speaking at an inappropriate volume:

· Most monotonous voices are caused by anxiety, causing the muscles of the chest and throat to tense. It is essential to relax and release tension. This can be aided by upper body movements.

· Talking too fast is also often due to anxiety. Many novice lecturers say that they can alleviate their nervousness to some extent by a sound knowledge of their material. A dry run with friends or colleagues is usually more effective than practising in front of a mirror. A good presenter uses pauses appropriately (for example, to let a point sink in) and it is also an effective way to slow down. Try pausing at the end of each sentence. Periods of silence are not a problem.

· Speaking too quietly can be a problem but you can correct this with practice. If it is a continuing difficulty or if you are naturally soft spoken, a microphone can be used.

Practising voice projection

At WESAMAR, during a training on facilitation skills, the facilitator asked the participants to form a line at one end of the room and say words, such as ball or fish. The participants spoke one at a time and the facilitator gauges their level of projection. When the facilitator judged that each voice has "reached" the appropriate level of projection s/he said, for example, "the ball has reached me" or "the fish has been caught in the net".

Questions

Both during and especially at the end of a lecture, ask the participants for questions, either for clarification or because something was omitted from the lecture and also for comments. Inviting questions is also a good way to check on audience understanding, critical to the success of the presentation. If you ask questions as if hoping there will be none, you are unlikely to get a response. Instead, assume that the audience will have some and wait long enough for them to formulate these and overcome any reluctance to ask them. To get things going, you could say "I'm often asked....." or have someone in the audience ask a question that you have given them before the lecture (this usually encourages others to follow suit).


Figure

When a question is asked, it is important to look at the questioner while they are speaking. Repeating the question ensures that all participants have heard it and that you have heard and understood it correctly. Address the answer to the questioner specifically but also to the other participants generally (focusing attention 25% on the questioner and 75% on the rest of the group is a good rule of thumb). If you do not know the answer to the question, do not be afraid to say so.