This training is conducted by the
National Food Service Management Institute
The University of Mississippi
www.nfsmi.org
800-321-3054
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Seminar
Objectives
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Section 1: Outcomes
Participants will:
• Have been introduced to all participants.
• Understand the use of ice breakers and
brain energizers in training classes.
• Be able to recognize when and where
breaks are needed in the training day.
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Ground Rules
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A Successful Trainer
• Be prepared
• Be participant-centered
• Be able to effectively facilitate training
using proven skills and techniques that
– Engage participants
– Maximize potential for knowledge transfer
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Ice Breakers
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Effective Ice Breakers
• Help Participants Meet and Mix.
• Set the Tone of the Meeting.
• Fit the Audience and Training Topic.
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Guidelines for Ice Breakers:
• Must be appropriate to the particular group –
tailor to each group and keep it simple.
• Should not be too long – not to take away from
the content of the training. Be clear about the
limits.
• Be enthusiastic.
• Promote interaction and team building.
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Get to Know an Ice Breaker
1. Training Questions
2. Business Card Introduction
3. The “Intro You Deserve”
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Section 1: Opener
What did you
learn in this
lesson?
How are you
going to use
the tool?
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Section 2: Outcomes
Participants will:
• Complete pre-training selfassessment tool.
• Discuss the results with learning
partner.
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Importance of
Self-Assessment
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Self-Assessment
1. What did you learn from the
self-assessment?
2. What is your greatest
training challenge?
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Section 2: Self-Assessment
What did you
learn in this
lesson?
How are you
going to use
the tool?
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Break
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Section 3: Outcomes
Participants will:
• Review the importance of advance planning
for any training.
• Understand why preparation checklists are
essential to the success of training on any
topic.
• Explore the Tools and Tips for Trainers
resources that are available from NFSMI.
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Worst case
scenario
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Preparation
Checklist
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Challenge Activity
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Section 3: Planning for Success
What did you
learn in this
lesson?
How are you
going to use
the tool?
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Section 4: Outcomes
Participants will:
• Review six principles for training adult
learners.
• Apply principles of adult learning to training
staff members.
• Explore the concepts of Types of
Intelligences for use in reaching adult
learners.
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Activity
Brainstorm as many ideas as you can.
• Use Post-It notes on table.
• Write 1 thing you know about adult
learners on each Post-It.
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Principles of Adult Learners
1. Must be actively involved.
2. Have accumulated a foundation
of life experiences and knowledge.
3. Are goal-driven.
4. Are relevancy-oriented.
5. Are practical.
6. Need to be shown respect.
as characterized by Malcom Knowles.
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Applying the Principles
of
Adult Learners
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Switch It Up
New Seats
New Perspectives
New Friends
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Break
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Types of Intelligences
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Types of Intelligences
LINGUISTIC:
Ability to use words
and language
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Types of Intelligences
SPATIAL:
Ability to visualize
relationships between
objects or ideas
in the mind
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Types of Intelligences
BODY/KINESTHETIC:
Ability to use the body
and motion
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Types of Intelligences
INTERPERSONAL:
Ability to use
person-to-person
communication and
relationships
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Types of Intelligences
INTRAPERSONAL:
Ability to use the spatial,
inner states of being,
self-reflection, and
awareness
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Types of Intelligences
LOGICAL/MATHEMATICAL:
Ability to recognize
patterns and number
systems
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Types of Intelligences
MUSICAL:
Ability to recognize
audio patterns and
sounds, as well as
rhythms and beats
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Types of Intelligences
NATURALIST:
Ability to understand
the natural world and
using this ability
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Types of Intelligences
What sounds
like you?
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Activity
New Wheel of
Intelligences
• Fill in each segment
with Learning Activities
for Marketing Healthy
School Meals
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Section 4: Adult Learners
What did you
learn in this
lesson?
How are you
going to use
the tool?
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Break
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Section 5: Outcomes
Participants will:
• Identify six training objectives: knowledge
transfer, comprehension, application,
analysis, synthesis, and judgment.
• Explain the various training methods that
work best with each objective.
• Link training objectives to methods of
training.
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Questions for preparing for
your next meeting
• Who is my target audience?
• What are the training objectives?
• How formal is your training session going to
be?
• How much “in class” time do you have?
• Are these challenges that would affect
outcomes?
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Training Methods
How will you keep the learner engaged?
• Lecture
• Games
• Case Studies
• Multimedia
• Role playing
• Dramatization
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Broad Objectives
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Knowledge Acquisition
Comprehension
Application
Analysis
Synthesis
Judgment
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Knowledge Acquisition
Built on Existing Knowledge
or
Learning Something Totally New
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Knowledge Acquisition
Methods
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Lecture
Watching movie or video
Reading
Listening to panel discussion
PowerPoint slides
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Comprehension
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Understanding Information
Grasp Meaning
Translate Knowledge into a New Context
Interpret Facts
Order or Group
Predict Consequences
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Comprehension Aha!
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Discussion
Demonstrations
Skits
Problem-Solving Activity
Games
Case Studies
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Comprehension Activity
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Application Activity
1. Write an objective.
2. Plan two activities using two
different methods.
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Analysis
Skills that can be demonstrated include:
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identifying patterns,
the organization of parts,
the recognition of hidden meaning, and
the identification of individual
components.
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Synthesis
Skills that can be demonstrated include:
• using old ideas to create new ones,
• generalizing from given facts,
• relating knowledge from several areas,
and
• predicting or drawing conclusions.
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Judgment
Skills that can be demonstrated include:
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comparing and discriminating between ideas,
assessing value of theories and presentations,
making choices based on reasoned argument,
verifying value of evidence, and
recognizing subjectivity.
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Section 5: Matching Methods
to Objectives
What did you learn
in this lesson?
How are you going
to use the tool?
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Break
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Section 6: Outcomes
Participants will:
• Review the Formatting Four.
• Apply the Formatting Four to design a
flier.
• Apply Guidelines for Developing
Effective Slide Presentations.
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Formatting Four
white space
bolding
headings
bullets
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Build a Healthy Base
1. Let MyPlate guide your choices.
2. Choose a variety of grains daily, especially whole
grains.
3. Choose a variety of fruits and vegetables daily.
4. Keep food safe to eat.
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Build a Healthy Base
1. Let MyPlate guide your choices.
2. Choose a variety of grains daily, especially
whole grains.
3. Choose a variety of fruits and vegetables
daily.
4. Keep food safe to eat.
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Build a Healthy Base
1. Let MyPlate guide your choices.
2. Choose a variety of grains daily,
especially whole grains.
3. Choose a variety of fruits and
vegetables daily.
4. Keep food safe to eat.
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Batch-Cooking Scrambled Eggs
For scrambled eggs, cooking should be done in
small amounts. A small batch of scrambled eggs is
3 quarts or less. Cook scrambled eggs until no
visible liquid remains. When fresh scrambled
eggs are brought to the steam table,
use a fresh pan. Never mix two
different batches of eggs.
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Fruit Salads
Select the form of fruit to be used for Fruit Salads:
Fresh –
wash fresh fruits in cool water before they
are peeled or stemmed.
Canned – chill canned fruits when they are to be
served cold.
Frozen – thaw frozen fruits in
the refrigerator.
Dried – rehydrate dried fruits
in water or juice
if desired.
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Build a Healthy Base
Let MyPlate guide your choices.
Choose a variety of grains daily, especially
whole grains.
Choose a variety of fruits and vegetables daily.
Keep food safe to eat.
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Build a Healthy Base
• Let MyPlate guide your choices.
• Choose a variety of grains daily, especially
whole grains.
• Choose a variety of fruits and vegetables
daily.
• Keep food safe to eat.
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Guidelines For Effective
Slide Presentations
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Three Main Components for
Slide Presentations
Content
Visuals
Delivery
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Content
No matter how great your presentation
looks, nothing can make up for poor
content. Here are two rules for creating
an effective presentation.
• Know your content.
• Review before presenting.
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Visuals
Visuals consist of how the presentation
feels.
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Fonts
Backgrounds
Slide layout
Transitions
• Animation
• Graphics
• Sounds
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Delivery
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Practice, practice, practice
Engage the audience
Speak clearly
NEVER read the slides
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Improving PowerPoint
Slides Activity
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Section 6: Using Effective
Materials
What did you learn
in this lesson?
How are you going
to use the tool?
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Section 7: Outcomes
Participants will:
• Examine presenter styles and the
impact on the learner.
• Be introduced to facilitation and class
management skills.
• Be able to describe seven types of
personalities and their associated
behaviors.
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Section 7: Outcomes,
continued
Participants will:
• Review how each personality affects
the dynamics of a training session.
• Explore how to respond to various
conflicting behaviors.
• Observe and use four techniques to
answer questions.
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Presenter’s Style
What did you observe about
the presenter’s style today?
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Essentials of Style
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Body Language
Movement
Interaction with Participants
Appearance
Attitude
Flexibility
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Presenter’s Pitfalls
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Participant-Centered
Training Activity
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Expertise
Empathy
Enthusiasm
Clarity
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Facilitative Trainer
“Has the skills to facilitate learning
with the responsibility for teaching
some particular topic.”
Roger M. Schwarz
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Responsibilities of a
Facilitative Trainer
• Analyze Audience
• Monitor Group Process
• Whether Training Is Meeting Participant
Needs
• Facilitates the Interaction Among Participants
to Enhance Learning
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Managing Other Factors
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Know Your Audience
Size of Group
Flow of Training Day
Manage a Work Lunch
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Physical Activity
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Break
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Managing Personalities
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Know-It-All
Timid or Bashful
Whiners
Avoiders
Talkers
Arguer
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Personality Scenarios
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Techniques for Answering
Questions
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Answer Directly
Postpone Answering
Admit You Don’t Know the Answer
Answer Indirectly
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Activity
If you were to develop a plan for
Marketing Healthy Meals what would
you do to ensure you communicate
information to both students and
school staff?
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Section 7: Management
What did you learn
in this lesson?
How are you going
to use the tool?
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Section 8: Outcomes
Participants will:
• Identify appropriate closing activities.
• Review the reflection notes made
during the workshop.
• Complete the Self-Assessment.
• Complete the Evaluation.
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Circle of
Reflection
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Post-Training
Self Assessment
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Training is an
Evolving Process
• Always learning from experience.
• Always learning how to improve.
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Section 8: The Closer
What did you learn
in this lesson?
How are you going
to use the tool?
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NFSMI Course
Evaluation
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Thank You!
NFSMI Contact:
800-321-3054
www.nfsmi.org
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National Food Service Management Institute
The University of Mississippi
• Mission: To provide information and services that promote
the continuous improvement of child nutrition programs
• Vision: To be the leader in providing education, research,
and resources to promote excellence in child nutrition
programs
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