TYPES OF TRAINEES DISCUSSION:
A successful trainer needs to effectively engage various types of trainees and adapt quickly in the learning environment to meet their needs. Chapter of the Blanchard and Thacker (2013) text lists and offers tips on dealing with different participant personalities. Review the three scenarios below. Discuss how you would effectively engage and manage each group of participants in a 2-day training seminar. Apply two to three specific adult learning principles and/or techniques to each of the scenarios listed below.
Scenario A
Your colleague is a training specialist who has just concluded an activity on techniques for overcoming challenges in the classroom. He clearly understood the content, but did not ask questions of the group to confirm their understanding. In addition, when explaining activities, the directions were not clear and there was never an opportunity to ask for clarification. What constructive feedback would you give to your colleague?
Scenario B
Your colleague is a department manager who has just opened a training session. Her opening included group introductions, but she went directly into presenting content. About an hour later, a few participants began talking out of turn. What feedback would you give to your colleague on the impact this may have had on participants, and what could have been done differently to avoid this situation?
Scenario C
Your colleague is a human resources manager who just completed an activity followed by a group discussion. The activity went well, but the debrief did not. As the facilitator, he had trouble getting the group to answer his questions. The group did not appear to be very engaged. What feedback could you give him on how he could get participants to participate?
Your initial post should be 250 to 300 words. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.
Respond to at least two other posts regarding items you found to be compelling and enlightening. To help you with your reply, please consider the following questions:
What did you learn from the posting?
What additional questions do you have after reading the posting?
What clarification do you need regarding the posting?
What differences or similarities do you see between your initial discussion thread and your classmates' postings?
What are the differences or similarities in the techniques recommended in your discussion compared to those identified by others?
Analyze the recommendations made by others for each scenario. Do you agree or disagree with the recommendations? Why or why not? Provide examples where possible.
Your reply posts for Donald and Marcia should be a minimum of 150 to 250 words each.
DONALDS DISCUSSION:
Scenario A-
The constructive criticism I would give my colleague would be to speak up, if you cant hear the instructor then tell he or she to speak louder. In addition, at the end of every lecture there should be a answering questions portion, were everyone has a chance to reaffirm what they thought or to get clarification on what is going on. When teaching in a classroom the instructor always need to be clear and concise. At the end of the lecture there should also be a sort of follow along test or quiz for everyone to follow to brush up on what was being covered.
Scenario B-
The feedback I would give my colleague would be to start off with a icebreaker before the training session actually begins and the content isn't understood. Blanchard, P. N., & Thacker, J. W. (2013) state that,"An icebreaker is a game or exercise that prompts trainees to get comfortable interacting with other trainees and the trainer. It is designed to be fun but at the same time generate energy that will transfer to the rest of the training". When starting the training session make sure there are ample amounts of bathroom breaks and letting your audience know that it is ok to ask questions on anything they dont understand.
Scenario C-
The feedback I would give my colleague would be that he or she didn't ask enough questions at the start of the session. Keeping the audience in gaged on what you want them to learn is the key for them to keep participating.4MAT 4Business(2010) state that," everyone has a different learning styles and everyone processes information differently". Including the audience while the activity is going on well help them stay focused to give more points about what happened from the activity to now.
Reference:
Blanchard, P. N., & Thacker, J. W. (2013). Effective training: Systems, strategies, and practices (5th ed). Upper Saddle River, NJ: Pearson Education, Inc.
4MAT 4Business. (2010, July 15). Three things every trainer should know about learning styles[Video file].
MARCIAS DISCUSSION:
A successful trainer will understand that there are different types of trainees that he or she will have to deal with during training sessions and this means that they need to be flexible. Each type of trainee has unique characteristics that the trainer will need to deal with in order to ensure successful transfer of training. The four main personality types discussed in our text include the quiet trainee, the talkative trainee, the angry trainee, and the comedian (Blanchard & Thacker, 2013). In scenario A, we are unsure of the personalities of the trainees because the trainer never bothered to engage his audience in questions and further insight. Audience participation and interaction should be integrated into the training session and he needs to be very clear in his explanations and instructions. The transfer of ideas between trainer and trainees will enhance the learning experience for all.
In scenario B, the trainer should have included a session of icebreakers. Icebreakers serve as means for trainees to get to know one another as well as their trainer. These simple games or conversation starters offer a way to ease into the training session with comfort and high energy rather than discomfort and dread (Heathfield, 2017). This would have been a good idea for the scenario B trainer to utilize rather than just jumping into the training without giving the trainees an opportunity to converse with one another. Setting a baseline of rules against talking during the training session is another way to ensure that there are minimal interruptions (Blanchard & Thacker, 2013). Also, letting the audience know that there will be a time for chatting and a question/answer period will ensure they are paying attention rather than sneaking in opportunities to get to know one another.
The Scenario C trainer should have utilized questions throughout the training to ensure that his audience was following along and the transfer of learning was taking place. Keeping the audience engaged throughout the training session, rather than just trying to connect with them at the end, is a way to ensure they are paying attention. Continual opportunities to ask them questions and share their insights would make them feel as though they are a part of the training rather than someone who is just being talked "at." Providing games or another variety of learning opportunities will also help to keep them engaged (Blanchard & Thacker, 2013).
Reference:
Blanchard, P. N., & Thacker, J. W. (2013). Effective training: Systems, strategies, and practices (5th ed). Upper Saddle River, NJ: Pearson Education, Inc.
Heathfield, S. (2017). The best ice breakers for meetings and training classes. The Balance Careers.