DISCUSSION:
Conduct research to identify techniques for maintaining participant interest in training. List a minimum of three specific techniques not found in the Blanchard and Thacker (2013) text and give a short explanation of each. Explain how these techniques can be used to deliver effective training, noting the learning style to which each technique appeals. Compare these three techniques with those identified in the course text, noting any differences or similarities.
Your initial post should be 250 to 300 words. Use the lecture as a foundation for your initial post. 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?
Compare the techniques you identified with those identified by others noting any differences or similarities.
Your reply posts for Donald and Kathryn should be a minimum of 150 to 250 words each.
DONALDS DISCUSSION:
Three specific techniques not found in the Blanchard and Thacker (2013) text-
1. Job Shadowing Training Delivery(JSTD)- is when the training delivery method that places a person with a certain skillset with a person who has a similar ability but doesn't have the skillset yet. Most common types of job shadow training delivery are on the job training and apprenticeships. These two people can also build a very strong rapport from this training. Downside- is when the teacher is showing bad habits that can influence the shadow and therefore change the aspect of the job and training that should be administered(Sullivan, S.E.& Howard, T (2011).
2. Brown Bag Lunch Training(BBL)- is an informal meeting that occurs around lunch time. This type of training typically occurs in office training or conference rooms. Human services or even management can head up this type of training that is designed to bring people together. Downfall- is that this type of training could yield a low attendance because most people just want to have lunch and not train or see co workers.
3. Participant Control Training- is when control is given to the classmates that are participating in the training rather than just the instructor. " Participation is essential to get the task complete"(Nadeem, T. (2015). Its basically a huge brainstorm in a classroom setting but with everyone participating, interacting and learning. Downfall- is when no one wants to actively participate.
References:
Blanchard, P. N., & Thacker, J. W. (2013). Effective training: Systems, strategies, and practices (5th ed). Upper Saddle River, NJ: Pearson Education, Inc.
Nadeem, T. (2015). The Most Effective Training Techniques.
Sullivan, S.E.,& Howard, T.(2011). Preparing Yourself for An Internal Assignment.
KATHRYNS DISCUSSION:
Presenters must think of many factors that will help and hinder their presentations and their ability to connect with their audiences in an effort to ensure transfer of learning for their attendees so the companies do not waste time, money, and resources.
Blanchard and Thacker (2013), note that some important factors for engaging an audience include moving around while presenting, using nonverbal cues, providing handouts, and avoiding "filler" words such as "um," "like," and "uh."
Stuart (2014), discusses ten ways to engage an audience while presenting information and includes ideas such as finding opportunities for humor, making a great first impression, having a strong opening, flexibility in content, putting the audience first, managing the middle of the presentation to avoid attendees losing interest, monitoring your voice, providing stories, giving the audience time, and having a strong ending.
Having a strong opening and making a great first impression helps to provide excitement for the presentation and get the audience interested in the content, in addition to building trust with the audience Finding opportunities for humor allow for the audience to find "downtime" moments so they do not feel as if they are bring given "firehose" training. It allows for those "mental breaks" that audiences need so the presenter does not lose their attention spans. Being flexible in the content allows for extra time with the attendees which can assist in building a relationship and listening to their ideas, concerns, and stories. Putting the audience first focuses on gaining information about your audience, their experiences, and needs before designing your presentation. Managing the middle of the presentation means to allow for Q&A's and breaks so as to maintain the attendees attention and ensure for transfer of learning. Monitoring your voice focuses on the pitch, tone, and pace of the voice so as to not be monotone during the presentation which also loses attendees attention. Providing stories helps to allow for mental breaks and helps to build relationships with attendees. Giving the audience time helps to allow for questions and answer opportunities which helps the attendees to clarify and retain information. Finally, providing a strong closing helps to make a lasting impression with the audience so they can remember the presentation.
References:
Blanchard, P., Thacker, J. (2013). Effective Training. Upper Saddle River, NJ: Pearson Education.
Stuart, D. (2014). Ten Ways To Build Rapport And Engage Your Audience. Training Journal.