Assignment
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 should be a minimum of 150 words each.
1. In order to get the most out of training, a trainer must engage the participants (Blanchard & Thacker, 2013). It goes without saying that if participants are not engaged, it is highly unlikely that they will be able to benefit from the training. With this in mind, it becomes clear that understanding the various ways that trainers can engage trainees is very important. Some methods through which participants can be engaged include employing activities during training, asking the trainees questions, and using props during training.
Including activities such as short and simple games in training is an excellent way to engage participants (Hritz, 2013). This is especially the case if the activities or games involve all participants. Participants who are required to play a game are automatically engaged in the training by virtue of their participation in the activity. At the very least, they must be attentive enough to know how to interact with the activity or play the game. The closer the activity relates to the training subject matter, the better for the participants.
Asking trainees specific questions which get them to think critically and deeply is another way to keep them engaged in training. While passively listening to information may easily led trainees' minds to drift away, taxing their minds periodically by getting them to consider the answer to specific questions can keep them fully engaged in training. The kinds of questions that should be asked can be those which encourage the trainees to consider how they can apply the training. Finally employing props of all kinds during training is another way to keep people engaged. The basic idea here is to expose the people to new and unexpected objects which integrate into the training. Doing so effectively keeps the participants engaged while simultaneously enhancing the lesson.
2. 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.
Giving a training session can sometimes be very challenging. Most times, the challenge doesn't lie in not being a knowledgeable presenter but rather having the ability to present the material in such a way that it not only grabs but also maintains the audience's attention and participation. Three techniques that can be used to maintain participant interest in training are as follows:
1. Taking frequent breaks. No one wants to sit in one position for too long. They eventually become bored and antsy. Taking frequent breaks for about 1-2 minutes allows the audience to get a moment to refresh themselves and being able to move around reduces the chances of falling asleep hence maintaining alertness throughout the presentation. This technique is very useful for audience members who have short attention spans and for training that extends for an entire day and there is extensive material to cover.
2. Tell jokes. Although the training is a serious affair, it doesn't have to be dry and boring. Humor helps to lighten the mood and create a relaxed atmosphere. Everyone likes a good joke but it is important to keep it professional at all times.
3. Play ‘Devil's advocate". Present an opinion that is contrary to popular belief. Someone in the audience is likely to agree or disagree. They might even better would be to bring in a heavy weight - a thought provoker. If it's not going well and it seems nothing will inspire your audience or get them animated, always have some relevant and thought provoking videos/images/concepts to present to them to really switch the whole atmosphere of the session and reframe the thought processes behind their thinking on your topic( Aurora, 2014).
The techniques referred to in the text include icebreakers, games and exercises. They are very similar to the techniques that I have chosen in that they seek to eliminate the monotony and boredom sometimes associated with training exercises.
3. The best effective facilitation training event I've experienced was when I was promoted to ASM for my organization. The training session took place over a three month span attending two weeks a month. We would start each day with an ice breaker "shake it off"; which began when everyone was seated and present. We stood up and let go of any worries, concerns, nervousness and so forth for about five minutes and spoke an affirmation of positivity. The facilitator informed us of the training objectives for the day, how long we would be reviewing them and who would be coming in as special guest facilitators. During the session we had lectures, role playing, and videos and of course a game that tied everything together for the day. The facilitators themselves were motivating and engaged which caused all of the 24 trainees to react to their personalities positively.
Prior to attending the training sessions, we were issued surveys to justify whether our adult learning was listening, watching, reading, or all of the above. All of us in class were better listeners and visual participants so the sessions were set up according to the survey results. Because we all were able to comprehend the lectures thoroughly, we were very engaged in the sessions and the visuals just made it more exciting for all of the trainees. The training room was set up with tables that sat 4 people and we all faced the front of the classroom with a projectors screen in the middle along with white boards on each side of the room with facilitators writing the same on both to keep the trainees fluent throughout the training sessions.
The facilitators were very good at communicating to all of us but actually took the time to listen to all of us and respond back to us quickly. Active listening was a huge part of this course and it was handled positively from all the facilitators and the trainees. Because our class was considered a pilot program, the trainees were chosen carefully to determine whether this type of learning program would be more beneficial to the growth of all the ASM's in training. Our group was named the best training session out of the six they had completed. We were more motivated, engaged, and positive throughout the training sessions.
What I liked about this facilitation was that they took the time to figure out what was the best form of training they could provide for up and coming managers. The sessions were always motivating and positive and each one of the trainees took back their new knowledge and implemented it into our locations. Most training programs can be rather boring, but they actually spent the time focusing on the best training program to better the trainees and them as facilitators.
Today, I take a lot of what I learned in that training program and apply it to my everyday life as an ASM. I train my people to be motivated, engaged, and have fun while at work. We get a lot of work done but making it a less stressful environment makes for having a positive experience. "Your employees don't just want a job; they want to be part of something, so let them" (Wardell, 2008). The facilitators understood the importance of training in detail so that we would remain motivated through the session. This is how I train in my location, share with them the details, tell them why, and ensure that they stay motivated and engaged at all times.
4. Training Title: Workplace Safety
Facilitated Training: The last facilitated training that I went to included safety practices in the workplace. The training included how to use a fire extinguisher, CPR, and how to exit the building safely.
Tools, Methods, Strategies: The training incorporated a number of training tools, methods, and strategies. For example, the trainer involved a number of people in the training to demonstrate how they "thought to use CPR" and the "proper way to use CPR". This is a hands on type of approach that adult learners can learn from. It can be very important for adult learners to participate in trainee involvement (Blanchard & Thacker, 2013). Another tool that was used during the training was the use of large projector screens so that trainees could visualize and watch videos on safety procedures.
Positive/ Negative Affect: Overall, the training was very successful in teaching myself and other trainees safety procedures. By the end of the course we could all exit the building, give CPR and use a fire extinguisher. The only negative to the training was the amount of time it took to have each person use the devices to learn safety practices. If the trainer would have divided us into groups to perform the task it would have eliminated this time restraint.
Training role: The training promoted individual performance by allowing me to use there devices to correctly perform the safety techniques. I was able to ask any question after each procedure was conducted. The training used an ask and answer type of format after each learning objective. This gave me further knowledge on safety procedures in the workplace. The training design also created a platform for organizational improvement.