DAy 1 session 1 communication for groups - overview

8/7/2019 DAy 1 session 1 communication for groups - overview

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Welcome «.Welcome «.



Good communication is asGood communication is asstimulating as black coffee, and juststimulating as black coffee, and justas hard to sleep after.as hard to sleep after.Anne Morrow LindberghAnne Morrow Lindbergh ::

Trainer andFacilitator

widow of aviator and conservationistCharles A. Lindbergh, Jr. also noted

writer and aviation pioneer.



Th e 'perfect' trainingTh e 'perfect' training

coursecourseTrainer Trainer

ParticipantsParticipants

EnvironmentEnvironment

ProgrammeProgramme

ResourcesResources



E nvironment andE nvironment and

ResourcesResources

W hat is your ideal training roomW hat is your ideal training roomW hat is a safe learning environmentW hat is a safe learning environment



H ow do you create a safeH ow do you create a safe

learning environment?learning environment?Can you suggest some specific steps?Can you suggest some specific steps?



L earning experiencesL earning experiences

« a group exercise« a group exerciseAA goodgood learninglearningexperienceexperience

W hat contributed toW hat contributed tothis experience?this experience?

AA poor poor learninglearningexperienceexperience

W hat contributed toW hat contributed tothis experience?this experience?



M ini QuizM ini QuizCan you match the descriptions with the definitions?Can you match the descriptions with the definitions?

AA Someone explaining how to assemble a rifle.Someone explaining how to assemble a rifle.BB Someone preparing a class of O Level children for their GCSEs.Someone preparing a class of O Level children for their GCSEs.CC Someone preparing a group of athletes to run a marathon.Someone preparing a group of athletes to run a marathon.DD Someone encouraging workers to find ways to increase their Someone encouraging workers to find ways to increase their

employability.employability.EE Someone giving prepared lessons to a group of univ students.Someone giving prepared lessons to a group of univ students.FF Someone helping a student to prepare for a test.Someone helping a student to prepare for a test.

Lecturer Lecturer ---------- Trainer Trainer ---------- Instructor Instructor ----------Tutor Tutor ---------- Teacher Teacher ---------- Facilitator Facilitator ----------



S o just w h atS o just w h at isis «.?«.?

1 .1 . learninglearning ??

2.2. teachingteaching ??

3.3. trainingtraining ??

4.4. facilitatingfacilitating ??



A trainer/facilitator'sA trainer/facilitator's

various h atsvarious h ats

Motivator and inspirer Motivator and inspirer

Mediator or refereeMediator or refereeMentor or coachMentor or coachQuality controller Quality controller

ChairpersonChairpersonPresenter Presenter Counsellor?Counsellor?



H ow people learn?H ow people learn?

In 1 minuteIn 1 minute ±± make a list of the differentmake a list of the differentways people learnways people learn ± ± for example, byfor example, bylistening. Consider all likely ways«listening. Consider all likely ways«

The emphasis here is on µquantity¶«The emphasis here is on µquantity¶«

Now lets rank them in importanceNow lets rank them in importance



E nergisers and refres h ersE nergisers and refres h ers

Most training courses include short livelyMost training courses include short livelyactivities that refresh the participants.activities that refresh the participants.

Often, the µrefreshers¶ will involveOften, the µrefreshers¶ will involvephysical movement or animatedphysical movement or animatedcommunication, which help to keepcommunication, which help to keepeveryone awake.everyone awake.



A necdotes, or storiesA necdotes, or stories

W hen we communicate on a µhuman¶W hen we communicate on a µhuman¶level we like to talk about things thatlevel we like to talk about things thathappened to us, or stories we havehappened to us, or stories we haveheard. An abstract concept can be madeheard. An abstract concept can be mademore memorable by a realmore memorable by a real- -life example,life example,

a brief anecdote, which touches thea brief anecdote, which touches thelistener on a very personal level.listener on a very personal level.



P resentation skillsP resentation skills

Clarity Credibility

Voice Visuals



G iving instructionsG iving instructions

clear voiceclear voice simple stepssimple steps

check understandingcheck understandingcall to actioncall to action



W h at we retain«W h at we retain«



T raining met h odsT raining met h odsMethod Pros

Lectures/ presentations y allows the trainer to convey information quickly to alarge groupy persuasive

W ritten exercises y allows for individualised learningy adjustable to different levels

Group discussions y involves everyoney can explore new ideasy flexible

Case studies y realistic and work-relatedy great for problem-solving

Role plays y provides environment for practicey allows for testing ideas



T raining met h ods«2T raining met h ods«2Method Pros

Games and simulations y high level of involvement and interesty memorable and fun

Questionnaires y self-awarenessy allows time for reflection

Project work withpresentation

y useful for knowledge and skills practicey effective for recall of knowledge

Videotaped simulationswith playback

y useful for self assessmenty provides medium for peer feedback

Brainstorming y energisers and funy great for stimulating ideas



L ets P ause and «L ets P ause and «

Decide what group you would like to runDecide what group you would like to runFrom the list of course topics choose 2From the list of course topics choose 2Using pink and yellow postUsing pink and yellow post- -it notes putit notes putyour name down on both «your name down on both «Then « put your first choice on pink,Then « put your first choice on pink,your second choice on yellow.your second choice on yellow.Now we will negotiate!Now we will negotiate!



N ow t h at you h ave your N ow t h at you h ave your

coursecourseW e need a starting placeW e need a starting place ± ± using the Starburstusing the Starburst

paperworkpaperwork

Pick1

goalPick1

goalUnder the goal set out 2 objectivesUnder the goal set out 2 objectivesW hen you have a goal and objectivesW hen you have a goal and objectivesRefer to training methods grid (handout) andRefer to training methods grid (handout) and

using the questions (handout) pick out theusing the questions (handout) pick out thetraining methods that will enable you to meettraining methods that will enable you to meetyour objectivesyour objectivesNow rank them in order of MOST effective 1 Now rank them in order of MOST effective 1

being BESTbeing BEST



L ets get creative «L ets get creative «

Questions to ask yourself?Questions to ask yourself?1 .1 . W hat is the objective? (After this task, participants will be ableW hat is the objective? (After this task, participants will be able

to«)to«)2.2. W hat might be the ultimate purpose ( W hy are they doing this?)W hat might be the ultimate purpose ( W hy are they doing this?)3.3. How should the task be managed? In groups or individually?How should the task be managed? In groups or individually?4.4. Should it be learner focused (ideas coming primarily from theShould it be learner focused (ideas coming primarily from the

learners themselves), or trainer focused?learners themselves), or trainer focused?5.5. How could feedback be given? How will the participants knowHow could feedback be given? How will the participants know

whether they have done well or not?whether they have done well or not?6.6. How long would the task take?How long would the task take?7.7. How could the task be µspiced up¶, made more interesting or funHow could the task be µspiced up¶, made more interesting or fun

for the participants?for the participants?8.8. How could the task be made more workplace/ life base related,How could the task be made more workplace/ life base related,

so that the participants see it as relevant to them?so that the participants see it as relevant to them?



A ny Questions?A ny Questions?

DAy 1 session 1 communication for groups - overview

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