Benefits of Case Studies
1) To create Learners participation.
2) Learners could learn by reading and understanding the case study.
3) Learners get to discuss and answer the questions posed for the case study.
4) Learners are able to present their answers to the class.
5) This is a form of constructive learning which is suitable for adults with wealth of experience.
How to prepare Case Study
Write a story or a case. Length ideally should be 5 to 10 minutes reading time.
Write the questions (which would be discussed and answered by the Learners.)
Note: Case study could be done: (a) groups of Learners, (b) pairs of Learners, (c) individual Learners.
Typical Duration for Case Study
5 – 10 minutes for reading and understanding the Case Study.1
0 – 15 minutes for discussion and answering the Case Study.
2 – 5 minutes per group for presenting the answers.
5 minutes for the Trainer to summarize and conclude the Case Study.
Self-Satisfaction of Learners
Adult Learners and Lions who are well-experienced, intelligent and knowledgeable love to learn via case studies. They feel satisfied and proud that they are able to think and give the answers. The Learner who presents in the class would also feel happy to be able to present the answers in front of everybody.
If you Trainer want your Learners to feel satisfied, CASE STUDY is definitely one of the ways to enhance the Learning process, enhance interaction and participation and boost the satisfaction of the Learners.
In the next blog, I will be sharing about Panel Discussion as a method for Learners to listen from a panel of Subject Matter Experts.
***Michael***
WE SERVE
Friday, February 27, 2009
Sunday, February 22, 2009
Training 06: Questioning to create Learners participation
Why Questioning?
By asking Questions, the Learners answer. Hence, the Learners get to participate.
In traditional Lecture, the Lecturers talks all the time. So it is a ONE-WAY communication.
For interactive and interesting TRAINING session, we want to have TWO-WAY communication. A good way to get the Learners to talk is by asking QUESTIONS.
Overhead Questions vs Direct Questions
Overhead questions = questions asked for any Learner in the class to answer.
Direct questions = question which is directed to a specific Learner to answer.
Open-ended Questions vs Closed-ended Questions
Open-ended questions:
1) Generate a wide range of answers.
2) Allow for a variety of viewpoints and answers.
3) Encourages open participation.
4) Encourages the Learner to express his opinion.
Closed-ended questions:
1) Seek a single response.
2) Seek a very specific answer.
3) Seek confirmation or denial (yes or no).
Examples of Open-ended Questions
“Why are Lions membership declining?”
“In your opinion, why do some Lions dislike attending meetings?”
“How can we attract potential New Members?”
“What can we do to improve the knowledge of Lions?”
Examples of Closed-ended Questions
“What is the best leadership style?”
“Who was the founder of the Lions movement?”
“Do you agree that Training is important for membership growth?”
Conclusion
Questioning methodology is a very important feature of interesting and interactive Training. If you want to be an effective Trainer, you must talk and listen. By asking questions to your Learners, you get to listen. This is how we can enhance TWO-WAY communication during the Training session.
In the next blog, I will be sharing about Case Studies application in Training.
***Michael***
WE SERVE
By asking Questions, the Learners answer. Hence, the Learners get to participate.
In traditional Lecture, the Lecturers talks all the time. So it is a ONE-WAY communication.
For interactive and interesting TRAINING session, we want to have TWO-WAY communication. A good way to get the Learners to talk is by asking QUESTIONS.
Overhead Questions vs Direct Questions
Overhead questions = questions asked for any Learner in the class to answer.
Direct questions = question which is directed to a specific Learner to answer.
Open-ended Questions vs Closed-ended Questions
Open-ended questions:
1) Generate a wide range of answers.
2) Allow for a variety of viewpoints and answers.
3) Encourages open participation.
4) Encourages the Learner to express his opinion.
Closed-ended questions:
1) Seek a single response.
2) Seek a very specific answer.
3) Seek confirmation or denial (yes or no).
Examples of Open-ended Questions
“Why are Lions membership declining?”
“In your opinion, why do some Lions dislike attending meetings?”
“How can we attract potential New Members?”
“What can we do to improve the knowledge of Lions?”
Examples of Closed-ended Questions
“What is the best leadership style?”
“Who was the founder of the Lions movement?”
“Do you agree that Training is important for membership growth?”
Conclusion
Questioning methodology is a very important feature of interesting and interactive Training. If you want to be an effective Trainer, you must talk and listen. By asking questions to your Learners, you get to listen. This is how we can enhance TWO-WAY communication during the Training session.
In the next blog, I will be sharing about Case Studies application in Training.
***Michael***
WE SERVE
Sunday, February 15, 2009
Training 05: Motivate the Learners
Motivate The Learners
At the commencement of the Training, the Trainer ought to motivate the Learners. This is to encourage the Learners to take a serious learning attitude to gain knowledge on the subject matter.
How To Motivate the Learners
1) Link the Training to the needs of the Learners. For example, the training is about Effective Meeting. The Learners are Club Presidents from over all a specific District. Need of the Club Presidents is to chair effective meetings. Trainers could begin by telling that after the Effective Meeting training, all the Club Presidents in attendance would be able to improve their skills of chairing effective club meetings.
2) Explain the Benefits of the Training. Let us use the same example of Effective Meeting training. The Trainer could elaborate on the benefits of effective meeting include:
(i) All members would be more interested to come for meetings.
(ii) Members would not feel that their precious time is wasted.
(iii) Decisions are made. Action plans are determined during the meeting.
(iv) Project chairpersons could report the status and progress of specific projects.
(v) All members have the say and are free to express their opinion.
(vi) All members are happy attending the meetings.By knowing the benefits of effective meeting at the start of the Training session, the Learners would become more motivated to learn.
3) Learning Objectives. Trainer should inform the Learners about the learning objectives of each Training module. The Learners would then know clearly what they will learn from each specific Training module.
In the next blog, I will be sharing on using QUESTIONING method to enhance active participation of the Learners.
***Michael***
WE SERVE
At the commencement of the Training, the Trainer ought to motivate the Learners. This is to encourage the Learners to take a serious learning attitude to gain knowledge on the subject matter.
How To Motivate the Learners
1) Link the Training to the needs of the Learners. For example, the training is about Effective Meeting. The Learners are Club Presidents from over all a specific District. Need of the Club Presidents is to chair effective meetings. Trainers could begin by telling that after the Effective Meeting training, all the Club Presidents in attendance would be able to improve their skills of chairing effective club meetings.
2) Explain the Benefits of the Training. Let us use the same example of Effective Meeting training. The Trainer could elaborate on the benefits of effective meeting include:
(i) All members would be more interested to come for meetings.
(ii) Members would not feel that their precious time is wasted.
(iii) Decisions are made. Action plans are determined during the meeting.
(iv) Project chairpersons could report the status and progress of specific projects.
(v) All members have the say and are free to express their opinion.
(vi) All members are happy attending the meetings.By knowing the benefits of effective meeting at the start of the Training session, the Learners would become more motivated to learn.
3) Learning Objectives. Trainer should inform the Learners about the learning objectives of each Training module. The Learners would then know clearly what they will learn from each specific Training module.
In the next blog, I will be sharing on using QUESTIONING method to enhance active participation of the Learners.
***Michael***
WE SERVE
Friday, February 13, 2009
Training 04: Story Telling can be used at all stages of Training
The Power of Story Telling
People are naturally attracted to stories.
Learners love to listen to real-life experience of the Trainer.
Learners are interested to hear how other people or other companies implement a certain new idea or a certain strategy.
Learners love to hear the story of a certain problem, what transpired and the subsequent solutions.
When to do Story Telling?
1) At the opening or beginning of Training. Tell a story to draw the attention of the Learners. Motivate the Learners by telling a story.
2) During the training. Use story telling to share about how other people implemented certain principles, concepts or system.
3) During the training. Tell story about how a certain problem was solved by certain people.
4) During the training. Tell story to relate on analysis of certain problems.
5) During the training. Use story telling to do comparative evaluation of 2 different methods.
6) At the ending/closing of Training. Use story telling to do a conclusion.
7) At the ending/closing of Training. Tell a story to summarize the main points of the Training.
What if the Trainer has no personal experience or story to tell?
OPE – Other People’s Experience. Share about other people’s experience that you have heard or read about.
OPS – Other People’s Story. “This is a story I heard when I was attending…..” Re-use other people’s story.
Tips on Story Telling
1) Vary the tone of voice for more effective story telling.
2) Do not be monotonous.
3) Keep seconds of silence sometimes to create suspense.
4) Question the Learners: “In your opinion, what happened next? What was the outcome?”
5) Act it out (if possible).
In the next blog, I will share about Motivating The Learners.
People are naturally attracted to stories.
Learners love to listen to real-life experience of the Trainer.
Learners are interested to hear how other people or other companies implement a certain new idea or a certain strategy.
Learners love to hear the story of a certain problem, what transpired and the subsequent solutions.
When to do Story Telling?
1) At the opening or beginning of Training. Tell a story to draw the attention of the Learners. Motivate the Learners by telling a story.
2) During the training. Use story telling to share about how other people implemented certain principles, concepts or system.
3) During the training. Tell story about how a certain problem was solved by certain people.
4) During the training. Tell story to relate on analysis of certain problems.
5) During the training. Use story telling to do comparative evaluation of 2 different methods.
6) At the ending/closing of Training. Use story telling to do a conclusion.
7) At the ending/closing of Training. Tell a story to summarize the main points of the Training.
What if the Trainer has no personal experience or story to tell?
OPE – Other People’s Experience. Share about other people’s experience that you have heard or read about.
OPS – Other People’s Story. “This is a story I heard when I was attending…..” Re-use other people’s story.
Tips on Story Telling
1) Vary the tone of voice for more effective story telling.
2) Do not be monotonous.
3) Keep seconds of silence sometimes to create suspense.
4) Question the Learners: “In your opinion, what happened next? What was the outcome?”
5) Act it out (if possible).
In the next blog, I will share about Motivating The Learners.
Thursday, February 12, 2009
Training 03: Ice Breaker is good way to start off TRAINING session
Potential Scenario at starting of Training
1) Learners have travelled from afar. They are tired and exhausted.
2) Some Learners are not interested to attend the Training. They have been INSTRUCTED to attend.
3) Some Learners are too shy to make new friends.
4) Some Learners prefer to stick to their circle of friends only.
What is Ice Breaker?
Ice breaker = opening activities to get the Learners acquainted with each other.
How long should be the Ice Breaker?
Ideally, between 20 to 30 minutes.
What are the benefits of Ice Breaker?
1) Setting the mood for good commencement of the Training.
2) Learners get acquainted with each other.
3) Energize the Learners and make them move about.
4) Encourage the spirit of teamwork and participation among the Learners.
How to do the Ice Breaker?
1) Introduction of partner. Divide the Learners into pairs. Learners interview each other. The Learner shall introduce his partner to the class.
2) Scavenger hunt. Distribute a list of descriptive criteria. Learners circulate freely to find somebody who meets the descriptive criteria and record his name. Learner who completes the list first would be the winner.
3) Shake hands and greet. Learners move around to shake hands, “high five” and greet each other. Background music would be good to set the mood for this.
4) Write course expectations. Each learner writes his expectations on a piece of paper. Learner shall introduce himself and talk about his course expectations in front of the class.
I will talk about STORY TELLING in the next blog.
***Michael***
1) Learners have travelled from afar. They are tired and exhausted.
2) Some Learners are not interested to attend the Training. They have been INSTRUCTED to attend.
3) Some Learners are too shy to make new friends.
4) Some Learners prefer to stick to their circle of friends only.
What is Ice Breaker?
Ice breaker = opening activities to get the Learners acquainted with each other.
How long should be the Ice Breaker?
Ideally, between 20 to 30 minutes.
What are the benefits of Ice Breaker?
1) Setting the mood for good commencement of the Training.
2) Learners get acquainted with each other.
3) Energize the Learners and make them move about.
4) Encourage the spirit of teamwork and participation among the Learners.
How to do the Ice Breaker?
1) Introduction of partner. Divide the Learners into pairs. Learners interview each other. The Learner shall introduce his partner to the class.
2) Scavenger hunt. Distribute a list of descriptive criteria. Learners circulate freely to find somebody who meets the descriptive criteria and record his name. Learner who completes the list first would be the winner.
3) Shake hands and greet. Learners move around to shake hands, “high five” and greet each other. Background music would be good to set the mood for this.
4) Write course expectations. Each learner writes his expectations on a piece of paper. Learner shall introduce himself and talk about his course expectations in front of the class.
I will talk about STORY TELLING in the next blog.
***Michael***
Wednesday, February 11, 2009
Training 02: How to make the Training session More INTERESTING?
Why is it important for the Training to be INTERESTING?
1) The Learners will be motivated and attentive.
2) The Learners enjoy attending and participating during training.
3) The Trainers also become more encouraged when the Learners become more interested in learning.
4) The Learners will be able to learn faster, better and more effectively.
Techniques to make the Training more INTERESTING
1) Ice breaker
2) Story telling
3) Motivate the learners
4) Questioning to enhance participation
5) Case studies
6) Panel discussions
7) Brainstorming sessions
8) Role plays
9) Small group discussions
10) Games.
I will talk about about each of these techniques in subsequent blogs.
***Michael***
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