Tip #633: Do We Bloom Where We’re Planted?

“You have to get up and plant the seed and see if it grows, but you can’t just wait around, you have to water it and take care of it.” Bootsy Collins Last year, a friend gave me iris bulbs from her garden. I planted them in three different places and was delighted to see […]

Tip #616: Effective Learning Facilitation Game

“Life is more fun if you play games.” Roald Dahl This word search game requires the participants to read through a list of key points and find the letters that spell out a summary sentence. Working in pairs, the participants find this approach a lot more stimulating than simply reading through a long list, Remember […]

Tip #4:  Treat the learner with respect.

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There are only two immutable rules for a trainer. The first is to treat the learner with respect. This includes recognizing and respecting the learner’s previous experience, current expertise, and pressing interests and needs. The trainer can discover these through formal training needs assessments, informal e-mail queries, or introductory questions at the beginning of a […]

Tip #3:  Avoid negative transfer

All trainers want what is learned in a workshop to “transfer” out of the classroom back into the participants’ lives. What trainers overlook is that the participants’ previous learning and experience will also “transfer” into the classroom.  It is imperative that a trainer consider whether this previous learning and experience can have a positive or […]

Tip #1:  Do not waste time teaching learners what they already know.

Begin training by asking “common ground” questions that help the participants feel that they have something in common in relation to the training topic. A “common ground” question begins with: “How many of you…?” The participants who relate to the question should respond by raising their hands. Make sure that you ask enough questions to […]

Tip #2:  Create a sense of inclusion for all participants.

For example: If you have six hours to accomplish six learning objectives, do not allocate one hour for each objective. Instead, think about what the learners may already know, and then check for their level of learning, using an interactive exercise, such as a discussion question, a questionnaire, or a case study. Working in small […]