Category Archives: Training
Team Building Activities
Action Intros
Focus: Learning Names
Make a standing circle. Have one person start by saying an action and their name. The action should start with the same letter as their name, like energetic Eric or jumping Jill. When they say their action and name, they can also act out their action. So, jumping Jill would jump up and down. Have the entire group go around and repeat everyone’s actions and names each time a new person introduces him or herself.
TAG!
Focus: Get Moving
Here are two variations of tag that will keep participants upbeat and interested. Hospital Tag Every participant is “it” and also has three lives. When a player is tagged once, he must put this hand on the part of his body where he was tagged. The second time, he puts his other hand on that spot. The third time he is tagged, he is out. Participants will get a kick out of watching people run around with their hands on ankles or backs while trying to tag others. Clothes Pin Tag Bring enough clothespins for every player to have at least three. Again, everyone is it. Give them a certain amount of time to tag as many people with clothespins as they can. When time is called, players with one or no clothespins on them are still in the game and can again play for one more round. There are many ways to mix this game up, but remind players that they’re not allowed to take the clothespins off once they have been tagged.
Concentric Circles
Focus: Get to Know One Another
Divide everyone into two groups. Have one group make a circle facing outward. The second group then makes a circle around the first group and faces inward. Everyone should be facing someone from the other circle. Each person can talk to the person across from them for a minute or two before you yell, “SWITCH”, and have one circle move to the left or right a few steps. If participants seem shy, give them a topic to talk about each rotation, such as movies, DECA, college, food, etc.
Move It Buddy
Focus: Memorizing Names
Stand in a circle, with one person in the middle. When the person in the middle says so, participants will be given 30 seconds to one minute to memorize the first, middle, and last name of the person to their left and right. After the minute is over, the person in the middle will point to somebody and say “left” or “right”. If he or she pauses or stumbles saying the full name, he or she is then in the middle. If everyone seems to know each others names right away, the person in the middle can call out, “Move It Buddy!” and everyone must rush to a new space and begin memorizing names again.
Middle
These activities and games are for people that have become more comfortable with each other. People aren’t as concerned about looking silly as long as other people are doing it too. More contact-oriented games are sometimes okay, but this must be gauged by watching the participants and their reactions. Sometimes these activities are good for the end of a shorter meeting. Keep in mind there is a substantial difference between a meeting early in the year and a meeting in the middle or towards the end of the year.
Blindfold Birthdays
Focus: Verbal Communication
There are many variations of this game. Begin by asking everyone to blindfold themselves (or close their eyes, but it’s oh-so-tempting to peek!). Then give them the task of lining themselves up in order of their birthdays. Variations include lining them up by height or weight or by allowing them to see, but not talk.
Two Truths and a Lie
Focus: Getting to Know One Another
Go around the group and have everyone say two true statements about themselves and one false. The rest of the group has to guess which one is false. If participants find it hard to think on the spot, give them index cards and let them write it down. Then, toss the cards into the middle of the circle so you have to guess who the person is and what is false. You may be surprised. You can learn some crazy things about each other!
Count Off
Focus: Non Verbal Communication
Begin by having the group stand in a bunch or sit on the ground in no order. The goal of this activity is to count to a number twice the number of people in your group. Participants can only say two numbers during the entire game. Also, only one person can say a number at a time. If two people say the same number, the group must begin counting again. Begin by giving them no prep time, but allow the group a minute to plan if they are having trouble.
I’m Making a Triangle
Focus: Brainteaser
This game may confuse and frustrate those who don’t understand at first. Choose three people in the group by saying, “Amanda, Collin, and Karie”. Then ask the question, “Whose triangle is it?” Participants will spend lots of energy and time trying to find a specific pattern, but there’s an easy solution. The first person to speak after you ask the question is who the triangle belongs to. It may take the group a long time to understand, so if needed, be very, very obvious. No matter how obvious you are, there will still be people who won’t get the pattern!
Floor Designs
Focus: Having Fun, Communication
This activity requires one package of computer or copier paper and a large, open floor space. Have one participant in the group draw a picture on a piece of paper of anything they’d like. Then, give the group the stack of paper and tell them to mimic the drawing on the floor. To make it more interesting, silence certain people in the group. For instance, only allow one person to do the talking and instructing or, perhaps, only the guys. If there is a large number of participants, divide the group in half and have the groups compete to see who can lay out a more accurate picture. This activity is especially fun if timed and allows for a fun photo opportunity at the end.
60 Second Speeches
Focus: Getting to Know One Another, Speaking Skills
Have different topics pre-written on pieces of paper about all sorts of different things (candy, state advisors, television, summer, DECA blazers, parents). One by one, participants will pick a topic from you and must give a 60 second speech however they would like. The only rule is that they must not stop talking or hesitate for the entire minute. You’ll be amazed at what some people end up talking about in just one minute!
End
Near the end (or sometimes middle) of the outing, conference, meeting, or among people that have spent a lot of time together, these activities are a great wrap up. Some are very physical and require lots of trust among the group. Make sure all participants are responsive to the activity before proceeding.
Human Knot
Focus: Teamwork
Everyone stands in a circle and puts their right hand into the middle. They clasp hands with someone across the circle. Then, everyone puts their left hand into the middle of the circle and clasps the hand of a *different* person. The group is now in a “knot”. The object is for the group to untangle itself without releasing anyone’s hand.
Have You Ever
Focus: Get Moving, Get To Know One Another
This is not a game for the first night! In two facing lines, tape small pieces of paper to mark spots for people to stand on. If you have 20 people, make 19 spots. Leave enough room between the lines for plenty of movement. The person without a spot stands in the middle and asks a question. “Have you ever eaten a kiwi?” Anyone who can say, “Yes”, must then leave their space and find a new one. They can’t stay in the same spot or move to a spot immediately to their left or right. Whoever is left without a spot now asks the next question. As a moderator of the game, don’t be afraid to “accidentally” not find a spot and be in the middle. In doing so, you can change the tone of the game to more serious questions or more humorous questions, depending on the group dynamic.
Highs and Lows
Focus: Getting Personal
An activity like this is good for a small group or a group that is coming to the close of a year. Hand out pipe cleaners to each participant and begin by doing the activity yourself. Start by tying a knot on one end and saying where you born, when, and to whom. Then, go through your past and identify the highs and lows you’ve experienced, while moving the pipe cleaner to display the ups and downs. Other variations that can make people more comfortable with the activity include describing only high school or this past year.
Replication
Focus: Working Together
This game usually takes about half an hour. The organizers of the game begin by finding multiples of objects. If you plan to have 3 groups, then find 4 objects (i.e. 4 binders, 4 pens, 4 pinecones, etc.). Then, where none of the participants can see, arrange one set of the objects. Maybe place the pen horizontally in the middle of the binder open to page 4 and put the pinecone centered above the binder. Then gather the participants, split them up into three groups, and explain the game. Each group has 2 builders, 1 or 2 runners, and 1 looker. The looker of each group gets to see the original model. Each group’s builders get a pile of the objects in a space away from the other teams’ builders. The interaction works like this: The lookers look at the original display and go halfway to the builders’ location, where the runner will be positioned. The looker tells the runner all of the details he can remember about the model. Then, the runner goes to builders. When the runner(s) get(s) to the builders, the builders can only ask the runner yes or no questions. “Does the pen go here? Is the binder open? Is it open to this page?” When the runner can’t remember anymore details or wants to confirm a detail, he goes back to the point where he can meet the looker. He can converse freely about the details. This goes on until all of the groups feel they are done or are pretty much done. Then, everyone gets together and looks at each groups finished model. Replication builds communication skills and is a good teambuilding effort. It’s fun, too, to look at the different results.
Essence Circle
Focus: Wrapping Up
This is great in the dark under a sky full of stars or at the end of a hard year of organizing. Everyone sits in a circle and puts their name into the middle (a hat or box). The person that begins chooses a name to describe but does not say the name. He doesn’t describe the person’s appearance or clothes; he describes the person’s essence. He talks about how this person (trying not to reveal gender) always helps make everyone feel better, is always willing to take the time to listen, etc. After a good description, people can say who they think it is. (Try to describe in enough detail that it really singles them out, or at least narrows it down to a few people.) Then the person they were describing describes the essence of another and so on until everyone has been described. It’s basically half an hour of compliments and can feel very motivating.
Team Building Activities: Whose Shoes?
Focus: Introductions
Have everyone sit or stand in a circle. Ask them to take their shoes off and immediately toss them into the middle of the circle. Begin by having one volunteer pick a pair of shoes; describe the owner (without knowing who it is). Ask for things such as age, hobbies, or attitude. When he is done describing the owner, he must guess whom the shoes belong to. Then, the real owner comes forward and continues the activity.
Team Building Activities: Pass the Clap
Focus: Having fun, Visual communication
Stand in a circle. One person has the “clap” in their hands and turns to face a person next
to them. About when they make eye contact or just when they are facing each other, they
clap simultaneously. Then, that next person has the clap and turns to pass it on. After it
has been passed around once and everyone has the hang of it, begin to time him or her.
Encourage people to move around, jump into a different part of the circle, and reverse it.
How to Run a Successful Team-Building Activity
Step 1. Before: Select an activity that’s good for your team.
The best team-building activity can become the worst team-building experience when there is no clear objective. Why spend the time, effort, and money on an activity if you can’t identify the business reason or team benefit you expect as a result? If all you want is to have some fun and kill some time, play a parlor game and enjoy. But if you want to improve your team’s effectiveness, you need to select an activity that will give you your desired results!
Start with a clear objective in mind. What, specifically, do you want your team to learn or accomplish? Think about it. Your goal should be:
➤ Attainable by your team.
➤ Relevant and applicable to where they are as a team right now.
➤ Something that will be reinforced long after this activity.
Plan on this activity being one of many small steps your team will start taking now. Remember, an effective team is built primarily on trust. Trust, and thus team-building, can rarely be accomplished in one giant leap.
Match your goal to the activity in this book that will best help you get the results you want. If there is more than one good match, do one activity now and another one at a later date.
A NOTE ON COMPETITION: Competition can be a good thing. It can excite, energize, and challenge people to participate better. Do not assume that competition naturally brings out the best in everyone, though. It can also deflate, discourage, and create unnecessary lingering conflict.
As the final judge in competitive activities, you risk becoming “the bad guy” as well. So only you can say how competitive you want your team-building activity to be. The most important thing is to be deliberate in your decision, so you can justify it with a clear objective if necessary. Consider:
➤ The current level of competition within the team.
➤ The emotional health of the participants in dealing with defeat.
➤ How intimidating or intimidated the participants are.
➤ Your ability to diffuse real conflict among the team members.
Step 2. Before: Prepare for your team-building activity.
You want to make sure you are ready for everyone to have a great learning experience. Fifteen minutes of planning and preparation ahead of time may not guarantee success, but it will certainly help you prevent disaster. Your activity will be most effective if you go into it feeling competent and confident.
Read through the entire activity several times. Make sure you are clear on what is to happen and when, why, and how. Visualize that activity happening successfully.
Obtain all necessary materials. Check the materials to make sure they will work well for the activity. For example, see that the dates on the pennies are legible, test the markers for any that have dried out, make sure there are no cards missing from the deck, and so forth. Assume nothing! Always have a few extras on hand, just in case.
Practice what you are going to say when you start the activity with your team. The best way to do this is to explain the activity to a friend or colleague. If he or she doesn’t understand you, figure out a way to explain things more clearly until he or she does.
If the activity requires you to have a role (card dealer, judge, moderator, etc.), practice your comments or actions. This will help you feel less nervous during the activity. It will also free your mind to focus on more important things (the participants’ reactions, the participants’
learning, your own observations, etc.) during the activity.
Set up the room. Make sure the tables, chairs, flipcharts, and/or other items are placed so that they contribute to the activity’s success. A classroom style row of chairs is usually the least conducive to team-building activities. Better choices include a large circle, a “U” shape, or small table groups (several individuals gathered around each table). Any specific setup information required for an activity is noted within that activity.
If the activity’s rules or steps are lengthy, write them ahead of time, and post them on the wall so everyone can see them throughout the activity.
Anticipate potential problems. Visualize the activity with your team, in your location. Ask yourself what could go wrong. Take action to prevent those problems from occurring and/or plan the corrective actions you can take if they do occur. The most common problems and how to avoid or deal with them are discussed in the next chapter.
Step 3. During: Explain the activity to the team.
A 1-minute introduction can make all the difference in setting your team up for success! People engage better when they know why they are doing something. They also participate better when they understand all the rules up front, and when they are clear on exactly what is expected of them.
Set the mood. Welcome the team with enthusiasm and optimism. Team-building is fun! Convey this right away. You don’t have to be a cheerleader; even a smile or a warm comment will let your team know they are in for a great time.
Explain what the activity is. Give a very brief overview of what you have planned, so the team can start getting interested and excited.
Explain why you are doing this particular activity. Share with the team what you hope to accomplish in the next 15 minutes. The more they see purpose to the activity, the more likely they will participate and learn what you want them to learn. For a few of the activities in this
book, however, you would ruin their impact by sharing the objective up front. In those cases, tell them there is an objective that will become clear to them in a few minutes. Make sure that objective is called out during the Debrief (the discussion that is held immediately after the
activity).
Explain the activity’s rules or steps. Don’t be afraid to read from this book, use notes, or even have them posted on the wall. Speak slowly, and pause after each one. Remember, they haven’t had time to read and reread the activity like you have. It’s usually easier to explain the
activity all at once before responding to any questions from the team.
Have the team move through the activity’s steps as you explain them. For example, if the first step of an activity is to divide the group into smaller teams, have them actually do that before you tell them the next step.
A NOTE ON TEAM SIZE: Most activities will not be ruined if smaller groups
are not exactly the same size. If the correct size is critical, the odd participant or two could be assigned the role of “Observer.” The Observer role is to quietly watch the others participate. During the Debrief, the Observer shares his or her unique observations.
A NOTE ON PAIRING UP: When an activity requires the participants to pair up, use your own participation to even things out. Participate if the number is odd; observe if it is even. Distribute the materials after you’ve fully explained the activity.
Otherwise, you risk people getting distracted by them and missing key points. Distribute the materials before the explanation only if you have found that the materials help people understand things better.
Step 4. During: Check for understanding before beginning.
People often hesitate to ask for help when they are confused. You can clarify misunderstandings with patience and some simple review questions.
You can keep competition from getting out of hand by laying down a few ground rules, but they must be agreed upon up front.
Make sure your team understands the activity. Asking “Do you understand?” is the least effective way to check this (who wants to answer “No” in front of the group?). “Do you have any questions?” is a little better.
“What questions do you have?” is even better. However, the best way to check their understanding is to ask questions that force the team to review the steps or rules of the activity.
For example, “How many minutes do you have to complete this?” or “What happens if one of your balloons pops?”
When the activity will result in one or more winners, make sure everyone is clear on what criteria will be used to determine who wins.
Then, ask a review question such as “How exactly does someone win?” If ties need to be broken, explain how that will be done.
Declare up front that you are the final judge on all disagreements about who wins. You don’t want the team to argue about who won and lose sight of the real purpose of the activity.
When you are confident everyone understands the activity and is ready to go, ask one last time, “What remaining questions do you have before we start?”
Step 5. During: Run the activity.
Letting the team go through the activity, and possibly even fail, may be difficult for you to let happen. Remember, the activity is a low-risk alternative to letting the participants learn from failures on the job!
People learn and retain better when they experience lessons, rather than when they just hear them. Sit back, observe, and let your team experience.
Once they begin the activity, see that they are following the steps or rules. You want them to at least get started down the path to success.
Hold off on correction for just a moment, though. They may check themselves. If not, gently bring them back to task.
Encourage and support them all. Especially thank anyone who goes first in an activity. Being first is a scary situation for many. It takes courage to go first and risk embarrassment or failure.
Make yourself available to clarify steps or redirect the team. If appropriate, walk around quietly and watch for opportunities to help the team succeed. Be careful not to do their task for them, though.
Throughout the activity, watch for things you will want to bring up later during the Debrief. It is OK to jot down a note or two to remember.
If the activity is timed, watch the clock, and give a “time check” occasionally. For example, “Time check: you have 2 minutes left.”
Don’t stop the activity unless it really runs amuck. Otherwise, let it run its course. There will be plenty of opportunity to comment on lessons learned during the Debrief.
Step 6. During: Debrief the activity.
The Debrief is the most critical part of the team-building activity. It is the time when effective questions will guide the participants to link what they experienced in the activity with their behavior on the job. If this step is skipped or glossed over, most of the impact of the activity
will be lost in a matter of days. If you do the Debrief well, the lessons learned during the activity will stay with the team indefinitely. Ask the questions outlined in this book immediately. For most questions, there is no right or wrong answer. Allow all answers to be OK. Try not to evaluate or critique any answer; just nod and accept each one as you listen to it. The questions for each activity should lead the team to the conclusions you want them to reach without you having
to spell it out for them.
It is fine to read the questions from this book or to use notes. Stop talking, silently read the question, look back at the team, and then ask the question. The few seconds of silence while you read are less noticeable and less offensive to the group than if you read the question aloud while looking at it. Also, making eye contact while you ask the question is more likely to result in responses than if you do it the other way.
Another way to ask the questions is to write them on index cards beforehand. Pass the index cards out, and ask the participants to take turns reading the questions and soliciting responses.
Try not to call on anyone by name unless you have to. Be comfortable with the silence. Once you have asked a question, stop talking and slowly count to 10 in your head. The silence may feel like an eternity to you, but it feels just as long to the group. Eventually someone will answer! Remember, they have never heard the question before, so it may take a few seconds to formulate a response.
Watch for heads nodding, smiles, and other indications that they agree with what is being said by others. Not everyone has to respond to every question for the entire group to learn. If you see reactions that suggest disagreement, ask, “Does anyone disagree?” or “What about an opposing view?” Call on the one disagreeing only as a last resort.
Repeat or quickly summarize each response offered. If anyone gives an off-the-wall response or one that is just plain wrong, ask the group how they feel about it rather than correcting someone.
This technique will keep it “safe” for all participants to continue answering questions without fear of a reprimand from you.
Even if the activity did not go quite as well as planned, most participants probably learned something. No matter what happened, you can always ask if the group has ever seen anything like this happen back on the job. Ask what can be learned from this experience. The answers may include what can be improved for future team-building activities!
Step 7. After: Reinforce the learning back on the job.
With your help, the activity can continue teaching the participants long after it is over. Reminding participants of the activity and keeping the lessons learned alive will extend its impact. Keep your team focused on behaviors that support the kind of team you are trying to build.
Display anything the team created for the activity back in the workplace. Each time they see that sculpture, flipchart, or cardboard structure, they will be reminded of what they did, how it made them feel, and what it taught them.
If any new terms or special words came up during the activity, use them frequently. Like the visual items mentioned above, these words will prompt a recall of what happened and what they learned.
Refer to the activity and the lessons learned often when you are coaching, giving feedback, or conducting staff meetings. Look for examples of people exhibiting good team behavior related to the activity, and call it out for them and others to see.
If the activity was a huge success, you may want to repeat it soon. Plan follow-up activities that will reinforce, emphasize, and build upon what was learned this time.
Watch for examples of how the participants used what was learned in the activity and got better results. If you can quantify how their actions are benefiting the organization, call it out for them and others as evidence of success.
Ask participants in your next staff meeting to share what impact the activity has had on them. If you are in remote locations, use e-mail, electronic bulletin boards, and so forth to keep the learning alive.
Over viewing learning styles
A learning style as the more or less consistent way in which a person perceives, conceptualizes, organizes and recalls information. People learn in different ways. Some learn best by seeing, others by hearing, and still others by touching. Knowing our preferred learning style helps us learn and remember new things.
Many people recognize that each person prefers different learning styles and techniques. Learning styles group common ways that people learn. Everyone has a mix of learning styles. Some people may find that they have a dominant style of learning, with far less use of the other styles. Others may find that they use different styles in different circumstances. There is no right mix. Nor are your styles fixed. You can develop ability in less dominant styles, as well as further develop styles that you already use well
Your students will be more successful if you match your teaching style to their learning styles. Your students’ learning styles will be influenced by their genetic make-up, their previous learning experiences, their culture and the society they live in.
Why should teachers know about learning styles?
Students learn better and more quickly if the teaching methods used match their preferred learning styles.
- As learning improves, so too does self esteem. This has a further positive effect on learning.
- Students who have become bored with learning may become interested once again.
- The student-teacher relationship can improve because the student is more successful and is more interested in learning.
What are the types of learning styles?
learn through seeing… .
These learners need to see the teacher’s body language and facial expression to fully understand the content of a lesson. They tend to prefer sitting at the front of the classroom to avoid visual obstructions (e.g. people’s heads). They may think in pictures and learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-outs. During a lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb the information.
learn through listening…
They learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. Written information may have little meaning until it is heard. These learners often benefit from reading text aloud and using a tape recorder.
Tactile/Kinesthetic Learners:
learn through , moving, doing and touching…
Tactile/Kinesthetic persons learn best through a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration
Auditory learners often:
- enjoy oral discussion
- remember by talking out loud
- need to have things explained orally
- have trouble with written instructions
- talk to themselves while learning something new
- repeat a telephone number in order to remember it
Visual learners often:
- remember visual details
- prefer to see what they are learning
- like to have paper and pens handy
- doodle while listening
- have trouble following lectures
- like to write down instructions or telephone numbers
Kinesthetic-tactile learners often:
- prefer activities
- want to actually do whatever is being talked about or learned
- like to move around while listening or talking
- often "talk" with their hands
- like to touch things in order to learn about them
- remember things by recalling who did what rather than who said what
Even though we have a preferred learning style, we can still learn in other ways. People have varying degrees of preference – some are highly auditory, some are highly visual, some are highly kinesthetic-tactile (k-t), while others seem to have a moderate preference for all three styles of learning.
At any age, your learner will learn more easily using his preferred learning style, but this doesn’t mean he can’t and won’t learn any other way. In fact, he should be encouraged to use and improve all modes of learning. The more senses we use to learn about anything, the more information we get! A good guideline is to allow your learner to use his preferred style when learning essential information (eg., road safety) and to practise using other learning modes for things that are not as important (eg., words to songs you sing on car trips). The auditory learner will enjoy listening to tape-recorded songs; the visual learner will enjoy reading the words as he hears them sung; the k-t learner will enjoy dancing or acting as the music conductor.
Young children are all kinesthetic-tactile learners. Babies put everything in their mouth and toddlers reach out to touch and explore their world. Visual and auditory preferences may emerge later. Schools have traditionally used visual and auditory teaching styles, especially in the upper grades. Children who learn easily through these modes are usually successful in school, while k-t learners often find school difficult. Most of us – not only young children – learn better if we are actively involved in our own learning.
The process of identifying learning needs
This process is negotiated between teacher and learner and can be broken down into six steps:
1. identify what is to be learned
2. identify the learner’s motivation for learning
3. agree the best way of achieving learning
4. agree the type of learning program with the learner
5. record the outcomes
6. enable the learner to access that program
Key Questions
We can think of learners’ needs in terms of key questions:
1. How would they like to learn?
2. Which methods in their previous learning experience have they liked best?
3. Are learners’ levels of physical, social and/or emotional development likely to affect their learning?
4. What learning progress have they already made?
5. What have they already achieved?
6. Which skills are they confident in?
7. What is their current level of knowledge and understanding?
8. Which skills and/or knowledge might need to be revisited and/or upgraded?
9. Do they have specialist needs in terms of health, disability, diet, language?
10. (For older learners) what are their aims for education, long term career aspirations and life goals?
The teacher in the photograph could be asking the learner one of our ten questions.
We could easily add to this list of questions. If you read it through again, you can see that if we ask all these questions and more, we are asking learners to provide a lot of information. You need to decide what questions to ask your learners, and how and when to ask them.
Ways To Find Out
Teachers can find out about learners’ needs in various ways. You can select one or more of these techniques.
• Observation of learners in first week of programme
• questionnaire
• diagnostic testing
• ‘live’ questionnaire
• talk to parents
• informal chat to learners at induction event
• interview with learner
• role play exercise
• review of previous school reports
• examination of CV and reference material
• teacher/learner discussion
• scrutiny of previous work
• review of previous achievements
• discussion with learner’s previous teachers
Special Needs:
Teacher should identify the special needs of learners–considering their health, disability, diet, language etc, in the learning process.
Components to determine the learners’ needs:
- Environment
- Existing educational system /national curriculum
- Existing knowledge of the learners
- Culture and gender
Educational and non-educational atmosphere- learners’ age, schooling, socio-economic background are very important determinants of identifying learners’ need. Sometimes national curriculum, learners’ existing level of knowledge, grouping also helps to identify the learners’ needs.
OVERVIEW OF LEARNERS’ NEEDS
The teacher should facilitate a successful learning for every learner. The interaction between teacher and learners is the heart of this Diploma. Asking your learners about their needs is a vital step in ensuring the success of your learning program. The teacher’s role is very complex and challenging- but it is also very exciting and rewarding.
Learning Need can be referred to as the "Gap between what an individual knows, understands and can do at any moment in time and what that person needs to know, understand and do to reach defined learning outcomes"
Learning needs are some times contrasted with learning desires. A learner may desire or want to learn something but this may not necessarily be what the learner needs. E.g. a learner may want to be able to write a letter but may need to learn basic language structure first.
The term “needs” is often used in relation to the development and learning of all learners.
The concept of learners’ need comprises the following components:
Knowledge
Skills
Attitudes
Teacher should care about the learners’ intellectual, social and emotional development, since these likely to affect their learning.
Learners require the change in three major aspects i.e. cognition, skills and behavioral changes, that will reflect in their attitudes. Teacher should consider these three components while making an effective lesson plan.
In an effective lesson plan teacher should convey some concrete message i.e knowledge. If learners can apply their theoretical knowledge in their practical field, then fruitful learning will take place. Only fruitful learning will make a learner more confident – if it reflects in learners’ attitudes.
Methods of training
A multitude of techniques are used to train employees. Training techniques represent the medium of imparting skills and knowledge to employees. Training techniques are means employed in the training methods. They are basically of two types.
1) Lectures
It is the verbal presentation of information by an instructor to a large audience. The lecturer is presumed to possess knowledge about the subject. A virtue in this method is that it can be used for large groups and hence the cost of training per employee is very low. However, this method violates the principle of learning by practice. Also this type of communication is a one-way communication and there is no feedback from the audience because in case of very large groups it is difficult to have interactive sessions. Long lectures can also cause Boredom.
2) Audio Visuals
This is an extension of the lecture method. This method includes slides, OHPs, video tapes and films. They can be used to provide a range of realistic examples of job conditions and situations in the condensed period of time. It also improves the quality of presentation to a great extent.
3) On- the – Job- Training
It is used primarily to teach workers how to do their present jobs. Majority of the industrial training is on the job training. It is conducted at the work site and in the context of the job. Often, it is informal, as when experienced worker shows a trainee how to perform tasks. In this method, the focus of trainer’s focus is on making a good product and not on good training technique. It has several steps; the trainee first receives an overview of the job, its purpose and the desired outcomes. The trainer then demonstrates how the job is to be performed and to give trainee a model to copy. And since a model is given to the trainee, the transferability to the job is very high. Then the employee is allowed to mimic the trainer’s example. The trainee repeats these jobs until the job is mastered.
4) Programmed Instruction (PI)
In this method, training is offered without the intervention of the trainer. Information is provided to the employee in blocks, in form of books or through teaching machine. After going through each block of material, the trainee goes through a test/ answers a question. Feedback in the form of correct answers is provided after each response. Thus PI involves:
· Presenting questions, facts, and problems to the learner.
· Allowing the person to respond
· Providing feedback on the accuracy of the answers
· If the answers are correct, he proceeds to the next block or else, repeats the same.
However it is an impersonal method and the scope of learning is less as compared to other methods of training. Also the cost of preparing books, manuals and machinery is very high.
5) Computer Assisted Instruction (CAI)
This is an extension of the PI method. In this method, the learner’s response determines the frequency and difficulty level of the next frame. This is possible thanks to the speed, memory and the data manipulation capabilities of the computer.
6) Simulation
It is any equipment or technique that duplicates as nearly as the possible the actual conditions encountered at the job. It is an attempt to create a realistic for decision-making. This method is most widely used in Aeronautical Industry.
7) Vestibule Training
This method utilizes equipment which closely resembles the actual ones used in the job. It is performed in a special area set aside for the purpose and not at the workplace. The emphasis is placed on learning skills than on production. It is however difficult to duplicate pressures and realities of actual situations. Even though the kind of tension or pressure may be the same but the employee knows it is just a technique and not a real situation. Also the employees behave differently in real situations than in simulations. Also additional investment is required for the equipment.
8) Case study
It is a written description of an actual situation in the business, which provokes the reader to think and make decisions/ suggestions. The trainees read the case, analyze it and develop alternative solutions, select the best one and implement it. It is an ideal method to promote decision making skills. They also provide transference to an extent. They allow participation through discussion. This is the most effective method of developing problem solving skills.
The method /approach to analysis may not be given importance. Many a times only the result at the end of the case may be considered and not the line of thinking to approach it. This is a major disadvantage since case studies must primarily be used to influence or mend the attitude or thinking of an individual.
9) Role Playing and Behavior Modeling
This method mainly focuses on emotional (human relation) issues than other ones. The essences are on creating a real life situation and have trainees assumed parts of specific personalities (mostly interchanged roles of boss and subordinate to create empathy for one another). The consequence is better understanding of issues from the other’s point of view. Concept of Behavior Modeling:
· Fundamental psychological process by which new patterns of behavior can be acquired and existing ones can be altered.
· “Vicarious process” learning takes place not by own experience but by observation or imagination of others’ action.
· It is referred to as “copying”, “observational learning” or “imitation” implying that it a behavior is learned or modified through observation of other’s experiences.
· This change may be videotaped and showed to the trainee and he can review and critique it.
· It also helps him see the negative consequences that result from not using the behavior as recommended.
10) Sensitivity Training
It uses small number of trainees usually less than 12 in a group. They meet with a passive trainer and get an insight into their own behavior and that of others. These meetings have no agenda and take place away from the workplace. The discussions focus on why participants behave the way they do and how others perceive them. The objective is to provide the participants with increased awareness of their own behavior, the perception of others about them and increased understanding of group process. Examples: Laboratory training, encounter groups. Laboratory training is a form of group training primarily used to enhance interpersonal skills. It can be used to develop desired behaviors for future job responsibilities. A trained professional serves as a facilitator. However once the training is over employees get back to being the way they are.
11) Apprenticeships and Coaching
It is involved learning from more experienced employee/s. This method may be supplemented with other off-the-job methods for effectiveness. It is applied in cases of most craft workers, carpenters, plumbers and mechanics. This approach uses high levels of participation and facilitates transferability. Coaching is similar to apprenticeships. But it is always handled by a supervisor and not by the HR department. The person being trained is called understudy. It is very similar to on the job training method. But in that case, more stress is laid on productivity, whereas here, the focus is on learning.
In this method skilled workforce is maintained – since the participation, feedback and job transference is very high. Immediate returns can be expected from training – almost as soon as the training is over the desired outcomes can be seen in the trainee.
Inputs in Training and Development
Any training and development programme must contain inputs which enable the participants to gain skills, learn theoretical concepts and help acquire vision to look into the distant future. The inputs of training and development are as follows:
1) Skills
2) Education
3) Development
4) Ethics
5) Attitudinal Changes
6) Decision making and problem solving skills
1) Skills
Training is imparting skills to the employees. A worker needs skills to operate machines, and use other equipments with least damage and scrap. This is basic skills without which the operator will not function.
There is also a need of motor skills or psychomotor skills as they are refer to performance of specific physical activities .These skills involve learning to move various parts of their body in response to certain external and internal stimuli. Employees particularly like supervisors and executives, need interpersonal skills mostly know as people skills. These skills helps a person understand oneself and others better and act accordingly. Examples of interpersonal skills include listening. Persuading and showing an understanding of others feelings
2) Education
The purpose of education is to teach theoretical concepts and develop a sense of reasoning and judgment. That any training and development programme must contain an element of education is well understood by the HR specialist.
In fact, sometimes, organizations depute or encourage employees to do courses on a part time basis. Chief executive officers (CEO’s) are known to attend refresher course conducted in many Business schools. The late Manu Chabria, CMD, Shaw Wallace, attended such a two month programme at the Harvard business school. Education is more important for managers and executives than for lower-cadre workers.
3) Development
Another component of a training and development programme is development which is less skill – oriented but stress on knowledge. Knowledge about business environment, management principles and techniques, human relations, specific industry analysis and the like is useful for better management of a company.
Development programme should help an employee to be a self-starter, build sense of commitment, motivation, which should again helps him being self generating. It should make their performance result oriented and help them in being more efficient and effective. It should also help in making the employee sensitive towards the environment that is his work place and outside. This programme should keep the employee aware of him i.e. his potentials and his limitations. Help him see himself as others see him and accept his self image as a prelude to change. It helps teach an individual to communicate without filters, to see and feel points of view different from their own. Also helps them understand the powers in their hands and thereby develop leadership styles which inspire and motivate others. And finally helps install a zest for excellence, a divine discontent, a nagging dissatisfaction with the status quo.
4) Ethics
There is a need for imparting greater ethical orientation to a training and development programme. There is no denial of the fact that ethics are largely ignored in businesses. They are less seen and talked about in the personnel function this does not mean that the HR manager is absolved if the responsibility. If the production, finance or marketing personnel indulge in unethical practices the fault rest on the HR manager. It is his/her duty to enlighten all the employees in the organization about the need for ethical behavior.
5) Attitudinal Changes
Attitudinal represents feelings and beliefs an individual towards others. Attitudes affect motivation, satisfaction and job commitment. Negative attitudes needs to be converted into positive attitudes. Changing negative attitudes is difficult because of
(1) Employees refuse to change
(2) They have prior commitments and
(3) Information needed to change attitudes may not be sufficient.
Attitude must be changed so that the employee feels committed to the organization and give better performance.
6) Decision making and problem solving skills
Decision making and problem solving skill focus on methods and techniques for making organizational decision and solve work related problems. Learning related to decision making and problem solving skills seeks to improve trainee’s abilities to define and structure problems, collect and analysis information, generate alternatives. Training of this type is typically provided to potential managers, supervisors and professionals
Behavior Based Training and Development – The Right Step Today
Training today is not just about delivering the subject matter. It is a science and art that caters to the requirements of an individual holistically. Behavior based Training & Development approach deals with the individuals considering the psychological concepts of learning and unlearning: Mindsets, Attitudes and Habits to ensure that learning is not just implemented but motivates to use and reuse the same. It ensures that the learner is equipped to explore and innovate beyond the learning to add value. So you need to equip yourself with the latest ideas and trends in Behavioral Training and Development.
It is time you make your training more stimulating, engaging & motivational by building creativity into design and delivery based on your participant’s behavior. You need to equip yourself to design, develop & deliver behavioral interventions that take account of effective learning processes. Create effective psychological approaches to go along with the focus of training topic irrespective of whether it technical or not. Provide yourself with complete knowledge of training cycle from the analysis of training needs through to the evaluation of training interventions using behavioral techniques.
Help yourself to with self assessment through psychometric tools in order to reinforce the trainers’ generic strengths in terms of knowledge, skills and attitudes. Focus on realistic and practical aspects to choose, construct, implement and analyse evaluation and assessment measures. Learn to use a range of participative methods including syndicate work, case studies, exercises, role-play management and soft skills activities. Add value to your career as a Behavioral Trainer as it gives insight into multiple dimensions of T & D like never before irrespective of any kind of program that you may like to facilitate.
Behavior is what we see of people in different situations be they students, teachers, trainers, coaches, bosses, colleagues, subordinates, parent, siblings or customers. Behavior is nothing but just the symptom as it shows us an external action driven by the challenges from within the mind.
From within the mind one is controlled by one’s glue-like mindsets and die-hard habits together forming concrete wall-like Attitudes. So attitudes drive our behavior but then what drives the attitude? How to bring about an attitudinal or behavioral change within the individual?
The solution is to help change way we Think and Feel about people and situations. It is here that the science of Behavioral Training and Development is of immense help. You can change and you can influence others to change too.
The Behavioral methodology is revolutionising the very way one does training. Today the science of Psychology and Sociology as well as management science together combine to bring about marked changes in Behaviors of people with whom we interact. It is time you learn the science and master the art of Behavioral Training and Development.
Take the right step and begin your exciting journey in dealing with different types of people and their behaviors. Look forward to be of help in your quest to be a professional Trainer.
