"The only thing worse than training your staff and having them leave, is not training them and having them stay".
Check out these worrying staff sightings from around the UK. Ask yourself, 'Is this my staff?'
Worrying Employee Sighting #1
My daughter and I went through the McDonald's take-out window and I gave the girl a £5 note. Our total was £4.20, so I also handed her a Twenty pence piece She said, 'you gave me too much money.' I said, 'Yes I know, but that way you can just give me a pound back .'
She was puzzled and went to get the manager who asked me to repeat my request. I did so, and he handed me back the 20 pence and said 'We're sorry but they could not do that kind of thing.' The girl then proceeded to give me back 80 pence in change!
Do not confuse the staff at MacDonald's.
Worrying Employee Sighting #2
We had to have the garage door repaired. The GARADOR repairman told us that one of our problems was that we did not have a 'large' enough motor on the opener. I thought for a minute, and said that we had the largest one GARADOR made at that time, a 1/2 horsepower. He shook his head and said, 'Madam, you need a 1/4 horsepower.' I responded that 1/2 was larger than 1/4 and he said, 'NOOO, it's not. Four is larger than two. ' We haven't used Garador repair since.
Happened in Moor Park , Nr Watford UK
Worrying Employee Sighting #3
I live in a semi rural area. We recently had a new neighbour call the local town council office to request the removal of the "DEER CROSSING" sign on our road. She said the reason was: 'Too many deer are being hit by cars out here! I don't think this is a good place for them to be crossing anymore.'
Story from Potters Bar, Herts, UK
Worrying Employee Sighting #4
My daughter went to a local Kentucky Fried and ordered a taco. She asked the person behind the counter for 'minimal lettuce.' He said he was sorry, but they only had iceberg lettuce.
From South Oxhey . Herts. , UK...
Worrying Employee Sighting #5
I was at the airport, checking in at the gate when an Irish airport employee asked, 'Has anyone put anything in your baggage without your knowledge"? To which I replied, 'If it was without my knowledge, how would I know?" He smiled knowingly and nodded, 'That's why we ask.'
Happened Luton Airport ... UK
Worrying Employee Sighting #6
The stoplight on the corner buzzes when it's safe to cross the street. I was crossing with an intellectually challenged co-worker of mine. She asked if I knew what the buzzer was for. I explained that it signals blind people when the light is red.Appalled, she responded, 'what on earth are blind people doing driving?!'
She is a Local County Councillor employee in Harrow, Middlesex, UK
Worrying Employee Sighting #7
When my husband and I arrived at Our Local Ford dealer to pick up our car, we were told the keys had been locked in it. We went to the service department and found a mechanic working feverishly to unlock the driver's side door. As I watched from the passenger side, I instinctively tried the door handle and discovered that it was unlocked. 'Hey,' I announced to the Fitter/Mechanic, 'its open!'His reply, 'I know. I have already done that side.'
This was at Ford dealership in St Albans, Hertfordshire UK.
Worrying Employee Sighting #8
This is a personal one that happened to the MD of Trainer Bubble. He was in a local Tesco store and after putting his items through the checkout, handed a fresh faced sales assistant a crisp £50. The sales assistant looked at him suspiciously and rubbed a pen over the £50 note.
To our MD's surprise the assistant then called over a manager and said, "It's not supposed to go that colour", to which our MD replied, "But you used a highlighter pen." The manager exchanged glances with our MD and headed off to more pressing issues.
Can you afford not to train your staff? Visit www.trainerbubble.com and view our fantastic, affordable training resources.
Showing posts with label train. Show all posts
Showing posts with label train. Show all posts
Friday, 5 February 2010
Tuesday, 14 July 2009
Speeches and Presenting - Tips and Techniques
This article from Denise Winterman from the BBC caught our eye recently, and we thought we'd share it with you...
A brilliant speech can go down in history. But most of us write words the world will never listen to. Can speech-writing teach us skills for dealing with tricky situations in everyday life?
Pants. Just one of the reasons the US Embassy in Britain is currently advertising for a speech-writer. It says knowledge of the nuances between the Queen's English and American English is vital, for obvious reasons.
However speech-writing is about much more than trying to avoid red faces. As far back as the ancient Greeks, the power of carefully crafted words has been fully understood and expertly exploited.
But rather than being all about creative flair a good speech-writer uses a number of techniques to get a point across. And these verbal tools are not only useful at the lectern, anyone can use them in everyday situations, from handling a boisterous child to reasoning with a traffic warden.
This is because speech-writing is the language of persuasion. And the average day largely consists of trying to persuade people, says Dr Max Atkinson, a communications consultant and author of Speech-Making and Presentation Made Easy.
"The way words are put together makes all the difference," he says. "It's often thought that great speakers are blessed with a gift, but they all use the same techniques. What makes people stand out is how often they use them.
"These techniques are the building blocks of effective speech-writing and can be used in other areas of life. Some people use them without even knowing. They are usually the best speakers and the most persuasive people, but anyone can learn them."
Mantra
Study great speeches and you will soon see a formula, agrees Adrian Furnham, professor of psychology at University College London. While some are more complex, others are relatively simple.
What makes the techniques adaptable to everyday life is the fact that language is governed by rules - rules we all learn from the time we begin to peak.
"Even the smallest child is learning the rules of language, and language acquisition and so these techniques can be applied to them," says Dr Atkinson.
"Research has shown that you can get a different reaction from a child depending on how you speak to them. Like everyone else, they respond to the way something is said."
In a nutshell, a great speech is communication at its most effective, and we all want to communicate effectively in whatever situation we find ourselves in, says professional speech-writer Lawrence Bernstein.
"The rules and techniques of good communication work on all levels - if you're on a stage speaking to thousands of people, asking your boss for a pay rise, trying to buy a new house, or teaching a class of 10 year olds."
So what are the best techniques?
CONTRASTS
A tactic used by John F Kennedy and by Margaret Thatcher.
People are still quoting JFK's line: "Ask not what your country can do for you, ask what you can do for your country." And Baroness Thatcher was at her most formidable when she famously told the 1980 Tory party conference: "You turn if you want to, the lady's not for turning."
"Using contrasts is a real winner," says Dr Atkinson. "Research shows 33% of the applause a good speech gets is when a contrast is used.
"This is because you are often using a negative and then a positive and that has impact. It makes your point bigger and better."
It's a technique that translates into everyday life, especially with children. While explaining they can't have one thing, it's good to point out what they can have instead. "No, you can't have a skateboard of your own, but you can have a go on your brother's."
THREE-PART LISTS
Three really is the magic number. "Education, education, education" - Tony Blair's 1997 election-winning mantra. Or it can be a list as simple as "here, there and everywhere".
It's a technique used by US President Barack Obama - he used 29 three-part lists in roughly 10 minutes during his victory speech on election night, says Dr Atkinson.
The theory behind the technique is that three is the first and earliest point at which a possible list of similar words can become unequivocal. No other word needs to be added to make it a list.
"It's about completeness. A third word can give confirmation and completes a point," says Dr Atkinson. "It applies in all walks of life. Church services and prayer books are full of three-part lists. Research has shown that people know a prayer is finished when it ends with them praying for three things. They know to say 'Amen' and don't have to be prompted."
Also, it is economical - a third word is the earliest point at which a possible connection, implied by the first two, is confirmed. If you carry on listing items, say speech-writing experts, you risk being criticised for "going on and on". It can be the same in life in general.
IMAGERY AND ANECDOTES
Be it "opening doors" or "breaking down barriers", paint a carefully constructed picture with your words.
"It's about taking people on a journey and making it memorable," says Prof Furnham. "Imagery and anecdotes are some of the best ways to do this and they can personalise things."
Again, it's President Obama who experts say is a master of this technique.
"He knows how to use imagery both to increase impact and to make his points. He paints an image but also evokes associations with great communicators of the past like Lincoln and King," says Dr Atkinson.
This technique works whether addressing a nation, or guests at a wedding, say experts.
BREAK THE RULES
A good speech-writer knows the rules to follow, and also how to break these to maximum effect. There is always room for the unexpected in a great speech, and in life, says Phil Collins, former speech-writer for Tony Blair.
If done well it can grab people's attention - and he should know. Mr Collins penned Mr Blair's joke about there being no danger of his wife "running off with the bloke next door".
It was one of the former prime minister's most unexpected and memorable lines, delivered in his last speech to a Labour conference in 2006. It was deftly done and showed a real understanding of Blair and Gordon Brown's prickly relationship.
"No one was expecting it, which is what made it so good and so memorable," he says. "Pitched right and delivered well, something unexpected will make people sit up and listen."
A brilliant speech can go down in history. But most of us write words the world will never listen to. Can speech-writing teach us skills for dealing with tricky situations in everyday life?
Pants. Just one of the reasons the US Embassy in Britain is currently advertising for a speech-writer. It says knowledge of the nuances between the Queen's English and American English is vital, for obvious reasons.
However speech-writing is about much more than trying to avoid red faces. As far back as the ancient Greeks, the power of carefully crafted words has been fully understood and expertly exploited.
But rather than being all about creative flair a good speech-writer uses a number of techniques to get a point across. And these verbal tools are not only useful at the lectern, anyone can use them in everyday situations, from handling a boisterous child to reasoning with a traffic warden.
This is because speech-writing is the language of persuasion. And the average day largely consists of trying to persuade people, says Dr Max Atkinson, a communications consultant and author of Speech-Making and Presentation Made Easy.
"The way words are put together makes all the difference," he says. "It's often thought that great speakers are blessed with a gift, but they all use the same techniques. What makes people stand out is how often they use them.
"These techniques are the building blocks of effective speech-writing and can be used in other areas of life. Some people use them without even knowing. They are usually the best speakers and the most persuasive people, but anyone can learn them."
Mantra
Study great speeches and you will soon see a formula, agrees Adrian Furnham, professor of psychology at University College London. While some are more complex, others are relatively simple.
What makes the techniques adaptable to everyday life is the fact that language is governed by rules - rules we all learn from the time we begin to peak.
"Even the smallest child is learning the rules of language, and language acquisition and so these techniques can be applied to them," says Dr Atkinson.
"Research has shown that you can get a different reaction from a child depending on how you speak to them. Like everyone else, they respond to the way something is said."
In a nutshell, a great speech is communication at its most effective, and we all want to communicate effectively in whatever situation we find ourselves in, says professional speech-writer Lawrence Bernstein.
"The rules and techniques of good communication work on all levels - if you're on a stage speaking to thousands of people, asking your boss for a pay rise, trying to buy a new house, or teaching a class of 10 year olds."
So what are the best techniques?
CONTRASTS
A tactic used by John F Kennedy and by Margaret Thatcher.
People are still quoting JFK's line: "Ask not what your country can do for you, ask what you can do for your country." And Baroness Thatcher was at her most formidable when she famously told the 1980 Tory party conference: "You turn if you want to, the lady's not for turning."
"Using contrasts is a real winner," says Dr Atkinson. "Research shows 33% of the applause a good speech gets is when a contrast is used.
"This is because you are often using a negative and then a positive and that has impact. It makes your point bigger and better."
It's a technique that translates into everyday life, especially with children. While explaining they can't have one thing, it's good to point out what they can have instead. "No, you can't have a skateboard of your own, but you can have a go on your brother's."
THREE-PART LISTS
Three really is the magic number. "Education, education, education" - Tony Blair's 1997 election-winning mantra. Or it can be a list as simple as "here, there and everywhere".
It's a technique used by US President Barack Obama - he used 29 three-part lists in roughly 10 minutes during his victory speech on election night, says Dr Atkinson.
The theory behind the technique is that three is the first and earliest point at which a possible list of similar words can become unequivocal. No other word needs to be added to make it a list.
"It's about completeness. A third word can give confirmation and completes a point," says Dr Atkinson. "It applies in all walks of life. Church services and prayer books are full of three-part lists. Research has shown that people know a prayer is finished when it ends with them praying for three things. They know to say 'Amen' and don't have to be prompted."
Also, it is economical - a third word is the earliest point at which a possible connection, implied by the first two, is confirmed. If you carry on listing items, say speech-writing experts, you risk being criticised for "going on and on". It can be the same in life in general.
IMAGERY AND ANECDOTES
Be it "opening doors" or "breaking down barriers", paint a carefully constructed picture with your words.
"It's about taking people on a journey and making it memorable," says Prof Furnham. "Imagery and anecdotes are some of the best ways to do this and they can personalise things."
Again, it's President Obama who experts say is a master of this technique.
"He knows how to use imagery both to increase impact and to make his points. He paints an image but also evokes associations with great communicators of the past like Lincoln and King," says Dr Atkinson.
This technique works whether addressing a nation, or guests at a wedding, say experts.
BREAK THE RULES
A good speech-writer knows the rules to follow, and also how to break these to maximum effect. There is always room for the unexpected in a great speech, and in life, says Phil Collins, former speech-writer for Tony Blair.
If done well it can grab people's attention - and he should know. Mr Collins penned Mr Blair's joke about there being no danger of his wife "running off with the bloke next door".
It was one of the former prime minister's most unexpected and memorable lines, delivered in his last speech to a Labour conference in 2006. It was deftly done and showed a real understanding of Blair and Gordon Brown's prickly relationship.
"No one was expecting it, which is what made it so good and so memorable," he says. "Pitched right and delivered well, something unexpected will make people sit up and listen."
Tuesday, 10 February 2009
Twitter as a Learning Tool?
I've recently started using Twitter to communicate and keep in touch with people in the world of training and it occurred to me that this simple little tool could be a great way to stimulate learning & development in the eyes of a whole new generation.
For those that don't know, Twitter is a social networking tool that allows you to keep in touch with different people as well as letting them know what you are up to at any time. The process is simple and you just have to add in a bit of text to a text box and it is posted for your 'followers' to see. It is really easy to use and if you want to place a link to a website or some other information, you simply add this into the text box.
This application could be a great way of sharing information and gathering feedback before and after training events, as well as being a way to keep in touch with those that are interested for as long as you want to keep on posting. The possibilities for learning are endless.
The reason I think this is such a useful idea is that more and more I notice that learners like to get information in short snippets, rather than spending a great amount of time researching and developing ideas. Twitter is a great way to do this. What is also good is that this tool is already being used by hundreds of thousands of people, it wouldn't be a great leap to get them to buy in to the concept of learning in this way.
So, why not consider how you might use this application for future learning and development. A few ideas are:
1) Post pre-course learning information
2) Evaluation - Check people's views before and after training events
3) Add snippets of learning information that learners can follow
4) Re-cap key points from a learning session
5) Ask for others feedback, feelings and thoughts on learning
These are just a few ideas off the top of my head. Have a look for yourself and see how this might work for you. You can also follow Trainer Bubble on Twitter, just look us up!
For those that don't know, Twitter is a social networking tool that allows you to keep in touch with different people as well as letting them know what you are up to at any time. The process is simple and you just have to add in a bit of text to a text box and it is posted for your 'followers' to see. It is really easy to use and if you want to place a link to a website or some other information, you simply add this into the text box.
This application could be a great way of sharing information and gathering feedback before and after training events, as well as being a way to keep in touch with those that are interested for as long as you want to keep on posting. The possibilities for learning are endless.
The reason I think this is such a useful idea is that more and more I notice that learners like to get information in short snippets, rather than spending a great amount of time researching and developing ideas. Twitter is a great way to do this. What is also good is that this tool is already being used by hundreds of thousands of people, it wouldn't be a great leap to get them to buy in to the concept of learning in this way.
So, why not consider how you might use this application for future learning and development. A few ideas are:
1) Post pre-course learning information
2) Evaluation - Check people's views before and after training events
3) Add snippets of learning information that learners can follow
4) Re-cap key points from a learning session
5) Ask for others feedback, feelings and thoughts on learning
These are just a few ideas off the top of my head. Have a look for yourself and see how this might work for you. You can also follow Trainer Bubble on Twitter, just look us up!
Tuesday, 4 November 2008
Learning From Horse Trainers
Every now and then it pays to be reminded of basic principles and I got a reminder of this from an unexpected source a couple of days ago. I found myself reading an article giving tips in horse training techniques. The article caught my eye because some of the tips could equally apply to the way in which we train people.
I am not for one moment suggesting that horses and people are the same but that we can sometimes learn from the way in which other professionals work.
There were six main ideas that I liked because they reminded me of the importance of treating participants in the right way in the training room. I thought that I would share these with you whilst at the same time giving my take on how these techniques might also apply to people.
1. Warm the horse up both physically and mentally before starting.
Anyone used to training people will be aware of the importance of icebreakers and energisers. It seems that trying to go straight into a difficult training session without an initial warm up is not productive for humans or for horses.
2. Plan your training sessions carefully.
This is common sense whether training people or animals. It is also important to have a back-up plan in case your approach does not work on the day. We all have off days and we all learn in different ways, so we need a plan that caters for this.
3. Give simple cues.
Keeping cues and instructions simple makes perfect sense. We own a dog and I know from training him that confusing or difficult instructions do not work. The same applies to people. The simpler the instructions and information we supply the easier it is for them to learn.
4. Use positive and negative reinforcement during training
Feedback is important and it needs to be well balanced. If all of our feedback is negative we cannot be surprised if the people we are training lose heart. At the same time feedback that is 100% positive is no use unless justified.
5. Recognise when the horse is trying to make a correct response and give small rewards.
I’m not suggesting that we give a lump of sugar to people when they are doing well. But well placed words of encouragement can be their own reward (e.g. Well done. You’ve almost got it). Anyone who is used to training others will be well aware of this.
6. Know the lesson you are trying to teach and be persistent with that lesson.
This comes back to knowing the purpose of your training and making sure that everything you do is aimed at meeting that purpose. If both trainer and trainee are clear about lesson objectives and are persistent in meeting those objectives then success can almost be assured.
Of course, horses are not people. However, consistently applying these simple ideas must surely apply to training in just about any context.
This article was written by Karl Halliwell who is one of the course designers for Trainer Bubble training resources. Visit Trainer Bubble today to find out more about our Train the Trainer course materials.
I am not for one moment suggesting that horses and people are the same but that we can sometimes learn from the way in which other professionals work.
There were six main ideas that I liked because they reminded me of the importance of treating participants in the right way in the training room. I thought that I would share these with you whilst at the same time giving my take on how these techniques might also apply to people.
1. Warm the horse up both physically and mentally before starting.
Anyone used to training people will be aware of the importance of icebreakers and energisers. It seems that trying to go straight into a difficult training session without an initial warm up is not productive for humans or for horses.
2. Plan your training sessions carefully.
This is common sense whether training people or animals. It is also important to have a back-up plan in case your approach does not work on the day. We all have off days and we all learn in different ways, so we need a plan that caters for this.
3. Give simple cues.
Keeping cues and instructions simple makes perfect sense. We own a dog and I know from training him that confusing or difficult instructions do not work. The same applies to people. The simpler the instructions and information we supply the easier it is for them to learn.
4. Use positive and negative reinforcement during training
Feedback is important and it needs to be well balanced. If all of our feedback is negative we cannot be surprised if the people we are training lose heart. At the same time feedback that is 100% positive is no use unless justified.
5. Recognise when the horse is trying to make a correct response and give small rewards.
I’m not suggesting that we give a lump of sugar to people when they are doing well. But well placed words of encouragement can be their own reward (e.g. Well done. You’ve almost got it). Anyone who is used to training others will be well aware of this.
6. Know the lesson you are trying to teach and be persistent with that lesson.
This comes back to knowing the purpose of your training and making sure that everything you do is aimed at meeting that purpose. If both trainer and trainee are clear about lesson objectives and are persistent in meeting those objectives then success can almost be assured.
Of course, horses are not people. However, consistently applying these simple ideas must surely apply to training in just about any context.
This article was written by Karl Halliwell who is one of the course designers for Trainer Bubble training resources. Visit Trainer Bubble today to find out more about our Train the Trainer course materials.
Wednesday, 8 October 2008
Make the Most of Your Budget During the Credit Crunch
Value for money has never been more important...
You can't turn on the tv, read the paper or view the internet at the moment without being told how difficult times are financially right now. Our experience in dealing with large organisations tells us that even though companies might not be ready to throw in the towel just yet, there has been a noticeable downturn in the outputs of most L&D departments.
Many are doing nothing and learning and development has simply been placed on hold, while others are cutting budgets and streamlining or even cancelling any development plans. What you can be sure of is that development is just as important as ever and standing still is not the best way forward. That's why we believe that our low-cost, yet highly effective training resources have become more valueable than ever.
So, rather than let the wave of fear challenge your learning interventions,take control again by visiting Trainer Bubble.
You can't turn on the tv, read the paper or view the internet at the moment without being told how difficult times are financially right now. Our experience in dealing with large organisations tells us that even though companies might not be ready to throw in the towel just yet, there has been a noticeable downturn in the outputs of most L&D departments.
Many are doing nothing and learning and development has simply been placed on hold, while others are cutting budgets and streamlining or even cancelling any development plans. What you can be sure of is that development is just as important as ever and standing still is not the best way forward. That's why we believe that our low-cost, yet highly effective training resources have become more valueable than ever.
So, rather than let the wave of fear challenge your learning interventions,take control again by visiting Trainer Bubble.
Tuesday, 6 May 2008
Customer Care - Some Facts
Effective customer care is critical to the success of any business. Without positive relationships with our customers no business can survive in today’s competitive marketplace. Just consider the amount of customers you have had up until now, imagine what things would be like if they all disappeared overnight!
Customer care has changed immensely over the years. Our customers have become less tolerant and more demanding. It is a huge challenge for us to meet these demands. However, the answers are within us all.
We all know that customers who are happy with the service we provide are more likely to purchase again and recommend us to others. You may even know that customers that are very impressed with our service rather than just satisfied are willing to pay higher prices for our products. What you may not know is…
- If we can retain 5 percent more of our customers we increase profit by 100%
- It costs 5 times more money to get new customers as it does to keep them
- The average customer that has a bad experience tells 9 other people
- The average customer that has a good experience tells 3 other people
If a complaint is resolved 70% of customers will do more business. - Resolve it quickly and this increases to 90%
Visit Trainer Bubble today and download our training resources on customer care to develop effective teams who focus on customers and their needs.
Monday, 8 October 2007
Top Ten Tips for Engaging Learners
Even the most mundane subjects can be made much more interesting if participants are given plenty of opportunity to do things with the subject material, to think things out for themselves and to talk to each other. Participants also need to know where a session is supposed to take them. They need to know about the intended outcomes, and (more importantly) what these mean for them and what they will be able to show when they’ve achieved the outcomes. Here are ten tips to make training more engaging:
1. Establish participants’ ownership of the agenda. Ask them what they really want from the session or what they feel they really need from the session. Write their expectations on a flipchart. Ownership is achieved best when it’s the participants own words.
2. Express the intended learning objectives. Work out carefully some completions of ‘By the end of this session, you will be better able to…’, and talk them through why it will be useful to them to achieve these learning outcomes. After all, it’s the reason for the training!
3. Acknowledge their experience. Don’t tell them anything you can ask them first. Usually, there will be people there who already know the answers to most questions. Give the group as a whole ownership of their answers to questions, rather than you being the source of all wisdom.
4. Keep them busy. Get them learning by doing, rather than listening to you explaining the theory. If it’s an area that can only be described through talking, create a discussion, or even better, get them to stand up and review ideas on flipcharts around them room.
5. Give participants a variety of different things to do in successive tasks. For example, use different activities such as written, brainstorming, prioritising, sorting, discussing, arranging, playing, acting, case studies, games and so on.
6. Plan short tasks, not long ones. It is usually better to break a task into four fifteen minute stages than to run it as a one hour episode. Where tasks need to be longer, ensure you involve everyone and alternate the lead.
7. Be a time lord. Managing our own time is important enough, but when training it’s really important to manage other people’s time well too. Boredom quickly sets in when participants have too much time for a task, so as soon as some have finished, start debriefing.
8. Celebrate their successes. Cultivate the art of asking participants the right questions, so that they come up with the answers. When they have worked out how to do something, they remember it far longer than if you tell them how to do it.
9. Make it fine to learn by getting things wrong. Point out that for many things, learning is deeper when people get things wrong; they find out in an unthreatening environment why they were wrong, and how to make them better.
10. Don’t lecture. When you need to give your participants some information, do so in a handout, and then get them to do something with the information rather than just write it down or read it themselves.
1. Establish participants’ ownership of the agenda. Ask them what they really want from the session or what they feel they really need from the session. Write their expectations on a flipchart. Ownership is achieved best when it’s the participants own words.
2. Express the intended learning objectives. Work out carefully some completions of ‘By the end of this session, you will be better able to…’, and talk them through why it will be useful to them to achieve these learning outcomes. After all, it’s the reason for the training!
3. Acknowledge their experience. Don’t tell them anything you can ask them first. Usually, there will be people there who already know the answers to most questions. Give the group as a whole ownership of their answers to questions, rather than you being the source of all wisdom.
4. Keep them busy. Get them learning by doing, rather than listening to you explaining the theory. If it’s an area that can only be described through talking, create a discussion, or even better, get them to stand up and review ideas on flipcharts around them room.
5. Give participants a variety of different things to do in successive tasks. For example, use different activities such as written, brainstorming, prioritising, sorting, discussing, arranging, playing, acting, case studies, games and so on.
6. Plan short tasks, not long ones. It is usually better to break a task into four fifteen minute stages than to run it as a one hour episode. Where tasks need to be longer, ensure you involve everyone and alternate the lead.
7. Be a time lord. Managing our own time is important enough, but when training it’s really important to manage other people’s time well too. Boredom quickly sets in when participants have too much time for a task, so as soon as some have finished, start debriefing.
8. Celebrate their successes. Cultivate the art of asking participants the right questions, so that they come up with the answers. When they have worked out how to do something, they remember it far longer than if you tell them how to do it.
9. Make it fine to learn by getting things wrong. Point out that for many things, learning is deeper when people get things wrong; they find out in an unthreatening environment why they were wrong, and how to make them better.
10. Don’t lecture. When you need to give your participants some information, do so in a handout, and then get them to do something with the information rather than just write it down or read it themselves.
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