Strategy 1 - Icebreakers
Icebreakers are commonly used by trainers to help learners get to know one another, and to relieve the strange feelings many of us experience when first placed in a room full of new people.
Even with a group of learners who already know each other, an icebreaker is a great way to start the session - to warm up both the body and mind for lots of active listening and thinking.
Be careful to pick your icebreakers carefully - think about the purpose behind the icebreaker. Is it a "get to know you" activity, or do you want to make a point that relates to the theme of your training
Some questions you should ask yourself when designing or selecting an icebreaker are:
?Does your icebreaking activity address your needs and those of your learners?
?Does it have some relevance to the learners and the training context/s?
?Is it fun, with an element of humour to it?
?Is it too confronting or unusual, people need to feel comfortable doing it.
?Have you got clear instructions so that people understand what's required of them?
?What questions/comments will you pose afterwards to debrief the experience and reinforce key learning points?
?Is it pitched at an appropriate level of challenge for your learner group?
?Will it encourage networking and collaboration in the group?
?Does it recognise and/or utilise their existing skills and knowledge?
The "two truths and one lie" icebreaker is an old favourite - not only is it fun, but it can also have relevance to a theme of communication skills. Ask each individual to share two truths and one lie about themselves, and then ask the other learners to pick which was the lie. This encourages learners to look interpret things like tone of voice and body language.
Strategy 2 - Provide an overview
Explain the learning objectives to the learners and give an overview of how these outcomes are going to be achieved. Use the opportunity to engage the learners by highlighting activities that may be of special interest to them.
Point out the purpose of learning activities and ensure they are achievable. In the introduction, state the outcomes by explaining "This helps when..." or "This will be useful when...". Be sure to check for understanding and invite discussion on the objectives – this is a good way to warm things up.
Strategy 3 - Provide OHS and housekeeping information
Discuss any relevant OHS issues. Inform and educate the learners about health and safety procedures relevant to the learning environment. It is important to do this immediately so that OHS risks in the learning environment can be managed effectively. Be sure to explain what procedure you will follow in an emergency situation, and point out the relevant exits.
You should also explain general housekeeping matters such as where the toilets are, what time breaks are, please turn off mobile phones etc.
Strategy 4 - Discuss support structures
Discuss support structures that are available to learners, and encourage learners to discuss any particular needs with you. This is something that you would need to research prior to your training delivery, paying close attention to any special needs that your learners may have.
Strategy 5 - Encourage participation & negotiation
Establish an open, trusting relationship with your learners through using positive language and gestures.
Encourage learners to express their needs, ideas and opinions openly.
Invite the learners to negotiate the learning process. Ask for their ideas about how to structure learning activities and assessments.
Strategy 6 - Create a positive learning environment.
A big part of first impressions is the way that your learning environment is set up. A dull room with old and shabby furniture is unlikely to give learners a positive impression when they walk in.
Sometimes, you will just have to do your training in a less than ideal environment – but try your best to use a room that is well lit, well furnished and comfortable.