Here are some straightforward methods you can use to make your sessions at sales meetings conferences and formal training sessions have more variety and combat learning fatigue.
I have colour coded these from both delegate participation viewpoint and trainer control viewpoint
Below the table, I have given some brief explanation of each method with suggestions where they are best exploited.
This list is by no means comprehensive so please share any ideas you find helpful in the comments box for this post . I will write a post on energisers, icebreakers and training session closes on another post.
I hope you find it useful
Method
|
Delegate Participation Level
|
Trainer control level
|
1. Lecture (chalk & talk)
|
none
|
high
|
2. Step by step
|
medium
|
high
|
3. Guided discovery
|
High
|
medium
|
4. Reading
|
High
|
none
|
5. Action learning
|
High
|
medium
|
6. Demonstration ‘ sitting with Nellie’
|
Medium
|
high
|
7. Directed Discussion
|
High
|
medium
|
8. Buzz group
|
High
|
low
|
9. Free group discussion
|
High
|
none
|
10. Case studies
|
High
|
low
|
11. Brainstorming
|
High
|
low
|
12. Drama
|
low
|
high
|
13. Problem centred groups
|
High
|
Low
|
14. Syndicate method
|
High
|
Low
|
15. Seminar
|
low
|
high
|
16. Tutorial solo/group
|
High
|
high
|
17. Individual task
|
High
|
Low
|
18. Projects
|
High
|
Medium
|
19. Practical
|
depends
|
depends
|
20. Delegate presentation
|
High
|
Low
|
21. DVD / Video
|
variable
|
High
|
22. Delegate videoing
|
High
|
Low
|
23. Role play
|
High
|
Low
|
24. E-learning
|
High
|
variable
|
25. Action mazes
|
High
|
variable
|
26. Blended learning
|
Variable
|
Medium
|
1.
Lecture
or chalk and talk is suitable if you wish to
a)
Present facts
b)
Give an initial outline of a session
c)
Provoke criticism , discussion and debate
d)
Use more than one presentation medium
2.
Step by
step presentation is best suited if you need to do all in 1 above , Plus feedback.
This makes the method a two form of communication. It also has the advantage of
you being able to check and test that each stage is understood.
3.
Guided
discovery is method using directed questions to gently lead the delegates
to realisation of the session objectives. It encourages them to think, gives
them ownership in the discovery which helps with their memory of the learning lesson.
The participation invigorates the session.
4.
Reading . Short periods of reading give delegates
time to obtain knowledge and information. It also stimulates analytical and
evaluative thinking which if combined
with reporting back to the group raises subsequent level of participation.
5.
Action
learning . Using a series of ‘real life’ projects inter weaved with short
training module participants are able to use the learning topics in their
sphere of work, support each other in the application and learn ( teach) each
other. It is especially effective in addressing real issues for the business.
6. Demonstration
or ' sitting with Nellie '. This method is
best combined with objective of getting delegates to re-perform the task themselves.
It help delegates learn by observation and can be particularly helpful in teach
the principles . It is a more gentle way to coax the introverted learner to get
involved. It also allows for the interchange of ideas. It encourages the use of
technical language to be learnt and builds familiarity of same. Combined with
their re-performance it promotes feedback and comments.
 |
| Delegates practising personal space in Body language for themselves after a demonstration of personal space. |
7.
Directed discussion
. Groups are set a topic to be discussed with a clear objective and time limit.
This methods helps the collection of facts and tests the delegates’
understanding through the exchange of ideas and opinions. It stimulates the
groups to think and engage.
8. Buzz
Groups these are open discussion groups usually from 2-6 delegates to discuss a problem / challenge
for a short period within a session. They encourage participation from the introverted
learner, promoting the exchange of ideas, suggestions, the practise and familiarisation
of technical language and to gain
feedback from other delegates. It can also be useful to consolidate learning by
review. It can help to build group cohesion and get delegates to express their
findings in precise terms.
 |
| A group recording their thoughts on flip chart paper to present back to the meeting |
9.
‘Free
Group Discussion’ Here the groups
decide on both the topics and objectives. This method can be useful to observe
changes in power, attitudes, feelings and communication between group members.
The trainer simply observes. It encourages delegates to be more open and listen
to the ideas of others. Additionally it
can make delegates aware of their own communication style.
10.
Case
Studies This method covers those
opportunities to apply theory to realistic everyday practical problems. The can
be used to encourage practical application of learning. Get delegates to
analyse and evaluate data. Such studies can encourage delegates to recognise
inter- department relationships ( e.g. sales support, production, distribution,
credit control). Case studies can also provide insight into the nature of
decision making.
11. Brainstorming / Thought showers . A more informal discussion encouraging spontaneity. Creative rather than critical faculties are encouraged in the early stages to generate ideas for solutions and expand the thinking of the group. Spider Maps, Force field analysis ( see photo below) ,Ishikawa fish are forms of brainstorming. Such methods encourage creative and lateral thinking. The methods can promote tolerance and listening and can reduce barriers to changes in attitude.
11. Brainstorming / Thought showers . A more informal discussion encouraging spontaneity. Creative rather than critical faculties are encouraged in the early stages to generate ideas for solutions and expand the thinking of the group. Spider Maps, Force field analysis ( see photo below) ,Ishikawa fish are forms of brainstorming. Such methods encourage creative and lateral thinking. The methods can promote tolerance and listening and can reduce barriers to changes in attitude.
 |
| Force field Analysis brainstorm Considering which of the hindering forces are cancelled or eliminated by the driving forces |
 |
| Joe and Glenn have a discussion in the office Scene1 The Staff survey Drama |
13. Problem Centred Groups are larger version of small group discussions where the group size can expand to 12 members discussing a task . size of the group The time required may be longer due to the
 |
| Syndicate at work |
..
14. Syndicate
method . The course / meeting is broken up into groups of around six
members. They work on set problems with intermittent help from the facilitator.
The syndicates then report back to the whole group. Such a method can engender
a healthy competition between groups. The groups can self-teach and acquire
additional skills in the seeking and organising of information.
15.
Seminar and
Debate. A presentation or white paper is presented and used as an
introduction to group discussion. Such a method encourages critical thinking.
It can enable individuals to present an argument in front of influential
experts.
16.
Tutorial
( Group or individual). This can be
conducted live or web-based via the
likes of conference calls or Skype. It is used for gaining feedback and
clearing any misunderstandings. It can gently elicit the involvement of
introverted delegates. It can also help develop and drive deeper thinking.
 |
| Debbie and Julia completing an individual task |
17. Individual
Task. This method may consist
of an individual task to tackle a
problem away from the classroom, or can
be a series of tasks to be performed by one individual. It encourages
engagement by making the learning an active process dealing with problem
solving.
18.
Projects.
This method can be devised to give the
delegate a fair degree of freedom whilst remaining structured and controlled by
the trainer. This is suitable for a lengthy project requiring considerable time
which would be best used outside formal training sessions.
19. Practical. This can be conducted in many ways but
usually requires the submission of a report or presentation of report
reflecting on the practical skills gained as a result of the project. It helps
the delegate self-teach skills of investigation, organisation, application and
skills in presentation and illustrating the delegate’s knowledge.
20. Short Presentation by Delegate . This can
be useful with experienced and capable delegates who could be asked to conduct
some research between session and report back to the group. It encourage
thoughtful and mature reflection of a topic. It develops insight by forcing the
delegate to delve deeper into the topic. It is good for improving delegate’s
presentation and persuasion abilities.
21. DVD
& Video Recording and playback
by trainer can be helpful for delegate’s to self-assess objectively. It allows
them to review their reactions and consider how to improve them. It can open
their attitude to change and also build confidence.
22. Video recording by delegates. Delegates
can be set the task to produce a short video relevant to the course such as
making a TV add, You tube clip o a marketing course.
Such a method clarifies and concentrates
their minds, stimulated creativity , gives impact to the training topic
message, develops team work and works them to deadlines .
 |
| Dave , Andy and John practising their Buying and Selling skills |
23. Role play When interpersonal skills are
involved this method is useful but is time consuming. It must be done carefully
without embarrassment. It can enable delegates to use new insights in an
interactive situation. It can allow delegates to make mistakes in an open and
accepting environment. As well of the benefit of doing delegates can also learn
from observing others
24. E learning This method is best used for one delegate over
short periods of time. Such systems can make learners answer set questions, analyse their responses and
issue a report at the close of the session. It can measure the effectiveness of
the training and provide a written record of the accuracy of the answers given.
25. Action mazes / Journey Games . These
exercises show the result of poor decisions. They can illustrate more effective
means of achieving an objective. They can give opportunities to correct a poor
decision (book version) and reinforce learning points. They are a useful way to
revise material previously learnt
26. Blended Learning Most usually this
method implies a combination of e- learning and trainer led training.
