50 Slices
Medium 9781599963525

Activity 48: What’s going to happen?

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48 What’s going to happen?

DESCRIPTION

OBJECTIVES

This activity would be well-placed between an icebreaker and Activity 8, “Course Contract.” It has two goals: first, to check participants’ perceptions of their learning needs; second, to allow some time at the beginning of an interpersonal skills-based course to acknowledge any anxieties about the course that, if not dealt with, may inhibit learning. This activity is linked to Activity 49.

By the end of this activity, participants will:

• Have reviewed their learning needs.

• Understand the extent to which their learning needs

will be met by the course.

• Have expressed any anxieties about course content

or method.

• Have received reassurance from the trainer that

she/he has acknowledged such anxieties and that appropriate support will be given.

PARTICIPANTS

TIME

RESOURCES

6 to 20 participants; any type

40 minutes

• Paper and pens or pencils for each participant

• Flipchart stand, paper, and markers

METHOD

AND NOTES

Step 1: Introduce the activity.

• The introduction can be very brief. It would be

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Activity 7: Circulating

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7 Circulating

DESCRIPTION

OBJECTIVES

This is an icebreaking activity that also enables the trainer to focus participants’ attention on the training session content. This does require some advance preparation (see Trainer’s Notes, p. 44). After introductions, this should be the first activity of a course.

By the end of this activity, participants will:

• Have communicated with other course members.

• Have experienced low-risk self-disclosure.

• Have voiced their opinions to one other person on

training session topics.

• Have begun to consider elements of the course that

will be followed up in later sessions.

PARTICIPANTS

Any number, any type

TIME

60 minutes maximum

RESOURCES

• Enough floor space for participants to form inner

and outer concentric circles (see illustration in

Trainer’s Notes). If there is enough space for chairs too, so much the better.

• Set of prepared questions (see Trainer’s Notes).

METHOD

AND NOTES

Step 1: Divide the group into two, asking Group A to form a circle facing outward toward the walls of the course room, and Group B to form an outer circle facing inward so that each Group B participant is face-toface with a member of Group A.

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Activity 38: Simulating a Meeting

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38 Simulating a Meeting

DESCRIPTION

OBJECTIVES

This activity explains how to set up a mock meeting using participants as members of the meeting or as observers. This core activity can be easily adapted for use in courses such as “Participating at Meetings,”

“Notetaking or Minute Writing,” “Chairing Meetings,” etc. This particular example deals with the role of the secretary/notetaker and would be used at the latter stages of a “Notetaking at Meetings” course.

By the end of this activity, participants will:

• Have planned and designed a mock meeting.

• Have either role played a member of the meeting or

observed the meeting with a view to giving feedback to the “players.”

• Have had the opportunity to see video playback of

the meeting.

• Have taken notes and converted these to minutes of

the meeting.

• Have had the opportunity to assess, discuss, and

give verbal feedback on their own contributions and those of others.

PARTICIPANTS

• 8 or more participants

• Suitable for anyone who has to attend and contrib-

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Activity 18: I wish you hadn’t asked me that!

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18

I wish you hadn’t asked me that!

DESCRIPTION

OBJECTIVES

A technique is provided through this activity for dealing effectively with questions and remarks that are perceived as personally intrusive.

By the end of this activity, participants will:

• Be familiar with the concepts of aggressive, passive,

and assertive responses to intrusive questions.

• Be able to distinguish between these responses.

• Be able to deal effectively with questions that are

felt to be personally intrusive.

PARTICIPANTS

TIME

6 to 12 participants; any type

90 minutes

RESOURCES

One copy each of Handouts 18.1 and 18.2 for each participant

METHOD

AND NOTES

Step 1: Introduce the activity.

• Assertive responses are not to be confused with

aggressive responses. Assertive responses respect the rights of all concerned in an exchange and this activity will help participants be clear about the true nature of assertive behavior.

Step 2: Distribute Handout 18.1. Discuss the concepts of aggressive, passive, and assertive behavior.

• Allow 15 minutes.

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Activity 25: Let Me Put That Another Way

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25

Let Me Put That

Another Way

DESCRIPTION

OBJECTIVES

This activity is designed to help participants develop clarity of expression through extended use of vocabulary.

By the end of this activity, participants will:

• Be aware of the advantages of using synonyms for

clarity of expression.

• Have practiced conveying an idea through careful

choice of vocabulary and word association.

• Have experienced how individuals understand

words differently, depending on context, association, relationship between the communicators, etc.

PARTICIPANTS

TIME

3 to 20 participants

1 hour and 30 minutes to 2 hours

RESOURCES

• Seating and tables for triads to work independently

• Set of word cards (see Trainer’s Notes)

• Paper for each participant to record observations

METHOD

AND NOTES

Step 1: Introduce the activity.

• The English language consists of thousands of

words, many of which have several meanings, and unlike many foreign languages, synonyms abound.

According to the Concise Oxford English Dictionary, a synonym is “a word or phrase identical and coextensive in sense and usage with another of the same language…a word denoting the same thing(s) as another but suitable to a different context.”

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