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32 Progressive Interim Course Review

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Progressive Interim Course

32 Review

DESCRIPTION

SITUATIONS

It is valuable during many events, if a regular review system has not been installed (see At the End of the Day reviews), to have a method of discovering the participants’ attitudes about what is happening on the course. This is one of four simple activities summarizing the basic approaches to “Interim

Reviews,” which are course reviews held about halfway through the event so that there is time to take remedial action if this is found to be necessary. (See also Activities 15, 23, and 29).

Use at the midway point in a course to check on how training is being received and to make modifications if necessary. Also use when it is felt that more open views might be forthcoming from the anonymity of a group rather than from an individual expression.

OBJECTIVE

To give the trainer feedback about the learning progress so that modifications can be made to the training

TRAINER

GUIDANCE

None

METHOD

1. Ask each participant (for this example, assume a group of 12 participants) to write down on a sheet of paper three significant statements about the course so far.

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31 Priorities

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31 Priorities

DESCRIPTION

This activity is a mini-session describing a model for setting priorities that precede an activity intended to allow practice of the skills determined by the model.

SITUATIONS

The activity can be used during any training event requiring participant practice in establishing priorities, decision making, problem solving, etc., and in general as well as in specific time management situations.

OBJECTIVES

To provide a basis for the introduction of a model that describes establishing priorities

To provide practice in the use of the priority model in planning problem solving, decision making, and time management

TRAINER

GUIDANCE

METHOD

There are no particular trainer problems in conducting this activity, but it will help the process if the participants are advised before the event, preferably before they arrive at the training course, that during the course there will be discussion of the problems in assigning priorities to tasks, and they should identify a number of their job responsibilities they wish to have discussed.

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49 Volunteers

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49 Volunteers

DESCRIPTION

The “Volunteers” activity is basically an introductory activity that permits participant exchange of personal information without the trainer overtly asking for this to happen.

SITUATIONS

This activity is suitable for a variety of situations, but it is usually introduced at an early stage in the course with the intention of assisting the participants to get to know one another. It is also useful at this early stage in an experiential training event to introduce a first, early activity following what may have been a structured verbal opening by the trainer.

OBJECTIVES

In addition to the general objectives of introductions, the activity can be used to:

Introduce activity at an early stage of an experiential event

Initiate the concept of feelings rather than surface thoughts and opinions

Give practical life to the conceptual model of the learning cycle

Covertly move participants from the seats taken initially where it is desired to effect this change

Identify active members of the group

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41 Selenia

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41 Selenia

DESCRIPTION

SITUATIONS

OBJECTIVES

TRAINER

GUIDANCE

METHOD

This activity is designed for a group of five to eight participants who are required to hold a meeting, formal or informal, for the purpose of making a decision from the information supplied to the group. The terminology used can cause some hilarity at times, so its use is not advisable if a completely solemn event is essential.

The activity is suitable for a variety of occasions with a number of objectives and can be used effectively with a course group of supervisors or managers at middle to senior level. The activity can be used for courses related to:

Leader-led or leaderless group techniques

Leadership and membership styles

Problem solving and decision making

Meeting management and membership

Information sharing

Interpersonal skills and the observation of the resultant behavior

Logical versus lateral thinking

Data analysis

To be aware of and able to practice good interpersonal skills of group membership while performing a task

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7 At the End of the Day (3)

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