Training Toolbox: Three Fresh Ways to Engage Learners

By Melanie Hawks, Learning & Development Coordinator, J. Willard Marriott Library

Do your trainees groan when they hear the words “role play”? Are you stuck in the “small group discussion/reporting out” rut? Trainers sometimes rely on a few tried-and-true techniques for engaging participants in learning.  These techniques can lose their effectiveness with overuse. Trainers are constantly challenged with finding new and varied methods to make learning stick and keep learners actively involved in the process. Here are three methods I have incorporated into my training sessions that help break the routine and provide diverse learning experiences.

Drawing

Much of what learners do in training involves verbal or analytical skills: listening, talking, writing, problem-solving. It’s no wonder that they sometimes report feeling overloaded and exhausted at the end of a session. Using different parts of the brain and different skill sets can give them a much-needed break. For example, during a week-long workshop on organizational development, I ask participants to draw a picture/graph representing something they have created and then share that image with the rest of the group. I’ve seen everything from simple stick figures of “my family” to complicated flow charts of “a new process in my department.” Some of the drawings elicit good-natured laughter, while others generate curiosity, appreciation, or even admiration. But the point of the exercise isn’t to evaluate anyone’s artistic skills. The point of the exercise is to challenge learners’ expectations about what happens in a training session (and, therefore, how they are “supposed” to learn) and to provide an opportunity for kinesthetic/visual learning.

Debating

It’s easy for trainers to drift into information delivery- or “expert” mode, telling participants what to think. I found myself lecturing too much a while back and decided to include a pseudo-debate exercise in many of my trainings. People on one side of the room prepare a case demonstrating (for example) why it’s better for a manager to be respected than liked; people on the other side prepare a case demonstrating why it’s better for a manager to be liked than respected.  After this preparation time is over, we depart from a traditional debate model; each side has ten minutes to present its case, and then we discuss the implications of each. The resulting conversation usually leads participants to conclude that neither is necessarily better, and effective managers don’t have to sacrifice one for the other. This is not an earth-shaking insight. The value of this exercise lies not so much in the conclusion participants draw but in the process they take to arrive at it: advocating for a viewpoint, listening to an opposing viewpoint, and ultimately creating a new viewpoint that incorporates the best thinking from each. 

Strolling

Breaking participants into small groups is sometimes the most efficient way to get everyone involved with exploring questions or generating ideas. Having each group take several minutes to report out afterward, however, can quickly eat up time and kill group energy. When I was experimenting with different methods of group sharing, I borrowed the metaphor of the “gallery stroll” from Sam Kaner, who describes a slightly different version in The Facilitator’s Guide to Participatory Decision-Making. The gallery stroll works like this: Using markers and flip chart paper, each group creates a poster representing its main ideas—responses to a question, options for consideration, etc. These posters are then displayed on easels or wall space throughout the room. Participants walk around the room freely, stopping to look at the posters and chat with other participants. Sometimes, I will instruct them to write questions or comments directly on the posters; this creates a spontaneous record of reactions that we can then use as a springboard for large group discussion.  Besides being time-efficient, the stroll has the advantage of getting people moving and breaking the monotony of sitting in chairs to listen and talk.

These techniques are just a sample of the many creative and interactive approaches you can take to training. Don’t be afraid to experiment: adapt them, modify them, and use them as inspiration for discovering your own new methods.

New UTC Leadership Structure

By Andrea Brown, Manager, Training and Development, Human Resources

Since August of 2005, the University Training Consortium has been collaborating to create successful training programs, to share resources and ideas, and to promote awareness of training programs and services.  At the end of 2008 the UTC worked together to create a new structure that will allow the group to accomplish its goals efficiently and effectively.

NEW UTC STRUCTURE

The new UTC structure includes a past chair, current chair, and incoming chair.  These positions will rotate each year.  The role of the past chair is to evaluate success of the vision and mentor the current and incoming chairs.  The role of the current chair is to conduct the meetings, be involved in all aspects of the UTC, be the UTC representative both on and off campus, and ensure the vision is on track.  The role of the incoming chair is to be visionary, consider the strategy for the next two to five years, and work closely with the past and current chairs.  The UTC leadership team for 2009 is

• Past Chair: Margo Beecher, IT Training
• Current Chair: Andrea Brown-Christensen, Human Resources
• Incoming Chair: Ryan Peterson, Human Resources

The UTC has also assembled three committees and committee heads to lead projects and accomplish goals.  The teams are

• Administration, Learning, and Membership (led by Jeanne Le Ber, Eccles Library)
• Marketing, Communication, and Newsletter (led by Melanie Hawks, Marriott Library)
• Technology and Website (led by Scott Karren, IT Training)

These three teams are actively engaged in all UTC projects and will happily welcome new members who are interested in getting more involved.

BECOME A UTC MEMBER

Members of the UTC are engaged, creative, and looking forward to future accomplishments.  If you are interested in joining the UTC, please go to the UTC home page and click on the "Join Us” link on the right hand side.

Marriott Library Introduces New Classrooms

By Linda St. Clair, Head of Education Services, J. Willard Marriott Library

Well, you’ve heard about, and perhaps endured, the Marriott Library’s renovation. In January, the eight new classrooms opened, and we’d like to introduce you to what the new classrooms look like and the types of audiovisual systems available. The exciting news is that the new classrooms offer you, via a user-friendly interface, a wide variety of resources to use when instructing, teaching or presenting. 

Touch Panel Interface

A 17-inch touch panel located on the podium provides multiple capabilities to control the components of the audio visual system. This touch panel also acts as the monitor for you as the presenter.

Touch panel screen in the Fine Arts Classroom is replicated in all new classrooms.

Projection and Output Controls

Controls on the touch panel make it possible to select a Mac, PC, DVD, VCR, video, document camera, or laptop as a source. You can control the timing to raise and/or lower the two projection screens. (Yes, there are two projection screens per room!) The touch panel allows you to split the screens so that different inputs or software applications can be displayed simultaneously.  For the larger rooms, LCD “repeater” screens provide clear video projection to attendees seated at the back of the room. From the touch panel, you can control audio volume and select the document camera zoom in/out and focus. A composite video connection allows you to bring in any device outputting composite video and connect it to the audio visual system. Fire wire and USB connections to the Mac and PC make it possible to bring in peripherals to connect to the AV system. 

The Annotator

An annotator and stylus for recording comments on digital documents is available in each new classroom. The annotator can be used to highlight information on the screen, provide feedback to student writers, support extended group discussions around digital texts, and facilitate discussion about research and reading-to-write tasks. The stylus is available for checkout at the 2nd floor Knowledge Commons tech desk with a University ID card.  Also available for checkout at the tech desk are microphones (hand-held as well as the lapel type).

Lighting

Lighting options in the new classrooms are versatile. Dimmable down lights are directed to illuminate computer workstations so that participants can see to read and write. The floor lights control room lighting with the two fluorescent light zones.

For more information about the new classrooms, including photos and a link to the scheduler, click on: http://www.scl.utah.edu/Room%20Scheduling/New%20Room%20Scheduling.htm.

You may also contact the library’s classroom support Ron Shoger for training at 801-581-6283 or via email at ron.shoger@utah.edu  

Graduate School Test Preparation Available at the U

By Virginia Gowski, Marketing Director, Continuing Education

reasons for graduate school

As the economy continues its downward trend and the legislature announces budgets cuts for higher education and other state agencies, many people are beginning to think about going back to school for a graduate degree.  There are various reasons to consider graduate school – among them, to make yourself (and your resume) more marketable, to make a career change, or to boost your earning potential.

grad student demographics

Today's grad student typically starts an advanced-degree program long after the traditional undergraduate-to-graduate student has finished. Nearly half of all grad students enroll between ages 24 and 35, according to the Council of Graduate Schools; one quarter start at age 36 or older. Most have real-world work experience. About a third are raising children. The bottom line?  If you think a graduate degree can help you, this might be a good time to take a graduate placement exam – the GMAT (business school), GRE (graduate school), or LSAT (law school).

Benefits of test prep courses at the u

The University of Utah’s Test Prep courses provide you with a support system for success. Experienced instructors teach test-taking strategies that not only boost confidence, they provide a measured increase in your test scores. What makes the U’s prep classes a good choice?  Courses are less expensive than for-profit options, are offered on the U campus, and once a student has paid for a prep course, he or she can re-take the class anytime within a three-year period (provided there is space available).

what some alumni had to say

"The instructor gave us great techniques and it really helped me that he told us exactly what we needed to study for the GRE. The structure and guidance helped me to know what to focus on. Overall, it was a great class! Very helpful.”

"The [LSAT] materials were very helpful, and gave me a good idea of what to expect on the test. Also, the strategies for answering questions taught in the course were very helpful. The class was definitely worth the time and money.”

"The extra hints and methods that the instructor brought to the learning experience were great. I felt they were very useful and I plan on sharing them with others who are planning on taking the GMAT.”

register online

To register for a U of U Test Prep class, visit the Test Prep website at http://www.prep.utah.edu.  You’ll find a list of upcoming classes, instructor bios, and FAQ to help you decide if you’re ready to apply to graduate school.