TYPES OF TRAINEE DISCUSSION AND REPLY TO MARCIA AND DONALDS DISCUSSION

TYPES OF TRAINEES DISCUSSION:

 

A successful trainer needs to effectively engage various types of  trainees and adapt quickly in the learning environment to meet their  needs. Chapter 8 of the Blanchard and Thacker (2013) text lists and  offers tips on dealing with different participant personalities. Review  the three scenarios below. Discuss how you would effectively engage and  manage each group of participants in a 2-day training seminar. Apply two  to three specific adult learning principles and/or techniques to each  of the scenarios listed below.

Scenario A
Your colleague is a training specialist who has just  concluded an activity on techniques for overcoming challenges in the  classroom. He clearly understood the content, but did not ask questions  of the group to confirm their understanding. In addition, when  explaining activities, the directions were not clear and there was never  an opportunity to ask for clarification. What constructive feedback  would you give to your colleague?

Scenario B
Your colleague is a department manager who has just  opened a training session. Her opening included group introductions, but  she went directly into presenting content. About an hour later, a few  participants began talking out of turn. What feedback would you give to  your colleague on the impact this may have had on participants, and what  could have been done differently to avoid this situation?

Scenario C
Your colleague is a human resources manager who just  completed an activity followed by a group discussion. The activity went  well, but the debrief did not. As the facilitator, he had trouble  getting the group to answer his questions. The group did not appear to  be very engaged. What feedback could you give him on how he could get  participants to participate?

Your initial post should be 250 to 300 words. Use this week’s lecture  as a foundation for your initial post. In addition to the Blanchard and  Thacker (2013) text, use at least one additional scholarly source to  support your discussion.

Respond to at least two other posts regarding items you found to be  compelling and enlightening. To help you with your reply, please  consider the following questions:

  • What did you learn from the posting?
  • What additional questions do you have after reading the posting?
  • What clarification do you need regarding the posting?
  • What differences or similarities do you see between your initial discussion thread and your classmates’ postings?
  • What are the differences or similarities in the techniques  recommended in your discussion compared to those identified by others?
  • Analyze the recommendations made by others for each scenario. Do you  agree or disagree with the recommendations? Why or why not? Provide  examples where possible.

Your reply posts for Donald and Marcia should be a minimum of 150-250 words each. 

DONALDS DISCUSSION:

 

Scenario A-

The constructive criticism I would give my colleague would be to  speak up, if you cant hear the instructor then tell he or she to speak  louder. In addition, at the end of every lecture there should be a  answering questions portion, were everyone has a chance to reaffirm what  they thought or to get clarification on what is going on. When teaching  in a classroom the instructor always need to be clear and concise. At  the end of the lecture there should also be a sort of follow along test  or quiz for everyone to follow to brush up on what was being covered.

Scenario B-

The feedback I would give my colleague would be to start off with a  icebreaker before the training session actually begins and the content  isn’t understood. Blanchard, P. N., & Thacker, J. W. (2013) state  that,”An icebreaker is a game or exercise that prompts trainees to get  comfortable interacting with other trainees and the trainer. It is  designed to be fun but at the same time generate energy that will  transfer to the rest of the training”. When starting the training  session make sure there are ample amounts of bathroom breaks and letting  your audience know that it is ok to ask questions on anything they dont  understand.

Scenario C-

The feedback I would give my colleague would be that he or she didn’t  ask enough questions at the start of the session. Keeping the audience  in gaged on what you want them to learn is the key for them to keep  participating.4MAT 4Business(2010) state that,” everyone has a different  learning styles and everyone processes information differently”.  Including the audience while the activity is going on well help them  stay focused to give more points about what happened from the activity  to now.

Blanchard, P. N., & Thacker, J. W. (2013). Effective training:  Systems, strategies, and practices (5th ed). Upper Saddle River, NJ:  Pearson Education, Inc.

4MAT 4Business. (2010, July 15). Three things every trainer should  know about learning styles[Video file]. Retrieved from  https://www.youtube.com/watch?v=BhqtaYy-mIs

MARCIAS DISCUSSION:

 

A  successful trainer will understand that there are different types of  trainees that he or she will have to deal with during training sessions  and this means that they need to be flexible. Each type of trainee has  unique characteristics that the trainer will need to deal with in order  to ensure successful transfer of training. The four main personality  types discussed in our text include the quiet trainee, the talkative  trainee, the angry trainee, and the comedian (Blanchard & Thacker,  2013). In scenario A, we are unsure of the personalities of the trainees  because the trainer never bothered to engage his audience in questions  and further insight. Audience participation and interaction should be  integrated into the training session and he needs to be very clear in  his explanations and instructions. The transfer of ideas between trainer  and trainees will enhance the learning experience for all.

In scenario B, the trainer should have included a session of  icebreakers. Icebreakers serve as means for trainees to get to know one  another as well as their trainer. These simple games or conversation  starters offer a way to ease into the training session with comfort and  high energy rather than discomfort and dread (Heathfield, 2017). This  would have been a good idea for the scenario B trainer to utilize rather  than just jumping into the training without giving the trainees an  opportunity to converse with one another. Setting a baseline of rules  against talking during the training session is another way to ensure  that there are minimal interruptions (Blanchard & Thacker, 2013).  Also, letting the audience know that there will be a time for chatting  and a question/answer period will ensure they are paying attention  rather than sneaking in opportunities to get to know one another.

The Scenario C trainer should have utilized questions throughout the  training to ensure that his audience was following along and the  transfer of learning was taking place. Keeping the audience engaged  throughout the training session, rather than just trying to connect with  them at the end, is a way to ensure they are paying attention.  Continual opportunities to ask them questions and share their insights  would make them feel as though they are a part of the training rather  than someone who is just being talked “at.” Providing games or another  variety of learning opportunities will also help to keep them engaged  (Blanchard & Thacker, 2013).

Blanchard, P. N., & Thacker, J. W. (2013). Effective training: Systems, strategies, and practices (5th ed). Upper Saddle River, NJ: Pearson Education, Inc.

Heathfield, S. (2017). The best ice breakers for meetings and training classes. The Balance Careers. Retrieved from: https://www.thebalancecareers.com/best-ice-breakers-for-meetings-and-training-classes-1918430

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