Tip #79: Handling a question about a topic you are not ready to cover

The Challenge: Someone asks a question that you do not want to cover until you have provided some preliminary basic information.

Possible Approaches: Thank the person for asking the question and indicate it will be covered at a specific time later in the day; offer to answer the question at break; and, if the person absolutely cannot wait and continues to ask the question in different ways, provide a basic response that will not confuse the rest of the group.

It may minimize premature questions if you provide an overview of the agenda and then offer a "parking lot" (a labeled flip chart on which participants can place sticky notes with their questions). The "parking lot" flip chart can provide a designated space for questions related to each specific topic area. As long as you review the" parking lot" frequently and address the questions when they pertain, the participants will not mind waiting for their answers.

Another option is to simply provide sticky notes so that participants can jot down their questions as they arise. This may alleviate their need to ask them quickly, before they forget them..

If the participants know you will ask for questions after you present each new topic or concept, they may be more comfortable holding their questions until that time.

Sometimes a participant will ask a question simply to demonstrate that s/he is knowledgeable about the topic. In that event, acknowledge the participant's expertise and ask that s/he assist you by providing definitions or examples when you get to that point in the lesson.

Tip #78: Having to define more than ten concepts right after lunch

The Challenge: You have to define more than ten concepts right after lunch and you do not want to lecture.

Possible Approaches: There are three concerns to be addressed. First, we need to consider what the participants might already know. We might want to begin with a questionnaire that allows the participants to work in small groups and educate each other. Then, after hearing their report outs, you can determine what you may need to actually teach them.

Second, ten concepts are too many, regardless of the time of day. Let's assume that you have considered what the participants might already know and you realize that you will need to teach most of the concepts. If so, teach a few at a time- 2-3 if the concepts are unfamiliar to the participants, or 4-5 if the concepts are familiar or can be made familiar through the use of metaphor.

Third, particularly after lunch we need to incorporate physical activity to engage the group and keep them awake!

You could alternate presenting a few concepts at a time and then check for comprehension by having the participants work with the concepts in case studies or problem solving exercises, or by having them create teams to play a board game or Jeopardy or complete a crossword puzzle -and reward the "winning groups" to add an element of competition to keep their adrenaline up!

or

You could assign small groups to research and define one of each of the concepts- and present a 2 minute skit to emphasize the key aspects of the concept.

Just make sure that you don't waste time teaching them what they already know, that you teach only a few things at a time, and that you use active, fun, and possibly competitive methods to check for participant comprehension.

Tip #77: Handling an authority figure who is distracting others in the group

The Challenge: There is an authority figure in one of the discussion groups who is chatting and distracting others, hiding the fact that s/he doesn't know the content by choosing not to participate.

Possible Approaches: Recognize that this individual may feel very insecure and concerned about his or her lack of knowledge of the topic, despite the group's expectations that someone in this position would be knowledgeable. Acknowledge the authority figure's status by having him or her facilitate the small group discussion and then post their answers on a flip chart; draw the person aside and ask him or her to assist you by encouraging others to speak. Never mention your awareness of the individual's insecurity or lack of knowledge- either to the authority figure or to anyone else in the group.

In essence, allow the authority figure to maintain status and save face by playing a facilitative role that does not require him or her to divulge a lack of knowledge on the topic. Hopefully, after participating in the session, the authority figure will gain the level of knowledge s/he needs about the topic.

Tip #76: Presenting both sides of an issue

The Challenge: You want the group to be aware of strong arguments on both sides of an issue, but not feel that you are skirting the issue by avoiding a definitive "correct" answer.

Possible Approaches: Provide a pre-test to have the participants identify which answer they initially favor.

Then: Use a debate method, having the participants research and present the opposite side of the issue; or present a panel who can articulately represent both sides of the issue; or provide a case study for small group work that can be resolved in one of two ways, which the small groups will have to articulate and explain; or show a video with alternate endings that demonstrate the effect of the two different sides of the issue; or have the participants create a mock court and role play attorneys presenting both sides in front of other participants who serve as the jury. Any of these instructional methods will provide equal time to both sides of the issue and allow the participants to discover for themselves that there is no definitive "correct" answer.

End with a post-test to determine whether the participants have either changed their minds or recognized there is some validity to the other side of the issue.

Tip #75: Building interaction into a 30 minute lecture

The Challenge: You have only thirty minutes to cover a lot of information, yet know you should use some discussion to break up the lecture.

Possible Approaches: The key focus in responding to this challenge is to avoid the myth that you need to use a lecture when you have a lot of information to cover in a short period of time. The first question you need to answer is: What do the participants already know? You do not want to waste precious time teaching them what they already know. The only reason to lecture is when you have information that no one else has. If others already know the information, lecture is inappropriate and should be replaced with a questionnaire or some other more interactive method that allows the participants to tell what they know.

• Use a task analysis to determine which information is essential, then identify a focus question that will enable the participants to tell you what they already know. That way you can pare down what you need to add.

• Have the participants work in pairs or small groups to discuss their responses to the focus question, then use directed large group discussion of their responses.

AND/OR

• Format the information you want to convey in a questionnaire, which asks the participants to agree or disagree with each statement.

• Give them five minutes to discuss their responses in pairs, then have them signal their responses (thumbs up means they agree with the statement, thumbs down means that they disagree with the statement, or thumbs to the side means they're unsure of the answer).

• Ask representatives of each thumb direction to explain the rationale for their responses, indicating which is correct.

• Then build on the information they already have provided, where necessary.

AND/OR

• Use pop ups to have participants jump up and give you in one minute six key points covered or three examples of how they could use this information in their jobs. (Don't forget to reward each person who pops up with an answer with a Tootsie Roll Pop!)

The second question you need to answer is: What level of learning do I need to achieve?

If you simply want people to know that the information exists, but you are not worried about them understanding it, then by all means use a lecture. My guess is that you would at least like to achieve comprehension, so you need to add visuals and written material, and interrupt the lecture every 5-10 minutes or so with questions or brief "what if" case scenarios to the group to check their understanding.

If the desired level of learning is application: knowing the information, understanding it, AND being able to use it, then two things need to happen:

First, you need to reopen your conversation with the primary managerial sponsor, draw from that person how important it is that the participants reach a level of application for this content (it is much more effective if you ask questions that will enable the sponsor to come to the same conclusion on his or her own), and renegotiate the amount of time you've been given so that you can use a more appropriate method.

Second, if additional time is absolutely not available, then you need to be very creative to incorporate methods that will provide an opportunity for the participants to apply their new learning! It will be critical for you to conduct a task analysis to determine the essential information (you can provide written material for their later reference that covers both essential and non-essential information) and then decide how to convey that information to all learning styles as quickly as possible:

• Perhaps a brief lecturette that explains the information (augmented by a written job aid and visuals) and a brief story that illustrates how the information is applied. Allow yourself no more than 10 minutes for this.

• Check for comprehension with a few questions to the group for about 3 minutes.

• Then give them an application exercise to do in pairs or in small groups. This should be a brief case study or a "what if?" question that they need to read, discuss out loud, and answer 2-3 questions (that require them to apply what they've learned to analyze the situation, identify potential responses, and select one). Allow them 8 minutes for this, giving them a warning when they only have 2 more minutes.

• Draw the answers from different groups and make a very brief summary statement in the remaining 9 minutes

My point is that interactive participant-centered exercises can and probably should always be used in training, regardless of the time!

[Note: If you are new to Laurel Learning Tips and would like to know more about the use of stories or pop ups, or how to use focus questions, questionnaires, or case studies, all of this information can be found in previous Laurel Learning Tips, which are posted on my website.]

Tip #74: Teaching something no one wants to learn

The Challenge: You have to teach a policy that no one thinks is useful

Possible Approaches: Begin by splitting the group in half and having each group brainstorm their responses to one of two focus questions. One focus question should ask them to identify the potential benefits of the new policy. Most people will rise to the challenge and convince themselves. Avoid telling them. Instead, let them come to the same conclusions that led to the establishment of the policy and thereby own the answers.

The second focus question should ask them to identify the problems with the current and/or proposed policy. Dignify their concerns by listing the reasons for their objections. Then assist them in proposing constructive recommendations to address or resolve those objections. Their concerns may be very valid and their recommendations may be able to improve the policy and its impact.

Clearly, there are probably good reasons why the policy is in place. Rather than stating them (because no one likes to be told what to think) it can be helpful to pose realistic scenarios or assign job-related case studies in which the policy has a significant and compelling impact on the outcome. Launch the participants on a "voyage of discovery" and let them determine the value of the policy in "simulated" action.

If all else fails and the group turns on you as the unlucky messenger of bad tidings, you may simply need to say that you are there to explain the policy so that they are aware of it and can apply it effectively- but that you are not there to defend it.

Tip #73: Training a diverse group of seasoned and new employees

The Challenge: You have to train a diverse group of seasoned and new employees.

Possible Approaches: Begin the session by dividing the group into seasoned and new employees. Have the seasoned employees identify a fact they wish someone had told them when they were starting on the job. Have the new employees identify a question that they have wanted to ask a seasoned employee. Ask the new employees and seasoned employees to join in small groups to ask their questions and provide their facts. This now becomes the new employees "expert group." Ask the members of the new expert groups to sit together, thereby ensuring a mix of new and seasoned employees at each table.

Now that the groups have a diversity of expertise, the more advanced participants can facilitate the small group discussions and provide practical real life examples and applications of concepts presented.

Use the more senior staff to outline the basic knowledge or augment your presentation with examples. Since it is important to provide three examples, you can provide a general example and ask the seasoned employees to provide two field-specific examples.

Prepare both basic and advanced case studies or problems and divide the groups according to their degree of expertise or interest for application exercises.