Provide contexts that are analogous to the ones found in the workplace. This makes for a 'hands-on' experience in a 'safe' training environment. The 'safety' is to do with testing new learnings and using the experience for deeper learning.
Create a team that is committed to customer service
Training is an instructional process to impart significant amount of knowledge and skills in a relatively short period of time.
It is in instructional process but not the kind that happens in a school or college, where the students have a whole term to learn the information earmarked for that term.
In a training setting, the trainer creates the social and learning environment, uses design elements to transfer knowledge and skills.
The design elements consist of:
Objectives of a training
The learning outcomes for participants
The number of sessions needed or available to conduct the training
The content of the training - magnitude and type
The methodology to be used for delivering the content. The details contain specifics like: small group work, large group work, input through presentation, game to be used, role-play to be used, case-study to be used, simulation to be used, activity to be used etc. More or less the methodology will be any one of these or a combination of some of these.
The material to be used for training, which ranges from hardware (if you are making a presentation, showing a movie, playing a song etc.) to the props needed, right to down to the seating arrangement for a session.
The ways and means of assessing the success of the training: in terms of participant learning, the satisfaction level of participants vis-à-vis training, and the scope of improvement for the next iteration of the training.
Generally trainings have the following sessions in them.
Appropriate Content delivery: Contains anywhere from one to eight sessions with transitions that are learning oriented. Some training games are played for effective transition. They are also called
Some other training games are played to facilitate content delivery.
On this website you will find details of the training games that trainers use in each of the above sessions. Trainers use games/activities in each of the sessions mentioned above.
Some basic rules of facilitation whether you are taking a session or using training games:
Create a non-threatening atmosphere, by giving everybody an opportunity to speak without interruption. Believe me nobody can really hog time indefinitely. At the most the time taken to give somebody your full attention will be a few minutes more than normal. Say 3 minutes rather than 1 minute, but it will be time well spent. People tend to remember that they were given enough opportunity to speak and so they will be willing to listen.
Communication is always respectful.
Debriefs of processes and training games always acknowledge the uniqueness of each participant's learning. This is adhered to inspite of the fact that the participant's learning does not match your perception of the expected learnings.
Be empathetic - see the picture from the participant's point of view.
Look for ways to authenticate and value the participant's learning.
In group work appoint a recorder to record everybody's point of view on a flipchart. The recording has to be verbatim. Recording verbatim is another attempt at creating a non-threatening environment, which inturn increases trust.
If you want to know what training games to use for a specific piece of content, go to the
Contact Us form.
If you want to explore the another category of games go to the
games for kids
Also get a monthly e-zine 'Stories for EL' free for stories that you can use to emphasise experiential learning. Stories and their lessons are easily remembered.
They can also be used to communicate a concept effectively. They add the 'aha' or 'Eureka' or 'got it' factor to presentations and lectures. They are great tools to use in debriefs of games, to drive home a crucial point.
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