Teaching groups.
WHEN GROUP TRAINING SUITS
Knowledge everyone needs New procedures Safety and compliance matters Subjects benefiting from discussion
WHEN IT DOES NOT
Individual skill gaps Practical tasks requiring hands-on practice
WHAT TO ESTABLISH BEFORE DESIGNING ANYTHING
What people should be able to do afterwards.
WHAT TO DESIGN BACKWARDS FROM
That.
WHAT MAKES A SESSION EFFECTIVE
Short segments Activity rather than listening Examples from the actual work Opportunities to practise Checking understanding
WHY ACTIVITY MATTERS
Attention declines quickly during continuous presentation.
HOW LONG SEGMENTS SHOULD BE
Short enough that attention holds, broken by activity.
WHAT TO AVOID
Reading slides aloud Sessions of several hours without breaks Content unrelated to the participants' work Assuming knowledge they do not have
WHAT TO CHECK
Understanding, during rather than at the end.
HOW
Questions, and having people explain or demonstrate.
WHY DURING
Discovering at the end that nobody followed is too late.
WHAT TO PROVIDE
Something to refer to afterwards.
WHAT TO ARRANGE
Practice, soon after.
WHY
Knowledge without application fades.
WHAT TO ESTABLISH
What people should do differently, specifically.
WHAT TO FOLLOW UP
Whether they did.
