Training sessions are essential for professional development, skill acquisition, and organizational growth. To maximize their effectiveness, trainers need to engage participants actively and ensure that learning objectives are met. The GLOSS model—Get Attention, Link to Previous Knowledge, Outline Objectives, State the Structure, and Stimulate Interest—offers a comprehensive framework to achieve this. This article outlines how to apply the GLOSS model to enhance training sessions, backed by evidence-based practices and practical references.
1. Get Attention
Objective: Capture participants' attention and create curiosity at the beginning of the training session.
Evidence-Based Practices:
- High-Level Overview: Start with a brief and compelling overview of the session. Research shows that setting a clear context helps participants understand the relevance of the content (Brame, 2015). For example, “Today, we will explore innovative approaches to team management that can significantly improve productivity.”
- Provocative Questions: Pose questions that challenge assumptions and stimulate thinking. This technique engages cognitive processes and promotes deeper learning (Anderson & Krathwohl, 2001). For example, “What are the most common reasons for team conflicts, and how can we address them effectively?”
- Engagement Techniques:
- Silence: A brief pause before introducing new content creates anticipation and prepares participants for the upcoming material (Jensen, 2009).
- Visuals: Use compelling visuals to draw attention and illustrate key points. Visual aids can enhance memory and comprehension (Mayer, 2009).
- Sound Signals: Utilize sound cues, such as a bell or clap, to regain attention or signal transitions (Cavanagh, 2010).
- Eye Contact: Engage participants through direct eye contact, which fosters connection and attentiveness (Ekman, 2003).
2. Link to Previous Knowledge
Objective: Connect new information to participants' existing knowledge to facilitate understanding and relevance.
Evidence-Based Practices:
- Bridge Topics: Relate new content to what participants already know. This approach leverages prior knowledge and enhances learning (Vygotsky, 1978). For example, “We previously discussed basic conflict resolution techniques. Now, let’s delve into advanced strategies for managing team dynamics.”
- Recall Earlier Lessons: Reinforce memory by revisiting earlier topics. Studies show that retrieval practice improves retention and understanding (Roediger & Butler, 2011). For example, “Earlier, we covered foundational team-building skills. We will now explore how to apply these skills in complex scenarios.”
- Link to Past Experiences: Relate content to participants' experiences to make it more relevant and practical (Kolb, 1984). For example, “Think about a time when a project team faced challenges. We will explore methods to overcome similar issues effectively.”
- Previous Activities: Connect new content with activities participants have previously engaged in. This helps maintain continuity and relevance (Schunk, 2012). For example, “In the last activity, you worked on team roles. We will now examine how to optimize these roles for better team performance.”
3. Outline Objectives
Objective: Define clear and measurable learning objectives to set expectations and guide participants.
Evidence-Based Practices:
- Present Objectives: Clearly articulate what participants will achieve by the end of the session. This practice helps manage expectations and provides a roadmap (Locke & Latham, 2002). For example, “By the end of this session, you will be able to implement advanced conflict resolution strategies and enhance team collaboration.”
- SMART Objectives: Ensure objectives are Specific, Measurable, Achievable, Relevant, and Time-bound to enhance clarity and focus (Doran, 1981). For instance, “You will develop a conflict resolution plan within the next 30 minutes, demonstrating your understanding of the techniques discussed.”
4. State the Structure
Objective: Provide a clear roadmap of the session to help participants understand the sequence of topics and activities.
Evidence-Based Practices:
- Topic Overview: Outline the session’s structure to guide participants through the learning process. This reduces uncertainty and helps participants follow along (Gagne et al., 2005). For example, “We will begin with a review of conflict types, followed by strategies for resolution, and conclude with practical applications through role-playing exercises.”
- Expectations: Clarify participant roles and the types of activities involved. This helps participants prepare and engage effectively (Wlodkowski, 2008). For example, “You will participate in group discussions, role-plays, and case studies throughout the session.”
5. Stimulate Interest
Objective: Generate enthusiasm and highlight the value of the session to motivate participants.
Evidence-Based Practices:
- Highlight Importance: Emphasize the relevance of the session to participants' professional development and goals (Schunk, 1991). For example, “Mastering these conflict resolution strategies will not only enhance your team management skills but also contribute to your career advancement.”
- Personal Benefits: Focus on how the content will benefit participants personally. Research indicates that understanding personal relevance increases motivation (Deci & Ryan, 1985). For example, “You’ll learn techniques that can immediately improve your team’s performance and job satisfaction.”
- Interactive Activity: Use interactive activities to demonstrate the value of the content. Engaging participants in practical exercises helps solidify learning and illustrates the application of new skills (Prince, 2004). For example, “We’ll start with a role-playing exercise to practice conflict resolution strategies and see their impact in real-time.”
Conclusion
Applying the GLOSS model effectively in training sessions can significantly enhance participant engagement and learning outcomes. By focusing on capturing attention, linking new content to existing knowledge, outlining clear objectives, stating the session structure, and stimulating interest, trainers can create a dynamic and impactful learning experience. This approach ensures that participants are not only engaged but also able to apply their learning in practical and meaningful ways.
References
- Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Addison Wesley Longman.
- Brame, C. J. (2015). Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content. CBE—Life Sciences Education, 14(1), es6.
- Cavanagh, M. (2010). The Role of Visuals in Learning. Journal of Visual Communication and Image Representation, 21(3), 191-199.
- Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Springer Science & Business Media.
- Doran, G. T. (1981). There's a S.M.A.R.T. Way to Write Management's Goals and Objectives. Management Review, 70(11), 35-36.
- Ekman, P. (2003). Emotions Revealed: Recognizing Faces and Feelings to Improve Communication and Emotional Life. Holt Paperbacks.
- Gagne, R. M., Briggs, L. J., & Wager, W. W. (2005). Principles of Instructional Design. Wadsworth Publishing Company.
- Jensen, E. (2009). Teaching with the Brain in Mind. ASCD.
- Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall.
- Locke, E. A., & Latham, G. P. (2002). Building a Practically Useful Theory of Goal Setting and Task Motivation: A 35-Year Odyssey. American Psychologist, 57(9), 705-717.
- Mayer, R. E. (2009). Multimedia Learning. Cambridge University Press.
- Prince, M. J. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223-231.
- Roediger, H. L., & Butler, A. C. (2011). The Critical Role of Retrieval Practice in Long-Term Retention. Trends in Cognitive Sciences, 15(1), 20-27.
- Schunk, D. H. (1991). Self-Efficacy and Academic Motivation. Educational Psychologist, 26(3-4), 207-231.
- Schunk, D. H. (2012). Learning Theories: An Educational Perspective. Pearson Education.
- Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
- Wlodkowski, R. J. (2008). Enhancing Adult Motivation to Learn: A Comprehensive Guide for Teaching All Adults. Jossey-Bass.
