Try 1,2,3 - then they'll see!

Designing any training course - just like writing a book – can be challenging and tough. Off the shelf programmes have some utility but my experience is that these “oven ready products” if relied upon heavily will invariably by pass the subtle nuances and key learning points/organisational messages your client requires. And why stifle your creative juices too? Don’t vacuum pack the programme from the culture you are working in. It’s not a piece of bacon. On the contrary, dream six impossible things before breakfast every day!

But paradoxically there is a generic formula which at both the design and delivery stage will help you get started and prompt your participants to hit the ground running on the day. The formula?

“1, 2, 3” and then they’ll see (I am a poet and don’t know it!).

1, 2 and 3 can be applied to most soft skill and technical subjects. It works for me like this.

 Once the course preliminaries are complete - domestics/overview/ground rules/individual expectations/ice breakers etc – move into an opening definition slot. This slot focuses on the topic of the day. Key words/terms.

The definition slot might be an opening plenary discussion although I find it’s best to pair individuals on the definition task. Wider, richer responses will be forthcoming from paired individuals. And these can all be clarified, challenged, explored and jettisoned if necessary in the subsequent feedback session.

Using the definition slot as your backcloth, move into 1, 2 and 3.  Each number is allocated to a designated team split from the main cohort. A specific question is attached to the allocated team number.

Once Teams 1, 2 and 3 have completed their task (15 minutes on average), you facilitate a plenary feedback session with presentations from each team AND subsequent challenges/questions addressed. 1,2 and 3 takes you to 4-open the door!

Throw out the questions - what happens if 1, 2 or 3 is not done? What are the benefits of 1, 2 or 3? What elephant traps must be avoided with 1, 2 or 3?

Then come alive with 5. Split the group in two. Get them to draw up a flipchart bullet point profile listing the key skills needed to address the issues in 4, against the backcloth of 1,2 & 3

Do the trick with Number 6. Spend the rest of the course taking apart everything on the list of skills (and those you have prepared earlier!). Get people to do it! Put the skills into action. Activities and exercises around the given skill. Case studies/role plays/quizzes/volunteer guinea pigs-whatever.

The course then feeds on itself to 7 – final wash up and signposting other internal and external sources of advice, information and resources

 8 -evaluate. On the day and ensuring after care application and validation by others

 Two examples of 1, 2 and 3 in action after the preliminaries

Soft Skills Training - Customer Care 

·        Opening Definition slot – Define “customer”. What is meant by the term “internal customer” and “external customer” Who are your customers?

·        Group 1 – Tell your group about a recent good experience you had as a customer. What made it a good experience? What did you do? Flip chart

·        Group 2 – Tell your group about a recent bad experience you had as a customer. What made it such a bad experience.  What did you do? Flip chart

·        Group 3 – What should an organisations customer care policy cover? What do you know about your employer’s customer care policy?

·        The subsequent feedback in the plenary session should tease out benefits and elephants trap as well as knowledge gaps attached to 1, 2 or 3

·        Thus, you have the basis for the group exercise drawing up a flip chart of key skills needed to accentuate the positive benefits and steer away from the detriments

·        Then do it 

Technical Training – Data Protection and General Data Protective Regulation (GDPR)

·        Opening Definition slot – Define “data”, “personal data”, “very sensitive data”, “text data “and “non-text data”

·        Group 1 – Tell your group about anything you have seen in the media about a data or information breach. Flip chart

·        Group 2 – Tell your group about any data breach you have suffered or anyone close to you. Flip chart - get consent (lol)

·        Group 3 – What should an organisations data protection policy cover? What do you know about your employer’s data protection policy? Flip chart

·        The subsequent feedback in the plenary session should tease out benefits and elephant traps as well as learning points and knowledge gaps attached to 1, 2 or 3

·        Thus, you have the basis for the group exercise drawing up a flip chart of key skills needed to process data in accordance with the law.

·        Then do it. Invariably a technical subject of this kind will enable you to bring the session further to life with stories from the courts and “you the jury” case studies

 What methods  help you fill the blank page at the design stage and any blank apprehensive looks that might meet you on delivery?