Page 347 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 09 11/20/02 1:02 PM Page 336
336 The Creative Training Idea Book
Technique 1: APC
Ask a general question of your group, such as, “What do you think would happen if we
applied this technique in the workplace?”
Pause to let the question sink in and for all learners to consider a response.
Call on one person by name to answer the question.

This technique is more informal and indirect. As you pause, you can scan the room
for a volunteer or someone who appears to have an answer or idea. This is usually better
than calling on a person who has his or her eyes down toward the desk to avoid being
seen. The technique also potentially puts everyone on alert that they may be called upon
so they start thinking of an answer.

Technique 2: CPA

Call on a specific participant by name.
Pause to let the person realize that his or her name was called.
Ask the question.

This second technique is a more direct, in-your-face approach. As a result, I use it
selectively so that I avoid unduly offending or embarrassing learners. It is not a technique
that I often use with introverted participants or those whose nonverbal cues indicate
that they might not have an answer. It does come in handy for the difficult participants
who are distractive or or inattentive during the session. Calling their name snaps them
back to refocus, the pause allows them time to prepare to listen, and the question is
offered for their response.
As a final thought related to questioning, you might want to post some questioning
guidelines on your training room wall (see Table 9-1). Explain and reference these in
your opening remarks. Point them out when someone violates the guidelines to help
them learn effective questioning techniques and to prevent their offending anyone.

BRIGHT I DEA

Questioning Practice
As a way of helping your learners recognize the value of asking the right questions,
have them participate in an activity such as this.
Explain the purpose of open- and closed-ended questions. Then, to help
learners understand the difference between the two types, have them participate in
a fun activity for which you reward them. Have participants separate into pairs with
partners sitting back to back. Pass out blank paper and pencils to all. Tell learners
that they are going to practice closed-ended questioning and that they cannot ask