Page 99 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 03 11/20/02 11:46 AM Page 88
88 The Creative Training Idea Book
In-Class Needs Assessment
If you are unable to contact participants and others to determine learning needs prior
to the start of your program, all is not lost. With a bit of advance preparation, you can
still gather some important information once participants arrive. Most of the tech-
niques for doing so take little time and can easily be built into your program content
and activities.
The following are some of my favorites.

Flip-Charted Questions

Prior to the arrival of my participants, I create six to eight newsprint sheets (flip chart
pages) with questions. The key is to use closed-ended type questions (e.g., yes/no or short
answer). The way I use these sheets is that at the beginning of the session on Creative
Training Skills, I prepare an instruction sheet such as Figure 3-1 for each participant.
This is copied onto colored paper, for visual impact, and given to participants as they
arrive. Such a handout prompts learners to immediately get involved in disclosing help-
ful information. As they are walking around responding to the questions, they are also
encouraged to talk and get to know one another. Once they finish, there is a visible
record of their responses for all to see. Based on the responses, I modify my comments
appropriately and can tie them into my opening remarks. By using such an activity, I am
also addressing visual, auditory, and kinesthetic learning modalities.
The following are examples of questions I used in a session on management skills
to determine who my audience was and their comfort level on a few issues:

How many years have you managed others?

0–1 2–5 6–10 More
Do you directly supervise others?
Yes No Sometimes
At what level do you manage others?
Frontline Middle Upper
Are you comfortable with your current supervisory skill level?
Yes No

3 × 5 Index Cards
A second technique that I use regularly in class is 3 × 5 index cards. I pass these out (see
Figure 3-1) and have participants write one question, concern, or whatever I desire on
them. I then either have the cards deposited in a box by the entrance or into the center of
their tables so that I can collect and read while they are otherwise occupied (e.g., going
around answering flip-charted questions). These comment cards give me advance notice