Chapter 6: Part 2

The second part of Chapter 6 follows up the chapter from beginning of lecture and experiential activities. As andragogy is very different from pedagogy, we learn in the second part of Chapter 6 to indentify the criteria for selecting the best training method for adults. We can see that facilitating group discussions is an adult activity that can be used in training. As adults we are mature enough to deal with group discussion, and if it is facilitated successfully then adults will want to have their input into a group discussion. As trainers we must understand that in group discussions we are facilitators, and we are not necessarily contributors. This can be difficult as we are human, we have ideas, biases, and can be provoked to want to interject our input. However we must remember that as a trainer and facilitator we have two jobs. One is to ask probing questions to keep the discussion cohesively flowing. The second is to ensure that each participant has had the opportunity to speak. Research has proved that one of the most effective ways to have participants involved is to hold safe and open forums can provide a thought provoking environment. As to how to manage a group discussion, that can be more difficult. There is a three-part process that trainers must keep in mind when manager a group discussion. First, trainees must be exposed to a stimulus. Second, trainees must have a set of group rules laid out, this way it promotes a safe environment to have trainees feel more comfortable about speaking. Lastly, thoughtful and well planned questions must be asked by the trainers. Let begin with the stimulus. Although there can be many types of facilitated group discussions, there must always be a stimulus. We learn that two successful and popular stimulus are media and trigger questions. Media can be anything from social media clips, articles, or music. This way, trainees feel that the up-to-date and relatable topics are those that they can comfortably discuss. Trigger questions are those that evoke emotion. These can be topics that deal with highly opinionated questions, morality questions, or controversial issues. These are all examples of a stimulus, which we keep in mind as the first part of the three-part process trainers use to manage a group discussion. Next, the trainer moves into setting the group rules. These rules are similar to those rules that one would set in a pedagogy discussion, and are very basic. They go along the lines of listening to others, respecting others’ comments, no verbal abuse or bullying, etc. Lastly, as a trainer and facilitator we can begin to ask questions. We want to try to steer away from questions that would promote a yes or no answer. As we have learned from a previous lecture, Bloom’s Taxonomy can be rather helpful for trainers in regards to formulating engaging questions. Bloom’s taxonomy states that in lower-order cognitive learning, comprehension and application can interrupt a conversation. To fully understand and break down Bloom’s taxonomy we can think about it in more simple terms. If question requires prior knowledge of specific information, the question has a right or wrong answer. This is an interruption in conversation, because trainees may be hesitant to respond to this newly absorbed knowledge. Now that we have learned of training methods from lectures, experiential activities, guided questions, the EDIT, and facilitated group discussions, just how exactly can we select the best training method for our trainees? Let’s break this down into four variables that we as trainers must consider. You must consider your trainees, your learning objectives, advantages and disadvantages, and your level of comfort. First and foremost you must consider your trainees everywhere from their background, work experiences, to age. Training a group of young professionals in an industry is extremely different from training a group of senior level executives in a company. Your learning objectives also plays a vital role in your training. Are your training objectives cognitive, behavioral, or affective? These all would be best paired with different methods. Next you would want to consider the advantages and disadvantages of using the training method that you are considering. Lastly, you should assess your level of comfort with the training method. Overall these strategies and this knowledge put together can help support a trainer put together a training method of their choice. By: Hannah Hoang