CTP Notes 1st May

“Why do we ask questions in a training session?”

a) to enable the delegates to demonstrate evidence of understanding
b) to retain control
c) to engage the delegates
d) to create discussion
e) clarification / elaboration for others
f) fun
g) to encourage sharing of experience
h) to signpost the end of a subject
i) to challenge the delegates
j) to keep delegates awake
k) to buy yourself some time

Notes from seminar at the HRD session. This speaker promised he would ensure that we would never again ask a question that had a tumbleweed response (ie no response). The trick is the
O_ _ T_ _ F _ _ _ _ method – up on the flipchart. One two free

First, give delegates 30 seconds to work out what might be missing from the words. Then 30 seconds discussing it with the person next to them. After this when the answer is requested by the trainer there will always be something shouted out. This encapsulates stages 6 and 7 listed below.

He talked about the 7 stages of learning intelligence Gardner (1983) identified different types of learning,

particularly those characterised as ‘know-how’ and ‘know that’. From that he defined ‘multiple intelligences’, to describe the different ways (and combinations of ways) in which individuals learn. Learning can be seen as ‘playing’
different capabilities:
1. the verbal/linguistic; literally how the message is delivered verbally or written
2. logical/mathematical; making the message relevant to the learner (purpose)
3. visual/spatial; colour, charts, games, information delivered visually arrestingly
4. musical/rhythmic; music can help learners concentrate / forget themselves
5. bodily/kinesthetic; literally get the delegates off their feet and moving around
6. social/interpersonal discuss messages with the group / partner
7. personal/intrapersonal. Think about it oneself, mull it over

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:
bullet Linguistic intelligence ("word smart"):
bullet Logical-mathematical intelligence ("number/reasoning smart")
bullet Spatial intelligence ("picture smart")
bullet Bodily-Kinesthetic intelligence ("body smart")
bullet Musical intelligence ("music smart")
bullet Interpersonal intelligence ("people smart")
bullet Intrapersonal intelligence ("self smart")
bullet Naturalist intelligence ("nature smart")
http://www.thomasarmstrong.com/multiple_intelligences.htm


What does this tell us?. Questioning is usually designed to gather information. Not for a trainer, who should be far more like a barrister. If the trainer asks a question that could have an unhelpful response, or to which he / she does not know the answer, don’t ask it.

Groups were allocated and each had to design either a case study or a discussion session to assess how well we asked questions and dealt with the responses. This was videoed!!




Group 1 – CB, DM, SG & LR did an environmental Q & A session.

CB started off by saying that everyone in the room could have an impact on saving the world. Then passed on to Dimple who discussed re-cycling, who passed onto CB who talked about transport (immediately proving Jane P’s point about asking daft questions and then persuing poor Liz for a response to a point she had no opinion or knowledge of), who then passed on to Sonia who talked about energy saving and finally Laura who talked about plastic bags. Finally CB rounded up with a question for each delegate.

The other 2 groups did something similar – one with contemporary versus older music and one about telephone skills.