Overview
Participants are asked to “think outside the box” about
ways that the subject matter could be handled, and record as many as they can,
but with a minimum of three. Each then takes their three or more to a group
session, where the target is at least ten useful ideas. The output from the
group feedback is ten items that can be done with the subject matter. From the
data collected, each participant picks three things that they can use and writes
them on a take away card.
Application
Any subject matter.
This can be used as a summary activity – to recap the
information presented, or as an introduction – to highlight situations where the
skill could be used.
It can be used for the seminar as a whole or in a component
part, or several times. For example, it could be used at the introduction of a
negotiation seminar, where the task is to identify ten situations where better
negotiation skills would yield a better result. After each of the five steps of
a negotiation process is dealt with, it can be used to highlight good habits
each time. At the close of the seminar, it can be used as a take away learning
tool – personal commitments about how I will do things differently.
Timing
About 3 minutes for each participant to list their own
three key learning points;
About 10 minutes to come up with a group list
About 15 minutes to come up with a seminar wide list
About 1 minute for each participant to write up their own
three takeaways.
About 30 minutes in all.
Process
- Introduce the content – the activity may be placed
near the beginning after a brief overview or at the end of a learning
module.
- Ask participants to write down at least three things
that they know about the subject. They may have known it before the
session, or it may be a learning outcome from the session.
- Divide the seminar into work groups. 4 to 7 people
per group is ideal.
- Ask each group to come up with a list of at least ten
items. They may be all items brought to the group by individuals, or they
may include blends of several individual inputs or they may come out of the
group’s deliberations.
- Ask each group to report back their ten items. As
each group reports each item, record it on a flip chart.
- As duplicates occur, seek group consensus on whether
this is new, or a repeat. Unless agreement is unanimous then it is not a
duplicate. (This is to avoid extended discussion based on semantics
derailing the process.)
- As charts are filled, post them around the room. Do
not leave them on the flip chart obscured by the next chart. (Again a
process aid, to avoid flipping back to see whether it was covered before,
also necessary for a later step.)
- When all groups have reported back, ask each
participant to write down three items that will have an impact on the way
that they approach the seminar subject.
- Ask the participants to tell a colleague how they will
use one of the items.
- OPTIONAL Preprint business cards with the seminar
theme on them and the wording : “During the seminar I discovered that ….”
Ask them to store the business cards somewhere that they will see them
several times a day for the next month. (Their wallet or purse, among their
credit cards is a great place.)
John Sleigh has been applying adult learning principles to training design
and workplace communication projects since 1988.
Copyright. All rights reserved.
These resources are provided for your personal use. For permission to
include them in your published materials, contact John. Permission is usually
given for fair use, but please ask first. I like to receive feedback on how you
think the materials can be used to stimulate ideas for further development.
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Something to think about