Chapter 6

Individual and Small-Group Sessions

The materials in this workbook are designed to meet a variety of training needs. They cover a range of topics related to listening skills training and can be offered in many different formats and timeframes. Although it is possible to enhance learning experiences and increase their depth by lengthy immersion in the learning environment, organizational realities sometimes call for training to be done in short, small doses. Organizational size and work demands may also limit the number of participants available at any particular time. This chapter discusses session designs for listening skills training individually and in small groups.

Individual Session

TRAINING OBJECTIVES

The objectives of an individual training session are to convey as much information as possible to the participant in a short time, as well as to build the one-on-one relationship between the trainer and the participant. This interaction between trainer and participant is the greatest advantage of individual training sessions. The participant's specific questions and issues can be explored in greater depth than in a session with multiple participants.

An individual training session is appropriate for the following circumstances:

The targeted, available audience for training is one person.

One individual requires training in one particular area of content.

Training facilities for multiple participants are not available.

Time

1 to 2.5 hours

Choosing the Content

One of the advantages of training a single participant is the ability to select content specifically for an individual's needs. Although all of the content modules in this book can be used for individual training, some are more easily tailored than others. The structured experiences in this book typically require multiple participants, but some exercises may be executed by a single participant working with a trainer. The content modules most appropriate for an individual training session are:

Content Module 10–2: Listening Defined

Content Module 10-3: Listening Self-Assessment

Content Module 10-4: Types of Listening

Content Module 10–5: The Listening Process

Content Module 10-6: Nonverbal Communication

Content Module 10-7: Effective Listening Behavior

Content Module 10-9: Paraphrasing

Content Module 10–10: Empathic Listening

These modules are in chapter 10.

Not all of the modules are readily adaptable to individual training sessions, but there is enough content suitable for one-on-one training to cover a wide range of listening skills issues. Your training needs assessment will help you prioritize and select the content modules best suited to your audience.

The timing of certain topics is another thing to consider when choosing content. For instance, the “Listening Defined” module introduces us to the concept of listening, and provides a foundation for the other modules. It should be offered first if a series of modules will be presented. The “Listening Self-Assessment” module helps to focus the learning efforts of the trainee and should be offered early in the training process. The “Types of Listening” and “The Listening Process” modules help the learner understand ways to listen depending on the situation, and these modules provide the learner with a specific process to listen effectively. They are ideally offered before the “Nonverbal Communication,” “Effective Listening Behavior,” “Paraphrasing,” and “Empathic Listening” modules.

The sample agenda is designed for someone who is beginning his or her training on listening. It contains the “Listening Defined” and “Listening Self-Assessment” modules.

Materials

For the instructor:

This chapter for reference

Content Module 10–2: Listening Defined

Content Module 10–3: Listening Self-Assessment

Structured Experience 12–1: Listening Buddies (with trainer acting as participant's partner)

PowerPoint presentation: Listening Defined. To access slides for this program, open the file Listening Defined.ppt on the accompanying CD. Copies of the slides for this training session are included at the end of chapter 9 (slides 9-1 through 9-10).

For the participant:

Assessment 11-2: Listening Self-Assessment

Writing instruments

Sample Agenda

8:00 a.m.	Introductions (5 minutes)
8:05	Content Module 10–2: Listening Defined (chapter 10) (1 hour)
9:05	Break (10 minutes)
9:15	Content Module 10–3: Listening Self-Assessment (chapter 10) (1 hour)
10:15	Close

Step-by-Step Planning

At the training session:

Introduce yourself to the participant. Include a description of your role in the training process, as well as your training and work experience. First impressions count, and this is your chance to establish credibility with the participant.

Ask the participant to introduce himself or herself to you, including name, role, and what the participant would like to gain from the training. Let the participant know this is an informal session and try to put him or her at ease.

Review the agenda and learning objectives with the participant.

Go through the selected content module(s).

Take a break about an hour into the session.

Ask for questions and test for understanding frequently.

Close the session with an opportunity for the participant to ask questions. If appropriate, offer your help and availability on an ongoing basis.

Small-Group Session

TRAINING OBJECTIVES

The objectives of a small-group training session are to convey as much information as possible to the participants in a short period of time, as well as to build a relationship between the trainer and the participants. The small-group setting allows in-depth discussion of a limited set of issues.

A small-group training session is appropriate for these circumstances:

The targeted training audience consists of seven people or less.

A few individuals require training in one particular area of content.

Training facilities for large groups are not available.

Time

1 hour to 2 hours, 30 minutes

Choosing the Content

Any of the content modules in this book can be used for small-group training. Select the module(s) based on the needs assessment of the particular group.

This sample agenda assumes that the most pressing need for this small group is to have a model they can use to improve their listening skills. I've selected the “Participant Introductions” and “The Listening Process” modules. The former module is an introduction exercise that helps create the learning environment by preparing the participants to act as learning partners and share commonalities when it comes to their listening skills. The latter module helps participants use a process with specific steps to help them listen more effectively, and it provides them with an opportunity to practice careful listening and explore their own listening behavior.

Materials

For the instructor:

This chapter for reference

Content Module 10–1: Participant Introductions

Content Module 10–5: The Listening Process

Structured Experience 12–4: Having a Ball

Structured Experience 12–5: Memorize This

Training Instrument 11–1: Memory Game Word List

Tennis or other medium-sized rubber balls for small groups

PowerPoint presentation: The Listening Process. To access slides for this program, open the file The Listening Process.ppt on the accompanying CD. Copies of the slides for this training session are included at the end of chapter 9 (slides 9–21 through 9–38).

For the participants:

Writing instruments/blank paper

Sample Agenda

8:00 a.m.	Content Module 10–1: Participant Introductions (chapter 10) (15 minutes)
8:15	Content Module 10–5: The Listening Process (chapter 10) (2 hours, 15 minutes)
10:30	Close

Step-by-Step Planning

Just before the training session:

Arrive early at the facility.

Set up and test equipment (for example, laptop, projector, flipcharts).

At the training session:

Introduce yourself to the participants. Include a description of your role in the training process, as well as your training and work experience. First impressions count, and this is your chance to establish credibility with the participants.

If you do not use the introductory exercise, ask the participants to introduce themselves by sharing their names, roles, and what they would like to gain from the training. Let them know they will be helping each other learn.

Review the agenda and learning objectives with the participants.

Go through the selected content module(s).

Take a break about an hour into the session.

Ask for questions and test for understanding frequently.

Close the session with an opportunity for the participants to ask questions. If appropriate, offer your help and availability on an ongoing basis.

What to Do Next

Identify the training participant(s) and assess their most critical training needs.

Determine the time available for the training session.

Select the highest value content module(s) based on needs and time available.

Schedule the session.

Arrange a facility for the training session.

Invite the participant(s).

Send a confirmation to participant(s). Include an agenda and any advance work with the confirmation.

Prepare training materials (handouts, overheads, and presentations).