Chapter 7

Half-Day Session

The materials in this book can be used for a variety of training needs and timeframes. This chapter covers designs suitable for half-day (four-hour) training sessions. Since group training is generally more effective and enjoyable than one-on-one training sessions, try to use it whenever possible. Contributions from a variety of participants in a group enhances the learning environment. Although group learning dynamics can be achieved with only three participants, a group of between 12 and 24 participants is best.

Objectives and Use

The objectives of a half-day training session are to build understanding of the learning content that is of greatest value to the organization and the participants, and to build relationships between the trainer and the participants. The group setting allows for rich and diverse discussion of the various topics.

A half-day training session is appropriate for these circumstances:

The targeted, available audience for training is three participants or more.

The targeted audience requires training in several content areas.

Training facilities for groups are available.

The time available for the training session is limited to four hours.

Choosing the Content

Any of the content modules in this book can be used for half-day training sessions. Select the modules based on the needs assessment of the participant group. If the participant group has not identified a set of assessed needs (for example, if an assessment was not completed or an open registration process is being used), select the modules based on the competencies the organization seeks to develop.

Consider the order of certain topics when selecting which content will be offered first. As noted in the previous chapter, use the “Listening Defined” and “Listening Self-Assessment” modules early in the training process. The sample designs in this chapter include these modules in the first of several half-day sessions that together cover all of the book's content modules.

Note: When your training session is at least a half day long, you've crossed the refreshment threshold. Hunger and thirst are enemies to the learning environment, so offer beverages and snacks at the breaks so your participants' biological needs are met.

For the first sample agenda, we've selected the “Participant Introductions,” “Listening Defined,” and “Listening Self-Assessment” modules.

Sample Agenda One

The “Participant Introductions” module is an introduction exercise that helps create the learning environment; it prepares the participants to act as learning partners and share common characteristics of their listening skills. The “Listening Defined” module introduces us to the concept of listening, and sets the foundation for the rest of the listening skills training. The “Listening Self-Assessment” module helps participants recognize learning opportunities that offer the greatest leverage for improving their listening skills.

Time

2 hours, 45 minutes

Materials

For the instructor:

Content Module 10-1: Participant Introductions

Content Module 10-2: Listening Defined

Content Module 10-3: Listening Self-Assessment

Structured Experience 12-1: Listening Buddies

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 participants:

Assessment 11-2: Listening Self-Assessment

Writing instruments

Sample Agenda

8:00 a.m.	Content Module 10-1: Participant Introductions (chapter 10) (30 minutes; varies by class size) Objective: Prepare participants to help each other learn.
8:30	Content Module 10-2: Listening Defined (chapter 10) (1 hour) Objective: Understand what listening is, the importance of properly defining listening, and its behaviors.
9:30	Break (10 minutes)
9:40	Content Module 10-3: Listening Self-Assessment (chapter 10) (1 hour) Objective: Identify each participant's highest-impact learning opportunities.
10:40	Close (5 minutes) Objective: Reinforce learning points.
10:45	Participants dismissed

Sample Agenda Two

Including breaks, this design extends slightly past the four-hour mark. The “Types of Listening” module helps participants learn about the four primary types of listening and gives tips for using each of them. There is also the opportunity to practice two of the types in the learning environment. The “Nonverbal Communication” module looks at the important role nonverbal communication plays in listening; it includes discussion of the different categories of nonverbals and tips for effective nonverbal communication.

Time

4 hours, 5 minutes

Materials

For the instructor:

Content Module 10-4: Types of Listening Module

Content Module 10-6: Nonverbal Communication

Structured Experience 12-2: What's That Sound?

Structured Experience 12-3: Newsworthy Note-Taking

Structured Experience 12-6: Nonverbal Nonsense

Structured Experience 12-7: Culture Shock

Newspaper article of medium length

PowerPoint presentation: Types of Listening. To access slides for this program, open the file Types of Listening.ppt on the accompanying CD. Copies of the slides for this training session are included at the end of chapter 9 (slides 9-11 through 9-20).

PowerPoint presentation: Nonverbal Communication. To access slides for this program, open the file Nonverbal Communication.ppt on the accompanying CD. Copies of the slides for this training session are included at the end of chapter 9 (slides 9-39 through 9-46).

For the participants:

Handout 12-1: Emotion Word Slips

Handout 12-2: Cultural Differences in Nonverbal Communication

Writing instruments/blank paper

Sample Agenda

8:00 a.m.	Content Module 10-4: Types of Listening (chapter 10) (2 hours) Objective: Understand the primary types of listening and tips for using each of them to listen effectively.
10:00	Break (15 minutes)
10:15	Content Module 10-6: Nonverbal Communication (chapter 10) (1.75 hours) Objective: Understand the importance of nonverbal communication when listening.
12:00	Close (5 minutes) Objective: Reinforce learning points.
12:05	Participants dismissed

Sample Agenda Three

This agenda covers “The Listening Process” and “Effective Listening Behavior” modules. “The Listening Process” 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. The “Effective Listening Behavior” module gives participants the opportunity to practice separating fact from inference.

Time

3 hours, 50 minutes

Materials

For the instructor:

Content Module 10-5: The Listening Process

Content Module 10-7: Effective Listening Behavior

Structured Experience 12-4: Having a Ball

Structured Experience 12-5: Memorize This

Structured Experience 12-8: Fact or Fiction?

Training Instrument 11-1: Memory Game Word Lists

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).

PowerPoint presentation: Effective Listening Behavior. To access slides for this program, open the file Effective Listening Behavior.ppt on the accompanying CD. Copies of the slides for this training session are included at the end of chapter 9 (slides 9-47 through 9-53).

For the participants:

Handout 12-3: Argument Analysis

Writing instruments/blank paper

Sample Agenda

8:00 a.m.	Content Module 10-5: The Listening Process (chapter 10) (2 hours, 15 minutes) Objective: Understand a process to use for listening with specific steps for greater effectiveness.
10:15	Break (15 minutes)
10:30	Content Module 10-7: Effective Listening Behavior (chapter 10) (1 hour, 15 minutes) Objective: Learn general principles and techniques to be an effective listener, including separating fact from generalization.
11:45	Close (5 minutes) Objective: Reinforce learning points.
11:50	Participants dismissed

Sample Agenda Four

This agenda contains two modules: “The Bad Listener” and “Paraphrasing.”

Time

2 hours, 45 minutes

Materials

For the instructor:

Content Module 10-8: The Bad Listener

Content Module 10-9: Paraphrasing

Structured Experience 12-9: Driven to Distraction

Structured Experience 12-10: Paraphrasing Partners

PowerPoint presentation: The Bad Listener. To access slides for this program, open the file The Bad Listener.ppt on the accompanying CD. Copies of the slides for this training session are included at the end of chapter 9 (slides 9-54 through 9-59).

PowerPoint presentation: Paraphrasing. To access slides for this program, open the file Paraphrasing.ppt on the accompanying CD. Copies of the slides for this training session are included at the end of chapter 9 (slides 9-60 through 9-69).

Sample Agenda

8:00 a.m.	Content Module 10-8: The Bad Listener (chapter 10) (1 hour)
	Objective: Explore the many types of bad listening behaviors and how to recognize them.
9:00	Break (10 minutes)
9:10	Content Module 10-9: Paraphrasing (chapter 10) (1 hour, 30 minutes)
	Objective: Understand the elements and techniques of paraphrasing, one of many helpful listening techniques.
10:40	Close (5 minutes)
	Objective: Reinforce learning points.
10:45	Participants dismissed

Sample Agenda Five

This agenda contains the remaining modules, “Empathic Listening” and “Giving and Receiving Feedback.”

Time

3 hours, 45 minutes

Materials

For the instructor:

Content Module 10-10: Empathic Listening

Content Module 10-11: Giving and Receiving Feedback

Structured Experience 12-11: Empathic Listening Practice

Structured Experience 12-12: Fun With Feedback

PowerPoint presentation: Empathic Listening. To access slides for this program, open the file Empathic Listening.ppt on the accompanying CD. Copies of the slides for this training session are included at the end of chapter 9 (slides 9-70 through 9-79).

PowerPoint presentation: Giving and Receiving Feedback. To access slides for this program, open the file Giving and Receiving Feedback.ppt on the accompanying CD. Copies of the slides for this training session are included at the end of chapter 9 (slides 9-80 through 9-91).

For the participants:

Assessment 11-7: Feedback Self-Assessment

Training Instrument 11-2: Empathic Listening Observation Checklist

Training Instrument 11-3: Feedback Observation Worksheet

Handout 12-4: Feedback Role-Play Scenarios

Writing instruments

Sample Agenda

8:00 a.m.	Content Module 10-10: Empathic Listening (chapter 10) (1 hour, 30 minutes)
	Objective: Learn a common listening technique that is especially effective in diffusing emotionally charged situations or dealing         with conflict.
9:30	Break (10 minutes)
9:40	Content Module 10-11: Giving and Receiving Feedback (chapter 10) (2 hours)
	Objective: Learn principles and techniques for giving and receiving feedback effectively.
11:40	Close (5 minutes)
	Objective: Reinforce learning points.
11:45	Participants dismissed

Step-by-Step Planning

Just before the training session:

Arrive early at the facility.

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

Confirm refreshments.

At the training session:

Introduce yourself to the participants. Include a description of your role in the training process and 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 participant introduction 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 modules.

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.

At the second through fifth sessions:

Review the agenda and learning objectives with the participants.

Go through the selected content modules.

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 participants. Assess their most critical training needs, or identify the competencies the organization seeks to develop.

Determine the agenda using the highest value content modules based on your needs assessment or the required competencies.

Schedule the session.

Arrange a facility for the training session.

Invite participants.

Send a confirmation to participants. Include an agenda and any prework with the confirmation.

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

Order food and beverages.