Overview
When a question is put by the trainer, there is a possibility that only a few will give it much thought before an answer is forthcoming. By dividing the whole seminar into groups of 3 or 4 to answer set questions, total involvement can be maintained, and insights obtained from individuals who may be reluctant to express a controversial or partly developed idea in front of the whole seminar.
This strategy can be used to find answers to just one question, or a series of several.
Application
To measure group understanding early in a seminar
To confirm understanding after other material has been presented
To review material after a break.
Materials Required
Projector.
One slide per question is ideal.
Timing
Useful during lethargic periods, for example after lunch or towards the end of the day
Also works early in the seminar to encourage the shy retiring types to express an opinion, at least in a small group.
Also useful for revision at the end of the day, or at the start of subsequent days.
Requires about 5 minutes per question.
Preparation
Develop questions
Prepare projector slides
Process
1. Break the seminar into small groups (3 or 4 per group provides maximum impact).
2. Display the questions on overhead transparencies or on a computer projector.
3. Ask each group to discuss the question among themselves for the next two minutes
4. After two minutes nominate a group to respond.
5. Ask if any other groups have developed additional or alternate strategies.
6. Present the next scenario, then seek a solution from a different group.
Samples for Overhead Questions
1. Several senior managers who will be members of a cross functional project team have indicated that they will not
be available to attend the initial training session - whenever it is held.
2. Only five of the twenty participants who have registered for your training have arrived.
3. One of the participants in your group constantly uses obscenities in normal speech - not in an aggressive manner, but as normal adjectives and verbs. This is distressing to you and some other members of the group.
4. To illustrate a point, you tell a story. One of the participants loudly proclaims that it is a myth - he has recently seen an article which debunks it.
5. Participants have been invited to introduce themselves and explain what they hope to gain from the course. Your first respondent says: "I hope to get out of it as quickly as possible," then sits down. The second just says "Me too!" and sits down.
6. During the icebreaker, you discover that the level of knowledge of your participants is much higher than you expected and are prepared for.
7. The handouts and overheads for your presentation are in your lost luggage.
8. One of the participants in your computer class has changed the screensaver to "Jesus Is Lord".
