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I find it really hard to focus just after lunch. I will intentionally plan activities with movement during that hour after lunch.

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This is a very easy strategy to fall back on.  I am committing to limiting the amount of times I ask an entire room of people to share out.

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Remembering to build in processing time for adult learners to summarize their new learning- get creative- this can be turn and talk- it can also be four corners, text rendering protocol, write it down in your guided notes silently and then share with team, etc.

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Provide visuals that show relationships between concepts

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Provide visuals that show relationships between concepts

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The nested process visual I shared was an example.

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Lisa Boone. How a training environment is setup sets the mood and tone for the day. A well organized and inviting room makes your audience feel welcomed and that the facilitator is prepared to receive them. Background music never hurts either. 

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Lisa Boone. How a training environment is setup sets the mood and tone for the day. A well organized and inviting room makes your audience feel welcomed and that the facilitator is prepared to receive them. Background music never hurts either. 

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Lisa Boone. I suffer terribly from brain chaos. Even when I'm participating in PD sessions, I am thinking about all the other things I could be doing while I'm receiving PD. If the facilitator doesn't keep me fully engaged, brain chaos easily takes over.

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Lisa Boone. The hour after lunch should include movement activities. Something fun and funny to stimulate the brain.

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Lisa Boone. Whenever I'm participating in a training my first question to myself is...why do I need to know this information...is this just more information that will turn into additional brain chaos?

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Lisa Boone. Although I am an introverted person, I have to put away my ways of learning aside to ensure that my presentation include engaging conversations, be visually pleasing and readable, offer movement and break opportunities and allow for doodling/and other touch/feel enhancements. I include music during arrival, lunch, break times. The inclusion to technology is also another great way to engage your audience (especially for people who are on their phones a great deal of the time).

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Adults are creatures of habit, and so are children. Typically individuals with creatures of habit feel more comfortable with that lifestyle and decreases the probability of anxiety and unexpected changes. With a strength based approach, is to use what is working already and use it to tackle what areas need improvement to support the overall wellness.

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Usually when adults fear failure and struggle with risk-taking is because they are in survival mode. Individuals, adults specifically are in the moment/"survival mode" that we banned all rational thought. There are times, where I do not want to take a risk is because of the unexpected outcome but I need to take a step back, that rejection leads to redirection.

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When we are presented with a load of information, our brain may need a break from so much intake. Chucking pieces of information can soothe the mind and lessen the anxiety from participants. If not place into consideration, minds and eyes may wonder.

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Try to find their triggers, frequency/duration, meet their basic needs, find their learning style, master the skill, monitor, and check-in.

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The first hour after lunch is the hardest time for adults to learn. 

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The first hour after lunch is the hardest time for adults to learn. 

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Tamika Ward- Merchant I find it hard to focus after lunch because eating often gives me comfort and because I often snack leading up to lunch, adding movement activities to get you on your feet and moving around I think will help people refocus.

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Adults who do not summarize new learning lose it within one hour!

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Adults who do not summarize new learning lose it within one hour!

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Tamika Ward- Merchant Often times adults do not retain new information because they have not trained themselves to do it. People who often don' learn quickly and recall information tend to not use their memory techniques.

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Adults must have immediate relevancy to the new learning

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Adults must have immediate relevancy to the new learning

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Tamika Ward- Merchant
When I know the relevance of what it is that I am doing and why I need it, I am more engaged with it and understand it better. It always allows me to
participate more.

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Adults formulate their impression of a learning within the first 90 seconds

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Adults formulate their impression of a learning within the first 90 seconds

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Tamika Ward- Merchant
Honestly, first impressions are important. I know for me if I am not engaged or feel something is not engaged at the beginning I pay less attention. Its important to opening a new learning with something that grabs the attention.

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Adult learners fear failure and struggle with risk- taking

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Adult learners fear failure and struggle with risk- taking

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Tamika Ward- Merchant
Stepping out of your comfort zone can be hard for many. Some have being doing things a certain way for so long trying it a new way scrabbles their train of thought or makes them already feel negative. Its also difficult to know what else is out there when you only know a certain way.

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I believe adults suffer from brain chaos in their daily lives. As a adult we collect new information daily from many different sources (family, works, social media and friend). As the new information is add, our brain chaos increase. Making it harder to departmentalization what is needed and what needs to go.

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Adults typically prefer a sense of control and self-direction. They like options and choice in their learning environment. Even adults who feel anxiety from self-direction may learn to appreciate this approach if given proper initial support.

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In the journey from childhood to adulthood, people accumulate a unique store of knowledge and experiences. They bring this depth and breadth of knowledge to the learning situation.

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Arouse curiosity- the items on the table... "why in the world do we have rocks on the table?"

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Help adults discover the new learning- have them do the reading, the thinking, the work in the session. Those doing the work are those doing the learning. Design opportunities/activities that allow them discover the new information.

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This is time to interact with the learning and let them know they know what they just learned. Thinking about their new thinking/learning. This is the "chew" from chunk and chew.

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Transition between activities/learning- rest the brain. BRAIN BREAK. Maybe only 3-5 minutes. Stretch. Check devices. Get a drink. Use the restroom.

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Ruby Blue:  When learning new information, the questions that come to mind are, "How can I use this information to better my job?, and "When will I need to apply it?"  If the information is relevant to my job I need hand-outs (paper or flash card). This helps me to refer back to the information when needed. Create a fun activity that will remind me of the information. 

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Ruby Blue:  When learning new information, the questions that come to mind are, "How can I use this information to better my job?, and "When will I need to apply it?"  If the information is relevant to my job I need hand-outs (paper or flash card). This helps me to refer back to the information when needed. Create a fun activity that will remind me of the information. 

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Ruby Blue: Adults like making choices. As a child our choices are made for us. As we grow older and began of making choices, we feel empowered. As an adult making my own choices guides me to the same way. I feel empowered, strong and it builds myself confidence in the decision making process. 

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Ruby Blue: Adults like making choices. As a child our choices are made for us. As we grow older and began of making choices, we feel empowered. As an adult making my own choices guides me to the same way. I feel empowered, strong and it builds myself confidence in the decision making process. 

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The smaller size of the group allows everyone an opportunity to participate. This speaks to the importance of how we do training. If we always do large groups, it would be challenging to incorporate this (3-6 persons) into those trainings.

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Timings
of Professional Development manners!!!!

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Repeat and associate to assure multiple exposures with the new learning

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Repeat and associate to assure multiple exposures with the new learning

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Tamika Ward- Merchant
Couldn't agree with this one more, I sometimes have to repeat it 3 times out loud. When I study new information I have to have it totally quiet so that I can repeat loudly. It seems that I understand better when I can repeat or read it out loud and several times. Repetition, repetition, repetition

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Ruby Blue:  Size of the groups are very important when doing training activities. Small groups allow each members voice to be heard in the conversation. This also allow each member to contribute to the presentation (scriber, presenter and table sheriff). 

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Ruby Blue:  Size of the groups are very important when doing training activities. Small groups allow each members voice to be heard in the conversation. This also allow each member to contribute to the presentation (scriber, presenter and table sheriff). 

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Family Services Coordinators- When there is a smaller group, everyone gets the opportunity to share and discuss. When the group is larger, some participants may not be as focused. As facilitator when grouping, it is also important to be mindful on how to group so that each participant feels successful.

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The first hour after lunch I always find myself making a cup of coffee, especially after a carb-heavy meal. I agree with the comments above that upbeat music, activities that involve movement and stretching after lunch can all help participants regain their focus and energy. Another strategy that I have found to be useful for myself and may help others stay alert after lunch is chewing gum, it’s an involuntary muscle movement that simulates the brain for greater productivity.  It’s a simple trick to stay focused at work and beat the drowsiness that occurs later in the day following lunch.

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It's hard to stay focused the first hour after lunch.  I think some type of movement and breathing exercise will be beneficial for adult learners. Also, having carb snacks after lunch will be beneficial.

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It is beneficial to give information in chunks. I like the idea of giving information and doing a mind stimulating activity. For me, if I am able to take notes on the information and then take a break from so much information at one time allows me to focus better.

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Repeating for me, makes it so much more clearer.  also, writing it down in my own handwriting brings clarity for me. Repetition for me, as an adult learner allows me to form a habit. So if there could be some type of activity to replay or demonstrate the information obtained would be great!

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I am a creature of habit.  If I am able to do something more than once, even it it in a different way, I am able to retain it better than just sitting and listening to a long drawn out lecture, after a while I am tuned out. Getting up and moving around, for example doing scenarios will help retain information.

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A group smaller than 6 will allow all participants to have an opportunity to have a say so. Also, putting a time limit on the planning process really works in this situation along with assigning tasks. Everyone will have an opportunity to have stock in the process.

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Provide opportunities throughout the training for adults to summarize information using a variety of methods including sharing, acting-out, drawing, think-pair share, etc.

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The adult body needs a break before the mind when sitting...

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The adult body needs a break before the mind when sitting...

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I have been in adult training environments where the expectation is, If you are an adult, you should be able to sit longer and accept information in a lecture style for longer periods of time than children. That is absolutely false. It is important as trainers to know and understand how long the adult learning span is, just as we understand for children. If you want to get the most out of your group and if you really want them to absorb content, give breaks and allow them to move around throughout training. Include some fun activities relating to the content, ie. Create a Pedagogy nursery rhyme.

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The average adult forgets 25% within one hour...

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The average adult forgets 25% within one hour...

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This definitely applies to me. The key to maintaining information for me is writing, writing, writing. I need to have written information so I can reference it later. It is also important that I have formulated relevance to the information I am receiving so I can integrate it in my daily work.

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Adults dislike repetitious reporting... 

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Adults dislike repetitious reporting... 

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I want to believe that this training strategy has been around a long time and has outlived it's relevance. If done in a traditional manner, all group participants do not gain from it. There always seems to be one or two people who do the work. If you take the traditional concept of group reporting and add jobs for everyone and a variety of modes for reporting, you will have a better end results. Be creative! Access all learning styles in the group, so the information will "stick" and participants will remember the key facts.

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It can be hard to stay focus but it can also depend on what you put into your body. If you eat heaver foods then your body can go into "sleepy" mode. Instead eating a lighter meal can have you more energized.

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Using proximity as a strategy for engagement can increase the attention to task among your learners. Being aware of how often you walk around the room as you are facilitating learning is the key to teaching to both sides of the room.  You could put up an easel on both sides but if you are using a room with a large screen, you can focus on interacting across the room by monitoring your proximity to the learners.

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This applies to me as well but it's more like 50% within the first hour. The two main ways that I retain the information I learn is by applying some sort of visual with the learning such as the posters we made during the four corners and by writing, more specifically summarizing what I learned.

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GREAT RESOURCE-Protocols for processing information- try one of these out when planning your next professional development.  

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GREAT RESOURCE-Protocols for processing information- try one of these out when planning your next professional development.  

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Adult Learning Strategies to Improve Knowledge Retention

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Adult Learning Strategies to Improve Knowledge Retention

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It is a common fear for any learning designer: you exert countless hours of effort to create what you view to be the perfect curriculum. But when the course concludes, participants leave remembering little of what they've just learned.

Clearly, this is a scenario that no instructor wants to encounter. And in the fast-paced world of sales, it is an essential challenge to overcome.

For sellers to remain competitive today, staying on top of ever-changing knowledge and skill expectations is a requirement. That means sales enablement needs to create cohesive readiness programs to aid in this necessary learning. But how can practitioners ensure that the learning sticks after the program ends?

Helping adult learners retain knowledge is part science, part theory, part art, and part experience. Sales enablement professionals need to understand how each can be embedded in sales readiness programs to improve knowledge retention.

Science: The Neuroscience of Retention

The inner workings of how information is accepted and retrieved all comes down to the basic science of the brain.

The human brain is structured in four main sections: the brain stem, which controls basic bodily functions; the limbic system, which dictates emotions; the cerebrum, where cognitive processing and long-term memory occur; and the cerebellum, responsible for movement.

When information first enters the brain, it does so through the senses, registered in the limbic system. The brain then decides which information to pay attention to or ignore based on the perceived importance of the data.

That information then passes along to the short-term memory, staying there temporarily before being encoded into long-term memory. This transfer is a critical stage of retention. As information enters into short-term memory, it begins disappearing almost immediately. If the working memory cannot find a place to store the information, it will be gone within a matter of seconds.

Only the information that is deemed most important will make it into long-term memory - and there are a few techniques sales enablement practitioners can use to increase the likelihood of information making the cut.

Connect to prior knowledge. If information relates to something that already exists in long-term memory, it is easier for the brain to recognize the importance of the information and know where to store it.

Elicit emotions. When people respond emotionally to something, the limbic system takes over and rational processes are shut down. This enhances the memories associated with emotional events.

Chunk information. People can better retain information that is organized into bite-sized, digestible sections because it is more easily stored and retrieved by the brain.

Theory: The Assumptions of Andragogy

While the basic functions of the brain are the same across all humans, as humans grow and develop, the brain matures as well. As proposed by Malcolm Knowles' theory of andragogy, this means that the way adults learn and retain information is fundamentally different than children. At the core, children require more structure and guidance through their educational journeys, while adults expect more responsibility and autonomy.

The six key pillars of how adults best learn identified by Knowles are below, as well as strategies sales enablement can employ in sales readiness programs to appeal to the adult audience:

1. Need to know: They need to understand why something is important. People's sense of "why" is powered in the executive control functions of the brain, which are more well-developed in adults. By connecting concepts to a clear purpose that communicates what the benefit is for them, adults are more likely to perceive information as important.

2. Self-direction: They have a self-concept of who they are. Adults have more mature self-regulatory functions in the brain than younger people. Give sales reps the freedom to learn independently, providing them with a mentor or other facilitator of learning after formal training.

3. Experience: They bring life experience and want to be recognized. Adults have more experience to connect new knowledge to, so give sales reps the opportunity to express their past experiences so that they can expand on those for better learning. Additionally, engage them in knowledge sharing to recognize the expertise they already have.

"I think it really fosters a different type of collaboration when one of the reps bring something to the team," said Jake Spear, senior manager of sales operations at ringDNA. "I'm actually really excited about having more rep involvement in our training sessions where they're running things."

4. Readiness to learn: They are practical. People want to feel safe before they're emotionally and physically ready to learn, as heightened emotions can inhibit rational thinking. Provide as much context and preparation materials for sales reps so they enter a learning environment prepared and emotionally ready to learn.

5. Orientation to learning: They prefer relevance. The human brain learns best when facts are embedded in natural contexts, which is why we need learning to connect to problems in our lives. Give examples and use analogies to demonstrate how learning can be applied to the day-to-day realities of their job, emphasizing certain struggles that they may have experienced in the past to create resonance.

6. Motivation to learn: They are internally motivated. Positive emotions evoke increased levels of neurotransmitters that enhance learning. While external motivators such as prizes can encourage sales reps to participate in a learning experience, utilize internal motivators - such as job satisfaction - so that sales reps can connect to the learning experience on a personal level.

Art: Design Strategies to Aid Retention

The ways in which learning experiences are structured and the methods of delivery can also impact the likelihood of retention. For people to retain learning, their brains first need to be willing to accept new information. Consider how you can design an environment that is supportive of learners' needs and opens people's minds to information being shared. Some potential strategies include:

Patterns

Since our brains crave associations with prior knowledge, it is important to create patterns throughout learning experiences to connect new ideas to familiar concepts and provide contextual cues for when to apply those ideas. For example, vary testing scenarios and environments so that when it comes time to use that knowledge in the real world, sales reps will have a variety of contextual cues for when to do so.

Spacing

Spacing in terms of both content and timing is beneficial to retention. With content, it is often said that repetition aids learning. While repetition can be a useful tool for recalling information, it doesn't actually help students to learn how to problem-solve. By varying concepts and approaches to scenarios in the learning environment, sales reps also learn how to identify the best strategy for completing a problem.

In terms of timing, spacing out learning time leads to prolonged retention of the material. While cramming might help learners grasp information in the short term, learning that is distributed helps participants internalize the content over time.

Emotional Context

When situations are stressful or emotionally charged, it can cause people to rely less on intellectual knowledge and more on automatic responses. By removing barriers in the structure of the program, such as extensive time requirements, or external stressors, such as pressure from managers, sales enablement can help ensure that participants in the learning environment are in the right headspace to accept new information.

Basics

The basic human needs of sleep, exercise, rest, and food are extremely important for proper brain functioning, and sleep even enhances the quality of memory. Keep in mind how your sales readiness program might impact a person's ability to get these basic needs - and assist learners in the process when possible. For example, build breaks into the schedule so learners can take time to rest, provide food for sessions overlapping with mealtimes, and avoid scheduling learning activities during times where the demands from their job will be high.

Experience: Utilizing Practice & Feedback

When the brain is faced with the decision to encode information into the long-term memory, "use it or lose it" is the motto. As we learn, our brains are constantly trying to make room for more information. If information is not used and applied, the brain is much less likely to retain that information.

That's why practice and feedback are critical components of learning - they turn information into action, thereby increasing long-term retention. In fact, retention rates for experiential learning in this way can be as high as 90%.

"Knowledge is potential power, applied knowledge is power," said Tanya Kunze, CEO of SWIFT Coaching.

Consider the following strategies for utilizing experiential learning through practice and feedback:

Practice

The quality, frequency, and timing of practice are all important elements that impact the effectiveness of practice. When it comes to quality, ensure that learners are given opportunities to apply skills rather than simply recall information. Mixing up practice simulations to account for different prompts and trigger actions can help to better prepare sales reps for experiences they will likely encounter in their day-to-day.

The frequency of practice should be based on the complexity of the concept. If errors could have serious consequences, then the practice should occur more often, whereas practice could be less frequent if job aids will be available after the program for a certain skill.

Similar to the spacing of content, distribute practice in smaller chunks throughout the learning session. This will help learners absorb the information and better understand how to incorporate the concepts in combination with other topics covered in the program.

Feedback

To help ensure that feedback is both useful and constructive to the learner, follow the "what, so what, now what" structure. This frames feedback as a conversation rather than an evaluation and invites the participant to self-reflect. Ask the following questions during each stage:

What: Was the task completed correctly or incorrectly? What mistakes were made?

So What: What was the impact of the outcome?

Now What: How can the participant improve the next time?

"We have to be able to give sensitive feedback to people...to evaluate in a constructive way without being mean at all, but be able to give a good bit of feedback or a good area of improvement in a way that makes the person feel good," said Lena Chudasama, sales enablement lead for EMEA at Taboola.

Retention of learning is essential for sales readiness programs to produce business impact. By understanding how the science, theory, art, and experience of learning all play a role in how adults retain knowledge, sales enablement practitioners can create more effective sales readiness programs.

"Today's fast-paced environment and availability of information set a very high standard for the pace in which we learn and are expected to acquire new information," said María Belén Eglez, senior revenue enablement manager at Algolia. "Communicating to sales reps in a way that they will best retain the information is key to setting them up for success from day one."

18 Bookmarks

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Adult Learning Strategies to Improve Knowledge Retention

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It is a common fear for any learning designer: you exert countless hours of effort to create what you view to be the perfect curriculum. But when the course concludes, participants leave remembering little of what they've just learned. Clearly, this is a scenario that no instructor wants to encounter.

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Taiwan Williams. The first hour after lunch is hard because the audience is "sluggish" from eating.  I think that adding a transition activity that will get everyone moving is good and you should plan to have an interactive learning activity.

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Taiwan Williams. The first hour after lunch is hard because the audience is "sluggish" from eating.  I think that adding a transition activity that will get everyone moving is good and you should plan to have an interactive learning activity.

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Failure is always an opportunity to grow. Rather than spend time trying to decrease your fear about a risk put your energy into increasing your chances of success.

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Taiwan Williams. I love the "Chunk and Chew" strategy and plan to use it often throughout the presentation.  I plan to do group activities that will require participants to do a presentation over what they just learned.  

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Taiwan Williams. I love the "Chunk and Chew" strategy and plan to use it often throughout the presentation.  I plan to do group activities that will require participants to do a presentation over what they just learned.  

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Taiwan Williams. This is so true.  If a person feels that they will get nothing out of the training or they feel as it they heard the information 100 times before, they are less interested.  Presenters need to think of a "out-of-the-box" way of introducing old information.

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Taiwan Williams. This is so true.  If a person feels that they will get nothing out of the training or they feel as it they heard the information 100 times before, they are less interested.  Presenters need to think of a "out-of-the-box" way of introducing old information.

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Taiwan Williams.  I agree, by the third report most of the audience is lost.  I like the concept but sometime struggle with the implementation.  If you ask the groups to be creative and come up with their own style of presenting, it could help. 

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Taiwan Williams.  I agree, by the third report most of the audience is lost.  I like the concept but sometime struggle with the implementation.  If you ask the groups to be creative and come up with their own style of presenting, it could help. 

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Taiwan Williams.  Agreed!  When I train I always make a effort to walk around the room and engage with every participant, it verbally or non verbally.  I feel that it shows that I'm glad that they are here and I try to make them feel comfortable enough to share ideas and thoughts. 

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Taiwan Williams.  Agreed!  When I train I always make a effort to walk around the room and engage with every participant, it verbally or non verbally.  I feel that it shows that I'm glad that they are here and I try to make them feel comfortable enough to share ideas and thoughts. 

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I'm not sure I understand this quote. Not sure what kind of transitions we are referring to and how that relates to Professional Learning. Please add more insight.

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Everyone likes having choices. Having choices can make people feel more connected in their learning environment.

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This may depend on how a person learns and intakes information. I'm a learner that needs to have multiple breaks or moving around. However I personally know other peers who can sit and listen to information for periods of times.

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There will always be rigid/difficult... 

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There will always be rigid/difficult... 

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This is so true. In the past I had a negative view about participants who interrupt a lot, never understand, always "beg to differ", and seemingly appear to simply want to be the center of attention vs. trying to understand the training content and concepts. Over the years, as a trainer, I now understand the value of those participants. I still feel there is a way to express your opinions respectfully. So during Professional Development, rules should be created for sharing and for disagreeing. There should also be a way of ensuring all participants needs were met during the training so Professional Development doesn't turn out to be a "gripe session." Participants with differing opinions should always be allowed to share because others may have the same concerns. Rigid/difficult participants can also be used to assist the trainer with the facilitation process.

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Choices are great! however, I think the facilitator should provide the choices to choose from. so that participants will not choose the familiar choice.

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Adopt Team Norms or Relationship Guidelines

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Adopt Team Norms or Relationship Guidelines

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How and Why to Create and Adopt Team Norms or Relationship Guidelines

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Consciously or not, every workplace team develops norms. Learn how to create team norms in a way that ensures your team will find great success.

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1-2-4-All is one structure or protocol you could use to provide repeated exposure to the content for your learners.

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Great strategy to engage your participants in thinking about what you are sharing with them.  

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Great strategy to engage your participants in thinking about what you are sharing with them.  

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Abraham. This was interesting to learn. A key thing that I got from the training is that as a facilitator of learning it is important to consider all learning styles. I really enjoy learning from visuals. This makes learning more engaging for me. When a learner feels engaged they are more likely to contribute to the conversation.

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Abraham-
This was interesting to learn. After a quick google search, I discovered that this quote is from of a list called "Characteristics of Adult Learners".  If I had to think about how this applies to how we facilitate learning for others, I believe that this quote is meant to remind us to be empathetic to others. We all have personal lives outside of our work family. Sometimes our personal life can feel a bit overwhelming! This can affect our ability to learn!!! I think that no matter what age, we all have important things happening outside of work. It is important check-in with yourself and practice mindfulness both at work and at home <3

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Abraham-
This visual is a great representation of when my brain is experiencing brain chaos! One really neat activity that I can take away from our training is that doing a group breathing exercise can really help clear some thoughts or at least give our brain a small break before going into learning. I think this breathing activity is something that I can implement. I also really liked that we had music playing at the beginning of the training! Studies have shown that certain genres of music can positively stimulate the brain, this is also something I can see myself implementing as a facilitator of learning for my auditory learners.

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Abraham-
This is so true ! I find that mental breaks help me learn and retain information better. I also find that letting my body rest is just as important!

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Abraham-
Attention getters definitely set the tone for the audience. It is a lot easier to have people participate in their learning when they are engaged. It helps to have everyone engaged so that everyone can share their thoughts. We all have different things to share and this is helpful when it comes to learning.

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The first hour after lunch is the hardest time for adults to learn. 

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The first hour after lunch is the hardest time for adults to learn. 

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This made me evaluate what I have for lunch during meetings. I notice that a light lunch is better for me.

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I once had a trainer that his voice was monotone that I could not focus on the information and shut down. I like training that engage me and bring new relevant information.

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I do not like to step outside my comfort zone and when I have to I find out I am able to learn new information.

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I believe this statement wholeheartedly. I am this statement! I learn best by being hands-on and through visual aids with lots of color. Even when I take notes, I use different color pens and highlighters to distinguish the levels. When I attend a training/meeting that is majority lecture, by the time I make it to my car I will have forgotten between 45-50% of what was discussed.  I need to get in there and do it for it to have real meaning and be retained.

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I am realizing that I need more breaks the older I get. I start getting lost in my own thoughts, and as Laura puts it, I go on vacation in my mind more now. I get more anxious when I am sitting for longer periods of time and find myself fidgeting and doodling more.

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I like the “what would you like to share with the whole group?” question, because by the time you get to the third group to share, they are giving the same examples/answers as the previous groups.  Presenting this question allows them to still participate and give their perspective on the information shared.

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I can be honest and say that I have a hard time with people being purposefully “rude/difficult” just because.  I have to take a breath and be really mindful of what I say and how I say it so that I can stay professional. Our team does well with reading each other and stepping in to assist each other with handling difficult participants.

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The small group size allows the team to truly engage in conversation and allows the team to hear from everyone. The allocation of time frames to complete the assignment will also help the group to stay focused on completing the task. Without getting trapped in other conversations not related to the task on hand.

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The room arrangement not only sets the tone to the meeting/training, also helps the participants feel welcomed. Participants will feel welcomed, important, and valued as the trainer/s took the time to create an experience within the training space. Something as setting the room with various fidget toys, candy, soft music, or a granola bar. This slight changes to our training can go along way.

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When a presenter tells the participant why the material is being presented it helps set clear expectation and goals of the training. As a participant, when I am trained on new material and informed how it will apply to my current work, it helps to keep me engaged in the training.

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As a new presenter this is something I plan to incorporate in my training going forward. I think it will help the participant not only retain more information, but we keep them engaged in the training.

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Brain chaos is daily in my life right now!  I have so many things going on at the same time that it is difficult at times to just slow down and focus on one task.  During a professional development workshop I need to be engaged and the information must be relevant to stay on task.  Participating in thought provoking activities help me stay focused.  One other strategy that helps is having fidget items handy during a training.

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Just like students we need a break to reset our focus and to continue absorb the new information that is being shared. I personally begin to drift on to different thoughts and the trainers voice can become back like background music in the classrooms. Music that has no impact in the students learning.

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I really appreciate the tips shared for dealing with difficult/rigid participants.  Setting norms at the beginning of a workshop can help keep the training on point.  As well as being prepared to respond when this occurs.  

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I really appreciate the tips shared for dealing with difficult/rigid participants.  Setting norms at the beginning of a workshop can help keep the training on point.  As well as being prepared to respond when this occurs.  

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Brain chaos is real for the majority of us. I consider that mediation sessions help us focus on our learning. It also allows us to take items that are floating in our thoughts and place them on the back burner for a period of time. Mediation can help us take some not all of those thoughts out. Some not all because there are things that no mater how hard we try it may continue to interfere with our learning throughout the day.

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Yes! It is important to recognize that we all have our own preferences.  I think it is important to have opportunities for small group activities as well as individual activities during a workshop.  We must remember in any given group you will have some introverts as well as extroverts.  As a trainer we must find ways to incorporate all learning styles and still allow participants to feel safe.

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Yes! It is important to recognize that we all have our own preferences.  I think it is important to have opportunities for small group activities as well as individual activities during a workshop.  We must remember in any given group you will have some introverts as well as extroverts.  As a trainer we must find ways to incorporate all learning styles and still allow participants to feel safe.

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Room arrangement not only sets the tone for the day, but can affect the long term memory of the participants.  Paying attention to details, being prepared and having materials readily available, along with setting "norms" or ground rules is just as crucial.  Music also helps to  engage the participants.  

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Room arrangement not only sets the tone for the day, but can affect the long term memory of the participants.  Paying attention to details, being prepared and having materials readily available, along with setting "norms" or ground rules is just as crucial.  Music also helps to  engage the participants.  

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I am usually not as focus on my training after lunch and my energy is low.  I will add movement especially when my training follows a lunch break to help boost the energy of the participants.

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I agree that the room arrangement sets the mood and the tone for the training. I also like the idea of having soft music which could be used prior to the start of the meeting. I also like being able to sit where I feel comfortable during a meeting even if I'm required to move for an activity.

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I like grouping in a training because it gives the participant a smaller audience to share information and help keeps them focus on the discussion. Grouping also allows participants to learn from each other not just the presenter.

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Jasmine Imo- This is me! I often (almost always) have my running to do list in my mind during a training. I try to stay present, however the ongoing task “pop up” every now and then! I’m working it :)