"I just rolled in, haven't fully woken up yet, am pondering what I have on my desk and what needs to be done, and you want me to think???? I don't know what I want from today's training, because I HAVEN'T GONE THROUGH IT YET!!!

Why don't you ask me what I learned at the end of it?"

Response someone wrote on one of my evaluations after a training. I haven't used that introductory question since. Especially since I feel much the same way when I get hit with it in training. I do use the post question as a part of my wrap-up, though.

I use:
"Which part of the program was most meaningful to you?
Which part of the program was least meaningful to you?"

as part of the evaluation

AL, re-directed questions can be a bomb that blows up in your face. There is the issue of that rare animal, the "know it all" who will attempt to dominate both training and discussion with their "vast" background and knowledge. The sum effect is to shut out the rest of the group who may feel that they cannot get a word in edgewise. This can lead to a battle of the wills between the facilitator and the "kia".

Trainers and facilitators need education and experience to balance responses from participants so that the entire group feels that they are able to participate if they have something to say. Handling difficult "trainees" can be a tightrope walk that can lose an entire group.

It may well be that the facilitator you were with has had bad experiences and does not want to walk that road again. Or that is not confident enough in their ability to leave themselves vulnerable to that sort of situation.

Did you discuss the issue with them at a break or after the training?

quote:

AL, re-directed questions can be a bomb that blows up in your face. There is the issue of that rare animal, the "know it all" who will attempt to dominate both training and discussion with their "vast" background and knowledge.

Perhaps with an inexperienced facilitator who is intimidated by his/her students. A good facilitator knows how to facilitate discussion and direct/re-direct questions so that nobody gets to dominate.

I will have to agree that redirecting questions to the group is a powerful tool I use in every session I facilitate. Not only is it essential in getting participants involved, but I have also found it to be a great way to rescue me out of a situation when I am not quite sure of how to respond.

I have had participants regularly comment on this approach as how refreshing it was b/c they viewed it as me respecting the view of everyone in the room. AND, it does, in the truest essence, create that interactive learning environment.

Regarding that aggressive student in the group who wants to answer every question, you, as the facilitator control that. Some strategies I use:

1. Although I consider myself a learning facilitator rather than a trainer, I always maintain control of who is speaking. So, even before it becomes a problem, I call on people for their input. I find that saying "Let's hear from Jane and then Joe & Jack next" while physically pointing to those people as well goes a long way in maintaining that control.

2. I will also go so far as to say (when Jane is the only one raising her hand question after question) "Jane has contributed quite a bit to this session already. Someone help her out." And, then I will call on people.

3. I also think the biggest mistake I see facilitators do is try to answer their own questions to quickly. When I teach Train the Trainer programs, when of the lessons I focus on throughout, is to BE COMFORTABLE WITH SILENCE.

But, I just realized this thread isn't about questioning techniques but training feedback forms. Sorry to get off track.

Tying it all back into evaluations...

Yes AL, I would absolutely agree, either inexperience or insecurity will lead to a bad situation. But someone, somewhere right now is leading their first training - and would benefit from a more experienced trainers perspective. I hope that you approached the person who led the workshop and spoke with them about your reactions.

Good suggestions Liz -

Just to add one, I've used a speaking stick in some trainings just because of personality conflicts. I always have one on me, it's bamboo and decorated with red and blue feathers.

I usually utilize "call-on's" only if there is a dominant personality in the group, but it's also useful with a quiet group.

Then again, harkening back to the cultural thread, you do have to be conscious of your audience and their reaction to popping questions like that.

What does this have to do with evaluations?

Evaluations don't have to be a written form at the end of the session.

I will call on individuals at random for "learner feedback" - a quick pop-quiz of the major points of whatever unit we've just covered. I will also ask for summations of whatever has just been covered. Both of these allow me to gauge what's sunk in and what hasn't from someone in the group at random.

It also puts the group on notice that anyone, at any point, may be called on to participate. Everyone has a safety phrase if they are not comfortable. I do an "everyone goes to the beach" speech at the beginning of any training. The person just has to say, "Sorry, I was at the beach." and I move on to someone else.

I've taken notes of these sharings, put them on a sticky flip chart and posted them in the room, or let them create a power point slide.

But it gives me immediate feedback as to what has been absorbed and what has gone over their heads.