What do you think?

Tuesday, 26 July 2016 by

In class there are always different opinions. We each have our way of seeing reality and perceiving situations. Make sure that that is not a problem but an opportunity. Organize an activity where participants can discuss different perspectives. Moreover, it would be interesting even they had to defend ideas that do not share. Thus, they

Where is it?

Tuesday, 19 July 2016 by

We usually distribute materials among participants at a training. Do participants know what they can find inside? Do they read it? An activity that can help participants become familiar with the material and content is to ask them to search data. For example, ask them to find the page on a certain topic, or to

Cause and effect

Tuesday, 12 July 2016 by

We often forget to say how productivity and can be improved. To who? To everyone. We forget to tell both managers and workers. “When I have a wound I do my job worse” or “When I’m frustrated my mind is not at work”. When designing posters and infographics on labour rights or health and safety,

What can you learn from me?

Tuesday, 05 July 2016 by

What could we learn from each other? Ask a supervisor what they would like to learn from each of his or her workers. Do the same with the workers: what could they learn from their supervisor? and from other colleagues? This activity may help each member value the qualities of each other and their contributions

All in all

Tuesday, 28 June 2016 by

As we always say, we can know if someone has learned something if they are able to talk about it. Let participants summarize in their own words the contents covered in class. One way is to ask working groups to spend 2 minutes (they do not need more!) preparing a summary for the rest of

Be specific

Tuesday, 07 June 2016 by

When we express ourselves using “general terms”, we run the risk that those listening do not really know what we mean or what to do. For example,  “you never do it right”, “don’t do it like that”, “I love your work,” “you should try to be like him”. None of these give us much information.

Statues

Tuesday, 31 May 2016 by

Have you ever played statues? The other day I tried it in class and it was fun and effective. Look for an uncomfortable position in which to stand. I told the participants that it would not move me until they gave me the right answer to the question I was asking. Not only did they

Come with me

Tuesday, 24 May 2016 by

During a training we hardly have enough time to practice all we would like to or even to assimilate everything we have learned. Something very useful is to assign learning buddies. Ask participants to find a partner to work with. It usually works better if they are people with whom they share something, they communicate

Ask for volunteers

Tuesday, 17 May 2016 by

Not everyone likes to be exposed in public and participate actively in a class. Sometimes, in small groups it’s easier, but if it comes to taking an active role in plenary, it still may be complicated. You can ask participants that those who want to take a more active role, to let you know. How?

The people with best management skills are not always the ones who are promoted. Not all supervisors know how to communicate with their employees, resolve conflicts, motivate them, etc. Why don’t you ask supervisors to draft the “Decalogue of the good supervisor”? As they write it, they will reflect over the qualities they should practice

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