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

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

What should I do?

Tuesday, 21 June 2016 by

We often do things thinking they are going to please the other person and while not doing what would really make them happy. Why don’t  we ask them? For example: “What should I do so you trust me? What should I do to win your trust?”. The answers will surprise you, some will be much


Tuesday, 14 June 2016 by

To class you must come open to change. Open to new ideas and to assimilate them. How do you ensure an environment in which people are not defensive? How do you ensure their collaboration? By listening. A lot. By understanding their concerns, recognizing the challenges they will encounter. By never denying their reality nor criticizing

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.


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?

What skills do I need?

Tuesday, 12 April 2016 by

There are times when interpersonal skills are not taken into account when promoting a supervisor. For example, their ability to communicate, resolve conflicts, empathy etc. Even supervisors themselves are not aware that they need those skills to carry out their work effectively. Write as case studies for class conflictive issues that need to be solved.


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