Key Aspects of Designing and Delivering Group Training Session in Class - Assignment Example

Key Aspects of Designing and Delivering Group Training Session in Class In relation to our participation designing and delivering training sessions in class, this essay is an analysis of our group’s teamwork and performance. With the aid of some reliable academic literature, the analysis will attempt to take out some of our group’s strengths and weaknesses including possible improvement recommendations on group management, class assessment and participation, and valuation of objectives. In general, the group consider our reciprocated effort was by itself an accomplishment of a higher degree. Our goal is not simple since to be design and deliver a training session in class effectively requires more effort and understanding of appropriate actions. However, each member of the group understands the intended outcome of our task and committed to appropriately perform manual tasks as indicated in the code of practice. More importantly, each member of the group is eager to understand the importance of training and the injuries that may be sustain when performing a manual tasks. The importance of teamwork is well accepted in the group since they all understand that working closely with other team members can stimulate people’s ability, result to high level of efficiency and much better outcome than working in isolation (Barrow, 2009). During the preparation of content, each member willingly accepted their responsibilities that include taking the tasks of introducing the purpose of the training session to the class, motivating the audience, introducing the company, the relevant government regulation and the essentials of training, and the danger associated with manual tasks. More importantly, the group saw the readiness of each member to demonstrate various safety practices in lifting loads and proper procedures in manual handling at work. Considering the effort and the enormous time devoted by the group to the training session from beginning to end, the most difficult task is defining each team member’s workload. As explained by Branick et al. (1997), teams often times find it difficult to determine teamwork requirements (p.91) and bringing together the different ideas and capabilities of each member of the group (Coleman et al., 1999). Since teamwork is a cooperative process and partaking of knowledge and individual ability (Tarricone & Luca, 2002), the group find it difficult to determine the right person for each task. However, the group is aware that frequency of team meetings is an essential factor in fostering collaborative teamwork as suggested by (McCallin, 2000), the solution regarding member assignments were made possible by the frequent face-to-face meetings and open discussions. These include listening and questioning relevant issues regarding the approach and exchange of ideas between team members which according to Salas et al. (2001) are essential components of effective group communication that eventually enhances teamwork (p.112). Although ideas coming from team members are sometimes somewhat inappropriate for the task, their opinion is being received and respected by the group. Similarly, assistance being offered by each member is appreciated and highly considered. This kind of attitude towards another team member is helpful as Salas et al. (2001) suggest, each member must be willing to apply effective teamwork skills whenever required (p.41). Sharing work load is often inevitable in group work (Levin, 2004) thus opinion and assistance from others is valuable. The ability to work well with other people is valuable to teamwork as it influences how others will carry out their work (Baldwin & Migneault, 1996). The group is noticeably coordinated as evidenced by the voluntary participation in each task and intimate cooperation. Each member seems to recognize the value of working closely with each other and as Wall (2008) suggest, the ability to work with others is as important as one’s technical abilities (p.57). Similarly, aside from the reality that it is nearly impractical to accomplish things alone, Sharma (2008) view teamwork as an alliance of mindsets towards working together in a cooperative and selfless manner (p.7). In contrast, autocracy destroys organisational effectiveness (Jordan, 2005) thus it has no place in the group. During the actual training session, the ice-breaking task that was assigned to one member appears to inadequately done. Although the group planned it carefully, the task proves to be difficult particularly in dividing the class into pairs. It was a shortcoming on our part to reduce the tension and get everyone in appropriate mood before starting the session. According to Doane & Sloat (2001), a short fun at the start of a training session can greatly help warm the class up and get acquainted with each other (p.49). Similarly, Nilson (2004) also emphasizes the importance of ice breaking particularly in training sessions in which participants are not very familiar with each other (p.39). Another deficiency which the group failed to realize at the planning stage is too much talk or discussion that could bore the participants. Similarly, as a result of too much discussion and little practical work, the session seems to be a bit too long considering the significance of getting everybody to participate as early as possible during the training session. The plan did not seem to work well enough to adequately provide the more important points in the session. For instance, it was clear for the group the need to outline the injuries associated with manual tasks and the need for the participants to know how to effectively perform manual handling. However, due to some reason, the group did not notice that only a small number of the class is actually participating in practical work. More importantly, assessment of the participant’s ability to perform such as lighting and carry the box, and climbing a ladder were not adequately taken into consideration. Moreover, although it was clearly agreed that the volunteers themselves should demonstrate the exercise and safe lifting techniques after the group perform the exercises, participation turned out to be minimal. In relation to the group’s overall training performance, one noticeable behaviour demonstrated was the tendency of every member of the group to situate themselves behind the desk during the session. Everybody seems to draw their strength and self-confidence while standing in one location rather than closely encouraging participants to express themselves and volunteer for the task. As Grammeno (2009) suggest, effective training is not a simple routine but rather a task based on needs (p.123). It is therefore essential to know and understand the needs of every participant such as their existing level of knowledge about the subject and what are other additional details they need. More importantly, each participants learning style must be assessed and given appropriate attention. It is sad to note that the group did not manage to take these essentials during the training session which can otherwise enhance the group’s overall performance. Familiarity with people’s learning style can greatly enhance training and development as the right approach can be selected during the planning stage. For instance, if a participant is a ‘pragmatist’ or an ‘activist’ or those that are adventurous and willing to test ideas and techniques, the group can easily approach and ask this individual to volunteer. In contrast, the group may plan some strategy for ‘reflectors’ since these people prefer to stand back and observe rather than try out some manual handling exercises. Eventually, a member of the group may be assigned to encourage each of them or be given a little extra attention. As the training continuous, it may be sometimes necessary to adjust the plan in response to the participant’s learning styles, expectations, and learning needs (Sims & Sims, 1995). The reason given by Mayes et al. (2001), some people are capable of learning in classroom setting while others may need time and a lot of effort to learn in this type of environment (p.217). Moreover, a person’s comfort level can also interfere with his learning ability thus must be taken into account (National Fire Protection Association, 2008). It other words, it is necessary to have a range of techniques handy and ensure that are everybody is comfortable during the session. Although there may be more participants that are capable of receiving and processing what the group is trying to emphasize, the group should beforehand consider audience preferences and comfort level. As Furjanic & Trotman (2000) suggest, learning styles not only involves how people learn but level of concentrations, internalisation, and ability to remember new ideas and skills (p.63). In general, although the group tried its best to conduct the training session in the most proficient manner, some task seems to be overlooked during the planning stage. These shortcomings may be attributed to several factors such as inadequate experience of team members, pressure, nervousness, and so on. However, the overall outcome of the training session despite the presence of these factors seems satisfactory in terms of group coordination and teamwork. The willingness, effort, and contribution of team members from conception to execution of the plan suggest that with a little exertion and understanding of training session’s best practices, the group can actually perform well in the future. For instance, the group can give more emphasis on motivating the class and plan an ice breaker that can effectively bring the whole class into a good start. Another is taking into consideration the importance of short discussions and more practical work or less talk and more actions. In addition, rather than being behind the desk, it may necessary to assign each member to a strategic places in the room where they can effectively monitor, assess, and encourage participants to volunteer. The training session undoubtedly suffers from inadequate planning and actual implementation where some important elements essential to its success were overlooked. In the future, it may be recommended that the following be applied. For instance, due to the obvious lack of assessment and inadequate participation from the audience, it may be necessary to include more discussion regarding these issues during the preliminary and planning stage. As what had happened, these tasks have been assigned to a particular member but apparently, discussion about the relevance of such task was insufficient as evidenced by the outcome. In addition, talking too much and a bit long learning objective undoubtedly has a negative effect on the training strategy. The negative effect can be explained by the minimal participation in exercises and the failure to conduct the required assessment during the entire training session. Another recommendation regarding the issue of being grouped together most of the time in front of the training room is to assign each member his or her specific place of assignment during the training session particularly when performing exercises. In fact, it may be necessary that one or two members mixed with the class during the exercises so they can explain the details in real time. Moreover, they can also get some opinion from the class while watching or share their experiences as they watched. As evidenced by the performance of the group, these shortcomings created a chain reaction affecting not only the group’s assessment of their performance but the intended learning outcome. As mentioned earlier, it is important to maintain the comfort level of learners thus without proper care, encouragement, assurance, explanation, and absence of a group member on their side, they may have feel alienated by the presence of all members of the group in one place. Additionally, encouraging participation can never be done in a distant. In fact, our life experiences would tell us that encouragement is more effective when done intimately. The group in general tried to perform their task in best way they know and although their performance by accepted standard is somewhat short, their perseverance and team work can be considered outstanding. The lessons learned from this training session are valuable and can improve the group’s performance in the future. Eventually, planning will be more comprehensive, members assigned with critical task will be more resourceful and there be less talk and more practical work. More importantly, members will be more learning oriented and equipped with various strategies for different learning styles. 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