133个培训游戏集锦：学穿夹克衫

形式：全体学员

类型：培训培训师,沟通技巧

时间：15-20分钟

材料：件夹克衫,或一包火柴

场地：教室

活动目的

演示作为讲师冒然假设学员的背景知识和词汇理解能力的危险性。

◎用以说明相对于只用一种方法交流,用模型、演示和示范互动等多种方法能使沟通更有效。

操作程序

1.先在桌上放一件夹克衫,并在学员中选二名志愿者,一名作为讲师,一名作为学员。讲师的任务是在最短的时间内教会学员如何穿夹克衫。因为学员既不知道夹克衫是什么,也不懂得如何穿着。而学员志愿者则用来配合表现当学员的学习能力较弱时,往往会影响讲师的效率。(比如：当志愿者扮演的讲师说抓住领口时,志愿者充当的学员却抓住口袋。或者从反方向把手伸进袖管里等等。)

2.为了得到更好的效果,可以夸大完成这个任务的困难性。可以让志愿者讲师背对学员进行讲解。这样他就不能获知学员的反应和领会情况。

3.这样进行一段时间之后,请全班学员一起协助讲师完成任务。最卓有成效的方法莫过于向学员示范怎么穿这件夹克衫了。

4.这就是工作指导经典的四步骤培训方法：

(1)解释该怎么做

(2)演示该怎么做

(3)向学员提问,请他们解释该怎么做

(4)请学员自己做一遍

其它可选架作程序

同样的程序可适用于其它物品上。如,出示一盒火柴,请学员扮演讲师教学员如何点火。

有关讨论

.为什么讲师在授课的最初阶段总会有一个困难时期?(因为讲师对学员的背景知识,词汇理解能力不清楚或作岀了错误的假设;或因为讲师对反应较慢的学员不能很快完成简单任务缺乏耐心;或是因为只使用了一种沟通方法。)

.讲师进行示范或演示有哪些好处?(可以增强视觉效果,补足语言的含义)

.获得学员反馈的好处有哪些?(能估计学员的理解能力,对课程的满意度,以及帮助讲师判断讲课速度是否合适)

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133 training game highlights: learning to wear a jacket

Form: All students

Type: Training Trainer, Communication Skills

Time: 15-20 minutes

Material: a jacket, or a pack of matches

Venue: classroom

Objectives

The demonstration as a lecturer assumes the danger of the background knowledge and vocabulary comprehension of the students.

◎ Used to illustrate how communication can be more effective than using only one method of communication, using models, demonstrations, and demonstration interactions.

Operating procedure

1. First put a jacket on the table, and choose two volunteers among the students, one as a "Lecturer" and one as a "student". The lecturer's task is to teach the trainees how to wear a jacket in the shortest possible time. Because the student doesn't know what the jacket is and how to wear it. The student volunteers are used to match the performance. When the students' learning ability is weak, it often affects the efficiency of the lecturer. (For example, when the volunteer's lecturer said that he grabbed the neckline, the volunteers took the pockets. Or they reached the sleeves from the opposite direction, etc.)

2. In order to get better results, you can exaggerate the difficulty of completing this task. The volunteer lecturer can explain the student. In this way, he will not be able to know the reaction and understanding of the "student".

3. After doing this for a while, ask the whole class to help the instructor to complete the task. The most effective way is to demonstrate to the "trainees" how to wear this jacket.

4. This is the classic four-step training method for work instruction:

(1) Explain what to do

(2) Demonstrate what to do

(3) Ask the students questions and ask them to explain what to do

(4) Ask the students to do it themselves.

Other optional racking procedures

The same procedure can be applied to other items. For example, if you show a box of matches, ask the students to play the lecturer to teach the "trainees" how to ignite.

Related discussion

Why does the lecturer always have a difficult time in the initial stages of the lecture? (Because the lecturer has a background knowledge of the learner, the vocabulary comprehension ability is unclear or makes a false assumption; or because the lecturer cannot complete the slow response Simple tasks lack patience; or because only one communication method is used.)

What are the benefits of the instructor's demonstration or demonstration? (It can enhance the visual effect and complement the meaning of the language)

What are the benefits of getting feedback from the trainees? (Evaluate the learner's comprehension, satisfaction with the course, and help the instructor determine whether the lecture is appropriate)