Closing a Session/Group
So you've come to the end of a training session
and you are wondering how to give the group closure, following are a number
of suggestions on how to meet this goal.
TIPS FOR ENDING A SESSION:
-
Ask for one thing each person learned in the session.
-
Revisit action items and assignments and confirm due dates.
-
Develop a game or quiz for the team to see how many questions they can
answer correctly about the meeting content. For example, if the meeting
was a "get acquainted" meeting for a new team, one question might be: "Which
person on your team has been to Graceland three times?"
-
Ask each person to share one action they will take in the next week as
a result of the team session.
-
Have each person draw a picture of something they learned in the meeting.
Then have others guess what it is.
SOURCE:
Results Through Training, www.RTTWorks.com
Internet. Accessed date: June 19/00
Available URL: http://www.ResultsThroughTraining.com/downloads/TipsFacil.HTML
10 GREAT WAYS TO CLOSE A
SESSION
Koosh Learning Toss
Have each person in the group share one thing they learned in the training.
Use a Koosh ball, and have each person share their learning when they get
the ball.
Next Steps
Have each person share one thing they will do in the next week to apply
the training. For example, if they are in project management training,
have them share the next action they will take on a current project.
Ask the Experts
At the beginning of the training, have each person write down a question
they want answered during the session. At the end of the class, mix up
the questions and have participants answer each other’s questions.
Sing a Song
Have trios write and perform a song about something they learned in
the training. For example, in a motorcycle safety class one team sang "Row
Row Row Your Boat" with words describing how to safely make a turn.
Crossword Competition
Create a crossword puzzle (very affordable software is available in
stores and at www.crosswordkit.com) with clues describing key concepts
from the training. Turn the puzzle into posters at your local quick print
store (or with a poster maker) and give teams 5 minutes to complete the
puzzles. Award prizes to any teams that get all answers correct in the
time allotted.
Wish You Were Here
Give each person a post card. Have them write their name and address
(or e-mail address) on one side and a goal they plan to achieve in the
next month on the other side. Collect the cards and send them out to participants
1 month later, asking them for feedback about how well their goals have
been met.
Group Mural
Tape a large piece of freezer paper to one wall (long enough for all
participants to write on it at the same time). Have each participant draw
a picture representing what they learned in the training. Then have others
guess what each picture represents.
Star Moments
At the end of a team building session, ask each person to share a "star
moment" they saw in someone else. A star moment is when someone’s gift
as a team member was shining through. As they share a star moment, have
them place a star on the person they are recognizing. Ensure that each
person is given a star moment. If necessary, mention some star moments
you observed.
Action Steps
Place stickers of footprints (real size) on the floor, staggered in
a line or horseshoe. Have the group stand in the first set of footprints
(the one’s furthest back). Ask them to share one thing they will do in
the next week to move forward in the training area. As they share their
action, have them take a step forward. Continue until all have shared.
Then state that they have taken the first step in application — making
a commitment to do something.
Thank You
To emphasize how people have learned from each other in training, ask
them to thank someone else in the group (other than the instructor) who
helped them learn something or gain an insight into the training topic.
Coach the person on the receiving end of the "Thank You" to simply say,
"You’re Welcome." This helps people both give and receive compliments.
SOURCE:
Results Through Training, www.RTTWorks.com
Internet. Accessed date: June 19/00
Available URL: http://www.ResultsThroughTraining.com/downloads/Closers.HTML
CLOSURE: VARIATIONS ON A THEME
Below are listed several ideas that are intended to be useful in
closing human relations training events. They can also be employed
for other purposes, such as fostering self disclosure in personal growth
groups. It is important to be sensitive to the amount of data which
can be generated through some of the following exercises if used as "closure"
experiences. Adequate time should be allocated for processing such
data.
Becoming:
Participants are given paper and pencils and are instructed to
write their first names in large block letters on the top of the sheets.
Then they are asked to complete the following sentence in as many ways
as they can: "I am becoming a person who ..." They mill silently,
reading each other's sheets, then they leave.
Eye Contact Circle:
The group stands in a circle, and one member goes around the circle
in a clockwise direction, establishing eye contact and verbally communicating
one-way with each person. He returns to his original place so that
each member can tell him something. The design can be speeded up
by having the second person follow the first around the circle, the third
follow the second and so on.
Nebulating:
The group stands in a circle, arms around each other's shoulders.
They gently sway back and forth, making eye contact with each other.
Contracts:
Each participant makes a contract with one or more other persons that
he will do a certain thing by a certain time.
Mail Boxes:
Participants are given packages of 3" X 5" index cards on which they
are to write final messages to each of the group members. When all
have finished, they write their first names on an extra card and take off
their shoes, placing the name card in one shoe so that it can be easily
read. Then they deliver their mail to the others, placing their cards
in the empty shoes. They collect their mail, put on their shoes,
and leave.
Symbolic Gifts:
Group members verbally give each other fantasy gifts (objects, people,
ideas) as a parting gesture. They may be asked to stand in front
of the persons to whom they are giving gifts and to hold eye contact with
them during the process.
Map of Life:
On sheets of newsprint, participants draw maps of their lives, illustrating
significant events. In an insert (such is done on more detailed maps of
a city on a state map) they draw a map of the current week, up to here-and-now.
Each member explains his map to the group.
Think-Feel:
Participants are instructed to write on one side of a 3" X 3" card
a sentence beginning with the phrase "Now I am thinking ..." and on the
other side a sentence starting with "Now I am feeling ..."
Then they are asked to interject their thoughts and feelings from both
sides of the cards into a final discussion of the experience. The
cards can be collected for evaluative data.
Regrets:
Participants are asked to imagine leaving, getting into their cars,
driving away, looking into their rearview mirrors back at the place they
are leaving. They try to imagine what they would regret not having
said before they left. Then they begin talking through what is left over
or has not been said.
SOURCE:
Pfeiffer, J. William and Jones, John E. (1973) A Handbook of Structured
Experiences for Human Relations Training -Volume IV. San Diego, CA:
University Associates pp 49
LESSONS LEARNED
In this closer activity, each person thinks about and notes the
lessons he or she has learned, using the transparency to guide that thinking.
Small groups then share their thoughts. Finally, you will call upon a few
participants at random to disclose what they have learned. The closer takes
about 15 minutes and requires nothing in the way of preparation beyond
making the transparency.
Function:
1. Note that because the course is drawing to a close, now is a good
time to think back over what participants have learned-- and not only about
the training topic.
2. Show Transparency and ask them to make notes as you show each of
the questions. Pause while they write, then show the next one.
3. Have participants work in groups of four or five to discuss their
answers to these questions.
4. Randomly, call on a few people to share their thoughts.
Follow-Up:
Ask each group to prepare a synthesis of their responses. Put these
on audiotape and keep the tape in the company library for other learners
to hear.
Suggest that participants set up interview appointments with learning
leaders in their organizations that is, those who have effectively managed
to persuade others to adopt a new process, a new practice, a new way of
doing things or thinking about things. Having gleaned as many tips as possible
from their interviewees, participants should then attempt to emulate at
least one successful technique.
Transition:
My purpose for being here, of course, has been to teach you about this
topic. But learning does not occur in a vacuum. As you were learning about
this subject, you were also learning about yourself, about others, about
what you will do with the learning you have acquired. Use these insights
as you put this new knowledge to good use. Think about the circumstances,
the fear that surrounds change, and the persuasion you will need to use
with your coworkers as you put your action plans into effect.
Transparency:
-
What have you learned about this subject?
-
What have you learned about yourself?
-
What have you learned about your fellow learners?
-
What have you learned about group dynamics?
-
What have you learned about how this training could best be put to use?
SOURCE:
McGraw-Hill Trainer’s Toolchest. Date online not available
Internet. Accessed date: July 17, 2000
Available URL: http://www.pbg.mcgraw-hill.com/training/toolchest/games.html
CERTIFIABLE
Form:
This closer requires certificates of completion, either those officially
distributed by the organization or those you create on a computer. Each
participant receives a certificate with someone else's name on it and is
then required to write a short presentation speech to deliver as he or
she presents the certificate to the other member. It is best to use this
closer with a relatively small class, as you will need approximately 1
minute per participant plus about 5 minutes for the actual speech writing.
(Speeches can be as short as two sentences.) Have the transparency ready
for them to refer to as they write their speeches.
Function:
1. Pass out the certificates, ensuring that no one receives his or her
own.
2. Ask participants to write a short presentation speech, to be delivered
when they present the certificates to their rightful owners. The tips on
Transparency 79-1 should be helpful.
3. After 5 minutes, begin the presentation process, by which the first
person gives the certificate to (and delivers the speech about) the person
whose name is on the certificate. That person then does the same for the
person whose certificate he or she is holding. The process continues until
each person has received a certificate and has had a short speech delivered
about him or her.
Follow-Up:
If time permits, have the recipients say a few words (other than "thank
you") as a short acceptance speech.
Encourage participants to continue with such recognition ceremonies
and celebrations when they return to the workplace. Even if they are not
supervisors, they can certainly engage in peer recognition efforts.
Transition:
Now that you have your certificates of completion, you probably think
the course is over. Wrong! You're not getting out of here until I commend
you once more for your seriousness and your studiousness in plowing through
this material, much of which was quite complex. You have truly accomplished
quite a bit. The next time I see you, and the next time you see one
another, be ready to talk about how you are actually using the information
you have been storing up throughout the session.
Transparency:
-
What stands out in your mind about the person whose certificate you are
holding? (Can you use a quote in reference to him or her?)
-
Even if you did not have a chance to work with this person, tell what you
think the person may be like -- as an employee, as a learner, as a thinker,
maybe even as a trainer for part of this course.
-
How do you foresee this person using the knowledge he or she has gained?
-
What might this person be doing in 5 years? How will he or she be using
this training?
SOURCE:
McGraw-Hill Trainer’s Toolchest. Date online not available
Internet. Accessed date: July 17, 2000
Available URL: http://www.pbg.mcgraw-hill.com/training/toolchest/games.html
THE LETTERMAN LIST
Form:
With David Letterman's favorite list as the prompt, this closer asks
teams of four or five to list, in ascending order of importance, the ten
most valuable things they learned from the training program just concluded.
Altogether, it will take about 10 minutes for the teams to compile their
lists. A spokesperson from each team will identify the top two choices
on each team's list.
Function:
1. Assemble teams of four or five participants.
2. Have them determine the ten most valuable things they learned from
the training and list those things in ascending order of importance, with
10 starting the least important.
3. A spokesperson from each team will read off choices 1 and 2, explain
their importance to the other teams, and then tell how the team intends
to use these particular knowledge points, skills, or abilities.
Follow-Up:
Ask participants to retain their lists and to note the dates when they
make direct and deliberate use of these knowledge points, skills, or abilities
in the future. Invite all participants to a class reunion six months hence.
Their entry ticket to the party will be the presentation of their dated
lists.
Transition:
These lists represent how you are valuing the information you have acquired
during the time we have spent together in this training program. However,
time has a way of altering our priorities. Keep this list with you and,
once a month, study it to see if shifts have occurred in priorities. The
shifts may be dependent on how and how often the knowledge is used and
also on the results derived from its application.
SOURCE:
McGraw-Hill Trainer’s Toolchest. Date online not available
Internet. Accessed date: July 17, 2000
Available URL: http://www.pbg.mcgraw-hill.com/training/toolchest/games.html
SLO-MO SOW; GROW
Form:
Participants work alone on this closer, taking about 10 minutes to reflect
on and review the success they've had with this training program.
Function:
1. Ask participants to get comfortable and to clear their minds of distracting
thoughts.
2. Now ask them to think of a time in their lives when they were in
a high-performance mode, a time when success was in their grasp. Large
or small accomplishments are equally acceptable.
3. As they relive these feel-good moments of the past, ask them to recall
the factor(s) that led to the achievement: Was it perseverance? Was it
the support of colleagues, friends, family? Was it the help of a
coach or mentor? Was it that they were on a winning streak?
4. Have them continue moving backward in time to the point that actually
kicked off the chain of events that resulted in the success they had many
months or many years later.
5. Liken the training they are completing to that starting point. Encourage
them to move through the chain of events so they can, in time, experience
more accomplishments like the ones they are now reliving.
Follow-Up:
Have participants share their memories with one another in class and
with colleagues when they go back to work. Have them transition, in these
shared accounts, from past to future success via present efforts.
Suggest that participants form a study group to continue the glory moments.
They might meet on a regular basis and find ways to keep alive the flush-with-learning-success
moments.
Transition:
We've all known success in one form or another-- at work, at home, in
school, on the playing field. But we tend to remember the ultimate manifestation
only. We submerge, typically, the long hours and hard work that preceded
the final results. You have worked very hard to learn what I taught. In
a sense, though, the hard work is just beginning. It is up to you now to
convert these theories into actual practice. I have given you the tools.
How you take care of them and what you build with them is entirely within
your power from this point on. I can only say, "More power to you!"
SOURCE:
McGraw-Hill Trainer’s Toolchest. Date online not available
Internet. Accessed date: July 17, 2000
Available URL: http://www.pbg.mcgraw-hill.com/training/toolchest/games.html
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