I like to get as much input as possible from the participants when I train, especially during lectures. Lectures can be boring if you let them. There are many ways to keep lectures from getting mundane. One way is to use good, pertinent, applicable examples. Anecdotes and stories are helpful too. Yet, another way is to get the participants actively involved in the lecture piece.
There are different ways to do this. One way is called the “bus stop.” This is where the trainer sets up flip charts with easels in the corners of the room, designates a theme for each one and has groups of people visit each “bus stop” to write down the groups’ ideas. The trainer gives them a set time (about a minute, depending) at each “bus stop” and then calls out a cue to get them to move to the next flip chart. If there are four bus stops and four groups, you’ll end up with four flip charts with a variety of ideas from each group. It’s fun, it’s active, and it’s a team exercise.
Another way is to simply divide the big group into smaller teams. Assign a “recorder” and a “reporter” for each team. Announce a theme for the groups to brainstorm. The recorder writes down the team’s ideas and the reporter announces the team’s ideas to the larger group. This is what I recently did for a lecture on “Rational Detachment.” The training group came up with some great ideas.
I divided three flip charts into (How to Rationally Detach Before a Crisis “Prevention”); (How to Rationally Detach During a Crisis “Intervention”); and (How to Rationally Detach At the End of a Crisis “Postvention”). Here’s what the group from a Texas educational region came up with:
Develop a crisis intervention plan
Rehearse the plan (role-play)
Develop a Crisis Response Team
Review the Crisis Development ModelSM
Identify triggers and other Precipitating Factors
Know the individual
Know your own buttons
Use the crisis intervention plan you’ve developed and rehearsed
Use the Crisis Response Team you’ve developed
Be aware and modify your paraverbals accordingly
Be aware and modify your kinesic behavior accordingly
Be a positive role model
Maintain the Care, Welfare, Safety, and SecuritySM of all
Debrief with the individual who acted out
Debrief with the team that intervened
Find positive outlets for the negative energy that is absorbed during crisis situations (hobbies, exercise, family, sports, reading, humor, etc.)
Look for areas of improvement in the intervention
Don’t beat yourself up if things didn’t go as planned
Nice going Texas educators! With Rational Detachment ideas like these, we should all be able to stay in control and not take things personally at any level of a crisis.