A. Create the Game

Determine the role of the employees on the job to determine the number of questions you will need. The number of questions will be twice the number of letters in the job title. For example, if you play “Who Wants to Be a Manager,” the number of questions you will need is 14, since the word “Manager” has 7 letters.

Create 4 multiple-choice questions based on the content you will be reviewing and assign them a letter (“A,” “B,” “C,” “D”).

Note: In the early questions, focus on less complex content. Also feel free to have some fun with a silly answer for question “D.” This will lighten the mood and help your participants feel more comfortable and confident.

B.  Prepare to Play

Create a game board on the flipchart containing the following information:

• Team Name: Team 1, Team 2 written horizontally across page.
• Lifeline Indicators (T I P) written under each Team name: T=Ask a teammate, I=Instructor narrows the choices to 2 (50/50), P=Poll the group by asking for a show of hands
• Job Title: e.g. Managerwrittenvertically down left side of page with an under the last letter.
• The game board should look like the following:

Place a blank Post-It^® note at the bottom of each team column, beside the arrow.

Create a PowerPoint slide, index card, etc. for each question to be used in the game.  Arrange the questions so they become more difficult as the game progresses. Ensure that you include pairs of questions at the same level of difficulty, as play will alternate from team to team.

• Use the following question format:

Document the questions and answers in your lesson plan.

C. Play the Game

Split the group into 2 teams.

Reveal the game board.

Explain the lifelines (TIP).

Explain how the game will be played.

• Play alternates from team to team.
• Each team selects one team member to answer the first question. Other team members will answer the other questions.
• If the team member does not know the answer, a lifeline may be used.
• Once the team member states his or her “Final Answer” the correct answer is revealed.
• If the answer is correct, the team’s Post-It^® note is moved up to the next letter.
• If the answer is incorrect, the team’s Post-It^® note will not be moved.
• The team that moves the farthest up the board will be declared the winner.

Ask Team 1 to decide who will answer the first question.

Ask the question.

Facilitate using a lifeline if requested.

Ask for “Final Answer.”

Reveal correct answer.

If “Final Answer is CORRECT, move Post-It^® note up one letter.  If “Final Answer” is INCORRECT, do not move the Post-It^® note.

Repeat Steps 5-10 for Team 2.

Alternate play between both teams until all the questions have been asked.

Congratulate the winning team.

Thank everyone for taking part in the interactive review.

Last Few Words…

If you enjoy this review format, have a look at Game Shows in Training – Jeopardy! or Hollywood Squares.

If you’d like to know how to use a specific game show in the classroom, add your request as a comment to any of the “Game Shows in Training” blogs.

Jim

We trainers and designers can use the same thought process when choosing presentation and application methods. We have to ask ourselves, “Does the method fit our audience, time frame, and content? Does the method make sense?”

For example, if I trained sales reps, then I might choose game playing for that audience. This method makes sense because sales reps are competitive people and competition is an integral part of their job. If I trained managers who have little time to give me, then I would choose a lecture method that permits transferring large amounts of information in less time but I would lecture in an interactive way to keep them engaged. If I taught skill-based content, then I would choose demonstration method to appeal to all three learning styles (visual, auditory, and kinesthetic). I would also need to consider my audience, time frame, and content for choosing the most appropriate learner practice methods.

In several of our workshops we share up to 50 presentation and application methods that can be used during training sessions! This is the cool thing about training that I’m always telling my learners. In our world of instruction and design there is always more than one way to do just about everything! While this fact might be overwhelming for some, for others it is very exciting!

If you’re feeling a bit overwhelmed about what makes sense when choosing methods, give the following suggestions a try – keeping the key considerations of audience, time frame, and content in mind:

If you teach “hands on” skill-based content

Presentation Methods:

• Demonstrations
• Short Lectures
• Discussions,
• Peer Tutoring
• Field Trips

Application Methods:

• Practice Sessions
• Simulations
• Drills
• Games
• Laboratory Settings

If you teach business skills like leadership, communication and customer service

Presentation Methods:

• Behavior modeling
• Brainstorming
• Discussions
• Mock Interviews
• Graphic Association

Application Methods:

• Action Maze
• Case Studies
• Games
• Role Plays
• Quizzes

In summary, there are many methods to choose from when your design your training programs. The method you choose depends on many variables but the main ones are time, audience, and content. The choice you make will either help or hinder the learning process so make this decision with great consideration.

Remember my analogy of comparing clothing with methods. Just make your choices fit your training conditions and you will be fine!

Lynne

And the name “Hollywood Squares” can be changed to reflect your city, company, etc.

A. Create the Game

1. Decide on how many complete games you want to play based on the number of participants and the amount of content to cover.
2. Create at least 10 questions for each complete game.
3. Group your questions into games based on specific areas of course content when playing multiple games.
4. Create one index card per question containing the following (you may want to laminate these cards for durability): the questions and the correct answer.
5. Document the questions and answers in your lesson plan.
6. Create 9 two-sided letter cards (8½ x 11card stock works well): side 1 = X, side = O (you may want to laminate these cards for durability).
7. Bring the following additional supplies to class: blank card stock, markers, and 3 chairs.

B. Prepare the Game

1. Ask for 9 volunteers to become your celebrities.
2. Give each volunteer a blank sheet of card stock.
3. Ask each of your nine volunteers to write the name of the celebrity they wish to represent on his or her card.
4. Divide the remaining participants into the following two groups: X Group and Group
5. Ask the 9 celebrity volunteers to the front of the room and arrange them as follows: 3 standing, 3 sitting directly in front of them on chairs, 3 sitting directly in front of the chairs on the floor. Note: This arrangement will create the game board for tic-tac-toe.
6. Ask each volunteer to hold up his or her name card in front of the letter card.

C. The Rules

1. The game plays like tic-tac-toe. To win you need 3 Xs or 3 Os horizontally, vertically, or diagonally.
2. Each team will have a chance to choose a celebrity.
3. The Game Host will read a question.
4. The chosen celebrity will answer the question. (They may answer correctly or bluff).
5. The team can agree or disagree with celebrity’s answer.
6. If the team is correct they will be awarded that square.
7. If the team is incorrect the other team will be awarded the square, unless it gives them the win. In that case, they will have to earn the win with a new question.
8. The first team with a straight line wins the game.

D. Play the Game

1. Ask Team X to select a celebrity.
2. Read a question to the celebrity.
3. Ask Team X whether they agree or disagree with the answer provided by the celebrity.
   • IF the celebrity is correct and Team X agrees THEN the celebrity holds the X card in front of his or her name.
   • IF the celebrity is correct and Team X disagrees THEN the celebrity holds the O card in front of his or her name. (Exception: if this gives Team O the win the celebrity will continue to hold up his or her name card)
   • IF the celebrity is not correct and Team X disagrees THEN the celebrity holds the X card in front of his or her name.
   • IF the celebrity is not correct and Team X agrees THEN the celebrity holds the O card in front of his or name. (Exception: if this gives Team O the win the celebrity will continue to hold up his or her name card)
4. Repeat Steps 1-3 for Team O.
5. Continue to repeat Steps 1-4 until one team has completed a line or until all 9 squares display a letter.

If you enjoy this review format, have a look at Game Shows in Training – Jeopardy!.

If you’d like to know how to use a specific game show in the classroom, add your request as a comment to any of the “Game Shows in Training” blogs.

Jim

A. Create the Game

1. Identify 3 to 5 categories of content to cover during the game.
2. Create 4 or 5 questions and answers within each category. Be sure to use the same number of questions in each category to ensure consistency.
3. Assign a point value to each question. Use single digit point values for ease of scoring.
4. Create a diagram of the game board with categories across the top and point values going down each column.
5. Create index cards containing the following on each card (you may want to laminate these cards for durability): Category, Question, Answer, Point Value.
6. Document the categories, questions, and answers in your lesson plan.

B.  Prepare to Play

1. Turn the flipchart away from the participants.
2. Write the category names across the top of a flipchart page while the participants study to prep for the game.
3. Place Post-It^® notes in each category column, using one Post-It^® note for each point value.
4. Write the point value on each Post-It^® note starting with 1 and increasing the numbers as you go down the column.
5. Place the index cards face down on a table so the cards correspond to their position on the game board. This will make it easier for you to pull the right card when needed.

C. Play the Game

1. Split the participants into 3 teams.
2. Allow the teams 10 minutes to review content.
3. Follow the 5 steps listed under the “Prepare to Play” section while the participant review the content.
4. Turn the flipchart so it is visible to the participants when the 10 minutes of review time is over.
5. Ask Team 1 to select a category and point value.
6. Remove the Post-It^® note from the flipchart and stick it to the back of the corresponding index card.
7. Read the question.
8. Allow Team 1 30 seconds to answer the question. If they answer correctly go to Step 11. If they answer incorrectly go to Step 9.
9. Allow Team 2 10 seconds to answer the question. If they answer correctly go to Step 11. If they answer incorrectly go to Step 10.
10. Allow Team 3 10 seconds to answer the question. If they answer correctly go to Step 11. If they answer incorrectly place the points in a point pool to be awarded any way you wish later in the game.
11. Repeat Steps 5-10 two more times so each team has a chance to select a category and point value.
12. At the end of each round (steps 5-10) select the team with the lowest number of points to start the next round. In the event of a tie, use the order from a previous round.
13. Proceed to Final Jeopardy when all the categories have been used.

D. Play Final Jeopardy

1. Give each team a blank Post-It^® note.
2. Ask each team to determine the number of points they want to wager.
3. Ask each team to write their team number and wager on the Post-It^® note.
4. Collect the completed Post-It^® note from each team.
5. Give each team another blank Post-It^® note.
6. Read your Final Jeopardy question.
7. Allow the teams 1 minute to write their answers on the Post-It^® note. Encourage them to discuss their answers quietly, so the other teams can’t hear them.
8. Collect the “Answer” Post-It^® notes.
9. Calculate the results: If the answer is correct add the accumulated points to the points wagered. The team with the highest number of points will be the winner.
10. Reveal the results beginning with the team with the lowest number of points.

If you enjoy this review format, look for future “Game Shows In Training” blogs. If you’d like to know how to use a specific game show in the classroom, add your request as a comment to this blog.  For more information about how to create and administer games in training, take a look at this great resource kit.

Keeping your participants engaged, and encouraging them to have a little fun along the way makes joining a review and a game show a winning combination.

Jim

• What I hear I forget, what I see I remember, what I do, I understand
• Training should not be ‘Death by PowerPoint’
• If you think training is expensive, try ignorance
• There are two ways to undergo a training project at work: with management support, or unsuccessfully
• In training, Content is King

That last one is quite catchy. In fact, I’ve heard it so often it’s approaching cliché status in my book. But here’s my real issue with it: It leaves a lot of room for various interpretations that don’t always serve trainers’ interests.

Let’s explore a couple of those interpretations to see when content is king and when it is not.

Choosing an Instructional Strategy

Let’s say you need to train 120 people on a new software system. Should you run some classroom sessions? Should it be done on-the-job just as the software launch occurs? Perhaps some virtual classroom sessions would do the trick? Or maybe you should create some online tutorials employees can access on their own?

If we apply our royal catchphrase, the content would be the biggest factor to consider in choosing the right training strategy. You’re helping people use a piece of software, so why not teach them on a computer? This would seem to indicate virtual classroom or online tutorials would be best.But if they’re all in the same building and you have only one week to design the course, an e-learning approach wouldn’t be optimal.

So content isn’t king when it comes to choosing a training strategy. Other factors can overrule it. Some of these factors are: target audience size, location, prior experience, computer-literacy, and training team’s design experience.

Choosing Instructional Methods and Media

Okay, so you’ve opted for classroom instruction. Now, which presentation and application methods will you choose within that course? Seems obvious: Present with demonstrations, projected for all to see. Get learners to practice using computers in the room with the new software installed.

Content is king here. The skill being learned is the most important factor in choosing among the myriad of presentation and application methods available. Other factors play a role, but they will rarely, if ever, overrule content. Some of those factors are: group size, prior experience, location, equipment available, and training team’s design experience.

The True Meaning

Here’s how I believe this catchphrase can serve us best: Content, if properly analyzed and structured, can produce dramatic improvements in employee performance. You have two options when it comes to structuring your training’s content. It can be based on topics (knowledge) or job tasks (skills). One type of content is bound to be a pauper, scraping by, doomed to serfdom. One type is destined for glory, ruling all other issues in training. That’s right: Performance-based content is king. If your training actually gives people the skills to do something, all other issues will bow in deference to your eventual success. But if your content is limited to facts, principles, ideas and such, you will be overthrown by other issues. Those issues become problems because the content doesn’t deliver true value.

So here’s ultimately how content is king: If it’s valuable, task-based, how-to content, it will rule other issues and prevent them from being problems in the first place. If your content is purely topic-based, you are bound to be mired in seemingly unending issues that just won’t go away.

Alan