Focus Magazine - Spring 2014 - 13

FRONT OF THE ROOM
Brian Lange

Flexing to a Smaller
Class Size

T

'Regular-sized'
class strategies
can usually be
modified for
smaller groups.

rainers often wonder whether strategies
for engaging "typical" class sizes also
apply to smaller classes-or, whether
entirely different tactics are needed. What's been
interesting to me over the years is how often the
general consensus leans toward abandoning
regular class-size strategies.
The thinking in this case appears to be that
small groups-or, even one learner-can't
execute, or benefit from, larger class strategies.

Accommodate & Adopt
In my experience most big-class tactics can be
adopted to smaller groups-with some simple
accommodations. To compare my perspective-
and increase the sample size to an "N" of two-I
spoke with experienced trainer-and SPBT
PrimeTime! For Trainers and Masters Class
graduate-Scott Roth, associate director of
training at Grifols, USA.
Not only did Scott validate my perspective
that "regular-sized" class strategies can usually
be modified for smaller groups, he also offeredup several tips he's gleaned through trial and
error:
* Share "ownership" of the class with the
participant(s). Explore what types of
learning strategies and what topics are of
particular interest (may lead you to add
content) for the learner(s). This is a good
opportunity to also inquire about how the
other likes to receive feedback-what works,
and doesn't work, for them.
* Be as informal as possible. Acknowledge size
of class and that you've adjusted content,
accordingly. Take more frequent breaks, and
sit with the learner(s) as much as possible
(standing in front of room can feel more

"formal"-and can result in the learner
feeling a bit "alone"). These strategies can all
contribute to more discussions and greater
collaboration.
* Bring in guest speakers. Bring in field sales,
internal subject matter experts (SMEs), etc.
This allows for different perspectives,
supports varied delivery, and takes some
pressure off of both trainer and learner(s).
You want to be sure to prep guest speakers
about the size of the class-and share with
them the "green light" to be informal,
conversational and flexible.
* Look for opportunities to let the learner(s)
lead. Have them teach-back some previous
content, or lead a discussion on a new subject.
This will help them to stay engaged-and, can
have a positive impact on learning.

Maximizing Potential
Clearly, Scott has faced the smaller class size
environment, and learned how to maximize the
potential for learning and engagement. It really
seems that the key lies in simply thinking about
the learner(s)-and imagining what the
experience will be like for them.
How can you grab their attention, pull them
into the training, and share responsibility for the
success of the experience with them? I think of it
as letting my hands relax on the car steering
wheel...the more I let go and "share the driving"
with my learner(s)-the more it's "our" learning
experience-and the more we both have a stake
in the successful outcome of the training.
Actually-that philosophy applies to all class
sizes. I

Brian Lange, blange@perim.com, is with Perim Consulting and serves as lead facilitator for SPBT's PrimeTime! For Trainers Core and Masters workshops. He blogs at www.WorkplaceInfluence.blogspot.com.

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Focus Magazine - Spring 2014

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