Article by guest blogger: Marilyn Smith
The use of transitions in training develops and extends facilitation and learning practices.
I have been practicing transitions in my training sessions for some time and find them to be very effective. Transitions act as a marker, a break signalling a change when facilitating. The use of transitions represents a training technique for guiding participants’ moods internal responses and states of learning readiness. Various zones or physical locations in the learning environment can be used by trainers, much like actors use areas on a stage, to stimulate participants’ unconscious expectations and to create transitions or bridges between different modes of learning. Bridges can be built, for example through intentional alterations in tone of voice and gesture as trainers move between zones. Bridges and zones provide learners with cognitive and emotional connections that facilitate the learning process.
There are at least three distinct zones of instruction that trainers can use to prepare participants for prospective modes of learning:
The first zone is the area nearest the screen, flipchart or whiteboard – the space furthest from the participants. This is the instructional zone, where the content is delivered and visuals are usually located. When you move to this location, participants know that new information is about to be presented and that it’s time to focus their attention, and prepare to take notes. To build the bridge between this zone and your learners, modulate your voice evenly for content delivery and use gestures that clarify and support the explanation.
The second zone is closer to the participants – a few feet from the screen, flipchart or whiteboard. This is called the facilitation zone, an area useful for facilitating casual interaction with and amongst the participants. You can use this zone to respond to participants’ questions or when soliciting answers and information from them. When you shift to this area, the participants immediately know that a different level of interaction is expected, and they can adjust their thinking accordingly. Create a connection with your learners while in this zone by making your tone of voice more casual and conversational and using inviting gestures.
The third zone is the area closest to the audience and is called the directional zone. The close proximity to the participants, as you move among them, intensifies the impact of the information being given and is, therefore, useful for giving directions or moving participants. Use a clear and commanding voice tone with gestures that are large enough to encompass the entire room.
Trainers can use the technique of bridges and zones to set the stage for learning, create a constructive and focused climate, trigger positive emotions, provide smooth transitions from one task to another, and engage more participants. A moderately predictable environment provides a sense of security, thus, freeing up the brain for learning. And just as learners need rituals to transition smoothly from one topic to the next, predictable cues for transitioning to another mode of learning is helpful as well. Bridges and zones represent an effective tool for facilitating these transitions.
When conducting training consider the following suggestions for effectively using bridges and zones in your next workshop:
If your aim is to facilitate rapport, a sense of relaxation and emotional safety at the start of your training, consider using the facilitation zone to initiate casual conversation and interaction between you and your participants. Maintain a relaxed posture and informal tone of voice.
Establish your zones early in the workshop and be consistent in the way you use them. Practice using each at least three times, so that a familiarity is established with the areas and their respective learning modes. Practice switching from one zone and its mode of learning to another prior to the training.
Shifts between zones are recommended.
This strategy is especially important in the following circumstances:
- at the beginning of a session
- when there is a change in learning mode occurring
- at the close of a session
- when you are providing important instructions
- when making a critical point
- when you want to solicit participants input
When you use clear, deliberate, and are consistent with your bridges and zones using them throughout the course of training it can make a world of difference in the readiness of learners.
It takes consistent practice to increase your awareness and utilisation of the bridges and zones concept, you’ll see that the key is to avoid using the strategy inconsistently. When trainers wander around the room unconsciously between zones, for example, they give the learner permission to wander (mentally) as well.
The more purposeful the trainer is in his or her delivery, the more focused participants are in their acquisition of the information. To be effective, use bridges and zones in a well-planned, consistent, and purposeful way.
Here is an example of using transitions in a workshop with a teamwork theme:
The trainer is ready to begin he signals this to the group by casually approaching an n unoccupied desk near the front row. Sitting comfortably on the edge of the desk, he says something along these lines,
“Good morning. Welcome to today’s workshop. I’d like to begin by providing an opportunity for us to get to know each other. As we go around the room, let’s introduce ourselves to the group and share why we’re here. And please feel free to share any experiences, good or bad, in which team work played an important role in your personal or professional life.”
Then the participants and the trainer spend a few minutes introducing themselves and sharing their thoughts and experiences. The trainer thanks the group and heads back toward the screen. As he points to some text written on the screen, he says,
“Now let’s focus on the five key principles of effective team work. The principles will form the framework for everything we learn today, so you may want to take notes.”
The trainer is effectively leading the group’s focus as he uses bridges and moves between zones to make a smooth transition form one learning mode to the next. Learners unconsciously follow his lead, becoming more and more comfortable as the trainer demonstrates an expert command of the participants and learning environment. He successfully established an initial level of connection between the zone he is using and the mode of instruction within that zone.
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