Lori Schreiber from Emcor talks about using DiSC assessments to more favorably present information to groups or diverse audiences.
Understanding how your audience prefers to communicate creates greater transfer of knowledge. It also improves the listening experience. The end result can mean increased engagement and information retention.
How well do you know your audience? What tips can you offer to help people better gauge their training groups learning styles?
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Lori Schreiber: There’s a lot of tools out there to help us be more effective trainers. And a lot of us actually train on DiSCs. We do classes on DiSC. We all have a little bit of everything in this, but by realizing that we tend to lean towards one more than the other.
Ds try to dominate their environment. Is, try to influence their environment. The S’s are steady, they try and keep the environment as stable and as steady as possible. The Cs are the conscientious. So they try and organize and analyze and keep everything as nice and neat as possible.
Many people told me, “It never occurred to me that I could apply this to be a better facilitator myself. That instead of thinking just about learning styles, I could also think about DiSC styles and that I could make my training materials appeal to the Ds, the Is, the Ss and the Cs. And that I could also figure out, Hey, what kind of group do I have? Do I have an overall D group? If so, then maybe I need to tweak things and make them a little bit more to the point. If I have more of an I group, hey, let’s go ahead and have some fun.” So, helping the facilitators understand this is another tool that you can use to be more effective.
Intuitively we might put together materials that fit our style, but recognize that, okay, we also need to have other types of activities. So that for those Ds or those Cs or the Ss, in my case, the people that are not my same style, that the training is still appealing to them, that it’s working for them. And that it’s making them want to be in the classroom, not dreading having to be in the classroom. Just again, thinking “How can I work with this style of group as effectively as possible?”