Seven Ideas to Design a Great Interactive Training

As Scrum Masters and Agile Coaches, we often need to introduce our teams to new concepts. Typically, this might involve creating a PowerPoint deck with text and some visuals, maybe adding an example or a simple activity if we know one.

But what if you want to go beyond just explaining a concept? What if you want them to gain a deeper understanding? Perhaps you’ve been inspired by an interactive training. Maybe you’ve seen tools like Miro, Mural, or Microsoft Whiteboard and want to try it out. Or maybe you’re nostalgic for the fun of using sticky notes and whiteboards. You might simply dislike PowerPoint and you want another option. How do you get started?

I was lucky to have top-notch trainers guide me through the process of building interactive trainings from scratch. Here are some key practices I’ve applied over the past four years with examples of when I’ve used them.

Define the focus of your exercise

First, ask yourself: How do I want participants to think about this concept? Different exercises fit better with different learning objectives. Here are a few effective exercise types to consider:

1.     Reflection

Reflection gives participants space to discuss how the new concept might work, or how things might have turned out differently if they had used it. If the topic is more individual-centered, give them time to brainstorm alone before beginning group discussion.

For example, when teaching Product Owner Stances students are given descriptions and behaviors associated with each stance. They choose one and reflect on a time when that stance could have been used and how it would have made a difference.

Reflection is useful for making abstract concepts more concrete and improving retention. However, it’s not the best way to gain a deep understanding of a concept so use another method if you can. 

2.     Reflection and action

Building on reflection, this method adds the question: What action can we take? It builds on the introspection, inviting participants to think about what they can do.  

For example, after being introduced to Matt Phillip’s Project to Product Principles, students vote on which principles they think would have the greatest impact in their organization (reflection). Then they choose one and discuss how they can make progress towards it (action), using a modified 15% Solutions. 

This method is valuable when the gap from current state to the new concept is large, or when participants feel powerless to make change. Coming up with their own action plan gives them a sense of agency and autonomy so long as the actions they plan are within their control.

3.     Storytelling

Storytelling goes deeper than reflection. Storytelling fosters emotional connection and builds empathy. It has the advantage of also being a powerful team building tool.

For example, after learning about continuous improvement and Shu-Ha-Ri, students share stories of their own path to mastery, including how their skills and approach have changed. They then reflect on their current progress in the new skills they are learning for comparison.

Use storytelling when connection and empathy will help participants understand more deeply. Allow plenty of time for this; people enjoy telling their stories.

4.     Practice

In this method, participants apply a new technique using a simplified example. Avoid using real-work examples from participants’ work, as this can shift the focus to the work, rather than learning the new technique.

For example, when learning User Story Mapping, students create a story map for an online grocery shopping experience. They then decide on the first “slice” they would build.

This method is best when hands-on learning is required rather than just conceptual understanding. Choose an example simple enough to complete within the time allowed, but not so trivial they can’t apply it in their work.

5.     Demonstration of Knowledge

We all know this method from school; show what you’ve learned.  

For example, after a review of the Scrum Framework, students do a card sort activity where they match the Scrum Guide descriptions into the right categories.

This is useful when there’s a lot of new information to absorb. However, since it doesn’t offer opportunities for application or reflection, it’s helpful to follow it with another type of exercise.

6.     Play a game

Take it up a notch by playing a game. Humans naturally learn through play. That doesn’t stop when we become adults.

For example, when teaching Project to Product, I begin with Summer Meadows. It’s a playful and short, yet the lesson is immediately obvious. Some games require significant adjustments to adapt online, others are more easily adapted. Lean Simulations and Gamestorming are good resources to find agile and product games.

Games are great for making abstract concepts tangible. However, they might feel overly simplistic for more complex concepts. Also, some people might resist the idea of playing games at work, so use them strategically. 

7.     Liberating structures

Liberating Structures are facilitation techniques designed to increase participation, enhance coordination, and build trust.

For example, when working with a group of Scrum Masters and other change agents, I used What, So What, Now What? to explore how they might handle different scenarios. This helped students see other perspectives, rationales, and actions for the scenario.  

Another example is 1-2-4-All which gives participants time to think through a problem on their own, then progressively building on each other’s ideas. This ensures even quieter voices are heard.

Liberating Structures often involve small groups. This may require more setup on the board and breakouts. Consider expanding the recommended time to account for the slower interactions and transitions.

Timing considerations

Timing is my kryptonite. I have trouble allowing for enough time to get everything in. Here are some ways to help you navigate the tricky waters of timing.

How long do you think it will take?

For exercises with breakout rooms, allow at least ten minutes. Factor in time to clarify your instructions in the breakouts. For more complicated exercises, aim for 15-20 minutes.  Reserve a few minutes for key takeaways and for participants to share results.

How long will it actually take?

Practice both your explanation and the exercise itself. If possible, test the exercise with colleagues. Then, add buffer time. It’s better to end early, or have time to go deeper, than to rush it. I have run through explanations and exercises with colleagues only to find I had to go back to the drawing board because it didn’t work the way I planned.

Conclusion

These practices helped me design engaging, impactful training exercises and I hope they help you too. Most of these examples are from Turnberry’s Agile Academy courses. Each course is a two-hour interactive introduction to a specific topic on agility. The primary goal is to equip teams with a shared understanding and common language, ensuring that both team members and their coaches start off on the same page. This alignment significantly enhances the effectiveness and pace of our coaching engagements. Attendees consistently report that these sessions are a valuable use of their time, rating them as good or excellent experiences.

At Turnberry, we have used these seven practices (and others) as a basis for the curriculum in our Academies. By leveraging a variety of techniques to help with the application of the knowledge, we see increased engagement and knowledge retention from Academy attendees who receive training on topics related to Leadership, Product Management, and Agile best practices.

Partnering with Turnberry Solutions offers teams a structured approach to learning, helping to build alignment and support agile transformations at a comfortable pace. If you’d like support or want to share your experience, feel free to reach out. I’d love to hear from you!