Helpdesk Training
Ice breaker and introductions: Food Ball: 10 Minutes
Ask the group to stand in a circle, then ask each person in the group to name a food
they like beginning with the 1st letter of their name for example ‘I’m Katie and I like
Kiwi’s’. Once the whole group has shared their name and food the Trainer will
introduce balls to the game. The Trainer will say their name and food and choose
someone from the circle to throw the ball to saying their name and food i.e. ‘I am
Katie and I like Kiwi’s, this is Brian and he likes Bananas’. This will then carry on with
‘Brian’ choosing the next person, once everyone has had a turn the cycle continues
and the Trainer will introduce a 2nd and 3rd ball. This game encourages active
participation through introducing the ‘playground’ factor.
Boundaries exercise: Sharing my secret: 5 Minutes
Ask each member of the group to think of a piece of information about themselves
that they are willing to share, take turns and share this with the group. Then think
about a piece of information you would not like others to know. Do not share this
with the group but think about how you would feel if people knew this personal
information about you. This exercise is a clear way of outlining the importance of
confidentiality within the Academic Families.
Peer-Assisted Learning Facilitation Skills Session: 40 Minutes
Peer Support Development Officer or PALS Group
School-based information: 30 Minutes
Local Key Contac input.
Communication and Active Listening Skills: 20 Minutes
Break down the group into 3’s. Designate a speaker, listener and observer; be clear
that each person must stick to their role throughout the exercise. Instruct the
speaker to talk for 5 minutes on a subject of their choice, the listener must listen and
can give assurance of listening (nodding, eye contact, encouraging sounds) but must
not interrupt, the role of the observer is to note down the conversation. Following
the 5 minutes the listener must feedback to the speaker what they took from the
conversation and the observer will feedback if this does cover what was said and
how they viewed the listeners body language and demeanour ie. encouraging,
bored, judgemental. Once each person has had a turn in each of the roles they are
able to feedback to the group how this felt and what they have learnt from the
interaction. This should make clear the importance of active listening and how easy
it is to miss things when waiting for your turn to speak. Only now pass out the sheet
on Communication Skills.
Confidentiality and when to disclose: 20 Minutes
It is important to be very clear about confidentiality in order to create a safe
environment, especially if the students may see each other outside the training
room. This is a chance for the trainer to model the behaviour that would be
expected from a Peer Supporter in their role. The Trainer should talk through the
Confidentiality Sheet, it is important to take time over this, explaining the
importance of confidentiality and how and when to break it.
Volunteer Agreement/Handbook: 20 Minutes
Take everybody through this and ensure they are all signed and handed in. The
Trainer will then talk through the Volunteer Handbook and emphasise the key
elements, including confidentiality and disclosing a concern.
Session close: 5 Minutes
Hand-out evaluation forms