Page 132 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 04 11/20/02 12:00 PM Page 121
Opening With a Bang 121
from a right-ear and attention preference when taking in new data or information. The
result is that a more positive first impression is derived from use of the right-brain hemi-
sphere. With this in mind, it becomes obvious that even minute details can work toward
creating a favorable image with your participants and should not be overlooked.

PUTTING YOUR BRAIN TO WORK: ACTIVITY

Think of training sessions you have conducted or attended.
What factors made a positive first impression on you and participants?

How was participant interest piqued before the session started and/or during the first few minutes?

In what ways can you use the preceding techniques to aid in grabbing attention in your future sessions?

RAISING EXPECTATIONS

You can begin building participant interest before your session starts. This can assist your
in-class performance and accomplishment. It is also helpful because participants who
arrive with higher expectations, an anticipation of the learning experience, and an over-
all positive outlook are more likely to actively participate and ultimately learn more.
Some of the techniques that I use in training to help raise expectations include the
following.

Pre-Class Assignments
To help ensure that participants take ownership for some of their own learning, I like to
give pre-class assignments. If you decide to do likewise, it is important to ensure that
you address the assignment during the session. Otherwise, participants typically resent
the time they thus wasted unnecessarily. Depending on the session topic, time allocated
for the training, and organizational culture, I sometimes send assignments in the form
of a welcome announcement to everyone who registers. These assignments might be
something related to the session topic that learners have to look up on the Internet. It
might also be something that they must do associated with the learning. For example,
in a recent class on interpersonal communication, I asked participants to identify some-
one they knew whom they believed to be an excellent communicator. They were then