Page 145 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 04 11/20/02 12:00 PM Page 134
134 The Creative Training Idea Book
say them with a vocal quality that uses all your capabilities (e.g., volume, inflection,
pitch, and rate). Also, make sure that your nonverbal cues are in congruence or match
your vocal messages. For example, if you say, “Good morning,” do so with enthusiasm.
Say “GOOD MORNING!” energetically and in a loud voice. As you offer the greeting,
make sure that you smile, and use open body language and gesturing (e.g., arms ex-
tended out and away from your body toward the audience). I will often say “GOOD
MORNING!” and if participant response is weak, I’ll jokingly say something like, “I
know the coffee has not kicked in yet and it’s early, but if we start the day off with a low-
key approach, it’s going to be a long one. Can we try that again . . . GOOD MORNING!”
This generally gets a laugh and a stronger refrain because everyone is now tuned into
the start of the session. I can then launch into my planned content and activities.
Because of the time issue I mentioned earlier, your participants want to know that
every minute spent in training is worth the investment. As such, part of the power from
your opening remarks can be derived by explaining the Added Value And Results For
Me (AVARFM) to each learner. By telling participants up front the importance of the
information they will receive, and stressing its value to them personally, you can increase
the likelihood of their buy-in. Put your comments, related to value, in the context of
how their knowledge, skills, and attitudes can improve through use of program con-
cepts. Also, stress other value-added elements, such as time savings, increased revenues,
decreased expenditures, enhanced service levels, or whatever applies to your group.

INTERIM REVIEW

If you were facilitating a workshop on this chapter’s topic you could energize
learners while reviewing information covered thus far. This could be done by
having participants form two equal lines, one person behind another, facing a
wall. Give the first person in each line an inflated balloon that he or she is to put
between his or her knees. When you say “GO” the person should quickly run to the wall,
slap the wall, and shout out one term, concept, or idea experienced in the session thus
far, then return (with the balloon between his or her knees) to the line where he or she
passes the balloon to the next person, who repeats the process. Tell participants that they
cannot repeat something said by another person. Continue this evolution for a set time
limit or until everyone has made a trip to the wall. If someone cannot think of a something
to yell on reaching the wall, they slap the wall and yell “Pass.” After everyone is done,
have everyone give a round of applause and do a quick review and highlight any key
areas they missed. You may want to award all participants a piece of candy or small prize.
If you have participants with disabilities (e.g., sight impaired or who use a wheelchair
or other mobility device), they can still participate to their level of comfort or with the
assistance of others, as they desire. For example, someone in a wheelchair could still
place the balloon between his or her knees and go to the wall.
Now, before moving on in this chapter, take a few minutes and write down all the key
concepts you can recall, then check for accuracy before proceeding.