Page 163 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 04 11/20/02 12:00 PM Page 152
152 The Creative Training Idea Book
Who Am I?
There are a couple of variations of this activity that you may want to use to help par-
ticipants get to know more about one another. In the first version, you can have par-
ticipants write on an adhesive nametag either four or five bits of information about
themselves (e.g., height, eye color, ethnicity, highest year of schooling, or whatever) or
hobbies and interests that they have. They should not put their name on the tag. Have
them toss all the nametags into a pile. Finally, have each person randomly draw a tag
from the pile and search the room for the author. Once found, they should do intro-
ductions and get to know one another until told to stop and regroup.
A second variation is to have people write four or five strengths (e.g., good listener,
fast reader, good negotiator, works well on teams, or whatever) on a sheet of paper or
flip chart paper, then post the page on the wall. Each person has a set period of time,
depending on the size of the group, in which to read what is on the sheets and then try
to determine to which participant the information applies.

Brain Teasers
These visually stimulating puzzles are great as an introductory individual or small group
activity or to use as an energizer throughout training programs. There are many sources
for these puzzles; however, you can create your own by taking simple phrases and con-
verting them to vertical, horizontal or diagonal configurations and even adding pictures
to substitute for words (see Figure 4-7).

Word Search Puzzles
Participants love challenges that are fun. You can add both of these elements to the be-
ginning of your session or at any point throughout the program through use of word
search puzzles that use key words or concepts from the training. As you read in earlier
chapters, this is an excellent way to introduce key learning elements, assess current
knowledge, or reinforce program words and content. The way I use these in my intro-
duction is to have participants either individually or in groups take 5 minutes to try to
find all the terms listed at the bottom of the puzzle. Once that has been accomplished,
I reward the person or group getting all or most of the terms correct and then review the
terms related to how they will be covered in the session. This is an easy and less boring
manner to introduce your objectives (see Figure 4-8, which is based on key elements
of this chapter; answers are in the Tools for Trainers section in the appendices). This
sample was created on a crossword software package (see section in the appendices for
Word Search puzzle software).