Page 186 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning
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lucas chap 05  11/20/02  12:13 PM  Page 175
                                                               Creating a Stimulating Learning Environment   175
                                minute. Finally, if you want to really energize participants and get them moving, use
                                music that has 70–140 beats per minute.
                                   As a trainer, you can add music to the background to break the awkward silence that
                                sometimes exists as participants enter the room or return from breaks. You can also use
                                such music to signal the end of one event and the beginning of another. This works
                                because the abrupt silence that occurs when the music is turned off attracts attention.
                                Nonverbally, you are signaling that something is about to happen or that it is time to
                                begin.
                                   Music can definitely assist in setting the tone for a session, and if used correctly,
                                can actually contribute to the theme. For example, in a class on time management, I
                                recorded an hour of songs with time in the title (e.g., “Time won’t let me” by the Out-
                                siders, “Time has come today” by the Chambers Brothers, and “Time in a bottle” by Jim
                                Croce). I played the songs as learners arrived and during breaks; in my opening remarks
                                I commented about how time influences every aspect of our lives, including our music.
                                In another session on motivation, I ran in from the back of the room with the theme of
                                the movie “Rocky” blaring away. Once in front of the class, I turn off the music and in
                                animated fashion welcomed everyone with a loud “GOOD MORNING! ARE YOU
                                READY TO LEARN SOME TECHNIQUES TO IMPROVE YOUR WORKLIFE?” I then get
                                everyone to stand up, and lead them through a fast-paced stretching or other fun activ-
                                ity. That leads to small group brainstorming activity into what gets people pumped up
                                in today’s workplace. We review their ideas and get into the program content.
                                   When selecting music for your programs, do not forget that each participant has
                                preferences related to music type (e.g., rock, rap, new age, and country), format (e.g.,
                                instrumental versus vocal), and volume level. Also, recognize that some people will enjoy
                                the music and others will complain about it. Experiment to find a happy medium and
                                ask for participant input. You may even want to discuss the issues mentioned in this sec-
                                tion related to music and learning at the beginning of the session. Depending on how
                                much music you plan to use, build in small competitions in which the winner gets to
                                assume the role of the disc jockey who selects the next phase of music you will play dur-
                                ing breaks or whenever. This is a fun way to involve participants and give them some
                                control while relieving you of the task of making selections.
                                   Lenn Millbower points out the need for cultural awareness by explaining the role of
                                music in different parts of the world. “Music fulfills different needs in diverse locations
                                around the world, and we are all prisoners of our cultural assumptions. Individuals,
                                even professional musicians, have a difficult time appreciating the nuances of music
                                outside their heritage. Erroneous music placement based on mistaken cultural assump-
                                tions is a potential source of embarrassment when training with music. You must know
                                the cultural assumptions and expectations of your audience before selecting material.” 20
                                The key to selecting the right type of music is to consider the organizational culture,
                                topic, geographic location, and cultural background of learners. For example, although
                                upbeat country and western music might play well as break music for a session being
                                taught in Texas or other parts of the western United States, it might not be well received
                                in major cities of the northeastern part of the country or in other countries. Similarly,
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