Page 243 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 07 11/20/02 12:29 PM Page 232
232 The Creative Training Idea Book
dult learners typically expect to be challenged and to be involved in their own
learning. To address both of these expectations in training requires some pro-
A activity on your part. By taking an approach that cultivates learner enthusiasm
through use of the proven strategies described in this chapter, you will be able to elicit
greater participant involvement and help ensure transfer of knowledge.

STRATEGIES FOR GENERATING ENTHUSIASM

Think about what you read in the earlier chapter on creativity. There are many ways
to spark excitement and enthusiasm in your sessions. Take the time to search out and
develop strategies and techniques that are innovative and require learners to think while
having fun and enjoying their experience. Here are a few ways that you can help stimu-
late enthusiasm in your classroom.

• Be enthusiastic in your facilitation.
Through your own interest and excitement, you can engage and stimulate learners.
• Plan and deliver activities that add value.
Your goal is the overall accomplishment of learning objectives. Do not add activ-
ities just because they are fun. Make sure that anything you do in your programs
is relevant to session content and aids learning.
• Ensure that initiatives are well organized.
Take time to prepare and practice before learners arrive.
• Clearly and concisely deliver directions.
To ensure that participants get maximum benefit from all activities in a session,
take the time to explain what learners are to do.
• Communicate the purpose and AVARFM of the activity.
It is crucial to explain to learners the value of what they are doing so that they
will understand potential benefits. Making an assumption that the objective of an
activity should be obvious could be a serious mistake. Remember that people learn
and process information differently.
• Elicit questions, comments, or suggestions.
Before participants begin an activity, take the time to ask if everything is clear and
to determine if all their questions related to the activity have been answered before
they begin.
• Give adequate time for successful completion of activities
Little is more frustrating to adults than to be assigned a task only to have some-
one stop them before they have time to complete it. When this occurs, most par-
ticipants will feel they have just wasted time and that sticking to a schedule of
events is more important to you than their learning. Cutting time short or rushing
learners though an activity can cause them to participate reluctantly in future activ-
ities. It is better to reduce the amount of material delivered and to allow quality