Page 253 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 07 11/20/02 12:29 PM Page 242
242 The Creative Training Idea Book
Stretch and Breathe
To help increase blood flow and participant alertness, have them stand and do peri-
odic stretching and breathing activities. Build these in as transitions between key
concepts, before beginning an activity to clear thinking, or to introduce an interim
review.
Simply have everyone stand and on your commands (e.g., inhale and exhale) take
slow deep breaths. Also, have them reach as high as they can above their heads, fingers
extended, up on tiptoes, and stretch. Repeat 10 times, then have them relax, and drop
their hands to their sides and shake them vigorously. Another alternative is to have
participants bend at the waist and slowly reach as far toward their feet as possible. This
can also be done while seated. The key is to get people moving and to do it slowly and
in a relaxed fashion. Playing light, easy listening instrumental or nature sound music
can assist in setting the mood.

GETTING ACQUAINTED ACTIVITIES

The amount and quality of in-class communication between you and participants, and
among participants, can often directly impact the success of a session. One of the key dif-
ferences between pedagogy and andragogy is the experience level of adult learners. Pro-
viding opportunities for participants to share their knowledge and expertise is important.
Often, communication can be facilitated through activities in which learners have
a chance to get to know one another, build rapport, and share what they know. Such
activities are often called icebreakers when used at the beginning of a program because
they provide a vehicle for learners to get acquainted and start to meld as a group. Later
in a session, such activities might be called energizers, or simply activities focused on
accomplishing a variety of course-related objectives, including enhancement of com-
munication. As with other elements of the human resource development (HRD)
process, there are many books and published activities on this subject that you can adapt
or adopt. In deciding which is the most appropriate activity for your needs, consider the
objectives of the activity, session goals, audience demographics, resources, facility, avail-
able equipment, and time that you read about earlier.
Rather than using the same activity each time you facilitate, build a repertoire of at
least a dozen and alternate them when you train. This prevents you from becoming
bored and appearing practiced and gives participants who attend many of your sessions
some variety. This latter point is crucial in keeping learners stimulated and alert so that
they want to learn and participate. The last thing that you need at the beginning of a
program is for a participant to decide early that he or she has “been there” before and
to turn off to what is being offered. If they are required to take part in activities that they
have experienced previously, they could very easily shut down and even undermine the
activity for others out of boredom.