Page 281 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 08 11/20/02 12:49 PM Page 270
270 The Creative Training Idea Book
any trainers and educators make the mistake of thinking that their knowl-
edge alone makes them good at helping others learn. Although what you know
Mcertainly can be a cornerstone for effective training, it will make little differ-
ence if you do not know how to engage the minds of your learners effectively. Words
alone will not ensure transfer of knowledge to others. To facilitate better getting what
you know in front of participants takes preparation and skill in a variety of delivery
strategies. You must be able to use all of the information you have learned about brain-
based learning and how to apply it in the classroom.
A common fallacy is that by your speaking or having learners read words, they will
be able to absorb and apply what they encounter. In truth, only by engaging participants
on different sensory levels will they be able to gain and retain information, concepts, or
ideas. A simple technique for presenting information is to develop a theme for your ses-
sion and the key concepts contained in it. Once you do so, think of words, acronyms,
and visual images that conjure up mental visions and aid memory and recall. For ex-
ample, if you were delivering training on interpersonal communication, think of words
that relate to positive communication. Possibly come up with an acrostic device (e.g.,
an acronym) created from the first letters of key words, factors, concepts, or other pro-
gram components. Use the device to present the model visually and to accompany the
words. Add visual aspects (e.g., pictures, clip art, or other elements) to supplement and
reinforce your message. You can use any graphic display as long as it is in congruence
with the written message and adds to understanding rather than confusing learners.
Repeat the theme you develop throughout your presentation. Hang posters, have par-
ticipants write it, project various images of it, and create job aids to take back to the
workplace. You can also place the theme on pencils, mugs, hats, ribbons, buttons, or any-
thing else you can think of as incentive takeaways. Doing this reinforces the model or
message each time your learners look at the items in the future. An example of this
involves the Basic Concepts that are the core of a program that I developed for a program
titled Working Effectively with Others: The Legal and Ethical Aspects of the Workplace. In addi-
tion to stressing these concepts throughout the 1-day program, I have learners participate
in activities designed to have them apply the Concepts in class. They then have to explain
how and why they used each of the Concepts during the activity. I also have posters with
the Concepts displayed on several walls, give pocket-sized cards (job aids) to take back to
the workplace for future reference, and I provide coffee mugs imprinted with the Basic
Concepts. By bombarding participants with the Concepts throughout the day and after-
wards, there is a better chance for absorption and application of the material.
You can take the theme idea to another level by presenting information during
your sessions, then having participants brainstorm how what you taught applies to
them and their workplace. Taking such an approach helps make the learning more per-
sonal for them and they will likely take more ownership of implementation. You might
even either create a logo from the theme for the session or have learners do so. Use this
logo as a watermark (faintly screened background image) that appears in the center of
each page of printed handouts or on projected images (e.g., transparencies or slides).