Page 353 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 09 11/20/02 1:03 PM Page 342
342 The Creative Training Idea Book
BRIGHT I DEA
Capitalizing on Brain Functioning
o maximize the benefit of research related to eye movement, stand to the right
Tside of the room (from your learners’ perspectives) whenever you are presenting
concepts, ideas, or information. That is where the brain looks for new information
or auditory messages. When conducting questioning or a review activity, move to
the left side (where the brain looks for stored information). This can aid retention
and help learners access material later.

Face Your Learners
Because your participants are the reason for you being in the training room, give them
your full attention—not just because it is the polite thing to do and because caregivers
likely taught you to look at someone when you’re talking to them, but because you want
them to get your message. If you turn away they might miss or misinterpret what you
said. Also, if someone has a hearing deficit, he or she cannot see your mouth movements
to get the message.
When in front of a group, face them, and stand with your weight evenly distributed
over both feet and shoulders to the front. Keep your head up and shoulders relaxed as
you smile (depending on your topic) and use other open nonverbal gestures. Also, when
writing on a surface, write, then turn and talk to your participants. Do not attempt both
actions simultaneously.

Gesture Appropriately
Some trainers gesture a great deal, others hardly at all. One large challenge, for new and
experienced trainers as well, is what to do with their hands as they speak. Some people
clasp them behind their back, others in front. Some cross their arms; others rest them
on a lectern or the arm of an overhead projector. (This should never be done, as it can
bend the arm and make future adjustments of images onto a screen difficult). Still other
trainers put their hands in their pockets, on their hips, or simply let them hang limply
by their sides. A good stance is facing your learners with elbows bent and hands at about
waist level in front of you. From this position you can easily gesture left, right, or in uni-
son to emphasize a point or attract attention. For example, if asking a question from the
group, you might simultaneously spread your arms and hands out, palms up, toward
learners in a gesture indicating that you are giving them the floor or putting them in
control. You are verbally and nonverbally eliciting a response. When asking for feedback
or encouraging input of ideas, you might say something such as, “I would like to hear
what you think about this” while gesturing with open arms toward your learners, then
sweeping them inward toward you in a gathering motion.