Page 354 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 09 11/20/02 1:03 PM Page 343
Keeping the Communication Flowing 343
As a general rule, gestures are used to highlight (similar
to training aids) your vocal presentation of information.
With the right motions, the hands can add punch or
impact to a speech or message. Movements should
appear natural and spontaneous, rather than forced
or artificial. Do not wring your hands, keep fingers
interlaced or clasped, crack your knuckles, pick your
fingernails, play with rings, or repeat other nervous
hand gestures. Use gesturing correctly to clarify or
emphasize. One point to remember about using non-
verbal gestures is that some cues have different meanings
in various cultures. Some of the common gestures in
Western cultures (e.g., thumbs up, forming a circle with the
thumb and index finger, or motioning for someone to come to
you palm up while bending joined fingers back and forth toward you
can actually offend in other cultures; see Books in Resources for Trainers in the appen-
dices). Be familiar with possible nonverbal meanings and use gestures appropriately.

Use Congruent Messages
Your verbal and nonverbal messages should match. For example, if you said, “I’d like
you to remember four things. . .” while holding up three fingers, confusion is likely to
result and learners might be distracted. The reason is that when verbal and nonverbal
cues are used together, the nonverbal use normally overshadows the verbal message; in
addition, more people are visual than auditory or kinesthetic learners.

Keep an Eye on Your Learners
Eye contact is a crucial element in building and maintaining trust. There are a variety of
suggestions on how to use it during a training program. I have found that by making eye
contact with a few select individuals who appear receptive or friendly, and smiling at
them, I can relieve the initial anxiety felt during a presentation. Later, I casually make eye
contact with other participants while sharing information throughout a program. To
make everyone feel connected to me, the program, and the content, I periodically main-
tain eye contact with one or two learners as I speak before moving on to other learners
and another point. Having practiced my material, I need to glance only occasionally at
my lesson plan or notes. This allows me maximum time for participant eye contact.
The amount of time spent looking at your learners will vary. It is not necessarily the
quantity but rather the quality of your eye contact that will make a difference. Concen-
trate on smiling and sending confident, friendly looks rather than challenging stares or
blank gazes (e.g., over their heads or at the ceiling or floor).The latter can cause partic-
ipants to believe you are nervous or unprepared as you blankly search for an answer or
thought.