Page 387 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning
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376 The Creative Training Idea Book
Erasers
The same erasers discussed in Chapter 6 can be used as incentives. These inexpensive,
creative prizes come in many shapes that often relate directly to various training topics
(see Creative Presentation Resources in the Resources for Trainers in the appendices).
Like stickers, erasers can be given to reward a variety of learner behaviors.
Coupons
At the beginning of a session, I often describe how coupons or tickets that I will dis-
tribute throughout the session can result in a prize at the end of the program. I explain
that participants receive a coupon or ticket for arriving on time, volunteering, respond-
ing first to a question (or raising their hand), or otherwise participating. The coupons
can be the carnival type that come on rolls and are numbered (see Creative Presenta-
tion Resources in the Resources for Trainers in the appendices). They have duplicate tick-
ets—one for the participant and one for you to retain for a drawing later. You can also
create your own with graphic images and the program title on them printed on bright
colored paper. You can make eight to ten of these on a sheet of paper, then cut them
apart for distribution. At the end of you session, have participants write their names
on the back of the coupons they have received, and then toss them all into a box for
a prize drawing. You may want to have candy bars or small incentives for all the par-
ticipants who do not win the major reward so that you do not have any losers in the
group.
Toys
Many toys and props can be adapted to relate to program themes. For example, I use
Magic 8-Ball key chains as incentives for workshops on creativity, train-the-trainer,
problem-solving, and decision-making. These creative little balls also come in larger
hand-size versions. The way I adapt them to training is to have a learner ask a closed-
ended question to which he or she wants to know an answer (e.g., “Will I get that raise
next week?”). On the back side of the ball is a little viewing area. Inside is a floating cube
with 12 possible responses (e.g., “Yes,” “Can’t tell,” and “Try later”). By turning the
ball upside down, an answer appears to the question. This is a lighthearted way to add
some fun to your programs and learners can have a key chain for their own use later.
Each time they see the reward in the future, they are likely to think of the program and
thus learning potentially will be reinforced.
Like so many other things addressed in this book, your ability to apply creative
learning strategies rests with your desire and effort to think outside the box. As I have
mentioned in other parts of the book, visit local toy or educational stores and purchase
various items. Really look at the items and ask yourself, “To what topic does this relate?”
or “How could I use this as a training aid or incentive?”