Page 39 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

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28 The Creative Training Idea Book
BRIGHT I DEA
Increasing Attentiveness
hen facilitating a learning experience or information exchange, build in
Wperiods of at least 2–5 minutes every 15–20 minutes for participants to
discuss, process information, physically move, review material, or otherwise
break their mental routine. This helps participants stay alert and focused.

Factors Inhibiting Attention
As a facilitator, you must compete with many things for the attention of your partici-
pants. Although little research has been done on why people become distracted, the
following are more common in a classroom.
• Inadequate time to focus or act on information during a session is a big issue
for many people. Keep in mind that the brain does not process input in a linear fash-
ion and needs time to make appropriate connections when new material is received.
Some participants need more time than others to grasp concepts or complete tasks. Your
failure to allow enough time when giving instructions or for activities can be very frus-
trating and ultimately lead some participants to give up or shut down during a training
session. This can often occur when you begin to present information at a rapid pace
while participants attempt to take notes.
Because a lecture is probably the least effective means of imparting information in
the first place, people can become bored and their minds may wander while you move
on in such instances. Therefore, try to use other strategies for information delivery that
involves learners.
Loss of focus can also occur when there are multiple things competing for your
participants’ attention. For example, think of times when you were using a flip chart or
overhead projector to present key points and someone asked a question or you stopped
to discuss something in detail. If you left the projector light on or a flip chart page re-
lated to another topic visible, your participants’ attention was likely torn between the
powerful visual images and focusing on you.
• External distracters can draw the attention of participants away from you or a
training aid being used to present information. Examples include side conversations
between participants in the room; open windows, blinds, or doors that allow participants
to view or hear people or events outside; or your appearance and body language. Any
of these can cause a loss of focus and ultimately lead to a breakdown in understanding
and learning if participants miss a key point of information.
An example of a distracter is movement. Even though movement can attract atten-
tion and aid your presentation, it can also cause problems. For example, assume you
are facilitating in a classroom that has windows. Outside, someone is mowing grass. As
the person walks back and forth with the mower, many participants will likely fix their