Page 395 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 10 11/20/02 1:11 PM Page 384
384 The Creative Training Idea Book
You may encounter some people who for some reason do not want the items sent
to their supervisors. Honor their request if you cannot convince them privately of the
value of doing so.

Now Presenting!
Have learners form pairs and decide who will be No. 1 and who will be No. 2. Display
a flip chart or project a transparency showing session learning objectives. Give each
participant a blank piece of 8.5 × 11 inch paper. On a flip chart page write the follow-
ing and display it:

INTRODUCTION
BODY
CLOSING

Tell participants to copy the words onto their papers, leaving a couple inches of space
between each. Once they have done so, tell them they have 15 minutes to develop a
short presentation that they will present to their partner.
To prepare for the presentation, tell them to select the learning objective for the ses-
sion that they feel is most important to them personally and write it under “INTRO-
DUCTION” on their paper. Partners cannot select the same objective. Next, have them
go through session material and notes to find a number of points or items related to
their chosen objective. These should be written under “BODY” on their paper. Finally,
have them think of one or more reasons or ways that the objective selected will satisfy
a workplace issue or help them improve performance. Stress that the purpose of their
presentation is not only to review material but also to convince their partners that their
chosen objective was the most important thing learned in the session. This is written in
the CLOSING section.
After 15 minutes of preparation time, tell all No. 1s to make their presentation and try
to convince their partners that they have selected the most important objective. Give par-
ticipants 3–5 minutes for presentations, then have partners switch roles. After everyone
has given a presentation, lead a discussion in which you go down the list of learning
objectives asking all those who selected a particular one to comment on why they chose
it. This gives you an idea of which objectives learners thought were most important and
may cause you to modify your next delivery of the material. Summarize that all objectives
are important and give examples of how they can be applied in the workplace if you
have not already done so during the program. Award small prizes to learners, if desired.

Storytelling

Have participants form teams of six to eight people. Tell them that they have 30 min-
utes to develop a short story or tall tale about their workplace that is no longer than
5 minutes. Instruct them that they should not use the names of real people (I call this