Page 476 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas index 11/20/02 1:44 PM Page 465
Index 465
Customer feedback, learner needs-assessment, 94–95 from learners, 219–220, 253, 258–259
Cutout shapes, for grouping participants, 219 post-session customer questionnaire, 393–394,
430–431
Daily journal, and creativity enhancement, 75 post-session learner questionnaire, 392, 429
Decision-making, creative approaches, 51–57 First impressions, 120–121, 162
Disabled participants. See Persons with disabilities Flexible curve, 291
Distraction, causes of, 28–30 Flip charts, 279–292
Divergent thinking, and creativity, 46, 48 accessories for, 288–292
Diversity, 98–104 artwork, 283–287
addressing participants, 99–100 design factors, 282
American jargon, avoiding use of, 103 general tips for use, 280–281
clear/concise communication, 103–104 layout of page, 283
discriminatory jokes, avoiding, 102 placement in room, 184
feedback to participant, 103 text appearance, 287
nonverbal communication, 100–101 Floor coverings, 169
open-ended questions, use of, 100 Flow charts, as job aid, 279
and room decoration, 203 Fluorescent tape, 289
standard English, use by instructor, 102 Focus, increasing, methods for, 30–32
and use of “no,” 103 Focus groups, learner needs-assessment, 85, 95
and U.S. population, 99 Fonts, choosing for written message, 272–273
vocal tone/volume/pace, 100 Food/meals, in learning environment, 180–181
written materials, 104 Full-spectrum lights, 170–171
Drawing/painting, and creativity enhancement, 59 Furniture, in learning environment, 182–184

Electrical outlets/controls, in learning environment, 172 Games
Electronic messaging, 297–298 and creative decision-making, 52
poster/banner creation, 297–298 and creativity enhancement, 60–61
white boards, 297 for getting to know students, 147–150
E-mail, marketing program, 122 for interim review, 254–258
Emotions Gardner, Howard, 23
and color, 167 Gender, issues in learning/teaching, 104, 106
and increasing focus, 31, 32 Gender differences
and learning, 11 brain, 11
Empowerment of learner, 32 communication styles, 106
Encoding, memory process, 35–36 Gestures, as communication cues, 342–343
Energizing activities, movement activities, 132–134, Goal-setting, importance of, 11
240–242 Graphic organizers, and creative decision-making,
Enthusiasm of learners, generation, tips for, 232–233 51
Eraser shapes, for grouping participants, 213–214 Graphics, as attention-getter, 140
Expert, type of learner, 355 Gray, John, 106
Explicit memory, 37 Greeting learners, 321
Extrinsic motivation, 375 Grouping
Extrinsic rewards, 375–379 advantages of, 210–212
Eye contact, 323, 343–344 grouping methods, 213–222
Eye positions, message of, 341 group leader, 223–227
Group leader, 223–227
Fantasyland activity, 151 selection methods, 225
Feedback traits, identification of, 226–227
and diversity of learners, 103 Group learning, as active training method,
learner needs-assessment from customer, 94–95 239