Page 479 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas index 11/20/02 1:44 PM Page 468
468 Index
Networking Persons with disabilities, 107–114
and small groups, 210–211 accommodation of physical environment, 109,
trainer facilitation of, 146 113–114
Neurolinguistic programming (NLP), 324 appropriate terms used for, 107
Noise, minimizing in learning environment, 173–174 general tips, 108–109
Nominal group techniques, and creative decision- hearing disabilities, 111–112
making, 53 mobility disabilities, 112–113
Nonverbal communication sight disabilities, 109–110
commonly used cues/gestures, 101 Pessimists, type of learner, 356
and culturally diverse participants, 100–101 Planning. See Trainer preparation
eye positions, 341 Plants, in learning environment, 177–178
importance of, 337–339 Play Dough, 200
Nutrition, and learning, 11 Playing cards, for grouping participants, 219
Pocket guides, as job aid, 278
Observation, learner needs-assessment, 86, 94 Political correctness, 322
Odors, and mental processing, 179–180 Positive self-affirmations, 75
Opaque projectors, 298 Posters, 292–293
Open-ended questions customization of, 293
and active training, 238 as job aid, 278
and creative decision-making, 55 software tool, 297–298
and culturally diverse participants, 100 Post-tests, learner needs-assessment, 93
meaning of, 335 Pre-class assignments, 121–130
Optical illusions, and creativity enhancement, 65–66 Pre-tests, learner needs-assessment, 87
Optimism, and brain, 11 Projectors
Organizational culture, and creativity inhibition, opaque projectors, 298
71–72 overhead projectors, 298–306
Overhead projectors, 298–306 Props, 202–203
accessories, 302–305 Public speaking
for copying images, 286–287 facing audience, 342
graphics used with, 301 highlighting notes, 344
leaving on between transparencies, 301–302 practice method, 333–334
placement in room, 184 stage fright, 329–334
revelation technique, 301 vocal style, 327–329
tips for use, 299–300 See also Communication
transparency design, 300–301 Puzzles, pre-class activity, 124–125
transparency overlays, 303–304
Questioning, 334–337
Pantographs, 288 closed-ended questions, 335
Participant teaching, as active training method, 239 open-ended questions, 335
Party materials, 200–202 questioning techniques, 336
Party props, for grouping participants, 220–221 questions to avoid, 335
Peer coaching student exercise, 336–337
as active training method, 239 Questionnaires
for interim review, 254 learner needs-assessment, 93–94
Peer pressure, for modifying behavior, 251 post-session customer questionnaire, 393–394
Pencils post-session learner questionnaire, 392
giant pencils, 290
for grouping participants, 216–217 Real-life experiences
Performance reports, learner needs-assessment, 95 and creative decision-making, 55
Personal paradigms, and creativity, 58 and learning, 55