Page 480 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning
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lucas index 11/20/02 1:44 PM Page 469
Recognition of performance, forms of, 370–374 Self-disclosure, and trainer, 324–325 Index 469
Reference guides, as job aid, 279 Sensory memory, 37
Reinforcement of learning, activities for, 381–387 Serotonin, 11
Resistance of learners, 345–351 Short-term (working) memory, 37–38
causes of, 348–350 Show-of-hands, learner needs-assessment, 90
indicators of, 347–348 Shyness of learners, 354
prevention of, 345–347, 350–351 Sick building syndrome, 177–178
Retrieval, memory process, 36 Sight disabilities, 109–110
Return on investment (ROI), 165–166, 389 training strategies, 110
Revelation technique, 296, 301 Simulations, and creative decision-making, 54–55
Review Slideshows, 306–309
as memory enhancer, 34 projection software, 306
reinforcement of learning, 381–387 slide design, 308–309
See also Interim reviews tips for use, 306–308
Revolutionary, type of learner, 358 Small group discussions
Rewards active training method, 238
behavioral theory, 366 learner needs-assessment, 90, 92
extrinsic rewards, 375–379 and persons with disabilities, 109
for group participants, 223 Smile face items, 203
intrinsic rewards, 368–370 Snacks, in learning environment, 180–181, 249
recognition of performance, 370–374 Sounds, end of break, 249–250
situations for use, 365 Spatial intelligence, 24
Rhymes, memory enhancement method, 39–40 Sperry, Roger, 9
Right brain, learning functions of, 10 Stage fright, reducing anxiety, 330–333
Risk aversion, and increasing focus, 31–32 Stickers, for grouping participants, 217–218
Role-playing Sticky notes, 294–296
and creative decision-making, 54 and brainstorming, 295
as learning device, 140 for prioritizing, 295
Rubber stamps, for grouping participants, 215 for problem-solving, 295–296
Storage, memory process, 36
Seating configurations, 185–199 Stories
circular style, 193–194, 195–196 as attention-getter, 142–143
classroom style, 185–187 and creativity enhancement, 67
cluster style, 197–198 Superbrain, boosting learning, methods for, 11
crescent style, 192, 196 Surveys
double U-shaped, 192 learner needs-assessment, 85–86
fishbowl style, 198–199 See also Questionnaires
for high learner involvement, 193–199 Survival learning, and brain, 9
hollow square and solid style, 194
horseshoe style, 192 Talking, of learners, excessive, 352–354
for moderate learner involvement, 190–193 Tannen, Deborah, 106
open square style, 195 Teamwork activities, 260–266
perpendicular style, 187 as active training method, 239
rectangular style, 195 icebreakers and first session, 150–156
for reduced learner involvement, 185–190 team games, 260–262
rounds style, 194 team grid, 262–265
semicircular style, 189–190 Teaser announcements, 122–123
theater style, 187–189 Temperature, of learning environment, 171
U-shaped, 190–192 Test anxiety, 87
Self-affirmations, positive versus negative, 75 Toys, for grouping participants, 213, 214
