Page 70 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 02 11/20/02 11:37 AM Page 59
Lighting the Creativity Lamp 59
trivia questions. Relate the questions and problem-solving process they use to
your program topic. You can purchase decks of cards that offer a variety of such
challenges (see Creative Presentation Resources, Inc., in Resources for Trainers in
the appendices).

Drawing or Painting
Art can assist participants visualize abstract ideas or concepts. In your training, pass out
markers, large crayons, or finger paint along with sheets of newsprint (flip chart paper).
Ask participants to create team logos that visually show their group values or any other
characteristics that you designate. Encourage them to loosen up and have fun. Stress that
artistic ability is not being measured. As a review activity, you could use a similar exer-
cise in which groups or individuals create an image showing people demonstrating key
concepts covered in the program.

PUTTING YOUR BRAIN TO WORK: ACTIVITY

What are some ways in which you use art, or have seen it used in training programs?

In what programs currently taught could you begin using art to stimulate creativity?

How can you use art in one of the classes you have identified (be specific)?

Models
Creating structures with building blocks or Legos® can help foster such skills as com-
munication, teamwork, problem-solving, decision-making, resource and time manage-
ment, and strategic planning. Create a simple model of a building, wall, or structure that
will be copied by small groups of participants. Explain to learners that they have a spec-
ified time period to replicate your model, which is displayed on a table in the front of
the room. Their re-creations must be exact replicas and they cannot remove your model
to their work area(s). Designate a single person in each group to be the team leader or
whatever title you prefer (see Chapter 6). That person is the only one who can travel to
the front table to examine the model. The leader must then return to his or her group
to communicate details and what must be done to copy the model exactly. Allow the