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- Herausgeber: John Wiley & Sons
- Kategorie: Fachliteratur
- Serie: Active Training Series
- Sprache: Englisch
Liven up training with new, dynamic strategies for active participation 101 More Ways to Make Training Active brings together a rich, comprehensive collection of training strategies and activities into one easy source. Designed for quick navigation, this useful guide is packed with classroom-ready ideas and twenty "how-to" lists to enliven any learning situation, helping you better engage their trainees and encourage active participation. These techniques are applicable to almost any topic and learning objective, and provide guidance on every aspect of Active Training design and delivery. Each strategy includes recommendations for length of time, number of participants, and other conditional factors, plus a case study that illustrates the strategy in action. Coverage includes topics like communication, change management, coaching, feedback, conflict, diversity, customer service, and more, providing a complete reference for facilitating active training sessions. Active Training requires the participants to do most of the work. They use their brains, and apply what they've learned. The environment is fast-paced, fun, supportive, and personally engaging, and encourages participants to figure things out for themselves. This book contains specific, practical strategies for bringing this environment to any training session. * Learn new strategies for stimulating active discussion * Inspire creativity, innovation, and collaboration * Teach better decision making, leadership, and self-management * Make lectures active to encourage more participation Active training makes training sessions more enjoyable, and as participants invest themselves more heavily into the material, outcomes begin to improve dramatically. This dynamic atmosphere doesn't happen by accident; the activities and the course itself must be designed and delivered in a way that encourages active participation. In 101 More Ways to Make Training Active, you get a toolkit of creative, challenging, and fun ways to make it happen.
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Seitenzahl: 346
Veröffentlichungsjahr: 2015
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Table of Contents
Title Page
Copyright
Acknowledgments
Introduction: Getting the Most from this Resource
How This Book Is Organized
200 Tips to Make Training Active and Learning Successful
Two Hundred Tips
1. Mel's Top 10 Training Tips
2. 10 Tips to Open a Learning Session Actively
3. 10 Tactics for Relevant Ice Breakers
4. 10 Participant Introductions
5. 10 Tips to Create an Enticing Learning Environment
6. 10 Basics for Active Facilitators
7. 10 Tips to Become an Engaging Facilitator
8. 10 Tips to Keep Learners Focused
9. 10 Presenting Mistakes to Avoid and a Bonus: 10 Tactics for Professional Presenters
10. 10 Factors That Increase Retention
11. 10 Storytelling Tips
12. 10 Tips to Effectively Launch a Practice Activity
13. 10 Ways to Encourage Participant Timeliness
14. 10 Creative Strategies for Forming Groups
15. 10 Options to Motivate Learners
16. 10 Quick Recap Strategies
17. 10-Step Process to Increase Applicability
18. 10 Ideas to Ensure Transferability
19. 10 Ways to Address Challenging Situations
20. 10 Options for Active Closings
Open Every Session Actively
Icebreakers and Introductions
1. Finding People Alike
2. Me in 20 Words or Less
3. Traffic Lights
4. Honoring Experience and Expertise
5. We're All in the Same Boat
Identifying Participant Expectations
6. On Course, of Course
7. Ask and Deliver
8. Visualizing Success
9. Why Are You Here?
10. Topic Networking
11. Different Question, Same Result
Delivering Active Learning
Connecting Learning to the Workplace
12. Advice Exchange
13. Pull Up a Chair
Engaging Participants in Learning
14. Four Corners
15. Create a Timeline
16. Make Your Case
17. The Power of Demonstration Learning
18. Twitter Engagement
19. Photo Environment Survey
20. Learning at-a-Glance Placemat
Enhance Learning with Practice
21. Shine a Light on Me!
22. Go with the Flow
23. Show It Online
24. Two Negatives Make a Positive
25. Acronym BINGO
26. Sequence Is Important
Learn with Your Peers
27. Four Square and Share
28. Rotating Review
29. Angles, Tangles, and Dangles
30. The Power of Story
31. QR Code Query
32. Peer Assessment
Content to Support Active Learning
Communication
33. Communication Challenges
34. Generational Communication Awareness
35. Tell It in a Story
36. It's In the Words
Diversity and Inclusion
37. Cultural Limitations in Clay
38. Celebrate Differences
39. Connecting through Hello
Leadership
40. Listening to Collaboration
41. Focus a Discussion
42. Best Boss
43. Learning through Dialogue
44. Brand Boosters
45. Touchpoint
Teamwork and Team Building
46. Crest of Teams
47. Wall of Reality and Greatness
48. Hit Your Numbers
49. Who's Important?
50. Sticking Together
51. Team Effectiveness
52. Balancing Responsibilities
53. Decorate Your Cake and Eat It, Too
54. Construct Your Team
55. What's Your Story?
Tools to Facilitate Active Learning
Energizers
56. Guess to the Beat
57. Take a Stand
58. Why I Like
Experiential Learning
59. Appreciative Inquiry for a Positive Approach
60. Exploring a New Frontier
61. Let's Learn by Drawing
62. Lunch Bunch
63. QR Code Scavenger Hunt
64. Tie Your Shoe
Feedback
65. Presentation Peer Review
66. Skills Feedback Rubric
Manage a Classroom
67. Case Sorter
68. Hijacked Presentations
69. Our Anthem
70. Managing Deep Resistance
71. Assigning Groups
72. How
Not
to Do It
73. Critical Connections
Stimulate Discussion
74. What IF?
75. Brainstorm Debrief
76. Quote Me
77. Put the Idea on Trial
Closing and Follow-Up for Active Learning
Application
78. At Work in the Real World
79. Instant Editors
80. Make It Stick
81. Application Action Plan
Closing Practice and Review
82. Stump the Teams Review
83. Traps and Exits
84. Summarize It
85. Reflection Circles
86. A Day in 30 Minutes
87. Learning Journal
88. Reflect, Write, Share
Closing Summaries and Evaluation
89. Key Points
90. Think, Link, and Ink
91. Storyboard
92. Picture-Perfect Ending
93. A Memorable Closing
94. An MVP Review and Commitment
95. Live Feedback
Transfer Learning Actions
96. Peer Coaching Circle
97. Learning Transfer Support Partners
98. Creating Catchphrases
99. Send It in a Postcard
100. Virtual Book Club
101. Developing a Leader Network
End User License Agreement
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Guide
Cover
Table of Contents
Introduction: Getting the Most from this Resource
200 Tips to Make Training Active and Learning Successful
Begin Reading
List of Illustrations
Figure 3.1
Figure 5.1
Figure 5.2
Figure 11.1
Figure 13.1
Figure 19.1
For free Active Training tips and tools, please visit www.wiley.com/go/activetraining and use the password professional.
101 More Ways to Make TrainingActive
Elaine Biech
Cover Design and Illustrations: Faceout Studio
This book is printed on acid-free paper.
Copyright © 2015 by ebb associates, Inc. All rights reserved.
Published by John Wiley & Sons, Inc., Hoboken, New Jersey
Published simultaneously in Canada
No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 646-8600, or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201) 748-6008, or online at www.wiley.com/go/permissions.
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Acknowledgments
This book would not be in your hands without the resourceful people who took time to share 101 of their most creative ideas. Thank you to all contributors. Sharing your best inspires me and will motivate readers to incorporate your activities into their learning sessions. I am pleased to publish your name on your contribution's page.
An extra special thank you goes out to the Above and Beyond Band of Achievers (ABBA) who tweeted, texted, and called their colleagues; contributed extra activities; volunteered to help; and were involved in 101 other ways: Wendy Axelrod, Peter Garber, Barbara Glacel, Karen Lawson, Lynne Lazaroff, Dawn Mahoney, Renie McClay, Kella Price, Kimberly Seeger, Tracy Tagliati, Shannon Tipton, and Amy Tolbert. I appreciate your extra help to make this volume excellent.
The Wiley people who are behind the scenes but up front with expertise include Matt Davis for reviving the series and production editor Chaitanya Mella.
Introduction:Getting the Most from this Resource
You can tell people what they need to know very fast.But they will forget what you tell them even faster.People are more likely to understand what they figure outfor themselves than what you figure out for them.
—Mel Silberman
It's been 10 years since Mel Silberman's second edition of 101 Ways to Make Training Active, and exactly 20 years since the first edition. So it is fitting that 2015 has been selected for the third edition.
Mel's staunch advocates are still following his active learning concepts and contributing to the profession to ensure that participants have the opportunity to figure things out for themselves and transfer their knowledge and skills back to the workplace.
Mel's unwavering support is based on the fact that his concepts work. Training is “active” when the learners do most of the work. Learners consider the content, solve problems, make decisions, and practice the skills. This ensures that they are ready to apply what they learned once they return to the workplace or wherever they intend to use their newly acquired skills and knowledge.
What's new? All of the activities are new. Unlike editions one and two where many of the tried and true activities and tips were the same, everything in edition three is new. We've tapped the experts in the field to help. Due to the unwavering support of Mel's concepts by a legion of followers, we have invited others to contribute to this book and join in sharing how they make training active. Facilitators, coaches, designers, e-learning experts, trainers, and others responded and contributed their techniques to this book. Many have come full circle, giving Mel's concepts and ideas credit for the spinoff idea. You will find their names associated with their contributions.
What is “active” training? You can tell you are in an “active” classroom because participants are out of their seats, moving about, sharing ideas, and totally involved—both mentally and physically. Active training is fast-paced, fun, and personally engaging for learners. 101 Ways to Make Training Active contains specific, practical techniques that can be used for almost any topic area. The activities are designed to enliven, engage, and ensure that learners are involved in their own learning.
When well-developed, a live-classroom environment has the ability to motivate learners in special ways, including a personal engagement with a caring facilitator, the social recognition and reinforcement of the learner's peers, and the dramatic presentation of content. Yet, most of us no longer rely on only classroom delivery, so the online learning that we all deliver also needs to be active. With a bit of tweaking, other formats can be equally enhanced with the techniques in this book.
Although this collection is based on learning in a classroom, many of the activities and tips also work in an online setting. In some cases the contributor shares that information. Because classroom delivery is not the only option, a second companion resource, 101 Ways to Make Learning Beyond the Classroom Active, focuses on alternative learning events that occur outside a classroom setting: coaching, online, informal, and others.
How This Book Is Organized
Top Ten Lists
The contents begin with Mel's famous “Top Ten Lists.” Like edition one and two, this edition features 200+ all new tips. We are excited that Karen Lawson, who worked on the first two editions, was willing to go back in time to reminisce about Mel's favorite tips. It's a great way to start this section. The rest of the list is arranged to some degree in the order that you, as a facilitator, might use these tips starting with 10 tips to open an active learning session to 10 options to close an active learning session. Between you will find 10 tips to become an engaging facilitator, 10 storytelling tips, 10 strategies for forming groups, and 10 ways to address challenging situations. You will also find these lists on the matching website so that you will be able to download them and keep them within easy reach while you are designing or while you are in front of a classroom.
101 Ways
The 101 techniques described in this book are divided into five sections. Each is described here to help you know where to find the technique that will be most beneficial. Again, the techniques are arranged to some degree in the order that you, as a facilitator, might use the techniques.
Open Every Session Actively
This section contains icebreakers, introduction techniques, ways to identify participant needs, and other kinds of opening activities. These activities provide you with techniques to start your learning sessions off right—with participants taking an active role right from the start.
Icebreakers and Introductions: introduces participants to each other and the content; reveals participant expertise and experiences with the content; offers opportunities for participant to be involved and speak early.
Identifying Participant Expectations: facilitates cooperation and understanding of participant attitudes and current level of skills and knowledge; helps to clarify what will and will not happen in the session; tips off facilitator about the potential need to adjust the delivery plan.
Delivering Active Learning
This section contains techniques that can be used throughout a learning session. The activities remind you of the critical elements to keep learning active: how to get participants involved, tie the content to the real world, allow for practice, and encourage participants to share what they know with their peers.
Connecting Learning to the Workplace: ensures that throughout the learning session you have ways to remind learners that it's all about what they take back to the workplace that counts.
Engaging Participants in Learning: reminds us that engagement equals learning and that using unique techniques is a great way to garner engagement.
Enhance Learning with Practice: acknowledges that practice is the best way to enable learning, especially when you are able to set up the classroom with practical situations that learners will face upon their return to the workplace.
Learn with Your Peers: recognizes the value that all learners bring to the classroom based on their expertise and experience; helps participants sort out what they understand, what they still need to learn, and what questions they may have as they lead their own learning.
Content to Support Active Learning
This section presents specific content for the most common topics delivered: communication, diversity, leadership, and teamwork. The content works well as a part of a session with the same title or built into another type of learning session. For example the communication activities could be a part of a managerial skills session as new managers learn the import part that communication plays in their role as a manager.
Communication: offers content ideas and twists to the one skill that most of us still need to work on; introduces the importance of stories and words in communication; expands awareness of generational differences and challenges we all face.
Diversity and Inclusion: provides new ideas and activities for a topic our organizations continue to struggle with.
Leadership: suggests ideas to develop skills for leaders at all levels; addresses a topic plaguing most organizations with a shortage of prepared leaders for the future; offers a mix of skills and reflection.
Teamwork and Team Building: provides a nice mix of skill development, knowledge of teamwork, and building a team when things are not working as well as they should.
Tools to Facilitate Active Learning
This section offers an assortment of tools that can be used in almost any area and with any content: energizers when energy is lagging, experiential learning to allow participants to experience the learning, feedback to give and receive advice and opinions, ideas to stimulate discussion, and tips for the logistics of juggling a successful classroom.
Energizers: ideas to keep learners active and participating, even during the afternoon doldrums with unique ideas you won't find anywhere else.
Experiential Learning: develops your repertoire of methods to give learners opportunities to experience the learning; easy to adapt to any topic and still maintain the format.
Feedback: offers means to build learners' skill by receiving recommendations and advice to improve in a safe environment.
Manage a Classroom: addresses challenges of every sort including moving participants into groups, bringing participants back on time, addressing difficult participants and situations, and facilitating an environment that considers learners' needs.
Stimulate Discussion: introduces ideas to encourage dialogue and conversation to help participants sort through what is meaningful to them and what to implement upon the return to their workplace.
Closing and Follow-Up for Active Learning
This section goes beyond the classroom. It ensures that you have ideas and tools to conclude a learning session so that participants reflect and review what they have learned and how they can apply it back on the job. Numerous ways to practice, analyze, and internalize the content are presented.
Application: delivers creative ways to help learners determine how they will apply the knowledge and skills from the session; offers support and planning for the return to the real world and challenges them to think through the possibilities.
Closing Practice and Review: offers one last time for learners to review what they learned or practice skills before returning to the workplace; offers approaches that work for various types of employees.
Closing Summaries and Evaluation: presents ideas for how to bring it all together and to prioritize critical facts and ideas; ensures that themes are clarified and feedback is offered about the session.
Transfer Learning Actions: transfers support after the session is over through groups, pairs, and other ways to keep the learning alive; ensures that what was learned is not “shelved” for implementation at another time, but applied immediately.
Activity Design
Each of the 101 strategies is arranged in a similar format, making it easy for you to go directly to the element that you need. Six elements describe each of the 101 activities:
Overview
: a statement about the purpose of the strategy and the setting and situation in which it is appropriate.
Participants
: number of participants that the author suggests is appropriate for the strategy and in some cases a definition of the type or level of employee that is required.
Procedure
: step-by-step instructions about how to use the strategy and things to remember to make it successful.
Debrief
: suggested questions or actions you can use to bring the activity to a close. This may be the most important part of the activity. The debriefing should ensure that participants understand the content and are able to transfer it to the workplace.
Variations
: suggested alternatives for ways to use the strategy.
Case Examples
: situations in which the strategy has been used to help you visualize how it can be implemented.
Whether you use the 10 Tips lists or the 101 strategies, they serve to build a range of “active learning” methods and offer tools to design the best active learning sessions possible.
200 Tips to Make Training Active and Learning Successful
Two Hundred Tips
Active Training for successful learning requires you to be aware of myriad details. In true Mel Silberman–style, I've continued his tradition by opening this book with two hundred tips that address many of these details. The tips cover everything from opening to closing a classroom session and include introductions, storytelling tips, and presentation tactics. You'll find ideas for becoming an engaged facilitator, keeping your learners focused, and addressing challenging situations.
The top 10 lists in this chapter, 20 of them with over 200 training tips, summarize best practices and ideas for how to address some of the issues and challenges that you face. We are fortunate to have tapped into some of the best trainers in the world for these tips to make your life easier.
You have probably heard of some of these tips and already used many. Mel believed that having organized lists of ideas in one place makes your job easier. Someone recently described these top 10 lists as a “bonus” to trainers. I agree. The organized lists provide ideas in a flash for some of the questions you have most often.
To celebrate Mel and what he has done for our profession, I asked Karen Lawson to create the first list: “Mel's Top 10 Training Tips.” Karen worked closely with Mel on the first and second edition of this book. This list of the best-of-the-best tips will give you pause to think about your own training style and how well you implement each of these tips.
Top 10 Lists
Mel's Top 10 Training Tips
10 Tips to Open a Learning Session Actively
10 Tactics for Relevant Icebreakers
10 Participant Introductions
10 Tips to Create an Enticing Learning Environment
10 Basics for Active Facilitators
10 Tips to Become an Engaging Facilitator
10 Tips to Keep Learners Focused
10 Presenting Mistakes to Avoid and a Bonus: 10 Tactics for Professional Presenters
10 Factors That Increase Retention
10 Storytelling Tips
10 Tips to Effectively Launch a Practice Activity
10 Ways to Encourage Participant Timeliness
10 Creative Strategies for Forming Groups
10 Options to Motivate Learners
10 Quick Recap Strategies
10-Step Process to Increase Applicability
10 Ideas to Ensure Transferability
10 Ways to Address Challenging Situations
10 Options for Active Closings
1. Mel's Top 10 Training Tips
Mel Silberman was the originator of the “Top 10 Training Tips” in his 101 Ways to Make Training Active books. It is fitting that we honor him by beginning this set of top 10 by remembering his personal top 10:
It's not what you give them; it's what they take away that counts.
Our minds are like sponges as we soak up knowledge and information. When sponges are saturated, any additional water will run right through. Just as the sponge is overloaded, a learner can experience cognitive overload when he or she receives more information than the brain can store in its working memory. It doesn't matter how much information you disseminate. If the learner does not retain that information, learning has not taken place. The challenge to the trainer is to present information in such a way that participants do not experience overload.
You can't hide in a pair
. Don't overlook the power of pairs to promote active learning. Asking participants to work with learning partners is an efficient and effective active-learning technique. It guarantees 100 percent participation.
Telling is not training
. The belief that “I gave them the information,” “covered the material,” or “told them how to do it” is very misleading for both the trainer and the learner. Telling, explaining, or lecturing does not guarantee the receiver of the information understands it. Learning is not an automatic result of pouring information into another person's head. People learn by doing, not by being told.
Distinguish between “need-to-know” and “nice-to-know.”
When designing your training program, focus on what participants absolutely need to know. This is particularly important when there are time constraints. Don't try to cram eight hours of content into a two-hour program. By clearly defining objectives for what participants will know and be able to do by the end of the sessions, trainers clarify content and select appropriate learning strategies.
Inquiring minds want to know
. Human beings are naturally curious. If you have any doubt, just watch young children exploring and learning about the world around them. Take advantage of that innate curiosity. Create learning experiences that require the learner to seek something such as an answer to a question, information to solve a problem, or ways to do his or her job.
When training is active, the participants do the work
. Participants work in concert, encouraging and facilitating one another's efforts to achieve, complete tasks, and reach the group's goals. People understand concepts better and retain information longer when they are actively involved with the learning process. The trainer's role is to create an environment in which learning takes place and to facilitate the learning process.
People will remember what they figure out for themselves
. One of a trainer's objectives is to get participants to think. Learning experiences that require participants to use their minds will result in better retention, both long term and short term.
Get them active from the start
. Getting people involved from the very beginning through some type of opening activity accomplishes several purposes. Techniques that immediately involve participants are very effective in piquing interest, arousing curiosity, and preparing them for the learning experience. They can help reduce tension and anxieties, energize the group, set a tone for the session, and involve everyone. Most importantly, opening activities communicate to the participants that they are not going to sit back and be passive learners or receivers of information.
It's not about you
. Focus on your audience, not on yourself. Unfortunately, some trainers are more concerned about showcasing themselves and demonstrating how much they know. When you put the needs of the learner first, you automatically change the way you design and deliver training.
When I
hear
, I forget. When I
hear
and
see
, I remember a little. When I
hear, see
, and
ask questions
or
discuss
with someone else, I begin to understand. When I
hear, see, discuss
, and
do
, I acquire knowledge and skill. When I
teach
to another, I master
. This Active Learning Credo is a modification of what Confucius declared over 2400 years ago: “What I
hear
, I forget. What I
see
, I remember. What I
do
, I understand.” It sums up Mel's passion for the profession; however, as Mel did so often, he took a great idea and improved it.
_______
Contributed by Karen Lawson, Lawson Consulting Group, Inc.
2. 10 Tips to Open a Learning Session Actively
The opening of your training is critical. You know what they say: “You only have once to make a first impression.” Your opening sets the stage for the rest of the training session—whether it is in person in a classroom or online. You will want to accomplish five objectives in your opening: stimulate interest and enthusiasm, understand your participants' needs, initiate active participation, clarify expectations, and help everyone get to know each other. Avoid the usual opening: welcome, name, objectives, emergency information, and ground rules. Yikes! That's a sure bet for an inactive session. These suggestions will help you to accomplish the five objectives for opening an active training session.
Stimulate interest and enthusiasm.
Build in an element of surprise by using unusual props or a shocking statement. Use relevant humor, anecdotes, or stories that make a point about the session content.
Use a short exercise or demonstration that supports the topic.
Understand your participants' needs.
Use questions or small groups to identify content needs. You could pose questions that start with, “How many of you…?” or “What questions did you bring with you today?”
Address esteem needs by learning something about participants' experience and expertise that they bring to the learning session. This suggests that you want them to share what they know with others.
Initiate active participation.
Get participants up and moving around and interacting with other participants to establish that the session will be interactive and they have a role in their learning. If you are online, ensure that your participants are involved early.
Ask a question. Even a polling question that requires a simple raised hand (classroom or e-learning) is an early indicator that you expect active participation. Choose your questions so that most participants can respond affirmatively and raise their hands.
Clarify expectations.
Ask participants to share why they are attending the training and what they are expecting to learn or happen. You could ask for their hopes and fears, what they need to learn to make the day worthwhile, or how well their expectations match the objectives.
Equally important is to clarify if participants' expectations go beyond the scope of the training design. Tell them how you will handle this such as meeting with them after the session, adjusting content to accommodate the expectations, providing supplemental material after the session, or other ways.
Help everyone get to know each other.
Ensure that you have an icebreaker (see “10 Tactics for Relevant Icebreakers”) or plan for introductions (see “10 Participant Introductions”) that allow participants to move around and greet others. Everyone should speak at least once during the opening and should hear the name of everyone in the session.
In addition to a getting-to-know-you exercise, use table tents. Have participants place their names on both sides during the introductions. This allows you and other participant so see the names from all angles.
_______
Ideas from Kenneth Stein, EdD, CPLP, SPHR, Successful Endeavors
3. 10 Tactics for Relevant Ice Breakers
An icebreaker is a structured activity usually used at the beginning of a training session to initiate participation and introductions. The key purpose of icebreakers is to help everyone get to know each other, but an icebreaker can accomplish a whole lot more. A well-crafted icebreaker is tied to the program content and outcomes and is relevant to the participants. It is conducted in a relaxed atmosphere with no pressure to “produce” and increases the participants comfort levels. It allows participants to learn a little more about the other participants and gently transitions them into the content. Icebreakers also give you an opportunity to observe the group to learn something about individuals and their interaction with each other.
Bingo
. Bingo is probably the most used icebreaker and the reason is that it works. Create a bingo card on a sheet of paper. Instead of having B-3 or N-13, each square has information written. It could be very specific, such as “played a saxophone in high school” or general so that it relates to many people, such as “plays a musical instrument.” Try to include some questions about the topics, such as “is a new supervisor” if you are facilitating a supervisory skills session. Each person signs only one square per card.
Declarations
. Divide the audience into small groups. Have each group write one declaration for what they will learn by the end the end of the session. Post the declarations and weave them into the learning experience.
Ask questions
. This can be done with the entire group or in small groups. Assign a lighthearted question or two but help participants slide into the content such as: “What is it you wish you knew how to do well with regard to [the content]?” “What lessons did Mom (or a favorite teacher) teach you to help you adjust to [this content]?”
Human graphs
. Ask a series of questions related to the content such as, “How many of you need today's content to do a better job?” Instead of having people raise their hands in response, have them stand up. Ask participants to report the survey results in percentages, for example, 80 percent of the audience stood as affirmation of the statement.
Go to your corners
. Post four flipchart pages (or online use four chat rooms) that generate some curiosity, such as travel, reading, running, and gourmet cooking. Ask participants to select one and move to that part of the room. Once there, they introduce themselves to the others and tell why they selected the corner they did. After a few minutes they will look on the other side of the flipchart to find a content-related question to address as a small group and report back to the larger group. This can lead directly into the first content module.
Spell it
. Participants take one letter from the course title and use it to explain what they hope to learn. For example, in a Change Management class, someone could say, “I selected ‘C’ for ‘communication,’ because I want to know how and when to communicate change better.”
Picture me
. Have crayons scattered around the table. Ask participants to decorate their table tent to better define their goal for the session. They can introduce themselves and their goals in pairs or trios before introducing themselves to the entire group.
My boss expects
. Form small groups and have them identify what their bosses expect them to learn in the session and bring back to the workplace.
Trainer for a minute
. Invite pairs to imagine they are teaching this class. Have each pair identify what one thing would they be sure to include. Allow 90 seconds for introductions and topic discussion. Then have them mix again and pair with another person. Do this as many times as you have time allowed. Facilitate a discussion that leads into the objectives of the session.
Autographs
. This activity requires that you create a handout that lists 15 to 25 questions or statements that can be “autographed” by participants who match the description. Include some personal statements such as “Has been to Asia.” Content-related statements will help you ease into the session. A communications training session may include statements such as “Have been told I am a good listener” or “Spends at least 59 percent of my time on the job communicating.”
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Ideas from Marcia Stokes, Ogletree Deakins Law Firm
4. 10 Participant Introductions
Literally hundreds of ways exist for you to conduct introductions. So why would anyone start at one end of the group and go around in a circle? There is no reason. Enjoy experimenting with this part of your training. You'll have just as much fun as your participants.
Introduce you
. It is sometimes easier to introduce others than to introduce yourself. Participants pair up and learn something that can be shared with the rest of the group, including an interesting thought about the content.
Creative questions
. Provide a list of questions and ask participants to introduce themselves by answering one question. Here are examples: “If your life was a TV program or movie, what would it be called?” “What is your favorite word and can you connect it to this course?” “What famous person are you most like?”
Two truths and a lie
. Participants make three statements about themselves: Two are true and one is false. The other participants try to guess the false statement.
Little-known fact
. Share something that no one knows or would guess about you.
Mingle
. Ask everyone to move around and introduce themselves to others. Ask them to identify something they have in common with others and something that is different from others.
Double the pairs
. Assign each participant another's name. They could draw them out of a hat. Have them locate one another and introduce themselves. Ask the pairs to combine with another pair, and all four introduce each other. If you have a large group, you could have each quad combine with another quad for a final round of introductions.
Roll of the dice
. Create six questions and assign each a number from one to six. Each person rolls the dice and answers the corresponding question. If you have table groups or a particularly large group, you could complete the introductions in small groups.
Share successes
. Have participants start the session in a celebratory mood. Have them introduce themselves and add, “This week I am excited because I…”
What's your bag?
Have participants draw a picture and add a slogan to a brown paper bag that answers the questions, “What's your bag? Who are you?” In a team building session, you could have them hang the bags on the wall and ask team members to add comments to the bags.
Tweet intros
. If you have little time or the session is short, ask participants to tweet their introduction in 140 characters. The introduction would include their name, department, or company name, plus 144 characters of interest to the group. Allow a few minutes for participants to write their tweets.
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Ideas from Marlene Caroselli, Center for Professional Development and Dr. Kella Price, SPHR, CPLP, Price Consulting Group
5. 10 Tips to Create an Enticing Learning Environment
Creating a comfortable and enticing learning environment sets the mood for participants to be more receptive to learning. These techniques spark curiosity and create intrigue so the learners want to discover more. Creating a theme takes time, forethought, and preparation, but the result is well worth it.
Use bright colors
. Bright colors excite the mind. Use colored paper for handouts, colored 3
′′
× 5
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cards for activities, and brightly colored pipe cleaners or fidget toys on the tables.
Use creative titles and themes for the topic
. Instead of “Using PowerPoint Effectively” try “Avoiding PowerPoint Pitfalls” and give your presentation an adventurers theme. Instead of “Conflict Management” try “Working with Wild Beasts” and give the presentation a safari theme. Instead of “Customer Service” try “Earn Yourself a Five Star Rating,” give the presentation a restaurant or hotel theme.
Play dress up
. Using the previous examples wear khaki, a pith helmet, and some binoculars around your neck; dress up like a lion tamer or circus leader; or dress up as a waiter or waitress and escort the learners to their seats as they arrive.
Use decorations that inspire curiosity
. Using the previous examples, try safari themed decorations, or hang posters of inspirational quotes.
Inspirational quotes
. Find relevant inspirational quotes about your topic. Use PowerPoint templates to make them colorful and visually enticing. Print and tape them around the training room. For leadership development you might use Zig Ziglar's quote: “People often say that motivation doesn't last. Well, neither does bathing; that's why we recommend it daily.” For customer service you might borrow from Lewis Carroll: “One of the deep secrets of life is that all that is really worth doing is what we do for others.”
Use a theme song
