in this issue
	Exercise: Let's Play Activity: Don't Believe It! Listening Exercise: Say What? Closing Exercise: The Doctor is In

Exercise: Let's Play

I'm always looking for ways to use toys in training. They create a playful mood and often allow people to relax, thereby increasing learning potential. Here are two ways to use toys in training. Prepare by gathering a number of different toys, like dominoes, Mr. Potato Head, hula hoops, jump rope, model toys, wooden puzzles, balloons, etc. Place each toy in a box or bag. Divide class into small teams and give each team a box. Instruct them to brainstorm ways to use their object in a training or technical presentation. If you're teaching presentation skills for technical professionals, give each person a toy and have them describe as many ways as possible to compare the toy to the technical topic they will present. Try using toys to set a fun mood and get creative juices flowing.

Activity: Don't Believe It!

This activity is designed to make people aware of their biases and more frequently challenge the information they hear and read, resulting in more critical thinking. You will need to find a number of editorials on different "hot" issues, things people tend to disagree about like abortion, smokers rights, death penalty, the war, affirmative action, etc. Select short editorials (no more than 2 pages) that have a definite perspective. Place each editorial into an envelop and label the envelop with the position of the writer (for example, Pro-Life or Pro-Choice). You will need several more envelopes than people in the class, and you can have more than one copy of each position. Be sure to have both perspectives on a given position. Make two sets of envelopes, one for each round. Tell the group that they will have an opportunity to analyze and critique an article of their choice. Instruct them to select an envelop from the table that reflects a position they strongly oppose. After all have chosen an envelop, have them read the article and challenge any parts they can by writing in the margins. For example, if a study is cited, they might write, "how valid is this study?" If an organization is cited, they might write, "Is this group biased to this view?" Their job is to find as much to challenge as possible. Give them about 10 minutes. Then have them total the number of things they challenged in the article. In Round 2, have them choose an envelop that reflects a position they strongly support. Instruct them to do the same with this article as they did with the last one. How can they challenge the position? Allow 10 minutes. Have them total the number of times they challenged in the position they support. Discuss the activity by asking questions such as: Did you challenge more or less in the position you support? Why? What are the advantages of challenging a position? What are the risks of not challenging a position you support? When are you likely to accept what you read or hear at work? When are you likely to challenge? What problems can be created by your natural tendencies to challenge information? This activity is a great way to get people to think beyond what they believe and to question information so that they make good decisions.

Listening Exercise: Say What?

I have a young son (4 years old) who doesn't always articulate his words in a way that an adult can understand. Rather than pretend that I understand, I will ask him to "say it another way." He will then try to explain what he's saying using different words. Usually that works. "Say What" begins with the same concept. Someone is explaining something that may be difficult to understand, and you ask them to explain it another way. Create a set of cards with technical terms or key concepts from the training, one term/concept per card. Have someone explain the concept. Then have a second person rephrase what the first person said using completely different words. The goal of the activity is to help participants find several different ways to explain the same thing. You can use this activity in presentation skills, technical training, management training, and communication skills. It will help participants expand the way they communicate messages so that they are more easily understood.

Closing Exercise: The Doctor is In

When training ends, participants should be ready to apply what they've learned, right? Theoretically, that's true. In reality, often times people still have some questions or doubts. They wonder about "special situations" that might not easily fit the model you've been teaching (or so they think). This exercise gives them an opportunity to discuss some of the challenges they might have back on the job. Divide the group into pairs or trios. Instruct them to think about some special situations they expect to encounter that might make it difficult for them to apply the training. Have each person write down one challenge they might face. Tell them to phrase the challenge in this way: "What if.." or "How do I..." Then have pairs or trios discuss their situations and develop solutions. Allow about 5 minutes. As an alternative, have participants ask the entire group their question and have 3 people provide different answers. This activity will work with those in customer service, manager training, train the trainer, or presentation skills. It's a great way to help people overcome their personal barriers to application and reinforces what they have already learned.