Creative learning methods

Revised March 2008

Chartered Institute of Personnel and Development (CIPD)

This factsheet gives introductory guidance. It:

• comments on the environment in which today’s trainers work
• describes how classroom learning can be enhanced by the wise use of a
selection of creative methods
• gives the results of a rudimentary investigation as to the comparative
effectiveness of methods.

The changing face of learning and the trainer’s role

Our Learning and development 2006 survey highlighted fundamental facts

about change in today’s learning: ‘Progress towards a more learner-centred style of
delivery does appear to be taking place. Four-fifths report that learning and training
now incorporates a much wider variety of activities…’
Trainers have an ever-spiralling series of challenges to face in facilitating
learning. They also have an exciting selection of techniques and tools to enhance and
intensify the experience for the learners in the joint pursuit of learner development.
Trainers need to take on a wide range of roles in different situations, including:
• performer (engaging an audience with potentially limited attention)
• facilitator (moving training to learning)
• performance coach (work place learning is highly important)
• online coach (a ‘help desk for untrained managers’).
A straightforward role has become highly complex. There are some interesting
parallels with what is happening in ‘performance’ in the world of theatre where
practitioners are ‘in the street’, ‘making it happen at the place’ rather than performing in
traditional spaces. Trainers are coming out of our classrooms to be ‘in-place trainers’,
coaches and ‘learning consultants’ in ‘learning rooms’. A new role has emerged,
one of change agent, organisational development expert, account manager to the
internal clients - a highly fluid environment, a world of ambiguity. Trainers need a highly
sophisticated toolkit and criteria for deciding which tools to use in particular situations.
They have to learn to learn themselves while encouraging learning in others.

Types of creative method

The methods described in this factsheet fall naturally into two categories. A
selection are methods the trainer can learn and implement themselves, such as a more
facilitative style of delivery, the implementation of action learning techniques, the
inclusion of juggling, etc. Other methods involve the use of additional people with
particular competence and experience, such as the use of theatre companies,
musicians, chefs, etc.

Techniques for individual trainers

These paragraphs outline ways that a trainer can include tools and techniques
to make training more engaging and effective for learners. Some involve natural
developments of a trainer’s skill set; others may involve formally developing our own
skills.

Facilitative training
 Successfully using creative classroom techniques presupposes that the
fundamentals are in place. Training sessions are well planned against a clear
understanding of learner needs. The environment is appropriate. The basic training
approach must normally be that of a facilitator, ‘making learning happen’ for the
learners. ‘Learning is by doing’ is the overall mantra. Trainers are experienced and
have wisdom in the knowledge domains that are appropriate for the learning. Trainers
have the highest level of interactive communication skills, possibly even skilled in the
implementation of NLP techniques for example. For more information on NLP, see our
NLP at work factsheet.

Humour

An appropriate use of humour can be a real catalyst in the relationship between

trainer and learners. As well as relaxing the group, its use establishes a base line of the
language and conduct within the training area and it can be used to re-focus attention
and change pace. Used wisely it encourages interaction and highlights key parts of a
learning event. The most apt uses of humour include:
• throw-away remarks to lighten the tone
• jokes and stories
• humorous inputs, not jokes, rather re-told illustrative material such as
quotations and anecdotes
• using humour in exercises, particularly to help people break old habits before
absorbing new ones.

Visualisation

Visualisation, through learner reflection, challenges old behaviours and

processes and encourages people to vividly imagine new ones. It develops confidence
when working through issues, seeing things from different perspectives. Personal
issues and concerns are addressed listening to an inner voice. Visualisation
encourages relaxation and aids thinking and learning in a training session.

Magic

Although reaching high proficiency takes many hours of intense practise, it is

possible to learn a few simple traditional magic tricks with, for instance, cards or coins.
Their use can provide excellent ice breakers and points of contact. Used at break times
they can re-energise the most ‘flat’ of groups. They can make you a trainer they
remember, possibly after the learning that took place is already committed, hopefully,
to habit – or, hopefully not, the ‘memory dust-bin’!

Juggling

One of the oldest methods of engaging learner groups, juggling still has a
powerful role as a training tool. The trainer can introduce a variety of activities that, in
addition to developing hand-eye coordination, are used for absorbing a wide range of
communication and coaching skills.

Creative working

Amongst the key gifts trainers can impart to learners are abilities to:
• think creatively
• proactively and constructively challenge and inquire
• problem solve.
 For all of these, applying techniques of accelerated learning and experiential
learning (‘learning by doing’) can assist. Here are a number of examples.
• Using colour in slides and in learner materials significantly improves both short
and long term retention.
• Activate the senses. Scent dramatically raises attention. Music energises the
brain. Movement provides sensory triggers to recall.
• Use ‘construction kits’ encouraging classroom ‘physical metaphor’ of people’s
jobs when the real materials are not available.
• Use tests for the learners. People love to know about themselves. Naturally,
take care with sharing results- people do not want to be humiliated. Concentrate
on what the results mean to individuals and how they can plan any appropriate
change.
• Have teams complete a variety of exercises around a list of words, some
obviously connected with the learning topic, some less so. Teams research the
significance of the words, their most important links, their priority against other
words in handling situations in the area of learning. This could be by way of a
presentation, a ‘playlet’, a modified version of a popular television programme
or in the style of a political debate. Success will reflect how hard they have
worked in truly understanding the impact of particular words in the process, or
skills they are in the classroom to learn. It could also reflect the absorption of
planning and communication skills as they seek to influence experts to give up
their knowledge (possibly in rival teams!)
• Provide boxes of simple materials - highlighters, matchboxes, paper, straws,
plastic building blocks, pens, glue, sand, etc, and have learners create models
or analogies to illustrate major learning points.
• Have learners create their own tests and answers: have other learners ‘sit’ the
tests.
• Use ‘koosh’ balls. Learners fidget, it helps them engage. Thrown from learner to
learner as part of a question/answer exercise - the balls aid concentration and
retention. Later in the day have different ‘toys’ for variety.
• In work-based learning, have learners use broken equipment and new
equipment with faults. Learners investigate the problems and seek to resolve
them. This can be an opportunity for humour – award the most humorous,
ridiculous, ‘just possible’ explanation for the fault.
• Implement business simulations, providing opportunities to practise and discuss
the ‘real situations’. Used wisely, business simulations have high learning
possibilities as well as the need to implement skills of communication and
teamworking. Be aware that such simulations are often computer based and
may take much organising.
• CIPD members can view our range of training activities, many of which are
based on creative techniques.

Techniques involving the use of third parties

A variety of the ways classroom learning can be enhanced involves using

additional people to assist the trainer; additional people with their own expertise and
with experience in learning provision.
The trainer may have a proactive role, highly involved in the learning, such as
when using actors in a range of ‘theatre in business’ situations. Sometimes the trainer
may have ‘handed over’ the learners to a third party’s care, as in the case of ‘outward
bound’ situations – see our factsheet on development outdoors.
But particularly in the former situations, these are all wonderful ‘self learning’
opportunities for the trainers. Watching how actors prepare themselves, handle learner
questions and interact with learners can provide excellent learning points.

Theatre in business

Familiar problems with role-plays are minimised with actors used as role-
players. For more on role-playing, CIPD members can see see our training activity on
role-playing as a learning method.
Most trainers have experienced tortuous role-plays with diminished potential
learning through learners' inability to assume and reproduce the full characteristics of a
role. Briefed by the trainer on the characteristics of the role to be displayed, actors
repeatedly replicate personalities and behaviours with an endurance and an accuracy
far greater than a learner role-player. Some actors have also been trained to give
excellent feedback.
The analogy playlet allows a complex business situation to be considered from a new
perspective and with greater objectivity. Learners watch actors perform a self-
contained play that communicates, through a human analogy, a learning message. The
trainer facilitates discussion about parallels with the real-life business situation,
allowing the trainer to approach the business situation without the emotions and
'baggage' that the learners might bring to the situation if handled overtly.
Forum theatre begins with a short performance depicting a business situation. The
Theatre for Training team researches the client's company to develop a script reflecting
its culture and any changes the client wants to implement. Forum theatre raises a
dilemma, the facilitator stops the action and learners offer possible methods of
resolving the situation. The actors play out suggestions in context, and debate can
follow concerning the outcomes. This has several benefits for the trainer:
• learners see different solutions to a problem in a safe environment where
mistakes are not potentially damaging
• actors incorporate nuances of voice and body language and learners observe
the resulting impact between people
• intrigue and high awareness - useful emotions in an environment of change
• a motivational aspect for learners as experts whose ideas are trialled and
discussed.
Hot-seating is used extensively in conjunction with role-play, forum theatre and
analogy playlets. An actor sits in role and is questioned by learners. The character
explains his or her motivations and behaviours to prompt debate with and among the
learners. Using the actor in this way as a sounding-board has the benefit of allowing
learners, in a safe environment, to discuss their fears and perceptions with someone
who has undertaken, albeit in role, something the learners themselves may face.

Magicians

Magicians, in addition to being highly talented entertainers, are experts in

empathetic behaviours and language, handling emotional shifts with a group – experts
in conveying verbal and non-verbal messages and experts in reading the ‘state’ of their
audience towards rapport. Magicians are used as part of a training event to highlight all
of these and to make learners more conscious of their interaction with others.

Cooking

Cooking, with a chef facilitating the team-based development of a meal, later

eaten by the learners, is a more recent addition to these type of activities.

Drumming

Drumming is a well-established technique for team building and having learners

 build skills of planning, communicating, teamworking, self analysis and feedback.

Using creative methods

Using a variety of the methods outlined above has shown an increase in the
effectiveness of learning in the classroom. The classroom events will certainly be
‘stickier’ in learners’ minds directly after a training event than for a traditional classroom
delivery. Timely, well focused, follow-up from the learners’ managers provides the
platform for orienting the learning into the workplace.

A few notes of warning!

• Implementing these methods does not reduce any of the basics of designing,
developing and implementing a learning programme. Indeed, bringing in new
techniques, probably with additional people at significant cost, really
accentuates the need for full project control.
• Never allow the ‘media to overcome the message’. You don’t want learners who
remember the hilarious, highly entertaining sessions while retaining none of the
planned learning!
• Never forget the basic rules about ‘learning by doing rather than seeing and
hearing’ and letting people learn for themselves.
• All types of technique, media and games lose their value if they are used over
and over again..
• There always should be consideration of the potential match between the
learners and the tools and techniques employed. Learning styles will have an
impact on levels of comfort and learning. See our factsheet on Learning styles
for more information on this topic.
In addition to the learning benefits brought about by the wise use of these
methods there are additional benefits. Teams that have experienced high impact
learning together, sharing new experiences, will almost certainly have bonded more
effectively.

Evaluating the learning

Evaluation of learning is always key in any learning process. See our factsheet
on evaluating learning and training for more information.
Evaluation of specific learning interventions involving more creative methods is
no more straightforward than evaluation of any learning programme. A rudimentary
investigation was undertaken by discussing the learning methods with trainers who had
used them, and obtaining their opinions as scores out of 10. The results appear below,
although the author urges a high level of caution about the true meaning of this study.
For example, many more trainers had direct experience of theatre in business than the
use of cooking. The results are not definitive!

Effectiveness Involvement of Building team- Fun, inspiring Learning

of learning learners work for learners opportunity for
trainer
Interactive learning 8 9 7 8 8
Role play with actors 8 7 3 4 7
Analogy playlets 7 5 3 7 8
Forum theatre 9 8 3 7 8
Hot seating 9 8 4 8 8
Drumming 6 9 9 9 6
Cooking 6 8 9 8 6