|Have each participant write a question about the material covered
1. Throw the question in a hat and have participants draw one out and answer it. If they cannot, the question is posed to the class.
2. Pass the question to the Left/Right and the receiver answers the question
|Fact and Break|
|1. Before leaving the classroom for a stretch break, each person recites one fact they learned on the material presented.
2. Have each person list a term in SAP and the related term old system
|Break the group into teams of 2 or 3.
1. Have each group come to the front of the room.
2. Ask a series of questions as if you are on the job.
3. One navigates the systems and the other(s) tells him/her where to go.
4. The answer is given by the non-navigator.
5. The other teams watch the proceedings and have the right to challenge the route taken.
|Random Scavenger Hunts|
|Ask a question. The participants need to find the answer
inTraining Materials. If he/she knows the answer before finding it, they can say it, but then they have to confirm it by finding it in Training Materials. This can be done by one person in the front of the class using the Leader’s computer, or as a group challenge. The first one to find it gets the point, but all must find the answer before moving on.
|Show and Tell|
|Show a new process one time. Ask for a volunteer to come up and demonstrate it.
After the demonstration, hand out a worksheet to participants to calculate/find answers to several of the items discussed. Have each participant begin on a different project number to prevent system lock up
|Have your participants’ pair up. Ask them to talk to each other about what they learned in the last [choose a time frame/subject]
|Have participants write questions in a parking lot. (Flip chart or white board). The questions are on topics not yet covered. As the class progresses, refer back to the parking lot. Ask: What is the answer to this question?|
|Break into two or more teams. One team will be “your work group”. The other will be internal or external departments or external customers who normally contact your work group for information. Rehearse real life questions.
Ask the observers to say what he/she did well, then what he/she could do differently.
|Divide the group into pairs. One member of each duo pretends the other has arrived late and needs help in catching up on what was missed. The missed portion is called by the facilitator (Last 20 minutes, last module, etc). When the person providing the review is through, the listener steps out of character and states any important information that was missed.
Do this throughout the day, switching roles. It makes end of day review unnecessary.
|Have questions in a bowl, either ones cut up from quizzes, or ask participants to pose questions on topics.
Create two teams. One person roles the dice. The person draws a question out of the bowl. The correct answer is worth the number of points on the dice. If they don’t know the answer, the other team gets a chance to answer for the points. Keep score. End when everyone has answered at least one question.
|Give One/Get One|
|Have each participant independently list important ideas of action they pick up during learning day, then take those sheets to a classmate and compare notes. Participants add one item to their list from their partner’s brainstorming pages. As soon as you have one, move to someone else and do the same.
Play music during as people move around the room.
|Ask each participant to list powerful ideas drawn form the course, write them on separate sticky notes and tape them to the walls. Have everyone stand up. Play a modified version of musical chairs. Have everyone walk around the room in a clockwise direction to build up some energy. When the music is turned off, she has the participant nearest the idea read it to the others. Remove those ideas from the wall and repeat the exercise until all ideas have been read. By sharing someone else’s idea, multiple ideas are reinforced. By adding music and movement creates an energizing review.|
|Thorns and Roses|
|Choose a topic. Divide the room into two teams. One side is thorns, the other is roses. The thorns need to shout out the minuses of the topic. The roses shout out the positives about the topic. (topics: SAP VS Oracle, New Process vs. Old, Two different screens/T-Codes to do same function.)|
|Choose a specific topic. Give a piece of sticky flip chart paper to small groups of 2-4 participants. Ask them to write the topic at the top. Give 1-2 minutes for each team to write down everything they can think of that pertains to that topic. Stop writing when time is called. Have one person from each group hang the sheet up. Read the items on the sheet one at a time. Other teams call BUMP and the item is crossed off all sheets if the item is listed on another team’s sheet. Repeat for each team. The team left with the most items is the winner.
The facilitator can continue the review by asking questions about the remaining items for additional points. Or, have the winning team ask questions based on the remaining items to the rest of the class.
|Hang flip chart paper around the room. Title each sheet with a topic. Ask teams of 2 or 3 to stand by each one. Have them write as much information as they can about the topic in one minute, then move to the left. Add new facts and information to the topic on that sheet. Continue until all teams have been around the gallery once.
Have participants return to their seats. Go over each topic. Is all the information correct? Is there any thing else the facilitator wants to add? Have the participants write down what they did not know about each topic as you discuss it.