Patricia, Indeed visuals help but you need to be careful with words. I often see speakers using slides with words that don't match well with their speech. This confuses me and I end up not assimiliating either the lecture or slides. Photos work very well as they stimulate imagination and, I suspect, non-speech oriented areas of the brain. Homer

I find that a good way to motivate students during lectures is to ask questions. If you ask students if something is right or wrong, you wil get a response and, usually, discussion. But the instuctor must control the discussion si that opinoins don't move too far away from the the lecture main points. And sometimes a dominatant student may be just plain wrong. How do you liven up a lecture?

As one-way as lecture instruction is, it often is better than reading. Doesn't someone need to gain knowledge before analizing it or critically thinking about it? Lecture can streamline this process. Can't it?

I often find that any change of environment during the day can reduce stress. But some workers are stuck in their environment. How can they simulate an environmental change? Screen savers? Office art? Background music?

If someone looks at work-related stress as a challenge, it can often be a motivator. But how does one tell the difference between good and bad stress?

In an age of increasing teleworking, how do managers ensure that files and records are kept? As long as there are no problems, disorganized records are not an issue. But when legal and ethical issues do arise, organizations may find themselves negligent. I believe virtual networking can help. But the asyncronous nature of teleworking can complicate virtual networking. I would be prudent to ensure some form of standardized grouping for the good of effective supervison.

Should you combine your personal and professional to-do lists? I believe this can help minimize stress and enhance a feeling of control.

Skill relevancy ids easy to demonstrate. Knowledge less so. How can one demonstrate rhe relevancy of professional knowledge?

What are some ways to inject creativity into structured learning. The Military is a hugh organization and decision makers must rely on structured problem solving procedures. But they must also integrate abstract concepts in order to respond to the unexpected or new environments. How can an instructor inject creativity into structured problem solving?

Are some careers (e.g., military, law enforcement) more likely to develop concrete thinkers? How can one best modify concrete thinkers to make them be more appreciative of abstract thought?