WorkSMART Blog

 Practical tips from Trainers Warehouse's hands-on Show & Share session You've been running Zoom sessions for years. You know how to mute yourself, share your screen, and manage the inevitable "can you hear me?" panic. But are you using everything Zoom has to offer and managing the tools with finesse? Maybe not. In our June 2026 "Roll Up Your Sleeves" session, we dug into the Zoom features that make a real difference for trainers and facilitators. Thanks to all who share both their challenges and tips! 1. Video: Look Good, Set the Right Tone Before your first participant joins, take a few minutes to explore Studio Effects. You can touch up your appearance, adjust lighting, and even add eyebrow or lip color filters. It sounds silly until you're on camera at 7am — then it's a lifesaver. More practically, Virtual Backgrounds can be powerful not only as branding tools, but to share agendas or key information. You can create your own backgrounds in seconds: Open your slide deck and save a slide as a JPG (File > Save As, or take a screenshot). In Zoom, click the + button under Virtual Background. Select your saved image and click Open. 2. Participants: Always Know How to Get People In At some point, you'll need to invite someone on the fly — and the email invite just isn't going fast enough. Know where to find these three things when you open the dialogue box: Meeting ID — the unique code participants need sits in the upper left corner  Passcode — required for secure meetings is found in the bottom right corner Invite Link — the easiest option for most participants (one click, no codes needed) Simply request that participants go to Zoom.com > Join a Meeting, where they can enter the ID and passcode manually. 3. React: The Non-Verbal Layer You May be Underusing The Reactions panel is one of the most underutilized engagement tools in Zoom. Here's what to know: Speed Up / Slow Down buttons give participants a non-verbal way to pace you without interrupting. Yes/No buttons are especially useful during solo work time. Unlike the thumbs-up reaction, they don't disappear after a few seconds. Raise Hand — here's the part most facilitators don't know: hands appear on your screen in the order they were raised. First come, first called on. Skin Tone — Participants can set their own skin tone preferences (look under the "…" next to Reactions, then scroll to "Skin Tone" at the bottom). Custom emoji  — scroll to the very bottom of the More Reactions panel. Make a habit of pointing out the React panel at the start of every session. Participants might not know it's there, or have trouble finding it in the moment. 4. Captions: Accessibility Built Right In Under More > Show Captions, Zoom offers live captions and translated subtitles — no third-party tool required. Participants can even select their own preferred language for translation directly from their computer. One important note from our practice session: be careful with language settings. We discovered that when one participant changed the caption language, it changed for everyone in the room. Make sure your participants know to test this on their own before your session starts. 5. Apps: The Hidden Toolkit The Zoom Apps panel (found under More) is packed with tools that most facilitators have never touched. A few worth knowing: Timer — set a visible countdown for activities and breaks. No more "okay, just two more minutes" ambiguity. Royalty-Free Music — yes, this is real, and it's built right into Zoom. Find it in Apps, pick a genre, and hit Play. It's great for group work transitions or setting the tone before a session starts. Group Photo — capture a snapshot of all participants. A fun closer for any workshop. One heads-up: some apps may only appear for the host, not participants. If something seems to be missing, try clicking the More button — additional apps are sometimes tucked there. 6. Whiteboards: Tips from Real Facilitators Our community has learned a lot about Zoom's built-in Whiteboard tool. Here's the distilled wisdom: Before the session: Set up your whiteboard before participants arrive. Visual setup during a session eats time and attention. Consider pre-populating a Google Sheet or Doc that covers the working content — it reduces the "blank page" overwhelm when participants first open the board. Note that opening the Whiteboard will close your screen share — plan for that transition. During facilitation: Use the ellipse (…) to create a new whiteboard or activity. Use the hand tool to move around the board; the triangle arrow to select items. Before participants start working, turn off participant cursors — it gets chaotic fast otherwise. Build in 1–2 minutes of practice time before diving into the content. Let people get comfortable with the toolbar. Want a more robust option? Miro is available as an app inside Zoom, though it requires a separate subscription. 7. Breakouts: Where Engagement Lives (or Dies) Breakout rooms are one of the most powerful tools in a virtual facilitator's kit — and one of the most frequently fumbled. We found that some members love them and others avoid them at all costs. Here's how to get them right. Logistics Share materials to breakout rooms: You can share your screen into open breakout rooms. Go to: Create Breakout Room > Open All Rooms > Share (from the Host Menu). Select the screen you want to share and hit Share. Pro tip: If you time your slides, you can actually guide participants through an activity while they're in breakouts. Send a message to all rooms simultaneously using the chat/message feature. Have someone in each group photograph the instructions — a low-tech backup that always works. Facilitation Avoid what one of our group members called "BODO" — Break Out, Duck Out. Your participants will wonder if you disappeared. Set expectations: A slide that says "BREAKOUTS NEXT: Hang in there. They aren't scary." goes a long way. Acknowledge that each person has different expectations for breakouts--some might look forward to chat-time, while others tend to clam up.  Guide the conversation structure: "Do a quick intro, then answer the question, and if you have extra time, chat." Timing: Tell them how much time they will have. Be specific about the debrief: "Bring back one insight or one question" is much better than "share what you discussed." See more tips below. Who speaks first? Always give them a guide. See more tips below. Make sure your discussion instructions are clear!  Keep discussion prompts short — a long list of questions guarantees none of them get answered. Use a timer Always use a time so participants can self-facilitate. Check in Periodically check in with each of your breakout rooms so people know they haven't been abandoned. Who Speaks First? This sounds small, but it matters. Without a designated first speaker, groups stall. Try one of these playful approaches. Say, the first to speak should be the one with the... Shortest hair Most colorful socks Last to eat a green vegetable Who woke up earliest Last to walk a dog You can jot these on index cards or use a Trainers Warehouse Dry-Erase Answer Board! Have some fun with these! Alternatively, consider identifying a Participant(s) of the Day (P.O.D.) at the start of your session. Ask a few engaged participants to be ready as spokespeople or breakout leaders throughout the day. Report Back? A simple rule of thumb: Different outcomes per group → report back Different topics per group → report back Same task for everyone → you don't need every group to report out every time 8. Chat, Views, and a Few More Good Habits Chat Chat shyness is real. Break it early by asking a low-stakes question at the start ("favorite coffee order?" "ice cream flavor?"). A built-in Zoom Poll works great for this too. A few things to know: Chat may not follow participants into breakout rooms. Individual chats (participant to participant) are not recorded or saved. Chat messages posted before an attendee joins the call will not be visible, so you may have to repost opener questions as your group begins to gather. Views Spotlight: Overrides everyone's Gallery View to show a specific person. Great for "putting someone on stage." Can include multiple people. Pin: An individual setting — participants can pin specific people to the top of their own gallery view. Dynamic View: Removes names and titles so participants focus only on faces. Meeting Notes  Click on AI Companion after your session to get auto-generated notes. It won't replace your notes completely, but it's a useful backup. And, for Show & Share sessions, your host will always capture the notes, chats, and recordings (as we've done here). The Bottom Line The gap between a functional Zoom session and a genuinely engaging one isn't about charisma — it's about tools and facilitation choices. The features above are already available in your standard Zoom subscription (or close to it). They just require a little exploration and practice. The best advice from our session? Practice on your own. Open a meeting for yourself and spend 15 minutes pressing buttons. The confidence you'll gain is worth every minute. DOWNLOAD POWERPOINT NOTES

I was delighted to have Hilary Blair share insights as a vocal coach and facilitator of leadership development at a recent Show & Share. We explored how our voices reveal more about us than we realize — and how balancing tone, breath, and delivery can sharpen our impact as trainers and facilitators. Hilary's live demonstrations are invaluable, so I encourage you to listen to the recording alongside this summary. Balance your Treble and Bass We spend so much time thinking about and tweaking our content that we often don't think about our voice and the impact it has on our message and our audience. A deep bass voice can come across as resonant and soothing, but can also be hard to understand if not balanced out. A higher-pitched treble voice adds warmth and meaning, but can become a little grating over time. You can experience the difference yourself: say "hee," then place your hands on your chest and say "hey" — you'll both feel and hear the vibration. The trick is to balance your treble and bass registers as a way of also balancing warmth and clarity. Project your Voice through your Breath If you want to be louder, you can't simply push more sound out of your throat — it comes from letting your breath flow outward. Give it a whirl. First, try speaking as if you've just eaten onions and don't want anyone to smell your breath, then without that restriction. The contrast is immediate. Balance your Vowel and Consonant Sounds Vowels are open sounds, like a free-flowing river. Think of the slow, cooing sounds you'd make with a baby: "oooh, aww, mama." Because vowels require more air to produce, they carry the emotional content of your message. Consonants, by contrast, carry the intellectual content — think of a detective clipping out, "Tell me the facts, the facts, and the facts only." Vocal experts often describe consonants as the banks of the river. As Hilary puts it, "vowels are associated with the emotional and consonants with the intellectual content." This is why doctors delivering test results often stick to crisp consonants — they may be intentionally minimizing emotional weight. When trainers try to make themselves clear, they often default to emphasizing consonants. But elongating vowel sounds can actually improve clarity just as much. Try this: say "What are your questions?" quickly, focusing on the consonants. Listeners might get the impression you're not really open to hearing any. Now say it again, more slowly, opening up the vowel sounds — notice the difference. Remember to Exhale and Get the Air Out A deep breath is really more about the exhale than the inhale. Focus on the release, and let your breath flow freely. When you exhale intentionally, the inhale will follow naturally — it's a physiological response. Voices that Become Too Much Hilary discussed several vocal patterns and their impact on communication effectiveness, including what she calls the "too much club" — where people are told to reign in some vocal habit. Here are a few patterns to watch for: Monotone — Often adopted to sound serious, professional, or not too dramatic. But monotone strips away the musicality of your voice — the "prosody" — that helps people actually absorb your message. Precious Voice (the preschool teacher voice) — This happens when we push our voice from our throat in an attempt to sound sincere. It often comes across as the opposite. Upspeak — Raising your voice at the end of a phrase may feel like a way to avoid being pushy or overwhelming, but it's frequently perceived as sounding incompetent, uncertain, or young. Hilary compared upspeak to a dog rolling over to show it's not a threat. However, phrases that "land down" tend to be received as more credible. Vocal Fry — The most relaxed, low-effort voice. It can sound like you simply don't care, and is often associated with an overly casual affect. None of these patterns is inherently "bad," but they can get in the way of connection and clarity. The key is awareness and intention. Vocal Care in Training Settings Vocal fold swelling is the main cause of voice loss — but a few simple exercises can help. Humming vibrates your vocal cords, increases blood flow to the area, and helps reduce inflammation. It's also a great warm-up for this reason. "Raspberries" (blowing air through relaxed lips) force you to release your breath and relax your delivery. Voice Coach Q&A A few participants shared specific challenges, asking Hilary for some quick tips. Highlights include: To avoid being perceived as "preachy" during C-suite presentations, Hilary suggested opening your throat, being careful not to swallow your words; maintaining dialogue rather than monologue, especially when presenting to senior executives. For those who tend toward mumbly speech, Hilary provided exercises to help with clearer enunciation. Practice mouth movements using tongue twisters like “Ba-da-ga” (forward and backward) or "bodega." Reserved speakers looking to develop a more passionate communication style can avoid vocal fry during intense conversations by focusing on breath control and voice modulation. Your Voice as an Instrument Your voice is one of your most powerful tools as a trainer or facilitator — and like any tool, it improves with awareness and practice. Your voice is already an instrument; you just have to learn to play it intentionally. Start with one technique, notice the difference, and build from there. And don't forget to check out the recording to hear Hilary bring these concepts to life. Learn More A playlist of Videos on Voice The Voice and Speech Trainers Association Subscribe to Hilary’s ARTiculate: Real&Clear newsletter Hilary on Linkedin

We attended HRDQ-U’s webinar with trainer extraordinaire, Cindy Huggett — Converting Classroom Activities to Engaging Virtual Activities. Cindy was chock-full of ideas to make Virtual Meetings Magnificent and we wanted to share with you! “Transform” activities – don’t just “transfer” One of Cindy’s main messages was taking the time to think about the format and activities you usually deliver in person and how they can be transformed for a virtual setting. Because of a different delivery format, you can’t just transfer them to an online platform. You may need to spend more time to re-imagine what you’re doing and transform it to be effective online. Off to a good start – virtual style Ms. Huggett recommended three tasks to capture attention: set expectations, start strong, and support learning During live learning, a static welcome screen can work quite well. When learning in-person, participants have the benefit of other people in the room, and a teacher or trainer to say hello and make them feel at ease. In virtual settings, however, a single slide will not suffice. Create a warm “virtual lobby or waiting room” with these creative ideas: Fun Facts & Trivia: Try a PowerPoint slide deck that enables engagement and interaction. For best success, find trivia that is relevant to your topic. Q&A: Be prepared with questions for attendees to answer. Ask the group to type their answers into a collective chat so all attendees can see the answers Jokes and Riddles: don’t worry about “corny.” A few "Punchlines and Groaners" can bring on smiles and break the ice Poll question: Ask a probing question at the start to get the group involved and curious about the answer. Use Meridia Polling solutions to gather results. Build Interactivity – frequently Polling: In addition to polling the group at the start of your session, make frequent use of polling during the learning event. Breakout Discussions: Be ready with conversation prompts that are pertinent to your topic. Trainers Warehouse has a bunch that are ready-to-go if your topic is diversity, ethics, trust, teambuilding, leadership, or if you just want to build relationships. if you’re crafting your own questions, these seven tips can help you formulate questions that will yield interesting conversations. Mini Engagements – Every 4-5 minutes: During in-person learning, the cardinal rule was to change your pace or presentation every 20 minutes. Ms. Huggett tells us that the timeline for online learning is much shorter. She suggests introducing some sort of interactive engagement every 4-5 minutes. These can consist of a formal poll; type an answer into the chat; work on your own; stand and stretch; change speakers/presenters; share a video; play a song; call on a student to speak or ask a question; etc. Mini Jeopardy Games: don’t try a full-length game. Rather, break a game into several 3-5 question chunks. Use the questions to precede or follow learning segments. This way, learners will stay better focused on both the game and the explanations. Pass-it-on: During live-learning events, teachers can energize the group by tossing a Koosh ball from person to person, as they each answer questions. An online version of this activity might consist of the facilitator randomly picking someone to talk/comment/reflect; then that participant picks another person by name, and so on. An added benefit is attendees paying close attention to one another. Annotate everything! Finally, Huggett talks about annotation tools that are part of many of these virtual meeting programs. These frequently use a rubric such as “Start/Stop/Change/Continue” or “What? So What? Now What?” More is Better! One clear message we took from HRDQ-U’s webinar is the importance to keep the screen moving. Facilitators will need many more slides than an in-person presentation – almost double the slides. More Virtual Learning Ideas

Through our Trainers Warehouse Show & Share sessions, we’ve gathered practical insights from facilitation expert Cornelius “Nelius” Dowdell on how leaders can uncover and shape company culture. His approach is straightforward: start with honest input, create space for dialogue, and pay close attention to the behaviors you reinforce. Set up "Aha" Moments Dowdell started the conversation by asking the group to describe their culture in one word. Using Aha Slides to synthesize results into a word cloud, in real time, he could then direct the conversation to the most common and/or pressing responses. What emerges is not the polished version of culture found in mission statements, but a more candid reflection of how people actually experience the organization. If leaders want to influence culture, they first need to understand it—and that requires broad, unfiltered input. Try a Feelings Wheel  Another effective way to deepen the conversation is by asking people how they’re feeling. While the question sounds simple, many struggle to find the right words. A Feelings or Emotions Wheel provides the language people need to express themselves more precisely. Keep it simple with the Emotions Wheel available on the Zoom whiteboard templates, or go deeper with a more detailed feelings wheel. Alternatively, grab an Emotions Card Deck, where players choose a card that describes how they're feeling right now, or how they wish they felt at work. Whether using a basic visual or a more detailed tool, a quick emotional check-in can set the stage for more meaningful dialogue later. Start a Dialogue and Listen Get groups talking... and hear what they have to say After a quick feelings check, one of Neil's favorite ways to kick off a leadership culture session is to use a Trainers Warehouse Thumball. Even before introducing himself, he might set a ball or two play to get people thinking, connecting, and talking about the learning topic. With the Thumball, he simply tosses the ball and asks the catcher to read the topic under their right thumb. "Wherever the thumb lands is the topic we discuss," he says. Alternatively, he'll play a rapid-fire game, asking each person to respond to the prompt in just 10 seconds before tossing the ball to another player. In bigger groups, he might break into smaller teams. It's yet another way to initiate dialogue so people feel more comfortable sharing deeper thoughts as the session progresses. Just as important as getting people talking is what leaders do next. As Dowdell puts it, "imagine the impact on culture if a leader simply takes the time to find out where people are—and listens. Model Sharing and Vulnerability Part of getting employees to open up and share is creating a psychologically safe environment to make that happen. Those environments don't just happen, however. They result when organizational leaders open up and share their own foibles, mistakes, and frustrations. If you want others to share, then begin by demonstrating your own errors, learning moments, or needs for assistance.   PRACTICE ASKING AND ANSWERING QUESTIONS When talking about organizational culture, coaching people to ask questions, answer, and listen is critical. Rather than simply saying "yes" all the time, healthy corporate cultures welcome conversation and questioning as a way to build clarity and understanding. For this, Dowdell often turns to UNZIP-it! Card Decks. Participants can answer a simple question about "favorites," and partners can practice asking follow-up questions to learn more. Sure, a facilitator could talk about the importance of coaches asking questions, but using tools to help participants get to the meat and potatoes of the substance on their own is generally more effective, he explains. EXPLORE WHAT BEHAVIORS YOU ARE REINFORCING BEHAVIOR CHANGE At the heart of Dowdell’s message is a critical truth: company culture is revealed through behavior. Organizations often define their values clearly, but the real question is whether those values show up in practice. Where does the culture break under pressure? What behaviors are tolerated, even when they contradict stated values? Culture is not what we say—it’s what we reinforce. What gets rewarded, ignored, or repeated ultimately defines how people behave. UNWRITTEN RULES One effective way to explore this is by examining unwritten rules. These informal norms—what people really do and expect—offer valuable insight into how the organization operates. Some may be lighthearted (i.e. food left on the counter is for sharing; if it's in the fridge, it's not), but others reveal deeper truths about expectations, communication, and accountability. Surfacing these rules helps teams identify gaps between stated values and lived experience, making company culture more visible and actionable. They can also be good new-hire tips, that wouldn't be found in an employee handbook! MAKING CULTURE REAL Dowell explains four steps necessary to make culture real. First, you need to identify the goals. Perhaps, for instance, it's showing up to meetings on time. If you don't know what you're striving for, it's impossible to get there. Next, identify how that behavior will be modeled and reinforced—through processes, accountability, or peer support. Encourage individuals to self-assess how they're performing with regard to company values. Ask where they feel their strengths lie, and where they see room for improvement. Don't forget to reward those successes and cultural shifts using I Noticed notes, Kudos for Values, or peer-to-peer recognition tools. And, suggest that individuals treat themselves when they've hit a personal goal. Equally important is giving people time to practice. Scenarios, team challenges, and structured activities create opportunities to build new habits and reflect on outcomes. Save time using Trainers Warehouse's WorkPlays scenarios and ready-to-go teambuilding games that promise rich debriefs--about process improvement, roles, communication, team dynamics, and the like. OVERCOMING LEADERS' RESISTANCE TO CULTURE CHANGE Culture change frequently faces resistance, not just from teams asked to abide by the company culture, but also from leaders themselves.  When asked why, the top response is typically ambiguity. When cultural initiatives lack clarity, ownership, or measurable outcomes, they are difficult to sustain. To overcome this, organizations must connect company culture to strategic priorities. Define the behaviors, track them consistently, and measure their impact. Engagement is not a one-time event. It’s an ongoing leadership commitment. CONCLUSION Company culture is often discussed in broad, aspirational terms, but Dowdell’s approach brings it back to something far more concrete: conversations, behaviors, and reinforcement. When leaders take the time to listen, model openness, and align what they reward with what they say they value, culture begins to shift in visible ways. The real work of culture isn’t found in statements or slogans—it’s found in the everyday moments where people choose how to speak, act, and respond. Over time, those moments add up, shaping not just how work gets done, but how people experience being part of the organization.  

In her new book Designing and Facilitating Workshops with Intentionality, author Dr. Tolu Noah offers ten principles to help focus workshop design efforts. It’s all wrapped up into a tool she refers to as the Workshop Wheel. In her recent Show & Share session with Trainers Warehouse, Tolu focused on two of the ten — ACTIVE and INCLUSIVE, and boy, did she practice what she preached. Following are some of the tools she used to build activity and inclusivity into the session. TRY MENTIMETER – TO BUILD INTERACTIVITY Ask participants to share their input through Mentimeter.com. In Tolu’s example, she began our session by asking participants to share their “training hopes and dreams.” Rather than relying simply on a Chat board, she used Mentimeter. She posted a single QR code that could be scanned by phone, as well as a URL link and code, for computer access. Quickly, participants could weigh in and share their input. Although accessing a code like that may take a tad more time than a simple chat, it also felt more interactive for a few reasons: It was much more interesting to view visually Responses were easier to read Use of the phone invited a more tactile experience than just interfacing with the computer and keyboard. Most importantly, Mentimeter’s AI can synthesize the group’s results just by clicking the space bar. After that, if you want to dig deeper into a specific response, just click that box and see all the associated responses.   EMBED SOME FUN INTO YOUR SLIDES Dr. Noah used a handful of extremely accessible tools to manage the time and ambiance during breakout or reflection moments. For instance, she embedded these resources: Bensound – Music clips for presentation audio. Embedding the sound clips made them easy to access with the click of a button. Great for thinking time during work exercises. 30-second timer – Search for “acoustic guitar timers, find the amount of time you need, and embed it into your slide. Two recommended YouTube channels are Adam Eschborn and Gentle Acoustic Guitar. EXPLORE SLIDE DECKS BEYOND POWERPOINT Google Slides: Tolu shared that she prefers to use Google Slides for presentations. She explained that if you like to navigate to multiple other websites and flip from presentation to links, it’s very convenient. You can also “pin” tabs so they’re easy to find and navigate. Aha Slides: at a prior Show & Share, Cornelius “Nelius” Dowdell, expert facilitator and founder of The Best Workplace, used AhaSlide as an alternative to PowerPoint. Also web-based, Aha Slides allowed him to seamlessly embed word clouds, live polls, spinners, and more. TRY PADLET FOR COLLABORATION ACTIVITIES While asking chat-based questions and polling participants is better than not checking in with the group at all, a better approach is to draw on a wonderful suite of interactive tools from an online platform like Padlet. Facilitators can easily customize visually pleasing templates that allow participants to consider questions and share responses to thought-provoking questions in a myriad of ways that are more fun and accessible than standard whiteboards. They have two basic tools that allow you to make: Boards: blank slates to which you can add text, music, videos, and more. They have dozens of templates ready-to-go for discussion boards, polls, Q&A, surveys, brainstorming, feedback, breakout groups, etc. Sandboxes: collaborative digital canvases with tools for drawing, writing, and adding media. Sandbox templates are available for lessons, brainstorming, Jeopardy, interactive documents, group activities, and more. Don’t be put off by the graphics. At first glance, Padlet appears to be geared toward K-12 instructors, but because each Board and Sandbox starts with a blank slate, you can easily customize the look and feel. When you click into a template, it does not look juvenile, as the website graphics might lead you to assume. It also allows you to welcome participants to add comments by typing, sharing a video, recording audio, or even capturing a screen record. ACRONYMS & MNEMONICS Tolu shared the A.P.A. acronym as a way to engage participants throughout a learning session. For each part, she offered an array of tools. Some used the resources mentioned above; others drew on “old school” approaches. A. Activate prior knowledge, as learning always builds on a scaffolding of prior knowledge. P. Process new information. Give time to synthesize, ask questions, make connections, etc. A. Apply learning, because practice with feedback enables improvement. OLD SCHOOL ACTIVITIES Retrieval and Writing After introducing the 10 principles, Tolu asked us to recall as many as possible by writing them down on paper or opening a writing app on an electronic device, without looking at notes we might have taken. She reminded us that the retrieval process is an important part of long-term memory processes. Although most of us could recall only three to five of the 10 design principles after her very quick overview, the exercise served as an important lesson about the importance of analog approaches and retrieval activities. She introduced a handful of other approaches as well: 1. HANDOUT: Anticipation Guide (Activation) To explore what people already know and begin to activate prior knowledge, Dr. Noah suggests preparing an “Anticipation Guide” containing 5-7 statements about the topic at hand. To facilitate this activity, ask attendees to record if they believe the statement is True or False. Before putting their notes to the side, have them team up with a colleague to discuss their answers. At the very end of the session, revisit the participants’ Anticipation Guides, and ask them to reflect on how their prior understanding grew or evolved. CREDIT: This strategy comes from several sources, including Frederick A. Duffelmeyer and Facing History & Ourselves. 2. HANDOUT: Knowledge (or Skills) Rating (Activation) Another great worksheet to help learners consider prior knowledge is one that asks them to self-assess their knowledge before a session starts. It’s like a “Before Report-card.” With each concept on the learning agenda, they can check a box that says, “I don’t know what this means,” “I have seen or heard of this, but don’t know the meaning,” “I can explain the meaning of this,” or ” I could teach someone else about this topic.” CREDIT: Jonathan Bifield, Eberly Center at Carnegie Melon University, and others. 3. T.Q.E. PAUSES: Elicit Thoughts, Questions, and Epiphanies Pause and ask attendees to share their thoughts, questions, and epiphanies about the training topic! You can use sticky notes, chat, or really any tool, digital whiteboarding tool, verbally (sticky notes, chat, a digital whiteboard tool, or have attendees share verbally). Be sure to process these replies before you move on! CREDIT: Adapted from an approach used by Marisa Thompson. 4. PARTNERING CARDS Rather than finding partners on the fly, take a few minutes at the start for folks to fill out their Discussion Partners Card, finding a different person to partner with for each of the upcoming discussion chunks. When those junctures arrive, have them find that partner. 5. WOW-HOW-NOW REFLECTION ACTIVITY Using a Padlet Sandbox with three pages for input, Tolu led us in an inclusive activity that drew out important learning points and action items. If you’re looking for another reflection tool to add to your repertoire, this is a great one! Wow – key takeaway How – remaining question Now – action item CREDIT: Letitica Citizen and Kia Turner CONCLUSION At its core, effective training isn’t about adding more tools—it’s about being intentional with the ones we choose. As Dr. Tolu Noah’s session demonstrated so clearly, when we design with purpose—prioritizing activity and inclusivity—we create experiences that learners don’t just attend, but truly engage with. Whether it’s leveraging digital tools like Mentimeter and Padlet, or incorporating “old school” strategies like retrieval, writing, and structured reflection, the goal remains the same: help learners think, connect, and apply. Because, as we know from brain science, people remember what they take time to process. The real takeaway? Small shifts in design can lead to big shifts in learning. RESOURCES Tolu’s Session Resources Watch Tolu's Trainers Warehouse Show & Share

I was delighted to host Mouse-Man Consulting’s Lenn Millbower at a recent Trainers Warehouse Show & Share. With more than 40 years of experience across Disney—ride host, stage manager, lead trainer, and more—Lenn knows exactly how to make magic happen in our classrooms. He shared his top techniques for infusing emotion, energy, and engagement into training through thoughtful staging, props, music, and multisensory learning. LENN’S LEARNER-TAINMENT APPROACH Lenn opened by comparing the challenge of merging learning and fun to mixing broccoli and brownies—both valuable, but not always easy to combine. His Learner-tainment framework offers five practical strategies to bring fun, energy, and meaning together. Throughout the session, Lenn’s Disney stories brought each concept to life. (Watch the full recording HERE.) The Five Strategies of Learner-tainment• Evoke Emotion• Layer Learning• Present with Props & Pictures• Stage Your Surroundings• Mastermind the Music Evoke Emotion “Others hit intellect. We his emotion. Those who appeal to intellect only appeal to a very limited group.” ~Walt Disney Appealing to emotion is a key Disney-style approach, one passed down from Walt Disney himself. At Disney—and in great training—emotion is the doorway to engagement. Millbower explains, telling stories is one great way to evoke emotion and often the approach most familiar to trainers. However, trainers can tap into emotions with a variety of other techniques, such as role-plays, games, or setting the stage by having participants connect with the challenge at hand. Lenn shared the example of priming participants learning a new payroll system. He first asked participants to imagine their ideal weekend and reflect on what it might cost. By tapping into a personal, emotional need (“I want the money to enjoy my life”), he created a meaningful bridge to the learning content. This kind of emotional priming helps learners with different styles and intelligences better absorb key information. Layer Learning to Appeal to Multiple Intelligences Disney’s training intentionally engages a range of learning preferences. Lenn outlined several examples: Visual/spatial learners: maps and visual layouts Kinesthetic learners: discovery tours that let learners experience concepts firsthand Naturalistic thinkers: examples tied to landscaping, recycling, and environmental impact Logical/mathematical learners: data, facts, and structured reasoning While modern brain science shows we use multiple “intelligences,” the takeaway is simple: the more senses and modalities we engage, the stickier the learning becomes. Present with Pictures & Props Consider your Colors Disney Imagineers understand that color shapes emotion. As Imagineer John Hench noted, “Color is the language to which people respond consciously and subconsciously.” Lenn encouraged trainers to take a similar approach—use: Blue for calm or neutral backgrounds Yellow for essential information Red for warnings or urgent points Plan your Props Props are powerful. They grab attention, create metaphors, energize learners, and make ideas tangible. Lenn shared examples from his Disney days—using a Koosh ball to model electrical current, or a globe to help custodial staff introduce themselves. Trainers can also borrow from improv by asking participants to link a random object to a learning concept, sparking creativity and deeper processing. Many trainers also shared that Dry-erase Answer Boards have been favorite props in their training rooms. Stage your Surroundings The folks at Disney consider every touchpoint with their guests. Disney employees are crystal clear about what belongs “on stage” and “backstage.” Trainers benefit from the same awareness. Every element of the environment—what learners see, hear, smell, touch, or navigate—affects their experience. Consider: Room setup and traffic flow Lighting and temperature Background visuals Fidget toys or table materials Your own tone, presence, and energy In essence, trainers are not just facilitators—they’re hosts. Thoughtful staging signals care, competence, and psychological safety. Mix in Music Music is one of Disney’s most strategic tools for shaping emotional experience. It’s another way that Disney carefully engineers guest experiences. Every attraction and area of the park features its own specially selected music, setting the desired mood. Music can play a similar role in training: Use major key music (happy, optimistic tunes) to set a welcoming or energizing tone during arrivals and breaks. Use minor key music (sad, calm, thoughtful selections) for reflective activities or quiet thinking. Reserve lyric-heavy songs for interludes when learners are not focused on content. Choose instrumental pieces during work sessions or discussions. Match themes or lyrics to your audience for added humor or connection. (I.E. “I got you (I feel Good) for a group of doctors or clinicians). Energize game show experiences with lively musical interludes, like those built into Gameshow Pro. Music works best when it enhances the environment without distracting from it. Create your Own Disney-Style Magic Lenn’s message is clear: you don’t need a theme park, a cast of characters, or a multimillion-dollar budget to create memorable learning experiences. By evoking emotion, layering learning, staging your space with intention, and weaving in props, visuals, and music, any trainer can spark a sense of wonder and engagement. The real magic happens when learners feel seen, energized, and connected to the material—and that’s something every facilitator can cultivate. With a little creativity and a touch of “Learner-tainment,” we can transform ordinary sessions into extraordinary moments of discovery. MORE RESOURCES Brain Science in Training 85 Ways to Create a Warm Welcome in Training

In a community conversation with trainers, facilitators, and talent development professionals, we took 30 minutes to brainstorm approaches to create a warm welcome. Our goal was 100 tips! At 85, we came so close! I removed the names of participants to protect their privacy. We hope these ideas will come in handy for you too, as the power of a warm welcome is undeniable! Pre-Session * Start with a Welcome Letter Write a friendly welcome letter to introduce yourself, class, and agenda. Make it personal. Let people know what to expect and ways to prepare to participate. Include pre-reading materials as well as pre-reflection questions, for those who like time to reflect in advance (it also helps prime the brain for learning). Offer how-to tips on using the learning platform, online whiteboard, etc. (i.e. if using special meeting software). I start with a “Welcome to Hogwarts” letter to participants explaining the events of the day, and I decorate the room seasonally, putting out fun tools and mints/candy on the tables. Send “excessive” emails letting them know what to expect well before the class start date. Make pre-surveys anonymous, so people don’t feel put on the spot. Create a webpage that includes a welcome video, information about what to expect during the workshop/training, an introductory activity, breakouts, on/off camera, schedule, etc. #Pre-Session If you plan to use a tool like Miro or some other, give participants an activity that requires use of the tool as a pre-exercise so they have some time to figure it out and practice using it. Get to Know People by Name Have clear signage that welcomes people and shows them where to go. Use Floor and Table Stands Set up welcome posters with everyone’s names on them. Create fun buttons with people’s names on them. Walk around the room and introduce yourself to people. Ask what they are learning/hope to learn Ask participants to pull up a favorite photo on their phone (cat, dog, interest, vacation spot) and be ready to share. Be present and say hello to people as they come in. Offer a warm handshake, hug (as appropriate), elbow touch, or high five. Their choice! Start with a “trading cards” exercise, through which each person can share random facts about themselves. To set this up, ask them for a picture of themselves prior to the session so that you can create the “front of the cards” and they can add details about themselves to the back of the card. Prepare 3-5 cards per person, depending on the activities you expect to run and the size of your group (Hear more from 9:35-10:35, or so, in the recording) Have people introduce themselves, their goals, or a strength, on a Community Mosaic Puzzle Piece or on Answer Boards If you’re using event name badges, include fun adhesive ribbons; Or try Chad Littlefield’s We Connect Name Badges which include a connections prompt. Pause before asking for answers to an intro question. Remember that many won’t be listening to other’s intros because they’ll be thinking about what they’re going to say. Name Tent Tips Set up name tents with people’s names already on them, but welcome them to write a preferred nickname on the reverse side Use Dry Erase Name Tents – have people write on names and/or interests – ask them to include tips on pronouncing their name correctly! As people arrive, ask them to complete to find their tent card with their registered name, but use the bigger gap above it and a colored marker to fill out their preferred name or a nickname. Have participants use the letters of their name as an acronym with personal strengths or qualities or values attached to the letters – helps people remember one another! Make colored markers available for people to write their names (or whatever they want to be addressed as) as people are coming into the room BEFORE class starts. And then I like to walk around the room to informally introduce myself and pronounce their name. Room, Seating & Table Set-up Make tables into “teams” Put tables together so participants are sitting around a large table with others instead of two per table Try no-chairs to start, so that people are forced to mix and mingle Set up rows of two pairs of chairs facing each other For our leadership boot camp, we start with four people per table, and seats are assigned. The assigned seats change every day so they meet more people. Have people change seats once or twice a day. Don’t let anyone sit with their back toward the front of the room. However, you might leave a chair there with a sign saying, “This seat is reserved for the facilitator, No backs to the front, please.” That way, you the facilitator, can sit and join any group, rather than hovering over them. TABLE “TOOLS” TONS of colored markers, pipe cleaners, and other things to occupy their hands/minds. This signals that there will be a LOT of activity going on in our classroom! TABLE “TOOLS” Spread out colorful, quiet fidget tools (to help people focus!) Don’t call your fidgets and fun stuff “toys.” Participants should appreciate them as learning tools! VISUALS: Post interesting visuals around the room – related and unrelated to the topic VISUALS: I really like an idea I learned from Rebecca Courtney at AJ&Smart about having analog boards around the room where people can go up at any time to add their thoughts (e.g., Ahas & Huhs, Book Recommendations, etc.) VISUALS:. Seasonal decor. I have whiteboard walls in the entire room, which makes it easy for people to jot down info for activities. HANDOUTS: In larger rooms, put give-aways and handouts only on front tables, to encourage people to move forward. REFRESHMENTS: Set up snacks, swag, and giveaways in the mingle area. We have a coffee and hot chocolate bar and another area for water and soft drinks. Set the Tone Play music to create a warm environment Project a PPT (or other) “show” on the screen at the front of the room with Participant names Share a pre-show presentation with images, jokes, or trivia Incorporate Physical Activity (especially after lunch!) Don’t sit, right after lunch! Try a “Walk and Talk” if you have time. Go outside or walk around the room. See the talk with “powerful questions” Instead, begin with question/chat pack-type cards so people stand up and chat with each other. Do this for about 10 mins, and they have to talk to at least 2-3 people they don’t know well or haven’t met I do a scavenger hunt based on the training topic around the building, then the other staff set up the room Use a Thumball – but not just at the start. Toss an easy-to-catch ball or Koosh ball from person to person. Don’t go more than 15 minutes without a table topic Interrupt yourself with a 3-minute Energy Break. Plan activities that get people standing up and moving. Instead of presenting the material on a slide. Have participants stand up and discuss among themselves the information presented. Try a slide with no words, just images. Write a couple of questions on boards around the room. Ask participants to walk around and answer the posted questions. Use music Use music upon arrival to pump up the energy in the room Use music throughout the day to set the tone you want (upbeat, quiet, etc.) Use the same music clip throughout the session to signal when it’s time to come back together. Smooth Jazz can also be good for breaks Find fun channels on YouTube that are “clean” music but upbeat like a “wake up” channel Play music during breaks. Set up a board and have people write down what songs they like (be mindful of inappropriate lyrics) – Request “family-friendly” selections. Another good music genre for training is OMA Instrumental Hip Hop (found on YouTube Premium). OMA has several videos on YouTube that are instrumental hip hop jams. Just be sure not to play any “live” performances…those have lyrics. Find royalty-free music from Bensound (e.g, at the start of a session while people are getting settled). Play Walk-on Songs each time a presenter or student/team comes to the front of the room. Try 70’s and 80’s era dance music. The older participants love it and the younguns are often introduced to the AWESOME tunes! Create a playlist. Look for orchestral versions of popular songs. Use a chime to indicate time to return to the session or restart in the main room Look for YouTube timers that have soft acoustic guitar music playing in the background for certain activities. Avoid Crickets! Break the Silence and Warmly Invite Participation Leave conversation question cards on the tables for informal conversation throughout the session. Start with a pair share practice before asking them to speak out alone. Have participants discuss a question at their table before having to report out Set out a bunch of random photos – When responding to questions, have participants relate their answer to one of the images. Buy interesting objects from Goodwill or a second-hand store. Break the group up into teams of 3 or 4, and equip each team with five random items. Challenge teams to use all items to develop an improv-style story, during which everyone contributes. If working remotely, invite participants to find an interesting item on their desk that they can use to introduce themselves or contribute to a story-building exercise, as described above. Use protocols (CLEE, Liberating Structures, etc.) Use an icebreaker-style approach for participants to find a partner match (example: peanut butter & jelly; matching numbers or shapes; etc.) At the start of the day, do a getting to know you fun facts questionnaire. I create a fun PowerPoint out of it for each person. Later in the day, welcome participants to share their fun facts. As a group, discuss commonalities and differences. Questions include things like “This or That questions like “dog or cat”, what you do on your day off? Favorite dessert? Where would you be right now if you weren’t here? Favorite vacation spot? Etc. Play 4 corners: have them move to different corners of the room based on how they answer a question (Example: what’s your ideal vacation…beach, snow, mountain or concert). Discuss why they chose their answer. Priya Parker Style: Ask “one magical question” that everyone would love to answer. Resources: Book: Designing and Facilitating Workshops with Intentionality, by Tolu Noah Dry-Erase Name Tents Small and Large Chad Littlefield’s We Connect Name Badges Community Mosaic: https://trainerswarehouse.com/community-mosaic/ Answer Boards Thumballs Sign Stands Stand: https://trainerswarehouse.com/convertible-desktop-sign-holder-extends-up-to-2-feet/ Floor version: https://trainerswarehouse.com/6-ft-floor-stand-for-8-5-x-11-11-x-17-signs/ Other ice breaker blog posts Openers to start a Soft-Skills Session Icebreakers that Make the Most of Every Minute

Discover interactive training tips from Cindy Huggett & Katrina Kennedy—quick ideas to boost engagement, reflection, and online learning.

In the world of learning and development, words matter. Over the years, job titles have shifted to reflect evolving perspectives on how we think about learning: trainers have become talent development specialists or workforce development professionals. Educators have shifted from being instructors to teachers. Today, the growing emphasis is on seeing ourselves as facilitators. A training facilitator’s role is not to lecture, but to make learning easier, smoother, and more impactful by creating space for discovery and growth. Facilitate (verb): to make (something) easier; to help bring about; to help (something, such as a discussion) run more smoothly and effectively Why the shift? Because as brain science and educational research evolve, one truth has become clear: the onus of learning is on the learner. We cannot force knowledge into someone else’s brain. Learners must actively participate—seeking, testing, questioning, and connecting—in order to truly learn. What Does It Mean to Facilitate? To facilitate is to make learning easier for others. It’s not about supplying answers or doing the work for someone else; it’s about building them up, creating opportunities, and helping them succeed. Facilitators do this by: Asking thoughtful questions rather than delivering monologues. Promoting reflection so learners can connect ideas to their own experiences. Sharing processes and approaches, not just solutions. Providing scaffolds—frameworks that help learners organize and integrate new knowledge. Boosting confidence, offering encouragement, and affirming learners’ potential. In short, the facilitator’s job isn’t to teach as much as it is to guide. The Role of the Student Being a learner is far from passive. Think about how children naturally learn: they take risks, make mistakes, fall down, and try again. Learning as an adult isn’t much different. Learners must: Bring order to new information. Seek connections with what they already know. Test ideas, organize them, and create new meaning. Synthesize and ideate, making knowledge their own. Practice and reflect, not just passively absorb. Facilitators can open doors, but learners must walk through them. The Facilitator’s Mantra Sharon Bowman is quick to remind us, “The one doing the most talking does the most learning.” That means trainers who lecture endlessly are often the ones learning the most—while their participants may disengage. By contrast, excellent facilitators aim to be the guide on the side, not the sage on the stage. How? By creating space for learners to wrestle with ideas. By prompting discussions, encouraging exploration, and inviting learners to draw conclusions for themselves. Helping Others Grow Facilitators—like parents of young adults—often find themselves in the role of helping people “figure it out.” For instance, when my son called from across the country to say his car wouldn’t start, there was nothing I could do. What I could offer was guidance: consider calling AAA, finding a mechanic, or troubleshooting possible issues. The same applies in classrooms, workshops, or strategy sessions. We can’t always provide the fix, but we can: Draw out prior knowledge. Explore assumptions (whether right or wrong). Ask questions and listen deeply. Reflect back what we hear. Encourage resilience and resourcefulness. Help individuals and groups understand when they need to move away from “content” and focus on “process,” in order to get unstuck. The goal is growth, not dependency. Professional Development Facilitation in Practice: Exercises and Activities If you’re looking for practical ways to step out of the “sage on the stage” role and into the “guide on the side,” here are a handful of facilitation strategies you can try: 1. Think–Pair–Share Ask a question. Give learners a moment to jot down their own thoughts, then discuss with a partner before sharing with the larger group. This gives everyone time to reflect and encourages participation from quieter voices. 2. Gallery Walk Post prompts, case studies, or problems around the room. Have participants walk from station to station, adding their thoughts or solutions. They’ll see, build on, and challenge each other’s ideas. 3. Yes, And… Pull a page from the improvisational world. Build new perspectives by having the first person start a story or explanation with a few words. Then have other jump in and add to that idea with a, “yes, and…” comment. In this activity, no “ifs” or “buts” are allowed! 4. Case Method Present a real or fictional scenario and let learners analyze, debate, and propose solutions. Rather than telling them the “right answer,” encourage them to weigh trade-offs and defend their reasoning. By focusing on a situation that isn’t “real,” participants can safely try out new approaches. 5. Peer Teaching Assign learners to teach a portion of the material to their peers. Not only does it reinforce their understanding, but it also highlights the mantra: the one doing the most talking does the most learning. 6. Silent Reflection or Journaling Build in time for learners to pause, write, and connect new ideas to their own experiences. This helps with memory encoding and deepens ownership of learning. 7. Practice “Process” Know when it’s time to step away from the content and engage in a conversation about process. Facilitation questions might include: HOW (by what process) can we come to a decision? HOW can we better support each other as move in this new direction? WHAT might inhibit our memory of forward progression? The key to effective facilitation, as with coaching and debriefing, is asking good questions. Take time to think about what questions will elicit thoughtful reflection and conversation. Lessons from Conferences Think about the last professional conference you attended. The keynote speakers may have been excellent. You probably jotted down a few golden nuggets. But if you’re like many of us, the most valuable moments were the conversations in hallways, the time away from your desk to reflect, and the chance to reconsider your challenges in a fresh light. When I look back at my own notes from conferences, I realize they don’t always capture exactly what the presenter said. Instead, they reflect what I thought in response. That’s facilitation at work—creating space for learners to generate their own insights. Final Thought “Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime.” This timeless proverb captures the essence of training facilitation. Trainers who give answers may satisfy learners in the short term. Facilitators who build capacity empower learners for a lifetime. Facilitation is about more than teaching; it’s about helping people unlock their own capacity to learn. It’s about shifting from being the expert with all the answers to the partner who guides discovery. When we step into this role fully, we not only make learning easier—we make it stick.

30 tips in 30 minutes! During a recent Trainers Warehouse Show & Share, a handful of trainers gathered to swap tips and ideas to improve their training! Preparation & Flexibility Always have a plan B to deal with the unexpected – incorrect seating formations; more/fewer attendees; loss of power or internet connection. Have a co-facilitator who can deal with unexpected events Get creative – if seating or participant attendance isn’t as you expected, create workarounds on the fly When things don’t go as planned, consider being transparent and letting attendees know you’re shifting things around. During a game, if a conflict occurs between participants, consider ditching the game or jumping into the debrief right away to address a learning moment. General Facilitation Tips Let the students do the work! Remember, there are always multiple ways to see something. Always different perspectives. Consider these as you design and deliver training and/or learning games. If you put a question in a “Parking Lot,” have the participants take responsibility for coming back to unanswered questions, so it’s not all on the facilitator. Breakouts on how to have difficult conversations – tried to prep breakouts in advance; draft emails with scenarios ready to go in case you need to send something at the last minute. If you have a large number of participants, consider dividing them into small groups and/or holding breakout sessions for introductions. Then, have a group spokesperson introduce the rest of the small group. Be cautious of Miro Boards – zooming in and out can make some people nauseous. Use “Climer Cards” for creative and metaphoric reflection and conversation. I lieu of online whiteboards, you can have folks contribute to a Word document, SharePoint, or Google doc, so that all input can be captured and viewed. Hybrid Facilitation Tips Use a remote “producer” to help with remote hybrid participants and signal to the facilitator if they need to be more inclusive of the online crowd. The online participants might be top of mind at the start, but get forgotten as the session progresses. Try a Chatterfall, whereby everyone holds their chat responses until the facilitator tells them to press enter How to Make Online Events More Physically Active As an intro, during a break, or during a reflection exercise, have participants step outside and take a picture of their surroundings. Have them come back and share the image along with their reflection or introduction. Ask participants to find something in their house/office that represents… a hobby, observation, learning point, etc. Ways to Get People Up and Moving during Online Sessions Conduct an in-home/office scavenger hunt. Ask participants to find an item that reflects…a hobby, a personal characteristic, a learning point, etc. Ask participants to join you in a “stand and stretch” or breathing exercise. Trainer Warehouse’s Get Movin’ Thumball or online Trainers EXCHANGE prompts can be good for this. Request that participants get up, go outside, or walk a few steps down the street, then take a picture with their phone and share it when they get back. They can either post the image or simply hold their phone up to the camera. Use real objects, not just 2D screen shares Closers and “Finish Lines” Ask them to identify a task that they’ll commit to when they get back home. Say, write down the “ONE THING YOU’RE GONNA DO TOMORROW.” Moreover, have them pair up with a colleague and share their “do tomorrow” assignment. Even more… ask them to exchange contact info with their “accountability partner” so they can follow up with each other, confirming that the action they committed to doing, was completed. Ask What Worked Well? What could we Do Differently? Write a reminder note on a squeeze toy that can be brought back to their office. Have them create an action plan at the end of the session. Be specific with both questions Try “I Got This!” Notepads. Capture 3 things learned; 2 actions to apply the learning; 1 way you’ll share the learning. Use “Start-Stop-Continue-Change” sticky notes. Have participants write ideas on the pads, post the notes at the front of the room, sort the notes, and then retrieve and take home key learning points.  

Leading a successful group activity goes beyond just having a great idea—it requires careful planning, execution, and reflection to create an engaging and meaningful experience. Whether you’re facilitating a workshop, training session, or team-building exercise, the 8Rs framework provides a structured approach to ensure every activity is purposeful, impactful, and well-managed. Mark Suroviec expanded on Joseph Cooks’s 4Rs to develop what he now refers to as 8Rs. 1. REASONS: Why This Activity? Every activity should start with a clear purpose. Ask yourself: What do I want participants to learn, feel, or experience? How does this activity connect to broader learning goals or team objectives? Why is this the right activity right now? For example, if your team struggles with communication, a problem-solving challenge might be more relevant than a pure icebreaker-style activity. 2. RESULT: What’s the Goal? Define what success looks like. Keep it simple: What is the desired outcome of this activity? If I had to summarize success in 10 words or less, what would it be? Example: “Encourage collaboration through a shared problem-solving experience.” By setting a clear result, you can measure effectiveness and adjust as needed. 3. RESOURCES: What Do You Need? Before launching an activity, take inventory of your materials: Essential equipment: What do you need to run the activity? Alternatives: What can you substitute if the ideal equipment isn’t available? Restrictions: Are there any off-limits materials for safety or accessibility reasons? Flexibility is key! If you planned for a ball toss but only have paper, consider a crumpled paper toss instead. 4. RECOMMENDATIONS: Who, Where, and How Long? Logistics can make or break an activity. Consider: How many participants? Small group or large-scale? Time required: A quick icebreaker vs. a deep-dive session Best location: Indoors? Outdoors? Need tables, chairs, or open space? Audience: Is this for students, professionals, executives, or kids? These details ensure your activity fits the setting and audience. 5. READINESS: How to Prepare? Some activities need set-up in advance—don’t wait until the last minute! Ask yourself what you need to do in advance: What needs to be done before participants arrive? Are all materials ready and accessible? Do I need volunteers or co-facilitators? If your activity involves complex rules or props, having a demo prepared can prevent confusion. Also consider what you want participants to see or experience before the session begins. How can you build energy and anticipation to promote greater participation? 6. RULES: Setting Boundaries for Success Clear rules create a safe and structured experience. When telling the rules, keep the instructions and clear and simple as possible. You may want to practice a few times to make sure you can deliver them concisely. Consider having rules posted or printed so that players can refer back to them. Remember that when players are first learning a new game, they’re holding a lot in their heads as they work out what the activity is and how they will be expected to participate. But be mindful: What core boundaries need to be communicated upfront? What should I not tell participants? (Some surprises enhance engagement!) How do these rules make the activity more exciting? For example, in a team challenge, keeping certain rules mysterious or undisclosed can increase problem-solving engagement. 7. RISKS: Safety First While rules can also create some guardrails for a safe experience, no activity is risk-free. Physical safety may be most top of mind, but with many team activities, psychological safety can play an even bigger role. Consider physical, emotional, and psychological risks: Physical risks: Could someone trip, fall, or get hurt? Emotional risks: Could the activity make someone feel excluded or uncomfortable? **How can I minimize these risks? Always have a contingency plan for potential challenges and check participant comfort levels before starting. 8. REFLECTIONS: Wrapping Up with Meaning Debriefing transforms an activity into a learning experience. Ask yourself: How do I tie this activity back to the learning objectives? What debriefing questions will spark insightful discussion? How can I engage both the heart and mind? Sample reflection questions: What was challenging about this activity? How does this relate to our daily work interactions? Discuss strategies that helped you succeed and how you can apply them. A well-led debrief bridges the gap between activity and real-world application. Final Thoughts Great activities don’t just happen—they are designed with purpose. Using the 8Rs framework, you can ensure your activities are engaging, well-planned, and meaningful. Whether you’re leading a corporate training, classroom lesson, or team-building session, this structured approach will help create impactful experiences that resonate long after the activity ends. For more, listen to Mark Suroviec’s podcast with Rhonda Campbell.  

A group of us gathered to discuss how we’re handling the new administration’s restrictions on DEI research and training. Susan Landay and Elizabeth Power co-facilitated the conversation. We sought to equip former and current diversity trainers with tools, support, and resources to move towards a next phase of training in Civility, Compassion and Cultural Sensitivity. Following are our notes, reflections, and take-aways. Access additional charts and PPT deck here. “It’s not something we do. It’s something we that we are” Roots of Diversity as a Polarizing Influence Using the Deming’s 5 Whys Methodology, we began by discussing the influences that have caused DEI and diversity to be “bad words.” We appreciated that much of the anti-diversity movement may be rooted in fear. Participants shared these possible explanations for that fear: Change: “Change is uncomfortable and holding on to what is familiar is in some way a survival practice. Having to unlearn and relearn takes a lot of deconstructing.” Fear and Threat: Difference and unknowns can be unsettling. Misunderstanding: Diversity is often misunderstood. Misinformation: Spread of misinformation contributes to fear. Exclusion and Power Shift: Some feel excluded or threatened as the established balance of power may shift. Social Media: Amplifies concerns about diversity. Win/Lose Perception: It feels like a win/lose situation. Whether or not the fear is justified, we strove to understand the cause of the polarization to guide us towards appropriate next steps. The group shared the perspective that building sensitivity, mutual respect, decency, and emotional intelligence are critical to both organizational success and personal happiness. Judgment and Stigma The group appreciates that judging and stigmatizing others is problematic, impeding team effectiveness and personal fulfillment. As Ms. Power reminds us, we only need sensitivity training as long we judge others’ differences as deficiencies. In fact, people tend to stigmatize those who are different from themselves, often due to a lack of understanding. Knowing that babies don’t come into this world judging or stigmatizing others, we must also appreciate judgment (at least in part) as a learned behavior. That said, historically, our good judgment has helped keep us safe from dangers and predators. Nonetheless , we must ask such questions as: Is my judgment sound? Why am I judging? Should I be judging others in the way I do? As professionals, we must appreciate the traumatizing impact of in/out jokes and imbalances of power. We must continue to advocate for marginalized or perceived-to-be marginalized groups. At the same time, we are well-served to put our energies toward looking for commonalities, rather than focusing exclusively on these differences. Tapping into the group’s feelings Those who have facilitated DEI-related training and leadership development efforts weighed in on how they’re feeling about the sudden shift away from sensitivity training. They expressed feeling: Out of control, like a bull-rider. Small – how can we fight these greater powers Focused – concentrating on strategy and figuring out how to move forward. Lost in a forest – hard to know where to begin Proud – Proud of the transformative work we do Strong – in dealing with difficult situations Fragile – if our work is not nourished and reinforced, might it be lost? Challenged – like I’m climbing a mountain Hasty – concerned that we’re racing so fast we may omit important details Frustrated – at the lack of information/strategy and scrubbing of language as everyone pauses and pivots. Bolstering our Power The group felt it might help to have tools and resources at their disposal. Having data that supports the need for broad perspectives might help substantiate the importance of their work. LinkedIn, McKinsey, BCG, and others have assembled a range of data points supporting the importance of diverse workforces: 60% of respondents in a LinkedIn study said that diversity within their sales team has contributed to their teams’ success. Employers that posted about diversity saw 26% more applications from women than employers who posted less. Our 2019 analysis finds that companies in the top quartile for gender diversity on executive teams were 25 percent more likely to have above-average profitability than companies in the fourth quartile—up from 21% in 2017 and 15% in 2014 (Exhibit 1). <McKinsey> Companies that reported above-average diversity on their management teams also reported innovation revenue that was 19 percentage points higher than that of companies with below-average leadership diversity—45% of total revenue versus just 26%. (See Exhibit 1.) <BCG> Access additional charts and PPT deck here. Beyond the Numbers Despite the importance of diversity for organizational success, the group shared these anecdotal perspectives: “We all lose if everyone is not at the table. We miss opportunities and can’t realize the benefits of synergy. “Engaged employees ensure the organization achieves its best results. Elizabeth Power is correct in saying that an imbalance of power reduces engagement. Enabling people to feel invited to contribute their best improves engagement and results. “Devaluing diversity stunts participation in the process, in the future.” Trigger Words vs. New Words We looked at a chart of Banned and Trigger Words in Federal Grant Writing in the Trump Administration 2.0. Among the words you might expect, we also found these: woman, advocacy, community, sense of belonging, historically, enhancing. Then, we brainstormed words that have not been targeted as trigger words: Authenticity, Civility, Commonality, Comfort, Compassion, Cultural Sensitivity, Dignity, Emotional Intelligence, Empathy, Ethics, Honesty, Individuality, Integrity, Knowledge, Resilience, Power, Respect, Safety, Stigma, Threat, Transparency, Trust, Unity. Strategies for “Not Diversity” Training Participants shared a range of resources and ideas for transforming current efforts for moving beyond DEI training, in settings where it has been targeted for elimination: Renaming: Use the brainstormed words to rename what we’re doing, focusing on Cultural Sensitivity, Understanding, Dignity, and Emotional Intelligence. Encourage Communication & Sharing! Trainers Warehouse Thumballs are a valued resource for initiating conversations that bring people together and build mutual respect and understanding. Consider conversation prompts that… Draw out Commonalities Hear about others’ past experiences, which shaped who they are today Develop Emotional Intelligence Foster Resilience Build Trust Strengthen workplace ethics Focus on Commonalities and Positive Interconnections: “Rather than focusing on ‘training,’ perhaps we focus on interests shared by people worldwide. Provide experiences that bring people together, instead of trying to teach people ‘how to think differently’.” Schedule a pot-luck: everyone brings a favorite dish and shares a story about their favorite food Take a turn with playlists: take turns allowing an attendee to kick off a weekly/monthly meetings by playing a favorite song. Cherished item: Ask participants to share a story of an important item in their home (clothing, jewelry, bowl, etc.) Draw on Resources Check out: https://icq.global/ Explore SHRM’s Civility Toolkit – It includes Political Conversations Playbook 5 Steps for Encouraging Civil Conversation Cards Against Incivility Civility Index Infographic and Abstract Look into the Say Yes program (targeted for high schoolers) Develop Emotional Intelligence: Actively listen to others, show empathy, acknowledge your own emotions, manage reactions to stress, offer constructive feedback, apologize when necessary, adapt your communication style to different situations, and reflect on your own emotions and how they impact others. Host a monthly Collective Learning Series, where a panel of employees and community partners share about their lived experience with a certain topic, e.g. foster care, veteran’s transitioning to civilian service, mental health, etc. It is very humanizing and helps employees understand different points of view and how we can better support one another Taking Action through Cultural Sensitivity Training Perhaps most important in the whole conversation was the overall framing and attitude captured by trauma expert, Elizbeth Power. She reminded us that it’s most important not to sit idly by but to take action! “It’s not about what you say, it’s about what you do.” ~ Elizabeth Power This mantra is crucial both in our training and in the development of new Sensitivity Training curricula. Remember, our overall goal is to increase communication and shared understanding of our commonalities – of what makes us alike, not different! Read More DEI & DEIA are NOT Unlawful– the law of the land is that discrimination is illegal Cultural Sensitivity Games & Activities – some of these activities may focus too much on bias for your current training climate, but you’ll still find applicable activities to build shared understanding. Shared Understanding Games & Exercises – same goes for this post. Icebreaker Questions for Work – here are oodles of conversation starter prompts, perfect for the workplace

More and more trainers are invited into C-suites as facilitators, strategic advisors, and leadership development experts. Having consultant-grade tools and capabilities can make those interactions invaluable to senior execs. We spoke to L&D expert David Dye, co-founder of Let’s Grow Leaders, about his card deck, Synergy Stack. The Synergy Stack deck is an excellent resource to help focus executives and fuel change at the highest levels of the organization, as well as at each level down the line. 3 Requirements for Affecting Change 1) People must WANT IT! Help people figure out why a change is important to them. Help them tap into their own desire. You can’t give this to anyone else. They need to own it for themselves. Change, the kind you want, doesn’t “just happen.” People make it happen. 2) People must OWN IT! Those who feel no ownership over a change are unlikely to help make it happen. So, if you want to change to happen, in addition to “wanting it,” you need to “own it” and take responsibility for it. Coaches, spouses, partners, and friends know this too. We can’t change others, or “make” them change. Change agents must do it themselves. 3) People must know HOW TO DO IT Once people identify WHAT they want and are ready to take responsibility for making change happen, the question is HOW. How can we help our leaders and colleagues make change happen? The key is what David Dye refers to as the Performance Loop. Using the Synergy Stack Performance Loop to Fuel Change Synergy Stackis’s Performance Loop is built around 48 HABITS, divided into 4 categories. CONNECTION: the first 12 habits relate to having a team you can trust. CLARITY: these 12 habits refer to developing a shared understanding of what success looks like. CURIOSITY: the third step in the loop consists of 12 habits that encourage change-makers to consider alternative approaches and perspectives. COMMITMENT: the final 12 habits focus on agreement, celebration, and accountability. When using the deck, Dye recommends laying all of the cards out of a table. Then have teams look through the cards to: Identify habits in which they feel they are quite strong See if multiple teammates have the same strengths or different ones Identify the habits which seem to be lacking among the group Discuss the impact of lacking habits Explore ways to encourage or develop new habits that could serve the group well. Facilitators and coaches might focus on a single performance category, or on all four elements. Developing new habits requires trial and error, practice, and commitment. Appropriately, the Synergy Stack deck offers language on each habit card, exemplifying what it might sound like, so practitioners can develop new skills and habits. Making change happen – from wish to habit Achieving a goal certainly depends upon individuals wanting change and owning it. Even then, however, implementing change and attaining success requires habits of communication, clarity, curiosity, and commitment.

During our recent Trainers Warehouse Show & Share meeting with simulation expert Steve Semler, we explored practical strategies for conducting effective workplace conflict scenarios and role-play exercises. After a brief demo of our new Work-Plays–Scenarios to Practice Difficult Conversations, the group exchanged best practices and actionable approaches to optimize role-play activities in their training programs. Many shared their appreciation of learners’ anxiety about role-plays and ways to get around their resistance. Role-Plays are key to long-term learning Role-play activities can help bridge the gap between theoretical knowledge and practical application. In fact, according to Semler, 80% of effective learning comes from practice, while only 20% is derived from insights or new knowledge. Role-play allows participants to practice real-life scenarios in a safe environment, experiment with different approaches and learn from mistakes, and build confidence and adaptability for handling workplace challenges. Ready-to-Use Workplace Conflict Scenarios: Work-Plays by Trainers Warehouse Work-Plays, developed by Trainers Warehouse, is a comprehensive deck of 18 scenario cards covering common workplace challenges such as conflict resolution, managing performance issues, and building sensitivity to diverse perspectives. On each card, players find: Detailed scenario descriptions Guidance for brainstorming solutions Instructions for role-playing individual or group interactions The goal of each scenario is to create a vehicle to improve communication, build trust, and practice problem-solving techniques, not prescribe fixed, right answers. The real-life dynamics presented in well-written scenarios can help prepare participants for similar challenges in their roles. Even with great scenarios in hand, however, it’s up to trainers and managers to facilitate role-play exercises in ways that will minimize stress and offer the greatest amount of learning. Top Tips for Effective Role-Play Activities Managing the fear of failure and embarrassment must be every trainer’s top priority. If you’ve ever tried to facilitate role-play exercises in the past, you’ve likely seen participants physically shrink away as soon as you say the word. The body language of almost everyone in your group will likely say, “Oh my God, please don’t call on me!” These tips can help you draw out participation and minimize reluctance so that learners can reap the benefits of practice. 1. Start with “role-play lite” activities To mitigate stress and make the workplace conflict scenarios more approachable, begin with “role-play light” exercises. This involves participants working as consultants or brainstorming approaches rather than fully immersing themselves in a character. Other role-play lite strategies include: Practice in pairs or triads instead of large groups. The whole experience can be less intimidating if you try something new on one person, rather than in front of a whole group. Allow learners to test out different parts of a difficult conversation, rather than launching into a full discussion. For instance, you might prompt a player by saying, “How would you start this conversation? Try it out. Go ahead and say the words. Practice starting that conversation with a learning partner.” Then the facilitator or learning partner can give some feedback, “What if the person says this? What if the person does this? How would you handle that objection?” Play “consultant” asking What if? and What about? questions. Instead of trying to offer a correct approach, encourage participants to tease out options and offer approaches by asking, “Might this work?” In this way, early practice attempts can become a conversation about ways to approach the difficult topic, rather than jumping in and having to do it immediately. Players can essentially brainstorm approaches before practicing the conversation. Provide opportunities for participants to observe before participating. If you have a co-facilitator, the two of you can demonstrate an example before sending the participants off to try it on their own. Alternatively, at a break prior to the practice-exercise, you might solicit the help of a single participant who might be open to doing a demonstration with you. Don’t call it a role-play. Trainers might try framing practice sessions as a “collaborative exercise,” “rehearsal,” or practice, not a performance. These low-pressure approaches can ensure that participants stay engaged and focused on skill development rather than worrying about performance. 2. “Be bad first”: Prioritize Practice Over Perfection Erika Andersen of Proteus International wrote a book called Be Bad First. It’s about giving yourself permission to try something and be bad at it, because no one is good at a new thing right out of the gate. Encourage your participants to try something new, even something really wacky. Ask them to try something opposite to what they think will work effectively. Reward the risk-takers, celebrate the flubs, and encourage laughter. Once the stage has been set for imperfections and the bar for success appropriately lowered, it will be easier to explore new approaches. 3. Match Scenarios to Learner Needs when selecting Workplace Conflict Scenarios To maximize the effectiveness of role-play activities, it’s essential to assess the skill level and readiness of participants before choosing scenarios. Tailoring the complexity of scenarios based on the learners’ experience levels, ensures that the activities remain challenging yet achievable. Also, starting with simpler scenarios and gradually introducing complexity can build confidence and competence. While trainers might be tempted to use relevant examples that align with current workplace challenges or anticipated difficulties, early practice cases should be somewhat removed for actual workplace situations. Separating practice cases from real cases creates safe space for experimentation. Instead of finding the optimal situations to play out, work with managers to identify the most pressing skill gaps that require practice. 4. Demonstrate “What Good Looks Like” Presumably, you’re doing the training because you have specific content you need to share, an approach you hope to convey, or an idea of what good looks like. Don’t make participants guess about what this is. Share rubrics with participants beforehand to clarify goals and expectations. In addition, consider sharing an example of this well-executed skill and provide a rubric or criteria for success. Ensure they understand what you want them to practice and how they will know if they’ve been successful. You might: Role-model interactions using prepared scripts or rubrics. Your rubrics may focus on specific skills such as active listening, empathy, or problem-solving. Use simple scoring systems (e.g., “met expectations,” “needs improvement”) to provide actionable feedback. Encourage participants to critique and analyze good examples collaboratively. Use debriefing sessions to clarify key takeaways and identify areas for growth. Visual aids, step-by-step walkthroughs, or demonstrations by facilitators can help participants internalize the skills they are expected to practice. participants can try, evaluate, and refine their techniques in a supportive setting. Hone your Role-Play Facilitation Skills Rehearse and Plan Instructions Because well-executed workplace conflict scenarios and role-play activities rely on clear instructions and preparation, trainers should rehearse the flow of the activity beforehand. Provide instructions in small, digestible steps to avoid confusion. Try your instructions on a friend or family member, to make sure they’re clear. Remember to KEEP IT SIMPLE. If you plan to use breakout rooms for virtual training environments, test those out beforehand, as well. This preparation boosts the trainer’s confidence and minimizes logistical hiccups during the session. Coach the “difficult actor” on how bad to behave Many role-play scenarios focusing on a sticky situation require one player to be a “bad actor.” Give the roleplay partner, the one playing opposite the practice-player, specific instructions about how bad to be. Say, for instance, “if you when you’re the partner, your job is to be realistic. Your focus is to help your partner learn how to turn around a difficult situation. If they say something that could be taken wrong, go ahead and react appropriately. You can raise real-life sorts of objections, but don’t be too harsh or abrasive unless your partner is ready for a challenge like that. Feel free to ask your partner if they want you to kick it up a notch in terms of difficulty. By the same token, if your partner says something convincing, feel free to respond positively. Remember, your goal is to help yourself and your partner learn and practice a new skill.” See also the “blind roles” noted below. It might be easier for some participants to be difficult if they’re told specifically HOW to do so. Big Group formats As we mentioned earlier, beginning with a big-group role-play can be intimidating unless you’ve roped in a willing player in advance. However, after participants have had some practice in pairs or triads, you might want to bring the larger group together. Depending on your group, you might want to explore one or more of these techniques: Trouble Maker: Ask one participant to get stoke the flames and heighten the difficulty of the situation. This can add levity in a way that brings the whole group together in trying to diffuse and ameliorate the damage. Chest Tap: Let the group know that they all have to take a stab at turning around the difficult situation. When the one in the “hot-seat” is ready to be relieved, have them tap their chest twice to signal their need for a replacement player. Blind roles: When practicing communication skills, give the “listener” a challenging behavior to exemplify. For instance, “Ignore me,” “Praise me,” or “Repeat what I say.” These roles could also be written on a baseball cap worn by the speaker (the speaker should not know what the listeners instructions are). The Role of Debriefing Debriefing is a critical component of any role-play activity. Effective debriefing allows participants to: Reflect on their performance and identify key learnings. Discuss what strategies worked well and what could be improved. Reinforce the connection between the activity and workplace challenges. Asking open-ended questions and encouraging group discussions can deepen insights and solidify learning outcomes. Conclusion Workplace conflict scenarios and role-play activities are a dynamic and impactful way to enhance corporate training programs. Tools like Work-Plays simplify the process, offering ready-made scenarios that can be adapted to any team’s needs. By following best practices—such as prioritizing practice, tailoring scenarios, and incorporating feedback—trainers can foster meaningful learning experiences that translate directly to workplace success. Embrace the power of role-play to empower your team and transform your training sessions. Read More Role Play Tips & Activities Active Listening Exercises

Use Emotional Intelligence UNZIP-IT! TASK CARDS by Trainers Warehouse to identify and explore Emotional Intelligence competencies. Emotional Intelligence (a.k.a. EQ) is associated with five skills. Develop your teams’ EQ by facilitating conversations that help participants grow more aware of their motivations, measure reactions to difficult situations, and hone techniques to manage those emotions in empathy and social acumen. The five skills are Self-Awareness , Motivation , Self-Regulation , Empathy , and Social Skills . On each card, below the conversation starter question, you’ll see the EQ skill that the question addresses or develops. NOTE: These tips were developed along with training expert, Nora Gerber, to aid in emotional intelligence training and facilitation. Materials UNZIPit! Emotional Intelligence deck Huddle Signs for the 5 categories of EQ Skills: SELF-AWARENESS, MOTIVATION, SELF-REGULATION, EMPATHY, SOCIAL SKILLS (see below). Time & Timing Plan on approximately 10-30 minutes. Use reinforcement activities after introducing the Emotional Intelligence framework & competency system Activities can also be used as a warm-up, energizer, or filler. Activities 1 = INDIVIDUAL TASK TO ENGAGE EVERY PARTICIPANT(5 minutes) READ the prompt on the card. RECALL A MEMORY – Think of a time you practiced this competency. WRITE A NOTE-TO-SELF – Use a sticky note to record ”WHAT?” and “SO WHAT?” That is: what happened and why it matters (the impact or outcome). PREPARE FOR SHARING – Determine whether and what you will share about this experience. 2 = PAIR SHARE With ONE thought partner (after individual reflection)(~ 8 minutes) SWAP notes & TELL A STORY of a time when you practiced/exhibited emotional intelligence competency identified in the prompt. Share how you felt about yourself and your job satisfaction. Discuss what you believe were the positive impacts/outcomes. LISTEN to your partner’s feedback/ reaction/ comments 4 = TASK TEAM -Small Group collegial conversations(~ 12 minutes) HUDDLE/ gather/ shift/ move to three common ground corners. Divide participants into 5 groupings (SELF-AWARENESS, MOTIVATION, SELF-REGULATION, EMPATHY, SOCIAL SKILLS). Post these on wall or distribute them on a handout. Invite them to choose which they believe is the best fit for the growth behavior in their story. Of course, it doesn’t matter which huddle they join. Within the huddles, ask participants to do the following: SHARE interesting story examples of their answers to the prompts DISCUSS the positive impact/ outcomes of their actions PREPARE a spokesperson to summarize the discussion highlights ALL = WHOLE GROUP FOCUS(~ 10 minutes) Have all RETURN to their seats Invite reports by each spokesperson “Wannabe” Behaviors: Revisit the list of 5 emotional skills. Have everyone create an action plan of skills they hope to further develop. HUDDLE SIGNS Ask participants to write on a new sheet and hand-deliver a “Kudo-gram” to another in the room. Of course, they may choose to check multiple boxes. Encourage writing personalized “P.S.” notes. SELF-AWARENESS Clear understanding of your strengths, limitations, emotions, beliefs, and motivations. MOTIVATION How you manage your emotions, behaviors, and impulses. SELF-REGULATION Capability of understanding another person’s experiences and emotions EMPATHY Ability to inspire both yourself and others to action SOCIAL SKILLS Ability to build a strong rapport NOTES developed with expert trainer, Nora Gerber. READ MORE Emotional Intelligence Games and Activities Leadership Activities and Games  

Giving Kudos at Work should be a daily practice. However, it’s also a great learning activity — a way to identify and magnify positive behaviors and growth opportunities in lived experiences. Use Kudo-grams for mindset courses, strength-based activities, warm-ups, and energizers, as kudos notes help introduce growth mindsets and other positive behaviors. Materials Green KUDOS for Growth note pads — 1 sheet (“task card”) per participant Huddle Signs for the three categories of positive behavior: MAXIMIZING MISTAKES / EXHIBITING EFFORT / MAKING CONTRIBUTIONS (see below) Time Plan on approximately 30 minutes Activities 1 = INDIVIDUAL TASK TO ENGAGE EVERY PARTICIPANT(5 minutes) Read the list of behaviors that indicate a growth mind-state is at work. Call for a SHOUT OUT as to what P.S. stands for (Postscript) in Millennial-lingo, they might say xxx “My Good” Activity – ask which of these behaviors are you already doing well? Give yourself KUDO credit. Express gratitude to yourself. Have participants select one behavior they consider a personal strength. Check One Box Activity—explain, even though you could be checking multiple boxes, recall a specific time you practiced this growth behavior. WRITE a P.S. note-to-self – Recall what happened when you did good. Jot down the impact or outcome regarding you and this behavior in that specific situation. PREPARE to share if and what you choose to share about this story. 2 = PAIR SHARE With ONE thought partner (after individual reflection)(~ 8 minutes) SWAP notes & TELL A STORY of a time when you practiced/exhibited that positive behavior. How did you feel regarding yourself & your job satisfaction? What do you believe was the positive impact/ outcome? LISTEN to your partner’s feedback/ reaction/ comments 4 = TASK TEAM -Small Group collegial conversations(~ 12 minutes) HUDDLE/ gather/ shift/ move to three common ground corners Consider dividing participants into three groupings (MAXIMIZING MISTAKES / EXHIBITING EFFORT/ MAKING CONTRIBUTIONS). Post these on the wall or distribute them on a handout. Invite them to choose which they believe is the best fit for the growth behavior in their story. Of course, it doesn’t matter which huddle they join. SHARE interesting story examples of these behaviors DISCUSS the positive impact/ outcomes of these behaviors PREPARE a spokesperson to summarize the + impact/outcomes (not stories) ALL = WHOLE GROUP FOCUS(~ 10 minutes) Have all RETURN to their seats Invite reports by each spokesperson “Wannabe” Behaviors: Revisit the KUDO behaviors on the sheet and have everyone check one behavior they aspire to have or practice. CLOSER, IF TIME PERMITS… (~ 10 minutes) Ask participants write on a new sheet and hand deliver a “Kudo-gram” to another in the room. Of course, they may choose to check multiple boxes. Encourage writing personalized “P.S.” notes. MAKING CONTRIBUTIONS Came prepared Made great contributions Made connections between Ideas Helped someone out Were a great listener MAXIMIZING MISTAKES Made a good mistake Corrected your own mistake Have shown great improvement Stayed focused despite distractions Sought help when needed EXHIBITING EFFORTS Stick with a problem Show improvement Take a risk Take the time to do things right Made a valiant effort READ MORE A Dozen Ways to Say “Good Job” Training Superheroes for Powerful Training Criticism, Feedback, and the Power of Praise  

Start-Stop-Continue-Change is a versatile training tool used throughout a learning event. Expert Trainer Nora Gerber was kind enough to share her facilitation notes with Trainers Warehouse. The prompts are packaged as pads of sticky notes from Trainers Warehouse, but you can create your own as well. Overview of Start-Stop-Continue-Change Tool Use the colorful notes as an “action-plan catcher.” They’re more powerful than handouts because learners can take them home and post them at their workstations as reminders about how to apply the course content. Start of Day Activities Distribute 1 sheet of each prompt (green, red, yellow, blue) to every participant. Welcome them to pick up additional sheets over the course of the session. 1 – Throughout the Session – Take Notes on all 4 Prompts Use START, STOP, CONTINUE, & CHANGE Notes Throughout the Day Throughout the day (anytime or at designated intervals), encourage participants to jot a note-to-self on any or all of the 4 PROMPT sheets. The activity heightens awareness in the moment and draws out key takeaways. By the end of the session, each participant will have their own set of ah-ha moments and action plans. 2- Focus on "Continue" Build Positivity, Discuss Strengths & Reinforce What Works Well Early in the session, encourage individuals to take note of the efforts and processes currently working well for them. Have them write these on the “CONTINUE” note, to reinforce the importance of continuing these practices. Not only does it help people recall and focus on good practices, but they will be able to share these notes during pair-share or table talk activities later in the session or during a conversation about strengths if that is part of your curriculum. 3- Pair & Share to Energize the Group Have participants pair up (seated or standing) to share their notes on any or all 4 PROMPTS . Use this activity at any time to encourage individuals to reinforce learning, highlight takeaways, and create action plans. 4- CHANGE-UP - a growth activity Focus on Opportunities for Growth and Change In this activity, players will find a partner with whom to pair-and-share for 2 minutes, talking about their “change” notes. After that time, they’ll change partners and repeat the activity. Have participants swap partners 4 or 5 times before returning to their seats. It’s fun to focus on the “CHANGE” prompt for this activity, but it will work for the other prompts too. 5- Intentions & Commitments Have groups, seated or standing, declare their transfer-of-training intentions in any or all of the 4 PROMPT categories. In this inspiring activity, the practice of articulating and committing to actions, in front of a peer group, leads to greater follow-through. Try this after lunch to regroup and re-focus their attention or as a closing activity. 6- Exit Passes - Powerful Closer Request that participants hand you their “CHANGE” notes as their exit pass. Stand at the door to collect these as you thank each person for participating. This provides facilitators with instant feedback on their plans to apply the learning and can assist you in improving your course delivery. Consider asking participants to sign their names at the bottom so you can send an email reminder of their commitments to take action. © Trainers Warehouse. Notes created in collaboration with Nora Gerber READ MORE Close the Learning Day 1-2-4-All Training Technique

I had the pleasure of co-facilitating a session with veteran trainer, Nora Gerber, who was kind enough to share some of her tricks of the trade. Nora applies the 1-2-4-All training technique to a variety of “task cards.” This active learning approach is a whole-brain processing tool that builds engagement, encourages self-reflection, and enables big-group sharing. While Ms. Gerber affirms that these approaches work well for her, she encourages trainers to adapt them and make them their own. Following are Nora Gerber’s tips:  Task Cards TASK CARDS are learning tools that supply a prompt, question, quote, behavior, etc. in small, individual chunks that learners can manipulate as they reflect, process, and share course content-related topics. The Task Card itself is not the training; rather, it is a tool to use when delivering course content & facilitating growth. When to Use Them? Use task cards, and the 1-2-4-All approach described below, throughout the learning day and in a variety of formats. Its beauty is that it’s so adaptable, no matter what topic you teach, the age of your learners, or where you are. For instance, use them: Seated or moving about the room During virtual & live events As openers, reinforcers, energizers, or closers With physical card decks and sticky notes or online images and PDFs In small or large gatherings of adults & youth learners Why to Use Them We use this approach because it works. And, it works because it’s consistent with Bowman’s 6 Brain Science Principles of Learning. Course content-related conversation jump-starters, in small chunks Upbeat & pleasurable (fun) colorful experiences Individual bits of data in a manipulatable form Customization options for my audience/ content/ time/ planned outcomes Flexible levels of engagement: short-quick-simple >> longer-higher 1 – 2 – 4 – All APPROACH “1” –  Individual Reflection Thinking to myself about what I’m thinking. Taking time for reflection, retrieval, and preparation. BENEFITS: Inviting independent reflection ensures the engagement of every individual. Silent Reflection – on your own, think about your answers to one or several prompts. Journaling or action planning — develop a written response to the prompt(s). Bit-by-bit, review or reinforcement – allocate brief periods of time throughout the course to capture concepts/ quotes/questions, or organize notes. “2” – Two-by-Two /Pair & Share Thought Partners Processing learning with ONE peer (seated, standing, or walking), requiring participants to vocalize their thoughts and share feedback. BENEFITS: Partnering lowers the risk of participation. It also helps clarify thinking, reinforces concepts, provides peer support, encourages voice and choice, and provides practice for discussing ideas in larger groups. Turn ‘n Talk – Turn to ONE person seated nearby and share responses to prompts. Stand & Partner up – Stand up, take your task card with you, and join ONE person who is not at your table or seated near you and share responses, then be seated. 2-by-2 Move about – Stand, move about the room, stop, and swap responses with ONE person at a time, 4-5 times; each could be for a designated amount of time (or not) still explicitly orchestrating it for one-to-one conversations for a given amount of time (music could indicate start/stop). Swap-a-roo – Same as the 2×2 above, but after chatting with your partner, swap prompt cards before you move on to find your next partner. Casual Cruise and Schmooze — find a partner then go on a walk together and swap thoughts with another pair about the prompts on your cards. Choreographed Cruise and Schmooze – pair up then have all pairs circumnavigate the space clockwise, in step to music and to each other, leaving space between you and other pairs; share responses; link elbows if appropriate and preferred Speed Dating – have participants form two face-to-face concentric circles (inner & outer), with the same number of people in each circle. Have partners share with the person directly opposite them for a set number of minutes (i.e. 2 minutes). When time is up, at the facilitator’s direction, have them shift to the next partner in the circle and swap responses (tell the inner circle to move clockwise and the outer circle to move counterclockwise). Suggest they get concise & talk fast then move along, ready or not “4” – Small Group Gatherings  (a.k.a. Task Teams/ Table Talk/ Huddles) Small group work (seated or standing) promotes idea-sharing with peers and the trainer. BENEFITS: By expanding groups, participants can explore a more diverse array of ideas and knowledge, collaborate on a team response or task completion, and summarize perspectives in preparation for sharing with “ALL.” Table Team Talk – swap responses to the cue card prompts with others at your table; whoever has something relevant to say starts talking; others join in, add value, keep the conversation going for the designated amount of time (flex it); no report out or product expected. Team Huddle – move to a designated space in the room to converse with others focused on a theme/ concept/ content category; groups can be organized by numbering off, or by a focus sign posted on the wall for a standing huddle or seated at a table designated as a specific focus group. “All” – Regroup for a Whole Group Exchange Facilitate open discussion, exercise debriefs, group reports, individual perspectives, Q&A, etc. BENEFITS: The participant group gains the value of hearing other groups’ summaries, reports, and broader perspectives. The trainer can add value by responding to the whole group’s remarks and questions. Q & A – Remember, the goal is to reinforce content, help participants make connections, and draw conclusions. To elicit questions and bypass the crickets, replace “Any questions?” OR “There’s no such thing as a dumb question” with one of these: “I’m curious. I’m wondering what you’re wondering about…” “Turn to someone nearby or to your table team and ask a question – they might provide you with answers. If they don’t know either, ask me your questions as a pair or group.” For an experiential debrief, you might ask, “What Happened?” “So What?” or “Now What?” Pose the question for solo reflection before eliciting group responses. Always ask for volunteers. NEVER put someone on the spot without an indication that they are ready to respond. #amygdalatrigger&hijack TEACH BACK – Ask small groups to put their responses into their own words/images/rap and deliver their “lessons” to others, with the goal of reinforcing content, inspiring others, raising awareness, entertaining, and engaging others in the learning process. #traineesarelearningwhattheyaredoing NOTE: This is adapted from Henri Lipmanowicz and Keith McCandless, The Surprising Power of Liberating Structures Task Cards + The 1-2-4-All Approach When putting it all together, Nora explains, “I always start with #1 (individual work) to engage all brains. I might add # 2 and stop there or add #4 for more engagement. However, I always end with “All” to regroup and move on. That said, feel free to mix it up, both to add variety and fit your circumstances (objectives/content/time/ # of participants/audience’s culture and learning style preferences).” Image from Nadia von Holzen