WorkSMART Blog

A colleague was looking for an interactive experience and cooperation activity for a large group. Having taught negotiation and conflict resolution, I was drawn to this suggestion posted on LinkedIN by Andrew Rea. The exercise presents itself as a team challenge, so participants go into it ready to prove that their team will be the best. They quickly see that the key to success is working cooperatively with other teams. That success is not a “zero-sum” game, whereby one team wins and other loses. Rather, many teams can be successful. If "Co-opetition" is your team's challenge, this one if for you! Set-Up Split into groups of 6-10 and give each group an envelope of instructions and materials. (NOTE: instructions will be the same, but the materials in each envelope should be different.) Ask each group to make something with the materials enclosed in the envelope. The “something” could be any of the following: paper cube 10cm square a paper chain colorful name badges for everyone etc some puzzles to solve crossword puzzle re-create the flags of certain countries find certain information about the venue etc Exercise While every group has the same tasks, you will have distributed the materials needed to complete the task randomly in the envelopes. As you watch the activity unravel, you will see groups start in a frenzy and will observe very little sharing or inter-team work. However, once people notice that other groups have materials they need they’ll likely adopt all sorts of tactics to acquire them – from bargaining to stealing! Eventually mosty groups realise that the task is about inter-group cooperation, but there will still be some reluctance and competition. Debrief Don’t forget to debrief the experience to draw out learning points. Ask questions such as: What happened? What worked well? What would you do differently? How might this affect the way you work in the future?

Spring is here, at last. In the Northeast, where I live, the flowers are finally in bloom. It makes me smile every time I drive down the block. So, it seems fitting to reintroduce Bloom’s Rose, a model for learning that was developed in 1956. What does it mean for us today? It reminds us not to ask students application and analysis of new material until they’ve mastered the basics. Each level of learning builds on a previous step. According to Blooms Taxonomy, cognitive learning follows this pattern*: Knowledge – the base of the pyramid requires learners to describe, identify, and recognize new learning concepts. Comprehension – illustrate, explain, interpret. Application – organize, generalize, apply. Analysis – compare, categorize, prioritize. Synthesis – combine, invent, create. Evaluation – critique, recommend. *A colleague just wrote to request that I update my example of Bloom’s Taxonomy. She said, “the revised taxonomy is in verb forms and recognizes ‘Create’ as the highest level.” I have to admit that as I was considering the model, I too thought that creating showed a higher level of understanding than critiquing it. Thank you Sue Ellen! While Benjamin Bloom published this concept in a handbook called The Taxonomy of Educational Objectives, back in 1956, this wisdom still pertains today. Learners must be able to illustrate and summarize learning, which reflect “comprehension,” before they can critique or recommend, which require “evaluation.” Click here for a larger version of Bloom’s Rose. Bloom identified three domains of learning — cognitive (thoughts); affective (emotions); and psychomotor (physical movement)–each of which follows a fairly similar taxonomy. And because I’m a strong believer in using mnemonics to remember things, try this: Kind, capable actor appreciates speedy employment. p.s. There has recently been an online discussion about the changes to Bloom’s Taxonomy. Patricia Harrold, CPLP, explained: “The model was updated in 2001 after a former student of Bloom’s, Lorin Anderson, put together a team to update it – targeting relevance primarily as well as accuracy in so far as how we achieve various levels of learning/competency. The team was made up of cognitive psychologists, curriculum theorists, instructional researchers, and testing and assessment specialists. It took over 5 years for the team to update the taxonomy to their satisfaction. Which when you compare and contrast the original to the revised… wow that’s a long time to make what appear on the surface as small changes. Yet, I believe they were significant to our understanding and utilization of the taxonomy.” Here are some additional links that you might find useful: Comparison of old and new models: https://projects.coe.uga.edu/epltt/index.php?title=Bloom’s_Taxonomy A multi-dimensional revision of Blooms Taxonomy: https://www.celt.iastate.edu/teaching/RevisedBlooms1.html Reconceptualizing Teaching and Learning in a Technocracy (2001 model): https://education.ed.pacificu.edu/aacu/workshop/reconcept2B.html Exploration of Blooms Taxonomy used for critical and creative thinking: https://eduscapes.com/tap/topic69.htm Synopsis and background; https://edorigami.wikispaces.com/Bloom’s+Digital+Taxonomy

Many trainers like to start with a stimulating question to break the ice, foster introductions, help participants get to know each other, and reduce tension. Trainers and leadership development facilitators from around the world contributed to this excellent list of opening icebreaker questions. Icebreaker Questions about you What are you most proud of in your life? Who has been your best coach in their past and why? What would you do if you won the lottery? (I often offer my answer first to engender trust. I learn what motivates each person as well. Where they know each other, and I do not know them. Tell us something your colleagues do not know about you. What would your mother say about you? How would your biggest competitor describe you? Share a memorable moment of your life. What was a dream you had as a child? (great for a visioning/goal-setting workshop). What was your favorite hobby or pastime as a child? Introduce yourself simply with your name and an adjective that describes you. The adjective must start with the same letter as your first name! When you introduce yourself, tell us the best part of your job, the most difficult part of your job (if there is one), and what topic you are interested in learning more about after reviewing the table of contents. What does family mean to you? What’s your claim to fame? What one day in your life would you like to live over? What is one of the most creative things you’ve ever done? …one of the most silly things? If you could invent or discover one new thing, what would it be? When do you feel most lonely? …happiest? What’s the biggest lesson you have learned from your past relationships? What’s one of your worst habits? If you could change one thing about your physical appearance what would it be and why? Probing Questions about workshop goals Tell me why you are here (even if it’s because your boss told you to) and what your objectives are. I write it down on an easel pad, post it for the day, and review it with the group as we go. Have small groups work on one of these questions: What are your biggest challenges related to________ in 2011? What are the key things you wish to do better related to__________? What drives you crazy related to________________? Using Peter Block’s “Four Powerful Questions” (Flawless Consulting Skills, 2nd Edition, pages 283-286) ask: “On a scale of 1-7, with 7 as the high, answer: How valuable do you plan this workshop to be? How participative do you plan to be? How much risk do you plan to take? To what extent do you plan to be invested in the learning and well-being of the whole group? Try this TRIO of questions What specifically do you want to take away from this workshop? How will you achieve this? How will you know when you have achieved this? Sharing and debriefing participant objectives If you ask questions about goals and objectives, be sure to give the group time to consider their answer before calling on them to share. After you’ve gotten a pulse of the room (from all or a handful of participants), identify the top 2 or 3 responses. Before voting, ask if there are other objectives that should be added to the favorites list. Then, ask for a show of hands to see which of those objectives is most popular. Explain to the group that you will use this as a tool to tailor the content to the class, focusing more time and energy on the objectives people really want.

Lessons from a Professional Clown-Turned-Trainer A few years ago, more than 200 clowns attended the 40th reunion of Ringling Bros. and Barnum & Bailey Clown College recently. Although today I am president of Trainers Warehouse, I’m proud to say I was one of them. While in the reunion spirit of reflection and reminiscing, I realized that the lessons learned from clowning and the mottos that were ingrained in me 20 years ago when attending Clown College have influenced both my training style and my product recommendations, as we search for great new tools to add to the Trainers Warehouse catalog. It occurred to me that these lessons might also resonate well for teachers and trainers. 1. KISS – Keep it Simple, Stupid As human beings, we are complex creatures with complex minds. Language allows us to communicate nuanced thoughts and complex theories. This usually works well when we are talking one-on-one with another person. Even so, consider how many times we’ve had miscommunications with a spouse, family member, friend, or colleague. The challenge of clear communication is magnified when we address larger audiences. In fact, the more people involved, the greater chance for misinterpretations. Hence, the clowning motto, “keep it simple.” Clowns perform in an arena with audiences of tens of thousands, seated in as many as five balconies. When performing before groups of this size, it’s critical to simplify both the content of our “gags” and our movements in performing them, so that every person in the audience can “get it,” without working too hard to interpret what they see. Teachers and trainers should keep it simple, too, and understand that it’s hard to learn new material. Just like a clown gag, simplicity is important as it relates to both content and the presentation or explanation of it. Cut down the clutter and boil your material down into easily digestible parts. Practice your delivery so that it is concise. Make sure directions are clear and easy to follow. 2. Make it BIG! For clowns, everything we do must be big-again, so that everyone can see it, even those in the highest balcony. Every movement and facial expression is exaggerated. Each clown’s makeup is tailored to the individual’s face, emphasizing the person’s natural facial contours. Good make-up will help the clown broadcast a range of facial expressions, be it a frown or a smile, to large audiences. The “Make it BIG” lesson for trainers is to keep their eye on the big picture and not get muddled in the details of the lesson plan. Stay focused on the goals and purpose of the training and periodically check in with your group to ensure they’re picking up the biggest, most important points. Reinforce your big points with exercises, activities, examples, and simulations that illustrate and emphasize their importance, thus making them memorable. In the spirit of clowning itself, remember, too, that gestures, props, and vocal volume should be scaled to the size of the group. Subtle gestures or quiet asides will be lost on larger audiences. 3. GET in, GET the laugh, GET out! In clown vernacular, the motto “get in, get the laugh, get out,” refers to the goal that we keep our gags quick, tight, and funny. The rest is unnecessary . . . especially given the number of acts awaiting Ring Two (commonly referred to as the center ring.) Don’t waste time meandering without a purpose. This stay-on-task lesson is a good one for trainers concerned with the ROI of their training. Every aspect of the training session-each game, icebreaker, and activity-should have a content-related purpose. Help your group appreciate your sense of purpose. Be transparent. Tell them exactly why they are doing an exercise such as a role-play or icebreaker. The “get out” aspect of this principle is one I’m least comfortable with as a trainer. Teaching and training are not finite processes with a precise endpoint. Learning requires frequent reminders and follow-ups to ensure success. Still, we must recognize that in each phase of teaching and training, there is a point at which the teacher should “get out” and let the implementation of learning happen. It doesn’t mean you’ll never be back, only that you are done for now. 4. Relax and let it happen My Clown College dean Steve Smith once told me, “I can always see the gears spinning in your head. Just relax. Let it happen.” At the time, we were practicing chair falls. It probably didn’t help that in the early years of my life I studied the precise movements of gymnastics and ballet, and that at Yale I simply studied, studied, studied. But the lesson was important nonetheless. Whatever was going on in my mind shouldn’t be the concern of my audience. I needed to make it look natural and effortless. As a clown, this meant I needed to be able to “take a hit” or “put a pie in someone’s face,” juggle, walk on stilts or fall on my face without having the audience worry that I would get hurt. Since medieval times, performers like clowns and jesters have been tasked with this same challenge: to entertain the royal court and help reduce their stress. The funny antics should take their minds away from everyday worries, not add to them. As teachers and trainers, we need to do the same for our audience of learners. Create a stress-free environment that will enable maximum learning. Brain researchers have asserted that one of the biggest destroyers of memory is stress. When we are stressed, our bodies release high levels of cortisol into the bloodstream. Cortisol is known to destroy glucose, our brain’s only food source (T. Konstant, “Teach Yourself Speed Reading”). We can reduce learning stress in several ways: First, trainers must know their material and practice their presentation and facilitation techniques. We should come to sessions prepared. If our group has confidence in us, and our ability to help them learn, they’ll feel more relaxed about the process. Second, trainers can help individuals relax by using icebreakers to introduce them to fellow students, by playing relaxing music, by integrating humor into workshops, and by putting stress toys on the tables for learners to fiddle with. If we, as trainers, are relaxed, and we help our students to relax, the learning WILL happen. 5. Laugh at yourself As clowns, we’re taught to laugh at ourselves, at human weaknesses, and at any kind of difficult situation. Clowns aren’t too worried about embarrassment or helping people save face. To the contrary, if someone spilled soup on their fancy tie, tripped on the way down the aisle to receive an award, or got a really bad haircut, we laughed. We didn’t politely ignore it. We looked for humor in everything, purposely embarrassing ourselves with the goal of getting a laugh. As facilitators of learning, we can appreciate the vulnerability that people feel when pushing their comfort levels and trying new things. The truth is, foibles are an important part of learning. So, trainers and teachers must create mindsets and environments that encourage and celebrate students’ efforts. Here are some ways to set a tone of acceptance: Purposely trip on your way up to the front of the room . . . and laugh at yourself Poke a little fun at yourself and encourage laughter Give a prize or award to the first person to answer a question incorrectly Discuss ground rules with the group (for example, when is it appropriate to laugh at a gaffe? When is it hurtful?) Insert cartoons or humorous graphics into your presentation  Pull out a rubber chicken. As a clown and as a trainer, my job has been to entertain people and help them grow. Based upon the brain research I’ve read, I believe that entertainment and learning go hand in hand. Individuals are more receptive to learning and better at absorbing new materials when they feel good. So, whenever I train, I’ll continue to keep my Clown College mottos in my back pocket, along with my rubber chicken.

Flip charts might feel a bit retro these days, but a recent survey revealed that 76% of the teachers and trainers surveyed still use them. Personally, I’ve always been a fan of flip charts. When I record students comments, input or goals on a flip chart, they feel involved and heard. Alternatively, if I ask my group a question and bother to get their input, but then follow up with a pre-made slide anticipating those answers, it always comes off as disingenuous, even if the content is the same. So, go ahead and embrace the past. As you do, remember these quick pointers from seasoned some flip chart enthusiasts. Drawing like a pro When presenting a complex picture (or even a simple one, for non-artists like me) I simply make a transparency of the picture and project it onto the flip chart or white board, so I can trace it with pencil (on flips) or yellow marker (on white board). I can then either draw on the fly or fill it in before class starts. Either way the students think I am the best artist around!” –Levoy Morring, Convergys Checklist for Using Flip Charts Check that you have enough paper for the amount of writing you intend to do. Check that it is positioned where all the group can see it. Check you have pens and that they work. Use color pens if possible. Write legibly, i.e., large, clear writing. Use headings, and subheads as appropriate. Take your time when writing. Plan what you are going to write. Ask for a “scribe” to record notes, while you focus on facilitating When not needed as visual support, turn to a blank sheet. Watch your spelling. Drawing etc. can be prepared invisibly in light (yellow) pen and filled in during presentation. –Carolyn B. Thompson, Training Systems, Inc.

I know you’re reluctant to take a break because you have too little time to get through all the material you need to cover. I’ve been there too. However, all of the research (referenced below) points to the same conclusion — your group will actually retain more if you do take a break. So stop, give them a rest, and then get back to it. Learnus Interruptus* In psychology, the Zeigarnik effect states that people remember uncompleted or interrupted tasks better than completed tasks. Soviet psychologist Bluma Zeigarnik first studied the phenomenon after her professor, Gestalt psychologist Kurt Lewin, noticed that a waiter had better recollections of still unpaid orders. The Zeigarnik effect suggests that students are likely to remember more if their learning process is interrupted by unrelated activities. (Zeigarnik, 1927; McKinney 1935). *In case you were wondering, the term “learnus interruptus” was not coined by Bluma Zeigarnik. We just thought it would be easier to say than “Zeigarnik.” Attention spans The number of minutes a student can focus is equal to the student’s age plus two. Adults are not much different from children. They cannot focus for more than 15 to 20 minutes.Ideally we should confine learning activities within those focus minutes and then allow for some movement to redirect the students’ attention so that processing can take place.” ~ Marilee Sprenger, Learning & Memory, The Brain in Action p. 26 First. Last. Middle. During a learning episode, we remember best that which comes first, second best that which comes last, and least that which comes just past the middle. Gazzanniga et al., 2002; Terry, 2005; Reference also by David Sousa in How the Brain Learns, p. 89.      

These tips were drawn from a number of LinkedIN discussions, focusing on how to make dry topics (accounting, insurance, technical training, etc.) more interesting. Perhaps the ideas listed here will get your creative juices flowing. 1. Your enthusiasm is contagious If you’re not excited about your topic, you can’t expect your learners to be. If, on the other hand, you are super charged up about your topic, it’s importance and relevance, you will surely convey this energy to your group. Here’s what several contributors had to say on this topic: There are no dry topics, only dry speakers. Humor, story, and engagement always help.” Posted online by Dee Dukehart Part of what keeps them awake is that I really enjoy the content and strive to keep it fresh, if I am bored they will be too. I also like to sprinkle bits of pop culture into the examples that I give.” Posted online by Chad Neumann Make them feel the benefits of learning by adding humerous intelligent jokes associated with subject and case studies. And the trainer’s rejuvenated mind for such approaches when practiced, any topic can be facilitated with more fun and the trainer should have cool but action oriented mind-set for the same.” Posted online by VASUDEVAN HARIHARAN Use great visuals!” Keep in mind that the words are only 7% of the impact of the conversation. You, your voice, tone, your energy, enthusiasm etc. are what really makes people interested….or not. Make it seem to be (sound) exciting, whether or not it is. How does your voice sound when you’re excited and passionate versus dry and bored (or boring).” Posted online by Annie Hart 2. Create Links to “reality” Link the topic to your highest values and purpose until you’re absolutely on FIRE about this opportunity. It will influence preparation & development and produce original thought and perspective. People will become mesmerized by your enthusiasm and connect with you until your last word. The best way I have found to make these regulation and documents interesting is to actually work on real projects. I don’t teach the regulations without having active projects and participation. This way, the individual has a direct connection to solving real problems while learning about the applicable regulations. The mere act of working on a real project while studying / learning about the regulations has a profound impact on interest and learning. Contact some insurance carriers and let them know what insurance topics you’re planning to cover; they’ll most likely send you a DVD of a touching real-life story of somebody helped by their insurance, etc. Then you can cite “a major auto insurance company” if your own location has a no-solicit policy. In my realm, I don’t have one, so I let the carrier know how many would be in my class and then they provided enough materials for the entire class — reducing my expenses as a trainer! Better yet! Start with media news clips – (in teaching insurance, we look for people who have lost their homes in a fire and have no insurance to build a new home or business insurance disasters etc.; it builds their interest in what happens to people who don’t have insurance.) Find someone passionate and knowledgeable about the topic and who can connect with your intended audience and bring it to life. 3. Introduce Exercises and Activities that bring the subject to life I use TV-Style game shows for these kind of technical questions. I could see using games similar to Feud, Match Game, Jeopardy, Wheel of Fortune for training or reinforcement. Posted online by Kenny Zail Key Term memory game – Hang a piece of card stock (8×8) with a sleeve in the back from the ceiling. Have it hanging down to where you can reach it. Use rubber bands tied together to fasten to the ceiling and the card stock. On the card stock put different colored question marks on the front. In the sleeve in the back put the “key term of the day” on a piece of paper and slip it in the back of the card into the sleeve. In the beginning of class, let them know you will be going over several key terms. (Let them know that when they hear you say “KEY TERM” they should take it as a “hint-hint” for a future challenge). At the end of class, you are going to ask one person at a time what they think the key term is in the card stock sleeve. As they reveal which key term they think it is, they also have to explain what their term is. The 1st person to guess the key term and explain it will be the winner. I usually have a gift card in the sleeve as well. The impact is that learners have an incentive to listen to the key things I want them to get. You can also add to the fun by using a fake mic when you mention a KEY TERM. Posted online by Linda Randazzo Here’s a banking example: Have 3 volunteers stand in front of the class to illustrate each of the parts of the equation. Have several “transactions” (i.e. loans, cash deposits, purchase, withdrawals, paid in capitol) on a flip chart. Assets, liabilities and OE will have the current balances on card stock they will hold up. Go over the transactions on the flip chart one at a time and ask how it changes the #s. Divide the class into two teams. Teams will write down on their card stock what they think the answer is and give it to assets, liability or OE to replace what they are holding depending on what you are asking. Now if their team is wrong, the other team gets a chance. Team with winning answer goes first next round. Team with most points at the end of your transactions or a predetermined time limit win. Posted online byLinda Randazzo Discuss what you learned – It’s great to share about 10-15 min of content with them, then give them time to process the information (extremely important to learning and memory). So one example activity would be to have them partner up and take a walk around the room as they discuss what they just learned and how it applies to them. It gets oxygen to the brain and shakes it up. Posted online by LaVonna Roth Morning review – Every morning do a morning review of the material covered the previous day. Make into a game. Split the class into small groups/teams, they will need a blank sheet of paper. Pose a question from the previous days lesson. Give the groups a set amount of time to come up with the answer (30 sec or 2 mins etc) and write the answer on the paper. When time is up, instruct them to tape (post it) the answers to the wall. Review the correct answer and give every team with the correct answer a point on the board. After you review all the questions, the team with the most points wins! Rotate the teams from day to day. Posted online by Jeffrey Jasso Case study – write up a case study, or look for one already written. Harvard Business has some great examples of case studies, as they use them prolifically with their MBA students. Learning Lab / Role-play – replicate a real organization, with a real problem, with real conversations. Assign each participant a role such as manager, employee, CEO etc. Then provide them with a scenario about what’s going on in the company and a problem to be solved. Ask them to work with each other on how to solve the problem. Aside from the role they play, the scenario you’ve set, and the problem they have, the rest is up to them. They are responsible for the interactions between players, the content of the conversations, and the outcome. This is different from role plays as there is no script to follow – the conversations are from the participants’ knowledge based on what they’ve learned. For instance, say you wanted students to learn about risk and transferring risk through insurance. You could set up a situation (a 100 year old organization like a hospital) give them a problem (hospital is unsure how to manage risk with insurance to cover pioneering surgeries), give them roles (administrators, doctors, surgical suppliers, etc.) and have the students examine what risk pioneering surgical procedures will present to the hospital and how insurance will reduce that risk. Whether they resolve the situation right or wrong, great learning occurs because it comes from them. Posted online by Karen Barrow MSOD, RODC Question stumpers – To the participants who are attending the program, the topic itself may not be dull or dry. It’s always my intention to engage the participants with a variety of techniques, games I create, contests around the content of the material, case studies, etc. For example, after a couple of hours of content, you might split the group into teams and have the groups come up with questions to “stump” the other teams. Naturally, keeping score, having prizes for the winning team, etc. gets the competitive juices going for most people. Posted online by Ken Kukla “Break the game” – Make an outrageous statement and see their reaction. Suddenly there will be lot of excitement. Then you can slowly direct their attention to the point you are making. Posted online by Ramam D.S.S. Teach back challenge – When I have a lot of information that absolutely must be communicated, I give it back to the group. I break them up into small groups and then break the material up and give it back to the groups. I ask them to review it, learn it, and then teach it back to the whole group. I give them no parameters and tell them to make it fun and educational. Posted online by Lynne Oakley

In his 1943 paper, A Theory of Human Motivation, psychologist Abraham Maslow , <2> proposed the idea that a person’s most basic needs must be satisfied before higher order needs can be addressed. The needs he identified are: Physiological – includes air, food, water, sex, sleep, other factors towards homeostasis, etc. Safety – includes security of environment, employment, resources, health, property, etc. Belongingness – includes love, friendship, intimacy, family, etc. Esteem – includes confidence, self-esteem, achievement, respect, etc. Self-actualization – morality, creativity, problem solving, etc. As trainers, we must tend to our learners basic needs, before we can hope that they will embrace new material and grow in the ways we intend. Following are some tips that address the needs identified by Maslow. Physiological – Our first order of business should be tending to our learners basic comfort. Let us be sure our group is well fed and hydrated; individuals must be told where the restrooms are and when they can expect to take a break; and the room must be maintained at a comfortable temperature. Safety – Make sure that participants feel safe to be present, participate, speak, and share, without fear of ridicule. This is where an icebreaker can make or break an event — if the icebreaker pushes participants comfort zone and puts them on edge, we have failed. Alternatively, if it makes them feel safe, accepted and at ease with the challenge of learning something new, we have done our job well. Belonging – Beyond making our participants feel safe, we must work towards creating a community of learners. Individuals will best be able to move on to higher order needs like self-actualization and learning if they feel supported by bonds of friendship and connection. Esteem – Every single learner should feel valued. Often learners bring years of history and experience to learning events, which can be drawn out, honed, and celebrated. Self-actualization – Trust that individuals have an inherent need and desire to learn and grow. Moreover, adult learners like to feel a sense of control over their personal development, growth, learning, and problem-solving. Use this innate desire to learn to your advantage by having participants work in teams, to collaborate and come up with observations, solutions or recommendations for others. Maslow’s Hierarchy of Needs Abraham H. Maslow, A Theory of Human Motivation, Psychological Review 50(4) (1943):370-96.  

Don’t be too quick to call on the first hand that goes up. By doing so, you signal to other students that they should stop thinking of an answer. Experts suggest that you extend your wait time to 5 to 10 seconds! This assertion is supported in several research reports, including: Journal of Research in Science Teaching, Volume 17, Issue 5, pages 469–475, September 1980 Rowe (1987, p.97-98) has reported that when teachers were able to extend their wait times to three seconds or more, one or more of the following things happened. The length of student responses increased. The number of unsolicited but appropriate responses by students increased. Failures to respond decreased. Confidence, as reflected in fewer inflected responses, increased. The incidence of speculative thinking increased. Teacher-centered show-and-tell decreased and student-student comparing increased. The number of inferences and inferences supported by evidence increased. The number of questions students asked increased, as did the number of experiments they proposed. Contributions by slow learners increased. Disciplinary moves decreased. “How To Ask the Right Questions,” Patricia E. Blosser, NSTA, 2000. ISBN 0-87355-102-8, page 6 Tobin (1987) reported similar findings from a review of 50 published studies of wait-time research. His review (1987, p.76-79) also reported of the change in behaviour of teachers who were able to increase their wait time. According to Tobin, they … Decreased the amount of teacher talk during the lesson. Repeated themselves less Asked fewer questions per class Asked more questions that allowed for responses from more than one student Asked fewer lower-level questions Asked more probing questions Did less repeating of students’ responses Asked more application questions Reported some increase in anxiety as they began to try to extend their wait time. Ibid, page 7 But wait! Slow down! It’s always best to test it yourself and see what works best for your group and your topic, as the results were not replicated in a study of university students.  

This collection of icebreakers was drawn from various LinkedIN groups as well as a few other online sources (noted below). Icebreakers – with a content focus Stand up – Sit down Ask participants to stand up if a statement is true for them (i.e. stand up if you commuted more than 30 minutes to get here). Ask them to sit down after each inquiry. Continue with a series of questions that grow increasingly provocative. For a team-building class, you might end with statements such as: “stand up if you’ve ever felt that someone has taken credit for something you’ve done,” or “stand up if you feel your opinions haven’t been recognized,” or “stay standing or stand up if you fear you may have done the same to others”). This exercise is physical, begins to identify shared experiences, involves everyone, and gives people a “voice,” without putting them on the spot. Years of experience Add up the number of years of experience in the room and draw out the collective wisdom. Identify the most common challenges that your group faces ahead of time. Present your findings to your audience and have them add to it. Continue to tie their best practices and your key concepts to the identified challenges. Posted by Chris Old Planned interrupt Explain that an opening activity is a way to “interrupt” their day, their concerns, and their worries over extraneous issues—what you might call “the clutter of life.” For participants to be fully engaged, it’s first important to break through that life clutter that plagues us all as individuals. Posted by Virginia Corbett Group Whine Encourage groups to have a 60-second “Whining Session.” It lets them express their concerns and worries about participating, being away from other work needs, wasting time, etc. Why are you here? Vacationer? Explorer? Prisoner Another take on the Group Whine exercise is to ask, “WHY are you here?” This gives the “whiners” an opportunity to say, “My boss made me come” and it’s helpful for me to gauge my audience and meet their needs through the session. Secondly, my next question for them is to think about their role during the training. I have a pre-made sign that says, Are you a: -vacationer, -an explorer, or a prisoner? I then explain that I understand he/she may have entered thinking he/she was going to be a vacationer but hope that he/she will view his/herself as an explorer and approach the session with an open mind. Posted by Jennie W. Trovinger Leadership disasters For a leadership-skills seminar, ask everyone in the small group to define leadership and share a best- or worst-case example, or fear, if they have one. This facilitates introductions and gives the group a common starting point for deeper discussions. Good/Bad Posters Break people into groups, give each group a piece of butcher’s paper and some markers and ask them to create a poster relevant to our training topic. For leadership courses, I ask them to draw a line down the middle of the page, and list good and poor examples of real leadership in their organization on each side of the line. For project management, I ask them to draw a picture that represents the project outcome (or the project process, or the project stakeholders, or the project resources). Folks can use words, pictures, Venn diagrams, flowcharts, process charts, and illustrations—anything to share their perspective with the rest of their group. We then hang these around the room, and ask each group to present their poster to the rest of the class. Posted by Geoff Higgins Presentation Skills I ask the learners to introduce themselves at the front of the class and I give a few prompts on what I’d like them to include. The final piece of information they are asked for is: “If you were hosting a dinner party, and you could invite any three guests (alive or dead, real or imaginary, famous or infamous – anyone you like) who would they be? Now, before you all say, ‘Yawwwwnnnn !’ – I promise there is a point to this.” When the last introduction has been made, including mine, I give them a few minutes to write down all the names they can remember. Then I write the names they have remembered on a chart. Because this is a Presentation Skills workshop, follow up with a discussion about why some names were remembered, which links into what makes an excellent presentation (told a funny story; was enthusiastic; repeated names at end; wrote on a flip; etc.) These are all positive aspects of the learners’ first presentation on the day (but folks rarely recognize that their introduction was actually a presentation) and I can continually refer back to them as the session goes along, which reinforces the learning. Thumball The Thumball™ is soft soccer-type ball with various questions printed on it, such as: “what’s your favorite board game,” “where is the best place to live,” etc. If the goal is simply to foster introductions and get people moving around, the ball works great as is. The students throw it around the class and have fun answering the question on the ball. To dig deeper, give them a second question specifically related to why they chose to attend the class or what they hope to get out of it. We keep tossing the same ball around, or I’ll put a customized Thumball into circulation with more content-specific prompts printed on it. Imagining Success Divide participants into groups of three or four and ask them to think about a peak experience of whatever the topic is (e.g. the best meeting you ever attended; the most interesting presentation you remember; or the most successful piece of writing you’ve done etc.). Ask them to think about what made this so successful. Working in small groups, have them share the experience and come up with some of the elements of success. Collect these “Elements of Success” on the flip chart and discuss how those can be translated to the workshop to insure that it meets their success criteria. Posted by Melissa Biro Origami – Why Training is important I would suggest a hands-on activity, perhaps creating a small origami. Half the participants get detailed instructions and the other half just gets the materials and an illustration of the finished product. The point is very simple: without training the product will be inferior! Posted by Sharon Hamersley Icebreakers – General A Rising Tide… Before training, I write on the board/flip chart the following aphorism: “A Rising Tide Lifts All Boats.” During the introductions, I give everyone a chance to explain what it means. As you might expect, I hear a variety of explanations. Finally, I explain my interpretation of the expression: since each of us brings a wealth of knowledge and life experience to the class, the result is a learning experience in which the total is greater than the sum of the parts; hence, all ‘boats’ are lifted when just ‘one’ rises. Proactive learning (and contributing to decisions about goals, break times, or when to take lunch) gives learners a vested interest in the class. They appreciate knowing that their knowledge and experience are valued and welcomed. When you extend respect to adult learners they almost always respond accordingly.” Posted on LinkedIN by Griff Gregory, MBA/MOS Logo My icebreakers vary by audience. Here is one of my favorites: Have each participant draw a logo that represents themselves next to their name on the name tent. I use an example “What’s the first thing that comes to mind when you think of the golden arch”. Allocate just a few minutes for the design, and then each participant introduces themselves and their logo. It definitely breaks the ice. Pair/Share We have done a pair/share with everybody being assigned as a famous pair (burgers and fries, Sonny and Cher, mashed potatoes and gravy, Cheech and Chong and so on) They get 5 minutes to find out 3 or 4 specific things that we have written on the board; then they get introduced as their assigned famous pair and have to get up and introduce each other. Since we usually want to know something about previous exposure to training, that is one of the questions. And one question is always something fun or unusual you would want the rest of us to know about you. It’s fun to see who takes on a persona from the famous pair and it is amazing what we find out about our participants in such a short time frame. Posted by Melanie Elick Concentric Circles Ask the participants to divide themselves into two equal groups and form two concentric circles as quickly as possible (if you have an odd number of participants, include yourself, so the number will be even). Once that’s done, ask the inner circle group to turn and face the folks in the outer circle. Once they are paired off in this way, give them one minute to introduce themselves to one another briefly (name, job, role, etc.). When the minute is up, instruct the inner circle to rotate like a clock, all stepping in one direction so that they are each facing a new colleague in the outer circle. Again, have them introduce themselves for one minute. Continue until everyone is standing in front of the first person they met. Ask your group: “have you got to ‘connect’ with everyone?” Usually you will get a loud yes first and someone will volunteer a quiet “NO” because inner and outer group members have not ‘connect’ with one another. Give them another 3-5 minutes to do just that…you will observed the dynamics in the way they ‘connect’ will be very different from the first “systemic process.” After the second round of introductions, ask again: “now, have you get to ‘connect’ with everyone?” – Observe their responses and debrief accordingly. Posted by Allen Lim M&Ms I like to start my new hire orientations with this exercise: I pass around a pack of M&Ms and ask all participants to take a random number of m&ms (between 1 and 5). Once they all make their choice I tell them that each m&m stands for something they have to tell about themselves. For example, red – favorite vacation spot, green – favorite food, yellow – dream job, blue – favorite thing to do outside of work, brown – wild card (can talk about anything). You can modify the questions based on the purpose of the exercise. Posted by Mykola Soldatenko Penny for your Thoughts Have each participant select a penny from a jar. Tell them to look at the year of their penny and introduce themselves, where the came from and something interesting they did the year of their penny. If they were not born in the year of their penny, they add ten years or if they still were not born after adding ten, they add another ten. It’s a great way to start introductions, learn names and learn something about each one in the group. Posted by Erica Do you know your neighbor? Arrange chairs in a circle and have all students but one sit. The unseated student is to be in the middle of the circle. The person will then make a statement about themselves; for example, I have a dog. Everyone who has a dog must get up and race to find another seat. This creates fun chaos. When they get seated they should ask their neighbors their name. Some one will be left out because they didn’t get to a seat fast enough. When people are seated the odd man out (one in middle) can quickly as any participant in a chair, Do you know your neighbor? And if the person seated can not name the persons on the right and left of them, they have to trade places and “be in the hot seat. ” This process repeats itself. I like this activity because it introduces the participants and perhaps they may have things in common. Posted by Linda Bozza Varner ABC of Me This activity is really useful because you end up with a name badge as well so it acts as a memory aid for you. Ask your participants to write their name down one side of the page and then ask them to come up with some positive words to describe themselves on their interests that can be used when they are searching for jobs, so for example: GenuineEnthusiasmMerryMusicalArgentinian tango Posted online by Gemma Blagbrough Illustrate your Qualities To get people thinking differently about how they introduce themselves so I ask for a drawing or symbol of some of their attributes or interests and have it posted on the wall. Big flip charts or 1/2-page sticky notes work well. For example, one person’s chart might have a golf club, 3 stick figures representing children, a book cover, and the History channel icon. It’s an activity non-artists can do too because a symbol might be as simple as a heart, hand, eyes, etc. Posted online by Jeanne Etcheverry An alternative to this might be to ask people to draw their “Coat of Arms.” I once saw this as a question on a job application for a very creative company. Suggested by Susan Landay What would you do with a Million Dollars? I teach job search skills to a socioeconomically disadvantaged population. The other day returning from lunch, I wrote on the board: $10,000 $30,000 One Million Dollars! I asked them to write on a piece of paper, what they would do with the ten grand (then give them some time to think) then ask for thirty grand, and so on. Then most of the students shared what they wrote. It was fun and interesting to learn what was important to them. The point was– just to get them to dream of a better life even if for a moment and to understand the reality of the first two figures are quite attainable. Posted online by Linda Bozza Varner Human Bingo Distribute a BINGO grid handout to each participant. The grip should contain details about people they need to find in the room (i.e. has met somebody famous; has a tattoo; is a blackbelt in karate; etc.) Participants circulate the room seeking people with the attribute and getting their signature. The first person to complete all the grid boxes gets a prize. This is a fun exercise that gets people circulating and talking, doesn’t take much time, and is quick to set up. Posted online by Bryan Edwards  

This article appeared in eLearn Magazine in March, 2011. I was recently privy to a conversation about icebreakers—folks were exploring whether icebreakers are successful or not. I learned a lot about why some people love them and a lot of people hate them. On Thin Ice Lots of people hear the word “icebreaker” and cringe. Icebreakers are perceived as touchy-feely, frivolous, and a big waste of time. Some critics argue learners from different cultures and countries may be even more averse to icebreaker activities than skeptics in the U.S. Others suggest the dislike of icebreakers may not be so much a reflection of the culture but of the individuals themselves. Are they learners introverts or extroverts? Managers or line workers? Do they know each other or not? Does the technical nature of the course necessitate a collaborative learning environment or not? Certainly icebreakers should not humiliate participants or put them on the spot, nor should they create an overly competitive tone. Still, despite their bad reputation, icebreakers remain a highly valued component of many learning sessions, no matter the age, level, or geographic location of the learners. Why? Because the benefits of icebreakers so strongly outweigh the drawbacks, most of which can be managed by carefully selecting and framing the activity. The first suggestion to improve the effectiveness of icebreaker activities involves changing the name. What to Call Them? As a marketer myself, I am keenly aware of a brand in need of a makeover. The icebreaker is a sure candidate. Many staunch advocates, who use icebreakers to build relationships and set a positive tone, have changed the name. They refer to their icebreakers as an: Engaging Opening Energy Connectors Opener Grabber Discussion Starter Interrupt Others don’t refer to it by name at all. They don’t even announce that they’re doing an icebreaker. Rather, they simply launch into an interactive, content related learning activity, which will build relationships or set the tone for the learning day. Why Bother? Whatever you choose to call them, trainers around the world keep using icebreakers because they are powerful tools. Icebreakers can turn a so-so learning experience into something memorable. If you are unsure about incorporating icebreakers, you shouldn’t be. They can serve a multitude of purposes. Successful trainers utilize them to: Allow participants to express their expectations Introduce participants to one another Build a sense of community Introduce the content Set the tone for the session Help get conversations going Help people remember names Get people on their feet and get the blood flowing Engage participants in the learning process and set the tone for participation Give participants a sense of ownership over the learning Break down barriers between the trainer and the participants Encourage participants to think differently Understand the knowledge and experience of participants Enable participants to network with each other so they can use one another as a resource after the training has ended Trainer Madeleine Allen, a passionate advocate of using icebreakers claims, “active and experiential learning always has a higher retention rate, and icebreakers help to get people in the mood and mindset for this approach very quickly.” Clare Howard concurs, saying “I find that when participants consciously do something or speak up in some way during the first hour of a session, they are less likely to ‘drop out’ or remain in crossed arms and furrowed-brow mode for the rest of the session.” The Right Way The question, then, is not whether to do an icebreaker, but how to do it right. Let the “three Rs” guide you in selecting an appropriate exercise that complements your goals (relevance), draws participants in without putting others off (relaxation), and is followed up with a discussion that articulates the benefits derived from the experience (review). Relevance Don’t do an icebreaker just for the sake of doing it. Any activity you do should have a purpose that is tied to your training goals. Ensure that your activities are always relevant by identifying your goals at the outset. Focus on this motive as you select and develop your icebreaker. Once you’ve found something that will help you achieve your goal, you can opt for either of these methods of “transparent” facilitation: Tell them everything. Be prepared to share your thinking with the group. Your willingness to explain the method behind your madness will trigger greater participation and yield greater benefit. Tell them nothing. Robert Manolson suggested a subtle approach. He explains, “make no announcement of your icebreaker, and creatively weave an activity or series of free-flowing activities into the very front end of your workshop where the audience has no sense that you are engaging them in an icebreaker. The magic is to give the illusion of spontaneity, being in the moment. Your audience is not at all aware of being engaged in your icebreaker and therefore fully engages with you, follows you and becomes ready for the next phase of your workshop.” RelaxationPeople learn best when stress levels are low and when individuals feel part of a supportive community. Your icebreaker should appeal to different personality types and learning styles and set the scene for the next segment of the learning event. You will need to select an exercise that complements existing relationships. Your ability to assess whether participants know each other at all or how well they know each other will prove useful. Knowing if there are any strained relationships can also help you set the tone. And most important, you should identify any assumed hierarchies among participants. Be aware that some exercises might push people’s comfort zone and work counter to your intentions. Unless essential, try to observe the “don’t” list: Don’t require participants to touch each other Don’t insist participants reveal too much personal information Don’t put people on the spot, without an “out” ReviewFinally, at the conclusion of the exercise, engage the group in a brief discussion, whereby they can collectively highlight important learning points. Tie the learning to the goals you established and shared at the outset. Virtual Icebreakers Breaking the ice during an online learning event, whether it’s a synchronous meeting or an asynchronous course, can be a bit trickier, but important for the same reasons discussed above. Online learning expert, Nancy Settle-Murphy says “online meetings are much more successful when they’re kicked off with a brief but purposeful icebreaker, but it doesn’t have to occur within the formal meeting time. Rather you might invite participants to informally check in 10-15 minutes prior to the start of a session or encourage them to share a photo.” Nancy suggests, during the meeting, you greet each person as they join in and ask a “social” question, as long as it doesn’t delay the start time. Once you begin, you may want to announce who is present or start with a traditional icebreaker question that can be quick but give everyone a voice. Depending on the purpose and goals, you could ask a probing question, such as “Give us one word to summarize where you are right now?” or “What skills can you contribute to the team that may not be obvious to the rest of us?” Denise Grissom Bradford’s favorite is to ask students to introduce themselves using an alliteration (i.e. Dancing Denise from Duluth). Whatever your predisposition is to icebreakers, don’t underestimate the value an icebreaker can create for participants. The focus should be on their needs—how can they have the best experience possible—not on you own reservations. Embrace the need to draw people into your session, in whatever way makes sense for your material and look for opener that will efficiently set that tone. The Campfire Method by Jan Keck In early 2026, Jan Keck came out with a new book, The Campfire Method," focusing on how to warm up the group before jumping in. View his Show & Share here.

Jeopardy-like games can be an excellent tool to introduce new learning points or reinforce what’s already been covered. These brief notes will help you easily facilitate an effective learning experience. Teams select game board questions with varying point values in each category (i.e. Sales for 100 points, or Sports for 200 points). If a team rings in and answers the question correctly, that team is awarded the points assigned to that question and can choose the next question. If a team answers incorrectly, that team loses the point value assigned to the question. The other teams can then be offered the opportunity to answer the question. The game is over when all questions are answered, the pre-allotted time has run out, or when the facilitator selects a Final Question. The team with the most points after all questions are answered is the winner! Preparation Prepare your category “answers” on the 5×7 index cards included. Insert answers back-to-back with the colored number points, so that you can reveal them when someone says, “I’ll take Customer Service for 300”. If needed, prepare an answer grid. Play Randomly select a team to go first. Ask that team to select a category and point value. Read the “answer” revealed on the back of the point value. (e.g. J.D. Powers) Have players “buzz-in” when they know the correct response. Option: use a buzzer system (like Who’s First?) to allow players to indicate when they know the answer. Alternatively, have them hold up their hands, ring a bell, or blow a whistle to indicate that they want to answer the question. Give the first responder the opportunity to get the “question.” (e.g. What is the preeminent Quality Award?) Add or deduct points to the player’s point tally according to whether the response is correct or incorrect. If the answer is incorrect, give the second responder an opportunity to play. Reward points accordingly. The player who answers correctly can choose the category and point value for the next round of play. Getting Fancy Insert Hidden Bonus Question into the back of a random category/point value. When players select these questions, invite all teams to wager and win extra points. Include a Final Question at the end of your game, to allow teams to wager points. Use a buzzer system so that you don’t have to wonder whose hand went up first. Use a stopwatch or timer to limit the amount of time a player/team has to respond.

Balls are playful by nature. Since childhood, we have been taught to have fun with balls—playing catch, dodge ball, 4-square, SPUD, kickball, soccer, and more. They are also terrific teaching and learning tools. The best balls for training should be “S.A.F.E.”: 1) Soft: They shouldn’t hurt (people or things) when thrown hard. 2) Aesthetically pleasing: They should look fun! 3) Feel: They should feel delicious to the touch. 4) Easy: They should be easy to catch. Benefits The benefits of using balls in the classroom are almost as numerous as the ways we can use them. Create a relaxed playful mindset Engage the whole brain – discussions are left-brained. Toys tap into the creative right side. Versatility – they can be used for stress relief, games, team selection, and reinforcement. Encourage participation – people can’t keep their hands off them! Activities Stress relief Leave a few balls on learners’ tables so they can pick them up and occupy their hands. Icebreaker At the start of a session, introduce yourself, what you do, something you like about your job, something you don’t like, and a favorite pastime, for example. Then toss the ball to another person and ask them to introduce him or herself in a similar manner. Keep the ball moving around the room until everyone has been introduced. Lesson Reinforcement and Discussion Summary At the close of a discussion or session, tell the group you’re going to throw the ball out to someone and ask them to share a learning point or other relevant comment with the rest of the group. They then pass the ball to someone else, and so on. Team selection Have an assortment of different kinds (or colors) of balls. Have every participant pull a ball out of a bag or box. When all have been distributed, instruct players to find all the people who have similar balls. At the end of the game or exercise, let players take their balls as parting gifts! Role Play Role-playing can be a little anxiety producing for the players. Use balls to make the exercise a bit more fun and less scary. Give the person in the “hot seat” 3 balls. When they get stuck and need a suggestion for what to say (or do) next, invite them to throw a ball to someone for a little help. Brainstorming Toss a ball from person to person (quickly). Whenever someone catches the ball, they need to throw out a brainstorming idea. Remember, don’t mix creation of ideas with evaluation of ideas—the goal is to get as many ideas on paper as possible, and at this pace you might get some fun and funny entries! There will be plenty of time to weed through them later! Play “What If.” The goal is to have your group dream up a success story. The holder of the ball makes up an opening sentence of the story, then passes the ball to another. The recipient must add sentence to the story, building on what’s been said, then pass the ball to another. Play continues until the story comes to a close. Follow up the exercise with a discussion of the story that was woven together by the group. Teach Juggling Introducing a physical challenge is often a useful way to balance the mental challenge that learners experience in class. Frequently, it also results in role reversal—the “pro” is not necessarily the boss or supervisor. This can be incredibly refreshing for individuals who are “lower down on the totem pole.” Assigning Roles Divide your group into teams of three or four. Give each team a ball. Ask them to play “Hot Potato” or “One Potato” to pick a leader, an observer, or a person to “go first.” One Potato: the group passes the ball from player to player while chanting “one potato, two potato, three potato, four, “five potato, six potato, seven potato, more.” Whoever has the ball at the end of the chant is “It.” Hot Potato: the facilitator will play music for 7-10 seconds, while the ball is tossed from player to player. When the music stops, the person with the ball is “It.” Exercise Play catch. That’s right! When you take a break, ask your group to go outside and play.

In a recent Trainers Warehouse customer poll, I found that 97% of the trainers and teachers surveyed use PowerPoint Wow! Here are some of my favorite tips relating to the use of PowerPoint: Tim Longhurst explains the TED commandments. TED Talks are some of the best speeches I watch. The speakers are innovators and leaders, dreamers and doers. The talks are recorded at the annual TED Conference and many of them are available to download free from ted.com. Recently, I discovered one of the reasons the speeches are so good… TED’s organizers send upcoming speakers a stone tablet, engraved with the ‘TED Commandments.” Amy Tan in her TED Talk described the arrival of the TED Commandments as “something that creates a near-death experience; but near-death is good for creativity…”. So I went in search of the TED Commandments. Thankfully Sue Pelletier points out that Rives was good enough to post a photo of the TED Commandments on his blog, shopliftwindchimes (scroll to 20 Feb). But you don’t need to settle for a photo, because I’ve typed them below: Thou Shalt Not Simply Trot Out thy Usual Shtick Thou Shalt Dream a Great Dream, or Show Forth a Wondrous New Thing, Or Share Something Thou Hast Never Shared Before Thou Shalt Reveal thy Curiosity and Thy Passion Thou Shalt Tell a Story Thou Shalt Freely Comment on the Utterances of Other Speakers for the Sake of Blessed Connection and Exquisite Controversy Thou Shalt Not Flaunt thine Ego. Be Thou Vulnerable. Speak of thy Failure as well as thy Success. Thou Shalt Not Sell from the Stage: Neither thy Company, thy Goods, thy Writings, nor thy Desperate need for Funding; Lest Thou be Cast Aside into Outer Darkness. Thou Shalt Remember all the while: Laughter is Good. Thou Shalt Not Read thy Speech. Thou Shalt Not Steal the Time of Them that Follow Thee Michael Hyatt shared his “5 Rules for Better Presentations“ Rule #1: Don’t give your presentation software center stage.Rule #2: Create a logical flow to your presentation.Rule #3: Make your presentation readable.Rule #4: Remember, less is more.Rule #5: Distribute a handout. And, simply Always obey the 10-20-30 Rule: no more than 10 slides, no more than 20 minutes and no type smaller than 30 point.”  

Following is a Corporate Programming Guide put out by the Motion Picture Licensing Corporation’s (MPLC). They are an excellent one-stop resource to obtain rights to legally play movies in training rooms. MovieClips.com The listing includes the training topic, movie title, and studio. If these aren’t just right, or if you want to preview some clips before you explore rights, MovieClips.com is a good resource. I can’t promise they’ll have all the clips you want, but it’s a good starting point. Accountability Bobby Jones: Stroke of Genius; Columbia Tristar The Majestic; Warner Brothers Analyzing Issues Dead Poet’s Society; Touchstone Pictures Attitude Casino; Universal Pictures How the Grinch Stole Christmas; Universal Pictures Character A Few Good Men; Columbia Eight Men Out Orion Pictures; Corporation Judgement at Nuremberg; United Artists Phenomenon; Touchstone Pictures Quiz Show (1994); Buena Vista Pictures (distributor) The Truman Show; Paramount Pictures The War (1994); Universal Pictures Choices Dances with Wolves; Orion Pictures Corporation (distributor) Dangerous Minds; Buena Vista Pictures (distributor) Kate and Leopold; Miramax Films Coaching Bambi; Walt Disney Coach Carter; Paramount Pictures Toy Story; Walt Disney Cold Calling Tommy Boy; Paramount Pictures Communication Austin Powers: Intl. Man of Mystery; New Line Cinema Finding Forrester; Columbia Pictures Rebel Without a Cause; Warner Bros. Pictures The Color Purple; Warner Bros. Pictures Young Frankenstein; 20th Century Fox Compromise Judgement at Nuremberg; United Artists Confidence Hoop Dreams Fine Line Features Hoosiers Orion Pictures Corporation (distributor) Conflict Anger Management; Columbia Pictures Dead Man Walking; MGM Distributor Dumb and Dumber; New Line Cinema Freaky Friday; Walt Disney For the Birds**; Pixar Animation Studios Happy Gilmore; Universal Pictures Planes, Trains and Automobiles; Paramount Pictures Stepmom; Columbia Pictures The Sum of All Fears; Paramount Pictures Tommy Boy; Paramount Pictures Decrease Mistakes Dances with Wolves Orion Pictures Corporation (distributor) Diversity/Discrimination A League of Their Own; Columbia Pictures Anger Management; Columbia Pictures Dead Man Walking; MGM Distributor Finding Forrester; Columbia Pictures The Mission; Warner Bros. Pictures Efficience / Proficiency Apollo 13; Universal Pictures Monsters, Inc.; Pixar Animation Studios Willy Wonka and the Chocolate Factory; Paramount Pictures Ethics A Time to Kill; Warner Bros. Pictures Austin Powers: The Spy Who Shagged Me; New Line Cinema Bobby Jones: Stroke of Genius; Columbia Tristar Changing Lanes; New Line Cinema Chariots of Fire; Warner Bros. Pictures Edward Scissorhands; 20th Century Fox Eight Men Out; Orion Pictures Corporation Hancock; Columbia Pictures Juno; 20th Century Fox Quiz Show; Buena Vista Pictures (distributor) The Terminator; Orion Pictures Corporation (distributor) The Insider; Touchstone Pictures The Truman Show; Paramount Pictures The Untouchables; Paramount Pictures Wallstreet; 20th Century Fox Honor & Integrity A Beautiful Mind; Universal Pictures Batman Begins; Warner Bros. Pictures Before Sunrise; Sony Pictures Entertainment Gladiator; Dreamworks SKG Gods and Generals; Warner Bros. Pictures Karate Kid; Columbia Pictures Innovative Thinking Forrest Gump; Paramount Pictures The Matrix; Warner Bros. Pictures Leadership 12 O’Clock High; 20th Century Fox Any Given Sunday; Warner Bros. Pictures Apollo 13; Universal Pictures Citizen Cane; RKO Radio Pictures Dangerous Minds; Buena Vista Pictures (distributor) Dead Poet’s Society; Buena Vista Pictures (distributor) Gladiator; Dreamworks Animation Jaws; Universal Pictures K-19; Paramount Pictures Lawrence of Arabia; Columbia Pictures Men in Black; Columbia Pictures Music of the Heart; Miramax Films Norma Rae; 20th Century Fox Out of Africa; Universal Pictures Pearl Harbor; (2001) Buena Vista Pictures (distributor) Saving Private Ryan; Dreamworks Animation Stand and Deliver; Warner Bros. Pictures The Chronicles of Narnia: L, W & the W Walt Disney The Lord of the Rings: The Fellowship; New Line Cinema The Sum of All Fears; Paramount Pictures To Kill a Mockingbird; Universal Pictures Wall Street; 20th Century Fox Marketing Big; 20th Century Fox Mistakes and/or Failure Cars; Walt Disney Motivation A Christmas Story; MGM Distributor Dead Poet’s Society; Buena Vista Pictures (distributor) Hoosiers; Orion Pictures Corporation (distributor) Monsters, Inc.; Pixar Animation Studios Mr. Holland’s Opus; Buena Vista Pictures (distributor) Rudy; TriStar Pictures Stand and Deliver; Warner Bros. Pictures Negotiation A Few Good Men; Columbia Anger Management; Columbia Bad Santa; Columbia Grosse Point Blank; Buena Vista Pictures Perseverance Behind Enemy Lines; 20th Century Fox Cast Away; 20th Century Fox The Empire Strikes Back; 20th Century Fox Presentation Techniques The Mirror Has Two Faces; Sony Pictures Entertainment Priorities, Truth, & Ethics Deep Impact; Paramount Pictures Groundhog Day; Columbia Hook; TriStar Pictures Meet Joe Black; Universal Pictures The Man in the Grey Flannel Suit; 20th Century Fox Problem-Solving Apollo 13; Universal Pictures Cast Away; 20th Century Fox The Chronicles of Narnia: L, W & the W Walt Disney The Firm; Paramount Pictures The Lord of the Rings: The Return of the King; New Line Cinema Risk City of Angels; Warner Bros. Pictures Sacrifice Men in Black; Columbia Pictures Sales Changing Lanes; Paramount Pictures Fletch; Universal Pictures GlenGary Glen Ross; New Line Cinema Shrek; Dreamworks Animation Teamwork Cars; Walt Disney Gladiator; Dreamworks Animation The Guardian; Touchstone Pictures The Lord of the Rings: The Fellowship; New Line Cinema Training Happy Gilmore; Universal Pictures Karate Kid; Columbia Pictures Trust A Walk to Remember; Warner Bros. Pictures Gods and Generals; Warner Bros. Pictures Pearl Harbor; Buena Vista Pictures (distributor) Stand and Deliver; Warner Bros. Pictures Titanic; Paramount Picturespoint. For licensing information, contact Erica Haupert at 800-462-8855.

This question regarding the best movies for training was posted on both the ASTD National LinkedIN group and the Training & Development LinkedIN group. If you’re not a member of those groups, you many not be able to access the raw material, and if you are a group-member, you may still have found the discussion cumbersome to follow. Either way, you’re in luck. What follows is a synthesis of the favorite movies for a variety of training topics, as selected by our community of trainers. Change Management / Time Management / Motivation The Desk Set – dealing with change (1957 Tracy/Hepburn) Monkey Management – one of the best on Time Management Monsters Inc. – at the beginning when they collect the screams and it shows on the score-board, for starting a discussion on performance management and measurement. The World’s Fastest Indian – for motivation in sales training and following through on your dreams, thinking big, focus and creativity, at the end of the film people break into spontaneous clapping, leaves a whooping effect. What about Bob? — specifically, the segment on “baby steps“ Communication and Presentations The Mirror has Two Faces – when Jeff Bridges comes to Barbara Streisand’s lecture. To illustrate effective presentation techniques. AND the scene where mother Lauren Bacall and roommate daughter and NYU Professor Barbra Streisand have dinner together is an example of “bad” communication. Young Frankenstein with Gene Wilder for communication skills. “Who’s on First” sketch – for comedic play on words, illustrating the importance of deliberate communication and clarity. Caddyshack – kill the gophers (gophers) for communication. Dances With Wolves – Teepee scene where Sioux discover that Costner, a white man, is manning the outpost Customer Service Dharma & Greg – I think it was during the last season, in which Greg is trying to tell the Insurance company that they paid a claim twice. The company’s customer service tagline is “We Listen,” but, despite their best intentions, they really aren’t listening. It is a great way to illustrate that customer service isn’t just about the script, it is also about the behavior. What Women Want – (understanding your clients needs – Mel Gibson using all the products in the box) Breakfast At Tiffany’s – Holly and the gent are in Tiffany asking for the ring from a Cracker Jack box to be engraved. You’ll notice that the Tiffany’s staff never says NO, and he never makes them feel belittled. Diversity Anyone and Everyone for diversity concerning gay/lesbian. The Paperclip Project on ethnicity and culture. Mad Hot Ballroom for ethnicity, male/female, teacher/student. Tale of O is another classic for diversity. Remember the Titans – to reinforce healthy group dynamics and basing opinions on performance; not stereotypes or misconceptions. School of Rock – it shows how each one of us has different skills which can be used collectively to achieve something great. Effective Meetings What Women Want – Use the clip where Helen Hunt is introduced in the board room for the first time. She is very much in charge and it is extremely effective for this type of meeting/introduction. Big Business – clip from Your Show of Shows, to illustrate how not to run a meeting. 12 Angry Men – for Group Dynamics. Leadership & Teamwork I’ve highlighted the titles that seem to be repeated frequently. 300 12 O’Clock High for Leadership Principles. 12 Angry Men A Bug’s Life – teamwork/conflict A Few Good Men – for leadership, team building and integrity Antz Any Given Sunday – the language is a bit hectic but the leadership and motivation is awesome. In particular, see the scene with the locker room speech. Apollo 13 Armageddon Butch Cassidy and the Sundance Kid – Where Butch “fights” the really big guy for leadership of the group – resolving conflict…funny Cain Mutiny Coach Carter – for leadership training. Days of Thunder (scene where Tom Cruise first does some NASCAR racing and gets banged into a lot and he’s miffed and spouts off to Duvall, pit chief, who replies. “Rubbin’ is racing.” – for storming Phase of Team development. Dead Poets Society Defiance – is about the Jews who lived in the forest to escape the Nazis. One man emerges as a leader, even though he is not exactly sure he wants the role. Dirty Dozen Facing the Giants where the coach was having a troublesome team member and “leader” do a craw to the 50 yard line when he actually makes it across the entire field. Great to focus your leaders on what influence they really have. Gandhi, various scenes, for Leadership Principles (My favorite scene is the 1930 Salt Walk to the sea, to illustrate leading by example, and communicating by doing). Gladiator – leadership/team/trust Glory The Guardian Gung Ho – yes, the comedy with Michael Keaton Henry V – conflict, loyalty, motivation, stress mgt, leadership, and negotiation; Hoodwinked – is an excellent example of perception Hoosiers Invictus – excellent for leadership, conflict resolution, and influencing. It explores the life of Nelson Mandela and how he inspired the South African rugby team to win the world cup. Here’s a snippet: https://www.youtube.com/watch?v=s7fcDOBt6eU Jaws, specifically the boat scene, can inspire discussion of Brodie’s range of leadership styles. Kung fu Panda The Last Castle with Robert Redford League of their Own – coaching/feedback – no crying in baseball segment Lord of the Rings – The first one where they’re arguing about who’s going to take the ring to be destroyed. Frodo steps up. We use it for stepping up to leadership…we are all volunteers. Master and Commander – to illustrate the concept of situational leadership and/or leadership traits. Memphis Belle – 19 year-olds are confronted by awful conditions in the war at a time when the stats for longevity of the average rear gunner in a B52 bomber was a couple of hours. Mr. Holland’s Opus (scene where red hair girl wants to quit clarinet and Holland just came to the realization that helping students’ lives is meaningful even though the opus is not yet written) – shared vision. One trainer writes: “It demonstrates all four of the Leadership Styles at various stages with individuals and the ‘team’ or orchestra. Favorite scenes include: Style 1 scene where he is teaching the boy how to play the drum and the Style 3 scene with the girl playing the clarinet. It’s also great to reinforce the concept of matching styles to development levels as they change with increased competence and commitment. Participants can also diagnose the development level of Richard Dreyfuss as a leader. Oceans 11 Patriot – scene where Mel Gibson addresses the Continental Congress as to why he does not want to go to war – another Shared Vision and Communication example Patton – opening speech is great for a Train the Trainer / Leadership program Platoon Remember the Titans – evolution and power of leadership, teamwork and creating change. (NOTE scene where the co-captains at summer practice at Gettysburg are in one anothers face during a break and tip over a table of gatorade; and NOTE scene where all players are woken up in the middle of the night for a run to the national cemetery of Gettysburg and Denzel Washington’s exhortation to the team. Saving Private Ryan Sister Act: the scene in which Woopie Goldberg is told she is now in charge of the choir shows coaching in action Scent of a Woman – leadership, communication, teamwork. U-571 White Squall, a Ridley Scott film with Jeff Bridges in the main role. Learning / Teaching Bambi – when the rabbit teaches Bambi to skate; for OJT coaching tips. I also use Jungle book when Baloo sings and teaches Mogli how to live in the jungle, for the same thing. Dead Poets Society – several snippets with Robin Williams using novel approaches with students. Karate Kid – for illustrating the four employee development levels. Management Styles Working Girl – with Sigorney Weaver who takes credit for her employee’s ideas, treats her like an underling, etc. Horrible Bosses – with Kevin Spacey Negotiation and Conflict Resolution Jerry McGuire – the “show me the money” scene with Tom Cruise/Cuba Gooding Jr. The Negotiator: a 1998 action thriller film directed by F. Gary Gray, starring Samuel L. Jackson and Kevin Spacey. Some great examples of attempts to negotiate in challenging circumstances. And the scene when Kevin Spacey tries to negotiate his wife out a locked bathroom. Glengarry Glen Ross (1992) – shows negotiation skills at work where insurance salespeople are forced to compete when they are given the news that all but the top two will be fired at the end of the week. Fifth Element (Bruce Willis) – link hereStardust (Ricky Gervais) The Internship – the sales negotiation at the end American President – The scene where Michael J Fox tells off the congressman who took away his support on the phone. Also the scene where Annette Benning plays hardball in the MTG and doesn’t realize the President is behind her Thank you for Smoking – I have used the intro scene from this movie in a workshop, it was fantastic. Very comical and has great points to take away. Captain Phillips — high drama, lots of negotiating and talking about strategy for tense negotiations Lincoln Erin Brocovich (about negotiations of all kinds) In Good Company – the scene towards the end plays a creative negotiation where the characters bluff through a negotiation Moneyball Draft Day Rainmaker Dog Day Afternoon Proof of Life — not the hit that was expected but its about a negotiator (Russell Crowe) trying get back a U. S. executive kidnapped in Colombia The Mouse that Roared Dr. Strangelove Civil Action with John Travolta. There are many scenes with great negotiation. The West Wing (TV) – almost any episode The Good Wife (TV) M*A*S*H (TV) Shark Tank (TV) Bridge over River Kwai – for discussions on higher authority, building rapport, use of silence Auction Hunters – (TV season 3 episode 23) One more Guardian – (TV season 1 episode 1) Lie to Me (TV first season) Sledge Hammer or 3rd Rock From The Sun (TV to show how NOT to negotiate!) Problem Solving & Decision Making Cast Away is great for creativity and problem solving–what would you have used the FedEx box contents for? 12 Angry Men – Eleven jurors are convinced that the defendant is guilty of murder. The twelfth has no doubt of his innocence. How can this one man steer the others toward the same conclusion? It’s a case of seemingly overwhelming evidence against a teenager accused of killing his father in “one of the best pictures ever made” The Missiles of October (1974) for decision-making and negotiation. Cast Away – getting the coconut open for perseverance Sales and Marketing Glen Garry Glen Ross Boiler Room – for telephone/communications/selling Other The Edge. That clip is powerful although one time I used it with a group and a woman who was involved with animal rights and welfare gave me a hard time! More Recommendations These books have also been recommended as good sources for movie recommendations: Reel Lessons in Leadership – Paperback (Apr. 5, 2006) by Ralph R. DiSibio Movies to Manage by: Lessons in Leadership from Great Films – Hardcover (Sept. 1999) by John K. Clemens and Melora Wolff 101 Movie Clips that Teach and Train – Paperback (June 3, 2007) by Becky Pike Pluth, Elizabeth Wheeler and Jody Majeres wingclips.com – site with lots more recommendations and a licensing purchase plan   To all who weighed in on our tagline . . . We did a poll of customers who stopped by the booth. Here’s how they voted on the tag lines: enliven learning! – 2 votes energize learning! – 35 votes liven up learnign! – 14 votes After this, we stopped asking . . . I think we’ve got to go with “energize” — our customers have spoken! –Sue

Learners have rights too. Click here for a poster of the Learners Bill of Rights. I. Freedom of speech Free speech is granted as long as you don’t dominate the floor, physically harm, or rudely interrupt others. You also have the right to be heard, to assemble peaceably and petition for a redress of grievances. II. The right to bare arms Raising bare arms is appropriate for all who bathe regularly, when ready with a question or contribution. III. No imposition of unreasonable quarters This includes the right to be quartered in a well-heated, air-conditioned, and/or ventilated room. Further, none shall be forced to remain in classroom quarters during fire or bathroom emergencies. IV. No unreasonable searches and seizures While facilitators may search for a right answer, learners have the right to make mistakes. If one is unable to answer a question correctly, the instructor will not cause embarrassment. V. Exemption from self-incrimination If you didn’t do the assignment and can get away with it, good for you. But you may pay the price later! VI. The right to a speedy trial You have the right to try new things and put learning to use as quickly as possible either in classroom simulations or real-life situations. VII. The right to a jury of peers You are entitled to a classroom of peers who will not judge or jeer, but make you feel safe and supported when faced with new challenges. VIII. No cruel and unusual punishment Learners shall not be subjected to interminable lectures, excessive homework, nor ridicule and scorn by the instructor or fellow students. Poor attempts at humor, deemed painful to some, shall be exempt. IX. Equal treatment of all All should be treated respectfully regardless of age, hobbies, hair style or abundance, gender, skin type, religion, or attire. X. The right to have fun Learners have the right to laugh, play, and challenge anyone who pollutes the environment with negative energy.   © Trainer’s Warehouse 2019. For copies, please contact Trainers Warehouse at 800-299-3770 or www.trainerswarehouse.com

I must admit I was a bit taken aback when I read one trainer’s assertion that: “‘Kooshball-ism,’ as I like to refer to all the gizmos and tactics, which are espoused in the oh-so-many books and Trainers Warehouse catalogs, is so 1980’s-1990’s. Our profession has evolved dramatically since that era.” Really? I agree that our profession has evolved. However, I would contend that it has evolved in the direction quite contrary to that trainers assertion. I observe that brain research continues to support the importance of establishing stress-free, interactive learning environments. I think it’s important to remember that in the training and teaching community, we have many different types of trainers each of whom teach different topics to different types of groups. While some of the techniques that folks share with one another on Linked-IN may be more appealing to us than others, our job as trainers is to view the discussions as a brainstorm, from which we can isolate ideas that are most in keeping with our own style and group needs. We each need to filter it for ourselves. I don’t believe that there is a single best way to quiet a loud group, for instance — the “best” way depends on the facilitator, the group, the topic, the nature of the “noise,” etc. Trainers have a tricky line to walk. They must focus on professionalism and excellence, while making the experience of learning stress free and fun. A huge amount of brain research tells us that people learn more when they are relaxed, when all of their senses are engaged, and when their experience is emotional as well as intellectual — hence the effectiveness of training with stories, music, games and other playful devices. So, I would be careful not to throw out the baby with the bathwater. Playful training tools (whether that be a clapping technique or a Koosh ball) must be introduced and conducted with professionalism, purpose and respect.