WorkSMART Blog
by Susan Landay
on Apr 01 2011
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
by Susan Landay
on Mar 22 2011
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.
Training should be fun - data explains why
by Susan Landay
on Mar 07 2011
Some time ago, I accumulated evidence on why active learning is more effective. Here are some of the highlights:
Games & Simulations
“One must learn by doing the thing, for though you think you know it– you have no certainty until you try.” Sophocles, 5th c. B.C.
Approximately 65% of 131 students surveyed stated that they prefer to play in teams; Only 37% gave high importance to competition with a clear winner. Sherry Robinson, Penn State Univ., Academy of Ed Leadership, Vol. 12, No. 1. Jacksonville, 2007
76% of students surveyed felt game rules need not be strictly followed. 37% gave high importance to competition with a clear winner. 47% preferred games with a mixture of skill and chance. Sherry Robinson, Penn State Univ., Academy of Ed Leadership, Vol. 12, No. 1. Jacksonville, 2007
“Setting time limits for game questions and team tasks creates a competitive spirit that motivates learner interaction with the topic. It’s a great way to bring fun and energy to your lesson plan.” Steve Sugar, The Game Group
Recognition
Don’t wait until the end of the session to congratulate learners. “Feedback has been shown to be one of the most significant activities a teacher can engage in to improve achievement.” Hattie, J., Spec. Ed. Conf., May 1992.
Recognition improved performance by as much as 24%. In a field experiment, informal recognition increased performance of workers in the manufacturing setting by 24% (Stajkovic and Luthans, 2001 ). (more)
Recognition improves performance 15%. A Meta-analysis of 19 reinforcement theory studies revealed an average effect of recognition on performance improvement of 15% (Stajkovic and Luthans, 1997 ). This was followed by a more comprehensive meta-analysis that examined 72 reinforcement theory studies in organizational settings that found an average effect size of social recognition on performance of 17% (Stajkovic and Luthans, 2003 ). …
70% say non-monetary recognition is the best motivator. A nationwide survey of US workers found that about 70% report that non-monetary forms of recognition provide the best motivation ( HR Focus, 1999). This same survey found that employees favor recognition from managers and supervisors by a margin of almost 2:1 over recognition from co-workers or other sources. (Nelson, 1994). ~ Fred Luthans and Alexander D. Stajkovic, “Provide Recognition for Performance Improvement.”
Memory
“Allow students to consolidate their notes by pausing three times for two minutes each during a lecture. Students will learn significantly more information.” Ruhl, Hughes, and Schloss 1987
Students who used more imagery during learning displayed more creativity in their discussions, modeling and assessments. LeBoutillier & Marks, 2003; Sousa p. 231.
Studies show that retention after 3 days is 10% from lecturing and 20% from demonstration. Sousa*, p. 95.
Studies show that stories engage all parts of the brain because they touch on the learner’s experiences, feelings, and actions. Schank, 1990; Scott-Simmons, Barker, & Cherry, 2003; Sousa*, p. 145.
You are more likely to keep students focused during lesson segments if you go off-task between the segments . Tony Buzan 1989; Sousa*, p. 93.
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; Sousa*, p. 89. (more on the Zeigarnik Effect)
Practice does not make perfect. Practice makes permanent. If practice is stopped altogether, the neurons that are no longer being used are eventually assigned to other tasks and skill mastery will decline. In other words, use it or lose it! (Amunts et al., 1997) Sousa*, p. 97.
Several studies have shown that listening to certain music can stimulate the parts of the brain that are responsible for memory recall and visual imagery. Nakamura et al., 1999; Sousa*, p. 224.
In a study of surgeons, for example, background music enhanced their alertness and concentration. (Restak, 2003, Sousa*, p. 224).
When we sit for more than 20 minutes, our blood pools in our seat and our feet. By getting up and moving, we recirculate that blood. Within a minute, there is about 15% more blood in our brain. We do think better on our feet! Sousa*, p. 34.
Test performance improves if you prepare the brain. Try this mix: get learners up to exercise for 2 minutes; give them 2 oz. of fruit (fresh or dry); wash it down with 8 oz. of water to get sugar into the bloodstream and hydrate the brain. Then wait 5 minutes before testing. The energy effect lasts about 30 minutes. Sousa*, p. 35.
“Chunking,” treating a set of data as a single item, is an effective way to enlarge the working memory’s capacity. Sousa*, p. 111.
When asking a question, extend the wait time to 5 seconds or more to give everyone time to answer and improve the quality of responses. “Calling on the first hands to go up signals the slower retrievers to stop the retrieval process.” Mary Budd Rowe 1974; Sousa*, p. 129.
Relieve stress and help people feel positive about their learning environment. It will release endorphins in the blood, which gives a feeling of euphoria and stimulates the frontal lobes. Sousa*, p. 84.
Stress
Eliminate stress and make learners feel welcome. Stress causes your body to release cortisol into the bloodstream, which destroys glucose, the brain’s only source of food.” (Tina Konstant, Teach Yourself Speed Reading
Laughter reduces stress. Actually it reduces at least four of neuroendocrine hormones associated with stress response — epinephrine, cortisol, dopac, and growth hormone. Paul E. McGhee, PhD, Health, Healing and the Amuse System, 1999. www.LaughterRemedy.com
Many doodle while on the phone or jingle pocket change. Invite your group to fidget in class. It helps all types of kinesthetic learners and improves everyone’s enthusiasm for learning. Jerry Evanski, Classroom Activators
Belly laugh results in muscle relaxation. Laughter reduces at least four of euroendocrine hormones associated with stress response: epinephrine, cortisol, dopac, and growth hormone. Humor and Health, by Paul E. McGhee, PhD
Student performance increases with the use of background music. Students remained on task longer and commented, “the music helps me concentrate, relax, and remember…” Anderson, Henke, et al. “Using Music to Enhance Memory and Improve Learning,” Saint Xavier Univ., 2000
Positive learning environments lead to endorphins in the blood, which gives a feeling of euphoria and stimulated the frontal lobes. Sousa*, p. 84
Participation
90.9% of the students surveyed either “Agreed” or “Strongly Agreed” that Audience Response systems improved engagement and participation; 81.8% said it increased their attention span and helped them learn more effectively. Caldonian Business School, UK, Andy Sharp and Angela Sutherland
Give everyone time to answer. “Calling on the first hands to go up signals the slower retrievers to stop the retrieval process.” (Mary Budd Rowe 1974; Sousa*, p. 129)
* Sousa references are drawn from David A. Sousa’s How the Brain Learns, Third edition, Corwin Press, Thousand Oaks, CA 2006.
https://blog.trainerswarehouse.com/training-should-be-fun-data-points-explain-why/
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Instructional Origami: 4 Brain-Science Principles Fold into 1 Sheet of Paper
on Jul 20 2026
You've seen it happen. The session goes great — heads nodding, good discussion, people scribbling the occasional note. Everyone leaves energized. Yet two weeks later, almost none of it has stuck.
That gap between "great session" and "changed behavior" is one of the biggest challenges in our field. And we can close it with one of the simplest tools around: a plain sheet of paper.
Instructional Origami — a technique championed by L&D consultant and Learning That Lasts author Katrina Kennedy — asks learners to fold a sheet of paper into a simple shape, write their own reflections onto its faces and flaps, and carry it out the door. No app, no template, no license. If you're familiar with Sharon Bowman's 6 Brain-Science Principles, some of what follows may sound familiar.
Why does something this low-tech work so well? Four reasons — and a folded sheet of paper delivers all of them at once.
1. Reflection: We remember only what we take time to think about
“Memory is the residue of thought.”
~ Daniel Willingham
When you ask a learner to stop and answer "What surprised me? What will I do differently?" you trigger what cognitive scientists call the generation effect: we retain information far better when we produce it ourselves than when we simply receive it. Pulling an idea back out of your own head — retrieval practice — is one of the most reliably proven ways to move a memory from fragile to durable.
Reflection is also where raw information becomes personal, making it a lot stickier.
2. The fold: making it physical anchors it
When you physically make something with your hands, you engage the sensorimotor system and give the memory a distinctive episodic anchor. Years later, people remember "the paper airplane exercise" long after they've forgotten slide 14.
The fold does something a screen can't: it adds movement and novelty. The more areas of the brain a training engages, the more memorable it becomes. The physical experience — plus the focus and attention the task demands — improves retention. Folding also fights habituation, the brain's tendency to stop noticing whatever has become routine. A handout is routine. Folding a cootie catcher is not.
Folding paper isn't a gimmick; it's a pathway to new neurological triggers.
3. Handwriting: the slow path encodes deeper
Beyond being physical and visual at once, writing by hand forces us to consider, synthesize, and compress ideas into memorable bites. You can't write as fast as you can type or talk, so your brain has to decide what actually matters and put it in your own words. That act of condensing is the learning. The messy, handwritten "aha" tends to outlast the perfectly typed one — precisely because of the work it took to make it.
4. The take-away: an ongoing, timeless reminder
Often, learning is forgotten not because it was badly taught, but because it was never revisited. This is where the folded object quietly does its best work.
That little paper airplane or envelope sitting on someone's desk is an external retrieval cue. Every time they glance at it, it pulls the lesson back up — unprompted, spaced out over days, which is exactly the rhythm memory needs. If you've asked learners to write a specific commitment on it ("Something I'll try in the next week"), it becomes an implementation intention: tying an intention to a concrete when and where is one of the most effective ways to turn it into actual behavior. The paper holds the promise for them. (Bowman calls the physical version of this a "metaphor memento" — origami just makes the reminder out of the reflection itself.)
A few folds to start with
The shape matters less than the reflection you attach to it. A few favorites:
Quarter-Fold or Tri-Fold
Start with one of the easiest folds — just two creases. A quarter-folds (fold in half, then half again) or a tri-fold gives you at least 10 fill-in-the-space options, including these favorites:
3 Ds: What will you DO? What will you DELEGATE? What will you DROP?
3 Whats: What? So What? Now What?
WOW. HOW. NOW.: Wow – key takeaway; How – remaining question; Now – action item
Circle. Square. Triangle. Circle: What’s still going around in your head? What do you still not understand?; Square: What’s squared away? What do you really understand? Triangle: What three things could you use in your life, work, or studies?
WHOA! AHA! HMM!
Keeping “TABBs”: could add four additional corner folds. Takeaway from the event; Action you'll take; Barriers that may hinder your progress; Benefits of overcoming those barriers and applying the learning.
ABC-O: Action — what new or different action will you take? Benefits — what will you gain when you take it? Challenges — what will you face in implementing it? Overcome — how will you overcome them?
Personal Shield of Honor (four quadrants): (1) Skills and abilities you bring to the workplace; (2) Skills and abilities you need to improve; (3) A frustration with your current situation; (4) A source of pride at work
Swap in whatever framework fits your content. The pattern is always the same: think it, write it by hand, fold it, take it with you.
The Envelope
Have learners write a note to their future self — what they commit to doing in the next 30 days — then seal and address it. Mail them back later, or have people open their own at a follow-up. The What / Who / When framework fits nicely: What to do; Who can help; When should it happen?
The Airplane
In this playful activity, everyone writes their name on one wing and a prompt answer on the other, then flies them across the room. Pick up whichever plane lands near you (or do a room scramble and pick up any airplane), read it aloud, and answer or discuss. It turns reflection into energy — and gets people out of their chairs. The PROMPT can be anything from "something you still wonder about," to "a key idea you'd like to 'fly' with your team." If your group is intimidated by airplanes, do the same "snowballs" — just scrunch the paper into a ball and toss it across the room.
Idea Capture (the fortune teller)
The old "cootie catcher" fold makes a perfect self-quiz. As a reinforcement game, write four or eight key questions and answers under the flaps. Once the idea catchers are created, invite learners work through them in pairs. The playfulness lowers the stakes, and the flaps force a full pass back through the material.
Why something this simple lasts
It's tempting to assume the more sophisticated the tool, the deeper the learning. Instructional origami is a useful reminder that the opposite is often true. A sheet of paper asks the learner to do all the work — generate the idea, write it down, build the object, carry the reminder — and it's precisely that work that makes the learning stick.
Next time you're about to close with "Any questions?", hand out paper instead.
MORE
Watch Katrina Kennedy's Show & Share on Instructional Origami
Zoom Features Every Virtual Facilitator Should Know
on Jun 08 2026
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.
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Your Voice Reveals More Than You Realize — Here's How to Play It Well
on May 12 2026
1
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
Provocative Icebreaker Questions
on Apr 27 2026
Instead of a traditional icebreaker, many trainers like to start their session with a stimulating question to break the ice, foster introductions, help participants get to know each other, and reduce tension. Favorite questions include:
Questions about you
Tell us something your colleagues do not know about you.
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
"What was a dream you had as a child?" (great for a visioning/goal setting workshop).
Share a memorable moment of your life.
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 their job, the most difficult part of their job (if there is one), and what topic they are interested in learning more about after reviewing the table of contents.
What does family mean to you?
What are you most proud of in your life?
What's your claim to fame?
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 and post it for the day, and review 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 high answer,
1. How valuable do you plan this workshop to be?
2. How participative do you plan to be?
3. How much risk do you plan to take?
4. To what extent do you plan to be invested in the learning and well being of the whole group? NOTE: ask about their plans (action word) and NOT their expectations (a prediction), to shift accountability and ownership to everyone present.
Ask this TRIO of questions:
1. What specifically do you want to take away from this workshop?
2. How will you achieve this?
3. How will you know when you have achieved this?
Finally, imagine yourself applying the new behaviors in the workplace.
Sharing and debriefing participant objectives
After you've asked the questions and given your group time to consider them, have participants go through the objectives they have identified as a group and pick their top 2 or 3. Then ask for a show of hands on how many choose each objective. 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.
Make "Virtual" Meetings Magnificent!
on Apr 27 2026
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
What Rob Jolles Taught Me About "Enter-training"
on Apr 24 2026
Imagine a great meal at a restaurant. The steak has to be good — that's non-negotiable. But what makes you remember it, recommend it, and come back? The sauce. Rob Jolles, veteran sales trainer and author, used this analogy to open his thinking on what he calls "enter-training" — the art of blending entertainment with training to create learning experiences that actually stick.
"The steak has to be great, but the sauce can make all the difference." The "steak" is your content — the substance, the learning objectives, the reason your audience is in the room. The "sauce" is your personality, your creativity, your presence. Too many facilitators either neglect the sauce entirely, delivering dry, forgettable sessions, or they overdo the entertainment and forget to cook the steak. Here's what Rob says actually works.
The secret ingredient isn't humor — it's your special sauce.
Start with them, not you
One of Rob's most practical rules: don't spend more than 60 seconds introducing yourself at the start of a session. Learners don't want to hear your credentials right away — they want to know what's in it for them.
Takeaway: Lead with WIIFM — What's In It For Me? Hook your audience on the value they're about to receive before you ever say who you are.
Participation is the real magic
Rob emphasized the primary importance of participation, explaining, " it is the number one key to sustaining a group's interest. Not your jokes. Not your slides. Not even your storytelling." The moment learners become active contributors — not passive observers — the room transforms. Design for interaction at every turn.
Humor is overrated
Here's a counterintuitive truth from a man who is, frankly, quite funny: you don't need to be funny. You need to be interesting and personable. The pressure trainers put on themselves to generate laughs often backfires. Instead, focus on being genuinely engaging — curious, warm, and present with your audience. As people tend to say these days, "You be you!"
Drama, voice, and the little things
Rob encourages trainers to use drama, theatrics, and vocal variety — but with intention, not excess. What he's found is that small, unexpected moments often land harder than big theatrical ones. He shared a story that perfectly illustrates this: years ago, he collected enough loyalty stickers to order rubber stamps of his own face — one with a happy expression, one with a sad one. He used those stamps to give learners feedback throughout sessions. Simple, tactile, memorable.
Analog tools punch above their weight
In an era of apps and slide decks, Rob is a passionate advocate for physical, tactile tools. Stickers. Worksheets. Game buzzers. He specifically mentioned the Trainers Warehouse Me First Buzzers and Right-Wrong sound buzzers as tools that engage even the stuffiest, most skeptical audiences. Why? Because analog tools are memory-inducing. They create a different kind of engagement — sensory, embodied, and fun, without feeling childish.
People love stickers — and they don't have to be childish to be effective.
Take risks, but pick your moments
Rob closed with a reminder that growth requires risk. Try something new. Make mistakes. Use those mistakes as learning moments — for you and for your audience. But here's the nuance: don't try to do everything. The biggest mistake a trainer can make, he said, is to "emphasize everything and emphasize nothing." Be selective. Choose what matters most, and let it land.
Enter-training isn't about becoming a stand-up comedian or a theatrical performer. It's about bringing your authentic self — your sauce — to a solid content foundation. The learners came for the steak. They'll remember the meal because of how it made them feel.
READ MORE
Download Rob Jolles' Enter-Training Handout
Leadership Tools to Build Company Culture
on Mar 30 2026
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.
Tolu's Tips for Active and Inclusive Training
on Mar 26 2026
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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
