WorkSMART Blog

Drive Productivity, Communication & Leadership Team building in the office isn’t just about feel-good moments or shared laughter—it’s a powerful strategy for improving communication, refining processes, and developing leadership and management skills. While some managers may hesitate to set aside time for “just playing games,” it’s important to recognize that, much like in childhood, play is a vital tool for adult learning. It helps people practice time management, collaborative problem-solving, clear communication, and navigating emotionally charged situations. We’ve assembled this list of Top Team-Building Games for the Office so that adults can experience the benefits of play at work. In a game setting, participants often feel more open to experimentation and risk-taking because the experience feels distinct from everyday work. The most effective team-building games don’t try to replicate workplace scenarios exactly—they create engaging challenges that reveal parallel behaviors, allowing players to reflect, learn, and apply insights back on the job. The activities below—sourced from TrainersWarehouse.com and blog.trainerswarehouse.com — are designed to deliver more than fun. They’re experiential learning experiences that lead to lasting improvements in individual and team performance. Whether you’re running a retreat or facilitating internal training, these games offer safe, meaningful practice for real-world challenges. 1. The EQ Game – Building Emotional Intelligence as a Team What it is:Players take turns picking one of the EQ Game’s 50 Situation Cards and reading it aloud. The fun and learning begin when players choose a “Self-Awareness Card” that describes how they’re feeling, then add on a few “EQ Skills Cards” (Self-Management, Social Awareness, or Relationship Skills) that might help them deal with the sticky situation. Why it works:Before teams can collaborate effectively, they need to understand how emotions affect behavior. This game helps people develop the vocabulary and comfort to talk about feelings—something most workplaces overlook. It slows down the instinct to fix and solve, and builds a shared foundation of emotional awareness that strengthens relationships and decision-making under pressure. It won’t transform your workplace into a touchy-feely “kumbaya” office, but can help your team create the sort of trusting, emotionally safe work environment that correlates with increased employee engagement and productivity. Skills developed:Self-awareness, emotional regulation, empathy, psychological safety, constructive feedback. 2. Time Management Thumball – Align on Priorities & Pitfalls What it is:This soft, tossable ball is printed with 32 time-management questions like “What’s your biggest distraction at work?” or “How do you decide what’s urgent vs. important?” In a group circle, participants catch the ball and answer the prompt under their thumb, creating a dynamic and reflective dialogue. Topics include reflection on typical time thieves, activities in which you lose track of time, structuring breaks, time savers, and favorite time wasters. Why it works:While time management is often a very personal challenge, it can also be a source of team conflict. By discussing personal preferences and challenges, team members surface mismatched expectations, discover new strategies, and build collective accountability. The format encourages openness and laughter while fostering real-time reflection and learning. Skills developed:Time ownership, priority setting, productivity awareness, team alignment. 3. Da Bridge – Process Improvement with Role Awareness & Leadership What it is:Inspired by Leonardo da Vinci’s bridge design, this challenge tasks teams with building a self-supporting structure using notched wooden sticks—without fasteners or adhesives. The catch? Team members tasked as Builders rotate in and out of meetings with the Architect who has diagrams showing how the pieces fit together. The Architect can explain the diagram but is prohibited by union rules from handing over or showing the plans to the Builders. Meetings are intentionally brief, causing communications and instructions to be fragmented, as is sometimes typical in workplaces. Success depends on effective transfer of information, despite these hurdles. For struggling teams, facilitators can alter the rules and permit the Architect to show the plans to the Builders or begin building with them. Why it works:Da Bridge is a masterclass in leadership handoff, process documentation, and delegation. Teams quickly realize that they must work together, listening well to each other and to team leaders. The exercise mirrors the complexity of cross-team initiatives and exposes the cost of siloed thinking, ambiguous leadership, and incomplete conversations. Skills developed:Process continuity, role clarity, emergent leadership, team strategy, creativity. 4. Shape Up – Communication in Action What it is:In Shape Up, each player receives a blindfold and a wooden shape. The facilitator instructs the group: “Among the shapes you received, two are exactly the same and all the others are different. Without looking at your shapes, determine which players are holding the matched set.” Players must rely on the power of touch and their facility in describing their shape to others. Beyond created a shared vocabulary of descriptive words for the shapes’ bumps, points, and holes, they’ll need sort out a process to hear from every player until they figure out their own shape and identify the match. Why it works:This activity creates a powerful metaphor for workplace ambiguity and incomplete information. It emphasizes how people form assumptions, how language choices matter, and how critical it is to communicate clearly and listen actively—especially when you lack visual cues. The game also introduces the importance of verifying information, rather than guessing based on vague clues or misread signals. Skills developed:Clear communication, active listening, assumption-checking, collaborative problem-solving, patience under uncertainty. 5. Koosh Toss Simulation – The Pressure of Process Under Stress (Common in lean/agile facilitation toolkits; DIY setup) What it is:In this exercise, participants stand in a circle and toss a ball in a fixed pattern. Once the sequence is memorized, additional balls are added—one at a time—creating increasing pressure. Eventually, the system becomes chaotic, and the group must pause to redesign the process for efficiency and sustainability. Why it works:This simple activity surfaces complex truths about workflow design, bottlenecks, and communication lag. As stress rises, teams often try to speed up the wrong parts of the process. But with reflection and redesign, they learn to shift focus from individuals to process optimization—a foundational skill in lean, Six Sigma, and agile environments. Skills developed:Workflow design, bottleneck recognition, rapid iteration, process optimization, shared ownership. Final Thoughts When teambuilding goes beyond bonding and focuses on real skills like time management, leadership, feedback, and process clarity, it becomes a strategic lever for performance. But the learning doesn’t happen through gameplay alone—it’s the reflection afterward that makes it stick. That’s why debriefing is essential. It helps participants extract meaning from the experience, identify parallels to workplace behavior, and commit to better habits moving forward. A well-facilitated debrief turns fun moments into powerful insights and actionable takeaways. Here are a few debriefing formats that make it easy to guide reflection: 2-Question Debrief:What worked well? What would you do differently? 3-Question Debrief:What did you experience? What did you feel? What do you hope to remember?—or—What? So What? Now What? 4-Question Debrief:What would you like to Start? Stop? Continue? Change? Whether you’re closing a 15-minute activity or a full workshop, taking just a few minutes to pause, process, and discuss helps teams carry lessons beyond the learning experience and into their daily work. These tools offer safe, hands-on experiences where your team can try, fail, reflect, and improve—together. They’re especially effective in onboarding, manager development, or cross-functional collaboration sessions. Whether you’re looking to develop a full workshop agenda or lunch-and-learn, these easy-to-facilitate tools from Trainers Warehouse will help you create a meaningful, high-impact experience.  

Bring Teams Together—Within and Across DepartmentsLooking to build stronger, more collaborative teams? These easy-to-facilitate group games help teams improve communication, trust, and mutual understanding. Even better, some of them go a step further—promoting collaboration between multiple teams.Each of these five best collaborative games is drawn from TrainersWarehouse.com and blog.trainerswarehouse.com, with low-prep setups and high-impact outcomes. 1. Quote Builders How it works: In the Quote Builders game, small groups use a deck of hexagonal cards each containing just a few words to reconstruct a famous quotation—without showing each other their cards. They must share information aloud and work together to piece assemble the full quote. Why it builds collaboration: Each person holds key information, making active listening essential. Ideal for fostering intra-team communication—and can easily be adapted for inter-team collaboration by having teams trade missing pieces across groups. The deck has 18 quotes of varying difficulty, making the challenge fun and not terribly difficult. Through relatively quick success, teams will feel good and build camaraderie. Then they can discuss what the quote means to them individually and as a group. 2. What's Your Take? A Team Dynamics Game How it works: Each person takes a turn catching the Team Dynamics conversation starter Thumball. Loaded with “WE” discussion prompts, each recipient answers the question, such as: How can we foster greater trust within our team? How do we ensure we don’t duplicate efforts? How do we gain commitment? How should we manage disagreements? Give an example of a goal we are all working towards Do we have clearly defined team goals? As teams share and discuss their answers, they’ll discover shared themes, surprising differences, and ways they can better collaborate. This is one of our favorite collaborative games in the mix! Why it builds collaboration: This open-ended discussion cultivates mutual respect and understanding, as well as tactical ways to improve methods of teaming. 3. Minefield Maze How it works: In the Blindfold Maze Game, one team member guides blindfolded teammate(s) through an obstacle course using only verbal instructions. Then roles rotate. In larger groups, different teams can navigate the same course simultaneously, creating a need to coordinate movement and timing across teams. To increase the difficulty, challenge teams to get as many teammates across the maze as possible. Why it builds collaboration: This experience encourages trust and highlights the need for precise communication, and when multiple teams share the same course, they must collaborate to avoid collision and chaos. Alternatively, if the game is played with multiple “guides,” they must collaborate in order not to confuse the blindfolded players. 4. Pass the Clap How it works: In a large circle, participants “pass” a synchronized clap to their neighbor. Add multiple claps circulating at once, reverse directions, or create patterns that require timing coordination between subgroups. As a variation, have a designated team player leave the room to share the clap pattern with another team/department. See how lapses in time, memory, or clarity can change the “message” forwarded to others. Why it builds collaboration: This one is simple yet fun, energizing, and useful. It can quickly reveal how miscommunication can ripple through a system. It’s also great to highlight how miscommunications can inadvertently happen when communicating across teams. 5. TeamWriter™ How it works: A “TeamWriter” is a gizmo that allows up to 10 players to hold a single Sharpie marker. The challenge is for team players to figure out where to attached the strings, what to write, how to guide the marker, and how to orient the page. Why it builds collaboration: Players must work together to sort out how to write a meaningful message. As participants “play,” typical roles will likely emerge, where some are natural leaders, others are followers; some watch and some to; some talk and some listen; etc. Use the experience just for fun or to reflect on communication styles in a non-threatening, non-work-related application. Facilitation Tips Group size: Most of these games work well for 4–12 players per team. Depending on organizational needs and goals, consider mixing folks from different departments or bringing together different departments that will need each other’s skills or resources to complete the task.Time needed: Plan on 10–20 minutes per activity, including debrief. Remember that debriefing is the primary reason to take time from work to play a game!Debriefing makes the magic: Even if the goal is just to have fun, consider debriefing collaborative games with these three questions:1. “What worked well?”2. “What could we do differently next time?”3. “How can we apply our learning here to our real work?” Final Thoughts If your teams are stuck in silos or struggling to work together, these simple, engaging games are the perfect antidote. This list of five best collaborative games will build connections, expose communication gaps, and reinforce the value of collaborative problem-solving—all while having fun.Whether within a single team or across departments, collaborative play plants the seeds for stronger, smarter teamwork. READ MORE on DEBRIEFING BEST COLLABORATIVE GAMES More on Debriefing! The Perfect Debrief Infographic on Picking the Perfect Team Game

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

I had the pleasure of co-facilitating a session with Angela Agresto, introducing her new tool, Brain Building Blue Prints to our Trainers Warehouse community. The tool, based on Sharon Bowman’s 4C-framework for designing and delivering training, maps perfectly to brain-based learning. By pairing brain science with the four Cs of training design and delivery — Connections, Content, Concrete Practice, and Conclusions — facilitators have immense power to affect genuine learning and retention. Where Memory Happens What’s most exciting about the framework is that it maps so perfectly to how our brains and memory work. You see, the truth is that we forget most of what we experience, like that 6-digit authorization code you got an hour ago. Brain scientists Elizabeth Kensinger and Andrew Budson, authors of The Science of Memory: Why We Forget and How to Remember Better, explain that our brains likely evolved as they did so we don’t drown in minutiae and can focus on new information that will keep us alive and safe. Instead of remembering everything that crosses our mind, we remember just what we take time to think about, process, encode, store, and retrieve. “Memory is the residue of thought.” ~ Daniel Willingham Training that’s both designed and delivered with this in mind will be most memorable. The challenge for any trainer or presenter is to help their audience focus on information long enough for it to be held in the hippocampus (short-term memory storage) and engage with it enough that it moves to the cortex (long-term storage), which happens while we sleep. This must be done at each of the four stages of learning: C1 – Connections – creating mental links to current pertinent knowledge C2 – Content – learning and experiencing new material C3 – Concrete Practice – practicing new skills and putting new information to use C4 – Conclusions – reinforcing, recalling, remembering, and planning next steps How Memories are Encoded Sometimes experiences stick with us because they effected us profoundly and we spend a lot of time thinking about it before, during, or after the fact. For all the other stuff we experience day-in and day-out, we need to mentally tag it, for it to stick in our minds. Tagging or “encoding” information is an active process requiring F.O.U.R. actions. We must: Focus – Put time and effort into holding the memory. Organize – Chunk material into related groups (because most remember 4-7 things at once). Understand – Make sense of difficult material or experiences. Relate, Recall/Retrieve, Repeat* – Tie learning to something we already know. These FOUR work together and reinforce one another. For instance, organizing helps with understanding and takes focus. Through understanding, we relate new information to prior knowledge, and so on. Next, as we pair this F.O.U.R. with the 4Cs (4 x 4), we see that: Connections help learners relate new material to something they already know Content. learning new material requires focus, organization of principles, and repetition Concrete Practice and putting new learning to use reflect deeper understanding, and focus Conclusions, or planning next steps, similarly necessitates repetition, recall, reinforcement, understanding, and relations 6 Brain Principles to Increase Focus! Through each stage of the 4Cs framework – Connection, Concepts, Concrete Practice, and Conclusions – a facilitator’s goal is to help learners engage with new materials in ways that require focus. The more focus, the more areas of the brain that are engaged, the better. Bowman’s 6 brain principles can guide us toward approaches that increase the likelihood of successful encoding. Here’s why… Movement beats sitting – both because it involves multiple areas of the brain and helps move oxygen to the brain, giving it fuel. Writing beats reading – it requires movement, tactile input, focus, organizing notes, and occupies multiple areas of the brain. Talking beats listening – listening is passive, but talking requires focus. Images beat words – for several reasons: humans think in pictures, images evoke emotion, and images are colorful and creative. Images also help us chunk multiple thoughts into a single concept. Shorter beats longer – the hippocampus has limited capacity. Breaks give learners time to organize, relate, and re-focus on what’s important and worthy of memory. Different beats same – we notice what’s new and stop paying attention to things to which we’ve we’ve grown accustomed, like the new curtains we hung years ago and couldn’t take our eyes off of are now invisible to us. “4 by F.O.U.R.” EXERCISES & ACTIVITIES Brain-friendly learning exercises for each of the 4Cs might include the following, which involve a rich combination of movement, writing, talking, images, and brevity: C1 – Connections The first step calls on trainers to help learners connect with new content and other learners. They can do this by: Mingle & Mention – find a partner and explain why you’re taking the class Share 3 – explain to another participant 3 things you already know about the topic Sort & Match – with a partner, organize new principles by moving them into place Dot Voting on Outcomes – place a dot by the learning outcome you hope to achieve Find a photo – choose a picture from an image deck that reflects your feelings about the topic C2 – Content Delivering new content, the primary goal of learning, calls on trainers to expose learners to new material in ways that will engage their full brain and focus. They might facilitate the encoding of new material by having learners: Map a journey or order next steps – create a timeline or road map Illustrate a concept – pull out the art supplies and get creative Create a mind map – illustrate how different concepts fit together Create a cheat sheet – organize concepts and highlight key points Compare multiple approaches – discuss options in small groups Amplify/Reduce – what would happen if new concepts were moved to extremes Critics Corner – stand, walk to a corner, say what could go wrong if… C3 – Concrete Practice When practicing new skills or putting new information to use, learners can make the material their own through exercises like these: Fill in the blanks – complete old-school-style worksheets “Gallery Walk” through pictures, collages, or image boards – have students explore the projects or synopses that other groups have put together on a topic Stage a debate – Role plays different situations – set up practice sessions to try different approaches in a safe environment Teach back – have students teach back a segment to one another or a colleague C4 – Conclusions Finally, the practice of recalling, remembering, and planning next steps helps reinforce newly learned information. For instance, learners might engage in one of these activities that would require focus, understanding, and the use of their new knowledge: Prepare and share a presentation Stage a debate Postcard to yourself Post a poem Paper Airplane Reminders Brain-Science 4x4 Conclusions When we align our training with how the brain naturally learns, we unlock the true potential for lasting memory, skill development, and behavior change. The Brain Building Blueprints kit, rooted in the 4Cs model and backed by solid neuroscience, offers facilitators a powerful roadmap to create more engaging, impactful, and memorable learning experiences. By intentionally designing opportunities for connection, focused content delivery, hands-on practice, and meaningful conclusions — and by weaving in strategies that maximize focus through movement, dialogue, imagery, and variety — we not only teach better, we honor the way our brains are built to thrive. Ultimately, training that is brain-friendly leaves learners not just informed, but also able to remember, apply, and grow. * NOTE: Kensinger and Budson expound on the importance of repetition and retrieval in the memory cycle, but don’t include it in their description of the F.O.U.R. strategies to start the encoding process. READ MORE Brain Bites – a synopsis of Kensinger and Budson’s, The Science of Memory: Why We Forget and How to Remember Better Brain Science in Training – more on Sharon Bowman’s 6 Principles, including activities to put these into action.

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

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

Personality and style assessments help individuals and teams recognize their strengths, understand how they interact with others, and appreciate differences. Taking an assessment test is only the first step in the process, however. Trainers, managers, and leadership coaches often use the assessments to build self-understanding, as well as to create more effective teams, develop leaders, improve communication, strengthen emotional intelligence, coach and mentor colleagues, build strong relationships, and much more. Here, we look at how facilitators utilize the personality assessment tools and activities, such as the Discovering Styles Thumball from Trainers Warehouse, to achieve meaningful results. Why Bother with Personality Style Tools? Below are the four major goals of assessment and personality type activities. Understand different styles – Recognizing the diverse ways people think, communicate, and work. Appreciate differences – Encouraging respect for different strengths and approaches. NOT pigeon-hole or label! – Avoiding rigid classifications and instead embracing flexibility. Build relationships – Helping individuals collaborate more effectively. Every style is equally valuable – Recognizing that all styles contribute uniquely to a team. Different styles need different approaches – Understanding that successful collaboration requires adaptability. Remember which is which – Learning to identify and work with different styles effectively. Practice. Practice. – Applying these insights in real-world situations to improve teamwork. Popular Personality Style Tools Despite the vast number of personality profile tools available, they all share a common goal: categorizing individuals based on their strengths and preferences. Here are a handful used by the trainers in our community: Myers-Briggs Type Indicator (MBTI) – A widely used tool that categorizes individuals into 16 personality types based on four key traits. DISC Personality Assessment – Focuses on four behavior styles: Dominance, Influence, Steadiness, and Conscientiousness. Hogan Personality Inventory – Used in workplaces to assess leadership potential and workplace compatibility. 16 Personalities – A free, modern adaptation of MBTI with practical applications. HRDQ’s What’s My Style? – A self-assessment tool designed to help individuals understand their preferred communication and behavior styles. Enneagram – A personality system that categorizes individuals into nine core types based on motivations, fears, and behaviors. True Colors – A simple four-color system that identifies personality traits and communication styles for better teamwork and relationships. Clifton Strengths – A strengths-based assessment that identifies an individual’s top talents to maximize personal and professional potential. While each tool uses different names and colors to represent personality styles, they all categorize key traits to make it easier to identify and remember different approaches. Every one of these qualities plays a vital role in a well-rounded, high-functioning team, yet no individual possesses all strengths equally. The key is fostering collaboration and effective communication, as our differences influence both how we perceive interactions and how we respond to them. For example, an assessment tool might align characteristics such as these: Creative, visionary, inventive – Ideal for brainstorming and innovation. Reliable, steady, cooperative – Great at maintaining consistency and fostering teamwork. Charismatic, persuasive, outgoing – Thrive in leadership and social roles. Analytical, data-driven, organized – Excel in structured and logical environments. Decisive, assertive, competitive – Natural problem solvers and leaders. Each framework offers a unique lens for understanding how people think, interact, and make decisions. By recognizing colleagues’ unique preferences, we can approach conversations with greater empathy, tailor our messaging to resonate with others, and create more productive, harmonious environments in both personal and professional settings. Tools and Activities for Assessment Learning Events The ATD Community delivered when I asked about their favorite activities to complement personality assessments. The exercises fell into two main categories: 1) using the assessment reports to draw understanding about the different styles; and 2) interactive exercises formulated around the personality types. For instance: REVIEWING THE ASSESSMENT REPORT Many facilitators structure activities around the assessment reports delivered following a test. Typically, the reports explain the test results and offer tips on how to work effectively with others. Activities based on these reports might include: Discuss what you learned about your own style Share whether you feel the results accurately reflect your preferences Identify qualities you wish were stronger (or less strong) EXERCISES & ACTIVITIES To make the experience more robust and memorable, facilitators draw on additional activities like these: Create a 5 x 7 reference card for each style Identify a pop-culture icon or individual with that trait Share video clips exemplifying various preferences Find a “Personality Twin” Discuss how you can work with or communicate more effectively with others Role-play – share usual response to a question, then edit your response to appeal to a different style The Discovering Styles Thumball to explore Personality Styles While the above activities are all effective, facilitators are excited for the opportunity to use a 3-dimensional tool to make their assessment debrief more physical, full-body activities. Enter the Discovering Styles Thumball from Trainers Warehouse. This activity encourages discussion and self-reflection in a playful and engaging way. Moreover, it can be used to achieve each of the four goals that lead facilitators to conduct assessments in the first place: 1) understand different styles; 2) appreciate the importance of differences; 3) remember which style is which; and 4) practice communicating differently depending on your partner’s preferences. How the Discovering Styles Thumball Works This ball is slightly different from our other Silver Series Thumballs, in that the complete prompt is not written on the panel. Rather, the facilitator comes up with a QUESTION. Below are a few examples that might work well, depending on your goal: Self-understanding: How well do you identify (or not) with this quality? Self-understanding: How, in your role, could you exemplify this quality? Valuing Differences: How does this trait contribute to success in the workplace? Valuing Differences: In what situations is this quality most valuable? Understanding the quality: How can this quality be used to resolve conflicts? Understanding the quality: Who is a famous person that embodies this quality? Putting it to practice: Of those you work with, who do you identify with this quality? Putting it to practice: Given your own style, how would you work with someone who has this quality? Then, the participant who catches the ball reads the personality quality under their thumb and answers the question specifically regarding that quality. In other words, the player might answer, “How does contribute to success in the workplace?” Game Options for the Discovering Styles Thumball Focus on One Question – Players respond to a single question related to their quality. Round Robin – Participants take turns answering different questions in multiple rounds. Team Play – Teams catch the ball and respond to personality-related questions collaboratively. Style Pairs – Players compare two qualities under their thumbs and discuss how they interact. A  Few More Tips For Facilitating Personality Assessments  Consider the Language you use: Not “Type,” but rather… Communication Style Inventory of Preferences Set the stage and set expectations Every style is equally valuable There is no one best style We possess all styles and have a preference for one more than the others Learning about ourselves helps us understand how we interact with others Create a safe space Establish group agreements about how to create a safe space Identify a “parking lot” to store difficult topics for deeper dives at a later time Final Thoughts Personality assessments and interactive tools like the Discovering Styles Thumball make self-discovery an engaging process. By learning about different styles and practicing adaptability, individuals and teams can communicate more effectively, resolve conflicts constructively, and build stronger relationships. READ MORE Personality Style Activities  

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

As trainers, we always hope to create lasting new memories, chock full of learning to support improved work performance. Given how bombarded we are with social media images and marketing messages every day, it’s crazy that anything new “sticks” in our brains. That said, we trainers might have an opportunity here, which we aren’t yet seizing. Faced with so many challenges, people’s longing for simpler days is stronger than ever. So let’s jump on the bandwagon and harness the power of nostalgia in training. Memory cycles and the importance of nostalgia in training First, let’s take a moment to draw on our knowledge of brain science and our understanding of how memory works. After all, brain scientists remind us that our brains are wired to forget much of what we take in. To remember more trainers do best by: Linking new information to a scaffolding of existing memories Eliciting feelings of happiness to encourage the release of endorphins, which enhance memory Extending the amount of time learners spend digesting and thinking about the new material. Nostalgia is defined as a sentimental longing for the past, typically a time and place that carries happy personal memories. Perfect! For trainers, nostalgia checks all three of these boxes about how to remember more — it creates the scaffolding to bridge new information to old; elicits feelings of happiness; and involves spending time thinking back. 5 Practical Applications of use Nostalgia in Training Trainers can use nostalgia to enhance learning in a variety of creative ways. Below are just a handful of tools and resources: Create “think back” connections from the start Open sessions with relatable anecdotes, imagery, or cultural references that evoke shared memories. Alternatively, ask learners to think back about: Something they already know or learned about this topic in the past A time when ignorance was bliss–when knowing this information wasn’t necessary or might have changed a situation A photographic or illustrated image that reminds them of anything related to the new topic. Climer Cards are great for this as they’re likely to spark memories that might not otherwise be top of mind. Leverage Sensory Cues Incorporate music, visuals, or even scents that transport participants to a specific time or place. For example, playing a well-loved song from a relevant era can activate memories while setting a positive tone for learning. For a creative experience, have teams write new content-related lyrics to an old familiar song. Use memories of the past to anchor lessons Storytelling is a natural vehicle for nostalgia. Sharing stories that connect to universal themes, such as overcoming challenges or achieving success, can prime learners to emotionally engage with the material. Use a Shaped by Our Past Thumball or UNZIP-it! Deck to draw out past experiences. Ask those sharing to relate their past experience to a current topic-relevant challenge. Assemble a LEGO structure that relates to a prior understanding of your topic LEGO toys alone are likely to bring back some feelings of nostalgia or memories of the past for many learners. However, whether or not this is the case, the familiar childhood toys are an amazing adult learning tool. 21 LEGO Activities for Training offers handfuls of ways to use building structures to create connections with content, as well as teach communication, leadership, and other soft skills. End by inviting personal reflection At the end of your session, when it’s time to reinforce learning, ask learners to do a short journaling activity. Have them reflect on and write down, three top learning moments. Next, ask them to jot down 1 prior memory or image they can use as a memory jogger. Encourage them to visualize that image supersized beyond belief. Finally, have them share the learning points and memory joggers with a partner or small group. Why Nostalgia-based Training Works Rooted in brain science, nostalgia isn’t just about reminiscing for the sake of sentimentality—it’s a powerful cognitive mechanism that can supercharge learning. After all, training is most effective when learners are emotionally invested and when the content resonates with their lived experiences. Nostalgia enhances both. By activating positive emotions and leveraging long-held memories, nostalgia gives meaning to new concepts and makes them memorable. At its core, nostalgia isn’t just about looking back; it’s about moving forward with purpose. In the context of training, it’s a tool to honor the past, enrich the present, and create a future where learning truly lasts.

Always on the lookout for new research about the correlation of workplace appreciation with job satisfaction and performance, I was happy to stumble across the latest research study by Canva. I wanted to find out just how much recognition and reward affect workers’ performance. Following are some of the highlights of the Canva Study and other citations noting the importance of creating a culture of appreciation at work: Appreciation correlates with “loving my job” In a recent study by Canva, research showed that 94% of employees who feel highly appreciated love their workplace and 91% love their job. By contrast, of the 18% of employees who reported feeling “unappreciated” or “neutral” about their workplace, only 33% expressed love for their job. An organizational culture of appreciation also correlates with employee satisfaction. 81% of the “very satisfied” employees said their company fosters a culture of appreciation. Recognition improved performance by as much as 24% A large number of studies over the years have verified that recognition is indeed a powerful reinforcer of employee behaviors leading to performance improvement. 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 ). Finally, in a recent field experiment, informal recognition increased performance of workers in the manufacturing setting by 24% (Stajkovic and Luthans, 2001 ). … 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.”  Progress, Catalysts, Nourishers In a May 2011 article in the Harvard Business Review, Teresa Amabile and Steven Kramer explain how to “truly engage your workers.” They suggest: “Help them see their own progress.” Workers’ diaries in a number of jobs show that good days are characterized by three things: progress, “catalysts”, and “nourishers”, and bad days are marked by the opposite: setbacks, inhibitors, and toxins. Thanks to Kim Marshall and the Marshall Memo, for his brief synopsis of this great article. “The Power of Small Wins” by Teresa Amabile and Steven Kramer in Harvard Business Review, May 2011 (Vol.89, #5, p. 70-80), no e-link available; the authors can be reached at tamabile@hbs.edu and stevek1006@workevents.net. So what types of non-monetary rewards are the most effective? Bob Nelson, author of 1001 Ways to Energize Employees reports research indicating that the type of recognition employees appreciate most is recognition for their work. In fact, 78% of employees indicated that recognition by managers for good work was “very” or “extremely” important (Nelson 2004). The number one choice for recognition is sincere praise given promptly with specific examples. INFOGRAPHIC: Just Right Recognition   READ MORE Just-Right Recognition – a dozen ways to say “good job!”

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

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

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

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

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

In a previous post, I shared the basics of facilitating a Jeopardy-like game. However, after a discussion with Learningware’s Dan Yaman, I wanted to offer a handful more tips to maximize the success of your learning reinforcement game. The #1 tip for facilitating Jeopardy-style learning games: MAKE IT FUN! We humans remember best when we link learning to a positive emotional state–that is, when we make it fun! The following tips should help increase the fun, reduce the stress, and optimize learning. GAME SET-UP Team Set-Up A strong team experience is core to creating an exciting and memorable learning experience. Here’s how to make it happen: 3 teams is optimal when playing Jeopardy-style games. This is true for a couple of reasons. First, teams finding themselves at the bottom of 5 is less defeating than being at the bottom of three. Also, more people feel like they’re “in the game.” 5 should be the maximum number of teams in any one game. When identifying team names, you have a couple of options. You might have the teams themselves come up with a team name. However, if you’re short on time and don’t want teams to get hung up on this, you might use ChatGPT to generate some funny thematic names from which your teams can choose. Use the team set-up as an opportunity to build energy and get players cheering. See the facilitation tips (below) for more on this. Formulation of great questions When designing questions, determine which format will best serve your learning needs: Multiple Choice Multiple-choice questions are best used to test recognition. While often easier to answer, they allow everyone to participate. With multiple-choice questions, be careful to include only one correct answer. You may be tempted to include “All of the above” as one of your options. A better choice is to ask players to “identify the one answer that is NOT true.” That way, players will be forced to think about each of the answers in your list, rather than noticing that at least two are correct. Open-ended Open-ended questions require recall rather than recognition, making them more difficult to answer. These questions are recommended for team play. Be sure not to make questions too easy! It’s most fun when teams are challenged and must work to think of the correct answer. Question Category Names No need to get tricky here. Be sure the category names represent the content of the questions so players can focus on the content, not the cute names. Ring-in and Question Timers Because Jeopardy-style games reward fast readers and fast thinkers, you’ll be well-served to use an answer timer to limit contestants’ ability to ring in before a question is read. By doing this, you’ll level the playing field a bit, especially if you have non-native English speakers and/or different levels of players. With tools like Gameshow Pro software or Who’s First Buzzers, you can manually prevent players from ringing in until you’ve finished reading the question. After players ring in, limit the allowed time for them to begin answering the question. 5 seconds should suffice. This way, they can’t ring in before coming up with their answer. Vet your questions Before you hit the “big stage,” test your questions to see if they make sense and are appropriately difficult to answer. FACILITATION Create an emotional state We start with this, again, because making the experience fun is critical to learning and retention. Furthermore, the energy you establish at the start will carry through the whole experience. To ramp up team energy: Get participants cheering for their team. As you introduce each team, ask them to “make some noise” for their team. See which team can cheer the loudest Use playful sound effects for buzzers, etc. Maximize participation in big classes If you have large teams, select 3 people to represent each team. You can change who those representatives are, but you’ll need a few selected people to hit the buzzer and say the answers. Assign everyone in the audience to be in one of the teams, so they feel they have some “skin” in the game. Use games throughout training, not just at the start Game shows are wonderful for reinforcement and testing knowledge, but they can also be a playful way to introduce new content or test existing knowledge before a new segment is taught. In such situations, the facilitator can control more aspects of the game. Instead of the players selecting the question category and point value, for instance, the facilitator can do it. This way, instructors can introduce new information in a sequence that makes sense. Remember, it’s perfectly okay for the facilitator to adapt the rules to suit their needs. Managing the “What ifs…” If players are tending to choose questions for 500 points and you’d rather start with 100 point questions to build a content story, have players pick the CATEGORY, but not the point value. If one team is answering everything… Consider make-up of teams from the start and mix experienced and newbies on a single team You can offer “extra credit” to another team, if they can answer a follow-up question correctly. If you’re running short on time, 2 minutes before the end of the game, jump to your “Final Question” Make it Fun with Game Shows! Game shows are a dynamic way to add energy and effectiveness to your teaching strategy. Hopefully, these tips will help you make it a tad easier! Following are some additional resources to “up your game”! SCHEDULE A DEMO OF GAMESHOW PRO Watch a prior demo of Gameshow Pro Watch the discussion about Game Show Facilitation Tips Learn the Jeopardy-Style Game Basics Download the book: I’ll Take Learning for 500

Looking for Time Management activities for employees, college students, or high school students? Try one of these, that I’ve collected from a variety of LinkedIN discussions. If you want additional time management resources, Trainers Warehouse has curated tools from the US, UK, and beyond! Try the Time Trial activity to practice daily planning, prioritization, and utilization of resources. The Emergency Delivery Game is a two-stage business-based decision-making challenge that requires individuals to process information and develop a workable team strategy in a limited timeframe. 1. Time Management Thumball This dynamic tool facilitates conversation and understanding on all topics relating to time management. Its 31 thought-provoking conversation prompts empowers players to explore their individual time management challenges and opportunities. Cover topics such as procrastination, technology, sleep, priorities, urgency, importance, planning, delegation, etc. Prompts cover Topics for Reflection, such as: Identifying time thieves Understanding when and why you lose track of time Identifying feelings about planning, to-do lists, and deadlines Setting priorities Strategies for Better Managing Time, for instance Managing interruptions Delegating tasks you don’t need to do yourself Structuring time and breaks Saving time 2. The Mayo Jar Divide the group into teams and give them each a large glass container. The Mayo Jar is to be filled with as much material as possible. The material can be rocks, stones, gravel, sand, etc. (But you can use anything.) The larger materials should be placed in the container first and then followed by the next to the largest, and so on… In this order, you should be able to fit the most into the container. You can come to your own conclusion for the activity based on your need. The rocks (due to size) would be the most important items to complete. (Can be home activities…work/life balance.) Then stones would be every day has to finish items. Gravel can be the project(s) that need to be completed. Sand could be the extra work that was just assigned to you. I allow the groups to fill their own container without detailed instructions. I tell them to fill their containers with as many materials as they can. And then we talk about the order they selected. If they had an order…and what the materials represent to them…etc. I use this communication to lead into training. Mayo Jar materials can be found here. Posted online by Darlene Bailey For a video that exemplifies these time management activities, click here or here. 3. $86,400 * Time Management Activities Tell participants they have $86,400.00 to spend any way they wish. The only restrictions are that they cannot bank any money and if they do not use any of the money they lose it. We then discuss why and how they spent the money the way they did. I then tell them that 86,400 is the number of seconds we have each day and that as often as possible they should consider spending their time on things that are important to them as they did with their money. NOTE: This is good for all ages, whether you’re looking for time management activities for high school students, college students, or employees. Posted online by Joseph Argenio 4. To Do (on not TO DO) Matrix Introduce the Importance/Urgency matrix with the To Do Matrix Notepad. Remind your group that tasks in the top left quadrant (Urgent AND Important) should be done immediately. Tasks that are important but not urgent should be scheduled for down the road. Urgent-but-less-important tasks might be delegated. Tasks that are neither urgent nor important might be considered busy work be put at the bottom of the to-do list, or taken off entirely. On the other hand, sometimes knocking off (and crossing out) an easier task will give individuals the energy they need to tackle those activities in the top-left. Click here to download Matrix 5. Ribbon of Life Take a colored ribbon length of approximately 1 meter/100 cm. and scissors.Start with the following questions: If the life span of an individual is say, 100 years. Consider that each cm represents one year. The response will be that few live that long. Assuming a life of 75 to 90 years, cut 10 to 25 cm off the ribbon, accordingly. What is the average age of the participants sitting here, the response would be 25 to 30 depending on the group, in that case, cut another 25 cms of the ribbon and say that is gone you cannot do anything. What is left is 50 years? People will say, “Yes,” but the answer is NO. Every year we have 52 weeks, that is 52 Sundays. If we multiply that by 50 years, it comes to 7.14 years. Reduce the ribbon by another 7.14 cm. We also usually have Saturdays off, so reduce another 7. cms. Public/National holidays are 10 multiple with 50 years. That comes to another 1.5 years. Reduce ribbon by another 1.5 cms. Your casual leave, sick leave, and annual holidays approx. 40 days a year, multiplied by 50. Cut off another 5 cms. Now you are left with about 29.5 years. But, the calculation is not over yet. You sleep an average of 8 hours daily; multiply that by 365 days and again by 50 years ( i.e. 122 days X 50 = almost 17 years). Cut off another 17 cm. You spend time eating lunch, breakfast, snacks, and dinner total 2 hours daily (i.e. 30 days a year X 50 years= 4 years or so). Cut off another 4 cm. Last, let’s figure we spend about 1 hour a day traveling from place to place for activities and such. (that’s about 2 more years). We’re down to 6 (SIX ) years of life to make it or break it. ALL THE BEST TO MAKE BEST USE OF THAT (SIX) YEARS. Posted online by Joseph Antony 6. Time Management Icebreaker Activity – Lists & Priorities Explanation Divide participants into teams of five to eight. Unveil the numbered list of tasks. Explain that they have ten minutes to collect as many points as possible. They must be safe, and they only have ten minutes! Activity Give participants ten minutes to perform their tasks, and enjoy the show! After ten minutes, add up their points using your pre-designed matrix and announce the winner. Keep the list of tasks; you may want to tape it to the wall. Debrief After the activity, discuss learning points. Possible discussion topics include: How did teams decide what tasks they wanted to do? Most groups will analyze the time the task will take and/or the difficulty level, compare it with the value (possible number of points), and prioritize as a result. We do this when managing our time, too: we often choose the high-yield, low-effort tasks over the low-yield, high-effort tasks (and rightly so!). Are any decisions based on task dependencies? For the name card task, for example, teams received bonus points if they used team nicknames. Performing these two tasks together would triple the points received. This often happens in life, too – batching tasks increases your results exponentially. What group dynamics came into play? If participants knew each other before, they may feel more comfortable performing a personally risky activity, like singing a song. This comes into play when prioritizing tasks, too; we’re more likely to stay within our comfort zone, especially if we’re working in a team. Preparation Write out the following list on a piece of flip chart paper. Ensure that it stays covered until the end of the activity explanation. Do a lap around the room (5 points) Create something for the instructor to wear, such as a hat or tie (10 points; bonus 5 points if the instructor actually wears it) Find out something unique about each person on the team (5 points) Sing a song together (15 points) Make a paper airplane and throw it from one end of the room to another (10 points) Get everyone in the room to sign a single piece of paper (5 points) Count the number of pets owned by your group (20 points) Assign a nickname to each member of the team (5 points) Create name cards for each team member (5 points; bonus 5 points if you use your team nicknames) Make a tower out of the materials owned by your group (10 points) Convince a member of another team to join you (20 points) Name your team and come up with a slogan (5 points for the name, 5 points for the slogan) Re-create the sounds of the Amazon rainforest with the sounds of your voices (10 points) Make a list of what your team wants out of the workshop (15 points) Form a conga line and conga from one end of the room to another (5 points; bonus 10 points if anyone joins you) You can customize this list as you wish; just make sure there is a point value (which is completely up to you) assigned to each item. This Time Management Activity was Posted online by Rasha Alshafie 7. Blind Polygon Set up: Depending on your group size you may have to divide your group into teams of 9 -15 players. Blindfold each person. (NOTE: If you have more people than blindfolds then require them to close their eyes. Let them know that trust and integrity are key to a successful outcome.) The Challenge: Place a length of rope in the center of the circle. Explain that their task is to form the rope into a shape of your choosing–a square, a “Z,” or a pentagon. Everyone must be in contact with the rope at all times and they must use the entire rope. No tangles or knots are allowed. When the group feels they have made whatever shape you specified they can set it on the ground and take their blindfolds off. Debrief: During the event, you will see all sorts of personality styles, leadership styles, communication styles, and definite pecking order. Regarding Time Management, the group’s process is often very hectic. You can discuss team time management or use the experience as a metaphor for personal time management, asking “what is the most efficient way to accomplish a task?” The group will find that when they are deprived of sight, their normal ways of accomplishing a task are thrown into confusion. As part of your debrief talk about what process they would use if they were to do the exercise again. This is also a great processing tool for management training because I can assure what happens when they are blindfolded will not be what happens at the office. This time management activity for high school students, college students, or employees was posted online by Larry Riggs 8. “Big Picture” Puzzle Challenge The Challenge: Divide your group into teams. Give each team a puzzle with a similar level of difficulty. Don’t give them the “Big Picture” of what it will look like when completed. Push them to complete the puzzle as quickly as possible. Interrupt the process after about 3 minutes and ask, “What’s missing? What’s making this difficult?” Likely they will identify the absence of the completed “Big Picture” to use as a guide. After you give them the big picture, ask them to complete the puzzle. They will do this much faster now. Debrief: Explain that having the perspective and clarity of the Big Pic helps one to plan weekly and day-to-day activities much more effectively. If NO Big Picture is available, then time is spent on urgencies, likes, and what others want one to do. This Time Management Activity was posted online by Ajit Kamath 9. How long is a minute? At the beginning of session, I ask people to close their eyes for 30 seconds and after that to open it. Nobody can watch the clock and I don’t measure the time. All I ask of participants is to open their eyes after what they believe has been 30 seconds. Of course, they all open them at different times. Afterward, we talk about our understanding of time. Even though everyone has an equal (24 hours a day or 30 seconds for exercise), in fact, we experience it and use it in different ways. Some of us experienced it as a short period, others as a long time. This always works as a good opener. Posted by Darko Todorovic Another more physical variation of this time management activity was posted by Prasad Narayan Susarla. He wrote: Cover all the clocks in the room, then ask participants to remove their wristwatches and stand up. Instruct them to sit down when they think 1 minute has elapsed after you shout “Start” to begin the countdown. You will be surprised by the results. Just enjoy the fun that follows this activity. To make it more interesting I run this same activity a second time wherein I change the time to 2 minutes. 10. Time Squared I give the participants 3 pages with 24 squares (representing 24 hours of a day) printed on them at various phases of the program. For the more finicky participants, I have a sheet that further divides the Hour Square into 4 Quarters. Hand the 1st page to them immediately after setting the context. Ask them to fill the squares (based on the time they spend) and label them with routine activities of their regular day like sleeping (6 hours = 6 squares), bathing, eating, travel, TV time, etc. Hand the 2nd page out after you’ve discussed “Time Wasters.” This time, ask them to fill the squares showing non-productive time at their workplace like tea breaks, water cooler chats, personal telephone calls, emails, etc. Late in the day, distribute the 3rd page. Ask them to collate the data from “Page 1” and “Page 2” on the 3rd Page. The empty squares represent their productive time. Using the 3rd page the participants are asked to identify activities from which they can mine time to increase their productive time. Learning outcome: Identify time wasters and time spent on routine activities. Where to mine for time. Time Management Activities posted online by Prasad Narayan Susarla 11. Ace of Spades This exercise requires two volunteers and two decks of playing cards. I give one deck of cards to each volunteer and then have them race to find the Ace of Spades. What they don’t know is that one deck is in order ace to king, in the correct suits, and all facing the same direction. The other deck is all mixed up and some cards are facing forwards and some backward, making it a lot harder to find the Ace of Spades. They have fun racing, but usually, the person with the mixed deck gets frustrated or complains that it’s not fair. It’s fun and a good way to relate good organization skills to time management. “Suited” for all ages; Time management activities for high school students, college students, or employees posted online by Clay Pennington 12. The Money Value of Time If you only have one hour – and especially for a business audience – focus on creating a new conceptual mindset called the “money value of time.” Have participants break down their activities into cost and profit centers, and then focus on investing their time in those activities that yield the highest value for them personally and for the firm. Posted online by Tim Phillips 13. What I did Yesterday . . . Ask the delegates to jot down 10 things they did at work yesterday ( no order, no prompts, no comments). Next, on a separate sheet of paper, ask them to jot down the 5 topics that they expect to discuss at their next appraisal or performance review. Have them look at the two lists together and mark in some way on the first list all the things which have a direct link to the second list. (Delegates may try to make indirect links to justify why they did certain things!) The lightbulb moment is the recognition that we spend time on things that have little or no consequence on our performance. I usually ask them to plot the list of 10 things on an “Importance/Urgency” grid. They need to concentrate on the “important & urgent/non-urgent(therefore, planned) activities. I like this activity as it clearly links performance with activity. Time management activity posted online by Murali Iyer 14. Paper Boat Activity Set-up All you need for this one is some newspaper. Divide your group into teams of 4 to 5 members each. Ask them to select/elect a Team Leader. Then take all the team leaders out of the training hall and teach them to build a paper boat. To make sure they understood, have each person build their own boat with the small square piece of paper you give them. Before you dismiss your leaders, share these instructions: I am giving you 4 sheets of paper (the sheets you give them should be rectangular in shape). Your job is to build 40 boats all of the “Same Size” & “All must stand or should not sink flat when the activity is over.” Quality (shape, finishing, appearance) and Quantity (40 boats) are both important. Time frame: 15 minutes maximum from the moment you go to your team. Now let them complete the task; give them 15 minutes. Paper Boat Debrief Did the Team Leader clarify the goal to the team members? Were the roles clarified so that everyone on the team would know who will do what? Did the team members get overwhelmed by the activity or understood what is important? What was the focus on – Important or completion? What style of leadership did the team leader play? Did the team members ask for clarification about their role or goal? Was there any planning for the use of the newspaper, people, and the time available? How can they relate “boat making” to “doing work” in the organization? Time Management Activity Posted online by Bharat Thanggaraaj 15. Circadian Rhythm Ask each participant to plot their day from waking up to going to sleep in hourly blocks and ask them to identify if they are naturally: ‘on fire’ ‘vibrant’ ‘cruise control’ ‘at 70%’ ‘distracted’ ‘slowing down’ ‘tired’ ‘hungry’ The key is to get them to not think about their workload but their natural energy levels so try and focus them to think about a typical day off. Ask them to link this to workplace time management…when you are ‘on fire’ you should be tackling the big important tasks as you are more likely to get it done, and when you are lethargic you should do the mundane filing, etc. If you have participants post their rhythm on a wall, it can be eye-opening for individuals and for teammates to know more about their colleagues. Time management activities for high school students, college students, or employees – posted online by Richard Armitage 16. Colored Blocks – great for prioritizing Take blocks of different colours, put them on a table, and explain the task: each individual must pick up as many blocks as they can in the allocated time frame, with these ground rules: They must pick up with their non-dominant hand They may only pick up one block at a time. PHASE 1: Give them 1 to 1-1/2 minutes. When time is up, record their name and the number of blocks collected on a flip chart. Celebrate the winner, then spread out the blocks again for Phase 2. PHASE 2: Before starting the second phase, arbitrarily assign values to the block colors (i.e. yellow block 1 point, red 2 points, etc.). Repeat the exercise. Now they must reflect the number of blocks as well as the number of points. Debrief can then focus on the need to prioritize. Time Management Activity posted online by Kevin Smith 17. Hungry Chick Inn In this in-depth exercise, available from the Trainers’ Library (www.glasstap.com), teams are given the challenge to re-open an inn to receive guests in 13-days time, with a huge number of tasks and a limited budget. Success requires planning, organization, time management, teamwork, and project management. Allow 90 minutes, plus debriefing. Posted online by Rod Webb 18. 60-Seconds Game We all know a minute is the same as 60 seconds, but the passing of time may feel quite different to each of us. A minute might also feel different if you’re holding a plank position or luxuriating in the shower. To create greater awareness of individual’s different perceptions of time, try this: Ask your participants to close their eyes. After you say “go,” have them stand when they think 60 seconds have elapsed. Invite them to open their eyes after they stand up. READ MORE on Time Management Activities… Brain Science Procrastination Tips The Mayo Jar More Time Management Tips Time Management Tips Infographic

I learned about the “team breath” at a recent conference. Well, maybe I didn’t just learn about it, as I’ve been practicing yoga for almost 7 years now. At yoga, classes typically open and close with a “cleansing breath.” In fact, at its core, yoga is a “breathing practice.” This is what my yoga teacher tells us in every class. While the 5000-year-old tradition draws together the mind and body, today’s yoga poses (a.k.a. asanas), sweating, and core strengthening are secondary to the discipline of focused, meditative breathing. So, she reminds us at every class “If all you do is sit for an hour, focusing on breathing in and out, you’re doing yoga.” But let’s get back to it. Applied to training, the execution of a team breath is quite simple. Announce to the group that together you will take a “team breath.” Ask everyone to slowly draw a deep breath in through their nose. Then, ask them to release it, even more slowly. Go ahead and do it with them, making your own breath audible. That’s it. Then pause. Take a beat. When and why take a Team Breath? Deep breaths tend to calm our mind and body, helping to reduce stress and refocus the brain. They’re useful for trainers and their learners alike, throughout a training event. Consider integrating a breathing pause at these junctures: At the start: Introducing the Team Breath at the beginning of your session will calm your nerves, relieve anxiety, and slow your speaking pace. However, students will also benefit. Think of it like pressing a reset button. For any who rushed to make it to class on time or have their minds swimming with thoughts, simply focusing on breath creates a separation from the craziness of whatever came “before.” So, after your brief intro, pause, and take a Team Breath. Regroup in the middle: If you’ve just finished a long explanation or a heady topic, or if you find the group’s energy is waning. Try a breathing exercise. Transitions: When you’re about to move onto a new topic, pause, breathe, then move on. Or, after a super fun game, take a moment to let the excitement settle and the learning imprint. Stop, breathe, and discuss what’s next. Weariness: You may find your group is tired after a long session, but you’d hoped to close with one more chunk. Introduce a breathing exercise, to prepare your group for the home stretch. Refocus: Perhaps a handful of participants are having a side conversation and you want to gather everyone’s attention. This too might be a good time to take a Team Breath. Stretch: Finally, you want to add movement to the session because everyone’s been sedentary for too long. Stand, stretch, and then. Take a Team Breath. Inhale as you take a body-opening stretch; exhale as your body contracts and pushes out the air. Many Forms of a Team Breath A single deep inhale and exhale may be enough. However, if you use the technique frequently, you may want to mix it up and add some variety and impact with this array of breathing exercises: The Fog: Breathe in through your nose (2 seconds); open your mouth and exhale, like you’re fogging a mirror. Whistle Style: Breathe in through your nose (2 seconds); purse your lips and blow out slowly. Like a Lion: Inhale deeply through your nose; open your mouth, stick out your tongue, and exhale. Ujjayi Pranayama (a.k.a. Darth Vadar): Breathe in through your nose (4 seconds); keep your lips sealed and breath out, making a raspy sound. Right-Left Nostril: using a thumb and finger, inhale through your left nostril, exhale through your right; then switch sides. Equal In & Out: Through your nose, breathe in for 4 counts then out for 4 counts. Box Breath: Breath in for 4 counts; hold for 4 counts; breath out for 4 counts; hold for 4 counts. Body Breath: Place one hand on your chest and the other on your belly; slowly breathe in feeling your chest expand then slowly exhale. Count to 10 and let it go: Take long, slow breaths, as count to 10 in your mind. Om: As a group, take a deep breath in, very slowly let it out as you say Om (see how long you can make it last). 6 seconds: Take 10 six-second breaths — in for 6 and out for 6. 3 x 1: Take three quick “sips” in, then one big puff out. 60 in 60: for 60 seconds, focus on contracting (pulling in) your belly to quickly exhale (let the inhales happen on their own). 4-7-8: Breathe in for 4 counts; hold for 7 counts; breathe out for 8, making a “woosh” sound. Repeat for 4 rounds. Mornin’: Raise your arms above your head and take three deep breaths. Mantra breathing: Repeat to yourself: I breathe in “peace, happiness, acceptance.” I breathe out “stress, worry, anger.” I Am – Mantra: Breathe in “I am,” Exhale “happy”; Breathe in “I am,” Exhale “fearless”; Breathe in “I am,” Exhale “enough” Brain Science Behind a Team Breath Okay, I admit I’m not a brain scientist. However, I have done enough research on memory and the brain to confidently stand by these explanations about the positive impact of breathing exercises in learning environments. Improved focus: Calm, deep breathing helps clear out distractions and focus on our minds. By refocusing, we can turn our attention to the specifics of the learning content. We remember beginnings and endings more than middles: By pausing for breathing exercises, we create additional opportunities for new beginnings. Reduced stress improves memory: Deep breathing exercises signal our brain that we’re safe, thereby reducing stress hormones like cortisol, which are known to impair memory. When it comes to yoga, I’m the first to run from “hippy-dippy” practices. That flavor of yoga just isn’t my thing. Still, I’ve come to appreciate the calming effect and focus that result from pausing, reflecting, and breathing deeply. The next time you need to refocus your group give it a try. If you go all-in, and then want to startle your group out of a meditative, reverie, a three-toned chime could do the trick. READ MORE Learning from Yoga