Crossword Puzzles!

The Crossword Game
Don’t forget the tried and true crossword puzzles! Here are some new takes on an old favorite.

If you are creative with words and want something everyone will participate in and learn from, then use crossword puzzles. They are certainly not new on the adult learning scene, yet crossword puzzles are a hit every time. Who doesn’t enjoy a crossword puzzle!?

You will need a whiteboard or chalkboard and the tools to write with. You can use a variation as well by printing and giving the crossword on paper to everyone and have them each try to solve it for 10 minutes.

The clues to the crossword puzzle should be about words that are relevant to the topic you are teaching your group. The clues can be questions, answers, etc. Look at a crossword puzzle in a book or your newspaper to get an idea of how to format the clues.

If you do it up on a board as a group effort, then just let them blurt out the answers, but only give out one clue at a time so no one jumps ahead.

If you do this individually, you let each person work on their puzzle for 10 minutes, then have them pass it to their left or right depending on your seating arrangement so that the next person tries to finish the crossword puzzle. Do this again every 5 minutes until all the crossword puzzles are completed.

People retain the things they have to figure out and that they write down. The crossword is a great tool to get them familiar with your topic and to give them the basic information they need to get started with the training you are about to do.

Enjoy!

The Benefits of Mentoring: Tips for Trainers

When adults go back to school, either in the formal sense of pursing a degree, or going for any type of training or job-related skill-building, what they’re essentially trying to do is improve their quality of life. Maybe they want to be more productive or efficient, learn a new skill, earn more money or be considered for career advancement. Whatever the ends are they’re trying to achieve, one of the best means of ensuring success through any training program is having someone, any one, take the time to get involved, care about that person’s successes (and failures) and be there to help and support the student in his or her learning goals. To mentor. As a trainer of adult learners, you can be that all-important mentor to your students.

The best thing students can get from their mentors is a personal investment: assurances from you that they are worth your time and the encouragement that whatever they’re seeking to achieve, they can do it. Whether students have come to you to learn computer skills or to increase their life-coping abilities, it is their personal connection with you, as their trainer and mentor, that benefits them most. And this applies to all stages of learning.
How do you mentor? Start by building that personal bond with your students, it’s important that the relationship feels natural and uncontrived. Think of how close relationships are built with those around you in your own life, and model your relationship with your students in that way.
Here are three tips to help you along:

1. Show that you genuinely care about your students. This will make the biggest difference with them. If your efforts are forced or insincere, people will see right through you! You cannot be an effective trainer if you do not seriously give 100% to your students and live for their successes, big and small.

2. Exchange personal information where appropriate. Share funny or touching stories, ask about their weekends, vacations, hobbies – let them know that the classroom is an extension of their lives, and not an isolated cell.

3. Realize that fun and laughter are critical parts of the learning process. Students learn through humor and enjoyable activities. Cartoons and games can be educational, and will go a long way to helping students feel comfortable in their learning environment and ready to absorb your training message.
When students feel validated, appreciated, recognized, and valued their confidence increases. In addition, you will likely see them put more energy into what they are trying to learn. They will be on time, better prepared, and willing to put forth greater effort. Don’t just stand up at a podium and lecture. Get involved and mentor your students!

Training cartoons are a wonderful way to energize your content and drive home your message. Visit my website for custom, hand-drawn training cartoons on topics like diversity, FMLA, and HIPAA!

A Quick and Easy Adult Learning Styles Quiz

Learning Styles Quiz: Which are you? (Auditory, Visual, Tactile)
A super simple method to help you identify the learning styles of your adult participants. For their benefit as well as yours.
This handout is not designed to explain the differences between learning styles. It’s just a short & sweet 10-question quiz and can be used as a fun classroom exercise. Take it one step further and after quizzes are completed, provide a brief lecture/discussion on Learning Styles 101. Your adult students will really appreciate the information!

The Learning Styles Quiz
1. You’re in class for an important lecture and presentation. Do you:
a. listen to what the lecturer is saying.
b. focus on the words written on the slides.
c. take good notes.

2. When making long road trips as a passenger, which of these are you most likely to bring along with you?
a. An audio book or something to listen to.
b. A book to read.
c. A sketchbook to write or draw in.

3. Which of these is most likely to wake you up quickly in the middle of the night?
a. A noise or disturbance in the room.
b. A light shining on your face.
c. Someone shaking you gently.

4. You are waiting at the doctor’s office for your appointment. Which of these do you do to pass the time?
a. Engage in small talk with the person sitting next to you.
b. Browse through a few magazines or picture/art books.
c. Write a grocery or to-do list.

5. You have to conduct a presentation on the new company email system. To prepare for the presentation you would most like to:
a. Ask someone to explain to you how the email system works.
b. Download the printed tutorial and review it.
c. Visit with an email systems engineer to walk you through the steps he or she takes to put a system together.

6. If you were a counselor at a summer camp for kids, which of these activities would you prefer to do with them?
a. Singing songs.
b. Writing songs.
c. Playing the guitar.

7. You just found out some very good news. What do you do?
a. Call a friend and share the news with them immediately.
b. Write a note to your very best friend telling him/her the news.
c. Find someone to hug.

8. You need to go to the grocery store to buy one or two items. What do you do to remember them?
a. Repeat their names a few time until you remember.
b. Close your eyes and visualize them.
c. Write down the items on a piece of paper, even if you don’t take the paper with you. As long as you write it down once, you’ll probably remember.

9. When finding directions to a location you are unfamiliar with, what works best for you?
a. Asking for directions.
b. Looking up the location on a map.
c. Wing it. You’re sure you will find it if you just get in the car and drive.

10. Think of a cause you are passionate about, like PETA. How do you show your suport?
a. Go and speak to audiences about the problem.
b. Make a poster or create a presentation about the cause.
c. Volunteer to work with kids or people affected by the problem.

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Scoring:

If you scored more a’s, then you are an auditory learner.
If you scored more b’s, then you are a visual learner.
If you scored more c’s, then you are a tactile learner.

Keep your training sessions engaging! Avoid dry, boring lectures and content. Visit WorkplaceToons.com for some amazingly unique training cartoons.

A New Take on an Old Favorite! The Memory Game!

Trainers and students will have fun with this Memory Game. You will verbally present four questions to your students. You may choose to ask the questions consecutively and then begin the "memory" time or you may pause between questions and have the "memory" time following each question. This game is appropriate for any new group in the ‘getting-to-know-each-other’ phase.

To begin, decide which format (from above) of the game will be played. Each student will need one sheet of paper and pen. Instruct students NOT to write names or other identifying marks on the paper. Next, ask the following questions, one at a time, until all students have answered: (1) What is the strangest thing a customer has ever said to you? (2) What is your most unusual talent? (3) If you had to pick one adjective to describe you, what would it be? (4) What Country, State, City are you from?

Go around the room and have each student share their answers with the group aloud. Encourage respectful chatter, laughter, and a light tone. Make sure every student has a turn to share his or her answers out loud.

There are two ways to end the game. One: gather all papers, mix them up and draw one out at a time. Call out the answers and see if students can call out the correct person to whom the answers belong. Two: Post papers along the whiteboard and have students write their guess on each papers. Give them until the end of the day to put names on every paper. For example, let’s say Robert thinks a particular set of answers belongs to Jane. He would write something like, “This paper belongs to Jane by Robert.”

Right before breaking for the day’s session, quickly call out how many and who voted on each paper, have the owner identify him/herself and move on to the next until all students have identified their paper.

For the finale, see which student had the most correct answers and pass out a treat to one or all! Have fun!

Interactive content is a critical component of any adult learning program! For custom hand-drawn training cartoons on highly specialized topics, please visit my website at www.WorkplaceToons.com!

The 'What We've Learned' Game

This game is best played near the end of the day or the end of the training session and used as a review of what has been covered.

For the game, you’ll need one die. Each team should be between four-six participants. One person from each team is appointed die roller. Taking turns, each die roller will roll the die. The face number rolled will be the number of “Things We have Learned” the team will have to come up with and share with everyone else. For example, if Team A rolls a four, they will have to provide four things they have learned in the training session. After rolling, the team will provide their answers to you to write up on the whiteboard or easel or you could have a team member write as the rest of the team calls out answers.

Members of a group will collaborate with each other to come up with the “Things We Have Learned.” Once the first team is done, the next group will roll the die and give their number of ‘Things We Have Learned’ and so on until each team has a turn.

Do not allow repeated items within the group or by other groups. Pass out some treats at the end of the game and thank each participant for playing. Make this a light and fun learning experience. Your participants will be surprised with how much they have learned!

This game provides a great way to review a topic or entire training session and helps participants remember/recall what they have learned.

www.WorkplaceToons.com

A Word that Best Describes Me (Icebreaker)

This game will help a new group of participants in learning each other’s names and a little bit about personalities too. Participants can remain at their workstations or you can get them to form a circle. You won't need any prep time or supplies. This icebreaker is very simple to run and is perfect for the first day.

You’ll start with a brief explanation of the game that goes something like this:

In this game we will go around the room and you will be introducing yourself by giving us your first name with an adjective in front of your name that you think best describes you. The key though is that the word that best describes you must start with the same letter as your first name.

As the instructor, you should probably go first to provide an actual example of how it’s done.

Let’s say your name is Hank. You would say, ‘Hi, I’m Happy Hank.’ Each person takes a turn then says a word they think best describes them followed by their name. The word must start with the same letter that their first name does. Here are some examples: Joyous Julie, Careful Chris, Outrageous Opal, Nervous Nancy.

You’ll be surprised at how easy it is to remember everyone’s name after this game! Now you can also play a more difficult version where each person has to repeat everyone’s name and associated word that came before him or her. If you really want to make it tricky, have each participant rattle off the name and descriptor for everyone who came before him/her.

Have fun and don't forget to check out my ever-growing library of hand drawn training cartoons at www.WorkplaceToons.com!

The Name & Gesture Icebreaker

This game is a lot of fun! There is room to modify as needed so use your imagination to create an icebreaker that engages and inspires your learners!As always with 'name games' this one works great for the first day of training to get to know each other, break the ice and have some fun.

First, you'll say your name and accompany your name with a gesture. You can hop on one leg, wave, hop, say woohoo, or whatever gesture you want.

Then you’ll point to someone and they must immediately say your name and repeat your gesture, then say their name and add a gesture. Then they point to someone who hasn’t been called on. That person repeats his or her name and gesture then does their own with a gesture and so on around the room until everyone has been called on.

You can add on to the game by pointing to someone and asking them what someone else’s name and gesture was to see if they remember. You can even score points when someone remembers. To increase to difficulty, have each person recall the name and gesture of everyone who came before them.

This icebreaker gets everyone up, laughing, energized and ready for the day. To add punch and pizazz to any presentation, check out my custom hand drawn training cartoons on topics like FMLA, Diversity, Sexual Harassment, WOrkplace Violence and more at www.WorkplaceToons.com.

Enjoy!

Family Medical Leave Act (FMLA) Training Cartoons! All New!

The Family Medical Leave Act (FMLA) cartoon collection is here!
This brand new Cartoon Pack covering FMLA purpose, application and other laws that apply to leave will be a real help when covering this complex training topic. I also include a few cartoons on the 1997/2008 revisions so you are sure to have the most up-to-date cartoons to align with your content. This cartoon pack is the perfect addition to your FMLA training program.





FMLA can be confusing, especially when you don't understand when it applies and when it shouldn't. This Cartoon Pack will help you get your point across so everyone understands the ins and outs of FMLA. Check it out today by clicking here!

Sexual Harassment Training Cartoons are here!

Every employee needs and can benefit from Sexual Harassment Training. Use my brand new sexual harassment training cartoons to lighten the mood and get people to think about and remember the important points. Here is what's included. CLick the picture to see the larger version:

Here is more to think about when preparing your sexual harassment awareness and prevention training program:
No one wants to work in a sexually charged or hostile work environment. But did you know, your actions might constitute this very behavior and you may not even know it? The Courts have already ruled that employers can be held liable for the actions of its employees, even when officials in the company had no prior knowledge of the offending behavior! And the offending employee can be held responsible too, even if they didn’t know their behavior was offensive!

Many of the actions in the list that follows were involved in serious, high-dollar discrimination cases. Make no mistake. This is a serious matter that deserves your attention. Use this list as a guide/checklist to what not to do/how not to act/what not to say at work. Ever. Many times, the offending employee meant no harm, however, the employee alleging harassment took things a very different way! While it’s true that many of us have done or said something we wish we could take back, think carefully before you speak or act. Don’t let your behavior turn into a legal nightmare!

Ask yourself:

• Have you asked someone out for a drink after work?
• Have you used colorful language or an occasional bad word?
• Have you told off color, religious or political jokes even if you consider them G/PG rated?
• Have you offered or given someone at work a hug or back rub?
• Is your computer screensaver rude, crude, political, religious or even mildly offensive?
• Have you used terms like “honey” or “sweetheart” to call a coworker or customer?
• Have you ever promoted someone with whom you had a prior sexual relationship even if the promotion was well deserved?
• Do you have funny nicknames for coworkers?

It’s a slippery downhill slope when you stop treating coworkers with friendly professionalism and start treating them as casual buddies. In the workplace, we don’t know each other well enough to understand each other’s pet peeves, sense of humor, political sexual or religious leanings, personal belief systems, or private thoughts or opinions no matter how long we’ve worked with them or how often we’ve shared a table in the lunch room.



Proper training is the most effective tool to eliminate sexual harassment from the workplace. If you are planning to conduct a training session on this sensitive subject matter, consider sexual harassment cartoons to get your message across with humor and without pointing fingers, offending anyone or placing blame. My sexual harassment training cartoons will lighten the load and help participants to remember critical information along the way. Don’t settle for generic clip art when conducting training sessions on this highly-charged topic. Check out my training cartoons today at www.WorkplaceToons.com

Custom Hand Drawn Training Cartoons vs Stock Images or Photography

It isn't even a close call. Cartoons are by far the better choice to stock images or photography if you're serious about engaging your participants and making your message memorable. There are many reasons why but here are the top ten for choosing hand drawn cartoons over stock images or photographs in your learning program.

1. Topic-specific training cartoons engage the learner and really get them thinking.
2. Generic, stock photography that doesn’t address the training topic will likely confuse participants and worse, make for a long, boring, dry presentation!
3. Photos typically stereotype which could make your participants feel embarrassed or excluded.
4. Cartoons bring people together; everyone can identify with and appreciate cartoons.
5. Photos can be too harsh or cold.
6. Cartoons can help to diffuse uncomfortable topics without diminishing the message.
7. Photos are often too generic to use as a learning tool.
8. Cartoons help participants to remember important ideas.
9. Photos rarely can be educational and humorous.
10. Cartoons are fun; they make us laugh!

We've all seen the studies show that engaging, inclusive illustrations help drive home your message and will help participant's remember important details. Stock images and photography just can’t compete with custom, hand drawn training cartoons. If you want to add topic-specific training cartoons that add pizazz to your presentation, Workplace Toons has you covered. Workplace Toons is your perfect solution for custom hand drawn training cartoons on a wide variety of topics, from anger management to workplace violence and a ton in between. Please see the ever-growing library of titles here. Custom illustrations are also available and more affordable than you think. Check out custom options here. Visit the website at www.WorkplaceToons.com today!

Icebreaker: Pointing out the Obvious

This icebreaker is intended to get people to understand how they are perceived by others and to demonstrate to all participants that what we think or assume about others may or may not be correct. Before you begin this exercise, be sure you stress to participants to be positive and not point out any negative or hurtful things to others. You'll need about 2-3 minutes per participant for this activity.

You start by seating everyone in a circle with one chair in the center. You choose who will go first or the instructor can go first. The first participant sits in the center chair.

You pick a starting point for round one and the first person in the circle has to say, “It is obvious that . . . “ and add something that is obvious about the participant in the middle. This must be obvious not an assumption, like “It is obvious that you are wearing a yellow shirt.” Then each person in the circle points out an obvious conclusion about the person in the center.

That ends round one. Round Two, the sentence must start out with, “I assume that . . . “ and then must add something they assume based on the “obvious” fact they pointed out in round one. Now they can say, “I assume that you like yellow.”

That ends round two and the fun round begins. In round three the sentence starts with, “I imagine that . . . “ and adds anything they think is a good guess about the person in the center. The person in the center is free to voice up at any time and say things like "Yes, that's right," or "No, that's not correct." Each person gets to be in the center once for three rounds.

This icebreaker teaches people in the center how they are perceived by others based on outward observations and teaches those in the circle how observations about people based upon what they see may or may not be true. This is a great inclusion and diversity exercise. Enjoy!

Workplace Toons can help you to jazz up your presentations with hand drawn training cartoons. Please see the ever-growing library of titles here. Custom illustrations are also available and more affordable than you think. Visit the website at www.WorkplaceToons.com today!

Happy Customer Service Week! (Oct. 6-10 2008)

With Customer Service week starting, I thought I would take a few minutes to focus on some of my top tips for customer service excellence. As a former supervisor in a financial services call center, I took many calls from upset customers. Many times, it was our own service reps who caused or exacerbated an issue to the point that the customer had had it and would only speak with a supervisor.

It's a fact that customer service should take center stage for retaining existing customers and attracting new ones. Great customer service is all about creating positive experience for the customer from the very beginning. And it makes great business sense to do so. Satisfied customers are a company’s biggest cheerleaders, and have a tangible effect on attracting new customers through word of mouth referrals.

It really isn't complicated. It's simply acknowledging and resolving your customer’s concerns. From the moment the customer walks into the office or calls you up on the phone, he is assessing his relationship with your company. His continued use of your product or service may hinge on this very contact so give each one the serious consideration it deserves.

Here are my top ten tips for treating each customer like the valuable ambassador he is:

• Greet the person warmly and with enthusiasm.
• Let the customer know you really want to help.
• Listen carefully to what the customer tells you, rephrasing and repeating to make sure you understand the customer’s needs and to let him/her know you understand them.
• Use proper language at all times, avoid slang, internal acronyms or technical jargon.
• Remember your manners! Say ‘Please’ and ‘Thank You.’
• Do not rush the conversation. Even if you don’t come out and say, ‘Hurry up already,’ your body language and tone of voice might just say it for you. Heavy sighs, rolling eyes, shaking your head in a no-no movement all translate into ‘I want this conversation to be over.’
• If the customer is upset or angry, let him vent a little. Most likely, he will begin to calm down on his own when he figures out that you are listening and really want to help. If, after several minutes, the customer is still venting, it’s okay to interrupt with ‘I can tell you are really upset by this. Let me see if I understand the problem and then I will explain exactly how I can solve this for you.’
• If the company has made a mistake, don’t be afraid to say ‘I’m sorry.’
• Check your emotions at the door. An upset customer isn’t mad at you. He doesn't even know you and probably has never even spoke to you before now. He’s mad at the company. Don’t take it personally or power trip. Even upset, grumpy customers deserve exceptional customer service. Solve his problem and you will likely have a customer for life.
• Let the customer know what's next, and make sure to follow through and follow up. If you make a promise, keep it! There is nothing worse than getting a call from an upset customer, convincing him that you really want to help, making certain promises and then forgetting all about him when you hang up the phone. Do what you say you are going to do, otherwise he isn’t going to believe a word anyone says the next time he calls in.

Customer service should be a top priority in every company. Always, always remember that your primary goal with every customer contact is to address and resolve their concerns. After all, without customers you and I wouldn’t have a job! In my opinion, customers deserve our undivided attention, respect and good-faith effort to resolve their concerns.

Progressive Discipline

When discipline is called for, managers will likely use a progressive discipline policy. Progressive discipline is a escalating series of steps that is designed to address and correct behavior that falls short of acceptable. The goal of progressive discipline is avoiding termination by providing documented opportunities for the employee to improve his or her performance.

Let’s take a quick look at the four stages of progressive discipline:
Step One: The Verbal Warning.
At this stage, managers must remind the employee of the behavior guidelines. Keep a neutral professional tone. You do not want to be accusatory but rather express your point in a factual manner. Do not attack the person, but rather point out the offending behavior. Be ready to give some actual examples of the behavior in question and prepare yourself for the range of reactions from the employee. Let the employee know what happens next if the behavior continues.

Step Two: The Written Warning. The employee, at this point, is choosing to continue the behavior in question. This choice justifies the idea behind progressive discipline policies. This second step is used in cases of a serious breach of conduct and in repeat offenses.
The formal process involves a document written before the meeting and then is reviewed with the employee one on one in a private meeting. Be sure to consult with Human Resources before you write the document and make sure to use the accepted HR form.

Step Three: Suspension.
When an employee continues to engage in the activity that caused him to receive a written warning, the manager must take more severe action. The act of suspending an employee without pay takes serious thought and serious support from the department supervisor and Human Resources. A written document should be added to the employee’s file after he has been notified of the fact and dates of the suspension.

Step Four: Dismissal. This is the last step in the progressive discipline process and should never be taken without careful thought and planning. This action can have grave consequences. Discharging the employee should occur only after gross misconduct or when he has not corrected serious, on-going behavior for which he has received previous discipline. You should analyze all of the previous discipline actions to determine that the employee has been afforded real opportunities to correct the behavior of performance.

At all points in the process, the motive behind discipline should be to allow the employee room to improve and correct his actions. When the employee decides not to avail himself of the opportunity, your only recourse to restore health in the department and order to the company may be to terminate the employment.

No matter what stage you are in, you should always be prepared to defend your actions. Ask yourself:
a)Was the employee clear about the code of conduct he violated? In some cases, the offender might not know about the rules.
b)Was the employee aware that his violation of the policy would lead to possible discipline?
c)Did the discipline match the offense? You have to consider the nature of the offense in its severity. More minor affairs should not be heavily disciplined.
d)Did you take into consideration the longevity and work record of the employee? Loyal and effective service should be rewarded with the benefit of the doubt within acceptable reason.
e)Could the employee have been provoked into his actions? Consider the underlying reasons for bad behavior.
f)Did the employee finally admit to the behavior and apologize? Sincere remorse is a good indicator of whether or not behavior will be repeated.

When discipline issues arise, the need for fair and consistent discipline is critical. No manager likes to correct employees but the reality is that even the best employee can have performance issues from time to time.

Progressive discipline should be thoroughly covered with all managers and supervisors. If you are planning a training program on this topic please take a look at my custom training cartoons to help you get your point across. Visit my website at www.WorkplaceToons.com today!

Poker for Training Groups

So poker is all the rage right now. Even movie stars and rofessional athletes all in onit. The Poker Tour on TV is filled with recognizable faces usually seen on the big screen or in superbowls. Poker can also be used in the classroom! Here's how:

To prepare this game you need to have 1 deck of cards for every four or five players in your group. You need to put questions about your topic on each card of the deck. Near the end of the session divide your group into smaller groups of 4-5 players each. This will help them review the topic and help them retain what they have learned.

Give each a deck of cards. They each take turns dealing five cards to each member of their group. The person to the left of the dealer turns to their left and asks a question that is on their card. If that person answers incorrectly, he or she has to take the card that had the question on it and now has 6 cards while the person that answered the question only has 4. If the person answers correctly, the person asking the question discards the card with the question on it and the person that answered correctly give them one of their own cards. Now the questioner still has 5 cards while the person who answered correctly only has four.

Then it is that person’s turn to ask the person to their left any question from a card in their hand and so on around the table until someone has no cards left and is the winner from that group. If time is remaining, the cards can be re-dealt for a new hand. If you do not have enough decks of cards, you can just be the dealer and deal to more than one group at a time.

Workplace Toons can help you to add some fun and impact to your presentations with hand drawn training cartoons. Please see the ever-growing library of titles here. Custom illustrations are also available and more affordable than you think. Visit the website at www.WorkplaceToons.com today!

Employee Discipline Cartoon Pack is Here!

When discipline issues arise, the need for fair and consistent discipline is critical. No manager likes to correct employees but the reality is that even the best employee can have minor issues from time to time.

The purpose of any discipline policy should never be to punish. When used appropriately, discipline is an important tool that allows the employee the opportunity to correct behavior and to enforce the prescribed guidelines in fairness to all employees.

Progressive discipline is a series of steps that is designed to address and correct performance or behavior that falls short of standards. Let my cartoon pack help you communicate your message on this critical training topic!Take a look below at everything that's included in my Discipline Cartoon Pack and click the image for a closer view:


Here are more tips to include in your employee discipline training:
Remember, the main goal of discipline should be to help the employee improve his performance, not punish. With that said, let’s take a look at some tips for managers at any stage in the discipline process:

• Never let your emotions decide who and what will be subject to discipline.
• Hold employees accountable to standards of conduct in a consistent manner.
• Establish a clear, written, and detailed code of conduct.
• Search out underlying reasons for bad behavior.
• Never make it personal.
• Keep to the facts but let the employee know you care about helping him.
• Describe behaviors rather than judge the person.
• Understand some people might not realize there is a problem or it’s likely they would change on their own.
• Don’t use labels. Offer up measurable goals. You can’t just tell someone to clean up their bad attitude. You must instead offer up that hanging up on callers is not allowed and not to do it again.
• It’s always best to nip problems in the bud. Don’t look the other way hoping the problem resolves itself. It won’t.
• Maintain your objectivity. You shouldn’t agree that one employee is a problem when another complains about him. You still need to investigate and gather evidence before you can make a judgment
• Maintain confidentiality whenever possible. Conduct all interviews in private.
• Be mindful of the needs of all employees within the company to feel safe, valued and appreciated. When you allow one employee to run amok it brings down the morale of everyone.
• Set the standard with your own behavior. People will rise up or fall down to whatever standards you as a manager set. All of the written policies in the world won’t matter if you don’t set an example as a hard working professional!

Discipline should not be about punishment. When handled correctly, it is an effective tool to alert an employee about a problem, to contribute to understanding the problem, to correct violations and to improve performance. Consistent documentation of each step will provide the employee with several opportunities to get it right. As a manager, it’s your job to see to it they are productive, contributing well-adjusted members of the company.

The issue of discipline can be a sensitive one. If you are planning to conduct training on this topic, my employee discipline training cartoons will really help you to convey your message and make it memorable! For this pack and more, visit my website at www.WorkplaceToons.com.

Treasure Hunt Icebreaker

This is one of my favorite first-day icebreakers. I call it “Treasure Hunt”. However, it isn’t quite what you might think it is.

Ok, so every person has treasure. The purpose for this game is to find out what those treasures are and who has them.

You will need to set aside about 10 minutes for everyone to prepare. Start by instructing each person in the group that they will be preparing a list of ten items. Everyone's list should be different so they cannot work in groups at this stage.

Explain that the items to place on the list are not what you might find in a room but rather the characteristics of the people in it.

Provide examples of the type of things to place on the list: A person who has a college degree. A person who likes to write. A person who’s favorite color is blue. A person who’s favorite number is 6. A person who has their own website. Any human characteristic or quality is fair game. You should play too!

Now the real fun begins! Ideally, you should allow 15-20 minutes for this part. Instruct the group to mingle with each other and ask each other questions until they find a fit for an item on their list and get the person to sign their name by that item. The first person to complete their list gets the prize. I find chocolate or a free coffee works great!

And, of course, everyone actually wins in this game because they will have gotten to know each other better, shared a laugh or two and gotten comfortable speaking in front of and with each other!

The Analogy & Metaphor Exercise

For this exercise you need to bring in several miscellaneous items. They can be office items, household items, or anything else you want to throw into a paper bag. You also need to make a list of lead-ins like these examples; (I will use teaching Basic Internet Skills as my topic for the examples.)

A search engine is like this (item) because . . .
An ISP is like this (item) because . . .
A website is like this (item) because . . .

In the middle or at the end of your session, you will explain the game, Let a person pick an item from your bag, then give them the first/next suggestion on your list of analogies and metaphors. They need to complete the sentence. You can reuse items from the bag if you run out because the analogies and metaphors you associate with them will be different.

Get a Clue! A fun check-for-learning game for trainers

This is a great way to make your students into assistant trainers. This game should be done halfway through the class or at the end. Just be sure to leave about 15 minutes to play. Students will all need something to write on and you'll need sometime with which to keep time. You could use a stopwatch or any clock or watch that has a second hand or digital display.

Have each person in the class write down 4 things they have learned about a specific topic you have covered. Pair people up into teams of two. Each team will have a clue giver and guesser. For each item on the clue-giver's list he or she has to give clues to the answer without using the actual words in the answer. The guesser tries to give the answer written on the paper. The answer does not have to be given verbatim; close is good enough as long as the main point is covered. The team gets 15seconds to give/receive clues before you move on to the next team.

When the teams have all had a turn, the person who was doing the guessing now does the clue-giving for their list of four things. This continues until everyone has been a clue-giver and a guesser.

This game is a great way to see how much the group has learned, a great way for them to do their own review of the topic, and gets them involved in the teaching as well as the learning.

Fun 5-minute Icebreaker for the 1st Day of Class

Here is an icebreaker I like to use on the first day of class. It is super easy to do and students really enjoy it as a way to get to know fun facts about each other. I call it Fact or Fiction. Enjoy!

Fact or Fiction
This is a great icebreaker for a group that doesn’t know each other. You will need index cards and pens or pencils. Each person gets an index card and is to write four things about themselves. One item needs to be fiction while the other three are fact> Instruct the participants to write them down in no particular order. The more outrageous the better.

Everyone turns their cards in and the trainer takes each card in turn and reads the four items about the person aloud. The group can discuss each item. The group then votes on which item they believe is fiction.

This game helps everyone get to know everyone else and lets them have a chance to be creative and sneaky. You'll get some laughs and get to know who the creative people are in your group as well!


More icebreakers to come! Check my blog often for training tips, site news and upcoming cartoon packs! Thanks for visiting!

Elements of an Online Learning Program

Thanks to the low production costs of creating an online program (in comparison to what it costs to create and deliver a traditional training program) just about every organization is turning to online learning as a major part of their training plan.

Of course, just using an organization's training budget on the creation of an online learning program doesn't automatically make it successful. The trouble with online learning programs is that companies rarely invest in details that create learning environments that are conducive to learning. Companies go into the creation of an online learning program with the idea that it's going to help them keep up with the competition, satisfy state or federal compliance requirements, or make use of available technology, more thought must go into what will make the program successful.

In order to make the investment worthwhile, and ensure a successful online learning program, the design of the program must consider what will motivate the students to complete the training, what kind of interaction is possible through the system, different ways to deliver the information, and how students will be able to access the instructor or trainer of the program. Ideally, training should be available to satisfy all of these needs.

Student Motivation

In any type of learning program, the success of the student is mostly related to the amount of their personal motivation to succeed. Online environments are slightly different than traditional training programs, and for some learners it is difficult to get themselves to complete the online training as there is no instructor taking attendance, no face-to-face contact to motivate them. So what elements of an online program can encourage student motivation and increase the overall success of the program?

The online learning program should have a variety of assessment techniques. If a learner of the program realizes that they are going to be assessed on their activities, it will motivate the majority of them to learn and participate. The fear of “looking dumb” is a strong motivator to many people, and will be enough to keep them working towards the completion of the course.

Interaction

Many online programs don't make use of the ability to provide synchronous interaction, and rarely encourage interaction between the learners of the program. Real-time chat can encourage discussions on the subject matter, but many online learning programs only make use of email and message boards to communicate with one another.

Technology

If the online program used to deliver your training has every single feature possible, but the students have no idea how to access any of it- the program will fail. The user interface of an online learning program must be intuitive so that students will not have to spend large amounts of time attempting to learn where to access lessons and class notes, how to contact other students and the instructor, and how to submit his or her assignments for assessment. The program should be designed so that it will operate on the majority of computer systems, and on low-bandwidth connections. If the learners of the program aren't able to connect to the system, or fully access the features due to their computer limitations, the program may fail so use caution, cover your bases, and do your research to ensure your program’s success.

An Intro to Change Management

“It is not the strongest species that survive, nor the most intelligent, but the ones who are most responsive to change” - Charles Darwin

Because Change Happens
Organizations need to take on a major restructuring about every three years in order to remain competitive, and smaller changes occur continuously. Major changes in organizations are generally a result of an outside force, such as large cuts in funding, having the need for an increase of productivity to meet the demands of customers, or to address new markets and clients as a business expands. However, the most relentless of changes in our environment that effect businesses and individuals is the speed with which technology advances. If an organization doesn't change with the growth of technology, they will not be able to remain competitive, and will soon fail.

Causes of Change
Typical causes of changes within organizations include:

• growth, particularly into a global market
• strategic changes in an effort to become more competitive
• pressure from competing companies
• government regulations
• technological advances
• pressure from customers/client

Managing Change
So how does one manage change in an ever-changing environment? Managers must understand the workplace psychology in order to maximize employee performances under the pressure of constant change. They must have the ability to introduce the unavoidable changes and manage them in order to ensure that the objectives of the organization are met despite the changes, and be able to keep their employees commitment throughout the changes as well as afterward.

Having a Plan is Good
Managing change requires well thought out planning and sensitivity to the people who will be affected by the changes. If you forge ahead with a change without informing the people in the organization who will be affected by them, the change will be resisted. Without the commitment and involvement of the people affected by change, there will inevitably be problems, just as forcing change on people will normally result in problems. By informing people of the changes to come, and involving them in the process, you will lighten your own burden by spreading out the work involved in implementing the change, and helps the people involved develop a feeling of ownership and interest in the change.

Having an Achievable Realistic Measurable Plan is Better
In order for change to be effective within an organization, it must be something that is achievable and realistic, as well as measurable. To manage change in an organization, you must be able to answer the goals for the change, and how you will be able to determine if the change has been achieved successfully.

Our environment is constantly changing with no indications of letting up any time soon. As Charles Darwin said, “It is not the strongest species that survive, nor the most intelligent, but the ones who are most responsive to change”. Responding to change and making it a positive rather than a negative action will allow change to work for your organization.

Change can be stressful to all employees. An in-house course on managing change can help to relieve stress, overcome objections and reduce fears associated with organizational change. If you are planning a course and need some exercises & games relating to change management get in touch with me and I will be happy to email you what I have. Also, check out back issues of my monthly newsletter for free tools, tips and cartoons on change.

ID Theft is the Fastest Growing Crime in the USA!

I was shocked when I heard that statistic. Now more than ever before, it is critical to provide all consumers with proper tools and training to avoid becoming a victim.

Did you know that would-be thieves use the same techniques over and over because they continue to work? We must get the word out to consumers so they stop the thief before he succeeds in getting what he wants: the consumer's good name and credit!

If you're planning an ID Theft Training session, I have the custom training cartoons to set yourself apart. From spyway, to phishing, and from fake websites to the agencies that help fight it, this Identity Theft Training Cartoon Collection is ideal. See what's included here:

When you are preparing a training program on ID Theft, consider including the following important topics:
Here are some of the more common ways identity scammers try to get you:
Spyware: Adding hidden software programs to your downloads to track your typing in hopes of getting a user ID and password combination.
Phishing: Pretending to be a well-known company or government agency to get at your private data. For example, you may get an official-looking email from the IRS telling you it's urgent to go to the site and enter your details to avoid penalties.
Your Own Trash: In many states, sifting through your trash is legal. Shred everything you don't want flashed on the 6:00 news.
Fake Websites: The website looks great and has prices that can't be beat. Anyone can create a site these days. Be careful! If the deal sounds too good to be true or the website is some off-shore location, don't buy! Also, watch the address in the browser bar carefully. If you are trying toget to www.irs.gov, type it in yourself to make sure that's where you get. www.irs.com is not the same thing!
Stealing Your Mail: Illegal in all 50 states but that doesn't stop the theives. Make sure to use a locking mailbox or get a PO Box if security matters to you.

Identity theives steal far more than your good name and credit. Studies show it can take a year or more and hundreds of dollars of your hard-earned money to get you back to where you were before the theft. Police reports, phone calls after phone calls, fights with credit reporting agencies all take a lot of your time, too. Be careful and cautious when giving out any personal information and invest in a shredder and use it! Prevention is much easier than fixing the mess you'll be in if an identity thief strikes.

If you plan to offer an ID Theft Training Course, take a look at my ID Theft Cartoon pack. It's filled with topic specific cartoons to add impact and pizazz to your message! You'll find this cartoon pack along with many others here on my website at www.WorkplaceToons.com.

Family Fued for Trainers

It is always easier to learn something if you are having fun while you learn. For Trainers, Teachers, and Presenters, games can lighten up any learning environment and help you to reach and engage the group. If participants are having fun, they will learn more. Family Feud is really fun and can be altered to fit both the type of group you are teaching and the topic you want them to learn all about.

Family Fued!
Just like the popular TV show, but for a group session. You come up with ten questions that relate to the topic you will be discussing. Write down several possible answers to each question. Give each of those answers a number of points so that all the answers together total 100 points. This replaces the need to find a group of people to survey.

Divide your group into two teams. Have each team send one person forward. If you don't have a buzzer or bell have them tug your sleeve as soon as they have an answer so you will know who is first. Ask your first question. If one of them tugs your sleeve they get to go first and try to answer your question. If they give an answer that is on your list the associated points go up on the board. That team also gets to decide whether they will give the other team the chance to guess the rest of the answers or they will take it first.

Whichever team goes first you go down the line and ask the next person to guess at one of the other answers for that question. If they get it wrong it’s one strike. If they get it right the points associated with their answer get added to the board. Three strikes and that team is out and the other team gets one try at stealing all the points by giving just one right answer. They can discuss it among themselves.

The first team to gather 300 points wins the game. This game teaches them to work together in decision-making like choosing each different person they will send forward to grab the points. Which answer they can agree on is also decided on through teamwork. This game is so fun! It does require a bit of prep work but it will be totally worth it when they're finished. They will have a few laughs and learn along the way!

Adult Learning Theories

There are many theories on why adults learn in a different way than children or young adults. If you have some time and want to learn more after reading this article, Google Andragogy, Accelerated Learning and Experimental Learning. You’ll get great insight into how adult learners learn. For now, here’s a brief overview on each to get you started.

Andragogy
Andragogy is a theory studied by Malcolm Knowles. The theory is based around the notion that adults do not learn in the same manner as children because they are more self-directed and they need to feel a sense of accountability for the decisions they make and the actions they take in a learning environment. Therefore, an adult learning program must be designed to allow for this.

The theory of andragogy says that adults will not learn a new concept well if they do not know why they are learning it in the first place. If they feel that they don’t need to know the information being taught, or if they feel like they are being forced into learning something that is of no interest to them, they will have trouble retaining the information.

In terms of organizational training, the theory of andragogy can be utilized by designing a program that incorporates task-oriented activities and role playing as opposed to having adults memorize countless facts or rules. Adults will benefit from working together in groups and trying to resolve a problem or situation rather than learning via studying and taking standardized tests.

Accelerated Learning
Accelerated Learning is a theory of adult learning studied by Colin Rose and Brian Tracy. The theory of accelerated learning says that in order to learn, a person has to involve his/her whole brain and body and that working with others to get something accomplished aids in the learning process. Also, a person learns from doing, not watching.

Studying the theory of accelerated learning started about 15 years ago when researchers began having the technology to study how the human brain works. The accelerated learning theory is based on what the research found.

It is known that when people use a learning method that is right for them, they’re able to learn new concepts more quickly and more efficiently. This theory studies and helps determine a specific person’s best learning method and then takes it one step farther by assisting that person in utilizing their brain power to its fullest potential.

Adults respond to the accelerated learning style because it allows them to obtain and retain new information that will help them advance their personal and professional lives. It also teaches the adult how to learn new things in a rapid manner.

This style of learning can benefit everyone from children to adults. Even in a professional environment, accelerated learning works because it promotes the idea of teaching people how to learn in a more efficient way.

Experimental Learning
Adult learners do best when they learn new things that are somehow related to their own lives and things in which they have some sort of vested interest. And, they do best when they can participate in a learning situation in some sort of interactive way. In other words, an adult learner does not absorb or benefit as well from a one-way lecture in which the learner sits in an audience and is lectured by the teacher for minutes or hours on end.

The experimental learning cycle has four stages, all of which hold the same level of importance. They are: experience, process, generalization, and application.

Experience: Experience can include studying anything from something that actually occurred to something that is fictional and role played. It can be a real-life situation that is simulated for learning purposes or it can be any sort of activity designed for the purpose of learning.

Process: In this stage, the participants evaluate what happened during the prior phase and they openly talk about how the phase progressed from beginning to end. They talk about what went right and what went wrong and how the situation could have produced a better outcome.
Generalization: During this phase, the group decides what they learned from the experience and process phases and they try to determine what can be learned from how the situation progressed and its end result.

Application: After wading through the previous three phases, the group comes to a conclusion as to how they would approach a similar situation if it were actually occurring in real life. The learners determine the best ways to deal with potential problems and how to effectively deal with other participants in the situation.

Adults have a great ability to learn and can do so in a productive way if they focus on a learning method appropriate for them. Adults do well in learning environments which foster multimedia elements, a hands-on approach, group discussions, and the ability to use brain power to its fullest potential.

Perspectives on Adult Learners

A mature adult generally does not learn new concepts in the same manner as a child or even a young adult. Mature adults have many life-learned experiences that place them in a different category from younger learners, primarily because they are older, have more experience with real-life situations and complexities, and have different needs and desires to learn.

Adult learners tend to seek out situations where they can gain knowledge and learn new things that are directly related to their personal or professional lives. As an adult, it is not mandatory to attend school on a daily, structured basis. Adults can choose to attend higher-education classes or seminars to enhance and develop their knowledge in a particular area of interest. An adult does not generally enroll in courses that teach a wide variety of subjects, but rather courses that touch on specific life issues or new approaches to problem solving.

Adults are motivated to learn when they self-enroll themselves in courses or training programs because they don’t feel as if they are obligated under some sort of rule or law to participate. Adults are more apt to be self-directed and want to learn, as opposed to feeling like they are obligated to learn.

Before enrolling in school, a course, a seminar, or a training session, adults may not realize that their learning experience will be different from what they experienced as children or young adults in school. As adults, they will most likely take a more active role in planning which courses to take, how successful they will be in the class, and deciding which subject areas are relevant to their own personal or professional lives.

When you take into consideration what motivates an adult to learn, you become a better trainer! Next week, I will touch on some theories that spell out the why's and how's to prepare learning that is interesting, relevant and will benefit the learner in their personal and/or profesisonal life.

How To Make Your Presentations Shine Part II of II

Here's part two of my article on making presentations shine.

Give Your Audience a Preview
Tell them what you are going to tell them. Use the ten or less main topics you prepared for earlier and name them off one-by-one. It's critical to get buy-in. Show them that learning this information will benefit them in some way. Be specific! List the ways your training will help them to be better, more efficient, make their job easier, less stressful, etc. Talk about the problems that your topics were created to solve.

Present
Okay, you have told them what you are going to tell them and even explained why they need to listen up. Now, actually Tell Them. Here is where you go into each of your topics one-by-one. Create subtopics as well so your presentation is main topic 1, then subtopic A, B, And C. Then main point or topic number 2 and subtopics, A, B, and C. And so on until you have each of your ten or less main topics outlined with sub-points or subtopics you want to make about each.

Cover Your Technical Bases
In your preparation you need to decide when and where you will be using graphs, charts, or other important visual aids and make sure they are all set up and ready to go when you are. Technical issues need to be taken care of and tested before your presentation. You can ruin a good presentation with technical problems that make you seem less than professional.

Don't Run Low on Supplies
It make you look stingy. Make sure you have all of the supplies you and your audience will need. Make a list and check it twice just like Santa Claus does. You must appear professional. Friendly, but still a pro. A professional is prepared. People listen to a professional who knows their topic and who comes prepared.

Summarize What They Learned
This is where you “Tell Them What You Just Told Them.” You need to summarize what “we” have learned today. Repeat your main topics to them and ask if they have any questions on each. Keep it moving unless you have unlimited time. A couple of questions on each topic is enough depending on the number of topics you covered. Always close with an “Impact Statement”, like “If you want to have what you have never had, you have to do what you have never done.” (Say that last line slowly, give it impact.)

Other Tips to Consider
*Practice your presentation out loud to someone before you go on. Repetition is not only the way THEY learn. It is also the way YOU learn.

*Try not to make last minute changes to your presentation. Do not overdo graphics, illustrations, and visual aids. Low-quality images are not better than no images at all! You are the teacher here, not the aids. Use words in your presentation that help to “create” the images in their heads and you will be a lot more effective.

*Do not get into a debate with people who have questions. Answer their question and go right to someone else or your next topic. The person asking questions can quickly become the one in control if you let them. Again, when they ask a question, answer it and move on. Don’t wait to see if they think you gave them a good answer. If you pause after answering their question, you invite them to invent another question.

*During your preparation, try to anticipate the questions that might be asked and have ready answers to those questions. In some instances it is a good idea to use bait to get the questions asked that you want them to ask. Like, “If you need to find out more about this you can call the company.” Obviously someone will ask, “Do you have their phone number?” That is a simple example of baiting a question. Try to think of ways you can bait them to ask the questions that you want them to ask. You will seem helpful and you will seem to know what you are doing. It will also keep you in total control of the presentation.

I hope this article is helpful to you in preparing your training session or presentation. Just remember to relax. Take deep breaths before going on and have confidence knowing that you are prepared and have a plan to reach your audience.

How To Make Your Presentations Shine Part I of II

................................................................................................
Here is part one of a two part article on making presentations shine. I will post part two next week.

When first asked to give a presentation, workshop, or training session, your first thoughts are always; “How do I reach these people?” “How do I make my presentation really stand out, really shine?” “How do I make an impression on them?” “How can I make sure they really learn what I am trying to teach them?”

In this article I will help you learn how to make your presentation stand out and how you will be able to help those you are presenting to really learn from it.

Three Times a Charm
The first thing I always tell speakers or trainers is, “Tell them what you are about to tell them, then tell them, then tell them what you just told them.” Repetition is how people learn. Repetition is how sales are made. Do not expect your group will retain everything you tell them unless you repeat it at least three times.

Be Prepared
You cannot just wing it and expect your presentation will be a good one, even if you know your topic very well. You need to at the very least have an outline of what you are going to cover and how you are going to present it.

Make it Personal
At some point in your presentation insert a story that is related to your topics. A great story about your own experience or even one based on someone influential like Thomas Edison, Abe Lincoln, or others in a field related to your topic can really get people’s attention.

Build A Strong Foundation!

Here are four key steps to take when first sitting down to plan any presentation. Consider them to be your foundational steps. In all presentations, you should first:

1. Define the Basics. prime topics or items you want the people who hear your presentation to learn or take home with them. You should choose no more than ten basic things that you want them to learn. They cannot remember or learn much more than that in just one session or presentation.

2. Include Metaphors and Analogies. Try to define analogies or metaphors that your group will be able to understand when describing your topics to them. An example would be if I were teaching about how to promote your website, I might want to teach them to use all the ways available to them to get more website traffic. I can say, “Not using every method available to you for getting even a little bit more traffic is like saying, No Thanks, I Already Have A Dollar. People identify with analogies and learn by association. They will remember the analogy and associate it with what you wanted them to learn.

3. Use humor! I have said it before and I will say it again: fun works in learning! I may not be the most objective person since I sell training cartoons for a living, but I truly believe that no matter whether the topic is dry and boring or highly charged, humor will break up the monotony , liven up the discussion or even diffuse a tense situation. There is always a place for some light-hearted respite in any training program.

4. Create your outline on paper. Trying to just “think” about what you are going to do and say is not enough. You need to write an outline that you can refer to. This will keep you on track so you can finish your presentation in the time allowed. It is very easy to get sidetracked and if you cannot finish the presentation, then it is a waste of time. In next week's article, I'll include a sample outline to help you get started.

I hope part one of this article is helpful to you in preparing a training session or presentation that stands above the crowd. Next week we'll cover the sample outline and the tips and tricks to ensure you are confident, prepared, and ready to engage your learners.

Ditch the Clip Art! Pack a Punch with Custom Training Cartoons

Ok. So clip art has its place. Just not in training.

Learning is hard enough without clipart competing with the message. How many times have you sat in on a powerpoint presentation where the text is overpowered or drowned out by inappropriate, off-topic or just plain awful clip art?

If you have to study the graphics to try and 'get' what the presenter is trying to say, then the image is wrong. Ditch it! It's better to use no images than the wrong ones. Bad clip art leaves the participant feeling confused, disappointed and maybe even a little ripped off.

Even the most well-crafted training program can be sabatoged by poor quality, generic clip art.

You put a ton of time, money and effort into preparing your content. Custom cartoons can enhance your message, improve communication & facilitate learning!

Check out my library of high-quality, topic focused cartoon packs here. If you need something you don't see, get in touch. I'd be happy to help create a custom set of cartoons!

Training Cartoons

I appreciate all of the interest in my hand drawn training cartoons and I am excited to say they will soon be available on my website for use in your own training programs, company newsletters, bulletin boards and more! I have created cartoons on a wide variety of topics including Diversity, Anger Management, Sexual Harassment, Workplace Violence, Workplace Discrimination, HIPAA and am so excited to share them with other trainers.

Visit my website Workplace Toons to check out my ever-growing library of cartoons packs today!

And while you're there, please sign up for my newsletter and I will let you know the minute my cartoons will be available for purchase.

10 Reasons to Use Icebreakers in Training Programs

We all know icebreakers are fun! And icebreakers are used with great success to help people to get to know each other. But, did you know there are many, many more benefits to using them? Here are some other reasons why I think you should incorporate icebreakers into every training session:

1. Increase comfort level of participants
2. Identify similarities between participants
3. Foster energy and enthusiasm
4. Break down walls or barriers
5. Get participants moving, thinking and laughing
6. Act as a smooth transition between training topics
7. Creates an environment of trust
8. Connects everyone in the room
9. Helps identify and appreciate differences
10. Sets the tone for a fun, safe, comfortable training session where participation is encouraged and embraced.

Well, those are my top ten reasons for incorporating icebreakers in every training program. I am sure you can think of many more. I will be posting some of my favorite 5-minute icebreakers in the coming weeks so be sure to check back soon. Thanks for visiting!

High Quality Cartoons Provide Big Impact for Training Programs

As a corporate trainer, I have always used cartoons successfully to energize and add impact to my training programs. There is an interesting article published by Newspaper Research Journal in the Summer of 1998 by David Prabu and Kang Jagdeep. If you have some time, you can read it online here: http://www.findarticles.com/p/articles/mi_qa3677/is_199807/ai_n8793140

It is an in-depth study of the hugely positive impact visual elements have on memory. Pictures, images and cartoons not only reinforce learning, they aid in helping participants remember what they are learning.

An interesting read that reinforces what we trainers already know! Cartoons are a great addition to any learning program!

Welcome to the Workplace Toons Blog!

Thanks for visiting!

My name is Lorie and I am an HR & Training Consultant and certified vocational instructor with over 12 years’ experience in curriculum design and development. I have a passion for creating energized, engaging learning content, from the custom hand-drawn training cartoons offered on my website to the super easy (yet fun!) icebreakers, teambuilders, handouts and exercises that fill up my blog. I am all about everything and anything to bring some fun to the adult learning environment. Please check back any time you're looking to spice up your training session!

Visit this blog often for up-to-date Workplace Toons website news. What's happening now and what's coming, newly released cartoon packs, site updates, and more!

I'll post regularly so check back for free tools and tips to help you save time and add enriching content to your training programs.