Rich Meiss HANDOUT

SCORE!
Super - Closers - Openers - Reviews - Energizers

for Enhanced Training Results
Presented by:
Rich Meiss
Meiss Education Institute
7300 Hwy 7
Excelsior, MN 55331
Phone: 952-446-1586
Email: MEI@MeissEducation.com
Web: www.MeissEducation.com
and
Co-Sponsored by:
The Bob Pike Group
7620 West 78th Street
Minneapolis, MN 55439
Phone: (800) 383-9210
Web: www.BobPikeGroup.com
SCORE! Super Closers Openers Reviews Energizers

for Enhanced Training Results!
Notes Notes Notes
Copyright 2006, Meiss Education Institute. All rights reserved. www.MeissEducation.com

About Your Presenter

Rich has played a key role in the Human Resource
Industry since 1972, holding executive positions with
Personal Dynamics Institute, Carlson Learning Company
and The Bob Pike Group. He is currently Executive
Director of Meiss Education Institute.
He has personally worked with over 50,000 leaders and
trainers and has conducted workshops and seminars in
over 150 cities in the U.S., Canada, Mexico, Europe and
Asia.
An inspiring speaker, Rich delivers keynote addresses
each year to business, organizations, and trade associations. His topics vary, but his theme always centers around
increasing personal and organizational productivity
through developing the human side of enterprise. Rich is
Rich Meiss
an active member of the National Speakers Association
and the American Society for Training and Development
and he has addressed his peers at national conferences.
Richs clients have ranged from small to large businesses, government, education, and
health care. They include BMW, Southwestern Bell Telephone, NIKE Corporation,
Northland Insurance, Raffertys Restaurants, Food and Drug Administration, MN State
Department of Transportation, and Baxter Healthcare.
Rich has co-authored training programs with Bob Pike, Dr. Denis Waitley and Dr. Michael
OConnor, and has published numerous articles in trade journals. He is author of the book
Gifts: Ideas to Enhance Your Work and Life, and is co-author of the book Warming Up the
Crowd. Special recognitions include being listed in Whos Who in the Midwest and
Emerging Leaders in America.
Richs newest book, along with co-author Doug McCallum, is SCORE: 67 Super Closers
Openers Reviews and Energizers for Enhanced Training Results.

7300 Highway 7, Minneapolis, MN 55331
(952) 446-1586 phone or (952) 446-9062 fax
www.MeissEducation.com MEI@MeissEducation.com

Warming Up the Crowd Exercises

Why Use Them:
Examples:
Find-a-Word
Brainteasers
Word Puzzles

Effective Openings
Take AIM
A __________________________
Make it positive!
I nvolvement
Mental and/or Physical
M _________________________
Application/Relevance/Use
Examples of Quick Openers for Short Presentations
Question
_________________________________________
Quotation
_________________________________________
Significant Statement
Other
People remember best that which they learn first! A strong opening is critical to the success of
any presentation, as it sets the stage for whats to come. Take AIM for a powerful opening!

Sample Opener:
Draw Your Watch Exercise
Have everyone take off their watch without looking at it, and put it in their pocket or purse.
Then, have them draw the face of their watch on the back side of their name tent or on a
piece of paper. Put in as much detail as possible. After 6090 seconds, have them see how
well they did. Brainstorm learning points. Then have them put their watch on the opposite
wrist, and challenge them to LEAVE IT THERE for the balance of the day. Make the point
about change, and how uncomfortable it can sometimes be.
Insanity principle (from Sigmund Freud) To think we can get different results while
continuing the same behavior.
Responsibility principle (from Rich Meiss) If I want different results, I am responsible
for changing my behavior. The purpose of this seminar is to help participants and organizations to get better results.

Training Benchmark
Best Trainer:
Characteristics:
Worst Trainer:
Characteristics:
Best Training Environment:

Characteristics:
Brainstorm with your group members and create a list of ten or more characteristics of an
effective trainer:

Trainer Effectiveness Grid

1
10
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
Growth Areas:
Trainer Strengths:
1. ____________________________
1. ____________________________
2. ____________________________
2. ____________________________
3. ____________________________
3. ____________________________

Presenting, Training and

Facilitating are Different
Presenting
Training
Facilitating
Purpose:
Information to be
communicated.
Knowledge, skills, attitudes

to be learned.
Improvement to be made.
Agenda:
Presenters outline is used to
structure logical presentation.
Lessons plans are prepared to

enhance participant learning.
Agenda is used to structure

the meeting for effectiveness.
Leader:
Presenter primarily answers
questions by sharing
information.
Instructor/Trainer is a
catalyst for learning by
teaching and questioning.
Facilitator uses questions

and processes to develop
individual involvement.
Trainer shares content responsibility with participants.
Facilitator has no content

responsibility.
Variety of visuals used to

enhance learning.
Chart pads are used to

record team members inputs
and ideas.
Many training methods

(tapes, films, cases, skill
practices) are used to
enhance learning points.
Process tools are used for

improvement and team
problem solving.
Involvement (experiential
learning) is used to learn
from others experience and
retain interest.
Facilitator manages the

meeting structure and
involves participants in
discussions and decisions.
Number of participants
varies; usually under 50.
Typically less than 15

members.
Content Responsibility:
Presenter is content expert.
Visual Aids:
Visual aids are used to
present data, (charts, graphs,
computer graphics).
Methods:
Data, charts, graphs are
used to support message or
recommendations.
Participation:
Communication is largely
one way from presenter to
audience.
Group Size:
Group can be any size.

Learning Pyramid
The learning pyramid shows the average percentage of retention of material after 24 hours
for each of these instructional methods.
Lecture
Reading
Audio-Visual
Demonstration
Discussion Group
Practice by Doing
Teach Others/Use of Learning

Source: How the Brain Learns, Dr. David A. Sousa.

27 Lecture Alternatives
1.
Brainstorming
15.
Object Lessons
2.
Buzz Groups
16.
Panels
3.
Case Histories
17.
Picture Studies
4.
Crossword Puzzles
18.
Problem Solving
5.
Debates
19.
Questions and Answers
6.
Demonstrations
20.
Quizzes
7.
Field Trips
21.
Reports
8.
Games
22.
Sentence Completions
9.
Interviews
23.
Simulations
10.
Learning Teams
24.
Skill Practice (Role Play)
11.
Memorization
25.
Skits
12.
Mind Mapping
26.
Story Telling
13.
Models
27.
Testimonials
14.
News Articles

7 Ways to Add Impact to Training
Use visuals and color.
Add some _______________________________ .
Make a promise.
Ask a __________________________________ .
Share a story/experience.
Use a quote or statistic.
Add some _______________________________ .
Use a game (advanced learning exercise).
10

Create Energy Using

Advanced Learning Exercises (ALEs)
Advanced Learning Exercises (ALEs) work better when you consider PATs MBA:
P __________________________
Audience
T __________________________
Space
Materials
B __________________
Application
Process the ALE with the ERA formula:
Experience
(what)
R ______________________
(so what)
Application
11

Create Energy Using Tools,

Props and Giveaways
12

Create Energy Using Movement
Beach Ball Toss
Conversational Walk
Charts Exercise
Other:
13

Energizer:
Beach Ball Toss
Gather people into small teams of 56. Form a circle.
Ask a question about material covered in the course content.
Toss the beach ball randomly from person-to-person as music plays.
Stop the music. The person holding the beach ball answers the question.
Repeat the process with a new question.
Repeat until all review questions have been answered or until the exercise begins to
lose momentum.
Rid your classroom of ho-hum training techniques stamp out dry lectures and boring
reviews. Energize your classroom by using Beach Ball Toss a review technique that is
fun and memorable.
14

Room Design Considerations
Classroom
Theater
Tip: Regardless of room design or constraints, find a way to keep the training or presentation
active and energizing!
Rounds
U-Shape
15

Review Tips
Review ______________________________________ .
Dont call it ___________________________________ .
Use a variety of review techniques:
Book exercises
Application Book (action plan)
U-Teach
Activity/Game (icon exercise)
Q&A
Other:
Stop/Start/Continue
16

Stop Start Continue

Purpose:
To give participants in a learning session a chance to write down some

things they will commit to DOING with the information they learned
Audience:
Usually a training audience, any size. Individual exercise.
Time:
5 minutes
Space:
No extra space required
Materials:
Sheets of paper for each participant, and pens
Budget:
Very small
Application: Unless behavior changes, results stay the same. And most of us will not
make behavior changes without reminders of what we want to do differently. This sheet can become like the magnet on the refrigerator that
reminder of what we want to start, stop and continue.
Process:
1. Distribute a Stop Start Continue sheet to each participant, or have

them take a piece of paper and write those three words down the left side,
leaving space for them to write under each word.
2. Ask them to think of ideas they have learned in the seminar, and then write
down three things they are going to do as a result of their new learning:
One thing theyll STOP doing its not working.
One thing theyll START doing to get better results.
One thing theyll CONTINUE doing because it is working.
3. Have them share their Stop Start Continue ideas with a learning partner or with their small group.
Cautions:
None
Variations:
There are several variations that can make this exercise even more powerful:
Have several volunteer participants share with the entire group what they are
going to stop, start and continue. This creates an opportunity to emphasize
the learning points made during the class. Have participants address an
envelope to themselves, and insert their stop, start, continue letter into the
envelope. Then mail this back to them in a few weeks as a reminder of what
they are going to do differently to get better results.
Taken from SCORE! Super Closers Openers Reviews Energizers for Enhanced Training Results page 29.
2006 Rich Meiss and Doug McCallum.
17

Stop Start Continue

To get better results:
One thing Ill STOP doing:
One thing Ill START doing:
One thing Ill CONTINUE doing:
18

Effective Closing
Be a STAR Closer
S __________________________
Review key content.
Tie things together
Go back to the opening.
A __________________________
Apply the new learning.
wRap up
Close with power.
Summary/Recap
Rhetorical question
Call for __________________________________
Statement
Like the __________________________________
Other
People remember openings and closings. The highestpriced Olympic event tickets are for the opening and
closing ceremonies. Spend time constructing powerful
openings and closings; they are the bookends to your
presentation.
19

Wadded Paper
To give participants a fun yet effective way to reinforce their new learning
and build new habits
Audience:
Any size, usually a training class audience. Individual exercise
Time:
Five minutes
Space:
No extra requirements
Materials:
One 3 x 5 card or Post-it Notes sheet per participant, and pens
Budget:
Limited
Application: Help participants recognize the power of using a simple reminder to develop a
new habit.
1. Ask participants how long it takes to develop a new habit, at least according to conventional wisdom. (In his classic best-selling book from the
1960s, Psycho-Cybernetics author Maxwell Maltz introduced the idea that it
takes about 21 days to change a habit. Today the research suggests that the
timeline is more like three to five weeks.)
2. Tell them that youd like to give them an opportunity to build one idea
theyve learned in class into a new habit. Have them select a key idea, and
write it down on the card or Post-it. After everyone has their idea written
down, have them hold the card up to their forehead, and think about how they
are going to use this idea, and what benefits theyll gain when they do.
3. Then ask them to wad the paper up into a little ball. (You may jokingly
say at this point, Now please dont eat this, and dont throw it at anyone.)
Tell them that they need to carry this wadded paper with them for the next
four weeks to make this new idea a habit. Encourage them to take it with
them each time they change slacks, briefcase or purse (or wherever they
carry the paper).
4. Explain that we each need reminders to do what we know we should do to
get better results. Challenge them to apply the new behavior and develop it into
a habit.
Cautions:
None
Variations: To add an element of fun and competition to this exercise, challenge participants as follows. Tell them that any time they encounter some one from this
class, they should pull out their wadded paper and ask their colleague to produce their paper. If the colleague cannot show his or her wadded paper, they
owe their fellow class participant a drink or a dessert their choice!
Purpose:
Taken from SCORE! Super Closers Openers Reviews Energizers for Enhanced Training Results page 31.
2006 Rich Meiss and Doug McCallum.
20

Addendum
Section
21

Notes Notes Notes
22

Advanced Learning Activities:

27 Alternatives to Lecture
According to research published in Educational Psychology by Houghton Mifflin: Using
a variety of teaching methods is superior to the use of a single method of instruction. By
varying their instructional methods teachers sustain the attention of their students and maximize student learning. (Gage, N.L. & Berliner, D.C., 1984)
Yet even though weve known about this research for a long time, lecture is still the most
frequently used method to deliver content. Too much training and teaching today is passive
participants are involved in a sit and get seminar vs. an active, participatory session.
Many trainers and facilitators sense the limitations of the lecture method, but dont know
how to involve the participants with a more active teaching style. Listed below are 27
proven alternatives to lecture, followed by a brief description of each and/or how the technique or activity might be used in training or teaching.
Brainstorming
Crossword Puzzles
Field Trips
Learning Teams
Models
Panels
Skits
Buzz Groups
Debate
Games
Lecture
Memorization
News Articles
Picture Studies
Quizzes
Simulations
Storytelling
Case Histories
Demonstrations
Interviews
Mind Mapping
Object Lessons
Problem Solving
Reports
Skill Practice (Role Play)
Testimonials
Brainstorming
This is a process for generating lots of ideas in a short period of time. Participants are asked to
throw out ideas about the topic or situation with no judgment around those ideas. In a training
session, this process can be done in pairs, triads or small groups of 46, or with the entire group.
Ideas are generally captured in writing in each group, and then shared with the entire group.
Buzz Groups
In most training situations, the larger group of participants can be divided into smaller
groups of 46 people, generally grouped around tables of some kind. At appropriate times,
the leader can then assign discussion topics or questions for the group to discuss. Best practices for this technique include selecting a group leader to lead the discussion, giving a set
amount of time for discussion, warning the group leader when half the time remains, and
then calling time and getting group leader reports at the end of the discussion.
23

Case Studies
This methodology calls for one or several subject matter experts to write up a situation similar to one the participants would encounter around the topic at hand. Participants are given
as much information in writing as they need to intelligently discuss the case and come to
some conclusions. Outcomes may include such things as what would be your recommendations if you were faced with this situation, or how would you solve this problem. Case
studies can be done individually, but are more often discussed in small groups with a
debriefing time. A unique twist to this method is to have the groups write their own case
study they learn from the writing of it as well as the discussion/solving of the case.
Crossword Puzzles
Content to be learned in the session can be built into a crossword puzzle the participant(s)
will read the clues given and then write their answers into the puzzle. These can be used as
the program begins (or even prior to the program) to introduce participants to terminology to
be learned in the session, or they can be used as a review of the terminology or as a test later
in the session. Www.puzzlemaker.com is a website that provides free access to the template
for creating your own crossword puzzles you simply provide the words and the clues.
Debates
This technique invites participants to take a side on an issue and debate it with a partner one
in favor of the idea, and the other opposed. In our Adventures in Attitudes seminar, for example, we have partners debate this question: All people should be given $30,000 per year, free
medical coverage, and adequate living accommodations, whether or not they choose to
work! While the con side of this would seem to be the clear winner, it is amazing to hear the
creative ideas of those called upon to be for this idea. The debate is followed up by discussion
questions that relate to the objective of the exercise. Debate can also be effective by having
small teams debate each other. The key element is the debrief what was the purpose of the
debate, and how does it relate to the outcomes we want for this session.
Demonstrations
This technique can be used to demonstrate skills or processes learned during the seminar.
For example, in a seminar on how to help a drowning victim be resuscitated, participants
could be asked to demonstrate the technique after they have learned the steps. While one
person can demonstrate in front of the entire group, it is more effective to have each participant demonstrate to each other, and then switch roles so that each person gets a chance.
This keeps the activity level high and prevents boredom.
24

Field Trips
This technique was probably one of our favorite learning methods as youngsters in school,
yet few trainers of adults use this method. Consider taking the group on a site visit to a
piece of equipment or to a particular place in the organization where some activity is performed, etc. Have participants brainstorm a list of questions they would like answered
before they go, or give them a pre-prepared list of things to be on the lookout for.
Games
This method could be a separate topic by itself, since there are so many options for games
to be used in training. The word itself indicates having fun, and while fun is good, it needs
to be tied to a serious learning outcome. The purpose of the game is to have participants
learn about the topic while having some fun doing it. Games come in all shapes and sizes
some are tied to game shows like Jeopardy and Family Feud that people see on television,
and some are simply made up activities that make the training more interactive. There are
many good books of training games, including several available from Meiss Education
Institute at www.MeissEducation.com
Warming Up the Crowd: 57 Pre-Session Training Activities
SCORE: 67 Super Closers, Openers, Reviews, and Energizers

Other sources for training games can be found on the following websites:
www.thiagi.com
www.bobpikegroup.com
www.astd.org
All games should be sure to consider PATS MBA, as follows. They should
Have a
Purpose
Consider the needs of the
Audience
Be aware of constraints around
Time
Be cognizant of the need for
Space
Have an understanding of needed
Materials
Be aware of constraints around
Budget
Have an audience and topic
Application
Interviews
This technique is borrowed from the media, and usually is good at holding audience attention. There are at least three ways interviews can happen in training:
Participants can interview a subject matter expert brought into the session
Participants can interview each other, with the purpose of gaining new insights
about the topic at hand
Participants can interview the trainer.
25

An enjoyable alternative to the latter technique is to have participants attempt to stump the
trainer come up with questions about the topic that the trainer may not be able to answer.
The trainer then does his/her best to answer all the questions, and promises to get the
answers to those questions that are left unanswered.
Learning Teams
Small groups are assigned the task of learning about a certain topic, and then teaching that
information back to another small group or to the entire large group. For example, in a class
that has excellent reference materials that are usually not accessed during the training, each
small group may be assigned a particular chapter to read. They are then asked to make a
short presentation to the group about the key points learned in that chapter. Research by Dr.
David Sousa in his book How the Brain Learns indicates that this method leads to up to 90%
retention. Let the participants teach each other! This method also works well in a small
group, where each individual is assigned some content, and then teaches that content to the
other members of the small group.
Lecture, with Power Point Slides
This is still the most commonly used method of teaching and training today, although most
research points out that if participants only see/hear something one time, they will remember only a small percentage of that content. That is why we suggest that this type of death
by power point or show up and throw up training be supplemented by some of the active
learning methods contained in this document!
Memorization
Traditional teaching assigns students/participants the task of memorizing the key content
so that it can be regurgitated on a written or verbal test. Unfortunately, this learning to
pass method often results in the student forgetting most everything he or she learned 24
hours after the test is over.
A better methodology is to learn to apply to learn the content so well that there is immediate application once the participant gets back to the job or the real world. Several principles make memorizing this way much easier such as chunking the content down into bite
size pieces, five sensing the material (using all of the senses to teach it), and repeating the
content up to six times for maximum retention. Some of the techniques we teach in
Advanced Learning Methods that utilize these principles include Memory Boxing, Memory
Stacking/Linking, Memory Loci, and Memory CREAM. By using these methodologies and
reviewing the content a number of times, participants retain as much as 90%+ of the material in a short period of time.
26

Mind Mapping
Adult learning expert Tony Buzan popularized this technique first used by Leonardo da
Vinci and has brought it to the attention of modern-day audiences. The idea is to map onto
a piece of paper all the key content around the topic at hand. Many people have learned this
technique as a way to take notes; they write the main topic in the middle of a page, and then
create arms to represent the main points. Each arm has sub points that attach to the main
idea. Mind maps can use color and pictures to make them more memorable.
Students can be taught the basics of mind mapping, and then be assigned the task of creating a mind map of some of the content already learned. For example, in our two day
Advanced Learning Methods course, mind mapping is usually taught the second morning.
Teams of 46 participants are then asked to create a mind map of the first days content
on a large sheet or chart paper taped to the wall. In addition to being a great review of content, participants are on their feet and actively engaged in the learning process.
Models
This method of learning taps into both the kinesthetic and visual aspects for learners.
Participants are asked to create a model based on what theyve been learning, or to take an
existing model and do something with it, such as break it down and then put it back together.
This method works well when there is a tangible product or process involved in the training.
News Articles
By clipping news articles and referring to them in a session, the presenter shows that he/she
is up to date on current events and is able to apply a learning point from the news article to
the training or presentation. To make this technique more interactive, the trainer can have a
variety of news articles that are given out to participants with the instructions to glean the
key information from that article that applies to the session. The participants are then asked
to present their findings back to either a small group or to the entire group.
Object Lessons
Common, everyday objects can be brought to the training to make points that are relevant to the
topic. While training trainers in the financial services industry, for example, I have brought pennies
to the class. Participants are asked early on to draw the front and back sides of a penny, without looking at anything or talking to anybody putting as much detail in their drawings as possible. After
several minutes, they are asked to compare their drawings with a partner or with other group mates.
They are then given a penny, and asked to compare their drawing to the actual penny.
The debrief involves having participants come up with ideas as to how drawing the penny
relates to the topic of the day, such as how it relates to adult learning (in our train the trainer seminars). Common ideas include we remember more pictures than words, participants
often come to training thinking they know a lot about the subject, yet discover that they may
be missing a lot of details, and we learn a lot more when we can compare notes and work
as a team than when we have to work alone.
27

Panels
This method involves three or more subject matter experts presenting a brief presentation
on the topic under consideration. Following their presentations, a moderator asks the participants to break into small groups and discuss the points made by the presenters. Each
group can be assigned a different topic, or all can brainstorm the same topic. Group leader
reports can be given, and the panel members can then respond to the reports and answer any
questions that may have been raised.
Picture Studies
Display some type of visual, brainteaser, or puzzle that requires thought and effort on the
part of the participants. Ask them to come up with their best ideas what does the visual
indicate, what is the answer to the brainteaser, or how did they solve the puzzle? In the
debrief, the trainer can connect the exercise to the topic at hand. In a session on diversity,
for example, the trainer can show a picture of a tree, and ask several groups to brainstorm
what the tree represents to the following: an artist, a lumberjack, a carpenter, and an orchard
owner. Participants are then shown how one single picture can have so many meanings, just
as each person has different perceptions about diverse populations.
Problem Solving
Participants are given a written problem that they are to solve either individually, in pairs
or triads, or in small groups of 46. The problem needs to relate to the class topic. In a sales
class, for example, participants may be asked to come up with ways to handle common
objections to clients purchasing one of the companys products or services. Or in a technical training class, participants are given a common breakdown of a particular piece of
equipment and asked to solve how they would fix it.
At the end of teaching a module of content, ask each pair or small group of participants to
brainstorm one or two questions about the content in 2 minutes. Toss a koosh ball out to the
first group, and ask them for their question. Answer the question, making sure to get input
from group members who may also have an answer. Then ask the first group to toss the
koosh to the second group, who then ask their question. This process is repeated until all
questions have been asked.
This process has several benefits over the traditional Are there any questions? asked at
the end of a presentation. First of all, it gets all participants involved, and secondly, some
of the questions that will be brought up will be answered in the small group. This allows
the participants to review and teach each other the key content covered.
28

Quizzes
Besides using the traditional quiz to check the content knowledge of participants, innovative trainers are having participants create their own quiz. One way to make this work is:
Assign a different chapter of a course book to each small group

Ask the group to scan through (or read, if time permits) the chapter and come up
with 510 questions the chapter answers
These questions should be written down on a piece of paper followed by their

correct answer, with the chapter number or title at the top of the page
The trainer then selects the several best questions from each chapter to make up
a quiz for the participants
In addition to allowing for a knowledge check, this method creates a review of content
through the development of the quiz.
Reports
Participants are asked to write up a 12 page report on some content that is covered in the
course. These reports can then be shared with a partner, shared in small groups, shared in
the large group, or simply turned in to the instructor for reading and grading.
Participants are given a worksheet with a variety of open-ended questions. Examples in a
computer training workshop might include:
The final entry to exiting Word is _________________________________?

If the red light goes on, I will ____________________________________?
What open ended sentences could you use for your training?
Simulations
This methodology is very powerful in that it most closely resembles the actual on-the-job
application of the training. The participant is actually put into a situation where they have
to perform the job function with no consequence for failure. In the airline industry, this
involves putting pilots into a flight simulator. This multi-million dollar piece of equipment
is just like the cockpit of a real airplane, and the pilot is given the chance to fly the plane,
with no consequences for crashing.
An example of how simulations can be used for typical organizational training might be a
trainee in a call center who is physically located in a real call station, complete with desk,
phone, files, etc. Several calls are made to this trainee from a mock customer (typically a
trainer or supervisor), to observe how the trainee handles the situations posed. After several calls are completed, the trainer and trainee debrief the calls, and strengths are praised and
suggestions are made for improvement.
29

Skill Practice (formerly known as Role Playing)
Utilize this traditional teaching method by applying this new twist. Have participants divide up
into triads, where each takes turns serving three different roles. For example, in a customer-service training program, one person is the customer service rep (CSR), one is the customer, and
one is an observer. Hand out printed instructions that state the desired outcome of the skill practice and the role each person is to play. After a few minutes of preparation, tell the csr to begin
the practice. After the first round, the 3 debrief the process as follows:
The CSR shares how well he/she did, and what they could improve upon
The customer shares what they thought went well and what could be improved
from their perspective
Finally, the observer gets to share feedback from his/her perspective

Then, rotate the roles, introduce another scenario, and repeat the process. Finally, do one
more rotation so that each person has had a chance to be the csr, the customer and the
observer one time. This method keeps everyone engaged in the skill practice.
Skits
Ask participants to create a skit where everyone in their small group plays a part. For example, in a sales seminar, one group can create a skit showing all the mistakes a salesperson
can make in selling the product or service. You can offer a prize for the group that is most
realistic, most creative, etc. After viewing all the skits, debrief the exercise by asking what
could the salesperson do to avoid all the mistakes they saw modeled in the skits. Always
end this type of activity by modeling or discussing what the proper techniques should be.
Storytelling
Engage the audience by using a favorite story that makes a point about your content or a lesson
to be learned. By using real life stories that the audience finds humorous, engaging, or outstanding in any way, their attention will be held and key points will be learned. Stories can be enhanced
by using appropriate props, object lessons, or visuals. Another way to use stories is to ask the participants to share a story or life experience. Using customer service again as an example, ask participants to turn to a partner and share a real life story of great customer service theyve received.
After sharing the stories, then ask the group to come up with a list of what made the service stories they heard so successful. Compile this list, and suggest that these qualities and characteristics
are what are needed to offer excellent customer service at our place of business.
Testimonies
Invite a previous participant from the class into a current class to share how what he/she
learned in the class is being applied on the job. Allow the person 510 minutes to share, followed by a Question and Answer session. Ask small groups of current class participants to
brainstorm a question or two they would like to ask the previous participant, and then do a
round of Q and A. This works well for new employee orientation training, or in situations
where employees are being asked to take on new jobs or tasks.
30

Reference
Section
31

Notes Notes Notes
32

References
101 Ways to Make Training Active
Mel Silberman, Pfeiffer and Co., 1995.
Gifts: Ideas to Enhance Your Work and

Your Life
Rich Meiss, Meiss Education Institute, 2000.
The Adult Learner: The Definitive

Classic in Adult Education and Human
Resource Development
Malcolm S. Knowles, Elwood F. Holton,
Richard A. Swanson, Ed Holton, Gulf
Publishing Co., 5th Edition, 1998.
Transfer of Training
Mary Broad and John Newstrom, AddisonWesley Publishing, 1992.
Use Both Sides of Your Brain
Tony Buzan, E. P. Dutton, 3rd Edition, 1991.
Analyzing Performance Problems: Or

You Really Oughta Wanna
Robert Mager and Peter Pipe, Center for
Effectiveness Performance Inc., 3rd Edition,
1997.
Wake em Up!
Tom Antion, Anchor Publishing and
Creative Training Techniques Press, 1997.
Creative Training Techniques Handbook

Bob Pike, Lakewood Publications, 2nd
Edition, 1989.
Warming Up the Crowd: 57 Pre-Session

Training Activities
Dave Arch and Rich Meiss, Jossey-Bass/
Pfeiffer and Creative Training Techniques
Press, 2000.
Dealing with Difficult Participants

Bob Pike and Dave Arch, JosseyBass/Pfeiffer and Creative Training
Techniques Press, 1997.
What Every Manager Should Know

About Training
Dr. Robert F. Mager, Center for Effective
Performance, 2nd Edition, 1992.
Evaluating Training Programs: The Four

Levels
Donald L. Kirkpatrick, Berrett-Koehler
Publishers, 2nd Edition, 1998.
Wuzzles for Presenters

Tom Underwood, Jossey-Bass/Pfeiffer and
Creative Training Techniques Press, 1994.
Classroom Tools
Puzzles and Games http://puzzlemaker.school.discovery.com
Discovery Channel School is proud to be the new home for Puzzlemakera puzzle and
games generation tool for teachers, parents and students. Create and print customized word
search, crossword and math puzzles using your word lists. Build your own maze or print
our specialty hand-drawn mazes created around holidays and classroom topics.
Tools and Props www.orientaltrading.com
www.trainingwarehouse.com
33

Training Websites
American Society for Training & Development (ASTD) www.astd.org
The worlds premier professional association in the field of workplace learning and performance the American Society for Training & Development (ASTD). ASTDs mission is to
provide leadership to individuals, organizations, and society to achieve work-related competence, performance, and fulfillment. Founded in 1944, ASTD represents more than 70,000
members in the field of workplace learning and performance, who come from every area of the
growing industry and from more than 150 countries across the globe. Our leadership and members work in multinational corporations, small- and medium-sized businesses, government
agencies, colleges, and universities.
The Bob Pike Group www.bobpikegroup.com
The mission of The Bob Pike Group is to provide training with train-the-trainer programs,
tools, techniques, and other resources. This helps individuals to apply participant-centered
advances to learning styles, life-long learning and teaching. These combine to increase the
learners ability to grasp and retain the key attitudes, skills, and knowledge that will help
increase their performance and achieve their organizations goals.
CRM Learning www.crmlearning.com
For over 25 years, CRM has developed results-oriented training resources that are based on
leading-edge research and guidance. From their start as part of Psychology Today magazine, their training products have been based on the work of major thinkers in behavioral
and management science. CRM materials generate highly effective, participant-focused
training. They entertain, educate, and provide practical information that can be put to use
immediately. This site features in-depth information on over 1000 videos and print-based
training materials. Youll find videos on communication, leadership, change, customer satisfaction, relationships, conflict and more. And an expanded line of high quality books and
instruments to complement their videos.
International Society for Performance Improvement www.ispi.org
Dedicated to improving individual and organizational performance in the workplace for
more than 37 years. The International Society for Performance Improvement (ISPI) is the
leading international association dedicated to improving productivity and performance in
the workplace. ISPIs mission is to improve the performance of individuals and organizations through the application of Human Performance Technology.
Jossey-Bass/Pfeiffer Publishers www.pfeiffer.com
For more than a quarter of a century Jossey-Bass/Pfeiffer Publishers has provided useful, leading-edge books and journals that are based on research and proven in practice. The books and
journals cover such topics as Business and Management, Conflict Resolution, Education,
Health, the Nonprofit Sector, Psychology, Public Administration, Training and HRD.
34

Training Websites
National Speakers Association www.nsaspeaker.org
NSA, the recognized voice of the speaking profession, sets the benchmark for platform excellence worldwide, impacting how people work and live. NSA is dedicated to advancing the
art and value of experts who speak professionally by: Enhancing platform excellence;
Facilitating business development opportunities; Fostering community; Increasing NSAs
brand identity; and Developing strategic partnerships.
TrainingSuperSite by Lakewood Publications www.trainingsupersite.com
TrainingSuperSite is a great site for Training and Human Resource content on the internet.
Many partners are working together on this site to deliver the most comprehensive collection
of human performance and productivity resources available anywhere.
Workshops by Thiagi www.thiagi.com
Dr. Sivasailam Thiagi Thiagarajan is the president of Workshops by Thiagi, Inc., an
organization with the mission of helping people improve their performance effectively
and enjoyably. Thiagi consults and conducts training in such areas as rightsizing, diversity, creativity, teamwork, customer satisfaction, human performance technology, and
organizational learning. Thiagi has published 40 books, 120 games and simulations, and
more than 200 articles. Thiagi currently writes a monthly newsletter, Thiagi GameLetter,
published by Jossey-Bass/Pfeiffer. This newsletter, now in its third year, features
Thiagis training games and other creative interventions that deliver results quickly and
effectively.
35

Notes Notes Notes
36

Seminar Evaluation Form

SCORE Workshop November 15, 2006
1.
What did you like most about this program?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2.
What, if anything, would you like to see changed for future programs?
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3.
How will you use the material and benefit from this program?
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4.
Please rate the following using this scale: 5 Excellent

Overall rating of seminar
5
4
Applicable to my work life
5
4
Organization of presentation
5
4
Quality of materials
5
4
Instructors interest in participants
5
4
Instructors knowledge of content
5
4
4 Very Good 3 Good 2 Fair 1 Poor
3
3
3
3
3
3
2
2
2
2
2
2
1
1
1
1
1
1
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_____ Check here if you are interested in bringing a SCORE workshop on-site for other
trainers or anyone who leads workshops, meetings or sales presentation.
Name: ______________________________Title: _______________________________
Company: _______________________________________________________________
Phone: ______________________________Email: ______________________________
www.MeissEducation.com
37

Notes Notes Notes
38
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SCORE! Super Closers Openers Reviews Energizers

Notes Notes Notes

Copyright 2006, Meiss Education Institute. All rights reserved. www.MeissEducation.com

SCORE! Super Closers Openers Reviews Energizers

About Your Presenter

Meiss Education Institute

SCORE! Super Closers Openers Reviews Energizers

Warming Up the Crowd Exercises

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Mental and/or Physical

Examples of Quick Openers for Short Presentations

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Best Training Environment:

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Trainer Effectiveness Grid

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Presenting, Training and

Knowledge, skills, attitudes

Lessons plans are prepared to

Agenda is used to structure

Facilitator uses questions

Trainer shares content responsibility with participants.

Facilitator has no content

Variety of visuals used to

Chart pads are used to

Many training methods

Process tools are used for

Facilitator manages the

Typically less than 15

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Teach Others/Use of Learning

SCORE! Super Closers Openers Reviews Energizers

Questions and Answers

Skill Practice (Role Play)

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7 Ways to Add Impact to Training

Use visuals and color.

Add some _______________________________ .

Use a quote or statistic.

Add some _______________________________ .

Use a game (advanced learning exercise).

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Create Energy Using

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Create Energy Using Tools,

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Create Energy Using Movement

Beach Ball Toss

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