Energizer Flip Chart Activity – Communicating Effectively with Customers in a Diverse World

Energizer Flip Chart Activity - Communicating Effectively with Customers in a Diverse World

Energizer Flip Chart Activity – Communicating Effectively with Customers in a Diverse World

Group size: Up to thirty (30)

Time Required:   Approximately 25-30 minutes depending on group size and follow-up discussion.

Purpose:  This activity is designed to assist in breaking down potential communication barriers when dealing with diverse customers. Also, to help raise awareness of how people might speak a common language, but use different terminology to describe similar things or activities (e.g. people from the United States and parts of the United Kingdom or Canada or people from different geographic regions of the country).


  • Ask learners to think about words or phrases that they have heard from during their own life experiences that differ from those used to describe the same thing in the country or area where they now reside or work.
  • Creatively form small groups of 4-5 participants
  • Creatively select a group leader and scribe (note taker)
  • Take five (5)  minutes to create a list of words that you know which have different meanings in various countries or languages.
  • Flip chart responses
  • Spend 10-15 minutes discussing potential problems that might result because of these language and word differences.
  • Create a second flip chart page with these potential problems.
  • Reform the entire class and share your responses and problem lists.
  • Discuss possible solutions to prevent such problems when dealing with customers.

Materials Needed:  

Why This Is Brain-Based and relates to andragogy:   

  • Engages participants in the learning process.
  • Appeals to all learning modalities (visual, auditory, and kinesthetic).
  • Gets people physically moving about as the relocate and form groups.
  • It causes participants to reflect on prior knowledge and learning and uses a building block approach to create new ideas and memories (learning).

For more engaging and energizing training games get a copy of Creative Learning: Activities and Games That Really Engage People. To learn more about serving a diverse customer base, check out Please Every Customer: Delivering Stellar Customer Service Across Cultures.

Energizing Problem Solving Activity for Training – Sentence Sense

Energizing Problem Solving Activity for Training – Sentence Sense

Brain based learning research and adult learning theory suggest that by actively engaging adult learners during training, you can help maximize learning outcomes. To assist in that goal when conducting supervisory, management, or team training programs where problem-solving and decision-making, teamwork, and interpersonal communication are desired outcomes, you might try the following energizing problem-solving activity.

Energizing Problem Solving Activity for Training – Sentence Sense by The Creative Trainer – Robert W. Lucas, Awarding Winning Author

Time Required:  25 Minutes

Purpose: To provide a vehicle through which learners can work together to solve a problem.Energizing Problem Solving Activity for Training - Sentence Sense

Objective(s): Through a fun small-group activity, the facilitator will be able to:

  1. Energize learners.
  2. Provide physical and mental stimulation.

Group Size: Up to twenty-four (24)


  • Prior to the start of the learning event, create a quote/sentence handout based on program topic/content, similar to the sample Sentence Sense handout below from a train-the-trainer session.
Communication, teamwork, and problem-solving
are effective ways to
reinforce key session concepts
  • Make two copies of the Sentence Sense handout and cut each into small rectangles as indicated in the image above. Be prepared to hand them out during the activity;
  • In addition to the handout, create a flip chart page, slide, or transparency with the entire sentence/quote from the handout on it. Do not show this to learners in advance;
  • When you are ready to begin, have learners form two equal-sized groups around tables and number the groups #1 and #2;
  • Pass out one piece of one handout to each person in group #1 and one piece from the second handout to each person in group #2. If there are twelve or fewer learners, form a single group. Some people may need to get two handout pieces;
  • Explain that they each have a word of a quote/sentence related to the session topic and that their goal is to determine what that quote is within five (5) minutes;
  • Answer any questions they have and indicate that they should begin;
  • The first group finishing should yell out “DONE!”
  • Verify that they have the correct interpretation and announce either that the activity is over or that groups should continue;
  • If one group is successful, show the flip chart, slide, or transparency with the correct quote;
  • If neither group is successful within five (5) minutes, sound a noisemaker (e.g. bell, whistle, hand clappers, or finger clickers), have them take a seat, and show the flip chart page, slide or transparency with the complete paragraph on it.

Process Follow-up:

  • Ask:
  1. What process did you use to solve the problem?
  2. How was your process successful, or not?
  3. How might this process be successfully applied in the workplace?
  4. What was the biggest challenge in the activity?
  5. How did you overcome the challenge (if they were successful)?
  6. What created barriers to your success (if they were not successful)?
  7. For those successful, at what point did you figure out the pattern of the paragraph?
  • Relate the need for teamwork to be successful in this activity to the need for teamwork in the workplace and many other life situations;
  • Have everyone give a round of applause for their efforts;
  • Reward successful team members with candy or small prizes.


  • Instead of creating your own handout, use the Sentence Sense handout provided, create your own using a paragraph based on session content, or on a quote, poem or limerick of your choice;
  • If you do this, focus learner attention on concepts such as, effectively communicating, teamwork, and problem-solving that can tie to a number of session topics.
  • Instead of using the activity as an energizer, use it as an opening icebreaker in which you have learners from groups, introduce themselves, and then attempt to determine the quote.

Props/Tools Needed:

Possible Topic Application:

Any session in which problem-solving, teamwork and interpersonal communication are desired outcomes.

Why It Is Brain-Based:

  • Requires use of both left (e.g. verbal, logical, etc) and right brain (e.g. spatial, visualizes, sees wholes, etc);
  • Engages learners mentally and physically;
  • Involves sound (noisemaker);
  • Appeals to visual, auditory and kinesthetic learners;
  • Recognizes and rewards behavior.

Source: Creative Learning: Activities and Games That Really Engage People.

Energizer Training Activity – What Do I Wear?

Energizer Training Activity – What Do I Wear?

Making learning fun while accomplishing your stated learning objectives is a good way to stimulate learning and tie into brain-based learning research on how participants learn best.

Energizer Training Activity - What Do I Wear?

By actively engaging your adult learners, you are tapping into basic tenets of adult learning (andragogy) and encouraging learners to become active participants in the information exchange process.

This activity is an easy way to encourage learner participation providing a forum for future information exchange.

Energizer Training Activity – What Do I Wear? by The Creative Trainer – Robert W. Lucas, Awarding Winning Brain-Based Adult Training Author

Time:  30-45 Minutes (depending on group size)

Group Size:    24-30

Purpose:  To provide an opportunity for learners who work in the same organization to get to know one another a bit better. This activity also allows them to have a bit of fun while doing getting to know one another in sessions dealing with diversity, non-communication, team building, customer service, or other topics where relationships and understanding others is an important desired outcome.

Objectives:     Through the use of this activity, learners will be able to:

  • Get to know one another better on a more personal level.
  • Recognize that predispositions about others may create challenges in relationships.


  • At the beginning of a session, have participants form small, equal-sized groups (5-8 people) at round tables.
  • Explain that participants have been invited to a costume party.
  • They have two minutes to decide what costume they would wear.
  • Have everyone write their costume choice and nothing else on a strip of paper that you provide.
  • After everyone has written their answer, they should fold it and put it in the center of their table.
  • Instruct all participants to retrieve one strip of paper from the center of the table and one by one open it.
  • After all, participants have opened their paper and read what is written, have them introduce themselves one-by-one (e.g. who they are, where they are from, where they work, why they are attending the session, or whatever you prefer to have them disclose).
  • Following the introductions, have each person turn their paper over and write down the name of the person that they believe wrote the costume name on the other side.
  • Once everyone has done this, have them one at a timeshare who they believe the owner to be and why. 


  • Ask for a show of hands of how many people guessed correctly.
  • Ask those who guessed incorrectly, why they believe they might have done so.
  • Ask those who were correct what led them to believe the person they chose wrote their paper.
  • Hold a general discussion related to how we sometimes make assumptions about others and that can create challenges in relationships.

Materials Needed: Three-inch strips of paper.

For more ideas on engaging learners see Lucas, Robert W., Creative Learning: Activities and Games That REALLY Engage People, Jossey Bass/Pfeiffer, San Francisco, CA.