Issue 25
Learning CAN be fun. Training SHOULD be fun. Training Games ARE fun!
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In this Newsletter...

TGI Customers – No Longer Missing "the Buzz"
fun wireless buzzersFor many years now our customers have been telling us that we should provide "Buzzer" or "Quick Response" capability for our Quiz Show and other games. Many trainers and teachers like games that require teams to "Buzz In" their answer to quiz questions (The game informs you who got in first!). We now provide 4 games (Quiz Show XF, Classroom Quiz Show XF, The DEAL? Game, and The NEW PowerPoint Presentation Game 4.0), that integrate with a USB Wireless Buzzer System. In fact we've researched available systems and now sell one of the premiere buzzer, or slammer systems on our website ( We've made available Wireless Slammer products for two, five and eight teams to play. Here are some of the features offered with these wireless slammers:

• Patented RF-Wireless design
• Keypads use radio frequency with no line-of-sight limitations
• Keypads have a range of up to 100 feet
• Keypads have low battery and transmit indication
• Sleep mode to preserve battery life
• FCC approved units, no Site approval needed
• Plastic carrying briefcase included

Check out these great trainer tools today!

Communications and Personality Type

Don't you often feel as if we exist in a sort of human bubble? I mean honestly, we are in some sense trapped within ourselves, left to ponder only our own thoughts, and experience only our own emotions. Understandably, we take in an amazing amount of outside sensory information. Did you realize that at any one moment in time we are experiencing 7 new sensory impressions? And by the time a whole second passes we have taken in 125 different sensory impressions. Our eyes alone take in 36,000 impressions every hour. Now obviously only about 1 percent of this sensory cyclone comes in to our conscious minds, which if you think about it, makes a great case for why we don't communicate very well. Our margins for misunderstanding are HUGE, with a capital HUGE! Our solution is perhaps to relate to those folks who are more like us. A bubble within a bigger bubble if you will (Note: This is just me trying to be a bit clever with a strained metaphor. I am certainly NOT calling anyone an "Air Head or a Bubble Brain").

There is, however, a certain safety in hanging around people who look, act, feel and think as we do. At least here we have a particular point of reference, even though some might say, a tiny bit flawed. But alas it is not uncommon for us to have to venture outside the bigger bubble, and meet someone who is in someway or another different from us. When we exercise a level of openness and acceptance we even stand a fairly good chance of communicating to them. Below is a great article from Pamela Hollister ([email protected]) whose website, provides us great insight about who we are, and the way in which we communicate.

Communications and Personality Type – Extravert & Introvert

© Copyright 2006 Pamela Hollister

Communication is central to our life—we communicate with others every day, throughout the day. Understanding, appreciating, and accommodating personality differences in communication style can bring major success to our effectiveness as a friend, spouse, employee, supervisor, trainer, leader, and team member. People have different preferences in the way they take in and evaluate information and their orientation to the world around them. As we develop our awareness, understanding, and appreciation of communication differences, we will reap the benefit in our relationship with others.

Extraverts are energized by lively and enthusiastic discussions, with rapid-paced conversation, and often interrupt as they elaborate on and process thoughts. Introverts are energized by quiet conversations with space for reflection and conversation pace is slower, taking time as they build thoughts and ideas internally. Extraverts' communication approach doesn't allow time for Introverts to reflect and then give their opinions. Extraverts like to "think out loud" and don't realize that Introverts feel unable to respond quickly in a conversation, preferring to internalize the information first. Thus, the Extraverts' reaction sometimes is that the Introvert is not providing input that energizes the Extravert.

When Introverts share information, it has been carefully thought through and evaluated. When an Extravert is in the "thinking out loud" mode they may not give the input the full evaluation it merits. Similarly, Introverts may put too much emphasis on what is said by Extraverts, not realizing they are "hearing themselves think" and need to process information this way. This can cause difficulties for both preferences as Extraverts may miss valuable contributions by Introverts, and Introverts may take what Extraverts say too seriously and make decisions based on the input.

These communication differences can be especially dangerous in conflict situations, as Extraverts want to handle a situation immediately and Introverts require time to think things through before giving their ideas on possible solutions. Because each preference is requiring something the other type does not prefer, tension can increase. Extraverts can become impatient, wanting to move forward and make a decision not giving time to the Introverts' need to process the information internally and, then, make a decision.

Extraverts in communication

  • Energetic & enthusiastic
  • Think out loud
  • Give a lot of information
  • Network well
Communication Approach:
  • Speak out freely in groups
  • Think out loud
  • Like to discuss lots of topics
  • Interrupt often during discussion
When Communicating with Extraverts:
  • Listen attentively
  • Be actively responsive
  • Be energetic & enthusiastic
  • Support their need to communicate
Introverts in communication

  • Quiet, reflective presence
  • Respond carefully and thoughtfully
  • Know a few people well
  • Listen without interrupting
Communication Approach:
  • Listen more than talk
  • Talk one on one
  • Need time to reflect before responding
  • Process information internally
When Communicating with Extraverts:
  • Value their need for privacy
  • Allow them time to change focus
  • Ask questions to draw them out
  • Don't pressure for an instant response
Pamela Hollister
Author, The PEOPLE Process
October 26, 2006
Resource Material: Introduction to Type & Communication, CPP Inc. & The PEOPLE Process The Basic Assumption Please ask permission of Pamela to reproduce her fine article by contacting her at [email protected]

Products From TGI
Contact [email protected] or call 602-750-7223

Building Learning Strategies into Training Programs

I remember watching my son playing with building blocks. He was enjoying himself, but I noted that the project was progressing slowly. No matter, Dad to the rescue. I sat down and began to demonstrate to my son what miraculous things could be constructed from building blocks. Unfortunately he went from being totally absorbed in play, to less than interested in Dad's building prowess. This is similar to our educative systems today trading learner involvement and therefore motivation for content knowledge. We must either hope that the learner is highly motivated enough to overcome the poor knowledge delivery mechanism (typically a monotone lecture) or that the instructor is wise enough to allow the learner an opportunity to experience the learning.

Here is an article written by Paul G. Whitmore PhD entitled "Building Learning Strategies Into Training Programs". Paul tries to get trainers to shift away from focusing on developing information presentations and instead focus on developing learner practice. That is why I got interested in how brains work. You can email Paul at [email protected] with your comments and thoughts.

Building Learning Strategies Into Training Programs

by Paul G Whitmore, PhD

Group-oriented, broad-brush instructional activities (lectures, interactive class discussions, and large group case-studies and games) have relatively low learning-value. Learning strategies applied by each individual learner both during and outside of class have much higher learning-value. But few learners know enough about the content in advance to organize it meaningfully or to place it in realistic contexts and they don't have the skills, time, or inclination to develop good study and review notes and procedures, to develop flash cards and concept cards, or to develop appropriate diagrams and illustrations and don't know how to build them into their own mental imagery. Learning can be optimized by cutting back on low learning-value activities and replacing them with high learning-value strategies built directly into training programs to be used by learners during scheduled class periods.

The following table lists learning strategies recommended for individual learners and corresponding training practices that can be built into training programs. Both strategies and practices are stated for application in a job-performance training environment rather than a subject-matter academic environment.

Learning Strategies for Learners to Do on Their Own Corresponding Training Practices to Include in Training Programs

Break content into rehearsable units. Develop program from task and skill analysis.
Achieve understanding of content.

Re-read, re-listen, review, or ask about information presentations until you understand them.
Provide all presentations on media that allow each learner to re-read or re-play each one in whole or in part at will. *

Prepare information presentations in direct, uncomplicated language with simple illustrations and realistic examples.

Include notes and key words in margins, as in structured writing.

During program development, pre-test and revise presentations with members of TPop.
Make coaches readily available to learners in one-on-one interactions.
Develop advance organizers.

Look for the big pictures. Build visuals showing the functional blocks in each big picture and how they come together. Describe the visuals and how the functions are related to each other.
Develop graphics that show learner the major parts of the subject matter, system, procedure, or process and briefly explain how they come together. Present graphics and explanations either live or on media. Instruct learner to practice describing and explaining the organization in the graphic to an error-free standard. Or give learner separate functional blocks and instruct the learner to arrange the blocks and explain their organization. This can be done alone or with a colleague and a feedback sheet.
Rephrase information and instructions in your own language of thought.

Put the content and instructions in your own words.
Provide all instructions and content in direct, uncomplicated language.

Instruct learners to write or orally rehearse information and performance instructions either alone or with colleague or both in the learners’ own words in their own language of thought.
Use inner speech and mental imagery to guide performance.

When learning a procedure, practice orally stating the steps, cautions, and reasons and pointing to the related objects in correct sequence before practicing the full performance.
Add show-and-tell subordinate skills to skill hierarchy. Develop illustrations or models of the objects involved in the procedures.

Instruct the learners to practice stating the steps, cautions, and reasons and pointing to the related objects in correct sequence until they can do so without error. This can be done alone or with a colleague or both with a feedback sheet.
Tie new learning to previous experience and previous learning.

Build bridges between what you know and what you are trying to learn.
Instruct learners to recall ways in which a new skill relates to things they already know something about. They can do this alone or brainstorm with one or two colleagues or both.
Develop appropriate mental imagery.

Practice describing illustrations and diagrams until you can visualize them clearly or reproduce them.
Provide learners with copies of the illustrations or diagrams and instruct them to practice describing and explaining each illustration or diagram as they point to the corresponding features on it. Have them do this either alone or with a colleague using a feedback sheet that identifies all the key points.
Use effective memorization aids for definitions, processes, and procedures.

Develop mnemonics that incorporate rhyme, meaningful associations, and images.
During program development, draft, test, and revise mnemonics (preferably peg word rather than acrostic) with TPop members using rhyme, common associations, and images.

Provide learners with loose flashcards for paired associates information and bound flashcards for sequenced information. Include pictures or symbols. Instruct learners to practice with the flashcards until they can go through the deck without error or peeking.
Organize content and notes.

Make marginal notes with keywords, symbols, and diagrams on your text and on your printed notes and practice stating the information summarized by each from memory.
Provide all textual materials in structured writing format with instructions on how to practice stating the information in each block from the marginal labels. Marginal labels serve as notes.
Organize and explain information.

Make charts to organize information and relationships. Practice recreating and explaining the charts from memory.
Provide learner with separate coded (icons, names, or colors) blocks or cards. Have each learner practice arranging the blocks or cards and explaining content in each one and the relationships among them to an error-free standard. Have them study alone or with a colleague or both and checking themselves against a feedback sheet that lists all key points.
Identify significant points (main ideas).

Effectively determine what is important from what isn’t important.
Provide a clear performance objective for every overt and covert skill to be learned and eliminate all learning activities that do not support a specific performance objective.
Identify and focus on significant aspects of content.

Take well-organized notes from the assignment.
Provide complete, well-organized notes in margins as part of structured writing 1n each module with directions on how to use them to practice/study.
Take good notes during class.
Combine and re-organize assignment notes with lecture notes that place the information in a topical or application contexts or both. Chunk information and skills into appropriate sized pieces with labels.
Practice each skill in realistic contexts.

When learning a process or procedure, describe what to do and why, pointing to the appropriate actions that you will take on a diagram or model before actually practicing the process or procedure in live situations.
Provide range of realistic situations and materials for each learner to practice each skill and task safely with feedback until he or she performs to job standard. If unsafe conditions are involved, do this initially as show-and-tell practices and then as live practice performances with supervision, if necessary.

Establish personal value for learning.

Reflect on how you will use the skills you are learning.
Provide learners with applications of training content and skills in realistic job contexts. Video depictions are best. Otherwise, use verbal descriptions with pictures and sound bites, if possible.
Build learning self-efficacy.

Take on the learning of difficult skills with the same assurance as with easy skills.
Explain to learners that some skills may have more parts than others and take longer to learn, but when broken down into parts all skills are within the learner’s ability to learn.

As learners progress in program, recognize and compliment their progress individually. Keep all feedback performance-oriented with no personal put-downs.
Build performance self-efficacy.

Reassure yourself that you will succeed in the program and later on in the application of your new skills.
Tell learners how course was developed from task and skill analysis to assure them that success in training insures success on the job. Let them know that all training measurements are identical to job performance requirements.
Anxiety: worry about doing poorly.

Counter your own fears of failure, both in learning and in test taking.
Explain to learners that only skill checks (job-sample performance tests) will be used and administered only when the learner is ready. Skill checks will be repeated for individual learners as often as necessary. They practice exactly as they will be tested. There is no failing, just more practice: Try, try again. Do not use multiple-guess tests.
Remove obstacles to learning.

Clear out all competitive pressures during learning.
Determine beforehand what obstacles to learning the learners perceive and resolve them beforehand.

Arrange to compensate learners for loss of income or status during training.

Arrange for suitable cover for learners’ job responsibilities while in training.

Insure that training skills will be used on the job and valued by management.

Arrange for appropriate compensation for personal inconvenience to learners during training.
Motivation to do difficult work.

Take on all learning requirements without complaining,
Apply the standards throughout training to all learners uniformly with no exceptions.

Sequence the learning of skills so that all prerequisites for complex or difficult skills are learned first. Develop the curriculum from a skill hierarchy.

Manage study time effectively.

Study the assignment and previous class notes before class.

Adhere to a regular study schedule with ample time in which to learn.
Plan for all learning activities to occur during class by cutting back on low value learning activities such as lectures and large group exercises.
Plan learning activities.

Do not wander aimlessly from one activity to another, but periodically plan your next series of learning activities to achieve a specific learning goal.
Develop training in modules. Each module provides the learning activities needed to achieve the skill objectives of the modules.
Sequence learning effectively.

Learn subordinate skills before learning larger skills.
Provide a map that shows the parts of the program and the relationships between them. Provide a chart for estimating progress in the program.
Self-testing and reviewing.

Periodically test your own learning.
Build self-checks and reviews into materials for each module.

Don’t let your attention wander while studying.
Provide dedicated time on a set schedule and quiet rooms for learning.

Provide study materials that are organized to support study sequences and free of clutter.

Famous Quotes
Donella A. Meadows — "Your paradigm is so intrinsic to your mental process that you are hardly aware of its existence, until you try to communicate with someone with a different paradigm."

Peter F. Drucker — "The most important thing in communication is to hear what isn't being said."

Thomas Carruthers — "A teacher is one who makes himself progressively unnecessary."

TGI 6 – Pack PowerPoint Games
Our 6-Pack PowerPoint Games are great fun in a classroom setting, and may also be posted on your organization's server, company intranet or any secure page on your website. All games are completely editable and can be altered over and over again to accommodate your changing training needs.

• Peril
• All the Way
• Tic Tac Dough
• Wheel of Color
• Quiz Show
• Word Jumble
• PLUS free scoreboard & whiteboard

Pricing starting at $99.99    BUY NOW

• TV Quiz Show Game
• The $1600 Quiz Show
• Pyramid of the Sun Quiz
• Money Taxi Quiz Show
• Truth or Consequences
• 20 Questions Quiz Show

Pricing starting at $99.99    BUY NOW

• Fun Feud
• Match Game
• 1,000,000 Pyramid
• Star Cruiser
• Ice Breaker Wheel Game
• Team Builder Crossword Puzzle

Prices starting at $99.99    BUY NOW

• Baseball Game
• Football Game
• Golf Game
• Racecar Game
• Blimp Race Game
• Boat Race Game

Prices starting at $99.99   BUY NOW

TGI New PowerPoint Presentation Game 4.0 (Turns Any Presentation into an Interactive Presentation Game)
Step 1. Bring your entire PowerPoint presentation into the Presentation Game, it's a snap, and it's so easy!
Step 2. Now add in our fun and fully animated TGI Interactive Game Slides to engage your audience, enhance your presentation and energize your program.
Step 3. With just a push of one button our automated scoreboard and many great game features are instantly added to ALL of the slides in your presentation.


It takes less than a minute to transform any PowerPoint presentation into an Interactive PRESENTATION GAME. Features include a Game Scoreboard, Random Selectors, Random Number Selectors, and plenty of ready-to-go interactive game slides to engage your audience.

Need more information on the Presentation Game? Click here to open the PDF Help file which is included with the Presentation Game. Click here to open a brief PowerPoint presentation to guide you through the steps for creating and playing the Presentation Game.

Single User Lifetime License only $99.99 - Buy Now

TGI Affiliate Program  Would you like to sell our training games on your website? TGI offers a generous affiliate program. Build a simple link from your website to ours and we'll track the sales and pay you commission. Read more about our program here.

Check out  for an example of what others have created.
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Training Games Inc.
Gary Trotta, CEO
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[email protected]
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