Chapter 11
Icebreakers: Getting to Know You
The key purpose of an icebreaker is to introduce your group members to each other and to introduce your training session topic. A well-planned icebreaker ensures that a training session will start with more involvement and focus. When planning your icebreaker, remember these guidelines.
Never ask anyone to do anything you would not want to do. All of your activities, including icebreakers, should maintain participants’ self-esteem, build trust, and enhance what they are learning. Select an icebreaker based on the type of group you are training. You are not likely to use the same icebreaker with a group of engineers that you would with a sales team. Relate the icebreaker to the content.
If your icebreaker introduces the training session’s content, it ensures that you are making every minute count. You use the icebreaker as another training tool to help your learners focus on what’s important right from the start of your session. Use your icebreaker to set the tone of your session and to establish an environment for learning. Icebreakers also give you an early indication of the participation level you can expect from your participants.
Observe the group during the icebreaker to learn something about the group as well as the individual participants. The time you spend conducting an icebreaker activity is also a perfect opportunity to determine who among the participants you might tag as the natural-born leaders, who might have a tendency to dominate, and who will likely need some coaxing to speak up. This information will help you to manage the group later. Watch the time during an icebreaker. If you have designed an exciting icebreaker, it is easy to lose control and either exceed the time limit for the activity or squander the positive energy created by the activity.
Participants learn as much from each other as from the program, so start quickly with introductions that are directly tied to an icebreaker. Knowing something about the other individuals in the session will make it easier for them to listen, to contribute, and to become involved.
This chapter presents you with a wide selection of icebreakers. The first four provide you with options to solve a classic icebreaker issue: whether you want participants to conduct their introductions from their seats to save time or whether you want them to stand up and engage in a more one-on-one activity. “What’s Under Your Bed?” (The title of this activity makes you want to turn to it immediately!) by Christi Gilchrist is an icebreaker that ensures a few laughs. Sharon Dera shares two of her favorite icebreakers and, to pique you interest, she uses candy and toilet paper! Lisa Downs asks participants to reveal their nicknames in her icebreaker.
Davis Robinson and Sharon Dera provide two icebreakers that are conducted in small groups. Each takes only 20 minutes and both are appropriate for very large groups. In “Immodest Interview,” J.T. Kostman instructs participants to introduce each other in a novel way. This tried-and-true, road-tested activity always works. Amanda Luster gets energy flowing with “Who’s Snowball?” Kenneth Stein shares an icebreaker that lasts throughout the entire session. Finally, Emily Crouch starts participants thinking about the subject matter as part of their own introduction to the class.
These icebreakers can be used and adapted in many ways for almost any audience. Choose one that is right for your audience.
Overview
Revealing, humorous, interesting, and “too much information” possibilities reside in this simple but effective activity.
Objectives
- To initiate discussion for participants who need to know each other better
- To learn interesting facts about other participants in a workshop setting
Audience
Appropriate for groups of any size
Time Estimate
20 to 30 minutes, depending on group size
Materials and Equipment
- One What’s Under Your Bed? handout for each participant
- Pens or pencils for all participants
- (Optional) Fine-point markers
Area Setup
Any appropriately sized room
Process
1. Give each person a copy of the What’s Under Your Bed? handout and a pen or pencil. If you want to encourage participants to draw pictures or be creative, give them fine-point markers.
2. Tell participants that they should try to answer as many questions on the handout as possible. Tell them that they have 2 minutes for the task. Note: If you encourage them to draw pictures, allow 5 or 10 minutes for this step.
3. After the appropriate amount of time has elapsed, discuss the first question on the handout and ensure that everyone responds. Go on to the next question, making comments along the way and ensuring all respond, until all the questions have been answered.
4. If you ask participants to draw their responses, you could collect them and hold one up at a time. Ask participants to guess what the picture(s) might be. After participants have had a moment to guess what a picture represents, the artist of the picture can introduce him- or herself and explain the drawing.
5. For very large groups you can ask participants to circulate around the room meeting other people using their responses as discussion starters.
InSider’s Tips
- This is a very simple and quick activity for introductions and for expressing and revealing personalities. Give participants time to think and write on their handouts.
- The activity may be adapted for other types of questions. The optional step of drawing answers to the questions is fun, but takes more time. Having participants guess the item that is drawn adds an element of creativity.
- If you are flexible with the distribution, number, and size of a small group activity, you may use this activity to put people into small groups. For example, when asking the question, What’s under your bed? three people say books, four say dust, five say dirty clothes, and two say they don’t know. You can use these answers to form four small groups.
What’s Under Your Bed?
What’s Under Your Bed?
What’s in Your CD Player?
What’s in Your Pantry?
What’s in Your Car Trunk?
Overview
Candy color choice determines the question participants must answer, and the information shared in this activity is designed to encourage engagement in your session’s content.
Objectives
- To encourage people to share something interesting about themselves
- To encourage participation right from the start
Audience
Ten to fifty participants
Time Estimate
5 to 20 minutes
Materials and Equipment
- Colored candies (any brand or variety such as Spree, Mentos®, jelly beans, suckers, or M&M’S®)
- A PowerPoint slide with list of questions that correspond to the candy colors you selected
- LCD projector and screen
Area Setup
Any room or activity area
Process
1. Distribute rolls, packages, or wrapped candy to each person.
2. Ask participants to open the candy and select one piece.
3. Display the PowerPoint slide with color-coded questions.
4. Ask for a volunteer to begin the activity by introducing him- or herself. The volunteer should state his or her name, title, and department (or company if appropriate) and answer the question that matches the color of the candy piece selected.
5. Ask for another volunteer. Request the same basic information from the participant and ask the individual to answer the question that matches the color of the candy piece selected.
6. Follow this pattern for the rest of the participants before ending the activity.
InSider’s Tips
- Individually wrapped candies are the least messy.
- Be sure to have participants select their candy color before you display the questions.
- If you don’t have candy available, you could have the participants select a favorite colored candy before displaying the questions. For example, “What is your favorite color Life Saver®?”
- The following questions are examples of what works well:
- (Red) If you could have dinner with three people, who would they be and why?
- (Yellow) What is your idea of an ideal vacation?
- (Green) If you were stuck on a deserted island, what three items would you like to have with you and why?
- (Pink) If you won one million dollars in the lottery, what would you do with it?
- (Orange) If you were a car, what type would you be and why?
- (Blue) What is your favorite dessert and why?
- (Purple) What cartoon character are you most like and why?
Getting to Know You . . . Getting to Know All About You
Overview
A roll of toilet paper becomes a humorous “talking stick” as each tissue sheet rolled off by the participant requires one bit of information be shared.
Objectives
- To encourage people to open up and feel comfortable with the group
- To introduce participants and learn more about them
Audience
Fifteen to twenty-five
Time Estimate
15 minutes
Materials and Equipment
- Roll of toilet paper
Area Setup
Any room arrangement
Process
1. Hand the roll of toilet paper to someone in the group you’ve determined to be an outgoing individual, stating, “Take as much as you think you’ll need. Then pass the roll to the next person.” (Note: This usually gets some strange looks and also a lot of laughs.)
2. Encourage the participant to pass the toilet paper to the next person and then say, “Take as much as you think you’ll need. Then pass the roll to the next person.”
3. Facilitate this toilet paper sharing and passing activity until all participants have had an opportunity to take some of the toilet paper.
4. Roll off a few squares of the toilet paper yourself (three or four squares) and set the roll aside.
5. Explain to the participants that they will use the paper to introduce themselves by giving one piece of information for each square.
6. Demonstrate the activity by tearing off one square at a time while providing a piece of information about yourself. For example (1) your name; (2) job title/function; (3) number of years in profession; (4) the kind of pet you have and its name.
7. Select one of the participants to follow your lead and provide one piece of information per square of toilet paper.
8. Select another participant to share his or her information in the same manner and continue by moving around the room until everyone has had an opportunity to introduce him- or herself.
InSider’s Tips
- Be prepared with information-sharing suggestions to assist those who may have taken a long strip of the toilet paper and need some helpful information-sharing ideas, for example, birthplace, marital status, children/names/ages, pets/names/ages, hobbies, favorite foods/songs/vacation spots, to keep the communication pace going.
- This activity gets people talking and laughing and is always well received.
Overview
Participants play a game of nickname guessing that encourages connection and camaraderie at the start of a training session.
Objectives
- To allow the participants to introduce themselves at the start of a training session
- To learn about the other participants in the training session for better camaraderie
Audience
Fifteen or more
Time Estimate
Approximately 10 to 15 minutes
Materials and Equipment
- One index card for each participant
- One pen or pencil for each participant
Area Setup
A U-shaped or circular arrangement
Process
1. Ask participants to write a nickname they either currently have or had as a child on the index cards you hand out and, when finished, place the index cards face down in front of them. Tell participants not to let anyone see what they wrote.
2. Collect the cards, shuffle them, and read the first nickname aloud. Ask the group to guess who the nickname belongs to.
3. Once the nickname and the person are revealed, ask the individual to share how the nickname came about.
4. Repeat this process until everyone has been paired with his or her nickname.
InSider’s Tips
- Include your nickname in the mix to build rapport.
- This activity also works well with items like favorite foods, hobbies, unique interests, past vacation experiences, or favorite music styles or artists.
- This is a great icebreaker for a group of learners that will be in a multi-day session or one that will be highly interactive, as participants enjoy using each other’s nicknames (respectfully). It helps to bond a new group.
Overview
The roll of the die determines the order and amount of information each participant shares in this fun introduction activity.
Objectives
- To engage learners and let them have fun while introducing themselves
- To facilitate relationships and enhance networking
Audience
Any number of participants
Time Estimate
20 minutes
Materials and Equipment
- One die for each group
Area Setup
Enough space for small groups to work around tables
Process
1. Introduce the activity by stating that participants will work in small groups and have an opportunity to learn about each other. Ask them to form small groups of five or six around or near a table. Give one die to each small group.
2. Ask participants to choose a number from 1 to 6 and to say that number out loud for all in the group to hear. Once participants select their numbers, provide additional instructions.
3. Tell them that one of the participants in each group will roll the die. If the number selected by a participant is rolled (that is, is in the top position), that individual states his or her name and then reveals something about him- or herself, such as hobbies, work experience, education, or family data. Tell the participants to be careful not to disclose too much because they may need more information later if their number is rolled again. After someone discloses information, he or she then rolls the die.
4. If a number is rolled again, the person keeps providing information until a different number is rolled. Ask for one volunteer at each table to be the first roller of the die. Allow 10 minutes for the activity.
5. At the end of the time period, call a halt to the activity. If someone’s number was never rolled, ask the participant to introduce him- or herself to the entire group.
6. If you wish to bring closure to the activity, involve the entire group in the introductions and make a transition back to the larger group. You could ask questions such as:
- What was the most surprising information you learned?
- Who has an interesting background? What is it?
- Which team had the most similarities? What were they?
- What was the most exciting information you learned?
- What was the funniest thing you learned about a colleague?
- What was one of the most impressive things you learned about a colleague?
InSider’s Tips
- You will need strong facilitation skills if your group is large.
- If the collective group is large and people have not introduced themselves because their numbers were not rolled, you may wish to have them introduce themselves at their tables.
Overview
A simple activity that uses pen, paper, and a bit of intuition and guessing to explore commonalities among participants while encouraging involvement.
Objectives
- To invite participation and stimulate inclusion in the group
- To meet participants and learn something in common with others in the group
Audience
Ten to twenty-five, in small groups or four or five
Time Estimate
15 to 20 minutes
Materials and Equipment
- Paper and pencils for group leaders or recorders
Area Setup
An area that is large enough to accommodate small groups standing at different places in the room
Process
1. Divide the participants into small groups of four or five. Assign a designated spot for each group.
2. Ask the group members to determine things all members of the group have in common and write them on the paper to share with the large group. Tell them that they can’t use simple/obvious things such as “we all have a nose” or “we are all wearing clothes.” Tell the participants that they must communicate with each other to determine and gain agreement on substantive things the entire group has in common.
3. Hand out the paper and pencils and ask someone to record for each group. Tell participants that they have 5 to 7 minutes for the task.
4. When time is up, have the groups take turns sharing commonalities.
InSider’s Tips
- Walk around the room to observe, encouraging input from each of the small group members.
- This activity encourages involvement of all group members in providing ideas.
- This activity is always well received.
Overview
Interviewer and interviewee switch roles to draw out participant information in this always effective icebreaker format.
Objectives
- To get to know other participants in a group
- To strengthen the connection between the members of an existent group or team
Audience
Five to thirty participants
Time Estimate
25 to 60 minutes
Materials and Equipment
- Instructions written on a PowerPoint slide, flip chart, whiteboard, or handout
- Watch, stopwatch, or timer
- Pen and paper for participants
Area Setup
Optimally, participants should be able to wander about
Process
1. Announce that the purpose of this activity is to get enough information about someone so that you can introduce him or her. Tell the participants that you will be timing the activity and that they have 5 minutes to gather information about others. Tell everyone to find someone with whom to partner, preferably someone they don’t know.
2. When you say “Go” participants will have 5 minutes to interview their partners and get answers to each of the questions you post or hand out. After 5 minutes, the interviewer becomes the interviewee and the roles are switched. The new interviewer will have 5 minutes to obtain the same information.
3. Post or hand out the following list:
- Name/organization/department
- How long with the organization
- A professional or personal accomplishment
- An interesting or unusual fact
4. Answer any questions.
5. Say “Go!” and time the activity for 5 minutes.
6. Call time and tell the partners to switch roles and the new interviewer will have 5 minutes to obtain the same information.
7. When the two rounds are over, pick someone at random and ask who he or she interviewed. Have the person you picked introduce the other person to the group. Ask for another pair of volunteers. To make things more fun, remember odd bits and facts about the participants and occasionally ask the group who it was later in the training session.
InSider’s Tips
- This works great with established groups, as well as those that are meeting for the first time.
- Have you ever been to a meeting when everyone went around the room introducing themselves? Did you enjoy it? Does anyone? This alternative is more meaningful, memorable, and just plain fun! I have used this activity with groups of more than two hundred people and it worked.
- Most people in a professional setting tend to get to know one another only superficially: names, titles, roles, and responsibilities. By humanizing the members of the group, we can see what truly interesting people our colleagues are. We see them as real people, not just as roles.
- The key to success is to not give those being interviewed enough time to be modest (hence the name of the game). I will often expand or contract the amount of time to keep things moving at a frenetic pace (Just 1 minute left!).
Overview
Participants face each other in a paper snowball fight that is part guessing game and part introduction and learning tool.
Objectives
- To provide an opportunity to learn about each other with active participation
- To encourage involvement and group discussion
Audience
Two to twelve participants
Time Estimate
15 minutes
Materials and Equipment
- Paper for each participant
- Pens or pencils for participants
Area Setup
A room with a small open space for everyone to stand in a circle
Process
1. Tell participants that to start the workshop they are going to learn more about each other and get active in the process.
2. Hand out the paper and pens or pencils.
3. Have each person write two non-business things about themselves on the paper and then wad it up into a “snowball.” Model what you mean.
4. When everyone has completed the task, have them stand in a circle with their snowballs. Start by yelling “Snowball fight!” and throw your paper across the circle. Everyone should join in naturally, but if they don’t, tell them to. Pick up a “snowball” near you and toss again. Do this for a couple of minutes and then ask everyone to stop.
5. Have each of them pick up a snowball close to them and open it. One by one, go around the circle. Ask a participant to read the two things written on the paper and try to guess to whom the information belongs. If the guess is correct, have the owner of the “snowball” expand on the two items. If the guess is incorrect, move to the next participant who reads the “snowball” he or she picked up After you’ve moved around the circle once, allow the participants who guessed incorrectly to try again. If the second guesses are still incorrect, ask the participants who wrote those “snowballs” to introduce themselves.
6. Thank everyone for participating and have them return to their places.
InSider’s Tips
- Start the activity with energy and excitement so people want to join in.
- This activity also works well with pre-written questions and can be used as a learning tool. You can create questions that reinforce a section of material covered in your training and use the snowball fight activity as a creative way to ask questions about the topic just covered.
- You can also have the participants create their own questions about a topic just covered, write these on sheets of paper, and initiate a snowball fight.
Overview
A posted list of “interesting facts” about each participant encourages session break and post-training networking and connections.
Objectives
- To identify common interests among the participants
- To provide a basis for continued relationship building
Audience
Groups of thirty-six or fewer
Time Estimate
Approximately 30 seconds per participant
Materials and Equipment
- Flip chart or other medium to capture participants’ names and skills
- Markers
- Masking tape
Area Setup
Any room or area
Process
1. As participants introduce themselves, ask them to add something that they do well as a part of their introductions. It could be a hobby, interest, or skill that they would be willing to discuss with others during the event. It may be work focused (I’m good at PowerPoint) or unrelated to work (woodworking, gardening, private pilot, SCUBA diver, world traveler).
2. Capture the name and interest or skill on a flip-chart page. At the first break in your training session, post the list on a wall in the room.
3. During the training event, encourage participants to review the skills or experiences that interest them and contact the self-identified “expert.”
4. As part of the learning process, stress the importance of building relationships and how sharing personal information begins building trust.
InSider’s Tips
- The activity may be used as stand-alone icebreaker or added on to a different icebreaker.
- You may adjust this to use as energizer; ensure that participants have time to interact with each other after the activity.
- People love to talk about their hobbies and interests, so make sure you set aside time to let this happen. For example, you may need to plan for a longer break to allow time for people to make initial contact.
- Give participants a few minutes to think about what they want to share.
Overview
This activity proves that there is a lot more in a name than you think!
Objectives
- To warm up the group and introduce participants
- To help participants to think about the subject matter and realize they already possess knowledge about the topic
Audience
Fifteen or fewer
Time Estimate
10 to 15 minutes, depending on group size
Materials and Equipment
- One page of colorful typing paper for each participant
- Flip chart or whiteboard
- Markers
- Pens or pencils for participants
Area Setup
An area large enough for the participants to see each other
Process
1. Tell all participants to write their names vertically down the left side of a sheet of paper you will hand out.
2. Demonstrate by writing your own name vertically on a flip chart or whiteboard:
E
M
I
L
Y
3. Ask participants to use each letter to identify an action related to the topic you are teaching: sales, customer service, leadership, policies and procedures, or others. These examples relate to sales:
Exceeds expectations
Motivated to sell
Informative about our product
Listens to their needs
Yearns to assist prospects
4. Ask the group to share what they came up with. Usually these examples will relate to your material and you can refer to their examples throughout the training.
InSider’s Tips
- You might ask the participants to post their names and corresponding action lists on the wall so participants can review them during a break.
- This activity may also be carried out by asking the participants to use their table tents to display the name/action list.
- It is fun and gets participants talking early, while at the same time helps participants remember each other’s names.
1Christi Gilchrist is an organization development consultant at CenterPoint Energy in Houston, Texas. She has over thirteen years of diverse experience in human resource management, education and training, curriculum development, classroom instruction, internal consulting, and organization development. Christi is passionate about driving company retention through large-scale company initiatives and helping people find and fit their strengths to combat their organizational challenges. Christi graduated from The University of Texas at Austin with a bachelor’s degree in sociology and from The University of London External Program with a master of arts degree in applied educational leadership and management.
Christi Gilchrist
509 Avondale Lane
Friendswood, TX 77546
(713) 207.6923
Email: [email protected]
ASTD Chapter: Houston
2Sharon Dera, CPLP, has more than seventeen years of experience in needs assessment, human performance, process improvement, and organization development. Her broad experience was acquired by working in the retail, finance, healthcare, government, manufacturing, hospitality, and travel industries in operations, business management, customer service, sales, communications, marketing, succession planning, leadership, coaching, and training. Sharon is owner and CEO of The Proficience Group, Inc., working in partnership with organizations to identify the root cause of performance deficiencies and determine the best solutions/interventions to close performance gaps. Her company lends a “fresh set of eyes,” exposing possible blind spots. Sharon is currently serving on the National ASTD Chapter Recognition Committee. She earned an MBA from the University of Dallas.
Sharon Dera, CPLP
8948 Random Road
Fort Worth, TX 76179
(817) 236.7594
Email: [email protected]
Website: www.proficiencegroup.com
ASTD Chapter: Fort Worth Mid-Cities
3Sharon Dera, CPLP, has more than seventeen years of experience in needs assessment, human performance, process improvement, and organization development. Her broad experience was acquired by working in the retail, finance, healthcare, government, manufacturing, hospitality, and travel industries in operations, business management, customer service, sales, communications, marketing, succession planning, leadership, coaching, and training. Sharon is owner and CEO of The Proficience Group, Inc., working in partnership with organizations to identify the root cause of performance deficiencies and determine the best solutions/interventions to close performance gaps. The company lends a “fresh set of eyes,” exposing possible blind spots. Sharon is currently serving on the National ASTD Chapter Recognition Committee. She earned an MBA from the University of Dallas.
Sharon Dera, CPLP
8948 Random Road
Fort Worth, TX 76179
(817) 236.7594
Email: [email protected]
Website: www.proficiencegroup.com
ASTD Chapter: Fort Worth Mid-Cities
4Lisa Downs is a learning consultant with Intrepid Learning Solutions in Seattle, Washington. Previously, she was a leadership development manager with T-Mobile USA, where she conducted and developed manager, leader, and personal effectiveness training and coaching. Before working at T-Mobile, she worked in the accounting industry as a training manager and consultant. In addition to serving as the 2008 president and 2006–2007 vice president of membership for the ASTD Puget Sound chapter, she is the 2010 chair of the ASTD Chapter Recognition Committee and a member of the National Advisors for Chapters committee. Lisa is the author of three books in the ASTD Trainer’s Workshop series: Listening Skills Training, Time Management Training, and Negotiation Skills Training.
Lisa Downs
16207 NE 90th Court
Redmond, WA 98052
(425) 216.3015
Email: [email protected]
Website: www.lisadowns.net
ASTD Chapter: Puget Sound
5Davis M. Robinson, Ph.D., is the president and CEO for Horizon Consulting Services, LLC, which specializes in training and organization development. He obtained his doctorate of philosophy in organization development and educational leadership and master’s of education in human resource development from the University of Louisville. He obtained his bachelor of science degree in psychology from Western Kentucky University. He has over fourteen years of experience in the training and organization development disciplines and has worked in leadership roles for various industries including finance, retail, human services, and healthcare.
Davis M. Robinson, Ph.D.
7312 Brook Meadow Drive
Louisville, KY 40228
(502) 541.1755
Email: [email protected]
Website: www.horizonconsultingserv.com
ASTD Chapter: Kentuckiana
6Sharon Dera, CPLP, has more than seventeen years of experience in needs assessment, human performance, process improvement, and organization development. Her broad experience was acquired by working in the retail, finance, healthcare, government, manufacturing, hospitality, and travel industries in operations, business management, customer service, sales, communications, marketing, succession planning, leadership, coaching, and training. Sharon is owner and CEO of The Proficience Group, Inc., working in partnership with organizations to identify the root cause of performance deficiencies and determine the best solutions/interventions to close performance gaps. The company lends a “fresh set of eyes,” exposing possible blind spots. Sharon is currently serving on the National ASTD Chapter Recognition Committee. She earned an MBA from the University of Dallas.
Sharon Dera, CPLP
8948 Random Road
Fort Worth, TX 76179
(817) 236.7594
Email: [email protected]
Website: www.proficiencegroup.com
ASTD Chapter: Fort Worth Mid-Cities
7J.T. Kostman, Ph.D., has advised senior-level executives in organizations ranging from the federal government to the Fortune 500 on the development of effective organizational transformation, leadership development, and performance improvement solutions. He is a consultant, coach, and professor. J.T. holds a Ph.D. in industrial and organizational psychology, which he earned after leading a distinguished career as a paramedic, police officer, deep-sea rescue diver, and team leader of an elite scout/sniper reconnaissance team with the U.S. Army. He lives in New York City and D.C., where he consults primarily to the defense and intelligence communities.
J.T. Kostman, Ph.D.
LSR Alliance, LLC
313 Wills Avenue
Stanhope, NJ 07874
(703) 403.2555
Email: [email protected]
Website: www.LSRalliance.com
ASTD Chapter: Metro Washington, D.C.
8Amanda Luster is an active training manager at a financial institution, including supervising the e-learning team. Amanda has a BSE from the University of Arkansas, with a focus on adult education. Her interest is learning new things about facilitating and online education and facilitating the process of moving from “teaching” to “facilitating” and from “e-reading” to “e-learning.” She enjoys learning from the newest generations and believes they bring great value and excitement to the trade.
Amanda Luster
P.O. Box 799
Lowell, AR 72745
(479) 770.1600
Email: [email protected]
ASTD Chapter: Northwest Arkansas
9Kenneth R. Stein, Ed.D., CPLP, is with the learning organization of the Boeing Company. He has presented programs at American Society for Training and Development International Conferences, been involved in live television and talk radio shows, and participated in numerous learning events. Kenneth is a past president and serves on the board of directors for the Space Coast chapter of ASTD. He is part of the OneVoice Team and winner of the 2009 ASTD Volunteer-Staff Partnership Award. Kenneth has a doctorate in adult education from Nova Southeastern University, is a Certified Professional in Learning and Performance (CPLP), and a Senior Professional in Human Resources (SPHR).
Kenneth R. Stein, Ed.D., CPLP
430 Messha Trail
Merritt Island, FL 32953
(321) 704.9384
Email: [email protected]
ASTD Chapter: Space Coast
10Emily Crouch is a regional trainer for GID/Windsor Property Management Company and supports the Mid-Atlantic and West regions. She is responsible for classroom and on-site training within assigned regions and assists with developing, coordinating, and organizing a variety of activities resulting in increased policy standardization, efficiency, and employee motivation. Emily transitioned from leasing to management over a thirteen-year career in property management. She is originally from Tampa, Florida, and holds a BA in public relations from the University of South Florida.
Emily Crouch
3000 S. Randolph Street, Suite 100
Arlington, VA 22206
(703) 379.9696
Email: [email protected]
Website: www.windsorcommunities.com
ASTD Chapter: Metro Washington, D.C.