8:00 a.m.

(10 min)

Slide 1

Welcome and Introductions

Begin your session on time by getting the participants’ attention in a fun way (whistle, gong, or horn). Display the title slide. Introduce yourself (and other facilitators as appropriate) and welcome the participants. Note the usual housekeeping items such as restroom locations and breaks.

8:10 a.m.

(15 min)

Slide 2

Program Objectives and Format

• New Employee binder (or online equivalent)

Use these next three slides to review the agenda and learning objectives with the participants by presenting them as the benefits of attending the workshop.

(Slide 1 of 3)

Slide 3

In reviewing the benefits on this slide, take a minute or two to distribute and note the contents of their New Employee binders (which will include the Employee Handbook, policies and procedures, benefits information, and other resources specific to your organization).

If this resource is made available electronically, let the participants know that you will ask them to access that information at various points throughout the program. Explain that they will receive handouts to add to their folders or binders as part of the activities they will experience.

(Slide 2 of 3)

Slide 4

Wrap up your review of the benefits by asking, by a show of hands, how many participants have attended other orientation or onboarding programs during which presenters just talked at them accompanied by PowerPoint slides. Explain that this program is going to be different because they will be participating in interactive, engaging activities throughout the workshop. Encourage them to have fun with it!

(Slide 3 of 3)

8:25 a.m.

(20 min)

Slide 5

Learning Activity 1: Connections

• Handout 1: Connections

Tell the participants that you want to give them an opportunity to get to know each other through several high-energy activities. This first activity will get them out of their seats, “connecting” with the other new employees in the workshop.

Debrief the activity using the discussion questions in the learning activity and award prizes to the winning participants (either first completed or most signatures).

NOTE: For a time-saving variation, instead of conducting the Connections activity during the formal opening activities, give Handout 1 to participants as they enter the room. Ask them to mill around the room and collect signatures before the program actually gets started. (This has the added benefit of giving those who arrive early something to do.) Award prizes at the beginning of the opening activities.

8:45 a.m.

(15 min)

Slide 6

Learning Activity 2: Toys Are Us

This activity is one more step in helping participants get to know each other better, become more comfortable in the environment, and reduce their stress levels.

Your preparation for this activity will include gathering a variety of children’s toys and displaying them at the front or back of the room before the workshop begins.

To facilitate the exercise, follow the instructions in the learning activity. Debrief by using the discussion questions provided in the learning activity.

9:00 a.m.

(30 min)

Slide 7

Learning Activity 3: Getting to Know You

Point out that you know how uncomfortable it can feel to be “the new kid on the block.” New employees can minimize their anxiety and increase their comfort level by getting to know people better. In addition, the opportunity to practice sharing a little bit about themselves in this and the previous activity can be helpful in establishing relationships with co-workers when they are back in the workplace.

NOTE: This activity uses a Thumball—a soccer-style ball with question or conversation triggers printed on each panel. (Thumballs can be purchased online from Trainers Warehouse and other training supply sources.) Should you choose not to purchase a Thumball, refer to the learning activity for a variation you can use here.

9:30 a.m.

(15 min)

Slide 8

Learning Activity 4: I’m Curious

This interactive activity will get the participants out of their seats and focused on their expectations for the program. Explain that although you have a plan for this program, you would like to make sure you are on target with what participants hope to gain from the workshop.

Follow the instructions in the learning activity to introduce, conduct, and debrief the activity. Then give them time for a well-earned break.

9:45 a.m.

(15 min)

Slide 9

BREAK

10:00 a.m.

(5 min)

Slide 10

Role Assignments

Now that the participants are a little more comfortable with the environment and each other, ask for volunteers to assume the responsibilities of the following roles:

• Parking Lot Attendant: Places items on a flip chart page that are not directly related to the topic at the moment but will need to be addressed before the end of the workshop.

• Energizer: Observes the group and notes when the energy level in the room is low. The “Energizer” then suggests an energizing activity such as simply getting up and walking around the room.

• Comfort Keeper: Makes sure the temperature is comfortable and other “creature comforts” such as water are being taken care of.

• Break Enforcer: Makes sure people return from breaks on time.

Giving out these roles helps participants take ownership of their own learning and frees you up to focus on your learners.

10:05 a.m.

(30 min)

Slide 11

Learning Activity 5: Group Résumé

Introduce the next activity by pointing out that each person in the room brings a wealth of knowledge, skills, and experience to the company. This activity gives participants practice working as a team and cultivating an appreciation of the talents and skills everyone contributes to the organization.

Because part of being an effective team member is being able to draw on existing talents and apply them to new assignments, this activity will provide real benefits to their workgroup teams long after the workshop is finished.

Follow the facilitation instructions in the learning activity and close the activity with a debriefing discussion.

10:35 a.m.

(10 min)

Slide 12

Learning Activity 6: Orientation Lingo!

• Handout 2: Orientation Lingo! Game Sheet

• Tool 1: Orientation Lingo! Sample Game Sheet

• Tool 2: Orientation Lingo! Sample Key Words and Concepts

Tell participants that throughout the program they will be hearing and learning about key words and phrases that are integral parts of the organization’s philosophy. To become familiar with these critical elements, they will participate in an ongoing, bingo-like activity called Orientation Lingo! that begins now and will continue throughout the two-day orientation program.

You will hold the debrief for this activity until the end of Day Two.

NOTE: For this activity to be meaningful for the participants, you will need to use key terms that are tailored to your organization and industry. Refer to the learning activity for information on how to prepare your customized handout(s) for this activity.

10:45 a.m.

(15 min)

Slide 13

Learning Activity 7: All About Us

• Handout 3: All About Us

This next activity will help participants gain a better understanding of the organization and how they fit into the overall picture.

Mention that you’re sure they come to their new positions with various degrees of knowledge about the organization. Remind them that they have discovered in the Connections activity that some people have friends or relatives who work for the organization and those insiders have probably provided some insight. Others, especially those who are new to the geographical area, may have limited knowledge based only on what they’ve read or learned about the organization through the review process. The All About Us activity will help them find out what they may or may not already know.

Use the instructions in the learning activity to conduct and debrief the activity.

11:00 a.m.

(30 min)

Slide 14

Learning Activity 8: Live From Headquarters!

• Handout 4: Live From Headquarters!

This activity is designed to bring participants up to speed not only on what the organization does but also on who the organization is. Explain that they will watch a presentation that provides background about the organization, including its history, products and services, customers, and so forth, and take notes on what they learn.

Then, working together in small groups, each team will summarize the key points of the presentation on flip charts and present them to the whole group.

NOTE: You will need to work with a key leader in your organization to create the presentation at the heart of this activity. Some customization of the handout for this activity may be necessary. See the learning activity for guidance.

11:30 a.m.

(30 min)

Slide 15

Learning Activity 9: Organizational Structure Card Sort

• Handout 5: Organization Chart

• Handout 6: Division and Department Cards

• Tool 3: Sample Organization Chart

• Tool 4: Sample Cards

Explain that every company has a particular and often complex organizational structure that can be confusing and overwhelming to new employees. Becoming more familiar with the organization’s structure will help participants put into context the information they receive throughout the rest of the workshop.

Explain they will be learning about the organizational structure through an activity called a Card Sort. They will work in teams to figure out how the organization is structured. Emphasize you do not expect them to know this information already.

NOTE: Materials for this exercise require some customization to reflect your organization structure. See the learning activity for instructions for creating materials.

12:00 p.m.

(60 min)

Slide 16

LUNCH

1:00 p.m.

(60 min)

Slide 17

Learning Activity 10: Meet the Pros

Now that participants have a better understanding of the corporate framework, the next step is to help them gain more insight into the structured divisions or departments. Explain they will be participating in an interactive activity to gain more information about the departments and to meet the key people within those areas.

2:00 p.m.

(50 min)

Slide 18

Learning Activity 11: Product Expo

The more participants know about what the organization does (its products and services), the better they will understand how what they do contributes to the organization’s success.

Draw their attention to the posters around the room that depict the organization’s products and services. Tell the participants they will be actively involved in learning more about these products and services through a series of poster sessions provided by product specialists in the organization.

NOTE: To prepare for this activity, you will need to identify four or more key products or services and then enlist “product specialists” who can create posters and deliver a brief presentation on each product. Complete instructions for preparation and facilitation of this activity are available in the learning activity.

2:50 p.m.

(15 min)

Slide 19

BREAK

3:05 p.m.

(35 min)

Slide 20

Learning Activity 12: The Real Story

Often the best way to find out what it’s really like to work for an organization is to ask its employees. In this activity, participants are going to gain a different perspective of the organization through a structured experience called The Real Story. Follow the instructions in the learning activity to conduct and debrief the activity.

3:40 p.m.

(5 min)

Slide 21

Revisit Role Assignments

It is now time for those who have performed their role assignments throughout the day to give them to others in the group in preparation for Day Two of the workshop. Ask your current volunteers to pass their roles to someone who hasn’t yet had a “job.” Post and display the new names and assignments.

3:45 p.m.

(15 min)

End at 4:00 p.m.

Slide 22

Day-One Debrief

Close Day One of the workshop by asking participants to reflect on what they learned today. Encourage each participant to share what he or she found most valuable.

Answer any questions about the first day’s topics, and share reminders about Day Two of the workshop. Assign homework, if applicable.

OPTIONAL: You may want to include an assignment between Day One and Day Two of the workshop. Ask participants to view or listen to previously recorded interviews with several employees from different parts of the organization and be prepared to discuss them at the beginning of Day Two. See the notes below for more information on this assignment and what to do between the workshop days.

8:00 a.m.

(15 min)

Slide 23

Welcome and Reconnect

Arrive early to set up the room and make sure that everything is working properly. Adjust room configuration as needed.

Welcome participants back and tell them that in today’s session they are going to learn about their roles and responsibilities as employees.

Before you launch into today’s program, spend a few minutes talking about what they learned from their between-the-sessions assignment, if used.

8:15 a.m.

(70 min)

Slide 24

Learning Activity 13: Organization Scavenger Hunt

• Handout 7: Organization Scavenger Hunt Search Sheet

• Tool 5: Sample Scavenger Hunt Memo

Start off Day Two with this fun, interactive, scavenger hunt designed to increase participants’ familiarity with people, places, and things in the organization. To make it more interesting and exciting, they will be working in teams to complete the assignment. Follow the instructions in the learning activity to conduct and debrief the activity. Tool 5 provides a sample memo you can use to send to departments that will be receiving visits from your participants.

9:25 a.m.

(40 min)

Slide 25

Learning Activity 14: In Search Of

• Handout 8: In Search Of

• New Employee binder (or online equivalent)

Introduce this activity by explaining that the organization is committed to helping everyone become happy, healthy, and productive employees. To that end, various policies and procedures have been put in place to support them.

Point out that the organization has developed an Employee Handbook to provide important information to ensure the well-being of all employees. Rather than listen to boring presentations highlighting the information in the handbook, they will work in teams to search out critical content.

10:05 a.m.

(15 min)

Slide 26

BREAK

10:20 a.m.

(20 min)

Slide 27

Learning Activity 15: What Not to Wear (or Do)

• Tool 6: Agree/Disagree Cards

One troublesome aspects of today’s work environment can be figuring out the dress code. Every organization is different—what might be acceptable in one is totally unacceptable in another. What works for casual Fridays may not work for other days of the week. This activity will help participants better understand what is appropriate in this organization by speculating about what they perceive is appropriate and inappropriate attire and personal grooming in their new work environment.

In addition to clothing, there are also behaviors that are not acceptable in this organization. This activity will also help them avoid any uncomfortable situations that may arise simply because they weren’t aware of the organization’s expectations. Point out that the expectations regarding appearance and behavior could vary somewhat depending on the department or location.

NOTE: For this activity to be meaningful for your participants, you will need to use codes of dress and conduct that are specific to the organization. Create a list or slides that describe or show examples of appropriate or inappropriate clothing and behaviors. Follow the instructions in the learning activity to prepare for and conduct this activity.

10:40 a.m.

(40 min)

Slide 28

Learning Activity 16: Safety First

• Handout 9: Safety Hazards

Transition to this activity by mentioning that every employee is responsible for helping to maintain a safe and healthy work environment. This pairs activity will help them increase their awareness of the importance of workplace safety issues and identify their role in maintaining a safe workplace.

NOTE: Before the workshop session starts, you will need to set up an area of the room with props that create various safety hazards. You can use the morning break to adjust the staging if needed.

11:20 a.m.

(45 min)

Slide 29

Learning Activity 17: Living Our Core Values

• Organization’s values statement (as a separate handout or part of the New Employee binder)

To introduce this activity, begin by asking participants to share an example of a value and how that particular value affects behavior. Be prepared to offer an example to get them started. If someone values health, for example, that individual cultivates a healthy lifestyle by exercising, eating healthy foods, and getting enough sleep. Likewise, someone who values honesty would not cheat on his or her timesheet or income taxes.

Explain that organizations, like people, base the way they conduct business on a certain set of values. Sometimes these values are written; sometimes they are simply understood. This activity will help participants gain a better understanding of how the organization’s core values relate to employee behavior.

Follow the instructions in the learning activity to conduct and debrief this team activity.

12:05 p.m.

(60 min)

Slide 30

LUNCH

1:05 p.m.

(40 min)

Slide 31

Learning Activity 18: Taking the High Road

• Handout 10: Taking the High Road

• Organization’s ethics policy (as a separate handout or part of the New Employee binder)

An organization’s ethics policy has direct bearing on the behavior the organization expects from its employees. Ask participants for examples of ethical issues they may have heard about recently in the news. Be prepared to offer your own example. This pairs activity will help them become more familiar with the organization’s ethics policy.

1:45 p.m.

(30 min)

Slide 32

Learning Activity 19: FAQs

• Handout 11: FAQs

Introduce this segment by mentioning to participants that one of their challenges as new employees is to identify where to go or whom to contact when they have a question. To make that process easier, they now will create their own user-friendly resource list.

2:15 p.m.

(15 min)

Slide 33

BREAK

2:30 p.m.

(40 min)

Slide 34

Learning Activity 20: Newbie Feud

• Handout 12: Newbie Feud Terminology

All industries and organizations have their own jargon and terminology that can be very challenging to employees during their first weeks and months on the job. Some participants may have been exposed to some of this terminology already, whereas others may be hearing it for the first time. This team activity will help them get up to speed with organizational terminology with a fun game show competition.

NOTE: As with other activities in this workshop, your participants will benefit most from content tailored to your organization. Take the time to customize Handout 12 with terminology specific to your organization and industry. You will also need to obtain a game show software program that includes a Jeopardy-like game.

3:10 p.m.

(5 min)

Slide 35

Revisit Learning Activity 6: Debrief Orientation Lingo!

Now it’s time to debrief Orientation Lingo! Throughout the day participants have been shouting out “Lingo!” and receiving prizes. Announce that the game is now officially over. Debrief the experience using the discussion questions in Learning Activity 6.

3:15 p.m.

(25 min)

Slide 36

Learning Activity 21: Summary of Key Learning Points

The participants have been exposed to a lot of information over the past two days. Tell them that you know this orientation experience can be overwhelming, but you hope they will take away some key learning points from the program.

This team activity will help participants pull together everything they have discovered in the past two days. Teams will create their own summary of what they have learned. This is a great way to wrap up and review the concepts presented during the workshop.

3:40 p.m.

(10 min)

Slide 37

Learning Activity 22: Reflections

Tell participants that you would like them to think about the most important thing they learned in this program and what has been the most meaningful piece of information or experience for each of them. The reflections activity will help them focus on the true value of the workshop.

3:50 p.m.

(5 min)

Slide 38

Learning Activity 23: Group Selfies

When the last person has finished sharing his or her reflection, ask participants to stand. Tell them you want each of them to have a remembrance of their shared experience—a group photo.

Slide 39

Food for Thought

You will want your participants to leave the workshop feeling confident and inspired to do their best in their new positions. Share this quotation on excellence from development expert and author Brian Tracy as a transition to the workshop closing.

3:55 p.m.

(5 min)

End at 4:00 p.m.

Slide 40

Close: Final Q & A and Evaluations

• Assessment 1: End-of-Program Questionnaire

Share any final details and follow-up plans (highly recommended). See Chapters 10 and 11 for ideas to follow up the training with support and activities.

Be open to answering any final questions about the concepts presented in the workshop.

Distribute the evaluations (Assessment 1 or your own form) and ask participants to complete them before they leave the workshop. Remind them that their insights help facilitators get better.

Thank them for their participation and wish them the best of success!