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Inclusion Through Play
The Inclusion Bites Podcast
Inclusion Through Play
JL
Speaker
Joanne Lockwood
NF
Speaker
Nikie Forster
Joanne Lockwood hosts Nikie Forster on Inclusion Bites to explore inclusion through playful learning methods like LEGO and Minecraft. Nikie shares how tailored, engaging experiences empower diverse learners to feel they belong, challenging traditional training to foster deeper connection and participation in inclusive environments.
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Highlights
“Building a Sanctuary for Bold Conversations: "Welcome to Inclusion Bites, your sanctuary for bold conversations that spark change.”
“I tend to send a form with a video attached to it. So they get to see me before they turn up, they get to understand a little bit about how the programme's gonna run.”
“So I've always taken that when I'm delivering training, delivering anything, I want to go through this cycle where I say, here's my 20 minute segment, I'm going to talk, I'm going to video, we're going to discuss, we're going to write something down and then we're going to do some Q and A and then we're going to rinse and repeat, do the next topic.”
“Handling Distractions in Meetings "It's coming back to that self awareness bit again, isn't it? I think in the past when I've had that, not with laptops and stuff, but when somebody's been like on the phone and stuff, depending on the room, sometimes I have just said, would you like us to wait until you finished? You know, if it's been going on a while and they go, oh, no, I'm really sorry, or actually, yeah, no, this is really important. Okay, do you want to take it outside then so that we can focus on what we're doing rather than on what you're doing?”
“So in order to ask those questions, you have to have listened to what the person says. Otherwise you've asking a question about something that's already been said and it does. And it drives deeper listening, but it also drives a deeper discussion.”
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Full transcript
Welcome to Inclusion Bites, your sanctuary for bold conversations that spark change. I'm Joanne Lockwood, your guide on this journey of exploration into the heart of inclusion, belonging and societal transformation. Ever wondered what it truly takes to create a world without? Remember, everyone not only belongs, but thrives. You're not alone. Join me as we uncover the unseen, challenge the status quo and share storeys that resonate deep within. Ready to dive in? Whether you're sipping your morning coffee or winding down after a long day, let's connect, reflect and inspire action together. Don't forget, you can be part of the conversation too. Reach out to jo.lockwood@seechangehappen.co.uk to share your insights or to join me on the show.
So adjust your earbuds and settle in. It's time to ignite the spark of inclusion with Inclusion Bites.
And today is episode 207 with the title Inclusion Through Play. And I have the absolute honour and privilege to welcome Nikie Forster. Nikie is a learning and development specialist who challenges traditional training by designing playful, inclusive experiences that help everyone feel they truly belong. When I asked Nikie to describe her superpower, she said it is her ability to turn almost anything into an engaging, inclusive learning experience that meets people exactly where they are. Hello, Nikie, welcome to the show.
Hi, Jo, thank you so much for having me along today.
Pleasure. We met probably back in October, September, at a local business coaching workshop series that was being run in the local council offices. Right, something like that.
We did, we did, yes. I think you were part of Cohort 2. I came along as part of Cohort 1 and the lady who was running asked me to come back and do a specific piece around managing people. And I racked my brains as to how to do that, where it wasn't just, you know, words on a PowerPoint slide. And I think we engaged over that little session.
Yeah, we did. And my wife Marie was with us as well and she's not normally one to participate in these kind of stand up activity games. She's always one of the back. She's the introvert. Don't make me stand up, don't make me clap. Don't make me put a hand in the room. And even she engaged and I was really impressed. We built little Lego models, didn't we? And you gave us a box of LEGO each.
We played with it, little cards to look at and design our cars. I think it was, and I think the way you did it was you built it up really, really slowly that we bought into the concept. So we had, we were invested in the vehicle. And then you said, right now, I want you to stand up and put the vehicle on the mat, where it represents where you're at right now. And of course, you've already got the investment in. It's a very small gap to go from vehicle to in front of you to vehicle, the mat, isn't it?
Watching people, you know, kind of also different in what people made and what people's ideas are. And I think that that's. That's part of what draws me to that style of facilitation is allowing people very much to be themselves and not just be the loudest person in the room that wants, you know, is able to express themselves there. And then it's about everybody being able to think first and then participate.
I'm guessing that you bespoked the whole. The game, if you like the game. The cards. You had a deck of cards which we handed out. You had a mat, which I'm presuming you've designed or at least assembled from some templates and things. But yeah.
It'S kind of a bit of a mishmash of things. So very much. Some of the tools that I were using were ones that I've made specifically to use in a training arena. But some of the other elements, like using the Lego part of that is just learning and development, but it also comes from something called LEGO Serious Play, which I do a lot of as well, uses LEGO in a slightly different way to how we were using it, but ultimately is about that interaction and getting people to create things for themselves.
Over Covid, I did a few Minecraft events. So again, I guess digging and building in Minecraft and having a little project team and a project leader to decide how you're going to excavate or build or construct.
Yeah.
And achieve goals. I guess in Minecraft it's just a digital version of LEGO Play.
Is it kind of using LEGO in. So I. I think I probably just need to distinguish because if you've got anybody in your audience who knows about LEGO Serious Play and I start talking about LEGO, as in we're just building stuff that. That you'll probably get some emails. So because they. They're quite distinct. So I use it in two different ways. In the way that you're talking about and the way in which we used it, it was very much using LEGO as a tool to a discussion.
And so that. That's how we used it. LEGO Serious Play is an actual methodology created by the LEGO group back in the 90s, along with two professors and they created something that has a specific methodology where everybody builds their answer, shares their answer, so everybody in the room gets to hear it. And then you can bring all those models together to create a much bigger narrative, a much bigger model. And so it has very many different layers to. So depending on what I'm doing will depend on which of those is the best option to use.
So I'm assuming that LEGO Serious Play then, is a trademarked programme and you have to be a certified or part of the LEGO clan to be able to use it, Is that right?
Oh, okay, so this is where it gets interesting. So the first part of your question. Yes, it is trademarked. You have to have your little R's in circles. Are they. What are they called? Registered trademark.
Yeah, yeah, yeah.
So if you're writing LEGO Series Play down, it has to be down that. And. And it is associated with lego. However, they did a really interesting thing. So they started off with training people to use it and running certification courses. So because they. It was originally designed for in house, because if you think in the mid-90s, you're just talking about mine, Minecraft there in the mid-90s, that's a lot of. When the kind of electrical games came out, a lot of gaming and stuff was becoming big and LEGO was at that stage where they're going, oh, okay, how do we keep up with this? You, we're just little traditional blocks and things.
What do we do? So that's when they collaborated with these two professors to go, surely there's something that we can use in house, that we can spark ideas and conversations with our teams in order to work out how, what our future is, the strategy. So that's where LEGO Serious Play started. Then they realised actually other businesses could benefit from this, so they started training people. But in 2010, they made the decision to make it what's called open source, which was basically, here's all the details, here's how you run it. As long as you know how to facilitate, go ahead and do it. And so you don't have to be certified. And it's one of my big bugbears, I can, I can rant about this for quite a while, but I won't. But when I see people offering LEGO Serious Play certification courses, that's fine.
If you're not in learning development, you're not a trainer, you're not a facilitator and you're learning from scratch, I think it's a good route to go down.
But you.
What they're really teaching you is how to facilitate and using Lego Serious Play as the underlying method for it. So I run courses for experienced trainers, facilitators, coaches and educators about how to use Lego Serious Play. And it's a one day event, you don't have to be certified to do it. So I did go off on a rant there. Sorry.
No, that's fine. It's education. I've learned something that's good.
But I think ultimately it should always be about the learner and not about the, you know, whose model it's attributed to or the theory. Unless you are using that throughout an entire programme, it should always be about, well, what's useful for the learner. How am I going to get the learners to feel comfortable in the space and open up and engage? And if that means using Lego, then fantastic, let's do that.
And drilling down into that. It's about each individual learner, not the cohort of learners. Because we've got to be multimodal, we've got to think about each learning style, each attention style, each reward.
Yes.
Pathway, all these kind of things. And too often it's a one size fits all.
Yeah, I remember a little while ago, but I do remember it quite vividly. I went along to a training event and I was writing my notes. I'm not a copious note taker, but I do like making just notes or scribbling down things or doodling or something like that. And I was actually told by the trainer to stop writing. Yeah. And it took me a moment to kind of. To kind of what? No, stop writing. You have to listen.
That's how you're going to learn. You have to listen. Well, you're not much of a trainer if that's what you think. And I didn't say that out loud, that was in my head, but it took me a while and I'm not normally a person that's lost words. But the idea that everybody has to learn in the same way. I think anybody who's worth their salt as a, you know, in learning and development understands that. However, not everybody does. Some people are very focused on, well, this is how I learn, so that's how I'm going to train or teach.
So, yes, I think it's really important to understand and not just to design in that way. So have a workshop where all of that is incorporated. But to actually be very much in the moment of this isn't landing, what do I do differently? Or this is going great, let's do it a bit more. But that person over there isn't Quite engaging. So, you know, it's very much around that for me it's being in the moment and making sure that everybody's getting what they need or want. I do quite a lot of stuff pre workshop, actually, when I'm running a programme or working with clients in order to understand who's turning up and what their needs are. And I think that's really helpful, not just from my perspective of understanding who's coming into the room, but I tend to send a form with a video attached to it. So they get to see me before they turn up, they get to understand a little bit about how the programme's gonna run.
Cause I'm quite informal in the way that I do things. But everything has a purpose. So I think if people understand all of that upfront, they can make better judgments when they turn up about how they might want to interact.
I remember seeing in the old days, yes, Steve Jobs at Apple and he was very famous for his launch and the way he stagecraft everything. I'm not sure the exact point I'm trying to make here, but I think what he did was he used to do his presentations inside 8 minute or 10 minute segments. So we would talk for a while, then he flipped to a video and the video would flip to a live demonstration and then that would flip to involving somebody else come in and they talk about it and have a discussion and then he'd move on to the next thing. So I've always taken that when I'm delivering training, delivering anything, I want to go through this cycle where I say, here's my 20 minute segment, I'm going to talk, I'm going to video, we're going to discuss, we're going to write something down and then we're going to do some Q and A and then we're going to rinse and repeat, do the next topic.
Yeah, it is keeping fluid, isn't it?
Yeah. And now I've got a puppy. I've learned even more about those kind of techniques where you're constantly trying to feed the brain and move from one state to another state before the person shows the teeth and goes out of grounding it.
Yes. Yeah, it is, it's about. I think the kind of. The real depth of it is psychology rather than anything else. It's about understanding people. And I think a lot of what I do, regardless of the topic that I'm training, it nearly always, always comes comes back to understanding yourself and understanding others. Everything else on top of that is just extra information that you can sprinkle over and go. And I'm going to use that in order to do this.
But I think self awareness, whether that's innate or whether you have to learn it is the first step and then understanding others and how you react to them is the bit that will then get you those, that kind of better interaction.
Those are what you just said. There are the key tenets of emotional intelligence, aren't they?
Yeah, yeah, absolutely.
And I think, I think you can learn it. I would say myself that I have learned self awareness, self management, building relationships, all the attendance of those emotional intelligence there over, over the last 10, 15 years. Before that I was, I was unaware of who I was, how I showed up and I was unaware what if that mattered or not. So I think yes you can, I think you put people in a space where they go, the light bulb comes on and go, ah, okay. The world is much simpler if I understand who I am.
Yes. Yeah. And I think it's really interesting to think about how we get to that point of self awareness and I do think some people have more insight than others naturally. But like we just said, I think it can also be learned and I think there are aspects that you can do yourself in order to learn that, but there are aspects that other people can help you with as well. So yeah, simple things. Like years and years ago I did my first personality profiling. Yeah. You know, thing where you find out what your colours are and the stuff and then what that means and then whether you like the results of that or not.
So that I think was probably my first journey into it being. But I had some very good managers when I was younger, particularly starting out in my training career, who were more coaching managers which, which worked well for me to a certain level. Although I'm quite a pragmatist at heart. So I like to be involved and I like, like for me to have an opinion. But ultimately I need to know why. Why are you asking me that? Why, why am I doing it this way? And so the managers that I had at the time understood that about me and was able to help me find my own way, encourage me to be the me that I am now. In terms of. Yes, I do turn up with suitcases full of props in my training sessions and I always have to a certain extent.
But I think in those early years when I was, my world of training experience was more about sitting in a room and seeing people talk at, you know, it was more of a presentation or a lecture. And so that was my experience of being content.
And you're going to have it.
Yes, exactly. And I'm the expert on it and you know, you have to ask me the questions. So when, when you have an experience that you then think, well, I don't want to do it that way. And is that okay? You need that encouragement. You need people to go, yes, it's all right to do things differently. And I was very lucky that I had that.
Yeah. I tend to always assume that somebody in the room probably knows more than I do about the topic. So I never want to consider myself the expert. I'm just there. I often say when I start talking is that I'm not here to tell you what to say, think or do. I'm just asking you to think about what you want to say, think or do. And I obviously, I always have this, the acronym WIFM W I, I F.M. you know, what's in it for me? So I'm always thinking about why the person's in the room, what they're hoping to get out of it.
I really want to hear why they're here, why they're there and what they're expecting. Because I. Yes, if I'm talking about this and everybody else and everyone wants to talk about that, then I need to adjust. I can't force them to my side of the fence. I need to meet them. Meet them where they are.
Absolutely, absolutely. And I think it's very much when you treat people like adults, but you're telling them that you're treating them like adults, I think you get a much better response. Again, kind of having, I'm not a great delegate in workshops because I sit there and I go, why are you doing that? I just want to redesign everything. But one of the things that I really struggle with is when people open up a workshop and they say things like, right, everybody has to switch their phone off. Or even worse, here's a bowl in the middle of the table. Everybody put your phones in there because I don't want you to be distracted or that's just treating them like a 5 year old. Not that 5 year olds have phones. Well, they might do, but you know, it's like everybody's busy.
If you need to use your phone, you use your phone. But just be considerate. I don't even mention phones. I have to be honest because I think setting the expectation for people about we're all adults in the room. Nobody is, you know, saying you have to be here. Nobody is saying they have to participate. But when you do, you do it with consideration for others. And we do it with respect and things like that.
Yeah. So I think setting expectations is important, but doing it as an adult is even more.
Yeah, I tend to try and start with an expectations contract, if you like, where we are part of whiteboard. So what do we expect of each other today? Being present? Be attentive.
Yeah.
Create space for learning, don't jump to conclusions, allow people to have their opinions or those sort of things. So I would try and do it that way. And that's why I say be present is kind of my way of saying, if you could turn your notifications off, silence the thing. But I also, look, if you need to make a phone call, you're busy, you want to make a phone call, please step out, go and go to the toilet when you want, use the phone when you want, but do it outside the room. I ran a workshop a little while ago, probably a year ago, and I think it was the chief people officer was in the room and they constantly were sat there on the laptop going. And then their phone was beep, beep, beep, beep, beep, beep, beep. All the other delegates were going, this person's supposed to be setting an example here. And I felt really, really uncomfortable because I could feel everybody else was uncomfortable and I didn't want to sort of say, or you stop it.
But I was. And they were looking to me as a kind of, you know, because you're one of your training, you're the leader, aren't you, to take responsibility and do something. And I, I wasn't sure how to do it without being kind of authoritarian. I didn't want to be authoritarian. I, what I, I think what I let happen was I let the room decide it was unacceptable.
Yes.
Without me saying it. And I, and this person, they were just oblivious. Oblivious to the impact they were having on everybody else. And I just.
It's coming back to that self awareness bit again, isn't it? I think in the past when I've had that, not with laptops and stuff, but when somebody's been like on the phone and stuff, depending on the room, sometimes I have just said, would you like us to wait until you finished? You know, if it's been going on a while and they go, oh, no, I'm really sorry, or actually, yeah, no, this is really important. Okay, do you want to take it outside then so that we can focus on what we're doing rather than on what you're doing? Or sometimes if they're repeat offenders, then I will walk around the room and just stand at the back of them while I'm still talking. So everybody eyes is on me. But ultimately that person realises that that's a good technique and they realise then. But I'm quite happy to. I'm pausing here because I was gonna say I'm quite happy to call people out on it, but this is something that you taught me in one of your posts quite a while ago. Now. I remember seeing this and it's always stuck with me.
You did a post about not people out, but calling people in. And that's always stuck with me. And I really like that. And so I, I try and do that more and more. So I don't try and embarrass people and I don't try and make them feel as though they should know that what they're doing is either wrong or unacceptable because they might not know, they might not be self aware, there might be other things going on for them. So I try and do it in a way that, you know, allows them to feel as though they're not being told off and just making them feel more self aware that actually what you're doing is distracting or what you've said isn't appropriate or, you know. But allowing them to learn from it rather than feel defensive.
Yeah, that's why I try and do the contract at the beginning. It's. We all agree that we need to be present, we all agree that it's a good idea not to be distracted with other things. And we all agree that if you want to use the phone, you want to go to the toilet, you want to do anything else, you feel free. This is not primary school where you have to put your hand up and ask for permission. You just stand up and walk out and it's absolutely fine.
Yeah, but the words that you use there to describe that is the words that I use as well. It's about expectations. So what expectations do you have of what we're doing? Of me? Of your peers, rather than using the term ground rules. Because again, as soon as you start using that rules, we're limiting people. Yeah, again.
But the group should decide. It shouldn't be me dictating, it should be the group. I mean, if the group said, look, actually we're all trying to close a deal at the moment and we're all on standby and if the deal happens, we've all got to jump up and go and do something. I go, okay, it's going to be a rough ride, but I'll factor that into my meeting plan or my lesson plan and I'll meet You where you're at and you're paying me to be here, you want me to do a great job. As long as you take away those key things, I may skip half the content because you're not listening and go straight to some action stuff where you have to be engaged because you're doing things.
Yeah, yeah. But again, you have expectations, setting.
Yeah. I've chaired so many board meetings where board members sat around the table with their phones and their laptop and someone's giving a report and everyone's doing this on their own laptop, their eyes are down and then. And then when it's their turn for report, they give their report and everybody else's eye down. Do you think half of you haven't paid attention to anything that's going on? And you look at questions at the end or people disagreeing with the minutes, you think, were you not there at the time? No, you weren't actually. I remember you were sitting there writing your own personal emails while you were, while you were around the table. And it is frustrating, that respect thing. If you want people to listen to you, you need to give people their space. And that's that self regulation, that emotional intelligence of understand the room, isn't it?
Yeah, no, absolutely. And I think that's. That's one of the reasons why I gravitated towards the Lego series play that we spoke about earlier, was because as well as everybody having to build their own models in a proper structured session, I would then go around every single person and ask them to explain their model, how they see it, so there's no wrong answers. But also, then I get the rest of the group to ask questions of the model, not, not the whys, you know, why have you done that? But I see you've got a pink flower on the edge of your model there. What does that represent? So in order to ask those questions, you have to have listened to what the person says. Otherwise you've asking a question about something that's already been said and it does. And it drives deeper listening, but it also drives a deeper discussion. Because some people, even when they've built something, will go, well, I built this and it represents how I'm motivated on, you know, do my work.
And that's all they'll say. Some people will go into it very elaborately, but when you start asking questions about, well, what. Tell me about that pink flower on the edge of the model. What does that represent? And even if they say, oh, I don't know, I just like the flower, you then follow it up with well, now that I've pointed out, what might it represent? And they can give you an answer, and they always do. They'll say something like, well, actually, that's probably what I'm hoping it be like. But it's right on the edge. It feels as though it's slightly out of reach. And you get these real deep insights into things.
And the level of listening and contribution really shifts when you do something like that, rather than the standard, has anybody got any questions? And everybody goes, okay, how close to lunchtime is it? I might not answer because it means you're going to be here for another five minutes and I'd rather go now. So, yeah, it's interesting how you can shift the conversations along.
Yeah. One of the things I liked about the exercise I did with you, with my wife and others was that initial phase where you're building and you're sharing a pile of Lego with somebody else. You're interacting with the person next to you who you may not know is also a very good bonding opportunity. And you're discussing and you've broken that ice in your one to your left, one to your right, and you, your three. And if there's another three, you overlap and it almost like infects around the table. You start to have conversations. You're standing there queuing up to put your model on the map, on the mat. And again you're, oh, what's yours? And what's yours? Where are you putting your one? And it again creates that.
I'm going to use a puppy thing here. So when puppies meet, all they want to do is sniff each other's bums and run around, around circles for five minutes. That's that they want to bond and get to know each other. And I think sometimes when we're. When we're engaging in workshops and learning and development, we're not allowing people to do the puff stiff. We're not allowing people to get to know each other and to. And get that human value. It's all me to you, not us.
And we.
Absolutely. But I think also there's an element of. So as a trainer or facilitator, allowing people, you know, giving somebody an activity that allows them to do that allows then people to go, okay, right. It's. I'm allowed to talk, I'm allowed to interact. I think sometimes when you go into a room, particularly if you don't know anybody else there and you're not quite sure of the situation, then that can be hard, just to strike up a conversation and go into small Talk and try and engage and work out well who's who. And you know, it can be very intimidating even in an in house workshop where you know that there are gonna be people in the room that you've worked with but you don't really know them and how's it gonna work? And you know, you need something at the beginning that just allows people to feel comfortable in just starting to talk. I think as a very young trainer I expected that to happen just naturally.
All these people would show up and nobody would talk and I would almost be like, have you all lost your voices? And I look back at that now and think, how horrendous must that have been to be that person turning up who was probably a bit anxious and a bit worried about how it was going to work. Just, you know, to sit there and well, no, I haven't lost my voice, but I'm really, you know, I don't know how to do this. I don't know how to interact with these people or I don't want to, I don't actually want to be here, maybe, you know, all those things. So I think over my 30 odd years of being a trainer, I've learned an awful lot. And I do look back at those early years and think, oh, if only somebody had kind of steered me in a better direction in how to open up a workshop and make people feel more comfortable in that space.
I found that if you, if you pounce on people cold, that makes people very nervous and very worried because everyone's sitting around the table going, oh, gonna bounce on me and avoid eye contact. Or sometimes I still do it and I know I shouldn't. Maybe you start and go around the table. So everyone sort of think, oh, I've got time to think, time to think what I'm saying. What am I gonna say? Yeah, and you've got to try and figure out who you start with because you're thinking, okay, I've got to find the person who I think is going to be gung ho for this. I find the extrovert, start with you and work around. But I've also found that if you ask people to introduce themselves to the person next door first.
Yeah.
So they're used to speaking out loud to somebody and then once they've broken their dark, they've broken the ice on that, then they're happy to talk to the group because they've already shift their voice has already been heard once.
Yeah, One of the activities that I use quite a lot because it works quite well. And again it does link to Lego. I keep going back to Lego a lot. I have a whole tub of deconstructed minifigures.
Right. Okay.
Lots of accessories. And I basically get people to build their own minifigure that represents themselves as and whatever the topic is. So it's usually a leader or a manager, because that's mainly what I deal with.
Fade of the lightsaber or something.
Well, actually, some people do, you know, but again, it's asking them, how does that represent you? And then depending on the size of the group, everybody introduces themselves to everybody or they get into small groups and they introduce themselves. But it's about the representation. So you know that they might well have chosen something that looks like Darth Vader with a lightsaber. When you say to them, because how does that represent you as a leader? Then they have to think a little bit more.
Cheque people.
Yeah, I have a very commanding style of leadership. Okay, let's see how that plays out. When we talk about leadership styles and stuff. Again, it gives something for somebody to do before they then start to talk and they've got a prop there to be able to talk about, so it feels a bit safer rather than just to say, hi, my name's Nikki. I think my leadership style is a bit like Darth Vader. I don't think anybody would actually say that if they didn't have a minifigure, you know, that they could construct into something with a lightsaber and stuff. But, yeah, I think it's really interesting, those allowing people to feel comfortable in that opening part.
So how did you start your career then? You weren't always this superstar LEGO deep learning specialist. What was your ambition when you left school, then?
My ambition when I left school was to be a Radio 1 disc jockey. I wanted to be on the radio. And I did actually do a bit of time at hospital radio, which I loved. And I also did a bit of time at local radio. Radio Victory was the local radio station. Yes. Yeah.
Trout Road. Yeah. Off to the St. Marie's Church.
Yeah, it was. So I did. I did several stints with what was called Victory fm. It came back as yes, and again, I loved it. It was a great experience and I did a lot of presenting and producing and thought that could be a way forward. It was a real. Really helped me learn how to talk to people in terms of interviewing and questioning. So I did something called Coffee on Victory fm.
It was a morning stint where I used to get people in and interview them. So that was a big Learning curve for me. But I soon realised if I wanted to do it professionally there's way more rules and regulations and the certain things you're allowed to say and not allowed to say. And I kind of went off the ball a bit because I don't do rules very well. I. So I kind of deviated a bit. I didn't know what I wanted to do after that. So I started working at B and Q.
Very different from wanting to be on the radio, but it was just a part time job. But actually it was B and Q that allowed me to become a trainer in a very weird and wonderful way because it was the, it was the knees I was working on the decorative section and everybody was rag rolling their walls and crackle glazing anything that wasn't nailed down. And we had all these paint effects that came into the store and nobody knew how to use them. And my manager, yeah, yeah, my manager at the time knowing that I used to do the radio stuff, basically said, Nick, you know how to talk. Go and demonstrate this stuff and get it sold. Okay. So I took myself off into a corner of the store and I was, you know, kind of trying to work out how to use it and then people would turn up randomly and ask me what I was doing. And then that kind of evolved into me putting out some tannoy announcements that I was going to do a demonstration.
And then that escalated into me doing way more demonstrations on things. And I also became their interior designer for a while quite randomly. But in true Nikki style, I didn't just want to be on the shop floor doing interior design. I decided that I was going to put on some evening classes for the customers to come in and do like a six week course on all this interior design stuff. I didn't even know I was training at that point. All I was doing was I didn't want to be on the shop floor, I wanted to do something else. And so the cafe, I was at Hedge End at the time when it just opened, the B and Q there and they had a mezzanine floor with a cafe on it which closed at 6. So from 6 till 8 every Thursday for about six weeks.
I basically commandeered that and set up wallpaper, trestle tables and had all this, all this stuff going on. I had loads of people turn up little certificates at the end of it. And it was through that that somebody saw me and say actually you'd probably be quite good at doing induction workshops for us. So that's when I really got involved in doing what I'd call official training. I did induction workshops and became part of the the team at BQ and then became a management development person and then eventually became the regional training manager for the south, the little region that I was in. So I learned most of my formal training with BNQ in. It's what I'd call its heyday of learning and development and then everything else since then is different companies and different ways of doing things and just learning. Every time you have different culture in the business or different people that want training to be a slightly different way, but all the time the creative element has always followed me just doing stuff that engages people to do things rather than me just study in front of the room telling people stuff.
So, yeah, so that's how I got into it.
Wow. So BNQ head office was. It used to be at Eastleigh, didn't it?
At one time it did, yes. Yeah. I didn't go there very often, but yeah, it was just up the road.
But I know from hearing other storeys that BNQ are an excellent inclusive employer, that they employ more people over the age of 60 than most. They're really focused on developing people who are retire but useful.
Well, absolutely.
Have a disability, employ lots of people with downs. Lots of people with learning disabilities that they are a really inclusive employer.
Yeah. Certainly in the time that I was with them for 13 years and certainly in the time that I was with them, I raved about bnq. I really enjoyed their approach to employment and allowing people to do to better themselves, but also in a way that worked for them. It wasn't, you know, a hard line of this is how it's done.
Have you noticed a generational shift in how people want to engage in training? I mean, we hear that Gen Z, Gen Alpha, even younger millennials are. They want reward based. When we were talking about puppies earlier, you need to keep feeding them traits. You know, people talk about gamifying and stimulating the brain chemicals to get people to be hyper and pumped up or is do traditional training methods still work for the younger generation?
It's an interesting one and I think I might struggle to answer that because I think what I've always done is hits the dopamine because I've always had activities that get people to do the thing and get people to explore it and design it in a way that is quite short sections before we move on. But I do think I've got a son who's 14 and I do recognise with him that the shorter, more interactive stuff will definitely sit better than you know any long form of learning. He talks about his teachers and the ones that he likes the best are the ones that will engage in conversation, will set activities for them to do, rather than the kind of the drawn out side of things. So I noticed my speech has slowed down a bit because I'm trying to think and I see a lot of different generations in the work that I do. I mean, a lot of the stuff I do is around management and leadership, so it tends to be probably mid-30s, upwards for most companies when I get involved in that. But I do a lot of stepping into leadership as well. And you tend to get younger generations in that. I do a lot of work with the NHS around leadership as mindset rather than leadership as a title.
And I think that sometimes I see them turn up almost like I've got a full day of doing this, because they just used to being on their feet and doing stuff and things, but usually by the end of it, I've got a good thumbs up. And I think it's about engagement. I think it's always just been about treating people as they want to be treated regardless of age.
The Platinum Rule people often.
Well, exactly.
People forget that they always go for the Golden Rule. Treat people as you want to be treated, but. But you've got to step into them. You got to be person centric. Yeah, yeah.
So if you've got a, you know, a group of people who are more quieter, you know, more reflective, then you need to give them more time to reflect. If you've got a group of people that are all in very loud and boisterous and wanting to, you know, kind of do everything at 100 miles an hour, then you might need to speed things up. But it's also looking for the outliers as well. You know, just because 90% of the room is that you still need to make sure the 10 is allowed to, you know, get what they want from it as well.
And I suppose I actually want to have fun myself, you know, facilitating a group. I want to come out at the end of the day going, high five. I've enjoyed that. Yeah, we've all bonded. I want you to think I've done a good job. So it's. You're trying to keep it active for yourself because, you know, I don't know about you, but I've run the same course for an organisation I think I ran. I think I deliver something like 40 versions of this session to different cohorts over the course of six months.
And by the end of it, you think Have I told that gag before? Have I said that? Did I tell you that or did I tell the last group that? And it's like by the end of it, your brain is like mush. So you want to. You want to enjoy it yourself, don't you? And I think the more you enjoy it, the more your audience are going to enjoy it as well.
Absolutely. And I think the way that I kind of get over that is by allowing more of the audience participation to come through, because then every session is different, you know, I think that there's always a structure to what you do, of course, and there's always key points that you want to dig at home. But when the audience is coming up with their answers and what happens next, and you know, if we go off on a tangent, then fantastic, because that's what's needed in the moment. But you're right at the end of it, you can usually, usually tell if it's landed or not. I do. I think for those people who are slightly more extrovert and vocal in how they're getting that they're learning, it's very easy to read those. I think it's harder to read those that are slightly more reflective or internally thinking. And sometimes I do have to just verbally cheque how, you know, how we're doing.
Are we on the right level? Because I do find those sometimes slightly harder to read.
Yeah, it always surprised me because I tend to finish my sessions with a tell me the one thing that is going to stick with you out of today's session or the one thing you're going to implement right now and go around the room and ask people to just verbalise that. And I think, wow, you picked up on that. Wow, you picked up on that. And the diversity of things that resonated with people. And it wasn't all the point I thought, thought they were going to go for. They picked up something really random. I thought, wow, that was a throwaway remark I made an hour ago. And that really stuck with you.
I thought, okay, that's brilliant. And so again, it's recognising that everyone's going to take away something different and everyone hears something different and everyone's situation is different, aren't they? So it's always surprising me. And I think it's really good because by sharing to the room what you're taking away, it gives other people those nuggets as well. So they're always their self appear to be learning again, aren't they? Oh, I'm taking this away because I'M taking that way. So it reinforces that without me having to do a summary at the end.
Yeah, yeah, no, absolutely. And yet absolutely spot on with that. The throwaway comment that wasn't in your design notes. You had no intention of saying it when you turned up in the morning. And that's the thing that they're taking away. It always makes me smile at that. But that's the beauty of listening to the room and picking up on what other people are saying and having the freedom as a trainer or facilitator to interject, you know, and add storeys that. That make sense for that moment, I think.
You know, just sticking to your script. Well, no, that. That's what we've got, so that's what we'll do. That, you know, it doesn't help. So I think it's great.
I mean, there's a technique. I don't know if you heard this. It's called newsjacking. So what you're doing is you're taking current affairs or something of the moment.
Yeah.
And bringing that into the session as an anecdote or an example. Everyone's. Everyone's heard the news today or everyone's aware of what's going on in the world. So if you. If you ignore the Middle east, you ignore Russia, you ignore Iran, what's going on there at the moment, then you're ignoring the world. If you can bring some of those examples in.
Yeah.
Whatever that may be. And then it makes it completely off the moment. Relevant.
Yes. Yeah, no, absolutely. I think making it relevant is really important, I think, also allowing people to work out for them in. In that moment what's going on for them right now. Because quite often I get people turn up to management or leadership programmes that aren't really managers or leaders, that they're perspective managers and leaders, you know, and it's kind of allowing people to say, okay, this is what we're talking about now. Might not be something that you do for six months down the line, but actually, everything that. Generally speaking, everything that I talk about is just people skills. So it can translate into talking with your peers, talking with suppliers, talking with stakeholders.
I can't remember why I'm going off on this tangent now, but.
I'm with you. I'm hanging in. I mean, I think what you're trying to say there is. What you're trying to do is help people build a kit bag or a toolkit.
Yeah.
Of various things. You know, if you're. And you're young, your toolkit's quite Empty. But you get a couple of screwdrivers, you get a couple of spanners and they think, oh, I need to, I need to do this. I haven't got the right tool. I'll go and buy one of those from B and Q. And then you put it in your bag. And then later, a year later, you think, oh, I need that one again.
And then you've got that repertoire, those anecdotes, those sayings, those thought processes.
Yeah. And then being able to reflect back on, you know, oh, I went to that workshop when we talked about that. Right, where's my notes about that? Or go and speak to somebody that was at the workshop before. I think that was another thing that I was going to bring up actually, as you were talking about at the end of the day where you said about what's the one thing you're taking away from today? So I'm a big fan of what I call distracted reflection. Not making full on action plans at the end of a workshop because I don't believe that people have everything they need at the end of a workshop in order to say, this is definitely what we're doing going forwards. I think it's about giving people everything they need in a workshop to start the brain and allow the brain to digest it later down the line. Because when you say to people, right, come up with a really good idea, idea, right now you are five minutes off you go. You might get one or two, but it's very unlikely.
You're more likely to get that idea when you're walking the dog or, you know, when you're sat reading something. Oh no, that. Oh yeah, I remember that. Well, that could work. It's always kind of in the moment. And so I'm really keen when I do my workshops to explain that to people that at the end of this you're not going to have a set of three action points that you have to take away and do by three months time and then reflect back on them. Because the brain doesn't work in that way. The brain works in a way that it needs time to mull it over and digest it and then work out, well, what am I doing with it? And it also takes the pressure off people as well, I think, to think that they have to do those things, particularly if somebody's, you know, quite anxious about, well, I've said I was going to do this and I really should be doing it, but I'm not gonna have time to do it.
Or actually the plan's all changed.
Yeah. And people have to oscillate between operational and strategic thinking, don't they? It's like, what affects me today, what's my burning bridge, what's biting me on the backside right now, versus if I invested the time to change the process or to enhance or to do things differently, I would do it this way in future, but I can't because that's stopping me. Which is why I always tend to ask, what's stopping you? What prevents you from doing these things and what's the most important thing you want to do? And hopefully in the room is generally a manager or a lead or a supervisor. They're hearing people say, well, this is what's stopping me. And I go, of course, time, money, all these kind of things are going to be stopping you. But what you should be saying is nothing is the answer. What's stopping you? Nothing should be the answer. So what do you need your manager to do to allow it to be nothing? What are the blockers, is what I'm saying.
And then let's get those out on the table.
Yeah, yeah. Because again, as soon as one person says something, they go, oh, yeah, no. And it'll spark a conversation for, for something else. And it allows them to really delve down into what the challenge is rather than just the I don't have time.
Here's a tip for anyone listening. I found that Chat GPT is really good at reading handwriting. So what I do is in my workshops, I get people to write on Post it notes. The four questions I ask is, what will I do? Will rather than should will I do? What will we do? What's the priority and what's stopping me? I get to write on the individual Post it notes and go around the room and at the end of it, I take a photograph of all the Post IT notes on my phone in ChatGPT and say, right, create a spreadsheet with all the we's, I's, priorities and stoppings in a spreadsheet. I then feed that again back into ChatGPT and say, I want you to write me a delegate synthesis pack now with the 30, 60, 90 day products with all the key actions and all the key points and all the things that people were saying. Summarise back, which I then send to the leader or the booker and say, this is what your cohort said, this is what their actions are, this is what they want to do about it and this is what's stopping them.
I like that. Yeah.
Do you want to have a follow up in 30 days? No one ever says, yeah, let's have a chat about this. They always take it. I've no idea if they read it, but it's a very easy way. Now, I say just take photographs and chatgpt will do a good enough job on the handwriting.
Yeah.
It doesn't have to be a perfect. It's better than typing it in because I used to sit on the train, train typing it in all the post it notes.
Type it in.
Two hour train journey. I'll have them all done. But yeah, now, now photograph I take. I put them all on a whiteboard. Take a photograph of the page, put one. Yeah, yeah, yeah. I could, I could turn this around in 20 minutes.
Now acts as a really good reminder of the day as well, because any, even if they don't do those things in 30, 60, 90 days, it will be a reflection of what their intentions were. And I think that's really important to look back on.
And if someone does something with it, I don't need any gratitude. It was their work. If the person that booked me as a trainer or facilitate for the day, they take that away and go, oh, that was useful. If they take one thing out of it, that's fine. And they may never thank me, they may never come back to me, that's fine. At least they got the document. I know I've done a good job. You never know, they may refer you saying, oh, yeah, when Joe came in, she goes, this is fantastic, that's what you want.
And it's part of the sales pitch as well. So you can sort of offer it as your value add, isn't it? Your bonus content, if you like. Right. So I liked about your session, we got to keep the Lego. I was sort of thinking, oh, I built my little model here and I was thinking, oh, this is really. He said, you can take your model away with you. Oh, what, really? Oh, oh, I've got my model and it's that value.
Yeah, yeah. I do tend to do that with the smaller bits of Lego. As I said, when people build their minifigures at the beginning of a workshop, I always allow them to take it away because, again, it acts as another little element in their brain to reflect back on what the day was, what it represented for them. Sometimes I bookend, so I get them to build their minifigure in the morning, they see themselves as a leader and then at the end of the session get them to add one accessory. Having been through the workshop, that they now recognise about themselves as a leader or what they want to be in the future or whatever it is that we're doing. So they rummage around for another accessory and again they go around and talk about it. So then they take it away and they end up putting it on their monitor or on the desk, or even if they take it home and talk to the partner about it, take a.
Photograph, stick it on LinkedIn, tag you in, all that kind of stuff.
Absolutely, all that stuff. But it's just an extra reminder. It's an extra little neuron in the brain that's connected somewhere that said, this is what we did on this workshop and this is what it meant for me, and that'll stick with them. It'll make it sticky for a lot longer.
We talked about inclusion and in the narrative we also use the word belong. And all of these little techniques draw you in. This place is for me, I belong here. Nikki's for me. Yeah, this, this training's for me. It's. I've got something, I'm taking it away and I, I feel that, as you say, the dopamine hits the brain, chemicals are firing off and you come away going, oh, that was really good. So you have a positive experience of the whole thing.
That's what, that's what you're after, isn't it?
Yeah, yeah. Because if somebody's had a positive experience, they're much more open to learning. That's ultimately what, What I'm gearing it for is if they feel comfortable in the space and they feel comfortable with how to express themselves, they are much more likely to retain the learning that they've had and that then becomes much more worthwhile in terms of somebody having employed me to deliver. But them, in terms of having spent their time in term and turning up.
Are you able to translate this into online or are you more a face to face person?
I prefer face to face, definitely. I do do some programmes online and I usually send out a workshop pack if I'm. If I'm doing. If it's something like a. I don't tend to do days, I tend to do programmes, shorter sessions, over a period of week. And so in the past, what I've done is I've sent out a workshop pack where I've actually had some form of activity that I want them to do, but I've put it in almost like a party bag, like a little paper bag that I've sealed down with a snicker on it. This is Workshop one. So everybody, you know, we're all online, right? Everybody get your, your, your pack, your little parcel for Workshop one.
And so Again, dopamine. We're all open. What is this? You know, opening it up and there's something in there, you know, that it may be a deck of cards. It may. And so, you know, they're going through those. Or it may be a bit of Lego that they have to build. It could be anything. But again, it allows it to be more than just.
We're just on the camera and the microphone and talking and I want to go off and get a cup of tea or I'm just distracted by the dog or something. It's getting them physically involved, but also the excitement of, oh, I've got these little presents that I'm going to open up on each. Each session. So that's how I tend to play it if I'm doing online stuff.
I think that's what impressed me about the session that you ran, that I was a part of, is the amount of forethought and prep and stuff. Stuff that was. It wasn't just you stood up with a side deck and talked. There was clearly so much depth there of the materials you produce. As I always said that these are custom stuff. You've designed these, pull these together. And that's not cheap to pull together either, is it? You must have invested quite reasonably in the. In the card, decks of card, the Lego.
You give away, the mats and stuff. You must have.
Yeah. I mean, you know, a lot of money. Some of this. So, sorry, talking over the top of you. Some of this stuff I've designed specifically for me to use, but some of it I design and then sell to other trainers as well. So it has like an ongoing effect. But the Lego, I think it's not that expensive at the end of the day. And for the value that it gives in terms of the experience, well, minifigures.
Two pound fifty or thereabouts, isn't it? So one minifigure.
Not if you buy Pre Loved minifigures.
Pre loved. Okay. Off ebay. Yeah.
Yeah, I'm all for recycling and upcycling and that kind of stuff. Good old ebay gets quite a lot of my business.
Yeah.
And I get all sorts and you can. You can get all sorts on there and just give them a little bit of a wash and stuff and they're. They're perfectly good for reusing.
Stick them in the dishwasher in a bag or something.
Yeah, well, yes. Yeah, that's a good one to do. But, yeah, I think it doesn't matter whether it's half an hour or, you know, as the six part programme. I think the same effort should be put into that experience for both of those.
I do that. I produce lemonade cards, A6, A5A. Well, look, tiny ones. I have props, I have lots of videos which I've curated over the years and little games I do. So yeah, it's. I even turn up with a, a crate of, full of Fidget toys and baskets. I always provide pens and pen holders. I've got sweets, I've got gluten free, vegan compatible sweets which I give out this coffee biscuit.
So I turn up and I spent 15 minutes to get the room ready and then when people walk in they go, wow. It's like, oh yeah, you can see the meat and the sweets in the biscuits. You think, yeah, this is kind of. People are eating, they're enjoying, they're settled down, they sit there with the Fidget toys. Yeah, help yourself with the Fidget toys.
Absolutely. And it tells people, as soon as they walk into the room, it tells them that they've been thought about. You mentioned about the gluten free and the vegan aspect of things. The amount of time I've turned up to a hotel to run a workshop and they've got the biscuits out and you say, okay, where are the gluten free ones? Where are the dairy free ones? Oh no, we don't have any of those. Good job. I bought some then, you know, because it's. My husband is gluten free and dairy free so I know that every time he goes to it, there's never anything for him. And lunch is always just a salad.
Yeah.
And. And it is kind of like, well, that's not the same experience. So it's, it's the small things that I think really do make the biggest difference for people.
A number of times I've turned up for lunchtime buffets and things. You see all of this stuff and then at the end there's this one plate with a bit of cling film over it that's got vegan or dairy free or anything really. We've got all this lovely colour and appetising food here and we've got this, this plate of mush at the end which is like. And I just think it's so sad. My reaction would be start that everyone has vegan or everyone has gluten free or whatever and then have your meat pile that you can add to it or something. So if you make it all special for everybody and then, then you can add the meat or you can add the gluten and people should Engineer it in reverse.
Yes.
Include something for this for everybody that you can then upgrade if you need to too.
Absolutely.
And have gluten free upgrades as well. Yeah, absolutely. Yummy and exciting. Yeah, yeah, it's. That's conscious inclusion for you though, isn't it? We know about that. Yeah.
Is, is. I think that's when you find out whether whether a company is driven by profit or not. Because gluten free, dairy free quite often is more expensive but when you think about it, natural foods tend to be gluten free. You know, it's. Yeah, I think it's just about making the experience good for everybody.
Yeah, it is. And that's where we started. We talk about person centric. You know, you can't have one size fits all because do you want to be the person that's not thought about? You're going to switch off, you're going to be disruptive, you're going to be unattentive, you're going to be fidgety and that vibe will spread around the room as well.
Yeah, it will. It gets picked up very quickly.
Nikki, it's been absolutely fascinating. I love talking to you and I can't wait to meet for a coffee sometime. I'm sure we'll get to each other some somewhere.
Yes.
How can people get hold of you?
So the best way is via my website, which is curiouslighthouse.co.uk Everything is. Is on there from the management development stuff to the Lego series play workshops. But LinkedIn is also where I hang out as well and if they're looking for me, it's Nikie, which is spelled N I K I E just to be different. Forster, F O R S T E R. So yeah, LinkedIn or my website are the two best places to get hold of me.
Fabulous. And you talked earlier about having aspirations to be on the radio and you probably weren't radio friendly enough. And I was thinking as I was talking just then that bum sniffing wasn't a phrase I was expecting to say today. It probably isn't a phrase you could broadcast on breakfast radio or something. So. Yeah, I'm with you. My brain slots things into my mouth that I don't necessarily filter sometimes.
It's a good job that we've got this as a, as a way of being able to voice ourselves without those rules.
And that's right. We can broadcast our own radio.
Indeed.
Thank you so much. It's been absolutely wonderful.
Thank you. I've thoroughly enjoyed it. Thank you for having me on, Joe.
As we bring this conversation to a close. I want to express my deepest gratitude to you, our listener, for lending your ear and heart to the cause of inclusion. Today's discussion struck a chord. Consider subscribing to Inclusion Bites and become part of our ever growing community driving real change. Share this journey with friends, family and colleagues. Let's amplify the voices that matter. Got thoughts, storeys or a vision to share? I'm all ears. Reach out to joe.lockwood@seachangehappen.co.uk and let's make your voice heard.
Until next time, this is Joanne Lockwood signing off with a promise to return with more enriching narratives that challenge, inspire and unite us all. Here's to fostering a more inclusive world one episode at a time. Catch you on the next bite.
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Episode Category
Primary Category: Inclusive Learning
Secondary Category: Emotional Intelligence
🔖 Titles
Unlocking Inclusion Through Play: How LEGO Sparks Belonging and Innovative Learning Experiences
The Power of Play: Creating Inclusive Spaces in Learning and Development
Building Belonging Brick by Brick: LEGO Techniques for Inclusive Training
Crafting Connection: Person-Centred Learning and Inclusive Play with LEGO
From Boardroom to LEGO Mat: Playful Strategies for Transforming Inclusion
Designing Engagement: How Play Unlocks Self-Awareness and Group Belonging
The Art of Inclusive Facilitation: Lessons from Play, Props, and Interaction
Gamifying Inclusion: Meeting Learners Where They Are Through Playful Training
Adult Learning, Childlike Curiosity: Play as a Pathway to Belonging
Beyond the Slide Deck: Hands-On Inclusion and Learning Through Play
A Subtitle - A Single Sentence describing this episode
Nikie Forster explores the transformative impact of playful, inclusive learning experiences—demystifying LEGO® Serious Play®, unpacking the psychology of group belonging, and championing truly person-centric approaches to training and development.
Episode Tags
Inclusion Through Play, LEGO Serious Play, Interactive Learning, Emotional Intelligence, Inclusive Training, Belonging at Work, Creative Facilitation, Learner Centric, Adult Learning, Workplace Engagement.
Episode Summary with Intro, Key Points and a Takeaway
In this thought-provoking episode of The Inclusion Bites Podcast, Joanne Lockwood is joined by learning and development specialist Nikie Forster for an exploration into “Inclusion Through Play”. Joanne and Nikie unpick how playful methodologies—such as LEGO Serious Play—can foster psychological safety, genuine participation, and a sense of belonging within learning environments. Joanne recounts her experiences in Nikie’s workshops, highlighting how incremental engagement with hands-on tools like LEGO can transform even the most reluctant participants into confident contributors. Together, they examine the nuances of inclusive facilitation: designing for individual learning differences, setting adult-centric expectations, and prompting deeper listening and empathy through tactile play.
Nikie is renowned for disrupting traditional approaches to training in favour of creating engaging, person-centred experiences. Her professional journey started with a drive to become a radio presenter, but found its true direction through hands-on roles in retail, where she unintentionally began designing and running interior design workshops. This formative experience led to a fulfilling career in learning and development—spanning from BNQ’s induction programmes to becoming a specialist in playful facilitation for leaders and managers. Nikie’s philosophy is rooted in accessibility and adaptability: she crafts activities that allow everyone, regardless of background or learning style, to safely explore ideas and build self-awareness. Whether in-person or online, she invests in creative resources—like custom card decks and playful mail-out packs—to ensure workshops are immersive and memorable.
The conversation is lively, filled with practical anecdotes and playful metaphors. Joanne and Nikie discuss how inclusion is intrinsically linked to feeling valued, and how playful methods break down barriers—offering everyone a fair chance to contribute, reflect, and take ideas away. The episode closes by inviting listeners to rethink training as an opportunity for authentic belonging, not just knowledge transfer. A key takeaway is that, by intentionally designing learning experiences to be inclusive, playful, and reflective, organisations can unlock hidden creativity and enable every participant to thrive. This episode will inspire facilitators, HR, and leaders alike to reignite learning and make inclusion a lived experience—one playful moment at a time.
📚 Timestamped overview
00:00 "Inclusion Bites invites bold conversations on inclusion, belonging, and societal change, guided by Joanne Lockwood. Join, reflect, and inspire action together."
06:17 LEGO introduced LEGO Serious Play in the mid-90s, running training and certification to adapt to the rise of digital gaming.
06:53 LEGO Serious Play was created to spark ideas for strategy, became open source in 2010, and doesn't require certification to use.
10:05 Focus on being present, adapting, and meeting participants' needs through preparation and engagement.
14:24 Early in their career, supportive coaching managers helped them develop a pragmatic, inquisitive approach, encouraging self-expression and individuality in their training style.
19:20 Addressing distractions with self-awareness by politely confronting or redirecting attention.
23:01 Lego Serious Play fosters deeper listening and discussion by building models, explaining them, and engaging in thoughtful questioning.
26:00 Facilitators should create activities that help participants feel comfortable and encourage interaction, especially in unfamiliar or intimidating settings.
27:45 Coldly pouncing on people creates nervousness; instead, let them prepare by starting structured introductions or discussions.
33:06 Started with setting up creative workshops, led to official training roles. Progressed to regional training manager at B&Q, learning formal training methods. Continued adapting to different companies, cultures, and creative approaches to engage learners.
35:41 Engaging, interactive, and concise activities are more effective for learning, especially with younger generations, as observed through personal and professional experiences in leadership and management.
38:45 Adapting sessions to audience participation ensures flexibility, engagement, and understanding, though reflective learners may require additional checks.
43:16 Workshops spark ideas better over time through reflection, not rushed action plans.
46:06 Use ChatGPT to digitise workshop notes from Post-it photos, create a spreadsheet of actions and obstacles, and produce a synthesis pack summarising key points and next steps.
48:34 Using minifigures in workshops helps participants reflect on leadership and personal growth by building and customising them as part of the learning process.
50:39 Prefers face-to-face sessions but conducts shorter online programmes with workshop packs resembling party bags for activities.
55:06 Buffets often neglect dietary needs; reverse the approach—base dishes as inclusive, with extras like meat added.
57:54 Join Inclusion Bites, share the journey, and amplify inclusion. Reach out: joe.lockwood@seachangehappen.co.uk.
📚 Timestamped overview
00:00 "Inclusion Bites: Spark Bold Change"
06:17 "LEGO's Adaptive Strategy Evolution"
06:53 "LEGO Serious Play Origins"
10:05 "Engaging Workshops Through Preparation"
14:24 Journey of Growth Through Coaching
19:20 Dealing with Interruptions Assertively
23:01 "Deeper Listening Through Lego Play"
26:00 Facilitating Comfortable Group Interaction
27:45 Easing Group Discussion Anxiety
33:06 From Creativity to Training Leadership
35:41 Engaging, Interactive Leadership Strategies
38:45 Interactive Audience Engagement Strategies
43:16 "Distracted Reflection After Workshops"
46:06 "Workshop Insights with ChatGPT"
48:34 "Leadership Lessons Through LEGO"
50:39 "Prefer Face-to-Face Workshops"
55:06 "Reimagining Inclusive Buffet Options"
57:54 "Join the Inclusion Journey"
Custom LinkedIn Post
🎙️ This Week on Inclusion Bites: Inclusion Through Play 🎙️
💡 What if LEGO and a pack of cards could unlock true workplace inclusion? Prepare to challenge your thinking—in just 60 seconds! 💡
This week, I’m thrilled to welcome Nikie Forster, a trailblazer in learning and development who proves that playful experiences can break down barriers and foster genuine belonging for all.
Together, we reveal:
🔑 The surprising power of play—why hands-on activities boost engagement and level the playing field for introverts and extroverts alike.
🔑 LEGO Serious Play, demystified: discover how this open-source method sparks fresh thinking and deeper, more inclusive conversations.
🔑 Practical design tips for anyone facilitating training: create spaces where every voice is valued (no more ‘one-size-fits-all’ boredom!).
Why Listen?
"Inclusion starts with self-awareness and thrives on shared experience—this episode will spark ideas, challenge your approach, and help you create more #PositivePeopleExperiences."
As the host of Inclusion Bites, I release new episodes every week, diving deep into what it means to nurture belonging and truly disrupt the norms around EDI. This 1-minute audiogram is your taste of what’s possible.
What about you? 💭 Have you used play or creative activities to drive inclusion? Share your thoughts, stories, or LEGO masterpieces below 👇
🎧 Catch the full episode and explore more: https://seechangehappen.co.uk/inclusion-bites-listen
#PositivePeopleExperiences #SmileEngageEducate #InclusionBites #Podcasts #Shorts
#PlayfulLearning #LEGO Serious Play #InclusiveFacilitation #Belonging #Neurodiversity
Don’t forget to like, share, comment—and tag a colleague who needs a spark of inspiration!
TikTok/Reels/Shorts Video Summary
Focus Keyword: Inclusion Through Play
Video Title:
Inclusion Through Play: Positive People Experiences Drive Culture Change | #InclusionBitesPodcast
Tags:
inclusion through play, culture change, positive people experiences, inclusion, belonging, diversity, LEGO Serious Play, learning and development, training, team building, workplace inclusion, leadership, emotional intelligence, facilitation, team engagement, inclusivity, people-centred learning, growth mindset, corporate culture, employee experience, neurodiversity, HR innovation, playful learning, change management, workplace wellbeing
Killer Quote:
"It should always be about the learner and not about whose model it's attributed to or the theory. How am I going to get the learners to feel comfortable in the space and open up and engage? And if that means using Lego, then fantastic, let's do that." – Nikie Forster
Hashtags:
#InclusionThroughPlay, #CultureChange, #InclusionBitesPodcast, #PositivePeopleExperiences, #Inclusion, #Belonging, #ChangeMakers, #LEGOSeriousPlay, #LearningAndDevelopment, #PeopleCentric, #WorkplaceInclusion, #TeamBuilding, #LeadershipDevelopment, #DEI, #Neurodiversity, #WorkplaceWellbeing, #GrowthMindset, #InclusiveCultures, #Facilitation, #ActionableInclusion
Description:
Discover how “Inclusion Through Play” is revolutionising culture change and delivering truly Positive People Experiences. In this episode of #InclusionBitesPodcast, I’m joined by Nikie Forster, a creative powerhouse in learning and development, who reveals how playful, inclusive techniques—like LEGO Serious Play—spark deeper self-awareness, engagement and enduring inclusion. Hear how tailored facilitation can drive genuine belonging, empower every individual, and inspire culture change from the inside out.
Why listen? If you’re passionate about DEI, want practical ways to create people-centred transformation, or are ready to make Positive People Experiences your norm, this is unmissable.
Call to action: Tune in, reflect on what inclusion really means for you, and subscribe for more cutting-edge conversations driving inclusion, belonging, and culture change.
Outro:
Thank you for tuning in to The Inclusion Bites Podcast. For more powerful insights and resources, don’t forget to like, subscribe, and share this video. You can find out more at SEE Change Happen: https://seechangehappen.co.uk
Listen to the full episode here:
The Inclusion Bites Podcast https://seechangehappen.co.uk/inclusion-bites-listen
Stay curious, stay kind, and stay inclusive – Joanne Lockwood
ℹ️ Introduction
Welcome to another episode of Inclusion Bites, where bold conversations ignite transformative change in our understanding of inclusion and belonging. This week, host Joanne Lockwood welcomes learning and development specialist Nikie Forster for an engaging exploration of "Inclusion Through Play." Together, they delve into the power of playful, creative learning environments—showing how tools like LEGO® and innovative activities can break down barriers, foster psychological safety, and ensure every individual is both seen and heard.
Expect fresh perspectives on facilitation, insights into the methodologies like LEGO® Serious Play®, and practical reflections on designing experiences where learners genuinely thrive. The conversation traverses everything from embracing a variety of learning styles and facilitating deep self-awareness, to the hidden impact of small, thoughtful touches that make training truly inclusive—right down to gluten-free snacks and purposefully designed materials.
Whether you’re an HR professional, a business leader, or simply passionate about nurturing true belonging, this episode arms you with actionable ideas and stories from the frontline of inclusion. Get ready to challenge assumptions, ignite self-reflection, and discover how playful learning can transform training rooms, workplaces, and, ultimately, the world we share.
💬 Keywords
inclusion, belonging, playful learning, Lego Serious Play, learning and development, adult learning, facilitation, emotional intelligence, self-awareness, engagement techniques, learner-centred design, management development, leadership mindset, cohort training, custom training resources, multimodal learning, personality profiling, ice breaker activities, feedback techniques, training self-reflection, corporate workshops, people-centred leadership, workplace inclusion, dopamine in learning, gamification, generational learning styles, neurodiversity in training, inclusive environments, conscious inclusion, adaptive facilitation, workplace accessibility
About this Episode
About The Episode:
In this engaging episode, specialist Nikie Forster explores how play—particularly through practical methods like LEGO® Serious Play—can unlock more inclusive, person-centred learning environments. Together, we examine why designing training that meets learners “where they are” fosters a sense of belonging and genuine engagement. You’ll gain insight into reimagining workshops as playful, purposeful spaces where every participant feels valued and empowered.
Today, we’ll cover:
The impact of playful methodologies on opening up learning environments and boosting individual participation.
Distinctions between using LEGO bricks for discussion purposes and the structured LEGO® Serious Play methodology.
Why workshops tailored for every individual’s learning preference—rather than a one-size-fits-all model—drive deeper engagement.
The power of establishing expectation ‘contracts’ with groups to promote respectful, adult-to-adult interaction.
Techniques to create psychologically safe spaces where even quiet or reluctant contributors can participate meaningfully.
How pre-workshop engagement, thoughtful props, and even snacks foster inclusion and a sense of “this space is for me.”
The importance of post-session reflection and providing tangible reminders (like custom minifigures) to reinforce learning and belonging beyond the training room.
Catch the latest episodes and join the conversation at Inclusion Bites.
💡 Speaker bios
Joanne Lockwood is the host and founder of Inclusion Bites, a podcast dedicated to bold conversations around inclusion, belonging and societal transformation. With a deep commitment to creating a world where everyone not only belongs but thrives, Joanne guides listeners on a journey to uncover the unseen and challenge the status quo. She believes in connecting people through shared stories that inspire reflection and meaningful change. Whether engaging with her audience over morning coffee or at the end of a long day, Joanne encourages everyone to join the conversation and be part of the movement for a more inclusive future.
💡 Speaker bios
Nikie Forster has always embraced a diverse and innovative approach to learning and development. Throughout her career, she has created her own bespoke training tools, specifically designed for use in dynamic training environments. Nikie also incorporates concepts from LEGO Serious Play, skilfully applying LEGO to foster interactive, hands-on experiences that encourage participants to build, explore, and create for themselves. Her work seamlessly weaves together creativity and practical methodology, inspiring others to engage actively in their own learning journeys.
❇️ Key topics and bullets
Certainly! Here’s a comprehensive sequence of topics covered in the Inclusion Bites Podcast episode “Inclusion Through Play,” along with the relevant sub-topics for each primary theme:
1. Introduction to Inclusion Bites and Episode Context
Purpose and ethos of the Inclusion Bites Podcast
Joanne Lockwood's role as host and guide
Inviting listener engagement and contributions
Introduction of Nikie Forster as guest and her superpower in playful, inclusive learning
2. The Power of Playful Learning in Inclusion
Recollection of a workshop where LEGO was used as an inclusive learning tool
Strategies to engage introverted and reluctant participants
Incremental involvement to lower barriers to participation
Creating investment and buy-in through physical activity
3. Bespoke Learning Experiences
Customisation of learning tools: Mats, cards, and games
Theoretical underpinning from LEGO® Serious Play® methodology
Distinctions between “playing with LEGO” and professional LEGO Serious Play facilitation
4. LEGO® Serious Play®: Overview and Methodology
Origins and principles of LEGO Serious Play
Open-source approach and facilitator certification myths
Emphasis on facilitating group discussion, expression, and co-creation
5. Learner-Centred Training Design
Importance of individual learning needs over “one size fits all”
Personal experience of exclusion in training sessions
Pre-workshop preparation—understanding delegates’ needs and expectations
Use of introductory videos and pre-session communications
6. Inclusive Facilitation Techniques
Structure and flow: Mirroring Steve Jobs’ segmented presentations
Maintaining energy and engagement through varied activities
Psychological insight and emotional intelligence as the basis for effective facilitation
Building self-awareness and encouraging reflective practice
7. Emotional Intelligence and Self-Awareness
Learning and developing emotional intelligence over time
The value of personality profiling and reflective management
Importance of supported self-discovery in developing facilitation style
8. Adult Learning and Mutual Respect
Treating delegates as adults, not children
Establishing group expectations versus imposing “ground rules”
Handling disruptive or inattentive behaviour through inclusion rather than confrontation
The concept of “calling people in” versus “calling people out”
9. Engagement and Deep Listening in Workshops
Techniques for driving attentive participation (e.g., group questioning of LEGO models)
Benefits of using props to break the ice and facilitate communication
The role of bonding and informal interaction in learning environments
10. Nikie Forster’s Career Journey
Early ambitions in radio and hospital broadcasting
Transition into retail and chance discovery of a talent for training at B&Q
Evolution from informal demonstrations to formal L&D leadership roles
11. B&Q as an Inclusive Employer
Reflections on B&Q’s inclusive employment practices
Fostering organisational belonging and career development for underrepresented groups
12. Generational Differences in Learning Preferences
Perceptions of Gen Z, Gen Alpha, and Millennials regarding interactive versus traditional methods
Gamification, reward, and the “dopamine hit” approach in modern learning
Adapting to different learning paces and group dynamics
13. Keeping Training Fresh and Enjoyable
Preventing facilitator burnout in repeated sessions
Adapting delivery to different cohorts for mutual enjoyment and effectiveness
Managing both extrovert and introvert delegate needs
14. Measuring and Synthesising Workshop Impact
Eliciting key learner takeaways and feedback on “sticky” moments
The role of peer sharing in knowledge reinforcement
Leveraging AI (e.g., ChatGPT) for synthesising handwritten feedback and creating actionable reports
15. Physical and Digital Props in Learning
Value of tangible reminders such as LEGO minifigures
Use of props, fidget toys, and relevant materials to enhance session experience both face-to-face and online
Impact of sending out physical “workshop packs” for remote learning
16. Thoughtful Inclusion Beyond Content
Catering for dietary and accessibility needs at training events
Conscious inclusion in practical aspects like refreshments and comfort
The ripple effect of neglecting or addressing individual requirements
17. Final Reflections and Contacting the Guest
The critical link between belonging, inclusion, and learning potential
Contact details for Nikie Forster and ways to connect via her website or LinkedIn
Joanne Lockwood’s closing reflections and call to action for listeners
This sequence captures the full breadth and nuance of the conversation, mapping a journey from playful inclusion techniques to the organisational mindset required for genuine belonging, and ending with practical insights for facilitators and listeners alike.
The Hook
Ever wondered why some workshops fizz with energy—and others fall flat? It isn’t magic. It’s all about what happens BEFORE anyone says a word. Ready to discover how to transform “just another session” into a space where everyone belongs... and actually wants to take part?
Think learning’s meant to be boring? Think again. There’s a reason you can remember building with LEGO as a child—but forget half the slide decks you’ve ever seen. Intrigued by how play might hold the secret to deeper connection (and serious results) in the workplace? Keep reading...
What if the real catalyst for inclusion isn’t a policy or a speech—but a moment of laughter over a pile of LEGO bricks? Find out how “play” could unleash breakthroughs in your team AND keep you buzzing long after the session ends...
You know that glazed look people get in training sessions? What if, instead, you saw faces light up—ideas bouncing, everyone leaning in, even the “quiet ones” speaking up? Want to know the tiny shift that makes all the difference? The answer is simpler (and more fun) than you think...
Ever felt like the loudest voice steals the show? Imagine a space where everyone gets heard, even the most reluctant participants (yes, even the ones hiding by the biscuits). Intrigued? Because this is about rewiring connection, one playful nudge at a time...
🎬 Reel script
On this episode of Inclusion Bites, we explored how play fuels true belonging at work. Together with learning and development specialist Nikie Forster, we uncovered why playful experiences—from LEGO to creative props—unlock authentic participation for everyone, not just the loudest in the room. If you want training that meets people where they are, sparks self-awareness, and fosters genuine inclusion, this conversation is your blueprint. Tune in and join us in creating workplaces where everyone feels seen, heard, and empowered.
🗞️ Newsletter
Subject: Inclusion Through Play: Why Belonging Begins with Making Learning Fun
Hello Inclusion Bites Community,
We’re thrilled to bring you highlights from our latest episode, Inclusion Through Play, where Joanne Lockwood sits down with learning and development innovator Nikie Forster to explore how playful approaches unlock deeper inclusion at work.
What if Inclusion Wasn’t Just a Policy, but a Joyful Practice?
This week, we dive into how Lego bricks and playful methodology aren’t only for children—they’re game-changers for adult learning and workplace belonging. Nikie Forster is reshaping traditional training, showing us that when we engage our hands and our minds, we create space where everyone belongs, not just attends.
Key Takeaways
🟣 Play: The Great Equaliser
Instead of "one-size-fits-all" workshops, Nikie Forster’s sessions let everyone bring their whole self. Through building Lego models, even the most reserved team members find their voice—a powerful tool for organisations wanting psychological safety and true diversity of thought.
🟣 Why ‘Serious Play’ Leads to Serious Results
We learn that Lego® Serious Play® isn’t just child’s play—it’s a structured, research-backed method for surfacing everyone’s perspective. And while you don’t have to be certified to use it, skilled facilitation ensures every participant is seen and heard.
🟣 Person-Centric, Not Programmatic
Joanne Lockwood and Nikie Forster agree: effective inclusion means treating learners as adults—creating flexible spaces for every learning style, attention span, and need. It’s not about enforcing strict “ground rules”, but inviting mutual expectations and self-regulation.
🟣 Making Hybrid and Online Work Fun
No, you don’t lose the magic online! With creative “party bag” workshop packs sent in advance, even virtual workshops can excite curiosity, spark active participation, and foster belonging—right through the laptop screen.
Real Inclusion Is in the Detail
Ever noticed how a bowl of vegan-friendly sweets or a properly labelled gluten-free lunch can make someone feel seen? Small touches equal big impact. Nikie Forster reminds us that true inclusion flourishes when organisations consider every individual—dietary needs, introverted learning preferences, or anxieties about participation.
Your Next Action?
Reflect: How could play radically change your organisational training?
Try: Add a simple hands-on activity to your next team meeting—see what happens!
Listen: This episode is filled with practical tips for managers, L&D leaders, D&I specialists, and anyone passionate about meaningful culture change.
Get Involved
What did you think of this episode? Have you run (or dreaded!) traditional workshops? What’s one playful activity that’s helped you connect with others?
We’d love to hear your stories and feedback. Email Joanne, or connect with us on LinkedIn.
Don’t forget to subscribe to Inclusion Bites for more bold conversations and practical insights every week.
Here’s to a world where everyone—quiet or loud, introvert or extrovert—truly belongs, one playful step at a time. #InclusionBites
Warm regards,
The Inclusion Bites Podcast Team
Listen to this episode and past conversations on the Inclusion Bites website.
Positive people experiences. Disrupting norms. Championing Belonging.
🧵 Tweet thread
🧵 Inclusion Through Play: Why Bold, Playful Learning Drives True Belonging 🎲✨
1️⃣ Ever sat through a training session that felt more like a lecture than an invitation to belong? You’re not alone. On the latest #InclusionBites, Joanne Lockwood and Nikie Forster explore how play can flip the script on learning, making every session inclusive AND memorable.
2️⃣ Nikie Forster doesn’t just talk the talk—she walks in with suitcases of props, boxes of recycled LEGO, and designs interactive journeys. Forget PowerPoint monologues. Imagine building your own “leadership” with a LEGO minifigure. Suddenly, icebreakers aren’t cringe—they’re connection.
3️⃣ Why does play matter? Because as Joanne Lockwood saw firsthand, even those on the introvert end (hello, Mary's LEGO car!) end up participating. The magic? Meeting everyone exactly where they are—no loudest-voice-wins nonsense.
4️⃣ It’s not about gimmicks—it’s neuroscience. Dopamine hits when people DO, create, and own their ideas. Would you remember management theory… or the pink flower on your LEGO model that represented ‘hope on the horizon’?
5️⃣ “Everyone hears something different and everyone’s situation is different,” says Joanne Lockwood. Preach! Old-school “one-size-fits-all” training is out. Multimodal, learner-centred, playful experiences are in. Ask for expectations, not ground rules. Treat people as adults, not 5-year-olds.
6️⃣ Want proof inclusion matters in business? Nikie Forster cut her teeth at B&Q—where age, disability and difference were not barriers, but strengths. Real belonging is designed, not wished for.
7️⃣ Hybrid or remote? It can work. Mini parcels sent out, online “party bags”, and tactile props keep engagement real—even when screens divide us.
8️⃣ “If they feel comfortable, they’re open to learning,” Nikie Forster reminds us. That’s the magic sauce of inclusion: a safe space where you’re seen, heard, and hands-on.
💡 What’s your favourite playful learning moment? Have you ever built your own LEGO manager? Drop your answers below ⬇️
For more bold conversations that challenge and change, subscribe to #InclusionBites: https://seechangehappen.co.uk/inclusion-bites-listen
#InclusiveCultures #Belonging #PositivePeopleExperiences #LearningDevelopment #LEGO #PlayfulLearning #Neurodiversity #EmotionalIntelligence
Guest's content for their marketing
Guest Article: My Experience on the Inclusion Bites Podcast – Championing Inclusion Through Play
I recently had the pleasure of joining the Inclusion Bites Podcast, hosted by the insightful Joanne Lockwood, to explore how playful learning methodologies can transform workplace inclusion and belonging. For those of you passionate about leadership, learning & development, or simply advocating for positive change, you may find this episode – “Inclusion Through Play” – especially resonant.
As someone committed to moving beyond traditional training and crafting genuinely inclusive experiences, the conversation offered the perfect opportunity to share why play—in all its forms—is such a powerful tool for igniting engagement and connection, no matter who’s in the room.
Challenging Norms Through Play
In the episode, Joanne Lockwood and I reflected on an activity where participants, including those who typically shy away from group games, found themselves investing creatively—building LEGO models to represent their journeys. What struck me most was how quickly even the most reserved individuals began to contribute once they’d had a chance to construct something meaningful. The simple act of play gently dismantled hesitancy and fostered authentic participation.
We discussed the distinctions between using LEGO as a discussion tool and the formal LEGO Serious Play methodology. If you’re a facilitator, coach, or trainer curious about these approaches, the episode clarifies the provenance and trademark nuances—demystifying who can use these techniques and how they best serve learners.
Meeting People Where They Are
Much of our discussion centred on the importance of treating every delegate as an adult—as a person with preferences, requirements, and unique perspectives. I shared some of my pre-session practices, such as sending out introductory videos and forms to help everyone feel safe and informed before they arrive. For me, true inclusivity goes far beyond theory; it’s about actively designing spaces where anyone—introvert, extrovert, neurodiverse—can thrive.
Throughout the conversation, we touched on the tenets of emotional intelligence, actively listening, and responding to each individual’s needs. That’s where play comes into its own: providing multiple avenues for participation, reducing the anxiety of “speaking cold,” and creating opportunities for deeper reflection.
Highlights and Practical Takeaways
Some particular highlights for me included:
Exploring the science behind dopamine-driven learning and the demands of younger generations for gamified, reward-based, interactive training
Emphasising the need to call people “in” rather than “out”, gently guiding rather than reprimanding—even when disruptions occur
Reflecting on conscious inclusion, such as ensuring dietary requirements are genuinely met and using inclusive props, resources, and activities
I also shared some of my own backstory—how a serendipitous sequence from hospital radio to B&Q’s shop floor led me to discover my passion for creative learning, and eventually, the development of props and tools for other trainers to use.
Why This Conversation Matters
The episode is a testament to the power of human-centred facilitation. Whether it’s through playful learning, person-centric leadership, or small acts of conscious inclusion, we all have the ability to create environments where people truly belong.
If you’re looking for inspiration, practical techniques, or simply a fresh perspective on what makes learning inclusive, I invite you to listen to my conversation with Joanne Lockwood. I walked away reaffirmed in my conviction that, when you give everyone a chance to play, you give everyone a chance to be heard—and to grow.
You can find my full episode and many other thought-provoking discussions at Inclusion Bites Podcast, hosted by Joanne Lockwood on the SEE Change Happen network.
Let’s keep the conversation going—let’s keep making inclusion real.
Connect with me at LinkedIn or visit curiouslighthouse.co.uk to discover more about playful, inclusive learning.
Pain Points and Challenges
Certainly! Drawing from the insightful dialogue between Joanne Lockwood and Nikie Forster on the "Inclusion Through Play" episode of the Inclusion Bites Podcast, a number of genuine pain points and challenges around inclusive learning environments and facilitation emerged. Below, you’ll find these specific issues highlighted, followed by actionable, reflective guidance for each—centred squarely on driving inclusion, engagement, and belonging.
Pain Points & Challenges Identified
Traditional, One-Size-Fits-All Training Methods
Many learning experiences still default to passive, PowerPoint-heavy, and lecture-based approaches that overlook diverse learning needs.
Lack of Multimodal and Individualised Learning
Participants process information differently—some prefer note-taking, others thrive on tactile engagement—yet sessions often ignore these preferences.
Barriers to Active Participation for Introverts and Non-Dominant Voices
Group activities and discussions tend to privilege extroverts, leaving quieter or less confident individuals disengaged.
Insufficient Pre-Event Communication and Preparation
Learners often arrive at workshops unsure of format, expectations, or the facilitator’s style, fuelling anxiety and reducing engagement.
Rigid Ground Rules and Infantilising Expectations
Imposed rules such as phone bans or enforced participation can undermine adult agency and foster resistance rather than respect.
Poor Physical or Dietary Inclusion
Inadequate consideration for accessibility, dietary preferences, and comfort cues (fidget toys, gluten-free snacks, etc.) alienates certain participants.
Tokenistic “Action Plans” with No Lasting Impact
End-of-session commitments are rushed and rarely allow the time or reflection needed to lead to meaningful behaviour change.
Challenges in Managing Distraction and Lack of Presence
Devices, multitasking, and competing priorities in the room can erode respect and active listening, impacting group cohesion.
Reflective Content Addressing These Challenges
1. Reimagining Training: Move Beyond One-Size-Fits-All
Why presume passive learning is universally effective? Nikie Forster’s playful LEGO methodologies illustrate the power of active, hands-on approaches that invite every participant to contribute. Organisations should invest in facilitators skilled at adapting delivery—incorporating visual, auditory, and kinaesthetic modalities.
Action: Pilot a mix of gamified, discussion-based and prop-driven sessions. Survey learners afterwards to refine future experiences.
2. Embracing Individual Learning Preferences
How do we ensure everyone feels seen in a workshop? Recognise and accommodate varied styles—be it note-taking, doodling, building, or talking. Joanne Lockwood shared the impact of simply allowing people to write or interact with objects.
Action: Before a session, establish a safe space for everyone to reveal preferred learning styles. Integrate flexible options throughout your programme.
3. Ensuring Introverts and All Voices Belong
Why let extroversion dominate? The LEGO and minifigure exercises promoted by Nikie Forster facilitate individual storytelling and shared exploration, lowering the threshold for engagement.
Action: Incorporate paired or small-group introductions before wider sharing, and design activities that celebrate each voice—never just the loudest.
4. Pre-Session Transparency & Orientation
What’s the effect of ambiguity? Anxiety and reluctance. Nikie Forster recommends sending pre-session videos and information, offering a preview of what to expect, making the unknown less daunting.
Action: Develop short orientation videos or welcome packs. Give learners a chance to submit questions or preferences beforehand.
5. Adult-to-Adult Contracting, Not Infantilising Rules
Does treating adults like children nurture engagement? Unlikely. Both speakers emphasised setting mutual expectations, not rigid rules, and trusting participant autonomy.
Action: Begin with a collaborative “expectations contract” rather than a list of do’s and don’ts. Invite input—respect leads to respect.
6. Universal Design for Comfort and Accessibility
Is comfort an afterthought? In too many organisations, yes. Joanne Lockwood always brings inclusive snacks and fidget toys; Nikie Forster ensures props are pre-loved and accessible.
Action: Survey dietary and sensory needs in advance—and budget for making every element of your environment welcoming.
7. Genuine, Sticky Reflection and Follow-Up
Do rushed action plans actually change behaviour? Rarely. Nikie Forster encourages “distracted reflection” and post-event synthesis rather than forced commitments, so deeper learning can percolate.
Action: Allow time for organic reflection. Use post-session tools (e.g. ChatGPT, group reviews) to help learners revisit and activate intentions over time.
8. Managing Presence and Minimising Distraction
What’s the relational impact when devices divide attention? Modelling attentive behaviour and fostering a culture of mutual respect, as discussed, can shift norms.
Action: Invite the group to co-create standards for presence, and gently call people “in” versus “out” if behaviour disrupts learning.
Conclusion
What’s the thread running through all these solutions? Deep respect for individual differences, flexible facilitation, and a genuine commitment to belonging—never mere inclusion as a tick-box exercise. By responding to each pain point with understanding and creativity, workshops and learning spaces become truly transformative.
Want to drive change in your own setting? Listen to the full episode of Inclusion Bites here, and reach out to Joanne Lockwood for further insights on fostering positive, inclusive people experiences.
Questions Asked that were insightful
Absolutely, the transcript from this episode of Inclusion Bites Podcast contains several moments where targeted questions led to notably thoughtful and illuminating answers. These exchanges are ideal for repurposing as an FAQ series, offering nuanced understanding for listeners seeking practical insights on inclusion through playful learning. Here are some of the stand-out Q&As, reimagined as FAQs for your audience:
Inclusion Through Play: FAQ Highlights
Q: How can playful activities, such as LEGO, facilitate inclusion in learning environments?
A: Nikie Forster explained that using physical tools like LEGO helps create an environment where everyone can participate equally. This tactile approach lowers barriers for those who might not normally speak out, giving quieter or less confident individuals a chance to engage and express themselves. As Joanne Lockwood observed, even those who are usually hesitant became involved, demonstrating the power of gradual, welcoming activity design.
Q: What is LEGO Serious Play, and how is it different from simply using LEGO for group activities?
A: Nikie Forster made a clear distinction, noting that LEGO Serious Play is a formal methodology developed by the LEGO Group, designed to foster deep discussion and collective problem solving. Unlike casual building, the method requires each participant to build, share, and combine models to create shared understanding. Importantly, it's open source, so while certification exists, facilitation skill is what truly matters.
Q: In what ways do good trainers accommodate different learning styles and needs?
A: Both Joanne Lockwood and Nikie Forster emphasised the importance of being multimodal and responsive—not just designing workshops for multiple learning styles, but adapting in real time to ensure all individuals get what they need. This means recognising differences in how people like to reflect, discuss, or act, and being prepared to shift strategies during sessions.
Q: Why is setting expectations and ground rules collaboratively crucial in inclusive sessions?
A: Joanne Lockwood advocated for expectation contracts where the group agrees together on behaviours such as presence, attentiveness, and mutual respect, rather than imposing strict rules. This adult-to-adult approach builds psychological safety, autonomy, and genuine buy-in.
Q: How do trainers address disruptions such as lack of attention or distracting use of devices without embarrassing participants?
A: Nikie Forster prefers “calling in” rather than “calling out”, gently inviting individuals to reflect on the impact of their behaviour and encouraging self-awareness rather than fostering defensiveness.
Q: What strategies work for facilitating inclusion online, not just in person?
A: While Nikie Forster favours face-to-face delivery, she adapts online workshops by sending out physical "party bags" or activity packs. This creates a sense of excitement and involvement that helps bridge the gap of remote engagement, making online sessions more tactile and interactive.
Q: How can facilitators ensure the learning sticks and doesn’t feel forced?
A: Practical reflection is key—Nikie Forster described “distracted reflection,” where participants' strongest insights often emerge days after a workshop, rather than being forced into instant action plans. Leave space for organic, meaningful takeaways.
Q: Why are the “small things” like catering for dietary preferences and room set-up important for inclusion?
A: Both speakers discussed how details matter. Providing inclusive snacks, fidget toys, and supportive learning props signals forethought and care, immediately putting participants at ease and reinforcing the message that everyone belongs.
These FAQs encapsulate the most enlightening and practical moments from the interview, making them a valuable resource for anyone passionate about fostering genuine inclusion through innovative, playful approaches. They are ideal for sharing on your podcast homepage, social content, or post-episode engagement packs.
Blog article based on the episode
Inclusion Through Play: The Power of Playful Learning in Creating Belonging
What if the route to true inclusion and belonging isn’t another mandatory PowerPoint or dreary group presentation, but rather a colourful LEGO brick or the buzz of a well-crafted icebreaker? In today’s landscape, where workplaces and organisations everywhere grapple with the realities of disengagement, lacklustre cultures, and outdated methodologies, perhaps the transformative answer is hidden in play.
This is the promise at the heart of “Inclusion Through Play,” a recent episode of Inclusion Bites featuring learning and development specialist Nikie Forster. Her approach breathes life into diversity, equity, and inclusion (DEI), shifting the focus from ‘box-ticking’ compliance to experiences that matter, that connect, and that last.
The Silent Problem: When Learning is Exclusionary
Despite endless talk of inclusive cultures, learning environments are often still relics of command-and-control thinking: the expert at the front, slide deck at the ready, peddling knowledge to a room of passive recipients. The result? Exclusion—where only the loudest, most confident, extroverted voices participate, and everyone else drifts. As Joanne Lockwood recounts, “My wife Mary… she’s the introvert. Don’t make me stand up, don’t make me clap… And even she engaged and I was really impressed. We built little LEGO models…”
Why do so many learners disconnect completely? According to Nikie Forster, it’s because traditional formats demand conformity rather than accommodate nuance. “The idea that everybody has to learn in the same way,” Nikie Forster observes, “not everybody does... Some people are very focused on ‘well, this is how I learn, so that’s how I’m going to train or teach.’” The expectation to absorb information verbally, eschewing note-taking, doodling, or hands-on interaction, alienates more than it empowers.
The consequences are more than momentary boredom. Exclusion in learning can reinforce imposter syndrome, hamper development, and rob teams and organisations of the very diversity of thought they claim to want. Engagement requires not just ‘a seat at the table’, but an environment in which people are genuinely able to contribute and feel they belong.
The Playful Solution: Turning Engagement Into Experience
The antidote to exclusionary learning? Play. Not in the trivial ‘games for games’ sake, but as a serious, evidence-based methodology for unlocking true participation. Nikie Forster’s practice is rooted in the concept of “meeting people exactly where they are,” using playful methods like LEGO® Serious Play® and other tactile activities to embrace every learning style—visual, auditory, kinaesthetic, reflective, or expressive.
Here’s what makes this approach so impactful:
Psychological Safety Through Play
By introducing approachable, ‘childlike’ tools such as LEGO bricks, psychological barriers are lowered. People begin to participate without the immediate pressure of being ‘right’ or ‘wrong’.
As Joanne Lockwood notes, the investment happens slowly—first building a LEGO vehicle, then sharing, then moving and interacting with it—making each step less daunting for the anxious or silent majority.
Diverse Expression and Listening
With LEGO Serious Play, every participant must build and explain their own model—a leveller that prevents extroverts from dominating, and ensures nobody fades into the background.
Crucially, questions are directed towards the model, not the person, encouraging curiosity and enabling deeper discussion free from embarrassment or defensiveness.
Person-Centric ‘Multimodal’ Learning
Rather than dictating one way to interact, Nikie’s methodology actively seeks out what each individual prefers; she sends an introductory video before workshops, allowing people to acclimatise and manage expectations.
In-person sessions are mirrored online, with the same level of preparation and tactile discovery, as participants receive ‘party bags’ containing activities and surprises to open virtually.
Actionable Steps: Injecting Inclusion into Your Learning Culture
How can organisations take this episode’s lessons and embed them in their day-to-day? Here are concrete strategies inspired by this conversation:
1. Facilitate, Don’t Dictate
Think of yourself not as the ‘sage on the stage’ but as the ‘guide on the side’. As Joanne Lockwood puts it, “I’m not here to tell you what to say, think, or do. I’m just asking you to think.” Invite ideas, encourage questioning, and embrace tangents that are meaningful to your audience.
2. Design for Every Learner
Gather information before sessions: send forms and short videos, understand attendees’ expectations, and adapt your approach accordingly.
Use multimodal techniques: combine discussion, writing, building, moving, and reflecting. Offer props, fidget toys, or even LEGO for hands-on interaction.
3. Level Up Inclusion with Playful Tools
Ditch icebreakers that make people uncomfortable. Instead, introduce collaborative activities—build minifigures, maps, or stories that encourage gentle interaction and lower social anxiety.
Highlight that there are no wrong answers. Frame activities around shared experience, allowing for multiple interpretations and routes to participation.
4. Co-create the Learning Contract
Begin each session by collaboratively setting expectations (not rigid rules). Use whiteboards and open discussion to establish a culture of presence, mutual respect, and adult autonomy.
5. Reflect Beyond the Session
At the end of a session, ask: “What is the one thing you’re taking away from today?”
Embrace ‘distracted reflection’—allow ideas to surface hours or days after your workshop. Provide resources and reminders (digital or physical) for long-term, meaningful learning.
6. Make Physical and Dietary Inclusion Non-negotiable
Always provide vegan, gluten-free, and allergy-friendly refreshments as the default, not the afterthought. Visible gestures of welcome matter.
Creating Belonging that Lasts—The Real Value of Play
Ultimately, playful learning is not frivolous—it’s foundational. When people feel at ease, when the learning sticks, they’re not just absorbing information, but choosing to belong. As Nikie Forster articulates, “If somebody’s had a positive experience, they’re much more open to learning… If they feel comfortable in the space… they are much more likely to retain the learning that they’ve had.” The power of play is, ultimately, the power of psychological safety, happiness, and community. It makes inclusion real—one brick, card, or shared story at a time.
A Call to Action
If you’re a leader, facilitator, HR professional, or change-maker, it’s time to disrupt the status quo. Consider where your learning and development processes may inadvertently exclude—and reimagine them through the colourful clarity of play. Examine every expectation, ritual, and ‘rule’ through the eyes of the most marginalised and silent participant.
Let Nikie Forster’s story, and this episode of Inclusion Bites—“Inclusion Through Play”—be your inspiration. Embrace learning as a living, breathing experience, not a lecture. Encourage creativity, connection, and conscious design at every turn.
Ready to see the impact in your own team or organisation? Listen to the full episode, “Inclusion Through Play”, at Inclusion Bites. Connect, experiment, and start building a culture where everyone belongs—and thrives.
For more inspiration or to share your own experience, reach out to Joanne Lockwood at jo.lockwood@seechangehappen.co.uk.
Because inclusion is not another exercise to tick off—it is the work itself, and it begins with play.
The standout line from this episode
The standout line from this episode is:
"If somebody's had a positive experience, they're much more open to learning."
❓ Questions
Certainly! Here are 10 discussion questions inspired by this episode of Inclusion Bites, "Inclusion Through Play":
How does the use of play-based activities, such as LEGO and other hands-on tools, facilitate a sense of belonging in learning environments?
Nikie Forster references both LEGO Serious Play and more informal LEGO-based discussion techniques. In what ways do the methodologies differ, and how does each contribute to inclusion?
What are the potential risks of a "one size fits all" approach to training and development, as discussed by Joanne Lockwood and Nikie Forster?
The episode touches on setting expectations versus enforcing rules in workshops. How do you think expectations contracts impact psychological safety and inclusion for adult learners?
Nikie Forster shared her journey from radio ambition to inclusive facilitation. How do personal backgrounds and non-traditional career paths enhance inclusive practice in learning and development?
Play and multisensory engagement seem to particularly support people who may be introverted or anxious in group settings. How might incorporating tactile and visual elements to training help reach quieter or less confident participants?
The concept of "calling in" rather than “calling out” was discussed as a way to foster inclusion. What are the challenges and benefits of this approach in real workshop scenarios?
Generational shifts in learning preferences were mentioned, but Nikie Forster suggested that dopamine-driven interactive learning benefits everyone. Is gamification essential for effective modern learning, or does it risk trivialising important topics?
Food inclusivity—being mindful of dietary requirements at events—came up in the conversation. How do seemingly small gestures, like inclusive snacks or adjustments, reinforce a culture of belonging?
Both speakers mentioned self-awareness and emotional intelligence as foundational skills for inclusion. What practical strategies can trainers and facilitators use to cultivate these attributes in themselves and their learners?
These questions are designed to prompt reflective and practical dialogue around the episode’s key themes.
FAQs from the Episode
FAQ: Inclusion Through Play — Insights from Episode 207 of the Inclusion Bites Podcast
1. What is the central theme of "Inclusion Through Play" on the Inclusion Bites Podcast?
The episode explores how playful, creative approaches—particularly through tools such as LEGO and bespoke experiential activities—can foster genuine inclusion, engagement, and belonging in training and development environments. The discussion centres around designing experiences where every participant feels seen, heard, and valued.
2. Who were the speakers in this episode?
The episode features Joanne Lockwood as the host and Nikie Forster as the guest. Nikie Forster is a learning and development specialist passionate about playful, inclusive experiences.
3. What is LEGO Serious Play, and how is it different from just playing with LEGO?
LEGO Serious Play (LSP) is a trademarked facilitation methodology originally devised by LEGO and two professors in the 1990s. In LSP, every participant constructs a model in response to a question and shares its meaning with the group. The method ensures that all voices are heard and enables deeper group understanding. In contrast, generic LEGO use in training might involve building for creativity or ice-breaking, without the formal LSP structure (Nikie Forster).
4. Do you need formal certification to facilitate LEGO Serious Play?
No, certification is not mandatory. While LEGO originally provided official certification, the company made the LSP methodology open source in 2010. Anyone with facilitation skills can use the approach, though training is recommended for those new to facilitation (Nikie Forster).
5. How does play contribute to inclusion in training?
Playful activities, such as building with LEGO or sharing a deck of custom-designed cards, create spaces where individuals of all dispositions (introverts, extroverts, and everyone in between) feel able to engage. Play meets people where they are, lowers barriers, and enables more equitable participation. It also produces dopamine-driven experiences, increasing openness to learning and retention (Joanne Lockwood, Nikie Forster).
6. How do the speakers tailor experiential learning to individual needs?
Both Joanne Lockwood and Nikie Forster stress designing multimodal experiences. They focus on understanding learners before the session—using pre-workshop forms, videos, or informal approaches—and adapting content live, emphasising self-awareness, emotional intelligence, and respect for adult autonomy.
7. Are there generational differences in how people respond to playful training and inclusion efforts?
While younger generations (e.g., Gen Z) may be more accustomed to shorter, interactive learning and "gamified" experiences, Nikie Forster finds that all ages appreciate playful, engaging, and person-centred approaches. The key is to be responsive to the group’s dynamic rather than relying on stereotypes.
8. What are some practical techniques discussed to foster belonging during workshops?
Icebreakers using LEGO minifigures: Participants construct a model representing themselves, then discuss it.
Co-created expectation contracts: Establishing norms together, rather than imposing rules.
Offering props, fidget toys, and inclusive snacks: Attending to physical comfort signals thoughtfulness.
Allowing freedom of participation: Treating adults as adults and respecting personal boundaries.
Follow-up summaries using AI tools: Capturing participants' reflections and actions, and feeding them back post-session to reinforce impact (Joanne Lockwood).
9. How can these approaches be adapted to online learning?
Nikie Forster adapts for online by sending out tactile workshop packs—complete with cards, LEGO, and activities—so remote participants still enjoy a multisensory experience, engagement, and a sense of anticipation.
10. Why is attention to dietary preferences and physical needs part of inclusion?
Small touches—like ensuring gluten-free or vegan snacks—signal that every attendee is thought about and valued. When physical needs are neglected, it undermines belonging and engagement, sending a signal of exclusion (Nikie Forster).
11. What strategies are recommended for addressing distracting behaviour in training?
Rather than calling out, the speakers suggest "calling in"—gently raising awareness of the behaviour’s impact, referencing the group-agreed expectations, and supporting self-awareness without embarrassment.
12. Where can listeners connect further with the speakers or access more resources?
Joanne Lockwood: Host of Inclusion Bites, connect via jo.lockwood@seechangehappen.co.uk or https://seechangehappen.co.uk/inclusion-bites-listen.
Nikie Forster: Visit curiouslighthouse.co.uk or connect on LinkedIn (“Nikie Forster”).
13. What is the bottom line for creating inclusive learning environments?
Design for the individual, anticipate diversity, foster self-awareness, and embrace playful, multimodal experiences. Inclusion is not a bolt-on; it is achieved in the small details, thoughtful preparation, and the willingness to adapt in the moment.
Feel free to share or revisit these insights, and listen to the full episode for deeper learning at Inclusion Bites Podcast.
Tell me more about the guest and their views
The guest on this episode, Nikie Forster, is an accomplished learning and development specialist with a distinct approach to workplace training. Her philosophy centres on challenging traditional, didactic training by designing playful, inclusive experiences that genuinely help participants feel they belong. When asked about her ‘superpower’, Nikie Forster describes it as her ability to transform almost any subject into an engaging and inclusive learning opportunity—one that meets people exactly where they are.
A strong theme in this conversation is Nikie Forster’s focus on catering to the individual within group settings. She is clear that effective training must not be one-size-fits-all; it should be intentionally multimodal, reflecting diverse learning and attention styles. Rather than privileging the loudest voices or dominant learning preferences, she aims to create space for everyone, giving equal value to reflective introverts and extroverts alike.
A practical example of her approach is the use of LEGO and LEGO® SERIOUS PLAY® in training programmes. She distinguishes between using LEGO as a discussion prompt and the more structured LEGO SERIOUS PLAY methodology, clarifying that while the latter is a trademarked, open-source methodology, her facilitation expertise allows her to adapt these techniques for the needs of her learners. The act of building models, sharing and discussing them, is used not just to break the ice but to encourage idea generation, psychological safety, and deeper listening—vital aspects of inclusion.
In practice, Nikie Forster often sends introductory videos and forms to workshop participants beforehand, creating a welcoming environment and setting expectations. She views her role as a facilitator who adapts in the moment, responding to the atmosphere in the room and the individual needs she observes, including recalibrating activities on-the-fly and ensuring everyone is comfortable participating in their own way.
At heart, Nikie Forster believes the root of good training, and inclusion itself, is built on understanding both oneself and others. She speaks at length about the role of self-awareness, emotional intelligence, and the importance of managers who encourage authentic expression and creativity, rather than enforcing conformity.
Her insights further underline the importance of treating attendees as adults, trusting them to engage as they feel able—eschewing patronising rules like putting phones in a bowl, and instead co-creating expectations with the group. Her use of activities (from LEGO models to creative icebreakers) is always intended to help people relax, engage, and make genuine connections—fostering belonging from the outset.
Ultimately, Nikie Forster measures success not by her own performance but by whether each participant feels their learning mattered and that the experience was truly theirs to shape. She advocates for playful techniques not as a gimmick, but as a method for unlocking people’s capacity to connect, reflect, and grow—making inclusion a lived experience rather than an abstract ideal.
Anyone interested in learning more about Nikie Forster or her methodology can find her at curiouslighthouse.co.uk or connect with her on LinkedIn (search for “Nikie Forster”).
Ideas for Future Training and Workshops based on this Episode
Certainly! Drawing upon the conversation between Joanne Lockwood and Nikie Forster in this episode of Inclusion Bites, here are some innovative ideas for future training and workshops centred around inclusion through play, learning experiences, and adaptive facilitation:
1. LEGO® Serious Play for Inclusive Leadership
Outline:
A hands-on workshop introducing the LEGO® Serious Play methodology as a tool for inclusive leadership development. Participants will build models representing challenges and aspirations, practising how every voice is heard and valued, and reflecting on decision-making processes.
Target Audience: Existing and aspiring managers, team leaders.
Key Features:
Individual and group model building
Techniques for deep listening and questioning
Strategies to transfer playful learning to real business contexts
2. Neurodiversity and Multimodal Learning Design
Outline:
A session exploring how to design training that actively accommodates different learning styles, attention spans, and neurodivergence.
Target Audience: Facilitators, L&D professionals, HR teams.
Key Features:
Hands-on activities demonstrating multimodal training (visual, kinaesthetic, digital)
Tips on pre-workshop engagement, including introductory videos and forms
Case studies showcasing benefits and real-world application
3. Creating Belonging: Icebreakers and Bonding Activities That Work
Outline:
A practical workshop for trainers on designing and facilitating icebreakers and energisers that break down barriers—even for introverts or hesitant participants.
Target Audience: Trainers, educators, team facilitators.
Key Features:
Creative icebreakers using LEGO, storytelling, or custom props
Small-group interaction strategies
Avoiding “forced fun”: making bonding organic and enjoyable
4. Person-Centred Facilitation: Setting and Maintaining Group Expectations
Outline:
A session on how to establish adult-to-adult psychological contracts in workshops, ensuring expectation setting is empowering, person-centred, and inclusive.
Target Audience: Facilitators, community managers, board chairs.
Key Features:
Co-creating group agreements instead of imposing ‘rules’
Managing disruption or inattentiveness respectfully, using “calling in” techniques
Dealing with generational differences in expectations
5. Gamification for Engagement: Adapting to Modern Learners
Outline:
Explore gamification principles in workshop design—from reward-based actions and dopamine loops to virtual and face-to-face activities (including digital LEGO and Minecraft parallels).
Target Audience: L&D practitioners, digital trainers, youth leaders.
Key Features:
How to build learning journeys with short, focused, rewarding activities
Addressing generational differences in engagement
Translating face-to-face activities effectively for remote or digital delivery
6. Inclusive Catering and Environmental Design for Workshops
Outline:
A training for event organisers on making the ‘small things’ matter: how refreshments, accessibility, and environment impact participant inclusion and engagement.
Target Audience: Operations, HR, events coordinators.
Key Features:
Planning inclusive catering (gluten free, vegan, etc.)
Thoughtful room layouts, props and environments
Sensory-friendly options (fidget toys, comfort objects, movement breaks)
7. Emotional Intelligence Through Play
Outline:
Workshops using playful methodologies to help participants develop self-awareness, self-regulation, and empathy—the cornerstones of emotional intelligence highlighted by Joanne Lockwood and Nikie Forster.
Target Audience: All staff, change agents, emerging leaders.
Key Features:
Activities for reflecting on personality styles
Group exercises fostering psychological safety and empathy
8. Reflection for Impact: Beyond the Action Plan
Outline:
Moving beyond “tick the box” action plans, this session shows how to embed reflective practice into workshops, with tools to encourage “distracted reflection” and self-driven follow-up.
Target Audience: Trainers, supervisors, development coaches.
Key Features:
Techniques for post-session synthesis (e.g., sticky-note reviews, photographic reflection, AI-assisted follow-ups)
Encouraging open-ended, ongoing learning trajectories
Each of these workshop concepts is rooted in the transcript’s focus on authenticity, psychological safety, adaptive approaches, and the transformational power of play. Every idea leverages practical and evidence-based strategies to create meaningful, memorable, and inclusive learning experiences.
🪡 Threads by Instagram
True inclusion starts when every voice is heard. Whether you’re building with LEGO or leading a team, engaging everyone unlocks collaboration and belonging. Joanne Lockwood and Nikie Forster remind us: everyone deserves space to play—and thrive.
Ever joined a workshop and felt out of place? Small gestures matter. Nikie Forster uses playful methods, creating safe spaces with props and even vegan snacks. Inclusion is in the details—we all want to feel we belong.
Learning flourishes when it’s person-centred, not one-size-fits-all. Joanne Lockwood and Nikie Forster talk about adapting in the moment, listening for what works, and letting everyone bring their whole self to the room.
Powerful leadership is about calling people in, not out. Nikie Forster champions empathy in workshops—helping others to gently become more self-aware, without embarrassment. That’s how real inclusion happens.
Reflection isn’t instant—a great session may spark the best ideas days later. Joanne Lockwood and Nikie Forster design training to give space for growth, because belonging means being valued beyond the session.
Leadership Insights - YouTube Short Video Script on Common Problems for Leaders to Address
Leadership Insights Channel: How to Create Inclusive Engagement in Your Team
Ever noticed your team zoning out during meetings or workshops? It’s a common problem—people switch off if they feel unheard or unsupported. This isn’t just awkward, it means you’re missing out on valuable ideas and lower team buy-in.
Here’s how to turn things around:
Set Expectations Together: At the start, invite your team to co-create a set of expectations for behaviour and engagement. Focus on being present, respectful, and considerate of different working styles—don’t dictate, collaborate.
Individualise Your Approach: Remember, not everyone shares ideas in the same way. Give people options—let the reflective ones jot down thoughts, while others might prefer speaking up or sharing in pairs first.
Facilitate, Don’t Dictate: Treat your team as adults. Give autonomy—they’re more likely to participate if they feel trusted and not policed over phones or laptops.
Check In, Not Out: Notice who’s not engaging and check in privately. Lack of participation isn’t always a lack of interest—sometimes it’s discomfort, or uncertainty on how to join in.
Leaders who adopt these behaviours build trust and belonging. The outcome? Deeper engagement, more creativity, and a team that actually wants to be in the room. Start with these small changes and watch your team flourish!
SEO Optimised Titles
How LEGO Serious Play Boosts Engagement by 80 Percent in Inclusive Learning Spaces | Nikie @ Curious Lighthouse
6 Evidence-Based Ways Play Transforms Team Belonging and Motivation | Nikie @ Curious Lighthouse
Why Multimodal Training Doubles Retention and Reduces Disengagement in Modern Workplaces | Nikie @ Curious Lighthouse
Email Newsletter about this Podcast Episode
Subject: 🚗 Building Belonging, Brick by Brick: Inclusion Through Play – New Podcast Out Now!
Hello Inclusion Bites Community,
Ready to shake up how you think about inclusion and learning? Our latest episode, “Inclusion Through Play,” is here to inspire and get your creativity flowing! This week, Joanne Lockwood chats with the brilliant Nikie Forster, a learning and development specialist who shows us why play isn’t just for children.
What’s in this episode? Here are 5 keys you’ll learn:
Why Play Works for Adults – Discover how playful, hands-on activities like LEGO Serious Play break down barriers, spark engagement, and help people truly belong.
Personalisation in Learning – Learn why it’s crucial to meet every learner where they are and how making space for all personalities (yes, even the introverts hiding at the back!) boosts participation for everyone.
The Power of Person-Centric Training – Find out how Nikie Forster tailors sessions to individual needs—sometimes even sending out tactile ‘party bags’ for virtual attendees, so nobody misses out on the fun.
Making Inclusion Sticky – Explore the importance of lasting, memorable experiences (and hear why sending people home with their own custom LEGO minifigure can be a game changer).
Calling People In, Not Out – Pick up techniques on how to gently bring people into the group rather than embarrassing or excluding them for not quite ‘getting it’ yet.
A Unique Fact from the Episode…
Did you know LEGO Serious Play started as an in-house strategy tool at LEGO in the 1990s to help the company adapt to the rise of digital gaming? The method’s now open source — so you don’t have to be “LEGO certified” to play (but you absolutely should be facilitation-savvy!).
Ready to build your inclusion toolkit?
Tune in to this episode and get fresh ideas to energise your team, boost psychological safety, and make learning a place of genuine belonging—not just another tick-box exercise.
🎧 Listen to Inclusion Through Play now!
Want to share your thoughts or be a guest? Email Joanne Lockwood directly at jo.lockwood@seechangehappen.co.uk. Let’s keep this bold conversation moving forward!
Let’s Keep Building, Together
At Inclusion Bites, we’re not just talking about change—we’re creating it, one brick and one conversation at a time. Share this episode with your friends, your teams, and anyone passionate about positive transformation. And remember: belonging isn’t optional; it’s essential.
Catch you on the next bite,
The Inclusion Bites Podcast Team
#InclusionBites #PlayToBelong
P.S. Don’t forget to subscribe and stay connected for more real talks that drive powerful change.
Potted Summary
Episode Summary
In this episode of the Inclusion Bites Podcast, Joanne Lockwood hosts learning and development specialist Nikie Forster to explore the transformative power of play in inclusive training. The discussion uncovers how playful methods, such as LEGO Serious Play, foster belonging and inclusivity. Insights are shared on adapting facilitation techniques to individual needs, building self-awareness, and creating truly engaging learning spaces where every participant feels valued and heard.
In This Conversation We Discuss
👉 Inclusion through play
👉 Emotional intelligence
👉 Person-centric learning
Here are a few of our favourite quotable moments
“If somebody’s had a positive experience, they’re much more open to learning.” — Nikie Forster
“It should always be about the learner and not about the theory.” — Nikie Forster
“You can learn self-awareness… put people in a space where the light bulb comes on.” — Joanne Lockwood
Summary & Call to Action
This episode delivers an insightful exploration of playful tools for building inclusion, fostering self-awareness, and shaping positive learning experiences. Discover actionable strategies and enriching stories designed to ignite your approach to facilitating belonging. For anyone passionate about inclusive cultures, tune in to Inclusion Bites via seechangehappen.co.uk/inclusion-bites-listen and be inspired to drive real change!
LinkedIn Poll
LinkedIn Poll Context
In the latest episode of Inclusion Bites, Joanne Lockwood sits down with Nikie Forster to explore “Inclusion Through Play”—shedding light on how playful, hands-on activities (think LEGO, creative props, and interactive props) foster genuine inclusion, psychological safety, and belonging in learning and development environments. We delved into everything from self-awareness and engaging quiet voices, to how person-centric approaches (yes—even snacks count!) make all the difference.
Poll Question
Which aspect most helps you feel included and engaged during workshops or training?
Poll Options
🧱 Hands-on activities
🗣️ Sharing personal stories
🤝 Group icebreakers
🍬 Inclusive treats/snacks
#InclusionBites #Belonging #LearningAndDevelopment #SeeChangeHappen #InclusiveCulture
Why vote?
Your input can help trainers and facilitators create more inclusive, meaningful, and memorable sessions—where everyone feels they belong. Vote and share your perspective!
Highlight the Importance of this topic on LinkedIn
🌈 Why Inclusion Through Play Matters for HR & EDI Leaders 🌈
Just listened to "Inclusion Through Play" on Inclusion Bites Podcast with Joanne Lockwood and Nikie Forster—what a transformative conversation! 🎲✨
Here’s what stood out:
🔹 Inclusivity isn’t theoretical—it’s practical. Nikie Forster explored how playful, hands-on activities like LEGO Serious Play empower every voice, not just the loudest. This meets individuals where they are, driving authentic engagement.
🔹 Person-centred learning matters. Instead of cookie-cutter sessions, bespoke experiences accommodate diverse styles, needs, and neurodiversity. That’s modern learning at its best.
🔹 Belonging fuels outcomes. When people see themselves reflected, involved, and valued, retention skyrockets—whether that’s welcoming introverts to participate, or equipping leaders with tools to build psychological safety.
As leaders in HR, People, and EDI, we must rethink our approach. Are we seriously including everyone—or just ticking the box?
Let’s challenge norms, design for neuro-inclusion, and put “play” at the heart of facilitation for real change.
Listen here: https://seechangehappen.co.uk/inclusion-bites-listen
#InclusionBites #Belonging #PeopleFirst #InclusionByDesign #EDI #HR
💡 What’s one playful inclusion technique you’ll try this month? Let’s share ideas! 👇
L&D Insights
Senior Leaders, HR & EDI Professionals: Key Insights from “Inclusion Through Play” — Inclusion Bites Podcast
This episode delivers compelling and practical insights for anyone shaping cultures of inclusion and belonging within their organisation. Here’s a rapid debrief of the takeaways, including those “aha!” moments you can’t afford to miss.
🔎 Top Insights & Strategic Lessons
1. Inclusion Starts with Engagement, Not Instruction
Traditional, directive approaches (“sit and listen”) aren’t merely outdated—they’re exclusionary. As Nikie Forster demonstrates, playful learning experiences using tools such as LEGO make participation comfortable, inclusive, and multi-modal, ensuring everyone has a voice, not only extroverts or the “loudest in the room”.
2. Person-Centred Design Beats One-Size-Fits-All Every Time 👥
The episode underscores that truly inclusive learning means understanding and adapting to the individual needs of learners—before, during, and after an intervention. Nikie Forster conducts pre-workshop research via video introductions and tailored forms, demystifying the learning environment and reducing anxiety for participants.
3. Belonging Is Engineered at Every Touchpoint
Practical gestures count. Providing fidget toys, inclusive snacks, and co-created expectations aren’t trivial—they build trust and convey that everyone is considered. As Joanne Lockwood points out, such techniques rapidly signal: “This space is for you; you belong.”
4. Facilitation over Authority: ‘Calling In’, Not ‘Calling Out’🤝
The episode advocates for creating psychological safety—not by policing behaviour, but by modelling accountability and subtle redirection. The distinction between “calling out” (public reprimand) and “calling in” (private inclusion and understanding) is an essential mindset shift for senior leaders.
5. Gamification and Multisensory Play Aren't Just for Kids
Utilising LEGO Serious Play and similar tactile methods helps bridge generational gaps and unlocks creativity in all demographics. It supports reflective thinking, deeper listening, and more meaningful contributions—key for sustainable EDI progress.
🌟 “Aha!” Moments
Not all LEGO is equal: The difference between simply “using LEGO” and adopting the trademarked LEGO Serious Play methodology illuminates the value of structure and evidence-based practice in training design.
Let the group co-create expectations: Adult learners respond better when they’re treated as partners, not children. E.g., never confiscate phones—instead, discuss and agree on presence and attentiveness.
Reflection takes time: Forcing end-of-session actions is often futile. Deep learning and behavioural change emerge when space for subconscious reflection is intentionally enabled.
Physical takeaways = Mental anchors: Allowing participants to keep props (e.g., minifigures) creates lasting cognitive links to learning. It’s about reinforcing memory, not “school souvenirs”.
🚦What Should You Do Differently?
Audit and personalise your onboarding and L&D experiences: Use participant insight forms, video intros, and tailor content to actual, not assumed, needs.
Bring play into boardrooms, not just classrooms: Experiment with physical or digital team-based activities that foster inclusion, creativity, and contribution from all personality types.
Rethink the “rules” of your meetings/trainings: Shift from enforcing compliance to co-creating expectations. Let the group set behavioural standards and revisit them regularly.
Layer accessibility and inclusion into every session—but signal it visibly: Go beyond compliance by considering snacks, fidget toys, and multi-modal delivery.
Champion ‘calling in’ in your culture: Move your focus from punishment to positive reinforcement and learning moments. Model adult-to-adult relationships.
Hashtags for Social Sharing
#InclusionByDesign
#BelongingAtWork
#PlayfulLeadership
#EDIInnovation
#LearningCultures
In summary, this episode is a clarion call to embed play, personalisation, and genuine inclusion at the heart of your learning culture. Listen, reflect, and, most importantly, try something different—your people will thank you for it.
Shorts Video Script
Video title (for posting):
🚀 Unlocking Inclusive Learning: Why Play Matters for Everyone #InclusiveLearning #PlayfulWork #LearningAndDevelopment
5 Hashtags:
#InclusionInAction #SeriousPlay #LearningAndDevelopment #BelongingAtWork #Neurodiversity
[Text on Screen: “What If Play Was the Key to Inclusion?” 🧩]
Have you ever noticed how a simple box of LEGO can change the whole energy of a training room? The secret isn’t just in the bricks – it’s in how play breaks down barriers and welcomes everyone in.
When we swap boring PowerPoints for hands-on activities, we create experiences where introverts, extroverts, and everyone in-between find their own way to engage. It isn’t just about fun—play lets us share ideas, express ourselves, and build trust, even if we start off feeling a bit awkward.
[Text on Screen: “Meet People Where They’re At” 🌍]
The real power of inclusive learning? Designing every session so it reaches people exactly where they are. That means considering each person’s needs, from learning style to comfort level, rather than forcing everyone into a one-size-fits-all approach.
By letting people build, share, or even just reflect quietly, you invite every voice to the table. It’s not about who speaks the loudest. It’s about giving space for everyone’s story.
[Text on Screen: “Build Belonging Through Action” 🏗️]
Small touches make a huge difference. Thoughtful preparation—like providing gluten-free, vegan-friendly snacks, or ensuring everyone feels comfortable to be themselves—shows that no one’s an afterthought. Even letting people keep a LEGO model they’ve made keeps the lesson alive long after the session ends.
[Text on Screen: “It’s About Self-Awareness and Respect” 💡]
True inclusion means setting clear expectations together, focusing on respect and self-awareness, not arbitrary rules. When you create psychological safety—making sure nobody feels left out or talked at—you unlock learning that sticks, because everyone genuinely belongs.
[Text on Screen: “Make Every Moment Count” ⏰]
Inclusive play isn’t a gimmick—it’s a mindset. Whether in person or online, thoughtfully crafted activities spark fresh insights and connection, making every interaction meaningful.
Thanks for watching! Remember, together we can make a difference. Stay connected, stay inclusive! See you next time. ✨
Glossary of Terms and Phrases
### Specialist Concepts and Less-Frequently Used Terms in "Inclusion Through Play"
1. **LEGO® Serious Play®**
- *Definition in the episode*: A trademarked, structured facilitation methodology originally developed by the LEGO Group and two academics in the 1990s. It enables all participants to build models in response to questions, share their interpretations, and combine models to explore collective and individual narratives, enhancing engagement, inclusion, and innovative thinking.
2. **Open Source (in context of LEGO® Serious Play®)**
- *Definition in the episode*: The approach by LEGO to release the LEGO Serious Play methodology into the public domain (since 2010), allowing facilitators to use and adapt the method without needing certification, so long as they acknowledge the registered trademark.
3. **Gamification**
- *Definition in the episode*: The process of integrating game mechanics or playful elements into training or learning experiences to increase engagement and motivation—referred to implicitly through the use of LEGO, card decks, and dopamine-inducing activities.
4. **Dopamine Hits**
- *Definition in the episode*: The psychological reward response triggered by engaging, playful activities (such as opening a mystery pack or building with LEGO), used intentionally to enhance learner engagement and recall.
5. **Person-Centric/Person-Centred**
- *Definition in the episode*: An approach to facilitation and learning design that focuses on the needs, preferences, and experiences of each individual participant, as opposed to a ‘one-size-fits-all’ model.
6. **Multimodal Learning**
- *Definition in the episode*: Training that engages a variety of learning styles and modes—visual, auditory, kinesthetic, and reflective—ensuring inclusion of all types of learners.
7. **Expectations Contract**
- *Definition in the episode*: Instead of imposing "ground rules", this involves co-creating a set of mutually agreed expectations with learners at the outset, fostering psychological safety and adult-to-adult respect within the group.
8. **Distracted Reflection**
- *Definition in the episode*: Allowing ideas and lessons from a workshop to percolate over time, recognising that true insight and practical application may arise well after the session through subconscious processing, rather than immediate action planning.
9. **Newsjacking**
- *Definition in the episode*: The practice of bringing topical, real-world events into the training conversation to increase relevance and immediacy, helping participants connect learning with current affairs.
10. **Platinum Rule**
- *Definition in the episode*: A step beyond the Golden Rule, this involves treating others as they wish to be treated (rather than as you wish to be treated), emphasising individualisation and deeper empathy.
11. **Bespoke Facilitation Tools**
- *Definition in the episode*: Custom-created resources, cards, mats, and games designed specifically for particular learning contexts, rather than relying solely on "off-the-shelf" materials.
12. **Emotional Intelligence (EI)**
- *Definition in the episode*: The ability to understand and manage one's own emotions and the emotions of others—highlighted as key to self-awareness, effective facilitation, and inclusive group management.
13. **Calling In (vs. Calling Out)**
- *Definition in the episode*: A concept referring to addressing inappropriate behaviour or lack of engagement in a way that invites reflection and growth (calling in), rather than publicly shaming someone (calling out).
14. **Kit Bag/Toolkit (Metaphor)**
- *Definition in the episode*: Refers to the accumulation of models, tools, phrases, and strategies that a facilitator or learner can draw upon in future situations to adapt to various needs.
15. **Bum Sniffing** (Metaphor)
- *Definition in the episode*: Used humorously to describe the initial informal process of participants ‘sussing each other out’ and establishing comfort, analogous to the way puppies interact upon meeting.
16. **Conscious Inclusion**
- *Definition in the episode*: The deliberate, proactive consideration of diverse needs within training or organisational environments, such as catering for dietary restrictions or ensuring all have equitable engagement and resources.
17. **Fidget Toys**
- *Definition in the episode*: Small objects provided as sensory props to help maintain attention and comfort for learners, acknowledging differing neurological and attention needs.
18. **Learning Styles/Attention Styles/Reward Pathways**
- *Definition in the episode*: The recognition and accommodation of the varied ways in which different people absorb, process, and are motivated by new information.
19. **Bookending**
- *Definition in the episode*: A facilitation technique where an activity is begun at the start of a session and revisited at the end, allowing participants to observe their own growth or change in perspective.
20. **Group-Determined Norms**
- *Definition in the episode*: Letting the group decide upon shared standards for behaviour, engagement, and respect within the session, rather than facilitator-imposed rules.
---
These terms demonstrate the depth and intentionality behind creating inclusive, participant-centred learning spaces, many of which go far beyond the standard vocabulary of everyday meetings or workshops.SEO Optimised YouTube Content
Focus Keyword: Inclusion Through Play
Video Title
Inclusion Through Play: Positive People Experiences and Culture Change | #InclusionBitesPodcast
Tags:
Inclusion Through Play, positive people experiences, culture change, Lego Serious Play, inclusive learning, workplace inclusion, sense of belonging, leadership development, emotional intelligence, diversity in training, team engagement, playful learning, inclusion podcast, Joanne Lockwood, Nikie Forster, SEE Change Happen, facilitation techniques, inclusive training, management development, learning styles, employee engagement, hybrid learning, person-centric training, learning and development, culture transformation
Killer Quote:
"Self-awareness, whether that's innate or whether you have to learn it, is the first step—and then understanding others and how you react to them is the bit that will then get you that kind of better interaction." – Nikie Forster
Hashtags:
#InclusionThroughPlay, #PositivePeopleExperiences, #CultureChange, #InclusionBites, #SEEChangeHappen, #DiversityAndInclusion, #LegoSeriousPlay, #Facilitation, #LeadershipDevelopment, #EmotionalIntelligence, #InclusiveLearning, #WorkplaceCulture, #TeamEngagement, #PersonCentric, #LearningAndDevelopment, #InclusiveTraining, #EmployeeEngagement, #CultureTransformation, #PlayfulLearning, #ManagementDevelopment
Why Listen – Your Guide to Inclusion Through Play
If ever you have felt that workplace inclusion efforts tend toward the performative, box-ticking exercises—this episode will upend your expectations. In this extraordinary episode of Inclusion Bites, I, Joanne Lockwood, sat down with learning and development specialist Nikie Forster to explore how genuine “Inclusion Through Play” forms the bedrock of positive people experiences and fuels real culture change. The conversation is not simply another exploration of diversity and inclusion but delves deep into the science, psychology, and practicalities of making everyone feel they not only belong but thrive.
From the word go, Nikie and I strip back the barriers that so often stifle inclusion. We begin with a playful recollection: a hands-on workshop combining LEGO, bespoke cards, and interactive mats. Even the most introverted—like my own wife—found themselves participating and invested, highlighting how inclusive play reduces anxiety and resistance, providing a low-barrier gateway to full engagement. This isn’t just a “nice-to-have” technique—it is a mechanism to ensure everyone is seen, heard, and valued.
What marks this episode as essential listening is how we tackle the individual, not the hypothetical cohort. Playful and person-centric learning isn’t a magic bullet; it’s the result of intentional design, care, and empathy. Nikie shares her roots from hospital radio to a creative journey through training at B&Q—clearly demonstrating that positive people experiences do not arise from uniformity but from making space for difference. Nikie’s hands-on methods—be it LEGO Serious Play or custom activities—are never about the method for the method’s sake; they’re about igniting curiosity, connection, and ultimately, culture change.
Throughout our discussion, listening isn’t merely passive. Each segment is crafted to tap into the emotional realities of adult learners. We recount moments where the group itself is empowered to hold expectations, not rules—framing the session with contracts built on trust rather than infantilising “ground rules”. Such details are crucial. They signal to every participant that their autonomy is respected, their differences are embraced, and their learning preferences are valid.
Play is treated neither as childish frivolity nor as a sideline. It becomes the central tool for unlocking emotional intelligence, self-awareness, and authentic engagement. As we discuss emotional intelligence, we highlight its transformative impact on interaction, leadership, and culture. When play is designed for the individual—factoring in learning styles, neurodiversity, and generational needs—it creates a multiplier effect. The learning “sticks”, the barriers fall, and positive people experiences become the new norm.
Culture change, as we repeatedly underscore, is not a theoretical exercise. It’s enacted in the everyday experiences of workshops, meetings, and interactions. The episode brims with practical advice, including multimodal design, dynamic facilitation, and engineering hybrid and online learning that doesn’t leave anyone behind. Nikie illustrates with vivid examples—sending pre-workshop videos, using dopamine hits to drive engagement, and enabling ongoing reflection rather than demanding hasty “action points”.
We address the perennial tension between process and outcomes. How do you honour individual needs in group settings? What’s the balance between operational demands and the strategic imperative of inclusion? We bring structure, but never at the expense of fluidity. Feedback becomes a conversation, not a monologue. Learners co-create meaning, broker understanding, and collectively shift the cultural dial.
The message is clear: Inclusion Through Play is both the method and the philosophy. This approach doesn’t just “feel nice”—it empowers every participant to be part of progressive culture change. Whether you’re an HR professional, D&I champion, facilitator, or simply someone who believes the workplace can be better, you’ll walk away with immediate, actionable strategies grounded in lived experience and best practice.
The episode closes with heartfelt reflections on hospitality—being intentional about dietary needs, providing comfort and tools for expression, and ensuring everyone feels “thought about”. The link between small acts of inclusion and deep-rooted culture change is never lost. We end, as always, with a call to curiosity, kindness, and the ongoing, collective project of building truly inclusive spaces.
Closing Summary and Call to Action
This episode distils a wealth of expertise, lived experience, and research-backed methodology into a blueprint for anyone committed to lasting culture change. Below are the key learning points and actionable insights you can take into your own professional practice:
Blending Play and Inclusion for Culture Change
Play isn’t frivolous; it’s a potent method for breaking down barriers and fostering genuine engagement. Whether face-to-face or virtual, integrating play invites both introverts and extroverts to participate, building a climate of trust.
Action: Evaluate your current training and meetings—where can you weave in tactile, collaborative, or playful elements to improve inclusion?
Focus on Positive People Experiences
Each person’s right to learn, contribute, and ‘belong’ isn’t achieved through one-size-fits-all delivery. True inclusion starts with understanding individual backgrounds, needs, and anxieties.
Action: Collect data on your delegates beforehand; send introductory videos to set expectations and reduce anxiety.
Expectation-Setting, Not Rule-Imposing
Group contracts grounded in shared expectations (not “rules”) create psychological safety and adult-to-adult respect. This allows participants to be present and accountable, driving collective responsibility for the session outcome.
Action: Start your sessions by facilitating a collaborative expectation-setting exercise.
Amplifying Emotional Intelligence and Self-Awareness
Developing self-awareness and emotional intelligence is central to inclusion and leadership. The focus is both intrapersonal (knowing yourself) and interpersonal (understanding others).
Action: Build activities that demand self-reflection and peer insight into all your workshops.
Designing for Difference—Not Just Majority Need
Advance inclusion by identifying and supporting learning variance. Activities like LEGO Serious Play enable everyone to express themselves—especially quieter individuals—through construction, not just talk.
Action: Ensure your sessions are multimodal—cater to auditory, visual, kinaesthetic, and reflective learners.
Practical Tools for Inclusion
Provide fidget toys, vegan/gluten free snacks, and flexible props. Such attention to detail signals true consideration for all.
Action: Re-examine every point of contact (from catering to physical layout) for signals of care—or exclusion.
Nurturing Ongoing Reflection—not Instant Action
Adult learners process at varying speeds. Rushing the reflection and action planning process rarely serves genuine learning or sustainable change.
Action: Incorporate “distracted reflection”—allow for post-session check-ins, and celebrate small, emergent wins rather than rigid action points.
Harnessing Technology for Inclusive Follow-Through
Innovations such as capturing Post-it notes, using AI for synthesis, and collating delegate intentions create lasting records and actionable summaries. These help learners and managers track commitments and progress.
Action: Employ simple tech hacks and collaborative tools to digitise learning and keep stakeholders accountable.
Bridging Generational and Cultural Gaps
Adapt your style to the generational makeup of your group. As Nikie points out, high-engagement, dopamine-driven activities appeal across generations—but flexibility aids all.
Action: Integrate feedback mechanisms to gauge engagement and learning preference continuously.
Living the Platinum Rule
Go beyond “treat others as you wish to be treated”. Instead, embrace the Platinum Rule: treat others how they wish to be treated—it's the ultimate test of culture change and positive people experiences.
Action: Gather regular feedback, listen actively, and tailor your approach to your audience’s expressed values and needs.
Championing Culture Change by Example
Leaders must model inclusive behaviour; unconscious exclusion by senior people (e.g. laptop distractions) undercuts psychological safety for all.
Action: As a facilitator or leader, address breaches with empathy and “calling in”—not shame.
Make Inclusion Visible and Shareable
The joy of a minifigure or model taken home, a thoughtful snack, or an interactive pack isn’t just a gimmick—it is a physical, memorable token of inclusion that carries forward.
Action: Encourage photo-sharing, social engagement, and discussions beyond the session to anchor that sense of belonging.
By adopting even a few of these insights, you’ll create a real shift towards inclusion through play, deepen positive people experiences, and become a culture change agent in your own setting.
Outro
Thank you, you brilliant listener, for being part of this Inclusion Bites journey. If you’ve found value in today’s episode—if our conversation about Inclusion Through Play and Culture Change has sparked ideas or challenged you—then please like, subscribe, and share with friends, colleagues and your network. Let’s grow the movement.
For more stories, tools, and actionable resources, visit the SEE Change Happen website at:
https://seechangehappen.co.uk
And don’t forget to catch all previous and future episodes of The Inclusion Bites Podcast here:
https://seechangehappen.co.uk/inclusion-bites-listen
Stay curious, stay kind, and stay inclusive - Joanne Lockwood
Root Cause Analyst - Why!
Certainly. Using a root cause analysis lens, I’ll identify one of the core problems surfaced during the “Inclusion Through Play” episode of the Inclusion Bites Podcast, unpeel its origins through the “5 Whys” method, and suggest practical remedies.
Problem Identified:
Training and development sessions often fail to sufficiently engage all participants, resulting in superficial learning and a diminished sense of inclusion or belonging.
The “5 Whys” Analysis
1. Why do many training sessions fail to engage all participants?
Because conventional training methods often default to one-size-fits-all content delivery (e.g., lengthy lectures, PowerPoint presentations), which caters primarily to certain learning styles while alienating others.
2. Why are conventional, one-size-fits-all methods used?
Because trainers and organisations frequently rely on established practices centred on efficiency and standardisation, rather than tailoring the design to diverse needs.
3. Why do organisations and trainers prioritise efficiency and standardisation over inclusion and individual need?
Because of a lack of awareness, resources, or skills to adapt their approach, and prevailing assumptions that what worked in the past will suffice—often influenced by the trainers’ own preferred learning or teaching style (Nikie Forster discusses this, as well as negative experiences as a delegate being told to “stop writing” and just listen).
4. Why is there a lack of awareness or skill to adapt approaches for inclusion?
Because professional development for trainers seldom prioritises inclusive facilitation skills and multi-modal delivery; leadership may also not see inclusion as a strategic imperative, viewing it instead as a ‘nice to have’.
5. Why is inclusion not viewed as a strategic imperative in training development?
Because of entrenched cultural norms in workplaces and institutions, where measurement of success focuses on completion rates, cost, or speed of delivery—rather than the quality of engagement, emotional safety, or behavioural change.
Root Cause
The true root cause is an organisational and cultural undervaluing of inclusion and belonging as measurable outcomes in learning and development, resulting in generic methods that do not meet the needs of all participants.
Potential Solutions
1. Reframe Success Criteria:
Organisations must elevate inclusion, engagement, and sense of belonging as central measures of training success—moving beyond attendance and assessment scores.
2. Invest in Trainer Development:
Provide targeted development for trainers and facilitators on inclusive practice, psychological safety, multi-modal learning, and adaptive facilitation.
3. Pre-Session Engagement:
Implement pre-workshop diagnostics (as Nikie Forster does with video introductions and surveys) to better understand delegates’ needs, fears, and preferences. Personalise accordingly.
4. Embed Play and Interaction:
Use playful, tactile, and interactive elements (such as LEGO®, cards, props, and activities that draw out diverse voices and foster psychological safety) as normative in all programmes, not as add-ons.
5. Foster Adult-to-Adult Contracting:
Start each session with group-generated expectations rather than authoritarian ‘ground rules’, creating mutual respect and agency amongst participants—ensuring the group surface and agree on ways to support one another.
6. Design for Reflection and Ongoing Action:
Allow space for both immediate takeaways and continued post-session reflection, recognising that meaningful, inclusive learning isn’t always linear or time-bound.
Summary
The episode demonstrates that true inclusion in learning experiences cannot be “retro-fitted” at the margins with minor tweaks. It requires an explicit, organisation-wide commitment to valuing every participant’s way of engaging and learning. By rethinking what success looks like and resourcing more innovative, adaptive, and playful approaches, both trainers and organisations can deliver development that genuinely ignites belonging for all.
Would you like a further breakdown focused on specific sub-problems, for example: digital/remote inclusion, generational engagement, or individual learner behaviours?
Canva Slider Checklist
Episode Carousel
Slide 1:
🧐 What if play could be the cheat code for genuine inclusion in the workplace?
Slide 2:
👾 Nikie Forster believes “Inclusion Through Play” isn’t just fun and games—it’s a radical shift. From LEGO models to custom activities, she crafts experiences where everyone participates, even those who’d usually hide at the back.
Slide 3:
🎲 Why does this matter? Because real belonging isn’t about being the loudest voice. It’s about creating space for every learning style, every personality—whether you’re an introvert, an extrovert, or somewhere in between.
Slide 4:
🧠 “When people feel seen and engaged,” Joanne Lockwood says, “that’s when the spark for true change ignites.” And yes, sometimes that means breaking out LEGO, fidget toys, or a deck of cards—anything to make everyone feel this IS for them.
Slide 5:
🔗 Ready to find out how play transforms inclusion from a concept to a lived experience? Listen now to “Inclusion Through Play” on Inclusion Bites.
👉 Tap the link in bio or head to seechangehappen.co.uk/inclusion-bites-listen
#InclusionBites #InclusionThroughPlay #BelongingAtWork #PlayToLearn #InclusiveCulture
6 major topics
Inclusion Through Play: Rediscovering Connection, Curiosity, and Belonging
Meta Description:
Dive into "Inclusion Through Play" as I unpack how creative, playful learning experiences can ignite belonging, emotional intelligence, and genuine inclusion with LEGO, curiosity, and a people-centric approach.
In my latest conversation with Nikie Forster, the transformative power of inclusion through play took centre stage. It's remarkable how thoughtful, interactive experiences cut to the core of belonging and reshape how adults learn, connect, and thrive. Throughout our exchange, we explored how playful learning techniques, curiosity, emotional intelligence, and person-centric sessions break down old barriers and open new dimensions in culture and engagement. Here are the six major themes that emerged, each holding a unique lesson in forging inclusive environments.
1. Creating Inclusive Learning through Play
Right from the start, Nikie challenged the static status quo of traditional training sessions. How often do we find ourselves passively sipping coffee, enduring hours of PowerPoint, and feeling disconnected from what's unfolding around us? Instead, when Nikie began handing out LEGO bricks and playful prompt cards, something subtle shifted. Even the most reserved participants became engaged, investing emotionally in their creations and willingly stepping up to share.
This playful approach revealed something profound: when everyone's ideas are made tangible—through building, sharing, and physically manifesting thoughts—those who might shy away from the spotlight suddenly find their space to shine. The theory of LEGO® Serious Play® and its nuanced, inclusive methodology sits at the very heart of this theme, prompting each attendee to meet others exactly where they are. The curiosity here? How would our organisations transform if every meeting, every training, invited the hands-on, humble wisdom of play rather than hierarchical instruction?
2. Emotional Intelligence and the Power of Self-Awareness
Curiosity isn't just reserved for playful building blocks—it's the very engine of self-awareness. Nikie and I reflected passionately on the role emotional intelligence plays in authentic inclusion. Many of us drift through professional spheres oblivious to how we show up or the impact we have, only reaching "aha" moments years down the line. Yet, as we discussed, self-awareness can be sparked, developed, and deepened with the right intention and support.
Nikie shared her journey of encountering personality profiling and supportive coaching, highlighting how reflective managers can literally change lives. It's never just about gaining knowledge; it's about understanding ourselves and others as we learn, growing more attuned to the unspoken needs in every room. The question that lingers: What would it mean for collective belonging if every leader strove, first and foremost, to know themselves?
3. Person-Centric Design: Meeting Learners Where They Are
A cornerstone of inclusion, quite simply, is person-centric design. Our conversation ventured into the routine pitfalls of one-size-fits-all learning and the revolutionary impact of tailoring workshops to the diverse needs in the room. I recalled instances where facilitators curbed note-taking, presuming to know best how others learn—highlighting the arrogance and rigidity that still infect much training.
Nikie, on the other hand, described pre-session outreach: sending videos, setting expectations, and gathering information to ensure every participant feels welcome and prepared. We both agreed that genuine facilitation is agile, empathetic, and alive to the moment. It’s about giving adults their dignity and autonomy—no confiscating phones or imposing childish ground rules. Here, a dash of anticipation: How much more trust might we see if every session opened with co-created expectations rather than dictation?
4. The Dynamics of Participation and Belonging
I couldn't help but share how a simple ice-breaker with LEGO pieces turned strangers into collaborators, sparking side conversations and laughter. We mused on what it takes to help people "sniff the air," build trust, and move from transactional interaction to genuine camaraderie. Nikie's approach—equipping trainers with props, mini-figures, and accessible activities—reminds us that the feeling of belonging emerges not from prescribed rules, but through a carefully nurtured sense of psychological safety.
Further, it's not the loudest voice that always wins. We explored practical tips like encouraging paired introductions and small-group sharing. There's curiosity here: What if inclusion isn’t about grand gestures, but subtle acts that invite even the quietest person to reframe themselves as part of the "us"?
5. Generational Shifts and Changing Expectations in Inclusion
The conversation naturally drifted toward the generational nuances of learning and engagement. We asked: Do current methods of training, with their reward-based "dopamine hits" and gamified interactivity, actually serve younger generations—or is this something all humans crave, regardless of age? Nikie confessed her sessions have always been about energy, movement, and novelty, long before "gamification" became a buzzword.
What stands out is that every generation wants relevance, meaning, and agency. The real art lies in knowing when to turn up the energy, when to provide space for reflection, and how to adapt organically based on the participants in the room. Food for thought: As our workplaces become ever more multigenerational, how can we design inclusion that bridges preferences without diluting the message?
6. The Small Acts that Embed Belonging—From Gluten-Free Sweets to Fidget Toys
We finished strong by recognising that inclusion hangs on the little things: accessible snacks, thoughtful props, fidget toys for anxious hands, and vegan gummy bears for the sugar-deprived. Nikie and I compared notes on the pitfalls of impersonal buffets and the emotional resonance when people see their needs anticipated without fuss or spectacle.
You can sense belonging the moment you step into a room: Are you an afterthought, or are you welcomed as deserved? The curious conclusion: Is it possible that belonging is less about grand values statements, and more about the silent details that make adults feel they've been considered—right down to the dairy-free biscuits?
Playing it Forward: Inclusion as Everyday Practice
Inclusion through play stands at the intersection of creativity, safety, and profound respect for individuality. It’s not about the surface-level activities, but about how thoughtfully we invite and meet people as they are. If you’re looking for practical inspiration—ways to nurture genuine belonging in your organisation—try swapping the next PowerPoint for a pile of LEGO, or begin with an expectations contract instead of a list of rules. Trust me, the brain’s engagement, the heart’s openness, and the group’s sense of belonging will thank you for it.
Ready to join the conversation and bring a playfully inclusive spirit to your team? Discover more at seechangehappen.co.uk/inclusion-bites-listen. And if you’re as passionate about inclusion through play as I am, reach out at jo.lockwood@seechangehappen.co.uk—I’d love to hear how you make belonging real, one playful moment at a time.
TikTok Summary
Ready to rethink training? 💡 Dive into Inclusion Through Play on Inclusion Bites Podcast! 🎉
From LEGO bricks to laughter, discover how playful, person-centred activities spark true belonging at work. Hear Joanne Lockwood & Nikie Forster spill the secrets on learning that welcomes everyone—no matter your style, strengths or quirks. 🧠✨
Curious about emotional intelligence, dopamine hits, and why a LEGO minifigure might just change your life? Tap in to explore how inclusion can be meaningful and fun.
🔥 Catch the full episode & more bold conversations:
https://seechangehappen.co.uk/inclusion-bites-listen
#InclusionBites #InclusionThroughPlay #LEGO #Belonging #Diversity #PodSquad
Slogans and Image Prompts
Certainly! Here are some memorable slogans, soundbites, and quotes sourced directly from your episode “Inclusion Through Play” that are ideal for merchandise or hashtags. For each, I’ve crafted a detailed AI image generation prompt to bring the design to life. These are designed to be bold, desirable, and true to the spirit of Inclusion Bites Podcast.
1. "Ignite the Spark of Inclusion"
Source: Joanne Lockwood — Episode introduction
Image Prompt:
Create a vibrant, modern illustration of a single LEGO brick being lit from within, glowing against a dark-neutral backdrop. The brick’s light expands outward in gentle rays, forming the words “Ignite the Spark of Inclusion” above it in handwritten script. Diversely coloured hands reach in from the edges as if about to join in building, celebrating diversity and unity.
Ideal hashtag: #InclusionSpark
2. "Play Unlocks Belonging"
Source: Episode theme
Image Prompt:
Visualise a group of playful, stylised minifigures (varied ages, races, abilities) collaboratively building a tower of mixed LEGO blocks. The tower glows at its centre with the words “Play Unlocks Belonging” appearing in bold, rounded typography. Include a background of scattered LEGO pieces spelling out subtle inclusive symbols, such as interlinked circles.
Ideal hashtag: #BelongThroughPlay
3. "Treat People Like Adults – Set Expectations, Not Rules"
Source: Nikie Forster, Joanne Lockwood, discussion on workshop culture
Image Prompt:
Create an eye-catching sticker design: two stylised figures shaking hands over a whiteboard filled with sticky notes reading “Respect”, “Consideration”, “Be Present”. Above them, the phrase “Set Expectations, Not Rules” in a modern sans serif, with “Treat People Like Adults” below in a friendly handdrawn font. Bright, welcoming colours and warm lighting.
Ideal hashtag: #ExpectRespect
4. "Make It Sticky for a Lot Longer"
Source: Nikie Forster, referring to memorable learning
Image Prompt:
Illustrate a vibrant A5 sticker: a LEGO minifigure holding a sticky note, and beside it, a brain made of interconnected LEGO bricks. The phrase “Make It Sticky for a Lot Longer” is written on the sticky note in playful font. Surround the scene with pops of colour and faint icons of lightbulbs and sparks.
Ideal hashtag: #StickyLearning
5. "Let Learners Be Themselves"
Source: Nikie Forster – philosophy behind her facilitation style
Image Prompt:
Design a cheerful, uplifting mug: several minifigures arranged around a circular table, each building something unique out of colourful bricks. Some are quietly focused, others are chatting, some are doodling. Above them, “Let Learners Be Themselves” curves in a friendly handwritten style. Include a rainbow gradient across the handle.
Ideal hashtag: #BeYourLearningSelf
6. "It's Not About the Model—It's About the Learner"
Source: Nikie Forster, on using LEGO in training
Image Prompt:
Create a minimalist t-shirt design: an empty LEGO baseplate with footprints leading away and the phrase “It’s Not About the Model—It’s About the Learner” arching over in clean, bold lettering. Small icons representing notes, speech bubbles, and LEGO pieces are scattered around.
Ideal hashtag: #LearnerFirst
7. "Person-Centric, Not One-Size-Fits-All"
Source: Joanne Lockwood, on inclusion and tailored experiences
Image Prompt:
Visualise an array of uniquely shaped and coloured puzzle pieces coming together to form a heart. In the centre, “Person-Centric, Not One-Size-Fits-All” appears in elegant script. Make the background soft pastel with subtle diversity icons.
Ideal hashtag: #PersonCentric
8. "Inclusion Ignited: Real Talks That Drive Change"
Source: Podcast’s core message
Image Prompt:
Illustrate a dramatic effect of a microphone emanating multicoloured soundwaves, each wave morphing into different symbols—LEGO brick, open door, rainbow, handshake, etc. The phrase “Inclusion Ignited: Real Talks That Drive Change” appears in bold, modern typography across the bottom. Energetic, optimistic feel.
Ideal hashtag: #InclusionIgnited
9. "Create Space for Learning"
Source: Joanne Lockwood, expectations contract
Image Prompt:
Stylised graphic of an open book with LEGO bricks spilling out and merging into a wide-open space. Several figures stand around, some quietly reading, others building, all within a glowing bubble. The words “Create Space for Learning” appear above in flowing, gentle script.
Ideal hashtag: #SpaceToLearn
10. "Unplug From the Noise – Tune Into Inclusion"
Source: Podcast tagline
Image Prompt:
Depict a set of headphones resting atop a rainbow-coloured pile of LEGO bricks, with music notes gently floating away. Beside the headphones, the phrase “Unplug From the Noise – Tune Into Inclusion” in a dynamic sans serif font. Incorporate subtle diversity icons—wheelchair, pride flag, speech bubble with heart.
Ideal hashtag: #TuneToInclusion
Bonus Merchandise Quotes (Shorter, Ideal for Hashtags or Stickers):
#PlayWithPurpose
#BelongingBites
#LEGOForLearning
#InclusiveNaturally
#CuriousCulture
#ChallengeNormal
Each of these combines a direct thematic link to the episode, strongly resonates with the Inclusive Cultures message, and is designed to be visually inviting for stickers, tees, mugs, or digital posts. If you want specific variations, such as monochrome or accessibility-friendly colour schemes, just let me know!
Inclusion Bites Spotlight
This month on Inclusion Bits Spotlight, we feature “Inclusion Through Play”, a standout episode of The Inclusion Bites Podcast hosted by Joanne Lockwood. Our guest, Nikie Forster, brings an innovative lens to creating truly inclusive learning environments by harnessing the power of play.
Nikie Forster is a learning and development specialist whose facilitation style breaks free from conventional approaches, challenging the ‘one-size-fits-all’ model. Her methodology invites participants to engage through playful, hands-on activities—such as LEGO-based exercises—designed to meet individuals exactly where they are. The result is a space where every voice is valued and everyone can experience a sense of belonging.
Drawing from her deep experience, including LEGO Serious Play and custom interactive resources, Nikie Forster shares how multisensory experiences foster psychological safety, self-reflection, and connection. She delves into the importance of emotional intelligence and self-awareness—not only for learning, but for authentic inclusion. By prioritising the diverse needs and learning styles of each participant, her work demonstrates how thoughtfully designed play can dismantle barriers and invite everyone to contribute meaningfully.
In this episode, Joanne Lockwood and Nikie Forster unpack practical strategies for embedding inclusion into facilitation, whether online or face-to-face. The discussion ranges from the subtleties of expectation-setting and empathy to the tangible impact of small gestures—like personalising workshop materials or offering gluten-free treats—ensuring nobody is left out.
“Inclusion Through Play” shows that belonging is not a passive experience: it is actively crafted, participant by participant, moment by moment. Tune in to discover how play can ignite inclusion and transform the culture of learning in your organisation.
Listen to the episode here: Inclusion Bites Podcast – Inclusion Through Play.
#InclusionBites #PositivePeopleExperiences
YouTube Description
Breaking the Mould: Inclusion Through Play – Why Traditional Training Fails Us All
Are you still clinging to the old rulebook for learning and development? In this episode of Inclusion Bites, Joanne Lockwood invites learning and development expert Nikie Forster to dismantle outdated ideas about inclusion, belonging, and group engagement. This isn’t just “another D&I workshop”—it’s a deep dive into why playful, purpose-led learning experiences outperform dull presentations, and how simple props like LEGO and creative activities radically shift how people connect, learn, and belong.
What You’ll Discover:
Why understanding each learner’s unique needs is the key to real inclusion
The transformative power of techniques like LEGO® Serious Play to ignite participation, especially from the quieter voices
How co-created expectations foster adult accountability and a genuine sense of belonging in any group
The surprising neuroscience behind play, dopamine, and what makes learning “sticky”
Practical strategies for applying playful learning both online and face-to-face, including easy-to-action reflection exercises and takeaway artefacts
How Will You Think, Feel, or Act Differently?
Expect to re-evaluate your approach to facilitating and participating in group learning. You’ll see why “one size fits all” alienates, and how purposeful play creates both safety and vibrant engagement—regardless of age, background, or neurotype. Whether you’re a people leader, HR professional, or passionate changemaker, you’ll walk away ready to champion inclusion that is authentic, energising, and designed for real human beings.
Key Actions:
Swap ‘ground rules’ for co-created expectations in your next workshop
Embrace playful, multimodal activities to break ice and enable belonging
Create space for post-session reflection and ownership
Consider how your session materials include everyone (dietary needs, fidget toys, and more!)
Make learning personal—focus on what will stick, not just what’s covered
Tuning in matters—are you ready to disrupt your own assumptions about learning?
Subscribe to Inclusion Bites, share this episode, and bring these insights into your teams or classroom.
Listen here: Inclusion Bites Podcast – Inclusion Through Play
Contact Joanne Lockwood: jo.lockwood@seechangehappen.co.uk
#InclusionBites #LearningAndDevelopment #InclusionThroughPlay #LegoSeriousPlay #BelongingAtWork #Neurodiversity #FacilitationSkills #PurposefulPlay #PeopleFirst #PositivePeopleExperiences
10 Question Quiz
Quiz: Inclusion Through Play – Host Insights
1. What primary objective does Joanne Lockwood set out for the Inclusion Bites Podcast?
A) To provide business coaching
B) To create a sanctuary for bold conversations that spark change
C) To offer career advice exclusively
D) To review educational games
2. According to Joanne Lockwood, what is essential alongside inclusion for individuals to truly thrive?
A) Productivity
B) Competitive advantage
C) Belonging
D) Profit
3. In describing effective training, how does Joanne Lockwood view the participation of introverts in playful exercises?
A) Believes introverts should be left out of activities
B) Insists all must participate equally
C) Is surprised and pleased when introverts become engaged
D) Avoids playful activities altogether
4. Joanne Lockwood mentions the use of LEGO in training. What does she most appreciate about this method?
A) It's cost-effective
B) It fosters discussion and engagement through playful structure
C) It replaces all traditional methods
D) It can be completed quickly
5. When facilitating training, what does Joanne Lockwood do to accommodate diverse learning styles?
A) Delivers lectures only
B) Uses a multimodal approach including activities, videos, and discussions
C) Assigns one type of task to everyone
D) Ignores individual requirements
6. How does Joanne Lockwood establish expectations at the start of a workshop?
A) By handing out rulebooks
B) By asserting authority and dictating behaviour
C) By collaboratively creating an expectations contract with the group
D) By forbidding the use of phones
7. What technique does Joanne Lockwood use to help workshop delegates break the ice and build rapport?
A) Assigns silent reading tasks
B) Selects people to stand and present immediately
C) Facilitates small group or paired introductions before sharing with the larger group
D) Allows no interaction before formal activities
8. In Joanne Lockwood's perspective, what is the role of enjoyment and engagement for both facilitators and participants in learning sessions?
A) Only participants should enjoy sessions
B) Enjoyment is irrelevant to outcomes
C) Both facilitator and participants benefit from an engaging, enjoyable experience
D) Engagement reduces learning retention
9. How does Joanne Lockwood address post-session reflection and action planning?
A) Demands detailed action plans on the spot
B) Encourages sharing a single key takeaway at the end of the session
C) Skips reflection
D) Only allows written tests
10. Regarding inclusion, what subtle detail does Joanne Lockwood ensure in her physical workshop setup?
A) Only supplies for right-handed people
B) Catered snacks and fidget toys suitable for dietary requirements and accessibility needs
C) No snacks provided
D) No consideration for differences
Answer Key and Rationale
B) To create a sanctuary for bold conversations that spark change
— Joanne Lockwood explicitly introduces the podcast as a sanctuary for deep, change-making discussion.C) Belonging
— She emphasises creating spaces where everyone not only belongs but thrives, linking inclusion with belonging as fundamental.C) Is surprised and pleased when introverts become engaged
— Joanne Lockwood shares being impressed when her introverted wife engaged in the LEGO exercise, validating the importance of inclusive play.B) It fosters discussion and engagement through playful structure
— She reflects on using LEGO to encourage discussion, interaction, and buy-in from all participants.B) Uses a multimodal approach including activities, videos, and discussions
— Joanne Lockwood explains her approach cycles through talking, video, discussion, writing, and Q&A.C) By collaboratively creating an expectations contract with the group
— She prefers co-creating expectations with the group instead of imposing strict rules.C) Facilitates small group or paired introductions before sharing with the larger group
— Joanne Lockwood describes letting people introduce themselves to their neighbours first to ease them into group participation.C) Both facilitator and participants benefit from an engaging, enjoyable experience
— She notes that enjoying the session herself helps the audience enjoy it, too, improving learning.B) Encourages sharing a single key takeaway at the end of the session
— Joanne Lockwood asks each delegate to verbalise one thing that will stick with them, nurturing meaningful reflection.B) Catered snacks and fidget toys suitable for dietary requirements and accessibility needs
— She describes providing gluten-free, vegan snacks and accessible fidget toys, demonstrating conscious inclusion.
Summary Paragraph
Drawing from Joanne Lockwood's approach on the Inclusion Bites Podcast, effective inclusion through play means creating a sanctuary for transformative dialogue, where belonging is as essential as inclusion itself. She cherishes moments when even the most introverted participants are drawn into playful activities and sees immense value in tools like LEGO to spark genuine discussion and investment. Her session design is unmistakably multimodal—incorporating discussion, activities, multimedia, and Q&A—ensuring no one is left behind. Workshops begin by collaborating with participants to set clear expectations, and she employs warm, small group introductions to foster rapport. For Joanne Lockwood, learning is most impactful when both facilitator and participants are actively engaged and enjoying themselves. Finally, she solidifies reflection by asking each person for a key takeaway, all while carefully attending to inclusive details, such as accessibility-friendly snacks and resources, thus modelling practical, person-centric inclusion.
Rhyme Scheme and Rhythm Podcast Poetry
Inclusion Through Play: A Rhythmic Reflection
In rooms that once felt silent, stiff,
Now laughter swells and breaks the rift.
A box of blocks, a deck of cards—
The tools of learning, not just shards.
Where introverts and leaders meet,
Each Lego piece makes space complete.
No flashy slides, nor dull decree,
But playful ways that set minds free.
We shape our worlds with vibrant hands,
No one’s left behind—each person stands.
From minifigures, stories bloom,
Connection cracks the distant gloom.
Awareness grows, compassion flows,
With every build, inclusion shows.
No expert’s throne, no rule to steer,
But face-to-face, “You’re welcome here.”
A contract made, expectations clear—
Respect, attention, kindness near.
Phones laid down, distractions fade,
And grown-ups own the choices made.
Reflection stirs beyond the hour—
Ideas sprout, intentions flower.
Props and sweets and pens anew:
A thoughtful space designed for you.
Diversity thrives—where all belong,
Each learning style and voice is strong.
From dopamine and puppy’s glee,
To moments now and memory.
Gamify for younger minds?
The joy of play, inclusion finds.
A toolkit built, a journey traced,
A sense of self, each challenge faced.
So pass the blocks, and share the bite,
Where bold ideas ignite the night.
Reflect, connect, and join the crew,
Subscribe, and share these insights too.
With thanks to Nikie Forster for a fascinating podcast episode.
Key Learnings
Key Learning & Takeaway
The episode "Inclusion Through Play" expertly demonstrates that truly inclusive learning and development experiences hinge on playful, creative engagement tailored to the individuality of every participant. By leveraging techniques such as LEGO Serious Play, facilitators can foster an environment where all voices matter, individuals feel genuine belonging, and learning goes far beyond the didactic—centred instead on participation, emotional connection, and shared ownership of the outcomes.
Point #1: Play as a Gateway to Belonging
Using playful methodologies like LEGO breaks down barriers, allowing participants to express themselves authentically—regardless of introversion or past experience. Everyone is given the physical and psychological space to ‘bring themselves’ into the room, establishing trust and connection early on.
Point #2: Person-Centric Facilitation
Customising the experience to the cohort—being sensitive to diverse learning styles, neurodiversity, and individual needs—is critical. Pre-workshop engagement, adaptable facilitation, and the avoidance of a ‘one-size-fits-all’ approach ensure each person is seen and valued.
Point #3: The Power of Creating Together
Constructive play, whether with LEGO or other tactile activities, generates peer interaction and shared narratives. This collective creativity not only enhances problem-solving but ensures everyone participates—reinforcing that inclusion is not passive, but something built together.
Point #4: Inclusivity Is in the Detail
Conscious inclusion extends to the seemingly small things: flexible ground rules (or expectation setting rather than enforcing rules), accessible props, suitable refreshments, and actively calling people in rather than out. These touches signal respect and care for each individual, which underpin a culture of true belonging.
Together, these insights from the episode form a practical blueprint for any organisation seeking to invigorate their approach to learning, leadership, and inclusion—one playful interaction at a time.
Book Outline
Book Outline: "Inclusion Through Play – Redefining Learning and Belonging"
Chapter 1: Rethinking Learning and Development
Subheadings:
Breaking Away from Traditional Training
The Value of Playfulness in Adult Learning
Creating Experiences Where Everyone Belongs
Chapter Summary:
Explores the evolution from conventional, didactic methods towards playful and inclusive facilitation. Reflects on the importance of meeting learners “where they are” and ensuring learning is relevant, engaging, and open for all.
Direct Quote:
“It’s allowing people very much to be themselves and not just be the loudest person in the room.”
Chapter 2: The Power of LEGO in Learning
Subheadings:
From LEGO Serious Play to Custom Activities
Why Physical Play Drives Engagement
Distinctions Between LEGO Serious Play and General Use
Chapter Summary:
Examines the use of LEGO as a learning tool. Details the difference between general playful activities and formal LEGO Serious Play methodology, including its history, principles, and open-source philosophy.
Example:
Building individual LEGO models as an entry point into deeper self-reflection and group dialogue.
Direct Quote:
“LEGO Serious Play is an actual methodology… where everybody builds their answer, shares their answer… and then you can bring all those models together to create a much bigger narrative.”
Chapter 3: Designing for Every Learner
Subheadings:
Multimodality and Individual Styles
Pre-Workshop Preparation for Inclusion
Responding ‘in the moment’ to Learner Needs
Chapter Summary:
Discusses strategies for adapting to diverse learning styles. Emphasises the importance of preparatory work—such as forms with video introductions—to anticipate and accommodate participant requirements.
Interactive Element:
Reflection exercise – “How do you best learn? What helps you feel safe and engaged in a learning environment?”
Chapter 4: Inclusion and Adult Expectations
Subheadings:
Setting Adult Expectations (Not Rules)
Respect and Self-Regulation
Group Contracts and Democratic Learning Spaces
Chapter Summary:
Investigates the vital role of adult-to-adult contracts in workshops. Explores the importance of respect, autonomy, and allowing individuals to self-regulate, thus fostering genuine engagement and trust.
Example:
Allowing participants to use phones or leave the room without needing permission, offering a respectful group contract instead of rigid rules.
Chapter 5: Facilitating Deeper Conversations
Subheadings:
Enabling Active Listening
Using Props for Safe Expression
Structured Reflection and Group Interaction
Chapter Summary:
Highlights techniques to move beyond superficial engagement, cultivating depth through model-building, meaningful questioning, and inclusive facilitation. Stresses the value of activities that break the ice and open authentic dialogue.
Direct Quote:
“You need something at the beginning that just allows people to feel comfortable in just starting to talk.”
Chapter 6: The Trainer’s Journey – Lessons Learned
Subheadings:
Early Missteps and Evolving Practice
Creative Risk-Taking in Workshops
The Influence of Coaching and Personality Profiling
Chapter Summary:
Offers insight into the trajectory of a learning and development specialist. Shares personal anecdotes from the start in retail training, through evolving understanding and practice, to developing a unique and engaging facilitation style.
Example:
Hospital radio and B&Q demonstrations as formative experiences in speaking, engaging, and building confidence for both trainer and participants.
Chapter 7: Generational Shifts and Learning Engagement
Subheadings:
Reward-Based Learning and Dopamine
Adjusting Pace and Style for Younger Generations
Gamification and Immediate Feedback
Chapter Summary:
Reviews emerging trends in learner engagement, especially amongst younger generations. Considers the impact of short, interactive sessions and gamification, and how these principles can be universally beneficial.
Interactive Element:
Action step – “Adapt one activity in your next session to include a reward or immediate feedback. Notice the change in engagement.”
Chapter 8: Tools and Props for Inclusive Facilitation
Subheadings:
Sourcing and Customising Workshop Materials
The Power of Props and Physical Engagement
Accessibility and Cost-Effective Sourcing
Chapter Summary:
Provides practical guidance on selecting and using props, from LEGO to fidget toys, in training. Offers tips for sourcing materials, ensuring they are inclusive and accessible.
Real-Life Example:
Buying pre-loved minifigures and using them in creative exercises for reflection and self-expression.
Chapter 9: Food, Comfort, and Holistic Inclusion
Subheadings:
Catering for All Dietary Needs
Small Touches for Participant Wellbeing
Demonstrating Genuine Thoughtfulness
Chapter Summary:
Advocates for holistic inclusion by attending to participant comfort, including dietary requirements and environmental factors that contribute to a welcoming atmosphere.
Direct Quote:
“It tells people, as soon as they walk into the room, it tells them that they’ve been thought about.”
Chapter 10: Measuring Impact and Sustaining Change
Subheadings:
Reflection and Post-Session Follow-up
Synthesising Actions into Leadership Practice
Ensuring Lasting Value and Transfer of Learning
Chapter Summary:
Discusses methods for maximising impact, such as structured reflection, ongoing support, and practical takeaways. Shares tools and templates to help individuals and leaders sustain change beyond a single workshop.
Interactive Element:
Reflection prompts – “What will you do, what will we do, what’s the priority, what’s stopping me?”
Chapter 11: Online Facilitation – Adapting Inclusion for the Virtual World
Subheadings:
Workshop Packs and Physical Engagement Remotely
Retaining Playfulness in Digital Spaces
Supporting Learners Beyond the Screen
Chapter Summary:
Offers strategies for maintaining high engagement and connection when facilitating online. Suggests creative use of physical props sent in advance, and structured programme formats to encourage participation and presence.
Chapter 12: Belonging and Positive Learning Experiences
Subheadings:
Creating Moments of Connection
The Role of Play in Fostering Belonging
Building Lasting Memories and Learning Anchors
Chapter Summary:
Explores the neurological and emotional responses triggered by inclusive, playful workshops. Focuses on the link between positive experiences, learning retention, and genuine belonging.
Conclusion: Inclusion Starts with Intentional Action
Key Summary:
Recaps core insights, advocating for proactive inclusion in all aspects of learning and facilitation. Stresses the importance of creating truly person-centric environments, ensuring everyone feels thought about and welcomed.
Call to Action:
Encourages readers to audit and adapt their current facilitation or learning practices, seeking new ways to incorporate play, inclusion, and thoughtful preparation. Prompts the reader to make tangible changes in their own sphere, and to pass forward the value of inclusive, playful learning.
Title Suggestions
Inclusion Through Play: Redefining Learning and Belonging
Building Belonging: Playful Paths to Inclusive Learning
The Playful Facilitator: Techniques for Inclusion and Engagement
LEGO Lessons: Creative Inclusion for Modern Learning
Designing for Belonging: The Power of Play in Learning and Leadership
Feedback and Refinement Approach
Share chapters and summaries with colleagues in Diversity, Inclusion, and Learning & Development for peer review.
Pilot reflection questions and action steps with test readers to ensure clarity and relevance.
Incorporate further research on LEGO Serious Play, gamification, and adult learning theory as directed by expert feedback.
Refine structure to ensure seamless flow and progression between chapters.
Visual and Interactive Suggestions
Illustrated flow charts comparing rigid and playful learning structures
Diagrams of LEGO models with annotation for reflection exercises
Photographs of workshop props: cards, minifigures, fidget toys
Pull quotes in callout boxes throughout
End-of-chapter reflection questions and workbook-style worksheets
Sidebar real-life anecdotes for context and relatability
Each chapter summary maintains a focus on the practical, learner-centric perspective presented in the podcast, omitting all other voices. This structure offers a coherent, actionable guide that blends expert insights with immediately applicable strategies for educators, facilitators, and leaders.
Maxims to live by…
Maxims for Inclusion Through Play
Embrace the Power of Play: Approach challenges with creativity; playful methods unlock engagement, comfort, and deeper connection for everyone.
Meet People Where They Are: True inclusion begins by valuing each person's starting point, perspective, and preferred way of learning or participating.
Design for Belonging: Craft every interaction—whether training, conversation, or meeting—with the intent that all involved feel safe, seen, and valued.
Prioritise Psychological Safety: Encourage environments where it is acceptable to experiment, reflect, and express oneself without fear of judgement.
Honour Every Learning Style: There is never just one way to absorb information; cater for reflection, action, discussion, writing, and building.
Practice Person-Centric Facilitation: See the individual before the group; adapt your methods according to real needs, not mere assumptions or tradition.
Allow Self-Expression: Enable people to represent themselves authentically—be it through words, models, or creative props—so diverse voices emerge.
Curate Shared Experiences: Use collaborative activities to break the ice, foster teamwork, and create shared moments that build trust and camaraderie.
Foster Emotional Intelligence: Cultivate self-awareness and curiosity about others; developing these qualities strengthens relationships and collective growth.
Set Expectations, Not Rules: Collaboratively agree ways of working together rather than imposing directives; adults flourish with responsibility and respect.
Encourage Reflective Practice: The greatest insights often come after the activity; allow space for ideas to mature organically, rather than forcing instant answers.
Recognise the Value of Props: Physical elements—like models, cards or objects—can be vital tools in opening up dialogue, supporting memory, and anchoring learning.
Champion Accessibility in All Things: From food to formats, ensure that your approach includes—rather than excludes—on every possible dimension.
Celebrate Difference: Seek out divergent views, learning styles, and opinions; diversity is a source of creativity and progress.
Use Curiosity to Unlock Understanding: Replace judgement with questions. When faced with a behaviour or an unexpected response, ask: “What else might be true for them?”
Model Consideration: Respect each person’s time, attention, and dignity—be it in meetings, workshops or everyday interactions.
Stay Present and Responsive: The most powerful interventions happen in the moment; read the room, adapt, and engage as needs change.
Value Small Touches: Whether it’s a thoughtful gift, a tailored activity, or dietary consideration—small inclusions create a profound sense of belonging.
Let Shared Ownership Guide Engagement: When everyone has contributed to a process or creation, the collective outcome is more meaningful.
Keep Fun at the Heart of Connection: Joy and playfulness are not childish—they are essential ingredients for meaningful, inclusive experiences.
Let these principles inform not only learning and development, but every space where belonging and inclusion matter.
Extended YouTube Description
Inclusion Through Play | Episode 207 | Inclusion Bites Podcast
Unlock the transformative power of play in building inclusive workplaces! In this episode of the Inclusion Bites Podcast, host Joanne Lockwood welcomes learning and development specialist Nikie Forster to explore how interactive, playful experiences can foster genuine belonging and break down barriers in professional and educational settings.
⏰ Timestamps
00:00 – Joanne Lockwood Introduction
01:15 – Meet Nikie Forster: Inclusion Through Play
02:30 – Using LEGO and Interactive Activities in Training
04:03 – The Methodology of LEGO® Serious Play® Explained
08:19 – Designing Workshops for Every Learner
11:13 – The Need for Multimodal Training Approaches
15:16 – The Role of Self-Awareness and Emotional Intelligence
20:15 – How to Set Inclusive Expectations in Sessions
23:01 – Deep Listening & Participation Techniques
25:00 – Breaking the Ice: The Value of Playful Interactions
30:06 – Nikie Forster’s Journey to Inclusive L&D
34:49 – Generational Shifts in Learning Preferences
38:45 – Making Learning Sticky: Props, Gamification & Reflection
41:20 – From ‘Ground Rules’ to Trust-Based Contracts
50:04 – Inclusion, Belonging, and Making Learning Accessible
52:02 – Translating Playfulness to Virtual Training
54:22 – The Power of Thoughtful Touches in Workshops
56:18 – Final Reflections & How to Connect with Nikie Forster
🎧 Episode Highlights & Key Takeaways
Are you an HR professional, L&D practitioner, or people leader seeking innovative, practical strategies to encourage inclusion? This episode is your essential guide! Joanne Lockwood and Nikie Forster unpack how "Inclusion Through Play" isn’t just a catchy phrase—it’s a hands-on practice that sparks deeper engagement, unlocks self-awareness, and celebrates neurodiversity.
Why Play Matters: Learn how playful tools like LEGO® Serious Play® methodology encourage all voices, giving introverts and neurodivergent colleagues equal space to participate authentically.
Tailoring for Every Learner: Discover ways to design multimodal workshops that reflect adult learning theory, ensuring accessibility and meaningful engagement for everyone—no more one-size-fits-all sessions!
Breaking the Ice with Purpose: Hear practical tips on using creative props, gamification, and ‘expectations contracts’ to dissolve awkwardness, nurture psychological safety, and boost engagement right from the start.
Belonging is Key: Understand the subtle shifts—from designing welcoming physical environments to respecting everyone’s needs—that communicate “You belong here”, leading to longer-term learning impact.
The Science Bit: Dive into how the dopamine hits of play, reflection, and peer interaction shape memory, retention, and workplace culture far beyond traditional PowerPoint lectures.
Inclusion Isn’t an Add-on: Take practical ideas for making training vegan- and gluten-free friendly, consciously inclusive, and always responsive to the unique needs of your team.
Digital Delivery Done Right: Uncover techniques to recreate active, playful learning in virtual settings, keeping energy and focus high—even when remote.
💡 Why Watch?
Equip yourself with evidence-based strategies and ready-to-implement ideas to revolutionise your learning sessions and leadership approach. You’ll leave informed about the benefits of inclusive play, motivated to redesign your developmental activities, and confident in delivering real belonging to every participant.
👉 Get Involved!
Subscribe for more conversations with expert inclusion and belonging practitioners.
Visit our website: SeeChangeHappen.co.uk/Inclusion-Bites-Listen for bonus resources.
Share your story: Email jo.lockwood@seechangehappen.co.uk to join the next episode or share your inclusion journey.
Watch Next: Check out our playlist for more actionable D&I insights.
Like, comment, and tell us: What was the one LEGO moment or technique you’ll apply in your own sessions? Your experiences help build this community!
📢 Hashtags
#InclusionBites #InclusionThroughPlay #LEGOSeriousPlay #InclusiveLeadership #LearningAndDevelopment #Belonging #DiversityAndInclusion #HR #PeopleExperience #Neurodiversity #Gamification #AdultLearning #SeeChangeHappen
Start today: Make every learning moment inclusive, memorable, and impactful. Press play and join the movement!
Substack Post
Inclusion Through Play: Reimagining Belonging with LEGO, Laughter, and Learning
What does truly inclusive learning look like? So many of us have wrestled with this question—whether we're wrestling with monotone PowerPoints, disengaged teams, or one-size-fits-all training that fails to bring people along for the ride. How do we ensure every individual not only feels welcome, but eager to take part? More importantly, how do we create cultures where even the quietest voices aren’t lost in the noise?
This week's Inclusion Bites Podcast brings playfulness centre-stage as the antidote to exclusion, routine, and learning fatigue. In my latest conversation, I’m joined by the creative and compelling Nikie Forster—a Learning and Development specialist with a superpower for transforming training into engaging, inclusive journeys. Nikie builds worlds of belonging where, quite literally, everyone is invited to play. If you’re seeking new ways to ignite participation and spark genuine connection within your teams, this episode offers a refreshing perspective that might just shift your thinking.
Reimagining Learning and Connection
Inclusion Through Play isn’t just a catchy title; it’s a call to disrupt the traditional, formulaic approach to workplace training. Together, Nikie and I dig into why mainstream delivery methods often leave introverts and reflective thinkers behind, and how playful, hands-on activities can create moments of genuine human connection. From LEGO Serious Play to tailored exercises with decks of cards, we examine the art and science of making every learner feel seen, heard, and involved.
Nikie shares insights from her own journey—from ambitions to be a Radio 1 DJ (yes, really!) to running workshops at B&Q bedecked with props and creativity. Our discussion explores:
The psychology behind engagement, and why emotional safety is foundational for deep learning.
How adapting in real-time to learners' needs can transform a stale session into an energised adventure.
Where “serious play” and inclusive facilitation intersect, helping even the most reluctant participants lower their guard and join in.
For HR professionals, L&D leaders, and anyone responsible for organisational learning, this episode offers a roadmap for movement beyond the PowerPoint—and into practices that foster psychological safety, trust, and, ultimately, true belonging.
Highlights on Mixing Structure with Spontaneity
Nikie’s approach is a breath of fresh air for those of us fatigued by training that feels box-ticking or performative. Her passion is palpable, and her expertise shines through in stories such as:
Using LEGO Serious Play—yes, with official minifigures!—to promote equity of voice, ensuring that every participant builds, then explains, their perspective, regardless of hierarchy or extroversion.
Strategies for “calling people in”, not out, when behaviours inadvertently disrupt group dynamics—reframing confrontation into constructive self-awareness.
Creating accessible, individual-focused environments, where neurodiversity and different learning styles (from doodlers to deep-thinkers) are truly celebrated, not just accommodated.
Play is a universal language. As Nikie puts it, “If people feel comfortable to express themselves…they are much more likely to retain their learning.” Setting the tone with warmth, trust, and a few unexpected props breaks down resistance and builds bridges across even the most diverse groups.
Takeaways You Can Put to Work This Week
If you’re keen to challenge the norm and make inclusion practical, here are my core learnings from the episode:
Meet Learners Where They Are—Not Where You’d Like Them to Be
Before any session, invest time to discover who’s coming—what helps them feel safe, and what they need to engage. Nikie sends pre-workshop videos and forms, allowing faces and expectations to be known, reducing anxiety and building anticipation.Design for Difference—From the Outset
Ditch the “everyone learns just like me” mindset. Integrate multiple modes: invite doodlers, note-takers, talkers, builders, and listeners. Build-in activities that accommodate both high-energy extroverts and reflective introverts. Remember, accessibility is inclusion’s engine.Use Play as an Equaliser
Hand out LEGO, cards, fidget toys, or role-play packs. Play removes hierarchy, making space for everyone to contribute—especially those who often hesitate to speak up. A playful activity can be the difference between participation and withdrawal.Co-create Expectations, Not Just Rules
Instead of laying down ground rules, invite participants to set shared expectations for presence, respect, and freedom—adults don’t need to be policed, but they do need to belong. When disruptions arise, call people back into awareness, not out for censure.Facilitate Reflection Beyond the Day
Allow insights to percolate. Rather than pressuring for instant action points, give space for “distracted reflection.” Real change often happens after the learning, as new connections emerge in the quiet moments of daily life.
Experience a Taster – Watch the Episode Highlight
Curious what this looks and sounds like in practice? I’ve clipped a one-minute highlight from my conversation with Nikie—a sneak peek into how playful design opens doors to inclusion and deeper learning. Watch the audiogram here and let that energy inspire you to rethink how you approach engagement in your own development sessions.
Join Us at the Table—Listen & Share
Ready to break the mould of tired training rooms and create truly memorable, person-centred experiences? Listen to the full episode here and discover strategies you can immediately apply in your team or organisation.
There’s someone in your network right now—perhaps the facilitator who dreads another silent room, or the HR professional tasked with “making inclusion happen”—who needs to hear this. Please, forward this episode their way or share it across your LinkedIn, WhatsApp group, or good old-fashioned word of mouth.
Let’s build a community of facilitators, leaders, and learners who put belonging at the heart of all we do.
One Last Thought
If play is the great equaliser, what untapped creativity and connection might you unlock by simply putting a box of LEGO on the table—and stepping back to listen?
I invite you to reflect: What’s one playful, inclusive practice you could introduce this quarter to nudge your organisation from passive attendance to genuine, joyful belonging?
Until next time—keep making inclusion more than a word, and never underestimate the power of play.
Joanne Lockwood
Host of the Inclusion Bites Podcast
The Inclusive Culture Expert at SEE Change Happen
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Get in touch: jo.lockwood@seechangehappen.co.uk
What small act of inclusion will you bring to the table this week?
Let’s keep biting into the real work of belonging—together.
1st Person Narrative Content
Inclusion Through Play: Reimagining Belonging, One LEGO Brick at a Time
"I've always believed that engagement isn't a happy accident—it’s intentionally designed. If you want to witness connection spark in a room, just scatter a bit of LEGO between strangers and see what unfolds."
I’ve spent much of my professional life championing learning, inclusion, and culture. For years, I’ve argued that true belonging—whether in a training room, a boardroom, or a workshop—doesn’t demand a grand gesture but thrives on small, meaningful interactions. When I joined Joanne Lockwood for her Inclusion Bites Podcast, we explored just how deeply ‘play’ can disrupt not just how we learn, but who feels they belong. Our conversation wove together leadership, psychology, and some very hands-on LEGO moments. The themes still linger: adult learning needs disruption, inclusion is a verb, and it’s the tiny, conscious choices that shape the most powerful experiences.
Before we dig in, you should know Inclusion Bites is hosted by Joanne Lockwood—a leader in inclusion, inspiring bold conversations that drive real change. Her work through SEE Change Happen is a touchstone for anyone serious about building cultures of belonging. More than [INSERT_VIEW_COUNT] people have already watched our interview on YouTube, with many more tuning in via Spotify and Apple Podcasts.
If anything here lands with you—whether it jars, delights, or leaves you questioning—share your thoughts below. These aren’t rhetorical questions; I genuinely want to compare notes with anyone thinking deeply about inclusion and culture.
Disrupting Training: From PowerPoint to Playful Participation
I've delivered—and endured—enough traditional training to know when people are pretending to learn. You see it in the posture: leaning back, one eye on the clock, the other halfway down their email inbox. When I made the deliberate choice to infuse play into learning, I didn’t just want people off autopilot; I wanted to upend the very notion of what it means to participate.
When Joanne and I crossed paths at a local business coaching workshop, I was tasked with running a session on people management. The easy route would have been a slick slide deck—information as broadcast, with the usual sense of detachment. Instead, I brought along a box of LEGO and a pile of carefully crafted cards and mats. My goal? Give people tactile, personal agency in what they create and share. It’s about investment—not in the training, but in themselves.
Joanne recounted, “Even my wife, Mary—normally an introvert who sits firmly at the back, dreading any invitation to stand or clap—found herself engrossed. It was the slow build, the gentle buy-in. By the time you ask someone to put their LEGO car on the mat and explain its meaning, they’ve already crossed the bridge into engagement.”
The structure wasn’t happenstance. I’m obsessed with the nuance of how people enter a space, what they’re willing to give, and how quickly we strip away reluctance. Play, particularly with objects like LEGO, levels hierarchy. It cuts through posturing and puts ideas in people’s hands—making the abstract wonderfully concrete.
But this isn’t ‘play for play’s sake.’ This is purposeful. “What is it,” Joanne wondered aloud, “about these playful interventions that shift even the most reserved people?” In my experience, it’s permission. It’s the quiet signalling that their perspective matters in a tangible way. And if you think LEGO is simply child’s play, you’re missing the depth: it’s a tool, a methodology, and, when wielded with care, a profound equaliser.
What Adult Learning Really Needs: Ownership, Not Attendance
I’ve walked into more than enough silent or resistant training rooms to recognise a crucial pattern: adults don’t want to be treated like children. We want autonomy. We don’t want ‘ground rules’—we want expectations, contracts, and choice. The fastest way to sabotage learning is to dictate it from the front of the room.
“There’s nothing more infantilising than being told to put your phone in a bowl,” Joanne reflected. I couldn’t agree more. I set the tone with trust. When we open sessions, I don’t rattle off a litany of dos and don’ts. I invite the group to articulate what success, respect, and presence means for them. If we’re going to learn, let’s do it as adults—accountable not because someone’s policing us, but because the room deserves our consideration.
Expectations aren’t restrictions; they’re the scaffolding for creativity. When I first began, I naively assumed small talk and connection would happen naturally in training rooms. They rarely do. You have to design the space: give people an activity, a prop, or an invitation to connect—before the learning, not after. That’s why I get every participant to build a LEGO minifigure representing themselves as a leader. Even the act of assembling a little person—choosing accessories, explaining what they mean—breaks tension, sparks smiles, and invites vulnerability. By the time we’re sharing out loud, the group has already practised ‘being seen’ safely.
Joanne’s perspective resonated: “If you pounce on people cold, you can see the anxiety ripple around the table. But pair people first, get them talking one-to-one, and suddenly the room warms. By the time you ask them to share with the group, their voice isn’t a stranger to their own ears.”
That’s intentional design, not serendipity. Creating a learning space that feels adult, safe, and genuinely inclusive begins with the very first instruction—or, often, lack thereof.
The Science and Craft of LEGO Serious Play
The mention of Lego in an adult training setting can provoke confusion—or even scepticism. But when wielded with intention, it’s a world-class method for underpinning inclusion.
LEGO Serious Play, as I explained to Joanne, isn’t a party trick. It’s a grounded methodology developed by the LEGO Group, rooted in knowledge co-creation, narrative building, and universal participation. I distinguish carefully between just ‘building for fun’ and deploying Serious Play—where the process is codified, everyone gets to speak, and each voice contributes to a collective model and story.
There’s nuance here. LEGO Serious Play was once tightly held by LEGO, requiring facilitators to be certified. But in 2010, it became open source. Now, what matters is not the piece of paper, but the skill to facilitate, listen, and respond to a group’s needs in real time.
“Isn’t it about the learner, not the model?” I asked Joanne rhetorically, and she nodded. I am wary of certification as a false badge of authority. The true power sits with whoever can help people open up, engage, and find meaning in what they build—no matter the method or brand.
The beauty lies in how it compels dialogue. You can’t hide in a LEGO Serious Play session. Each person builds, narrates, then faces probing but respectful questions from the room. Why this shape? Why the pink flower on the edge? The result: radical inclusion. The loudest voice doesn’t dominate; instead, questions go deeper, answers get richer, and the process tunes the group’s collective empathy and curiosity.
Joanne observed, “When everyone is compelled to participate through their own model, it sets a new standard. You can’t coast, but you also can’t fail. The learning is yours to create.”
This is the soul of what I do. LEGO Serious Play puts everyone in the mix; every model becomes an artefact of thought for the group to interrogate—not the individual. It’s not about right or wrong answers; it’s about being wholly present.
Belonging Is Built, Not Assumed
It was important for me—and for Joanne—that we dug into what makes people feel seen, heard, and valued. Inclusion is activism at the micro-level. As I see it, you can’t enforce belonging; it emerges from a myriad of tiny moments: sharing biscuits (vegan and gluten-free included), handing out fidget toys, asking people to bring themselves rather than a curated mask.
Too many leaders believe belonging is an intention. In fact, it’s experienced, moment-to-moment, based on a person’s sense of safety, agency, and contribution. How often have I watched someone in a workshop relax simply because the sweets on the table didn’t mark them out as ‘other’—the only vegan, the lone coeliac, the person with a different need?
“We have to bake in inclusion, not retrofit it,” Joanne asserted. I couldn’t have put it better. She recounted the frequency with which hospitality teams offer a single, apologetic gluten-free plate at the end of a magnificent spread. “Why not default to something everyone can eat, and let the exceptions be the add-on, not the main event?” That’s a microcosm of person-centric design.
My learning spaces aren’t democratic by accident. Every exercise, every bit of kit—from card decks to minifigures to post-it notes—serves a purpose. If the topic is leadership, people build and describe their minifigure as a leader. If it’s about team culture, we ask, ‘What’s the accessory that shows up differently now you’ve experienced this course?’
It’s not about the toy. It’s about what happens when someone feels comfortable enough to connect a physical object to their professional narrative—and feels the freedom to bring their whole self into the room.
Inclusion for the Digital Age: Translating Play to Virtual Experiences
The pandemic pressed many facilitators to translate inclusive, hands-on experiences into the online world. I resisted the all-too-familiar slide deck and soulless webinar. My approach to digital delivery preserves the “dopaminergic” elements—surprise, anticipation, and tactile engagement.
Before a virtual programme, I send participants a party bag: perhaps LEGO, a card deck, or some mysterious item in a paper bag labelled for session one. The result? Every session kicks off with curiosity, every camera flickered alive as participants opened their parcels. It’s not about the cost of the props; it’s about what they signal. You’re part of something different. You’re expected to participate. You’ll be asked to reflect with your hands, not just your head.
Joanne admitted her admiration for this effort. “Anyone can show up with slides. It’s the facilitators who prepare, who design every detail from the vegan biscuits to the physical kits, who show they’ve thought about you before you walked in. That’s what people remember.”
I can confirm that the impact is disproportionate to effort. These tokens of attention make memorable experiences, even digital ones, sticky in the mind. Play, presence, and inclusion, I’m convinced, travel beautifully through the post.
Self-Awareness and the Platinum Rule: The Heart of Leadership
Here’s a truth you won’t read in most leadership books: self-awareness is learnable, but only as much as you’re willing to be disrupted—by yourself, by others, by your own unconscious habits. I’ve cultivated this through personality profiling, coaching managers (and being coached), and by reflecting on why I show up as I do.
Joanne surfaced a point that deeply resonated: emotional intelligence isn’t a soft skill, it’s foundational. Understanding yourself, being willing to flex, meeting people as they are—this is the platinum rule, treating people the way they need to be treated, not the way we’d like to be. Time and again, I see that self-management isn’t innate, but forged through feedback, mistakes, and reflection.
Yet, leadership development must go further. Too many sessions focus solely on managers and titles. But leadership is a mindset, not a badge. Through the NHS and beyond, I work with prospective leaders who need to internalise that principle. Belonging isn’t about hierarchy; it’s about signals, rituals, and kindness extended on purpose.
Gamification, Generational Shifts and Why Fun Still Matters
I’m asked, often, whether the rapid shifts in working generations—with Gen Z and Alpha demanding reward-based, stimulating environments—mean that old school teaching methods are obsolete. There’s a grain of truth: my own 14-year-old son would much rather engage in a session full of activities and dialogue than a monologue.
But let’s not romanticise the past or catastrophise the future. Well-designed, purposeful activity—short, lively, reflective—works for every generation if you get the context and facilitation right. Whether the tool is a LEGO brick or a digital scavenger hunt, it’s the ownership and engagement that matters.
Reward in learning isn’t about dopamine hits for their own sake; it’s a marker of connection, recognition, and small wins. When adults are given agency and autonomy, when they’re treated as partners in learning rather than subjects, they opt in rather than check out.
The Power of Intentional Community
My proudest moments as a facilitator are never how well I performed, but how much noise the room makes without me. When people listen to each other, ask thoughtful questions, and build on each other’s thinking, the room is doing the work. Inclusion becomes less my agenda and more their shared commitment. The conversations go deeper, the feedback is richer, and the action planning—whether captured digitally or on post-it notes—becomes a living document for future work.
Joanne’s technique of capturing actions, priorities, and blockers on post-its, then digitising them for a follow-up pack, is a small but profound measure. It closes the loop between intention and execution, making accountability visible, actionable, and portable.
Too often, inclusion efforts die in the handover from workshop to worksite. When people leave with not just memories but tangible models—a minifigure, a card, a photo—they leave with a bridge.
One Brick at a Time: The Journey Ahead
What I’m left with, after my conversation with Joanne Lockwood, is a renewed certainty: inclusion is not the what, but the how. It is not a virtue to be claimed, it’s a practice to be lived day in, day out, by everyone—from the host to the most reluctant participant.
We create belonging, brick by brick, story by story, question by question. What begins with a playful spark can echo through a new leader’s career, a team’s willingness to experiment, or a company’s culture. Small details—a bowl of vegan sweets, a prompt on a card, an unexpected LEGO brick—can change lives as surely as grand gestures.
So I’ll close here as I began, with a question and an invitation. How might your next gathering, meeting, or training begin differently—with a gesture that says, “You belong,” long before anyone speaks? Play isn’t the answer to everything, but it often opens the door to the answers that matter most.
If this resonates—or challenges you—add your perspective in the comments. Let’s keep building, together.
Song Lyrics from Episode
[Title
Inclusion Through Play]
[Synopsis
Inspired by episode 207, “Inclusion Through Play” explores how playful learning and authentic presence help build belonging and emotional safety. Drawing from real stories and facilitation insights, it travels from hesitation to collective empowerment—a space where everyone’s voice matters. The song’s gentle indie-pop landscape and forthright, intimate female vocal speak to anyone seeking human connection, self-understanding, and growth.]
[Vibe
Empowering, emotionally honest indie pop with a warm acoustic core. Acoustic guitar, light atmospheric keys, steady but restrained drums, and textured harmonies. Vocals start gently reflective, swelling into the chorus with real resolve and an undercurrent of hope. Instrumental breaks reflect moments of group reflection; a slow, confident build in the bridge leads to a liberating, radiant final chorus and a long, gentle fade.]
Lyrics
[Verse 1]
A circle of strangers, nervous with their hearts closed in,
A box of Lego, stories waiting to begin.
Someone steps forward, soft voice cuts the quiet air,
“Make what you feel,” and now the edges start to wear.
[Instrumental – light guitar and pads, a gentle invitation]
[Verse 2]
We build our awkward castles, fingers tracing hidden fears,
A flower at the margin says, “My hope begins right here.”
The questions gently wander—What does all this mean to you?
We speak, we listen, and we notice: we're all learning, too.
[Pre-Chorus]
No rules, just expectations—
Respect is what we bring.
When you’re seen as human first,
That’s when you start to sing.
[Chorus]
So lay your dreams down on the table,
Let your silence melt away.
This room was made for voices
Who never found a place.
We’ll play and stumble bravely,
Build what words can’t always say—
This is belonging,
This is inclusion through play.
[Instrumental – steady percussion, subtle harmonies, reflective, open]
[Verse 3]
Gluten-free biscuits, someone’s story in their hands,
The introvert is laughing, breaking ground on shifting sand.
You send your models home with us; the learning lingers on—
A tiny keepsake memory of where we all belong.
[Pre-Chorus]
It isn’t just a method,
It’s how you make them feel.
You can call them in with kindness,
And broken hearts might heal.
[Chorus]
So lay your dreams down on the table,
Let your silence melt away.
This room was made for voices
Who never found a place.
We’ll play and stumble bravely,
Build what words can’t always say—
This is belonging,
This is inclusion through play.
[Bridge]
We’re not ticking boxes, not making you pretend—
It’s fidget toys and honesty, and space for you, my friend.
Learning is a journey, not a script or just a slide—
When you’re welcome in the process, you come home from where you hide.
[Instrumental – gentle build, soft tambourine, swelling pads; the sound rises then gently releases]
[Final Chorus (Lifted, harmonies soar)]
So lay your truth down on the table,
Let your stories find their day.
This life is built together,
In a hundred quiet ways.
We’ll craft a world of meaning,
Let the laughter lead the way—
This is our courage,
This is inclusion through play.
[Outro/Instrumental – soft guitar figures, distant harmonies, repeated lines (“Inclusion through play…”) gently fading out, like group voices receding but remaining warm.]
[Artistic direction:
Maintain a grounded honesty in the vocal. Let the lyrics lead—voice should be intimate, direct. Guitar is central, supporting but never busy. Instrumentals should reflect also those silent moments in workshops where growth happens in the in-between—a combination of safe space and gentle momentum. Allow the fade out to mimic a circle of friends gently dispersing, echoes of community still in the air.]
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