Activities That Make Courtesy Practical
Business etiquette is easier to understand when participants can practice it, not merely hear about it. People may know that introductions should be thoughtful, that gifts should be received graciously, that table settings follow a pattern, that handshakes create impressions, and that awkward dinner conversations require tact. Knowing those ideas in the abstract is useful. Practicing them in a room with other people is better.
For more than a decade, these five business etiquette training activities have been part of our etiquette courses. They work because they take everyday professional situations and turn them into practical, memorable exercises. Participants do not simply read about courtesy. They try it, hear it, see it, adjust it, and discuss it. That makes the lessons easier to remember and easier to use later.
These activities are especially helpful for organizations building or refreshing a business etiquette program. They can be used in courses for new professionals, managers, sales teams, client facing employees, interns, administrative professionals, emerging leaders, technical experts, and anyone whose role requires a polished professional presence. They are also useful in programs focused on networking, customer service, executive presence, business dining, workplace communication, and professional protocol.
You are welcome to incorporate these activities into your training sessions or link to this page. We do ask that you not publish them in online guides, commercial course materials, or for profit printed resources without prior permission.
Each activity assumes participants have already received some foundational instruction in business etiquette and professional protocol. The exercises are not designed to replace teaching. They are designed to reinforce it. Before running each activity, the facilitator should explain the relevant principle, demonstrate the expected behavior when needed, and then use the exercise to let participants practice. We are happy to clarify how the activities work. For detailed etiquette content, rules, or variations by region, industry, or culture, facilitators should conduct their own research and tailor examples to the group.
For information about onsite business etiquette workshops, contact us at info@businesstrainingworks.com or 301-934-3250.
Activity One: Crafting Connections
Purpose
This activity teaches participants the art of networking by helping them create introductions that do more than identify names. A strong introduction gives people a reason to begin a conversation. It makes a room feel warmer, helps shy participants enter a discussion, and demonstrates social intelligence.
In many professional settings, introductions are handled poorly. Someone points and says, “This is Linda. This is Dan.” Then both people are left to rescue the moment. A more skillful introduction gives each person a small piece of conversational material. It might mention a shared interest, a recent trip, a professional role, or a topic one person may want to ask about.
This exercise helps participants practice that habit.
Supplies Needed
A whiteboard or large writing surface.
Directions
Ask each participant to share a brief fact about himself or herself. Examples might include “I like to cook,” “I just got back from Peru,” “I enjoy piano music,” “I collect old maps,” “I am training for a half marathon,” “I have three dogs,” or “I recently started taking Italian lessons.”
Write each participant’s name and fact on the board.
Participants must introduce two people from the list, using the guideline that junior people are introduced to senior people.
After introductions, the people being introduced should exchange pleasantries.
Example
“Linda, I would like you to meet Dan. Dan enjoys cooking, and Linda is an avid motorcycle rider who just returned from New Mexico. Dan, do you ever cook Southwest dishes? Linda said the food there was amazing.”
From there, Dan could respond with, “I do not cook much Southwest food, Linda, but what did you eat on your trip?”
The game continues until everyone has made introductions.
Facilitator Notes
Before the activity begins, remind participants that introductions have two jobs. First, they identify people to each other. Second, they create a bridge between them. A useful introduction should make the next sentence easier.
It may help to model three levels of introduction before participants begin.
The weakest version is a name only introduction:
“Dan, this is Linda. Linda, this is Dan.”
That version is better than ignoring people, but it leaves both parties with no natural direction.
A better version adds context:
“Dan, this is Linda from our Phoenix office. Linda, this is Dan from procurement.”
That version is more useful because it gives each person a professional reference point.
The strongest version adds connection:
“Dan, this is Linda from our Phoenix office. She just returned from a motorcycle trip through New Mexico. Linda, this is Dan from procurement. He enjoys cooking and has been experimenting with regional recipes.”
Now both people have something to ask.
If participants struggle, encourage them to look for links between the facts on the board. Travel and food often connect. Music and theater may connect. Sports and wellness may connect. Parenting and school schedules may connect. Pets, hobbies, hometowns, books, movies, and recent events often provide easy openings.
Also remind the group that introductions should be respectful and appropriate. Not every personal fact belongs in a professional introduction. “Mark just got divorced” or “Angela hates her current job” may be information someone shared privately, but it should not become social currency. Good etiquette includes discretion.
Debrief Questions
What made an introduction feel natural?
Which introductions gave the two people an easy way to begin talking?
What mistakes made an introduction feel awkward?
How can this skill help at conferences, client events, board meetings, recruiting events, or internal gatherings?
Learning Point
Introductions should go beyond the basic “This is X, and this is Y.” By helping people connect on a deeper level, you can make events more enjoyable and memorable.
Time
15 minutes.
Activity Two: Thank You for the Rock
Purpose
This activity gives participants practice receiving gifts with grace, even when the gift is unusual, unwanted, unexpected, or not to their taste. The exercise is intentionally light, but the lesson is serious. In professional and social settings, people sometimes receive items they would not have chosen: a vendor gift, a host gift, a holiday item, a conference token, a team memento, a client souvenir, or a personal present from someone whose taste differs from their own.
The recipient’s job is not to critique the gift. The recipient’s job is to acknowledge the thought, show appreciation, and avoid embarrassing the giver.
Supplies Needed
A rock or another “gift.”
Directions
Discuss the importance of being gracious regardless of the gift.
Present the “gift” to a participant. The participant’s job is to say something positive about it and pass it on to another person.
Continue until everyone has received the rock.
Example
“Beth, I have a gift for you. I think you will love it!” The facilitator hands Beth the rock.
Beth responds, “What a fabulous gift! This will look perfect on my fireplace mantel. Thank you!”
Beth then gives the rock to Steven: “Steven, I got you a gift that I hope you find useful.”
Steven responds, “Thank you, Beth. I have been needing a paperweight for my desk, and this will work perfectly!”
Facilitator Notes
This activity works because it is slightly absurd. A rock is not a typical business gift, and that makes the practice safe and humorous. Participants know the object is not valuable, so they can focus on language, tone, facial expression, and quick thinking.
Before beginning, make the distinction between graciousness and dishonesty. The goal is not to make a ridiculous claim or pretend the gift is the finest object ever received. The goal is to find something positive, kind, or neutral to say. A person can appreciate thoughtfulness, effort, timing, humor, usefulness, color, texture, symbolism, or the fact that someone remembered him or her.
For example:
“This is such an interesting shape.”
“I love that you thought of my desk.”
“This will make a memorable paperweight.”
“What a fun surprise.”
“I have never received anything quite like this.”
“I appreciate your thinking of me.”
Those responses are polite without becoming unbelievable.
Also discuss the limits of graciousness. If a gift is offensive, inappropriate, unethical, too expensive under company policy, or creates a conflict of interest, the recipient may need to decline it or return it. The activity is about ordinary unwanted or unexpected gifts, not gifts that violate policy or judgment.
Participants should also notice body language. A person can say “thank you” while the face says, “What is this awful thing?” Tone, eyebrows, posture, and laughter all affect the message. Encourage participants to receive the object with composure, look at the giver, and respond warmly.
Debrief Questions
What made some responses sound more gracious than others?
How can someone be polite without lying?
What kinds of gifts create awkward moments at work?
When would a gift need to be declined instead of accepted?
How does tone affect the meaning of the words?
Learning Point
As long as a gift is not offensive or inappropriate, graciousness is essential, even if the gift is not to your liking.
Time
15 minutes.
Activity Three: Table Setting Showdown
Purpose
This activity teaches participants proper table setting etiquette based on specific menus. Rather than memorizing a diagram with no context, participants work from the meal itself. That approach makes table setting easier to understand because every item on the table has a job.
Many people feel nervous at formal meals because the table seems crowded with unfamiliar utensils and glasses. Once they understand the logic, the setting becomes less mysterious. Utensils are arranged in the order they will be used. Glasses correspond to beverages. Plates, bowls, and cups appear because the menu requires them. Napkin placement depends on the setting and style of service.
This activity turns a formal table into a practical puzzle.
Supplies Needed
Flatware, dinnerware, glasses, and napkins, or drawings of these items.
Directions
Divide participants into groups of four or five.
Share a menu with the group and ask them to set a table accordingly.
Review each setting, correct mistakes, and explain the logic behind proper placement.
Repeat for additional menus.
Examples
Menu 1: Soup, salad, fish, beef, dessert, coffee, white wine, red wine, and water.
Menu 2: Salad, pasta, chicken, dessert, white wine, and water.
Menu 3: Salad, pizza, and a beverage.
Facilitator Notes
This exercise works well when the facilitator first explains the basic principles, then lets participants make decisions. Avoid giving them a perfect table setting to copy. The learning comes from reasoning through what is needed.
A useful starting explanation might include these points:
The meal determines the setting.
Utensils are placed in order of use from the outside in.
Forks generally sit to the left of the plate.
Knives and spoons generally sit to the right.
Knife blades face the plate.
Water glasses are usually placed above the knife area.
Wine glasses are placed according to service.
Dessert utensils may appear above the plate or arrive with dessert.
Items not needed for the meal should not appear.
Then give each group a menu and let them work. Some participants will over set the table because they think formal means more. Others will leave out items because they do not connect the menu to the setting. Those mistakes create useful discussion.
For Menu 1, participants must think about soup, salad, fish, beef, dessert, coffee, white wine, red wine, and water. The setting will be more formal because the menu includes multiple courses and beverages. For Menu 2, the setting should be simpler. For Menu 3, the table should become quite casual because pizza does not require the same formal arrangement.
The third menu is important because it reminds participants that etiquette is situational. A proper setting is not always the most elaborate setting. A table overloaded with utensils for pizza would look silly. Good etiquette fits the occasion.
This activity also creates an opportunity to discuss business dining confidence. Participants do not need to become experts in formal service, but they should learn enough to avoid panic. If they are unsure which bread plate is theirs, remember “BMW”: bread on the left, meal in the center, water on the right. If they are unsure which utensil to use first, begin from the outside and move inward. If a host or server removes a course, follow the flow of the meal.
Debrief Questions
How did the menu help determine the table setting?
Which items were easiest to place?
Which items caused disagreement?
What would make a table feel overdone for the occasion?
How can understanding the logic reduce anxiety at business meals?
Learning Point
Every item on a table serves a purpose. Understanding why utensils and dishes are placed where they are can make dining etiquette more intuitive.
Time
20 minutes.
Activity Four: Healthy Handshake
Purpose
This activity teaches participants the importance of a good handshake and helps them improve their own. A handshake is brief, but it can create a lasting impression. Too limp, and it may suggest uncertainty or disinterest. Too aggressive, and it may feel unpleasant or performative. Too long, and it becomes uncomfortable. Too distracted, and it loses its social value.
The goal is not to create one rigid handshake style for every culture, situation, or person. The goal is to help participants recognize the impression their handshake creates and adjust when a handshake is appropriate.
Directions
Divide participants into two groups. Have one group form a circle inside a larger circle created by the second group.
Pair up participants from each circle to shake hands, exchange names, and discuss how long they have been with the organization.
Pairs provide feedback on each other’s handshake, such as too firm, too weak, or just right.
The outer circle rotates, and the process repeats with new partners.
Facilitator Notes
Before beginning, discuss the components of a professional handshake in settings where handshakes are appropriate. Those components usually include standing when possible, making eye contact, smiling or maintaining a pleasant expression, using a firm but not crushing grip, offering a brief shake, and saying the person’s name if appropriate.
For example:
“Good morning, I’m Alicia Reynolds.”
“Nice to meet you, Alicia. I’m David Chen.”
The exchange should feel confident and brief.
This activity works because participants receive multiple rounds of feedback. They may discover that their handshake is weaker than they thought, stronger than they intended, too fast, too long, too low, too high, or paired with poor eye contact. The repetition helps them adjust.
Set expectations for feedback before the exercise begins. Feedback should be direct but kind. Participants are commenting on the handshake, not the person. Useful feedback might sound like this:
“That felt confident.”
“That was a little too firm for me.”
“I would shorten the shake slightly.”
“You made good eye contact.”
“Your grip was light. You may want to make it a bit firmer.”
“I noticed you looked away as we shook hands.”
The facilitator should also acknowledge that handshakes are not universal in every culture or situation. Health concerns, personal preferences, religious practices, cultural norms, disability considerations, and organizational standards may all affect whether a handshake is used. Participants should never force physical contact. When a handshake is not appropriate, a gracious verbal greeting, slight nod, or other culturally suitable greeting can work well.
The activity title uses “healthy” in two senses. A healthy handshake is professional, confident, and appropriate. It should also respect health and comfort. If someone declines a handshake, the polite response is simple acceptance.
For example:
“Of course. It is nice to meet you.”
No commentary is needed.
Debrief Questions
What kind of handshake felt most professional?
What made a handshake feel uncomfortable?
How did eye contact affect the exchange?
What alternatives work when a handshake is not appropriate?
How can people recover gracefully if a greeting becomes awkward?
Learning Point
A handshake leaves a lasting impression. Ideally, it should be firm, confident, and professional without being too aggressive or limp.
Time
10 minutes.
Activity Five: Obnoxious Guest
Purpose
This activity teaches participants how to redirect inappropriate conversation politely and effectively. Business meals, receptions, client dinners, conferences, board events, and networking gatherings often include people with different personalities, opinions, backgrounds, and levels of social judgment. At some point, someone may say something rude, dismissive, argumentative, offensive, overly personal, or simply unpleasant.
The goal is not to humiliate the speaker. The goal is to protect the atmosphere, preserve the dignity of the group, and move the conversation to safer ground.
Supplies Needed
Eight slips of paper with conversation topics written on them. Examples include “My last vacation,” “Foods I do not like,” “My favorite holiday,” “Books or movies I enjoy,” or “Music I do not like.”
Directions
Select eight participants to roleplay as dinner guests and arrange their chairs in a circle.
Assign each guest a slip of paper with a conversation topic.
Explain that one or more participants will act as “obnoxious guests” who steer the conversation in inappropriate directions. The other guests must politely redirect the discussion.
After a few rounds, swap participants or adjust the number of “obnoxious guests” as needed.
Example
Guest One: “I just got back from Thailand. It was a wonderful vacation. Have any of you been?”
Obnoxious Guest: “I would never go there. The food is disgusting, and I hate fish.”
Another Guest: “Where I grew up, we did not eat much fish either, but we did enjoy spicy food. Did you happen to try any fresh markets on your trip?”
Facilitator Notes
This activity should be energetic, but it needs guardrails. The purpose is to practice redirection, not to give participants permission to say genuinely harmful or cruel things. The facilitator should define the boundaries before the roleplay begins. Obnoxious comments should be awkward enough to require redirection, but not so offensive that they derail the room or put participants in a painful position.
Good examples of disruptive comments include:
“I cannot stand that kind of food.”
“That sounds boring.”
“I would never spend money on that.”
“People who like that movie have no taste.”
“That vacation sounds exhausting.”
“I hate that music.”
“I cannot believe anyone enjoys that holiday.”
These comments create practice opportunities without forcing the group into highly charged subjects unless the course is designed for that level of work.
Participants can redirect in several ways. They can bridge to a safer related topic:
“I have not tried much seafood either, but I do enjoy learning about local markets when I travel.”
They can ask a neutral question:
“What was the most memorable part of the trip?”
They can include the group:
“Has anyone else visited that part of the world?”
They can reframe:
“Food preferences vary so much. I am always interested in what people remember most from a trip.”
They can gently set a boundary if needed:
“Let’s give her a chance to tell us what she enjoyed about the trip.”
The best redirections do not scold, argue, or create a second awkward moment. They move the conversation forward.
The facilitator should watch for participants who overcorrect. A participant might respond to a rude comment with a lecture, which can make the situation even more uncomfortable. The goal is skillful social steering, not public correction every time someone says something clumsy.
This exercise is especially useful for client facing employees, sales professionals, executives, board members, fundraisers, and anyone who attends professional meals or events. It also helps participants practice composure. When someone says something irritating, the first impulse may be to challenge, freeze, laugh nervously, or withdraw. Redirection gives them another option.
Debrief Questions
Which redirections worked best?
What made some responses feel natural?
When did a response sound too harsh?
How can someone change the subject without embarrassing the speaker?
What kinds of topics are safest at business meals?
How can a host support a guest who is trying to redirect an awkward conversation?
Learning Point
Handling inappropriate or disruptive behavior requires tact and skill. Redirecting conversation politely helps maintain a pleasant atmosphere.
Time
20 minutes.
Final Notes for Facilitators
These five activities are designed to make business etiquette training practical, interactive, and memorable. They work because they ask participants to do something. They make introductions, receive an odd gift, arrange a table, practice a handshake, and redirect awkward conversation. Each exercise turns a principle into behavior.
To get the most from the activities, facilitators should frame them carefully. Explain the etiquette principle before the exercise. Give an example. Let participants practice. Then debrief the experience. Without the debrief, the activity may feel like a game only. With the debrief, participants connect the experience to professional judgment.
The facilitator should also tailor examples to the audience. A group of interns may need more instruction on professional introductions. A sales team may benefit from deeper discussion about client meals. A leadership group may need to focus on hosting, making others comfortable, and handling awkward conversation with tact. A customer service team may benefit from practicing gracious language and respectful redirection.
The activities are also flexible in tone. They can be run lightly with humor, or they can be used as a bridge into more serious conversations about reputation, professionalism, and workplace culture. For example, “Thank You for the Rock” often produces laughter, but it also raises important questions about gratitude, facial expression, and how to receive something graciously. “Obnoxious Guest” can be funny, but it also builds a useful skill for handling uncomfortable moments without escalating them.
Business etiquette is not about memorizing old fashioned rules for their own sake. It is about making other people more comfortable, avoiding unnecessary friction, and representing yourself and your organization well. These exercises give participants a chance to practice that discipline in a relaxed environment before they need it in a high stakes setting.
For more information about onsite business etiquette workshops or to discuss how we can support your team, contact us at info@businesstrainingworks.com or 301 934 3250.