Icebreakers

For the following activities, it often helps to break the group into couples or trios. The smaller groups allow for more discussion, keeps participants from mentally wondering off, builds rapport, and allows for "oneon-one" relationships. You can also break a large group into small groups by having them discuss the activity with the person behind them, or having people take a different seat when they return from breaks or activities. The idea is to get them to meet and learn about other people besides their friends or favorite partner. Icebreakers Icebreakers are structured activities that are designed to relax learners, introduce them to each other, and energize them in what is normally an unduly formal atmosphere or situation. Icebreakers are not normally related to the subject matter, where as "openers" are related to the subject matter that is to be discussed. In addition, they often help to break up the cliques and invite people to form random groupings in a nonthreatening and fun way. The term "icebreaker" comes from "break the ice", which in turn comes from special ships called "icebreakers" that are designed to break up ice in the arctic regions. And just as these ships make it easier for other ships to travel, an icebreaker helps to clear the way for learning to occur by making the learners more comfortable by helping to bring about conversation. Listed below are a few icebreakers to help get you started.

The Magic Wand

You have just found a magic wand that allows you to change three work related activities. You can change anything you want. How would you change yourself, your job, your boss, coworkers, an important project, etc.? Have them discuss why it is important to make the change. Another variation is to have them discuss what they would change if they become the boss for a month. This activity helps them to learn about others' desires and frustrations.

Marooned

You are marooned on a island. What five (you can use a different number, such as seven, depending upon the size of each team) items would you have brought with you if you knew there was a chance that you might be stranded. Note that they are only allowed five items per team, not per person. You can have them write their items on a flip chart and discuss and defend their choices with the whole group. This activity helps them to learn about other's values and problem solving styles and promotes teamwork.

The Interview
Break the group into two-person teams (have them pick a partner that they know the least about). Have them interview each other for about twenty minutes (You can also prepare questions ahead of time or provide general guidelines for the interview). They need to learn about what each other likes about their job, past jobs, family life, hobbies, favorite sport, etc. After the interviews, reassemble the group and have each team introduce their team member to the group. This exercise helps them to learn about each other.

Who Done That?

Prior to the meeting, make a list of about 25 items relating to work and home life. For example, a list for a group of trainers might have some of the following:
o o o o o o o o

Developed a computer training course Has delivered coaching classes Is a mother Knows what ADDIE means and can readily discuss it Enjoys hiking Has performed process improvement Served in the Armed Forces Is a task analysis expert

Ensure there is plenty of space below each item (3 or 4 lines) and then make enough copies for each person. 2

Give each person a copy of the list and have them find someone who can sign one of the lines. Also, have them put their job title and phone number next to their names. Allow about 30 minutes for the activity. Give prizes for the first one completed, most names (you can have more that one name next to an item), last one completed, etc. This activity provides participants with a list of special project coaches and helps them to learn about each other.

The ADDIE Game (Analysis, Design, Development, Implement, Evaluate)

Make up a reasonable problem scenario for your organization where people need to get introduced, e.g. " T h e m a n u f a c t u r i n g d e p a r t m e n t i s b r i n g i n g i n 2 0 temporaries to help with the peak season. They want us to build a short activity that will allow the permanent employees to meet and i n t r o d u c e t h e m s e l v e s t o t h e t e m p o r a r i e s . " Break the group into small teams. Have them to discuss and create a solution:
o

Analyze the problem - Is it a training problem? If they decide that it is not a training

problem, then remind them that most problems can be solved by following an ADDIE type approach.
o o o o

Perform a short task analysis - How do people get to know each other? Design the activity - Develop objectives, sequence. Develop the activity - Outline how they will perform the activity and trial it. Implement - Have each small team in turn, introduce themselves in front of the group

using the activity they created.

o

Evaluate - Give prizes to the most original, funniest, etc. by having the group vote.

This activity allows them to learn about each other's problem solving styles and instructional development methods, it also introduces the members to each other. This method can also be used to introduce the ADDIE method to new trainers. Time - about 60 minutes.

Finish the Sentence

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Go around the room and have each person complete one of these sentences (or something similar):
o o o

The best job I ever had was... The worst project I ever worked on was... The riskiest thing I ever did was...

This is a good technique for moving on to a new topic or subject. For example, when starting a class and you want everyone to introduce themselves, you can have them complete "I am in this class because..." You can also move on to a new subject by asking a leading question. For example if you are instructing time management, "The one time I felt most stressed because I did not have enough time was ..."

Reviews
While icebreakers are used to start a learning session, reviews are used in the closing of a session or module. They help to reinforce key concepts or topics.

Frame Game
Give each learner four blank cards and instruct them to fill in four different responses on the subject: "What were main concepts or learning points of the material we just covered?" Give them about five minutes to complete the exercise, then collect the cards, shuffle them, and randomly deal three cards to each learner. (Note: If desired, the trainer can make up four cards of her own, but they should be philosophically unacceptable with the principles presented. That is, play devil's advocate.) Ask everyone to read the cards they just received, and then to arrange them in order of personal preference.

Place the extra cards on the table and allow them to replace the cards in their hand that they do not like. Next, ask them to exchange cards with each other. They must exchange at least one card. After about three minutes, form them into teams and ask each team to select the three cards they like the best. Give them time to choose, then have them create a graphic poster to reflect the final three cards. Select or vote on best poster that best represents the topic.

Rearrange the Classroom (Change)

Prior to class, set the desks up in the old "traditional" classroom row style. Except, that you should set your stage (podium, flip chart, etc.) in the back of the class. Start your presentation (you will be behind them, facing their backs). Explain to them that this is how a lot of change is implemented in organizations. The leaders get behind their employees and attempt to "push" them into change. And the attempt to change is about as successful as trying to conduct a class this way. Note: for another change activity, see Push and Pull Change. Also, point out that this is how a lot of traditional organizations are set up, in nice even rows (departments), where it is hard to communicate and learn from each other. But, real teams develop when we break out of our boxes and design organizations that have cross functional teams working with each other. Ask them to rearrange the room so that real learning, communication, and teamwork can take place. Depending upon your learners, you might have to give them a few pointers to get started, but then get out of the way. During the next break or after lunch, have them rearrange the room again, using some of the techniques that they learned. This can be repeated several more times, depending upon the length of the presentation. But, each time they change the setting, it needs to reinforce a concept that they previously learned. 5

Toy Story
Using Legos, Tinker Toys, clay, log cabins, etc., have each person or small group build a model of the main concept that they have just been presented. After a given time period, have each person or team present their model to the group. They should describe how their model relates to their work or the subject being taught. Encourage creativity!

Ball-Toss
This is a semi-review and wake-up exercise when covering material that requires heavy concentration. Have everyone stand up and form a resemblance of a circle. It does not have to be perfect, but they should all be facing in, looking at each other. Toss a nerf ball or bean bag to a person and have tell what they thought was the most important learning concept was. They then toss the ball to someone and that person explains what they though was the most important concept. Continue the exercise until everyone has caught the ball at least once and explained an important concept of the material just covered.

Process Ball
This is similar to the above exercise, but each person tells one step of a process or concept when the ball is tossed to them. The instructor or learner, in turn, writes it on a chalkboard or flip chart. For example, after covering "Maslow's Hierarchy of Needs," you would start the ball toss by having everyone give one step in the pyramid of needs, e.g. Safety, Physiological, Esteem, etc.

Motivators
Motivators are designed to help encourage the learners.

Positive Reinforcement Cards

Whenever a learner arrives to class on time from breaks, lunch, etc. give them one playing card. You can also hand out cards to people who volunteer for activities, are 6

helpful, answers a difficult question, etc. At the end of the day, play one hand of poker. However, the only cards that are used are the ones that were given out throughout the day. Give a small prize to the best hand (you can also pick the top two or three hands if you are able to give away more prizes). Note that the more cards a person has, the better the chance of winning.

Calm Down!
Sometimes the problem is not warming up, but the need to calm or "come down to reality" after a session of intensive material is given. Also, to get the full benefit of new material, some "introspective time" might be needed. Have the learners lay their heads on their desks, lay on the floor, or get in a comfortable position. Then, have them reflect on what they have just learned. After about five minutes, say a key word or short phase and have them reflect on it for a couple of minutes. Repeat one or two more times then gather the group into a circle and have them share what they believe is the most important points of the concept and how they can best use it at their place of work. Note: This may seem like slack time to many, but reflection is one of the most powerful learning techniques available! Use it!

TEAM BUILDING ACTIVITIES

AFFIRMATIVE FOLD-UPS: Have group comfortably sit in a circle. Give each participant a sheet of paper and ask them to write their name on the top of the paper. Place all of the papers in the center of the circle. Have each participant draw a sheet from the center (not their own) and ask them to write one (or a sentence) positive word about that person at the bottom of the sheet. They then fold the paper up to cover up the word. Have them place the sheet back in the center and repeat on another sheet. Participants will continue to select others sheets from the circle to write affirming words on, until the name is the only thing showing on the paper. The leader can then distribute the papers to their owners. This is a great game to do at the end of a retreat, the end of a year for an organization, at a staff meeting, etc. BACK TO BACK: Every group member must find a partner of approximately equal height and weight, if possible. The partners will lock arms with their 7

backs to one another. With arms remaining locked at all times, the partners will sit down on the ground, kick their legs out straight, and try to stand back up. Then groups of four will try the same thing. Then groups of eight, sixteen, and eventually, the entire group together. This is the perfect activity to begin a trust sequence. CHALKBOARD SENTENCES: This exercise asks the participants, working in teams, to race against one another to formulate a sentence to which each team member has added a word. The facilitator begins by explaining that the participants will be competing to see which team is the first to complete a group sentence. Next, the participants are asked to divide into two teams. If the group contains an uneven number, one participant may compete twice. The group leader sets up blackboards or newsprint for each team. The teams then are to line up 10 feet from their board. After giving the first person in each teams line a piece of chalk or marker, the leader explains the rules of the game. The rules are as follows: Each team member is responsible for adding one word to the sentence. The players take turns; after they go to the board and write one word, they run back to give the next player the marker, and then go to the end of the line. (The sentence must contain the same number of words as there are members on the team.) A player may not add a word between words that have already been written. The group leader may wish to process the activity with a discussion on the most serious aspects of the exercise (i.e. the value of anticipatory thinking, the individual cooperating in a group task, etc.).

CLIPBOARDS: This activity can be done in two ways. The first is to do the activity at the beginning of a groups existence. Participants are given a clipboard and asked to decorate it (using magazine cutouts, stickers, markers, whatever!) in a way that best represents who they are. Facilitator can give each person lamination paper to cover their clipboard and help it to last for a long time. Participants will have their clipboard to use forever and they will always remember the experience whenever they do! Participants are then asked to share their clipboards with the group. The other way to do this activity is to do it after the group knows each other well. Have participants pick a name out of a hat (but, shh....it is a secret!). The participant then decorates a clipboard for the participant they chose, to represent him/her (based on what they know). Group is given some time to do this. Group then comes back together and clipboards are unveiled. HUMAN KNOT: The group starts out in one or two tight circles. Everyone in the group reaches across the circle with their right hand to grab another group members right hand. The group then reaches in with their left hand to grab a different group members left hand. The object is to untangle the group without letting go of hands until a circle is formed. If the group is having extreme difficulty, you can administer knot first-aid and break one set of tangled hands (with group consensus), otherwise group members may 8

not let go at any time. You may have to decide as a group that the know is not solvable, after prolonged attempt. NOTE: Can have group do without talking if they are advanced enough. KEEP IT UP: The players form two or more teams with 10-12 players on a team. Each team gets into a circle. Each teams is given a volleyball (or similar type ball of any size). The players attempt to keep their ball in the air the longest. When a team wins, they get a point. The team with the most points, wins. Do not allow players to catch the ball during play. NOTE: To vary, change the way of scoring...say the all must be hit in the order of the participants in the circle.

LAP SIT: The group will start in a circle. Every group member will turn placing their left leg towards the inside of the circle. Everyone will take one giant step into the middle of the circle. With hands on the persons shoulders in front of you, the group will sit on each other. The group will need to work together to communicate. Once this has been completed, the group may wish to try to walk in this formation. This is a dynamic activity and one that will make the group feel a great sense of accomplishment when successfully completed!

LIFELINES: Each member draws a line on paper to represent the highs, lows, significant events, turning points, etc. of his/her life to date (can also project into future). Members share their lifelines with other members. Members ask questions about each others lifelines. This exercise also can be done with pipe cleaners and verbal explanations.

Highs:

Birth Teenager

College

First Job

______________________________________________________________ Lows: Future Childhood HS Grad School

MACHINE GAME: The object of this game is to create a machine out of a group of people (i.e. ceiling fan, hot air balloon, watch, etc.). You might want to split your group into two or three smaller groups. Each person is required to be accountable for one noise and one motion of the machine. The group members should then put their motions and sounds together to create the machine. Give each group about 5 minutes to work together and prepare, and then have the groups present to everyone. Ask the other groups to 9

guess what machine the group is.

MASKS: Participants are given a piece of paper (preferably poster board). They are asked to cut out a face shape (that is fairly large - like the size of a regular face). They can cut out eyes and a mouth if they would like. Participants are then asked to decorate the face. One side represents what they feel people see/know/believe about them (on the outside). The other side represents what he/she feels about themself (things going on the inside, what people do not necessarily know or see, etc.). The participants then share with the group if they feel comfortable. PENNY FOR YOUR THOUGHTS: All participants are given a bag with pennies (each participant should have one penny for each member in the group - if there are 20 people, players each should have 20 pennies). Participants go around the room to each other and trade a penny for a thought. Participants trade pennies - and positive thoughts about what they think of one another. What an incredible activity and a wonderful way to end an experience! Activity continues until all participants have shared with every member of the group and have a new bag of pennies for thoughts. PEOPLE PASS: Have the group split into two smaller groups, if necessary. Have the groups lie down on their backs, in a straight line, ear to ear, alternating guy-gal-guy-gal, etc. Have the first person in line stand at the end of the line and lay down (on their back) on the hands of the first person. Have the group pass the individual from one end to the other. NOTE: Each group MUST have a spotter and the group should be VERY aware and serious. PIECE OF THE PUZZLE: Facilitator should cut a puzzle out of poster paper ahead of time. (There should be one piece for each member of the group.) Have participants decorate their piece to represent who they are and what they feel they can contribute to the group. Once participants are done, have them share what they have on their piece. Participants should them assemble the puzzle. Facilitator should initiate a discussion on the power of everyone coming together, how much more of an impact a put together puzzle can have, than separate pieces, and how a final product could not be reached without a contribution from every piece of the puzzle. POSITIVE BOMBARDMENT: One member is selected to be the recipient of positive feedback from the rest of the group. Once everyone has had a chance to give that member the gift of feedback, another person is chosen and the process is repeated. This can be done in writing with members writing a positive comment to each member and putting them all in an envelope with the persons name on it, or verbally. This also can be adapted so the members first give some constructive criticism and then some positive feedback.

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PROGRESSIVE STORY: For this exercise, a group of people must know one another and feel comfortable discussing personal issues. Everyone must be able to hear the other members in the group, but people do not have to see one another. The facilitator begins the story by setting the initial scene and mood. (The mood will alter as a result of the addition of more content to the story.) The story can start with the following examples (or others): On my way to class the other day... or A good friend called last night and... or I had the most amazing weekend! I... In no special order, members of the group then take over the story. They add another element to the plot. The main point is to make sure everyone adds something. The progression of the story indicates where the group members are emotionally and is representative of what is high on their lists of priorities, concerns, and thoughts. This exercise spurs on creativity and can reveal a lot about a staffs collective state of mind. The facilitator plays a big role in interpreting what is said by each person. SING DOWN: Teams are created of anywhere from three to ten in a group. The leader will give the groups a word (i.e. love, boy, dance, etc.), and give the teams one minute to think of as many songs as they can with that word in it. Once the minute has passed, one tam begins by singing a part of a song with that word in it. All team members must sing it. The other team then responds. NO SONGS MAY BE REPEATED. The group who has the most songs, wins. The process then can be repeated with another word. TAFFY PULL: Begin by asking group members to remove any sharp jewelry or belt buckles. Then, divide group into two teams - the Taffy Team and the Taffy-Pulling Machine Team. Have all of the members of the Taffy Team sit down and link arms, legs, and hands in one huge, tangled, mass. The job of the Taffy-Pulling Machine is to pull the taffy mass apart into human-size bits. Ask the team members to firmly, but GENTLY, tug at a piece that seems the most stretchable, until it comes loose. Each piece of taffy gets to decide how much he/she wants to stay a part of the taffy mass. These two rules help ensure no one gets hurt. Each piece of taffy that gets separated from the mass joins the machine, until the last two pieces are pulled apart. Then, if time permits, the two teams can switch roles. TEAM VS. THE WALL: Divide the group into two teams. Two members of the team hold the rope at about four to five feet above the ground. The object of the game is to get everyone over the rope. No one can go under the rope. Before you start transferring people over the wall, you meet as a team and decide how to get everyone over. HINT: If group is small, just have them attempt as one big group. THREE PERSON TRUST FALL**: This trust activity should not be done with out doing a two person trust fall first. The responsibilities and commands are the same as the two person trust fall. This time there will be two catchers, one in front of the faller, and one in back of the faller. Both catchers will go through the commands, and the faller may fall either way 11

(forwards or backwards). The fallers feet are STATIONARY, and the catchers gently push the faller back and forth like a windshield wiper. NOTE: The faller should not be on fast speed!

TINKER TOY COMPETITION: The group leader should bring a box of tinker toys and divide the pieces in two (or however many groups there are). Each group of people is given the tinker toys and the following instructions: the 1. You have five minutes to create the tallest structure you can with pieces you have been given.

2. You then have an additional five minutes to build the longest structure. 3. The winners get a prize. TOUCHSTONES: This activity is best done at the end of a group experience. All participants are asked to chose a touchstone (marble or rock if location permits) from a jar, bag, etc. The facilitator then reads the following and gives all participants a copy to take with them to remember their experience: We all came here as individuals, bringing our own personal styles and characteristics. We have each given a part of ourselves to the group. This is what being an individual is all about. We have learned about others and also about ourselves. We all are unique pieces of the puzzle, with our own thoughts, ideas, beliefs, and dreams. We are valuable because of this and what we have to offer to others. No one else is exactly like us. We need to look in at ourselves, see who we are and recognize our potential. We have the ability to accomplish whatever we start out to do. Know that we have no limits and only we can make things happen. I want you to take all you have experienced here and keep it with you. These Touchstones represent the experience we have shared together. Take one, look at it, and remember who you are. Each stone is different - as each of us is our own person. But, they are similar too - each with hopes, desires, and ambitions. Dig deep inside and always have the courage to be yourself. You are a wonderful individual just as you are. Keep this Touchstone and know the power and energy you feel here will always be within you. Do not forfeit your potential to fulfill all you set out to do. Listen to the voice inside you, think about all there is for you to accomplish, and challenge yourself to do it. Go on....the power lies within. (Adapted from Springfield College) 12

VALUES DISCUSSION: Have participants find two people who are wearing the same color as them. Have them find a spot where they can talk together. Instruct them they will be talking about some issues and you will give them new topics every few minutes. Here are some samples: Talk about the most important thing you learned this year. What are the easiest and hardest emotions for you to express and why? What is something that few people know about you? What do you value in a friend? What do you want to be doing in five years? What is one goal you have for next year? What is a motto you try to live by? What is the greatest challenge you are facing? What do you like most about yourself? What do you value in a loving relationship? What do you value most in life? WHAT YOU DONT KNOW: Tape a blank piece of paper (poster board - kind of like a billboard over the persons head) on everyones back. The members are to write a compliment or positive comment on everyones back. At the end of the session, explain that a lot of times we tend to give compliments behind someones back and it is not very often that we actually say these things to peoples faces. We sometimes take for granted the positive aspects of others. If you wish, you may also explain that criticisms often are given behind others backs as well, and that it may be more effective if they go to the person, instead of others. Have the group members pair up with someone they would like to get to know better and remove the paper from each others backs. They should then explain to that person why they would like to get to know him/her better. WILLOW IN THE WIND: Should follow after a two or three person trust fall has been completed. This activity can be performed in one large group or in smaller groups with a minimum of seven people. Have the group stand in circle with their shoulders touching. One person stands in the middle, with his/her eyes closed, body stiff, and feet planted. The rest of the group should be in a tight circle, in a sturdy stance. The outside circle group members have both of their hands up and ready at chest level. The commands are performed, and the faller may fall any way he/she likes. The rest of the group will gently change the fallers direction by easing their fall 13

and sending them in another direction. The middle person will change after a few minutes. NOTE: Address the fact that the more hands on someone, the safer they will feel. The leader also should ask group members to remain quiet during the activity - or even to make the sound of a gentle breeze.

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