Icebreakers.doc

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I c e b r e a k e r s , W a r m - u p , R e v i e w , a n d M o t i v a t o r

A c t i v i t i e s

Group Size: Ideal for 10-15. Divide larger groups.

Use for: Introductions at a meeting, in the classroom, around the pool, anywhere

Time Needed: 15-20 minutes

Materials Needed: None

Instructions: Tell the group that each person will introduce him- or herself bystating two truths about their life, and one lie. The rest of the participants will guesswhich statement is the lie.

Example: Hi, I'm Mary. My hair was almost to my waist in high school, I talked toCher in an airport coffee shop, and I speak four languages.

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 "one-on-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 non-threatening 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.


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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 learnabout others' desires and frustrations.

Marooned

You are marooned on an 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 Developed a computer training course

o Has delivered coaching classes

o Is a mother

o Knows what ADDIE means and can readily discuss it

o Enjoys hiking

o Has performed process improvement

o Served in the Armed Forces

o 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.

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.


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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

t em po ra r i es t o h el p w i t h t he p ea k s ea so n. T he y w an t u s t o

b u i l d a s h o r t a c t i v i t y t h a t w i l l a l l o w t h e p e r m a n e n t e m p l o y e e s

t o m e e t a n d 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 Perform a short task analysis - How do people get to know each other?o Design the activity - Develop objectives, sequence.

o Develop the activity - Outline how they will perform the activity and trial it.

o 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

Go around the room and have each person complete one of these sentences (or

something similar):

o The best job I ever had was...

o The worst project I ever worked on was...

o 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 ..."


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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 responseson 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 designorganizations 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.
http://www.nwlink.com/~donclark/leader/change.htmlhttp://www.nwlink.com/~donclark/leader/change.html


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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.

Toy StoryUsing 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 requiresheavy 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, arehelpful, 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.


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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 acomfortable 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!

Example Ice Breakers

There are many types of ice breakers, each suited to different types of objectives. Here we lookat a few of the more popular types of ice breakers and how they can be used.

Introductory Ice BreakersIntroductory ice breakers are used to introduce participants to each other and to facilitateconversation amongst the participants.

The Little Known Fact: Ask participants to share their name, department or role in theorganization, length of service, and one little known fact about themselves.

This "little known fact" becomes a humanizing element that can help break down differences such

as grade / status in future interaction.

True or False: Ask your participants to introduce themselves and make three or four statementsabout themselves, one of which is false. Now get the rest of the group to vote on which fact isfalse.

As well as getting to know each other as individuals, this ice breaker helps to start interactionwithin the group.

Interviews: Ask participants to get into twos. Each person then interviews his or her partner for aset time while paired up. When the group reconvenes, each person introduces their intervieweeto the rest of the group.

Problem Solvers: Ask participants to work in small groups. Create a simple problem scenario forthem to work on in a short time. Once the group have analyzed the problem and prepared theirfeedback, ask each group in turn to present their analysis and solutions to the wider group.

Tip:Choose a fairly simple scenario that everyone can contribute to. The idea is not to solve a realproblem but to warm up the group for further interaction or problem solving later in the event.


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The group will also learn each other's styles of problem-solving and interaction.

Team-Building Ice BreakersTeam-building ice breakers are used to bring together individuals who are in the early stages of

team building. This can help the people start working together more cohesively towards sharedgoals or plans.

The Human Web: This ice breaker focuses on how people in the group inter-relate and dependon each other.

The facilitator begins with a ball of yarn. Keeping one end, pass the ball to one of the participants,and the person to introduce him- or her-self and their role in the organization. Once this personhas made their introduction, ask him or her to pass the ball of yarn on to another person in thegroup. The person handing over the ball must describe how he/she relates (or expects to relate)to the other person. The process continues until everyone is introduced.

To emphasis the interdependencies amongst the team, the facilitator then pulls on the starting

thread and everyone's hand should move.

Ball Challenge: This exercise creates a simple, timed challenge for the team to help focus onshared goals, and also encourages people to include other people.

The facilitator arranges the group in a circle and asks each person to throw the ball across thecircle, first announcing his or her own name, and then announcing the name of the person towhom they are throwing the ball (the first few times, each person throws the ball to someonewhose name they already know.) When every person in the group has thrown the ball at leastonce, its time to set the challenge to pass the ball around all group members as quickly aspossible. Time the process, then ask the group to beat that timing. As the challenge progresses,the team will improve their process, for example by standing closer together. And so the groupwill learn to work as a team.

Hope, Fears and Expectations: Best done when participants already have a goodunderstanding of their challenge as a team. Group people into 2s or 3s, and ask people todiscuss their expectations for the event or work ahead, then what they fears and their hopes.Gather the groups response by collating 3-4 hopes, fears and expectation from pairing orthreesome.

Topic exploration ice breakersTopic exploration ice breakers can be used to explore the topic at the outset, or perhaps tochange pace and re-energize people during the even.

Word association: This ice breaker helps people explore the breadth of the area underdiscussion. Generate a list of words related to the topic of your event or training. For example, in

a health and safety workshop, ask participants what words or phrases come to mind relating to"hazardous materials". Participants may suggest: 'danger,' 'corrosive,' 'flammable,' 'warning,''skull and crossbones,' etc. Write all suggestions on the board, perhaps clustering by theme. Youcan use this opportunity to introduce essential terms and discuss the scope (whats in and whatsout) of your training or event.

Burning questions: This ice breaker gives each person the opportunity to ask key questionsthey hope to cover in the event or training. Again you can use this opportunity to discuss key


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terminology and scope. Be sure to keep the questions and refer back to them as the eventprogresses and concludes.

Brainstorm:Brainstormingcan be used as an ice breaker or re-energizer during an event. Ifpeople are getting bogged down in the detail during problem solving, for example, you canchange pace easily by running a quick-fire brainstorming session. If you are looking for answers

to customer service problems, try brainstorming how to create problems rather than solve them.This can help people think creatively again and gives the group a boost when energy levels areflagging.

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The next article in this series shows you how to use Win Win Negotiation, an essential techniquefor getting what you want honestly and co-operatively, and in a way that leaves the other personfeeling happy with the outcome. To read this, click "Next article" below.

The Top 10 Icebreakers for Meetings and Training Seminars

Category: Speaking, Writers, Presenters, Trainers (AU20)

Originally Submitted on 9/25/97.

Whether it is a small gathering at your home or a large training seminar, we all want to

feel that we have established some commonality with our fellow attendees. By creating awarm, friendly, personal learning environment, the attendees will participate more and

learn more!

1. Favorite T-shirt -

Ask attendees to bring (not wear) their favorite T-shirt to the meeting. Once all

participants have arrived, ask each person to show the shirt to the group and explain howthe T-shirt best resembles their personality.

2. Personal Bingo -

The host will need to do a little homework before the meeting to find out a few tidbits

about each participant (favorite hobbies, books, vacation spots, number of children,favorite foods, etc). Prepare a bingo card (duplicate the card for all attendees to have the

same one) with one tid-bit for each square, and instruct the participants to mingle with the

group to identify the person for each square. As the information is uncovered, they askthe participant to sign their corresponding square. Keep moving among the guests until

all squares are filled. Rules: only open-ended questions may be used. First person whofills card wins a prize.

3. Say cheese, please -

As each participant arrives, take their picture with a Polaroid type camera and hang theirphoto on a piece of easel paper in the entrance area of the meeting room in groups of two

or three photos (depending on size of meeting - you may have only 2 per group or more if
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the group is large). Use your creativity and decorate the easel paper to extend a Warm

Welcome and set the tone of the meeting. Once all participants have arrived, ask them to

find their partner(s) from the photo display on the easel and spend about 5 - 10 minutesgetting to know the person(s). Then have them introduce their partner(s) to the rest of the

group and share something they discovered they have in common.

4. Famous people/cities -

As each participant arrives, tape a 3 x 5 index card on their back with the name of afamous person or city. They must circulate in the room and ask questions that can ONLY

be answered with a YES or NO to identify clues that will help them find out the name of

the person or city on their index card. EXAMPLES: Paris, Madonna, Santa Claus, JohnWayne, Casablanca

5. Sensuous Sam & Inquiring Ida -

Ask each participant to choose an adjective that begins with the first letter of their firstname and one that really matches their personality. Have them introduce themselves just

as they wrote it on the card and allow time for others to ask questions.

6. Dream Vacation -

Ask participants to introduce themselves and describe details of the ideal, perfect dream

vacation.

7. Favorite animal -

As the guests arrive, and before you write their names on a name card, ask them to tellyou their favorite animal and three adjectives to describe the animal. As they tell you,

write the three adjectives on a name tag BEFORE their name (omit the name of the

animal). Ask them to mingle with the crowd, sharing why these adjectives best describe

their own personality. EXAMPLES: Loyal, cuddly, playful Dan

8. Birthday Partner -

Have participants mingle in the group and identify the person whose birthdate (not year -

just month and date) is closest to their own. Find out two things they have in common.

9. Long lost relative -

As a group, 1) ask each person to turn to the person on their right and greet him/her as ifthey really didn't want to be there. Yeah, you know what I mean - you can't wait to get

out of there! Then everyone (simultaneously to create lots of fun and excitement) turn to

the same person and greet him/her as if (s)he is a long lost, deeply loved relative who hasjust returned home and you're about to see the person for the first time in years! In fact,

you thought you may never see this person again until this very moment. Okay, now ask


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everyone (again simultaneously) to turn to the same person and greet him/her as if this

person just told you that you won the state lottery for 50 million dollars and you have the

ONLY winning ticket!~~

10. Circle of Friends -

This is a great greeting and departure for a large group who will be attending a seminar

for more than one day together and the chances of meeting everyone in the room is

almost impossible. Form two large circles (or simply form two lines side by side), oneinside the other and have the people in the inside circle face the people in the outside

circle. Ask the circles to take one step in the opposite directions, allowing them to meet

each new person as the circle continues to move very slowly. If lines are formed, theysimply keep the line moving very slowly, as they introduce themselves.

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Icebreakers.doc