Professional Documents
Culture Documents
Making Contact
Follow-up
Saying Hello
Connections
Saying Goodbye
Making Transitions
Lois B. Hart
HRD Press, Inc. Amherst Massachusetts
The materials that appear in this book, other than those quoted from prior sources, may be reproduced for education/training activities. There is no requirement to obtain special permission for such uses. This permission statement is limited to reproduction of materials for educational or training events. Systematic or large-scale reproduction or distributionor inclusion of items in publication for salemay be carried out only with prior written permission from the publisher.
Published by:
HRD Press, Inc. 22 Amherst Road Amherst, Massachusetts 01002 1-800-822-2801 (U.S. and Canada) 413-253-3488 413-253-3490 (fax) www.hrdpress.com
ISBN 978-1-59996-068-5
Production services by Jean Miller Editorial services by Sally Farnham Cover design by Eileen Klockars
Contents
Introduction: Making Connections .......................................................................... vii Connecting Point 1: Making Contact Before the Workshop .................................................................... 1.1 1.2 1.3 1.4 Pre-Workshop Meeting.................................................................................. Self-Assessment ........................................................................................... Welcome to the Workshop ............................................................................ Pre-Workshop Assignments .......................................................................... 1 3 5 7 9
Connecting Point 2: Saying Hello at the Beginning of the Workshop .................................................... 13 Introducing the Trainer ............................................................................................. 2.1 Hello! My Name Is ..................................................................................... 2.2 The Interview................................................................................................. 2.3 Let Me Introduce You To ........................................................................... 2.4 Ask Me .......................................................................................................... Clarifying Expectations and Objectives .................................................................. 2.5 Goals, Objectives, and Guidelines ................................................................ 2.6 Around the Circle........................................................................................... 2.7 Why Are You Here? ...................................................................................... 2.8 The Magic Box .............................................................................................. 2.9 Where Would You Rather Be? ...................................................................... 2.10 Folding Arms ................................................................................................. 2.11 Issues and Obstacles .................................................................................... Who Are You? ........................................................................................................... 2.12 You Ought To Be in Pictures! ........................................................................ 2.13 My Picture Is Worth a Thousand Words........................................................ 2.14 Anchors ......................................................................................................... 2.15 Three Truths, One Lie ................................................................................... 2.16 The Exhibit Hall ............................................................................................. 2.17 Rsum......................................................................................................... 2.18 The Name Tag .............................................................................................. 2.19 The People Hunt ........................................................................................... 2.20 Whats in Your Wallet or Purse?.................................................................... 2.21 Where Are You From? .................................................................................. 2.22 My Family Shield ........................................................................................... 2.23 Heres My Card ............................................................................................. 2.24 Whats in a Name? ........................................................................................ 2.25 Name Your Uniqueness ................................................................................
Compendium of Icebreakers Volume 2
15 17 19 21 25 27 29 33 35 37 39 41 43 47 49 53 55 57 59 61 65 71 75 77 79 83 85 87
iii
I See Myself As.......................................................................................... 89 You Cant Tell a Book by Its Cover................................................................ 93 First Impressions ........................................................................................... 97 Sticky Characteristics .................................................................................... 99 The Sandwich Board ..................................................................................... 101 Are You More?........................................................................................... 103 The Movie Screen ......................................................................................... 105 Feelings Wheel.............................................................................................. 109 Meet My Orange............................................................................................ 113
Who Are We? ............................................................................................................. 115 2.35 20 Questions ................................................................................................. 117 2.36 My Name Is................................................................................................ 119 2.37 Name-go ....................................................................................................... 121 2.38 Id Like You to Meet....................................................................................... 125 2.39 Tell Us More! ................................................................................................. 127 2.40 How Many Hats Do We Wear?...................................................................... 129 2.41 Self-Sort ........................................................................................................ 131 2.42 Whats Your Sign?......................................................................................... 133 Dipping into the Content .......................................................................................... 135 2.43 The Pre-Test ................................................................................................. 137 2.44 I Know I Dont Know............................................................................... 139 2.45 Best/Worst..................................................................................................... 141 2.46 Make It Rhyme .............................................................................................. 143 2.47 Meet My Leader ............................................................................................ 145 2.48 Add to the Story............................................................................................. 147 2.49 Four Corners ................................................................................................. 149 2.50 Line Up and Be Counted ............................................................................... 151 2.51 Getting to Know You ..................................................................................... 153 Connecting Point 3: Making Transitions within the Workshop ............................................................... 155 Looking Back ............................................................................................................. 157 3.1 Reviewing Expectations and Goals ............................................................... 159 3.2 The Koosh Ball Game ................................................................................... 161 3.3 Word Scrabble............................................................................................... 163 3.4 Review and Clarification ................................................................................ 165 3.5 Peaks and Valleys......................................................................................... 167 3.6 Ah Ha, Ho Ho, Oh Oh.................................................................................... 171 3.7 Walk and Talk................................................................................................ 173 Lets Get Moving ....................................................................................................... 175 3.8 Let It Go!........................................................................................................ 177 3.9 Baking Bread in the Ol Factory..................................................................... 179 3.10 The Circle Massage ...................................................................................... 181
iv
3.11 All My Friends................................................................................................ 183 3.12 People to People ........................................................................................... 185 Sharing Positive Feedback ....................................................................................... 187 3.13 Stroke Collection ........................................................................................... 189 3.14 Lovely Labels ................................................................................................ 193 3.15 The Gift.......................................................................................................... 195 3.16 Thank You For ........................................................................................... 197 3.17 Appreciation Circle ........................................................................................ 199 Building Your Team .................................................................................................. 201 3.18 Knitting a Web ............................................................................................... 203 3.19 Team Symbol ................................................................................................ 205 3.20 Team Banner................................................................................................. 207 3.21 The Machine.................................................................................................. 209 3.22 The Builders .................................................................................................. 211 3.23 Sinking Ship .................................................................................................. 213 3.24 The Trust Walk .............................................................................................. 215 3.25 The Tie-Up .................................................................................................... 217 Regrouping Techniques ........................................................................................... 219 3.26 Potpourri........................................................................................................ 221 3.27 Numbers or Colors ........................................................................................ 223 3.28 Mix and Mingle .............................................................................................. 225 3.29 Im Great and So Are You ............................................................................. 227 3.30 Meet and Match............................................................................................. 229 3.31 Team Signal .................................................................................................. 233 3.32 The Diversity Mix........................................................................................... 235 3.33 The Five-Course Meal ................................................................................... 239 Connecting Point 4: Saying Goodbye at the End of the Workshop ........................................................ 241 Review and Action Planning .................................................................................... 243 4.1 Workshop Evaluation .................................................................................... 245 4.2 My Personal Learning Goal ........................................................................... 249 4.3 I Learned and Plan To ............................................................................... 251 4.4 Highs and Lows............................................................................................. 255 4.5 Four Pictures ................................................................................................. 257 4.6 Summing Up.................................................................................................. 259 4.7 Looking Back and Planning Ahead................................................................ 261 4.8 Self Contract.................................................................................................. 265 4.9 Dear Me......................................................................................................... 269 4.10 Dear Boss...................................................................................................... 271 4.11 Setting Personal, Interpersonal, and Organizational Goals ........................... 273 4.12 Setting My Goal............................................................................................. 279 4.13 Evaluating My Goals ..................................................................................... 283 4.14 A Step-by-Step Action Plan ........................................................................... 287
Compendium of Icebreakers Volume 2
Coming Home ............................................................................................................ 291 4.15 The Re-entry ................................................................................................. 293 4.16 Hi! Im Back ................................................................................................... 295 Closing Ceremonies.................................................................................................. 297 4.17 Lets Celebrate .............................................................................................. 299 4.18 Creative Prizes .............................................................................................. 301 4.19 Certificate of Participation ............................................................................. 305 4.20 Certificate of Appreciation ............................................................................. 307 4.21 Certificate of Self-Appreciation ...................................................................... 309 4.22 Team Awards ................................................................................................ 311 4.23 The Closing Circle ......................................................................................... 315 4.24 Lets Sing! ..................................................................................................... 317 4.25 The Wiggle Handshake ................................................................................. 319 4.26 Exclamations! ................................................................................................ 321 4.27 Final Words ................................................................................................... 323 4.28 I Think You Are .......................................................................................... 325 4.29 Card Line-up.................................................................................................. 327 Connecting Point 5: Following Up after the Workshop ............................................................................ 329 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 The Name Exchange..................................................................................... 331 The Postcard ................................................................................................. 333 Support Groups ............................................................................................. 335 Youll Be Hearing from Me ............................................................................ 337 Success Is up to You!.................................................................................... 341 Follow-Up Evaluation .................................................................................... 345 Support from Your Boss ................................................................................ 349 Follow-Up Letter to Your Client or Program Sponsor .................................... 353
vi
vii
Each section or group of activities includes a matrix showing time required and suggested group size for each activity. The activities in this book have been tested in various settings including training programs, conferences, classes, team and staff meetings, and retreats. The activities apply the principles of accelerated and adult learning. For instance, some activities utilize all the senses, including smell. Participants are asked to reveal what they already know and to apply what they learn. Many activities get participants on their feet and moving around. Although the objectives may be serious, activities are also fun. A few specific definitions were used throughout this book. The word trainer is used to describe the person who plans the workshop, facilitates the process, and educates participants. The word workshop is used to describe the program, meeting, or learning event, and the word warm-up is used synonymously with icebreaker.
viii
Making Contact
Followup Saying Hello
Connections
Saying Goodbye
Making Transitions
Connecting Point 1
Have expressed an interest in this topic Have time available to learn and to use the skills Are confident of their own ability to handle tricky situations Have the support of their boss Demonstrate an interest in learning and professional development Demonstrate an interest in helping people resolve conflicts and work better together Exhibit characteristics of openness and acceptance of differences Represent different levels in an organization Have authority within their organization to recommend changes
The first section in this manual contains activities a trainer can do after the participants are identified or selected. Your first connection with the participants is crucial for setting the proper tone for your workshop and for outlining the scope of the program. The fact that you took the time to contact participants beforehand also indicates that you are taking their learning seriously.
Group Size Activity 1.1 Pre-Workshop Meeting 1.2 Self-Assessment 1.3 Welcome to the Workshop 1.4 Pre-Workshop Assignments
510 1020 2030 30+ Any
1.1
Pre-Workshop Meeting
Objectives
To review participants past experiences with the topic of your workshop To identify their commitment to learning To identify the participants strengths and skills To identify the skills participants need to develop To fine-tune your workshop design
Uses
Conduct this activity before your workshop starts to help the participants focus on their expectations and needs and value what they already know and to explain your preliminary plans for this workshop. It also helps you, the trainer, meet the participants needs and gives you the opportunity to use the individual strengths of the participants in parts of the workshop design. You could select a random sample of participants for this meeting. Be sure to select both individuals who you know will be supportive and interested in attending and those who are skeptics. In this meeting, talk with them about their goal for the program. Solicit their ideas about what they and their colleagues expect. I have found that these selected participants often become marketers and promoters of the program. No training will be successful without support from the topthe supervisors, managers, and executives of the organization. Be sure to include them in this meeting.
Group Size
Any
Time
30 to 40 minutes
Review the information the participants gave you and adapt your workshop designs and activities appropriately. Use the information to prepare table tents and to group participants into the sizes and types of small groups you want to begin your workshop with. For instance, form heterogeneous groups of five to six participants with a variety of backgrounds, departments, and ages, or form homogeneous groups of participants with similar experience, gender, or titles.
Cross-Reference
See the next activity, 1.2: Self-Assessment. See Activity 2.43: The Pre-Test in Connecting Point 2: Saying Hello.
1.2
Self-Assessment
Objectives
To review the participants past experiences with the topic of your workshop To identify the participants commitment to learning To identify the participants strengths and skills To identify the skills participants need to develop
Uses
Conduct this activity before your workshop starts to help the participants focus on their needs and strengths. Conducting a self-assessment will help participants value what they already know and identify what they will learn from this workshop. It also helps you meet their needs and gives you the opportunity to use the individual strengths of the participants in parts of the workshop design. For example, in my workshop on facilitation skills, I use a self-assessment to identify individuals who give themselves high ratings in using flipcharts and reporting procedures. I ask those participants to lead the group in an energizer.
Group Size
Any
Time
20 minutes
2.
3. 4. 5.
Mail the questionnaires two to three weeks in advance. Give a deadline that leaves you enough time to review the information. Review the information and adapt your workshop design and activities appropriately. Use the information to prepare table tents and to group participants into the sizes and types of small groups you want to begin your workshop with. For instance, form heterogeneous groups of five to six participants with a variety of backgrounds, departments, and ages, or form homogeneous groups of participants with similar experience, gender, or titles.
Cross-Reference
See Activity 2.43: The Pre-Test in Connecting Point 2: Saying Hello.
1.3
Objectives
To learn, prior to the workshop, the participants expectations and to use this information in planning the program To identify participants needs, questions, and issues To identify participants resources that can be useful in the workshop
Uses
This activity works well when you have enough lead time to send a letter to the participants and/or to solicit information from them.
Group Size
Any
Time
15 to 30 minutes
Room Setup
Any
2.
I hope this workshop does not As a result of this workshop, I hope to be able to Resources I could bring to the workshop (books, skills, musical instruments, etc.) include I have had previous experience as a ______. (Insert the role as it relates to your workshop topic such as supervisor, manager, or administrative assistant.) Include the date by which you need the responses. Indicate where the questionnaire should be returned and/or send the letter/questionnaire with an addressed, stamped return envelope. 3. Review the information from the questionnaires to finalize your workshop design, form work groups, and refine activities.
Variations
Depending on your specific needs, add other questions such as: How did you find out about this workshop? or What other workshops or courses have you had on this topic? Rather than ask open-ended questions, prepare a list of skills to be acquired and ask the participants to rank them on a scale of 1 to 5 in terms of their importance to the participant. Some organizations select individuals for this training and then send special letters informing these individuals they have been specially chosen to participate. Receiving a letter from upper management is an honor that motivates individuals to make the necessary arrangements in order to attend the program.
1.4
Pre-Workshop Assignments
Objectives
To prepare participants for sharing the responsibilities of learning To set an active tone for the learning experience To ensure that participants apply learning to their real-life experiences To stimulate interest in the topic of the workshop
Uses
Conduct this activity before your workshop begins to help the participants focus on their role in learning. They will realize that you view this as a serious event, and they might decide that the workshop is worth attending. Make sure that the pre-work relates to the objectives of your workshop. Incorporate the results of the pre-workshop assignment into your workshop design; otherwise it is just an academic exercise and will generate resentment. Plan to send the pre-workshop assignment well in advance so that the participants have sufficient time to complete it, but not so far in advance that they put it off and forget to do it! You might send a reminder via postcard or e-mail. Your greatest fear may be that some participants will not do the assignment. Plan how you will handle this possibility during the workshop. This is a tricky situation because you dont want to publicly chastise people, and you dont want to penalize those who did their homework by taking time for the others to catch up. One solution is to ask participants as they register if they brought their work. Those who didnt are seated to the side of the room to work on it while the others do a warm-up activity. They will miss out on the fun of the activity but will be able to listen in. A second solution is to place those who didnt complete the work among several of your work groups and hope that those who did their pre-work can carry the load without resenting the others too much. This activity will not work if in the past, pre-work was not done, received poorly, ignored, or generally not seen as beneficial. In that case, you would be wiser to avoid pre-workshop assignments but leave time within your workshop to accomplish some of these tasks. You might be able to give assignments between sessions once you have established your credibility and can state the benefits directly to the participants.
Group Size
Any
Time
30 to 40 minutes
2. 3.
For Topic/Content
Facilitation Conflict Leadership Writing Safety Quality
10
4. 5.
Review the information the participants gave you and adapt your workshop design and activities appropriately. Use the information to prepare table tents and to group participants into the sizes and types of small groups you want to begin your workshop with. For instance, form heterogeneous groups of five to six participants with a variety of backgrounds, departments, and ages, or form homogeneous groups of participants with similar experience, gender, or titles.
Cross-Reference
See Activity 1.2: Self-Assessment in this section. See Activity 2.43: The Pre-Test in Connecting Point 2: Saying Hello.
11
Making Contact
Followup Saying Hello
Connections
Saying Goodbye
Making Transitions
Connecting Point 2
Introducing the Trainer Clarifying Expectations and Objectives Who Are You? Who Are We? Dipping into Content
13
15
2.1
Objectives
To develop a personal connection between the trainer and participants To learn something about each person that can be used during the workshop
Uses
Use this simple yet important activity at the beginning of every workshop.
Group Size
Works best with groups of less than 20; with larger groups, only a sample will be greeted.
Time
Approximately 1 minute per person
Room Setup
Any
2.
17
2.2
The Interview
Objectives
To give participants the opportunity to learn something about the trainer To model the behavior of disclosure to the participants
Uses
Use this activity to introduce the trainer when the sponsor or client wants to be relieved of preparing a more formal introduction. This activity works well when the trainer wants to establish a more personal relationship with participants.
Group Size
Any
Time
5 minutes
Room Setup
Any setting that allows the trainer and interviewer to face the participants
19
4. Ask your interviewer to pose three additional questions that are kept from you in advance. They should be questions that other participants might be thinking or would ask if they could. Examples might be: What are you feeling right now? What is your career plan? What is your most effective time-saving tip? 5. Ask your interviewer to end with a question that leads directly into the topic of the workshop. For example: What is one expectation you have for this workshop? 6. As the pre-planned questions are asked, the interviewer might insert an additional one or two based on your responses. The trainer is free to embellish on any question asked.
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2.3
Objectives
To provide pertinent information about the trainer to the participants To identify the reasons for offering this particular topic and speaker to this group To demonstrate a method for introducing someone to a group
Uses
Use this activity to introduce the trainer when the sponsor or client wants to use a more formal introduction.
Group Size
Any
Time
2 to 3 minutes
Room Setup
Chairs facing front
2.
21
3. 4.
Bring along a copy of the introduction you have prepared just in case the person who is to introduce you forgets his or hers. Stand or sit within view of your participants while you are being introduced so that they can visually absorb you as they hear more about you.
22
2.
Why was ____________________ chosen to do this (workshop, program, speech) with our organization? Has she/he (spoken, presented workshops) to other people with backgrounds similar to ours?
3.
Why is the topic of this program appropriate for our group, especially at this particular time?
(continued) Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
Sample Introduction
Trainer: Lois B. Hart Topic of Workshop: Learning from Conflict Like taxes, we cant avoid conflicts. However, we can learn how to manage them better, be more comfortable with those we must face, and use appropriate skills to resolve them. We have asked Dr. Lois B. Hart to prepare this workshop for us because we appear to have many unresolved conflicts both among ourselves and with some of our customers. We decided that it was time to learn more about how conflicts occur and acquire better methods for resolving our conflicts and learning from them. Lois has thoroughly studied conflict and has written a book titled Learning from Conflict. She frequently presents workshops and speeches on this topic for organizations very much like ours, such as __________ (name a few other clients). Lois, we are pleased that you are here to help us learn from our conflicts.
Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
2.4
Ask Me
Objectives
To provide pertinent information about the trainer to the participants
Uses
This activity works well when the trainer wants to establish a more personal relationship with participants.
Group Size
Any
Time
10 minutes
Room Setup
Tables and chairs facing the front
3. 4. 5.
25
27
2.5
Objectives
To clarify the goals, objectives, and guidelines you have established for the workshop To give participants the opportunity to respond to your goals, objectives, and guidelines
Uses
Use this activity at the beginning of every workshop to provide participants with the workshop objectives and guidelines that will be used.
Group Size
Any
Time
20 minutes
At the beginning of your workshop, distribute the handout and go over your goals and objectives. Give the participants time to respond and then to complete the section listing their personal objectives. Review your workshop guidelines and your rationale for each one. Give the participants a chance to respond and to negotiate changes as needed. Examples of ground rules that often need discussion are the prohibiting of smoking in the meeting room and frequency of breaks.
3.
29
4.
At the end of the workshop (or periodically if your program runs more than one day), allow time to review the handout, noting the objectives that have been met. Help the participants determine now unmet objectives could be met through other workshops, courses, books, or people.
Variation
Create a reusable poster listing your workshop ground rules.
Cross-Reference
Many activities in the Connecting Point 3: Making Transitions section depend on the fact that expectations and objectives were shared at the beginning of the workshop. See the Connecting Point 4: Saying Goodbye activities as well. When you close your workshop, use the information gathered at this early point to help participants review what they have learned relative to their originally stated expectations. In particular, see Activity 4.2: My Personal Learning Goal.
30
2.
2.
3.
3.
4.
4.
5.
5.
(continued)
Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
9.
Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
2.6
Objectives
To identify quickly the participants expectations
Uses
Use this activity when you have very little time.
Group Size
Up to 30 participants is best, although it could be used in smaller groups of 8 to 10 without a trainer
Time
30 seconds per participant
Room Setup
Circle of chairs
2. 3.
33
6.
Ask, In the time allotted, can we adequately cover all these items? Usually, participants will say, No. State which expectations will be met in this workshop. Either distribute an agenda or refer to one posted on your flipchart. Indicate how the other expectations may be met by suggesting other resources or your availability during meals, breaks, and after the session.
Variations
Other sentence stems you could use for this purpose are: My personal goal for this workshop is I hope What I can contribute to the workshop is Select a sentence stem that ties directly into the workshops content, such as this one used in a leadership workshop: The most effective leader Ive known is One thing I like about being a supervisor is Ward Flynn suggests that if you are able and willing to be flexible about what will be covered in your workshop, allow the group to vote for those items they most want covered.
Cross-Reference
Many activities in the Connecting Point 3: Making Transitions section depend on the fact that expectations and objectives were shared at the beginning of the workshop. See the Connecting Point 4: Saying Goodbye activities as well. When you close your workshop, use the information gathered at this early point to help participants review what they have learned relative to their originally stated expectations. In particular, see Activity 4.2: My Personal Learning Goal.
Source
Dr. Sidney Simon originally called this activity The Whip.
34
2.7
Objectives
To identify participants expectations for the workshop To ensure that the needs that cannot be met with your planned design will be met in other ways
Uses
This activity is particularly useful when you will be expecting participants to do other activities during your workshop in a small group. In this activity, one person serves as the groups facilitator. In other activities, you will ask other individuals to serve in this role.
Group Size
Any
Time
30 minutes
Room Setup
Round tables large enough to seat four to eight
3.
35
4.
As expectations are read, be sure to indicate which ones will be met with the design you have planned for this workshop. Needs that cannot be met should not be ignored. You and the participants can identify some ways in which these goals could be met. For example:
Meet over lunch with someone from this group who has dealt with that problem. Suggest a book, course, or other workshop/seminar.
Variation
Ward Flynn suggests that if you are able and willing to be flexible about what will be covered in your workshop, allow the group to vote for those items they most want covered.
Cross-Reference
Many activities in the Connecting Point 3: Making Transitions section depend on the fact that expectations and objectives were shared at the beginning of the workshop. See the Connecting Point 4: Saying Goodbye activities as well. When you close your workshop, use the information gathered at this early point to help participants review what they have learned relative to their originally stated expectations. In particular, see Activity 4.2: My Personal Learning Goal.
36
2.8
Objectives
To help participants clarify their own expectations
Uses
This activity is particularly useful when you will be expecting participants to do other small group activities during your workshop. In this activity, one person serves as the groups facilitator. In other activities, you will ask other individuals to serve in this role.
Group Size
Up to 30
Time
30 minutes
Room Setup
Circle of chairs
2. 3.
4.
37
5. 6. 7.
Ask each facilitator to share the small groups wish with the larger group. Relate the groups wishes to your workshop objectives. The trainer shares his or her own wish for the workshop.
Variations
Post the individual participants wishes on a flipchart as they are spoken in the circle. To save time, skip step 4, in which participants share their wishes in small groups.
Cross-Reference
At a transition point in the workshop, or when you are conducting a closing activity, refer back to these wishes.
38
2.9
Objectives
To dispel participants feelings of either being forced to attend this workshop or wishing they were elsewhere To help participants relax To help participants identify how they can use this workshop time most effectively
Uses
This activity is always welcomed because participants usually come from busy and harried lives. Since some people are resistant to fantasy activities, introduce this one carefully. You might call it by a different name such as relaxation or guided imagery.
Group Size
Any
Time
10 minutes
Room Setup
Small groups of chairs, preferably without tables
39
Now create a new scene, this time with your boss or other person who compelled you to attend this workshop. Recall the words that person said to you before you came. How did you feel then? How do you feel now? Next, mentally go to your office or desk area at your place of work and review all of the tasks left on your To Do list. How do you feel? Choose one task you could work on today. Return to the place you would rather be, that place of comfort and happiness. Look around again. Decide what is there that you could bring to the present and to this workshop. Ask the participants to open their eyes. 4. 5. Form small groups of three to four participants. Ask group members to share what they chose from their list of tasks and from their favorite place. In the total group, poll some of the participants for their choices. Relate these to the objectives and topics of your workshop.
Variations
Skip step 4 to save time or if your group is small. Instead of a guided fantasy, ask participants to answer the questions found in the guided imagery in step 3 on paper for sharing with their group.
Cross-Reference
Although this works well as a saying hello activity, a variation of this guided imagery can be worded and used at transition points to help participants relax.
40
2.10
Folding Arms
Objectives
To demonstrate the difficulty of changing behavior
Uses
Use this activity when you have very little time. This simple activity sets an important tone for the workshop.
Group Size
Any
Time
5 minutes
Room Setup
For a small group, use a circle of chairs so that the participants can see one another easily.
Ask participants to refold their arms into another position. Ask for feedback about how the new position feels. Responses will probably include: It feels awkward, or I had to think hard to fold my arms in the new position.
41
5.
Relate the experience to the topic of your workshop. For instance, you could make the point that change is awkward and we must be patient with ourselves if we are attempting to make either attitudinal or behavioral changes. Encourage the participants to set realistic expectations for themselves. A second point you can make is how we approach problems. We may be set in our ways of folding arms and in our ways of solving problems. To solve problems, we need to seek alternatives.
6.
42
2.11
Objectives
To help group members who know one another or work together identify the issues and obstacles they need to work on during the workshop To encourage active participation and individual responsibility in solving problems
Uses
This activity is particularly useful when you are working with a group of participants who know one another and have worked together. It helps them focus on their real-life problems and focus on them during your workshop.
Group Size
Form small groups of six to eight
Time
30 to 45 minutes
Room Setup
Tables and chairs for six to eight
43
5.
Lead a discussion with the total group. Ask for reports from each small group facilitator. As issues and obstacles are mentioned, list them on the flipchart. If one is mentioned more than once, indicate that also. Tie the issues into your workshop objectives.
44
2.
Often we do not move toward a solution because we think other people, their attitudes, or behaviors are the cause for inaction. List the people, circumstances, and events over which you have no control and that you feel keep you from moving toward a solution.
3.
In order to move toward a solution, you must take responsibility for your own action (or inaction), your behaviors, and your feelings. Using I statements, write down what you are doing, not doing, and feeling that is keeping you from working on the primary issue.
Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
47
2.12
Objective
To gather some useful information so that all participants will know one another better
Uses
Use this activity when you want participants to learn more about one another.
Group Size
Up to 20 people
Time
30 minutes
Room Setup
Large space on a wall for posting handouts
2. 3.
49
Variations
Ask the participants to complete the handout before arriving at the workshop. Vary the questions to fit the theme, objectives, and content of your workshop. Use the information from the handouts as a means of regrouping the participants. Make copies of the handouts for participants to keep.
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What resources, skills, and talents do you have that others might enjoy or from which they might benefit?
What is something exciting that you have done or that has happened to you recently?
Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
2.13
Objectives
To help participants learn more about one another To create moveable symbols of each participant To allow for creative expression
Uses
Participants are often reluctant to draw, so you need to introduce the purpose of this activity as a creative way to get acquainted with one another. Use humor to reassure them. The content of the picture can be adapted to fit the topic of your workshop.
Group Size
Any
Time
5 minutes for construction of pictures Up to 2 minutes per person to explain
Room Setup
A wall large enough to display all pictures
53
4. 5. 6. 7.
When everyone has finished, participants, one by one, post their pictures on the wall using the masking tape and explain what their pictures represent. Encourage participants to talk with others with similar interests during their breaks. Refer to their pictures at other points in your workshop if there is information on them that relates to the topics being covered. At the end of your workshop, encourage participants to take their pictures home, to share space with their childrens pictures on the refrigerator, or to the office as a way to share with others what they learned in this workshop.
Variations
If you have more than 10 participants, divide them into two or more smaller groups for the sharing time. The content of the pictures can relate to your workshop topic, for example, Draw pictures showing your knowledge or expertise as a leader. If you are covering personality types, learning styles, or leadership styles, you can position the pictures on the wall according to the different styles of the model you are teaching. Tape the pictures on the front of the tables where participants are sitting instead of using table tents. If several participants work together outside the workshop, cluster their pictures together and ask them to look at their teammates pictures and discuss what they discovered that was new information to them.
Cross-Reference
See other activities in the Dipping into the Content group (Activities 2.43 through 2.51).
Source
Adapted from the Coloring Book activity in Making Training Stick by Dr. Dora Johnson and Barbara Cranes (Creative Thinking Techniques, 1988).
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2.14
Anchors
Objectives
To increase participants level of comfort when they do not know one another To help participants get acquainted by associating individuals with their objects/ anchors
Uses
This activity works well when participants are among strangers and you want to increase their level of comfort as soon as possible.
Group Size
Up to 20
Time
30 minutes
Room Setup
Circle of chairs or an arrangement that allows participants to see one another
2.
55
3. 4.
One at a time, participants show their anchors and briefly explain why these objects help keep them grounded at work or in their personal lives. Ask participants to place their anchors next to their table tents during this workshop.
Variation
Instead of an object, ask participants to bring in a favorite quotation, book, or poem and explain its significance. Post or display the items.
Source
Terry Ihlenfeld
56
2.15
Objectives
To have fun while participants learn about one another To learn more about one another than just a name
Uses
This activity helps participants get beyond one anothers names.
Group Size
Any
Time
20 minutes
Room Setup
Form small circles of four chairs each so that participants can see one another.
Each person in turn reads his or her list of facts to the other three people in the group who must guess which one is a lie. The writer then reveals which was really the lie.
57
4. 5.
After all small groups have finished, ask if anyone thinks he or she can stump the total group. Give a small prize to anyone who succeeds. Close the activity by making the point that participants now know more about one another than simply names.
Source
David Dalke
58
2.16
Objectives
To provide a method for getting acquainted and sharing resources To demonstrate that everyone is an expert at something
Uses
Use this activity when you know participants have something to share and the exhibit hall will give them the opportunity. Use it when you have sufficient space to display exhibits.
Group Size
At least 20
Time
30 to 60 minutes
Room Setup
Ample wall space Tables and chairs arranged for easy movement of people to view exhibits
59
2.
As each participant arrives at the session, give him or her a name tag with an Exhibitor ribbon attached. Assign each individual a specific table or wall space for the exhibit items. Make available materials to make an exhibit sign that identifies each participants exhibit and shows his or her name and organizational affiliation. When all the exhibits are set up, allow time for people to mingle in the Exhibit Hall. Suggest that they note the names of exhibitors with whom theyd like to talk further.
3.
Cross-Reference
See other ideas for tying in workshop content to a warm-up activity in the Dipping into the Content group (Activities 2.43 through 2.51).
60
2.17
Resume
Objective
To give participants the opportunity to share some information about their backgrounds
Uses
This activity allows participants to go beyond just learning one anothers name.
Group Size
Any
Time
30 minutes
Room Setup
Tables and chairs Open space for milling about
2. 3. 4.
61
5.
Periodically, and especially at the end of the program, refer back to the list of concerns, marking off those that were covered and indicating resources that will help participants deal with the others.
Variation
Change the categories to fit the topic of your workshop or to tap into the interests of your particular group of participants.
Cross-Reference
See other ideas for tying in workshop content to a warm-up activity in the Dipping into the Content group (Activities 2.43 through 2.51).
62
Rsum
Name ______________________________ Nickname ______________________________ Current position _______________________________________________________________ Organization _________________________________________________________________ Educational background ________________________________________________________ Other work experience _________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Special hobbies and interests ____________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ One positive experience I have had during the past month _____________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ One work problem I had that is still unresolved ______________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
2.18
Objectives
To help participants quickly learn about one another To regroup participants
Uses
This is always a favorite activity because the information on the name tag can be adapted to fit the interests and background of participants. In addition, it gets them into the content while they get acquainted.
Group Size
Any
Time
30 to 60 minutes
Room Setup
Open space for mingling
2. 3.
65
4.
When all four blocks are completed, ask participants to stand and move into the open space. Ask them to mingle, holding their name tags in front of them for others to read. They may make comments, ask questions, and exchange information. Encourage them to keep moving until they have met at least 10 people. While they are still standing, get their attention and ask them to form small groups of five to six participants (perhaps selecting those whom they found interesting during the mingling process). When the small groups are formed, make sure the group members introduce themselves. Ask them to discuss one anothers expectations and concerns or a question related to the topic of the workshop. In the total group, discuss participants experiences getting acquainted, especially how that relates to the responsibility they have to help others become integrated into an existing group. Poll them for their concerns and expectations.
5.
6.
7.
Cross-Reference
See other activities in the Clarifying Expectations and Objectives group (Activities 2.5 through 2.11).
Source
Dr. Sid Simon originated this idea, and since then many trainers have used it with various categories of information.
66
Dates
Of your greatest love Of great changes or painful events in your life Of your greatest summer Of your most rewarding job When you finally grew up
Expectations
List three expectations you have for this workshop.
Future
If you had one year off with no financial worries or other responsibilities, what would you do? What do you want to be doing in five years? What is your greatest concern for the future of your organization? The nation? The world?
Intense Moments
A time you cried your hardest The time you laughed the most A time you were close to dying or were with someone who almost died
Motivation
List three things or conditions that motivate you to do your very best.
People
A person who influenced your life A person you enjoy being around Someone you admire Three effective leaders
Personal Qualities
List three qualities that best describe you. List three strengths that will help you achieve your goals. List up to three qualities that you would like to develop further. Write three words by which you would like to be remembered.
Places
Where you were born Where you were the happiest Where you would like to live (perhaps where you live now)
Compendium of Icebreakers Volume 2
67
Problems
List three problems or concerns you hope will be resolved during the workshop.
Roles/Aspirations
A role you have aspired to A role given to you that you do not like A role you enjoy Title of current work role
Success
A childhood success A success in the past five years A success in the past month
Support/Trust
Name the place you go (or have gone) where you feel safe and secure. Name the time or event when you received just the right amount of support. Name one person whom you trust or who is especially supportive.
Values
What are three values you hold dearly, are willing to tell others about, and would defend?
68
Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
2.19
Objectives
To provide an opportunity for groups of people to become better acquainted To increase the level of comfort among strangers To examine ones feelings when forced to meet new people
Uses
This is always a favorite activity of participants because the information on the cards can be adapted to fit their interests and backgrounds. The activity gets them into the content while they are getting acquainted.
Group Size
This activity works well with lots of people, but is best with a minimum of 20.
Time
30 minutes for instructions and mingling time; more if followed up with small group discussions
Room Setup
Large open space for mingling
2.
71
3. 4. 5.
Every few minutes, remind participants that they should be moving around to meet new people. You could suggest a minimum number of people with whom they should talk. When the time is up, either have them return to their seats or form new groups. Process the experience with the participants. If you have formed small groups, have them discuss the following questions in their groups first, and later summarize with the total group. Questions include: a) b) c) d) What was the most interesting piece of information you learned about another person? Which information was easiest and which was hardest to give out to others? Which information was easiest and hardest to ask others? How can we help ourselves and others become comfortable more quickly when we are in new groups of people?
6.
Suggest that participants keep the names of people they met during the activity and make arrangements to continue developing these relationships during breaks or after the session.
Cross-Reference
See other activities that tie in to the workshop content in the Dipping into the Content group (Activities 2.43 through 2.51).
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People Hunt
Sample Instructions
1. The purpose of this activity is for you to catch up on what has been happening in the lives of people you already know and to get acquainted with some you do not know. As you mingle, try to match up a person with each of the categories listed below. You must actually speak to people, not use prior knowledge. Put the name or initials of each person next to the appropriate category. You have 30 minutes to do this. OR 2. The purpose of this activity is for you to gain an unusual insight into the lives of the others at this workshop. As you mingle, find a person who matches each description listed below. Put his or her name next to the matching category. You have 30 minutes to do this.
Examples of Categories
The following categories could be used directly or adapted to fit your workshop objectives and what you know about your participants. Use 15 to 20 items. Find someone who can name a hero or heroine who has been a model for them has heard a joke recently and is willing to share it took a risk this past week traveled the farthest to get here enjoys leadership has a tip on managing stress carries at least eight membership cards aspires to move to the top of his/her organization is not sure why he/she is here today is sure why he/she is here today feels great needs a shot in the arm has blue eyes has the same astrological sign as you do traveled to another country for vacation
(continued) Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
2.20
Objectives
To get acquainted in a non-threatening way
Uses
Use this activity when you have only a little time. It is non-threatening and easy to do.
Group Size
Up to 20
Time
15 minutes
Room Setup
Circle of chairs
3. 4.
Variation
Select and discuss items the participants are wearing.
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2.21
Objectives
To help participants learn something unique about one another To help participants relax
Uses
Use this activity when you have participants from many locations around the country.
Group Size
The optimum number is 30, unless you use the variation.
Time
20 minutes
Room Setup
Large open space
77
4. 5.
Now, ask everyone to move to the region that represents the ideal place to live or the place where they may have dreamed about living. Ask them to explain. Where we were born, grew up, and currently live affects our views of life, work, and relationships. Discuss this idea with participants and tie it to the content of your workshop. Depending on your objectives, ask the participants to return to their seats or form new groups.
6.
Variation
Post a large map of the United States or the world on the wall. As participants register, have them place their name on a sticky note and place it on the spot on the map where they were born (or currently live). Use this information to form new groups.
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2.22
My Family Shield
Objectives
To have participants share some information about their backgrounds, values, and philosophy of life.
Uses
Use this activity when you have sufficient space on the walls to post the shields. This is a favorite activity of participants when you select categories of information that are interesting to them.
Group Size
Any
Time
30 minutes
Room Setup
Tables and chairs
2. 3.
79
a) b) c) d) e) 4.
Draw a cradle and label it with the place you were born. Draw a picture of you doing your current work. Draw a picture of your favorite hobby or interest. Draw a success youve accomplished in the past few years. Draw a picture of two people who influenced you the most.
Ask the participants to complete their shields by writing their family name somewhere, adding a personal motto by which they try to live and any other graphics or designs they wish to include. Have the participants post their shields on the wall and stand by them. Ask each person to explain some aspect of his or her shield. Allow about 15 minutes for this activity. Lead a short discussion on how our backgrounds, values, and philosophies affect the ways we interact and work. Tie in what is shared to the content of your workshop.
5.
6.
Variations
Take Polaroid pictures of participants and affix them to the shields. To save time or if you have more than 20 participants, form groups of 5 to 6 for step 5.
Source
Dr. Sid Simon introduced this activity as My Personal Coat of Arms. Many trainers have adapted this into a shield activity and use a variety of content.
80
My Family Shield
a. c.
b. d.
e.
Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
2.23
Here's My Card
Objectives
To help participants get acquainted with one another To emphasize the importance of having and using business cards
Uses
Use this activity when you want participants to get acquainted by building on a familiar toolthe business card.
Group Size
Any
Time
30 to 60 minutes
Room Setup
Open space for mingling
83
3.
Ask, How many of you had the chance to design your own? Distribute your cards and pencils. Direct participants attention to the blank side of the card. Explain that they now have the opportunity to create their own card. Give them time to create their own card design, including the basic information of name, address, phone number, and title. Encourage them to create a logo or design that symbolizes who they are or what they do.
4.
Next, direct the participants attention to the sentence stems on the other side of the card. Ask them to complete each sentence. For example, in a supervisory workshop, sentence stems might be: What I like best about my job is The best supervisor I worked for had these characteristics: Qualities I do not like in a supervisor are I do (or do not) like supervising others because
5.
After the participants have designed their cards and completed the sentence stems, ask them to move into the open area with their cards. They are to mingle, shaking hands with at least five new people and sharing information on their cards or explaining their logo or card design. After about 15 minutes, regroup participants into small groups and ask them to review what they have discovered about one another. Use this information to assess their needs, and tie in these needs to the objectives of your workshop.
6.
Cross-Reference
See the activities that tie in warm-up activities to the workshops content in the Dipping into the Content group (Activities 2.43 through 2.51).
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2.24
What's in a Name?
Objectives
To learn something unique about one another To increase participants level of comfort with the other participants
Uses
Participants are always willing to talk about their names. Most people feel attached to their own name, and many have interesting stories about their names.
Group Size
Any
Time
20 minutes
Room Setup
Small groups of chairs
4. 5.
85
Variations
Ask people with the same first name to gather together and discuss their perceptions of their name. Use a letter of each persons name as a means of regrouping participants, for example, groups of people with the same first initial or groups based on the four parts of the alphabet (AF, GL, MR, and SZ), by first or last name. Each person thinks of a series of physical movements that fit the number of syllables in his/her name. For example, Lois has two syllables and could be represented by a two movement hand salute. Give everyone time to plan some distinct and repeatable movements that fit his/her name. Demonstrate with yours first. Continue around the group until everyone has had a chance to demonstrate and lead others in his/her name cheer.
Source
Joel Goodman
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2.25
Objectives
To have participants learn one anothers names and something unique about each person To relax participants
Uses
Use when you want participants to learn one anothers names at the beginning of the workshop.
Group Size
Up to 20; if a larger group, form several circles
Time
20 minutes
Room Setup
A circle of chairs or open space large enough to form a circle with everyone standing
3.
87
4. 5.
Start by giving your own name an adjective. Each participant in turn gives his or hers. Go slowly so that everyone can absorb impressions. If time allows, form groups of five to six people and have participants briefly explain in their groups why they chose their adjective.
Variations
Combine this with Activity 2.28: First Impressions. A more difficult version would be to have each participant select a superlative relative to the other group members, such as tallest, smallest feet, most anxious, most shy.
Source
This activity is an adaptation of one created by Dr. Sid Simon.
88
2.26
Objectives
To encourage participants to share information about themselves To identify resources among the participants
Uses
This activity works well to build a team, to identify what the members have in common, and to identify the resources available among them that can be applied to their work.
Group Size
Start with a large group followed by smaller groups of four to six
Time
30 minutes
Room Setup
Open space for mingling; chairs for small groups
89
5. 6. 7.
Circulate among the participants. Encourage them to talk with at least five to seven people in 15 minutes. Form groups of four to six participants. Have them discuss what they have learned about one another and how they felt during this self-disclosure activity. With the total group, gather information about the participants so that a profile can be established. At the same time, gather information on the resources available among the group members.
Variations
Skip the mingling and instead form the small groups immediately. Tie in words to the content of your workshop. For example, supervisors and managers can focus on words that are relevant to leadership and authority.
90
I see myself as
accurate daring flexible outgoing thorough bold friendly open minded witty happy anxious fatherly brotherly warm attentive dependable intelligent persistent wise confident orderly patient pensive sad aloof motherly sexy creative cheerful disciplined optimistic resourceful ambitious decisive enthusiastic sincere understanding mellow fun sisterly mysterious colorful
Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
2.27
Objectives
To reveal oneself to another participant and in turn learn about someone else To help participants relax and prepare for the group experience
Uses
Use this activity when you want participants to disclose their true inner selves using the metaphor of an open book.
Group Size
Any
Time
30 minutes
Room Setup
Any
2.
3.
93
c) d) e) f) g) h) 4. 5.
How do you like to spend your spare time (the time that is just for you)? Write one word to show how you would describe yourself. Write one word that others would use to describe you. What is one gift you are willing to share with others in this group? Name one strength you have. Name one thing you value.
After the participants have completed their open books, form pairs and have them share their information with their partners for 5 minutes. Hold a short review discussion with the total group, gathering observations on what participants discovered about themselves and one another and how this information can be used to enhance the learning in the rest of the workshop.
Variations
Put the open book image on 4" x 6" cards so that they can be worn as name tags. Adapt the entries you want for the open book to fit the content of your workshop and what you know about the participants.
Source
Rev. Margaret Rush
94
Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
2.28
First Impressions
Objectives
To allow participants to share their first impressions of one another To recognize the dangers of acting on first impressions
Uses
Use this activity when you want participants to establish some positive first impressions about one another.
Group Size
Up to 30
Time
20 minutes
Room Setup
Open space for mingling
97
4.
Distribute ten self-adhesive labels and one 5" x 7" card to each participant. Show them the list of characteristics, either on a flipchart or on a handout. Ask them to continue mingling, but now when they stop before each person, they are to write on a label one characteristic that best describes the person they are viewing, and stick that label on the persons card. Ask them to do this with a minimum of conversation. Have the participants move on until each person has received 10 labels. Form small groups and discuss the following: a) b) c) d) How did you feel about being asked to tell others your first impressions of them? Of the labels given to you, which were most accurate? Least accurate? What are the dangers of first impressions? How can we use first impressions more positively?
5. 6.
7.
Ask for a few sample reactions to share with the total group.
Variations
To extend this activity, conduct an in-depth interview. Instead of providing the list of characteristics, ask participants to use their own words. Allow time at the end of the workshop for participants to rewrite their impressions of one another.
Examples of Characteristics
accurate daring flexible outgoing thorough bold friendly open minded witty happy mellow fatherly brotherly warm attentive dependable intelligent persistent wise confident orderly patient creative sad anxious motherly sexy pensive cheerful disciplined optimistic resourceful ambitious decisive enthusiastic sincere understanding fun aloof sisterly mysterious colorful
98
2.29
Sticky Characteristics
Objective
To give participants the opportunity to reveal something about themselves
Uses
Use this activity when you want participants to provide key information about their personal characteristics to the others in the group.
Group Size
Up to 30
Time
15 to 30 minutes
Room Setup
One blank wall for sticky notes Chairs
2. 3. 4.
99
2.30
Objectives
To let participants get acquainted in a playful manner To have participants learn more about one another
Uses
Use this activity with a group whose members are willing to be more playful as they become better acquainted.
Group Size
This activity works well with as few as 10 participants or with large groups.
Time
30 minutes
Room Setup
Tables and chairs for steps 1 through 4 Large open space for step 5
101
3. Now ask them to think of a phrase, key word, or sentence that represents them, such as: Im a winner Always love See, then do and then write their words on the second poster. 4. Use the hole punch and string to make sandwich board signs. Connect the two signs, one below the other, and use a large loop of string to hang the double sign around their necks. 5. Participants put on their signs and mingle in the open space, stopping to ask one another questions, make comments, and learn one anothers names. Encourage them to meet at least 10 new people.
Variations
Other drawings or words could be put on the boards, such as: A pie chart showing how they spend their time Scenes showing how they play (on one board) and how they work (on the other) Sketches showing what makes them happiest (on one board) and saddest (on the other) Use the sign boards as name tags by attaching them to the front of participants tables.
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2.31
Objectives
To provide an opportunity for participants to reveal something about themselves To exemplify desired behaviors as modeled by the trainer To regroup participants
Uses
This activity is always a favorite with participants because they easily identify with certain words. The activity gets them on their feet right away and mixes them up several times. Use this opportunity to regroup participants.
Group Size
20 is ideal, but it could be done with more
Time
Approximately 5 minutes per pair of items used
Room Setup
A large open space
3.
103
4. 5.
When everyone has moved to the appropriate end of the room, ask them to share with one or two people closest to them the reasons for their choice. After no more than 2 minutes, lead a discussion between the two groups. Be sure to maintain the rule that this is a time for sharing information, not for arguing or challenging. Questions you might ask are: a) b) c) Who will give a summary of the reasons people in their group gave for selecting that item? What questions would you like to ask of anyone at the other end of the room? What made it hard to decide which position to take?
6. 7.
Call out a second pair of items and post them on the flipcharts. Ask participants to choose their item and go to the appropriate end of the room. Repeat steps 4 and 5. Do as many pairs as you feel the group can handle, time allows, or you need to meet your purposes.
Variation
Instead of having people move physically around the room, prepare a handout of as many pairs as you want. Perhaps use cartoons or pictures illustrating each polarity. After participants select the items that are most like them, form small groups to discuss their choices.
Source
Adapted from a values clarification activity created by Dr. Sid Simon.
Examples of Pairs
Are you more like a rose or grass? like summer or winter? like the country or a city? a leader or a follower? physical or mental? a tortoise or a hare? 1990s or 1790s? a mountain or a valley? a screened porch or a picture window? a saver or a spender? like morning or night? like New York City or Laramie, Wyoming? like the mountains or plains? creator or doer? left brain or right brain? like a ping-pong paddle or a ping-pong ball? like a sports car or an SUV? like a bubbling brook or a placid lake? like a McDonalds or a French restaurant? a loner or a groupie?
104
2.32
Objectives
To learn more about participants past experiences and their dreams for the future that might affect their learning in this workshop To have participants get acquainted in a fun manner
Uses
Use this activity when you want participants to share facts about themselves in a creative way.
Group Size
Any
Time
30 minutes
Room Setup
Tables and chairs
105
5. 6.
In small groups, participants show their movie screens and share details with the group. Discuss in the total group how our past experiences and dreams for the future can affect the quality of learning that will occur in this workshop.
106
At Work
At Play
Dream
Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
2.33
Feelings Wheel
Objectives
To help participants identify their present feelings To help the trainer assess the mood of the group
Uses
Use this activity when you think participants may come to the workshop with some strong feelings such as anxiety or excitement. The activity will help get those feelings out and channel them into productive use for the workshop.
Group Size
Any
Time
15 to 30 minutes
Room Setup
Tables and chairs
109
Thoughts This group is too big. I will learn a lot. I will enjoy being away from the phone today. I would like a break. I should take a lot of notes.
3. 4.
Next, ask each person to circle the feeling on the wheel that stands out the most for him or her. In groups of two or three, have participants share some of their feelings and the reasons behind them.
Source
Adapted with permission from Playfair by Joel Goodman and Matt Weinstein (Impact Publications, 1980).
110
Feelings Wheel
Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
2.34
Meet My Orange
Objectives
To increase awareness of individual differences To increase use of all the human senses
Uses
Use this activity when you think participants will respond well to an experience in touching as a way to identify individual differences.
Group Size
Up to 20; if more, create several groups of equal size
Time
30 minutes
Room Setup
Circle of chairs with a table in the middle
3. 4.
113
5.
Ask the participants to take chairs and form groups of four to six to discuss the activity and the uniqueness of individuals. Use the following questions for discussion: a) b) c) What were the distinguishing features of your orange? In what ways are people like oranges? Because we cannot go around touching other people in order to get acquainted, how can we learn about others uniqueness?
Variation
Use apples or unshelled peanuts instead of oranges.
114
115
2.35
20 Questions
Objective
To quickly gather information about group participants
Uses
Use when you have very little time for a warm-up activity.
Group Size
Any
Time
5 minutes
Room Setup
Any
117
Who is a parent of one child (two, three, etc.)? Who traveled 100 miles to get here today (500; 1,000)? 2. 3. 4. 5. Explain that you have a list of questions that will help everyone, including you, learn more about who we are. Ask the participants to position themselves so that they can stand easily each time they answer Yes to a question. Begin asking the questions. Leave just enough time between them for participants to stand and for everyone to note who has stood. Thank them for their cooperation. Make additional comments if you want to tie in the exercise to the content of the workshop.
Variation
Ask participants to raise their hands rather than stand.
118
2.36
My Name Is...
Objectives
To help participants quickly learn the names of everyone in the group To practice listening and memory skills
Uses
Use this activity when you want participants to learn one anothers names.
Group Size
May be difficult to do with a group of more than 20 people
Time
30 minutes
Room Setup
Circle of chairs
4.
119
5.
Continue until everyone has been named; then, as the trainer, you repeat every participants name.
Variation
For a second round, participants add something they like, so both the name and the interest need to be remembered.
120
2.37
Name-go
Objective
To help participants learn the names of all members
Uses
Use when you want a playful warm-up that combines with your objective of helping participants learn one anothers names.
Group Size
No fewer than 9 people or more than 35
Time
30 minutes
Room Setup
Open space for mingling
2. 3.
4. 5.
121
Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
2.38
Objectives
To have participants quickly learn more about one another To practice listening and summarizing skills
Uses
People are always more relaxed in small groups, so use this activity to help participants meet several other people in a safe environment.
Group Size
Any
Time
30 minutes
Room Setup
Chairs
125
Variations
If your group is fewer than 20 people, do the introductions of partners in the total group. Suggest some topics that could be discussed in the pairs. These topics could relate to the content of your workshop.
126
2.39
Tell Us More!
Objectives
To quickly learn more about the participants To allow participants to disclose information about themselves
Uses
Use this activity when you want participants to reveal more about themselves.
Group Size
Any
Time
30 minutes
Room Setup
Chairs
3.
127
4.
In the total group, discuss: a) b) c) What was it like to be restricted to the rule of not repeating information? What did you disclose that you might not have shared otherwise? How can we use the information we have learned about one another to improve our experience together?
5.
Encourage participants to note those people about whom they would like to know more and to try to plan time with them during breaks or meals or after the session.
Variation
As each new group of three is formed, introduce a new topic, such as: What do you do at work? What advice would you give to someone who has just started in your profession? What is your long-term goal? What other kinds of work would you like to do? What is your greatest achievement?
Source
David Dalke
128
2.40
Objectives
To identify the many roles we play in our work and personal lives To help participants see what they have in common
Uses
Use this activity when you want participants to recognize what they have in common. The analogy of hats makes it easier for them to name their various roles in life.
Group Size
Up to 20
Time
20 minutes
Room Setup
Circle of chairs
3.
129
4.
Conduct several rounds using these sentence stems: At work, I am a In my community, I am a In this group, I will be a
5.
Variation
Have everyone stand in a circle. Explain that as you name categories of roles, participants move into the inner circle if they fit that role and briefly discuss what they have in common. Examples are: all men, all women, all leaders, all talkers, all good listeners, all parents. See more examples in Activity 3.26: Potpourri, a regrouping activity in Connecting Point 3: Making Transitions.
130
2.41
Self-Sort
Objective
To identify commonalities among participants
Uses
This activity works well as a warm-up activity as well as for team building.
Group Size
Any
Time
20 minutes
Room Setup
Open space for mingling
2. 3. 4. 5.
131
6.
Each small group briefly reports to the total group its group name and explains what it is that the group members originally thought they shared. That is, they should explain why they formed and what they finally concluded they really did share.
Cross-Reference
If team building is your goal, see the Building Your Team activities (3.18 through 3.25) in Connecting Point 3: Making Transitions.
Source
Dr. Marshall Sashkin
132
2.42
Objectives
To learn more about one another in a lighthearted way To regroup participants
Uses
Some people think that astrology is all bunk, and others will be enthusiastic believers, so gauge your group before using this activity. Use this activity as a lighthearted way for participants to learn more about one another.
Group Size
Works with up to 50 people
Time
15 to 30 minutes
Room Setup
12 tables
2.
133
3.
In their birthday groups, instruct them to discuss: a) b) What do astrologers say is characteristic of their sign? To what degree are the astrologers accurate relative to what the participants know about themselves? What are the implications (for employees, leaders, parents, spouses) if each signs supposed characteristics are true? For example, suppose your sign does not get along well with the one that your boss happens to have?
4. 5.
Indicate that todays horoscope is taped inside the tent. Give them time to read it and react. In the total group, compare notes on the group discussions. Make observations as they relate to your workshop topic. Note, too, which group solved problems easily, talked more (or less), and disclosed information easily.
Variations
Distribute yesterdays horoscope and give participants time to react. Instead of using astrological signs, groups could be formed based on participants interests in particular sports, hobbies, home states, or favorite foods.
134
135
2.43
The Pre-Test
Objective
To identify participants knowledge about or attitudes toward the workshop topics
Uses
Use a pre-test when you need to identify what participants already know about the topic to be presented. Compare their pre-test results with a post-test to evaluate what they learned. This activity could be done before the workshop as a pre-work assignment.
Group Size
Any
Time
Depends on the length of the pre-test, but usually no more than 20 minutes
Room Setup
Tables and chairs
2.
137
3.
Determine how you will tabulate the results. If you administer the pre-test on site, you could: a) b) Ask for a show of hands for each answer, or Collect the written answers and have someone score them while you continue with the workshop.
4.
Depending on your purpose, schedule a post-test at the end of your workshop or mail it to participants one month later.
Variations
After individuals have tried their best to answer the questions, have them form small groups and work together on the answers. Keep the tests that are completed individually separate from those done in a group so that they can see the value of group versus individual efforts.
Cross-Reference
See the activities in Connecting Point 1: Making Contact.
138
2.44
Objectives
To identify what the participants want to know about the topic of the workshop so that their experience will have relevance To identify resources within the group that will help meet specific needs of the participants
Uses
Use this activity when you need to know what participants already know about the content of your workshop and to identify the areas they particularly want to know more about. Use this only if you can be flexible in your workshop design, incorporating what they know and dont know.
Group Size
5 to no more than 30
Time
30 minutes
Room Setup
Round tables for up to five participants each Blank wall
139
2.
Form small groups of five people. Distribute one flipchart and two different colored markers to each group. Ask for a volunteer to facilitate each groups discussion. a) b) c) d) State the workshops topic, goals, and objectives (for example, leadership, supervision, conflict). Ask the facilitators to use one marker to list on the flipchart what their group members know about the topic. Give them 8 minutes to work on this list. Next, ask the facilitators to use the other marker to list what group members would like to know about the topic. Give them 8 minutes to work on this list. After the lists are completed, post similar lists together on the wall.
3.
Next, match up available resources with stated needs and concerns. Indicate which of the items on the I Dont Know lists will be covered in the workshop. Tap resource people as needed as the workshop progresses. One approach is to match up individual participants. For example, if one person says he/she is having trouble supervising young employees because their values are so different, determine if any other group member has had some success in that area. If you had not intended to discuss that topic, suggest that the two people meet during a break or over lunch.
4.
Keep the lists posted. As questions are answered, check them off the lists. Before participants leave, make sure everyone who raised a question or concern is given some resource.
Variation
Post the two lists with the titles I Know and I Dont Know on the wall near where people enter the room. As they check in, ask them to write on the paper what they know and dont know about the workshop topic and to initial each item they write. Add additional lists such as Best Resource on this Topic. Resources can include other workshops, courses, books, videos, articles, or people.
Cross-Reference
Tie in the information from this activity to an activity in the Looking Back group (3.1 through 3.7) in Connecting Point 3: Making Transitions.
Source
Adapted from an activity introduced by Dr. Sid Simon.
140
2.45
Best/Worst
Objectives
To help participants identify the best and worst scenarios they have experienced To move participants quickly into the workshop topic
Uses
This activity helps participants vent their feelings about some of the worst experiences they have had. It also focuses their attention on the topic of the workshop.
Group Size
Up to 30
Time
25 to 30 minutes
Room Setup
Tables and chairs for groups of five participants
141
4.
Each small group brainstorms a list of everything that comes to mind when they think of each antonym. For example, if your antonyms are best boss and worst boss, they would list characteristics of the best and worst kinds of bosses they have experienced. Make sure that they include all ideas that come to mind, even if they seem ridiculous. Reassure participants that they do not have to supply the names of the bosses! After about 15 minutes, have the small groups post their lists, grouping the Best and Worst lists together. Discuss the patterns that emerged from their lists. Highlight the items that showed up on more than one list. Relate the information to your workshop objectives and the topics you plan to cover.
5.
6.
Variation
Lead this discussion yourself and generate the two lists in the total group. Use two flipcharts side by side.
Examples of Antonyms
BEST best boss best leader best parent best employee best customer easiest task easiest job easiest role easiest problem smallest problem smallest dilemma smallest risk smallest conflict WORST worst boss worst leader worst parent worst employee worst customer hardest task hardest job hardest role hardest problem biggest problem biggest dilemma biggest risk biggest conflict
142
2.46
Make It Rhyme
Objectives
To focus participants on the topic of the workshop To give participants the opportunity to work together on an easy project To stimulate creative thinking
Uses
Although participants may initially think they cant accomplish this task, use it to show them how to tape their creativity and stretch themselves.
Group Size
Any
Time
30 minutes
Room Setup
Any
Limerick
There once was a guy named J. Who promoted partnering this way. If you work as a team, the project will seem Less like work than like play.
143
Haiku
Walk the city streets, fast Look back, see what shadows you Like a pack of wolves. Morning sunrise walks The skys blanket of pink cloud Like fast hungry pups. 3. 4. 5. Ask each group to take 15 minutes to write a poem that supports the topical theme of the workshop. When the groups have finished, have one member of each group read their poem to the total group. Encourage applause. If appropriate, post the poems or collect them and make copies for everyone.
Source
Kaye and J. Sullivan
144
2.47
Meet My Leader
Objectives
To use analogy to describe a category of people To increase use of all the human senses
Uses
The concept of leadership is complex. This activity helps participants unravel the mystery of leadership with the use of objects as metaphors.
Group Size
Up to 20; if more, create groups of five
Time
30 minutes
Room Setup
Circle of chairs
145
2.48
Objectives
To help participants focus on the workshop topic To reveal the participants level of knowledge and their attitudes toward the topic
Uses
Some concepts are complex and participants will have various definitions. This activity helps unravel the complex.
Group Size
Up to 20
Time
10 to 15 minutes
Room Setup
Open space
3.
147
4.
Introduce a sentence stem that incorporates your workshop topic. For example: Diversity is Supervisors New employees Conflict means Men are Women are
5.
As you go around the circle, each person adds additional thoughts. He or she passes the story along at any point during his or her contribution. Continue until each person has made at least one contribution. Do additional rounds until you think the participants have sufficiently clarified the workshop topic. This process will help you move into the content of your workshop. Tie in the story to your workshop objectives and topics.
6. 7.
148
2.49
Four Corners
Objective
To have participants quickly identify with words four different aspects of the workshop topic
Uses
Use this activity when you have very little time and want to get participants on their feet as they dip into the content of your workshop.
Group Size
Works well with large numbers of people
Time
10 to 20 minutes, depending on how many sets of words you want to use
Room Setup
Open space with a flipchart in each corner
3.
149
4.
In the total group, lead a short discussion of the following questions: a) b) Why did you select that corner? What would you like to ask those in any other corner?
5. 6.
Repeat the process using a new set of words. The number of rounds you do will depend on the groups energy, plus the number of concepts, behaviors, or roles you want participants to clarify.
Variation
Have the participants take a stand on a particular issue or topic relative to the workshop. Post statements that represent four different viewpoints on the same issue or four different issues relating to a single topic.
Source
Dr. Sid Simon
150
2.50
Objective
To show that there are many positions on any issue
Uses
This is a favorite activity of participants because it encourages them to get up on their feet and gives them the opportunity to stretch.
Group Size
Up to 30 people
Time
15 to 20 minutes
Room Setup
Open space that will allow one long line of participants
2.
After you have explained the positions on the continuum, ask individuals to identify where they are on the continuum and to stand on the line at the position that best represents their viewpoint.
151
4. 5.
Ask them to explain their choices. Next ask, Where would you rather be on this continuum? Participants move to that position.
Variations
Create a timeline that reflects the history of your organization or project. Starting at the first date, participants put their names on the line when they joined the staff or team and talk about where they came from before. This variation helps the people who are newer to a project understand the events that preceded their joining. Create a timeline with decades at the points. People stand in the decade in which they were born and discuss the impact that decade had on influencing their attitudes and values.
Source
The continuum is a basic strategy of values clarification, used frequently by Dr. Sid Simon.
Examples of Continuums
a) For a workshop on risk taking, a three-point continuum is used: 1 Rarely takes risks b) 2 Moderate risk taker 3 Extreme risk taker
For a leadership workshop, a seven-point continuum is used: 1 = I have never been a leader and never will be. 2 = Once in a while I emerge as a leader. 3 = I lead only those whom I know well. 4 = I do some leading and some following. 5 = I am a leader in many groups, depending on who is in the group and the task at hand. 6 = I am almost always the leader. 7 = I have always been and always will be the leader.
152
2.51
Objective
To help the participants get into the workshop content while they are also getting acquainted
Uses
Use this activity to get participants involved the minute they arrive. It will help them get acquainted as well as dip into the content of the workshop.
Group Size
Any
Time
20 to 30 minutes
Room Setup
Open space for mingling Chairs for groups of three
153
Variations
Instead of forming groups of three immediately, ask everyone to mingle, talking with as many different people as they can within the time limit, discussing the handout questions and making notes. Individuals may want to focus on one question and poll everyone they talk with; others may choose to ask others a variety of questions. Form a succession of groups of three participants. The first group could comprise males and females, and the second of the same gender. The third could be a merging of a group of men plus a group of women. You might form groups of participants with the same or similar characteristics that might be related to the workshop content, for example, job, married/single, children/no children, single child/one of several children, place of birth, hobby, and so on.
154
Making Contact
Followup Saying Hello
Connections
Saying Goodbye
Making Transitions
Connecting Point 3
155
Looking Back
Evaluation is an important element of all training programs, so plan how and what you will evaluate at each of three points in the program: mid-point evaluation, end-ofprogram evaluation, and follow-up evaluation. At a mid-point in your workshop, you will use activities to help participants evaluate what they have learned, refocus their original expectations, and redefine their expectations. In addition, evaluation activities can provide closure with one segment of your workshop as you prepare to move into the next. For a one-day workshop, do a brief evaluation at the end of the morning. For a two-day workshop, the first evaluation point would be at the end of the first day. Ask participants to tell you what their highlight of the day was and what they would like to see happen next. Repeat this informal method of evaluation at the end of the next day, and continue this method over the course of a multiple-day program. Be sure to vary your questions to fit the information you need from the participants.
Group Size Activity 3.1 Reviewing Expectations and Goals 3.2 The Koosh Ball Game 3.3 Word Scrabble 3.4 Review and Clarification 3.5 Peaks and Valleys 3.6 Ah Ha, Ho Ho, Oh Oh 3.7 Walk and Talk
510 1020 2030 30+ Any 5
157
3.1
Objectives
To review original goals and objectives established for the workshop To evaluate how successfully the goals have been reached at this point in the workshop
Uses
This activity can be used at the end of every segment in your workshop design. Your use of it depends on whether you took time at the beginning of the workshop to identify the participants needs and expectations.
Group Size
Any, divided into groups of five
Time
20 minutes
Room Setup
Groups of five chairs
2.
159
3.
Give a preview of what you plan to cover in the next segment of your workshop. Tell the participants that you would like them to reflect on what they still need to learn and to share in their groups: a) b) One expectation for the next segment of the workshop, and One change in their own behavior or attitude that would help them achieve their objectives for the workshop.
Cross-Reference
See Clarifying Expectations and Objectives group (Activities 2.5 through 2.11) in Connecting Point 2: Saying Hello.
160
3.2
Objectives
To review key concepts or information To have fun
Uses
Use this game at each major junction in your workshop or when you want to review what participants have learned. You can play the game either at the end of one segment or as a warm-up at the beginning of the next day.
Group Size
Up to 20
Time
10 minutes
Room Setup
Open space for participants to stand in a circle
3.
161
Variation
Have participants develop a list of questions.
Day 2
Name two reasons for doing warm-ups. Name two things a facilitator should do at each phase of group development. When should a group evaluate itself and why? Name two (three) things you can do to deal with problem people. Define a value.
162
3.3
Word Scrabble
Objectives
To review key concepts or information To have fun
Uses
Use this game at a point in your workshop when you want to review what participants have learned. You can play the game either at the end of one segment or as a warm-up at the beginning of the next day.
Group Size
Any number of teams of five participants plus one game monitor per team
Time
20 minutes
Room Setup
Tables and chairs
163
2.
Put the groups piles of paper-clipped words in the middle of the table. When the game starts, the first person to the right of the game monitor selects one pile and tries to spell the word. The monitor indicates when the word is correct. Then the person must define the word. Repeat this process until each person at the table unscrambles a word and defines it correctly.
3.
Variations
Set a time limit of 2 minutes. If the participant cant spell the word, the other group members can help. Make this activity competitive, and give a prize to the team that finishes all of its words first.
164
3.4
Objectives
To review participants experiences using their skills between workshop segments To answer participants questions To continue to identify the participants strengths and skills
Uses
Some workshops run several days with breaks of days or even weeks between segments. This activity refocuses participants when they return for the next segment. The activity is based on the assumption that you have asked participants to use consciously the skills they have learned as soon as possible and to observe others using or not using these skills. This activity also allows you to review participants original expectations and the content you had planned for the next segment of your workshop.
Group Size
Any
Time
20 minutes
Room Setup
Any
165
2. 3.
When you reconvene the workshop, form the participants into groups of six to eight. Do this either before the segment begins or at this point in your workshop. Identify someone in each group who will facilitate the discussion and take some notes. Each group member is asked to share one thing he or she tried in the workplace or community since the last segment and to describe how it worked. Allow about 2 minutes per participant. Next, each group member shares one observed incident of others using these skills in the workplace or community. Give them about 2 minutes per participant. Bring the groups attention back to you. Have the facilitators share the key skills or problems that were shared in their group. Reinforce what participants are learning, answer their questions, and make suggestions. Preview what they will be learning in the next segment of your workshop.
4. 5. 6.
Cross-Reference
See Clarifying Expectations and Objectives group (Activities 2.5 through 2.11) in Connecting Point 2: Saying Hello.
Source
Adapted from Faultless FacilitationA Resource Guide by Lois B. Hart (HRD Press, 1992).
166
3.5
Objectives
To review topics covered in the workshop To identify the highs and lows of the experience so far
Uses
This activity works well at many points in your workshop because participants can keep adding to their lists of highs and lows.
Group Size
Up to 20; if there are more people, form smaller groups of 6 to 8
Time
20 minutes
Room Setup
Tables and chairs
3. 4.
167
5.
Give participants a preview of the next segment of the workshop. Address any concerns that came out in the sharing of low points; explain how you might help turn the lows around or what they can do to help that happen. (You may need to talk with some participants privately if their lows are very sensitive information or are unique.)
168
Peak Experiences
Low Experiences
Peak Experiences
Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
3.6
Ah Ha, Ho Ho, Oh Oh
Objectives
To disclose participants thoughts and feelings about their peak learning experience, a humorous event, and/or remaining concerns To refocus participants as you complete one segment of your workshop and move into another
Uses
This activity is especially effective to begin the second day of a multiple-day workshop. It can be repeated at the end of each segment to help the group refocus.
Group Size
Up to 20, or if there are more people, form smaller groups of 6 to 8
Time
10 minutes
Room Setup
Any, but contact among participants is helpful
171
2. Invite participants to share their thoughts in one of three categories: Ah Ha is for peak learning experiences. This category includes something especially insightful, a valuable reminder, a personal growth step, or a new piece of information. Ho Ho is for humorous reflections. This category is for laughing at oneself, seeing the positive rather than negative side of an issue, or reflecting on a lighthearted occurrence. Oh Oh is for issues of concern. This category is for sharing ones worries, issues not seen or understood by the group, or problems that seem to be arising.
Variations
For groups with many problems, focus on the positive (Ah Ha). Use this activity to regroup participants according to which category they chose. Have participants simultaneously say aloud their choice of category.
Source
Kaye and J. Sullivan
172
3.7
Objectives
To review what individuals have learned so far in the workshop and identify what else needs to be accomplished To provide exercise and an opportunity to re-energize
Uses
This activity is especially useful after a meal because it requires a short walk. It will provide the trainer with a useful update of what participants have learned and what else they want from the workshop before it ends.
Group Size
Any, divided into pairs
Time
20 minutes
Room Setup
Circle of chairs or chairs facing front for discussion
173
3.
Instruct participants to take a 15-minute walk during which they discuss these three questions. Ensure equal time by suggesting that each participant take 7 minutes to answer the questions. When participants return, poll for their answers. Respond to their needs by suggesting how they will be met either during the remainder of the workshop or with other resources.
4.
Cross-Reference
See Clarifying Expectations and Objectives group (Activities 2.5 through 2.11) in Connecting Point 2: Saying Hello.
Variation
Ask participants to share something they learned from their walking partners.
174
175
3.8
Let It Go!
Objective
To celebrate and punctuate each segment of a training design
Uses
This very short aikido activity helps participants celebrate what they have done in the previous segment and brings closure to it so that they are ready to go on. Use it between segments or at the end of a segment just before a break.
Group Size
Any
Time
2 minutes
Room Setup
Space to stand and swing arms
177
2.
Demonstrate the following action: On the count of three, 1-2-3, bring the right hand forward quickly and in a fluid motion to clap the left hand. At the same time, swing the right leg forward to about knee height. For the duration of the motion, vocalize a long whoooooop! with the P sound culminating with the clap and the full extension of the kick.
3.
The group does this together. Do it more than once until it turns into a significant punctuator.
Variation
At other Let It Go breaks, have participants suggest new sounds.
Source
Ward Flynn
178
3.9
Objectives
To provide a nutritional bread whose nutrients are re-energizing To enhance interpersonal relationships among participants
Uses
Research done on accelerated learning indicates that many memories are associated with odors. The olfactory system is in close proximity to areas of the brain where many memories are accessed. This activity will intrigue and delight any group of people.
Group Size
Limited to the number of bread-making machines you have available
Time
5 minutes to assemble ingredients, 3 hours to bake, and 15 minutes to eat
Room Setup
Table for assembling bread
3.
179
Variations
Once participants see the value of baking bread in a workshop, ask them to help assemble the next recipe. Talk with them about synergy and the ingredients needed to develop it. Select other smells such as scented air sprays, cinnamon, strongly scented flowers, or bags filled with pine needles to enhance learning in the training room.
Source
Ward Flynn
180
3.10
Objective
To provide some relaxation for participants
Uses
This activity is especially helpful when participants have been working particularly hard or appear tired.
Group Size
Up to 20, or if there are more people, form smaller groups of 10
Time
5 minutes
Room Setup
Open space with no furniture
3.
181
4.
After a minute or two, ask them to turn completely around so that they are facing the back of the person who just gave them a massage. Remind them that now they will have a chance to really thank someone by giving him/her a thank you massage in return.
Source
Dr. Sid Simon
182
3.11
All My Friends
Objective
To re-energize the participants
Uses
This exercise provides a lot of exercise and laughter, although it can get rough. Invite people with physical concerns to opt out.
Group Size
Up to 20
Time
10 minutes
Room Setup
Large open space
3.
183
4.
Examples of descriptions that usually get the whole group moving: All my friends have blue eyes. All my friends are left-handed. All my friends wear sports shoes. All my friends like money.
5.
Source
Dr. John E. Jones
184
3.12
People to People
Objective
To re-energize the participants
Uses
This is a high-energy, fun activity involving physical movement and group mixing. Use as an energizer ideally after lunch or prior to the evening segment. It is best used when group members are relatively comfortable with one another.
Group Size
Any
Time
10 minutes
Room Setup
Large, open space
2.
185
3.
Call out People to People. When they have found a partner, give a command and ask them to hold each pose until you say People to People again. Sample commands are: elbows to elbows knees to knees right hand to right hand back to back
4.
Finding new partners becomes increasingly difficult. Stop the process when most of the possible pairings have occurred.
Source
Dr. John E. Jones
186
187
3.13
Stroke Collection
Objective
To give participants an opportunity to share positive feedback with one another before leaving the workshop
Uses
This activity works well during a transitional point or at the end of the workshop, after participants have worked together long enough to have developed some impressions of one another.
Group Size
Groups of 10
Time
10 minutes
Room Setup
Tables and chairs for 10
189
5.
The handouts are passed to the right again. The readers select a word from group B and follow the same procedure. Continue around the circle until one word from each group has been circled. The handouts are returned to their owners, who read and reflect on what others thought of them.
6.
Variations
To personalize the feedback, readers could write their name by the word they circle on each handout. Use small stars to affix next to the selected word. Circulate the handouts among the total group, or do more than one round.
190
Stroke Collection
Name Date
A
supportive kind attentive cooperative stimulating enthusiastic trustworthy perceptive wise warm
D
tender responsible alive steadfast forthright reasonable loving insightful energetic uplifting
B
reassuring encouraging dependable loyal thoughtful considerate influential affectionate vital tactful
E
honest trusting friendly right on generous positive arousing useful sympathetic aware
C
zestful helpful accepting refreshing inclusive thorough valuable sensitive ardent creative
F
neat cool delightful empathic inspiring committed clever reliable open astute
Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
3.14
Lovely Labels
Objective
To give participants an opportunity to share positive feedback about one another
Uses
This activity works well during a transitional point or at the end of the workshop, after participants have worked together long enough to have developed some impressions of one another.
Group Size
If the group size has not already been subdivided into work teams, form groups of 10 people. This will ensure that feedback is given equally.
Time
10 minutes
Room Setup
Tables and chairs
193
2.
Distribute one sheet of 8" x 11" paper to each participant and ask them to write their name at the top. Give 10 labels to each participant. Explain that they should write the name of one person in their work group at the top of one label, and do the same for each person in their group. Then they should write on the label one positive comment about that person and affix one decorative star or shape per label. When all comments have been written, one participant is the focus person while each of the others in the group reads his/her feedback and gives the label to the focus person to affix to his/her sheet. This process is repeated for each of the participants. Encourage participants to write three more lovely labels for individuals who are sitting in another group. Instruct them to give their labels away at the next break.
3.
4.
Variations
To save time, the group members pass the signed sheets of paper around their table simultaneously. As the sheets go around, each person attaches the label he/she prepared for the person whose name is on the paper. The sheets are returned to the owners. Feedback can be verbally reinforced if desired. This activity could be done in the total group, but you take the risk that some participants might not get any feedback. Using this variation, individuals look around the total group, then write feedback about 7 to 10 other people, then everyone stands to mingle and give out the lovely labels.
194
3.15
The Gift
Objective
To give participants an opportunity to share positive feedback
Uses
This activity works well during a transitional point or at the end of the workshop, after participants have worked together long enough to have knowledge of one another.
Group Size
Up to 30 participants per trainer is best, but this could be done in small groups of 10 without a trainer.
Time
20 to 30 minutes
Room Setup
Circle of chairs
195
4. 5.
Start with whomever is willing to begin. Continue one at a time, giving feedback to a different person until each person has given and received one statement. Next, the participants should think of a gift that could be given to another person that would dramatically change some aspect of that persons behavior or life. For example, I give you, Sally, the gift of laughter to help you survive your new job. As trainer, start the process, but this time, hand the gift-wrapped package to the recipient as the verbal gift is given. The person holding the package then passes the gift to someone else while giving a verbal gift.
Variation
Dr. Sid Simon adds a step to this gift giving. He suggests that the participants think of a gift that someone in the group could give them that would change one or more of their own behavior patterns or aspects of their life. Individuals ask for that particular gift or resource from another person. For example, I would like patience from Lee.
Source
Dr. Sid Simon
196
3.16
Objective
To provide the opportunity for individuals to express their personal appreciation to others in the group for helping them learn during the workshop.
Uses
This activity works well during a transitional point or at the end of the workshop, after participants have worked together long enough to have some knowledge of one another. Use it when you have very little time.
Group Size
Any
Time
Approximately 10 minutes
Room Setup
Open space for people to comfortably mingle
2. 3.
197
Variation
As part of step 2, have each individual state something positive about himself or herself by completing the sentence stem, I am proud of the way I ________ during this workshop.
Source
Dr. Marshall Sashkin
198
3.17
Appreciation Circle
Objective
To provide an opportunity for participants to share some positive feedback
Uses
This activity could be used during a transitional point or at the end of the workshop. It requires enough time during the workshop for participants to know something about everyone. People who work together outside the workshop will have this knowledge and can add what theyve learned about their colleagues during the workshop.
Group Size
Up to 20
Time
Approximately 2 minutes per participant
Room Setup
Open space to form a circle
199
rejoin it at their original place so that all others who follow can face them and express their appreciation. 4. When everyone has gone entirely around the circle, ask participants to share their appreciation of the group itself.
Variations
The appreciations may be written out and handed to each participant as members go around the circle. The exchanges can be two-way, allowing reactions to the appreciations by the recipients of the feedback. Starting with the person to their right or left, group members focus on this individual and thank him or her for their assistance, cooperation, or anything else. After several thanks are given, move on to the next person. This variation will take less time. To provide more anonymity, have participants get in a fully relaxed attitude and physical position with guided relaxation, lights turned down, and eyes closed. Then name one person and ask for spontaneous feedback on how the others saw that person during the workshop. After several items are mentioned, name a second person to receive feedback. Continue until all participants have been named.
Source
Dr. John E. Jones
200
201
3.18
Knitting a Web
Objectives
To develop a sense of teamwork and community To help participants recognize how they are interrelated and interdependent
Uses
Use this activity midway through a workshop when you want to build teamwork among participants. Use the activity only if participants have worked together sufficiently to have information about one another.
Group Size
Up to 20
Time
10 minutes
Room Setup
Open space so that participants can stand in a circle
203
3.
The person receiving the skein wraps some yarn around his/her wrist, then addresses another individual, explaining how he/she is dependent on him/her, and passes the skein to him/her. This process is repeated until everyone is connected by the yarn. Individuals may receive the yarn more than once, but the activity is not complete until everyone is a part of the web of yarn.
4.
Variations
Have someone from outside the group take a picture of the team in its web. Blow up the picture and post it in a location the team can see often as a reminder of how important it is to cooperate interdependently. Tape flipchart paper over a large section of a blank wall. Write the names of all group or team members in a circle on the paper. Repeat steps 2 through 4 by drawing lines, instead of passing yarn, to connect individuals.
204
3.19
Team Symbol
Objectives
To develop a sense of teamwork and community To allow participants to reveal their uniqueness To establish a pattern for group decision making
Uses
Use this activity midway through a workshop when you want to build teamwork among participants. This activity works very well because it allows individuals to reveal a cherished value or belief symbolically. There will be some resistance to the art portion, but teams are always pleased with their results.
Group Size
Any; small teams of five will be formed
Time
60 minutes
Room Setup
Double up the tables to provide enough space for the drawing.
205
2. 3.
4. 5.
Variations
Send people on a walk and ask them to find an object that symbolizes who they are or what they believe in. Then complete steps 3 through 5. Objects that are heavy or impossible to hang may be placed on a spare table. In step 5, connect the discussion to your other workshop objectives. For instance, if you are covering decision-making skills, ask each team questions about how they made their decision. If your workshop is on facilitation skills, ask about the role the facilitator played in the teams discussion.
Cross-Reference
See Activity 3.7: Walk and Talk. Use a walk as an opportunity for participants to pick up an object outside that symbolizes their values or beliefs.
206
3.20
Team Banner
Objectives
To identify a value commonly shared by team members To create a team banner To create an object that identifies team members
Uses
Use this activity midway through a workshop when you want to build teamwork among participants. Groups always enjoy creating banners and cloth items that demonstrate their uniqueness. The resulting banners help decorate the training room, too!
Group Size
Groups of 10
Time
30 minutes
Room Setup
Any
207
3.
4.
Source
Ward Flynn
208
3.21
The Machine
Objectives
To develop a sense of teamwork To help the participants comprehend a difficult concept
Uses
Use this activity midway through a workshop, when you want to build teamwork among participants. This activity also serves as an energizer.
Group Size
10 to 20 people
Time
30 minutes
Room Setup
Open space
2. 3.
4.
209
5.
Have participants return to their seats and discuss the experience. Use the following questions as a guide: a) b) c) d) How did you decide what part you would be? What happened when one part malfunctioned? How does the functioning of our human machine relate to our experiences in working with others? How can we apply what we have learned to our group effort here?
Variation
Select a concept you plan to develop during your workshop, such as competition, communication, work, plan, or team building. Develop a machine that is, for example, a communication machine or a work machine.
210
3.22
The Builders
Objectives
To develop a sense of teamwork To establish a pattern for group decision making
Uses
Use this activity midway through a workshop, when you want to build teamwork among participants. They will enjoy the task while they test how well they work together. You could add a competitive element to this activity.
Group Size
Any; teams of four to six will be formed
Time
30 to 60 minutes
Room Setup
Open space
211
4. 5. 6.
Assign their task: they are to use the newspapers and tape to plan and build a bridge that is strong enough to hold one brick. As they work, observe how the group members are working together. Take notes on any evidence of leadership and group decision making. When all groups have finished, allow time for comparison of bridges. Ask each group to discuss the following: a) b) c) d) Was there a defined leader? If so, how did the group decide who the leader would be? How did the group determine how to accomplish the task? What did team members do to plan and organize the task? To what degree were individual ideas incorporated? What behaviors, attitudes, and communication techniques helped and which ones hindered the process?
7.
In the total group, review the small groups responses to the questions above. Relate what they have learned to the process and content of your workshop.
Variations
Use other building materials such as Tinker Toys, building blocks, or Legos. Specify the structure you want built, such as the tallest structure or largest flying machine. Increase the challenge with the requirement that the groups have 10 minutes to plan the structure, without touching the materials. When 10 minutes are up, have the groups simultaneously build their structures, but limit the construction time. Note the times and give prizes to the members of the team that finishes first. Make these last variations even more challenging by having each group select a leader who gives the directions while the other members work holding one hand behind their backs.
212
3.23
Sinking Ship
Objectives
To develop teamwork To test team problem solving To energize the group
Uses
This activity is a favorite of teams, both people who work together and people who have just met. If your participants work together, this activity could be done at any point in the workshop. If participants are new to one another, wait at least one-half day so that they can have some other experiences interacting before introducing the Sinking Ship. You can do this outdoors or inside. This activity also serves as an energizer.
Group Size
Up to 30; small groups of 10 will be formed
Time
60 minutes
Room Setup
See step 1 below
2.
213
3.
Explain that the space you have marked off is each groups lifeboat. Give directions: You have discovered that your ship is sinking and you have minutes to plan how to save everyone. Everyone must get into the lifeboat. Your group cannot practice on the rock (or chair), but must plan from a distance. Once in the lifeboat, you must hold that position for 30 seconds.
4. 5.
As the groups plan, observe their planning process. Call time after 10 minutes. Have the small groups draw straws to determine the order in which the groups will implement their plans. Have each group execute its plans for getting into the lifeboat while the other groups observe. After all the groups have completed their task, discuss with the total group the following questions: a) b) c) d) e) Did leaders emerge, or were they selected? How well were the ideas of each person used? What caused your group to succeed or fail? What could you have done differently? How can you use what you have learned here to enhance your learning in general?
6.
Variation
Do a second round using a different obstacle, more difficult conditions, or new group members. Encourage the participants to apply what they learned in the first round.
214
3.24
Objectives
To develop trust between participants that will enhance their experience together To help participants experience the meaning of leader versus follower and learn the value of nonverbal communication
Uses
Use this activity only if you have an environment that is safe for conducting the activity. This is a higher-risk activity than normal, so use it only with groups you feel can respond well and learn from it.
Group Size
Any
Time
30 to 60 minutes
Room Setup
Any
2.
215
3.
Explain that the sighted partners will guide their blindfolded partners on a 5-minute walk, using nonverbal directions. The guides are to utilize the existing environment of rooms, hallways, stairs, and outdoors, always considering their partners safety and willingness to try new experiences. Time the walks for 5 minutes, giving a 1-minute warning. Upon returning, ask each blindfolded person to remove the blindfold and discover who guided him/her. In their pairs, give them a chance to compare their experiences using these questions: For blindfolded partners: a) b) c) Did you have any idea of your guides identity? What did your guide do that made your walk easy or difficult? How do you feel toward your partner now?
4. 5.
For sighted partners: a) b) c) 6. 7. What made this task difficult for you? How did you plan your walk? How do you feel toward your partner now?
In the total group, compare notes on the experience. Reverse the roles, but make sure that the blindfolded partner is led by someone new. Suggest that this second round gives the new guides a chance to apply what they learned while being guided. After the 5-minute walk, have partners discuss the questions in step 5. Lead a summary discussion with the total group, reviewing the experience and tying it in to the content of your workshop and the process you plan to use. For example: a) b) c) How can the trust walks enhance our remaining time together? How can you improve the way you will communicate from now on? What did this teach us about the role of followers versus leaders?
8. 9.
216
3.25
The Tie-Up
Objectives
To develop trust between participants that will enhance their experiences together To give participants an opportunity to get in touch with how it feels to be tied in to experiences, relationships, and even workshops in which they do not want to be involved
Uses
This activity is higher risk and could bring out participants feelings about control, so use it only with participants you feel can respond well and learn from it.
Group Size
Any
Time
As short as 30 minutes or as long as 3 hours
Room Setup
Any
2.
3.
217
4.
Have the pairs discuss their experience using the following questions: a) b) c) d) What was your first reaction on hearing the task? What problems did you encounter, and how did you solve them? What are your feelings toward your partner? What other situations do you face in your personal and work life that you feel tied in to?
5.
Hold a discussion with the total group, summarizing the participants experiences and learning. Include the following questions: a) b) c) How is our motive to work affected when we do not want to be there? How is our learning affected if we do not want to be in a particular workshop or meeting? How can we reverse this attitude and gain more from the experiences and relationships we are tied in to?
Variation
Have participants record their answers to the questions in step 5 before discussing them in the total group.
218
Regrouping Techniques
Often you will need to regroup participants because you would like them to work with different people and expand their personal network. The activities in this group can be both fun and energizing. For longer programs, plan to use several of these activities to add some variety to your program design.
Group Size Activity 3.26 Potpourri 3.27 Numbers or Colors 3.28 Mix and Mingle 3.29 Im Great and So Are You 3.30 Meet and Match 3.31 Team Signal 3.32 The Diversity Mix 3.33 The Five-Course Meal
510 1020 2030 30+ Any 5
219
3.26
Potpourri
Objective
To regroup participants quickly
Uses
This collection of ideas will provide a variety of ways to regroup participants frequently throughout the workshop.
Group Size
Any
Time
5 minutes
Room Setup
Any
221
Energy (morning, afternoon, or evening people) Geographical preference (seashore, mountains, city, plains) Color preferences Sports preferences Favorite types of music (classical, bluegrass, rock, country) Favorite meal (breakfast, lunch, dinner, midnight snack) Home states Shared views (Group all those who agree on a given topic or issue, then mix them up again.)
222
3.27
Numbers or Colors
Objective
To group participants as they register
Uses
Use this method when you need to group participants as they arrive at the workshop, perhaps to save time.
Group Size
Any
Time
10 minutes
Room Setup
Any
2. 3. 4.
223
Variation
Use stickers with different symbols such as animals, flowers, or zodiac signs. In addition, participants could select their tag or card with the symbol they prefer (prepare the required number of tags/tents in advance).
224
3.28
Objective
To help participants become acquainted with one another before they form smaller groups
Uses
Use this activity when you think participants need some exercise while you are regrouping them.
Group Size
Any
Time
10 minutes
Room Setup
Open space for mingling
2. 3. 4. 5. 6.
225
7. 8.
Ask them to place both hands on the shoulders of other people, adding verbal greetings such as Hello or Hi ________ (name). Finally, ask them to select one person from all the people they have seen. Each pair should combine with two or three other pairs to form a discussion group of six to eight people. Participants then relocate their personal items and chairs with their new group.
226
3.29
Objectives
To form small groups from the total group To provide an atmosphere in which positive affirmation is accepted and encouraged
Uses
Use this activity when you think participants need some exercise while you are regrouping them.
Group Size
Any
Time
10 minutes
Room Setup
Open space for mingling
227
5. 6.
After 1 minute, change the sentence to: Id like you to be in my group because________. After 1 minute, instruct the participants to form small groups of four to six. (The exact number depends on the size of the groups you will need for the next part of your program.) Allow time for reactions to this experience.
7.
228
3.30
Objectives
To form several small groups from the total group To facilitate conversation between people in a climate of fun
Uses
This activity works best when you have a large number of people. It helps people meet one another and form new groups.
Group Size
Minimum of 40 people, in groups of 8 to 10
Time
30 to 60 minutes
Room Setup
Open space for mingling Round tables and chairs for groups of 8 to 10
2. 3.
229
4. 5.
At this point, you might serve a mealor proceed with the workshop (this activity works well simply as a means of forming smaller groups). Use the following questions (or others) to generate discussion within the small groups: How did you feel as you were asked to find others in your category? What made it difficult or easy to accomplish this task? What else do the team members have in common? What brought you to this workshop?
230
Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
3.31
Team Signal
Objectives
To form small groups from the total group To playfully develop a sense of unity and teamwork
Uses
Use this activity if you know participants like to have fun. This activity serves as an energizer, too.
Group Size
Any
Time
10 minutes
Room Setup
Open space for mingling
233
Variations
Form small groups. Let each group plan a team signal. Mix everyone up, blindfold them, and have the small groups find one another with their signals. Give a prize to the group that does it first. Remove the blindfolds and have the team use nonverbal signals such as two hands on shoulders or special handshakes. Nonverbal signals, however, might be threatening to people who dislike touching others.
Cross-Reference
See other team-building activities in the Building Your Team group (Activities 3.18 through 3.25).
234
3.32
Objectives
To form small groups based on the greatest degree of diversity possible To help participants recognize the value of diversity
Uses
This activity works best when there is diversity among the participants. Diversity includes more than race and gender, as shown in the list at the end of the activity. This is an excellent activity if the workshop topic is diversity.
Group Size
Any
Time
20 to 30 minutes
Room Setup
Large open space for mingling Round tables and chairs for groups of up to eight
235
3.
Present the categories and explain how points are assigned. Each person gets one point for every characteristic he or she possesses. However, when group scores are tallied, if more than one person in the group has the same characteristic, it can be counted as only one point for the group. For example, for the characteristic of gender, if there are five men and one woman in a group, the woman gets one point and only one point is allotted for all five men. For ethnicity, each different ethnic part of ones heritage counts as one point, so a person with Scottish, English, and German background might contribute three points to his or her group. But a Scottish background would be counted only once, even if a second person or other people are also Scottish.
4.
After the participants understand their individual points, have them stand and mingle, hawking their worth. (Obviously, if you are the only one of a particular category in a group, you will be valuable.) The participants goal is to form small groups that are as diversified as possible and therefore will have the most points. (Determine the group size by dividing the total number of participants by 6 or 8. The groups need to be equal in size, or you will have to do extra math later to balance out the points.) When the small groups are formed and the group members are seated at tables, have one person record each groups points for each category. Be prepared to help them determine the points for which they qualify. Build up the ending dramatically as you ask the groups for their scores. Give the most diverse group a reward, such as the privilege of being first in line for coffee or lunch. Discuss the experience in the total group with questions such as: What category helped your group obtain the most points? What unique fact did you discover about one person or your group as a whole? How can you take what you have learned about one another and make this workshop experience more rewarding?
5.
6. 7.
236
Familiarity
237
3.33
Objective
To form several small groups from the total group
Uses
This method of regrouping participants depends on serving a meal and having the cooperation of the facilities servers.
Group Size
Any
Time
60 minutes or more
Room Setup
Round tables with chairs for eight
2. 3. 4.
239
5. 6. 7.
Ask two new people to move to a new table, again taking used table settings along. Introduce a new topic for discussion and serve the salad and bread course. Ask two new people to move, introduce a new topic, and serve the main course. Ask two new people to move, serve coffee and dessert, and introduce the final topic.
Variations
It may be easier for those preparing and serving the meal to set up the courses buffet style, although this would add considerably more time and confusion. If you want participants to learn how to be creative and responsive to change, serve dessert first.
240
Making Contact
Followup Saying Hello
Connections
Saying Goodbye
Making Transitions
Connecting Point 4
241
243
4.1
Workshop Evaluation
Objective
To evaluate the effectiveness of the workshop
Uses
Evaluation should be done at the end of every program. The process can include both endof-workshop and follow-up evaluations.
Group Size
Any
Time
10 minutes
Room Setup
Tables and chairs
2.
245
3.
At the end of that day, but before you do a closure activity, leave time for participants to complete the evaluation form. This way, the workshop will end on a positive note and not with the mechanical filling out of a form.
Variation
Send a summary of the evaluation results to participants.
246
Evaluation of Workshop
The Sexes at Work
One goal of this workshop was to increase your confidence in resolving gender issues. As a result of participating in this workshop, do you feel more confident in this area?
Definitely
Somewhat
No
The second goal of this workshop was to provide you with strategies that you can use to resolve gender issues. A. Which part of the content was the most valuable to you?
B.
C. Was there anything not covered in the workshop that you would like us to include in a follow-up workshop?
D. Please rate the trainer(s) by selecting one of these categories. Explain your choice.
Definitely
Good
Needs improvement
E.
Yes
No
Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
4.2
Objectives
To review the participants expectations and goals stated at the beginning of the workshop To evaluate how effectively or successfully the goals were reached
Uses
This activity relies on the fact that participants had stated their expectations and goals at the beginning of the workshop.
Group Size
Any
Time
5 minutes for reflection and 1 minute per person for sharing
Room Setup
Open space for chairs in a circle
Give participants a few moments to prepare their thoughts. 3. Form a circle and ask each participant to share which of their expectations and goals were achieved.
249
Variation
Add one more round with each person sharing, I plan to take from this workshop ______.
Cross-Reference
This activity ties in well with Activity 2.7: Why Are You Here? in Connecting Point 2: Saying Hello.
250
4.3
Objectives
To review what participants learned in the workshop To identify what participants learned about themselves To identify one action goal for each participant
Uses
This simple activity gives participants the chance to review what they learned and to identify one action goal as a result of their learning.
Group Size
Up to 20
Time
20 minutes
Room Setup
Tables and chairs
3. 4.
251
Variation
If you can allot more time or want participants to talk in more depth, divide them into smaller groups of six to eight for sharing.
Cross-Reference
Follow up the I Learned and Plan To statements with one of the more complete goalsetting activities in this group (Activities 4.7 through 4.14).
252
Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
4.4
Objectives
To review topics covered in the workshop To identify the highs and lows of the workshop experience
Uses
This activity works well at the point of closure in your workshop because participants can quickly identify their highs and lows.
Group Size
Up to 20; if there are more, form smaller groups of 6 to 8
Time
10 minutes
Room Setup
Place flipcharts where everyone can see them
2.
255
4.5
Four Pictures
Objectives
To help participants reflect on what they have learned To prioritize what was learned To allow for creative expression
Uses
Participants often resist drawing, so reassure them that this is not a contest but an opportunity to use their creativity to express what they have learned. Drawing taps the right side of the brainthe creative and emotive center.
Group Size
Up to 20 in total group, or subgroups of 10
Time
7 to 10 minutes to construct four pictures 2 minutes per person to explain the pictures
Room Setup
Tables and chairs Blank wall to display pictures
2.
257
3.
Introduce the art portion of this activity by reminding participants that pictures are worth a thousand words. Distribute the paper and ask participants to fold their sheet into fourths. Pass out the colored markers, pens, or crayons. Ask participants to draw pictures of the four things they learned, one in each of the four sections. Encourage them to use graphics and stick figures and not worry about their artistic abilities. No words are to be used except their signatures. As participants complete their drawings, give them masking tape to post the drawings on the blank wall and stand by them. Each person briefly shares his or her picture. Acknowledge participants creativity and note any similarities in what they learned. After everyone has shared, encourage participants to take their drawings home or to work. Suggest that they post the drawings on their refrigerators or by their desks.
4.
5. 6. 7.
Source
Adapted from Making Training Stick by Dora B. Johnson and Barbara Carnes (Creative Training Techniques, 1992).
258
4.6
Summing Up
Objectives
To review the objectives and content of the workshop To provide time for additional questions To identify additional resources
Uses
This activity depends on the fact that the workshop objectives and content were shared and posted at the beginning of the program.
Group Size
Any
Time
10 minutes
Room Setup
Chairs facing the front of the room
259
4.7
Objectives
To review what was covered in the workshop To set one goal
Uses
Use this activity when you have adequate time and think a written review is important. This activity helps participants focus on every topic or skill covered in the workshop and identify which ones need further development.
Group Size
Any
Time
20 minutes
Room Setup
Tables and chairs
2.
3. 4.
261
Cross-Reference
The next activity, 4.8: Self Contract, could be combined with this activity.
262
R R R R R R R R R R R R R R R R
B.
Diagnose future miscommunications using the cycle and checklist. Check out my perceptions of others. Use one-way versus two-way communication more appropriately. Check out assumptions more thoroughly. Reduce my defensiveness. Apply the three listening skills. Practice giving and receiving negative feedback. Incorporate more positive feedback in my communication. Value myself more. Disclose more of myself in the right situations. Increase my awareness of how both I and others communicate nonverbally. Plan more carefully how I communicate directions. Ask better questions. Communicate more assertively. Discuss with _____________________________ what I have learned. Read or learn more about communication.
Rank each topic or issue that has a checkmark by it. Put a 1 next to the topic you most need to develop, a 2 next to the second most important one, and so on.
Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
4.8
Self Contract
Objectives
To make a contract with oneself to change a behavior or an attitude To make a contract with oneself to apply a particular skill
Uses
People are more likely to put new ideas and skills into action when they have selected the specific area to which they will apply the ideas or skills. This activity, based on the reality that people can work on only one area at a time, encourages participants to focus on the one area most important to them. It also relies on a public affirmation of the personal contract, one more aspect that ensures application.
Group Size
Any size, divided into small groups of five
Time
20 minutes
Room Setup
Tables and chairs for groups of five
3.
265
4.
In small groups of five, have participants share their self contracts. Each person decides who should witness the signing of the contract and obtain that signature. The witness gets the second copy of the contract and is committed to reviewing the individuals progress and lending support to the change effort. Distribute the postcards and ask each witness to address the postcard to himself/herself and then give it to the person who wrote the contract. When the goal is reached, the postcard should be mailed to the witness. The two participants may want to meet on completion of the goal to burn the contract!
5.
Cross-Reference
Activity 4.7: Looking Back and Planning Ahead could be combined with this activity.
266
Self Contract
I, _________________________, will try to achieve the goal of__________________________ ____________________________________________________________________________ . The first step I will take is________________________________________________________ . My target date for accomplishing my goal is _________________________________________ . Date __________ Signed _______________________________________________________ Witnessed by _________________________________________________________________
Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
4.9
Dear Me
Objectives
To review the topics covered in the workshop To identify what was accomplished in the workshop To set some goals for the next 30 days
Uses
People are more likely to put new ideas and skills into action when they have selected the specific area to which they will apply the new ideas and skills. This activity asks the participants to write themselves a letter that will be mailed after one month. When the letter arrives, individuals are reminded of what they learned and their plans for further development.
Group Size
Any
Time
20 minutes
Room Setup
Tables and chairs
269
3. 4.
Specific behaviors or skills they plan to implement on returning to work. Additional training they feel they need to do their job better. One reason they appreciate themselves.
Ask them to address their envelopes, seal their letters inside, and give them to you. Mail the letters approximately 30 days later.
Variation
Ask for volunteers to share the highlights of their letters.
Source
Ward Flynn
270
4.10
Dear Boss
Objectives
To review the topics covered in the workshop To inform ones supervisor about what was accomplished in the workshop
Uses
Application of learning requires support and reinforcement from others, especially ones boss. This activity directs the participants to write letters to their supervisors telling what they learned and what additional help is needed and expressing appreciation for the opportunity to participate in the training program.
Group Size
Any
Time
20 minutes
Room Setup
Tables and chairs
2.
271
3.
Specific behaviors or skills they plan to implement on returning to work. Additional training they feel they need to do their job better. An expression of appreciation for the time off to attend the workshop.
Variation
Have the participants write the letter to a spouse or friend. This variation is especially helpful when participants have been away from home for several days to attend the program.
272
4.11
Objectives
To identify three types of changes: personal, interpersonal, and organizational To set a goal for each type of change
Uses
Use this activity when goals are needed for all three levels of change: personal, interpersonal, and organizational. This activity is somewhat time consuming.
Group Size
Any
Time
30 minutes
Room Setup
Tables and chairs
273
3.
Ask the participants to list one goal for changing themselves (personal), one relationship they want to change (interpersonal), and one change at work they would like to make (organizational). For each change, they should describe the situation that currently exists and the desired change. Then they should determine what might result if the change occurs and what the results will be if it does not. In groups of three, each participant reviews his/her three goals. The other group members make suggestions, ask clarifying questions, and generally lend support to the individual participants plans to change.
4.
Variation
Sample goals can be shared voluntarily with the total group.
Cross-Reference
Participants could develop more specific plans using Activity 4.14: A Step-by-Step Action Plan.
274
Current situation:
Desired changes:
(continued) Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
Interpersonal
Types of change:
Current situation:
Desired changes:
(continued) Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
Organizational
Types of change:
Current situation:
Desired changes:
Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
4.12
Setting My Goal
Objective
To ensure that a detailed plan of action is written following the learning experience
Uses
This activity works very well when participants have one specific goal they want to work on and are willing to devote some extra time to preparing for it.
Group Size
Any size, divided into groups of three
Time
20 minutes
Room Setup
Tables and chairs
279
4. 5. 6.
Ask participants to review silently what they have learned during the workshop. You may want to remind them of the topics you have covered. Ask participants to select one area in which they would like to develop a plan of action. Ask them to complete the handout with that one goal in mind. In groups of three, each participant reviews his/her plan for action. The other group members make suggestions, ask clarifying questions, and generally lend support to the individual participants plans to change.
Variations
Sample plans can be shared voluntarily with the total group. Arrange for a reunion so that the group members can share their progress and celebrate their accomplishments. If they cannot get together as a group, ask each person to provide you with a three-month status report of his or her progress. Send everyone a newsletter with summaries from these reports.
Cross-References
Participants can evaluate their goals using the handout in the next activity, Activity 4.13: Evaluating My Goals. Participants can develop more specific plans using Activity 4.14: A Step-by-Step Action Plan.
280
Setting My Goal
Success in daily living can be enhanced by talking about what you want to do and then making a plan to accomplish it. Goal setting is a means to action. Use the following criteria for setting useful goals: Conceivable: The goal can be put into words. Achievable: The goal is realistic given your strengths, abilities, and situation. Valuable: The goal is acceptable and desirable according to your values. Tackle-able: The goal is the only one with which you are dealing right now. Growth facilitating: The goal does not harm you, others, or society. 1. 2. 3. My goal is to______________________________________________________________ . This goal will be accomplished by _____________________________________________ . How important is it to me to reach this goal? a. What would happen if I reached my goal?____________________________________ _____________________________________________________________________ _____________________________________________________________________ b. What would happen if I did not reach my goal? ________________________________ _____________________________________________________________________ _____________________________________________________________________ 4. What personal strengths and resources do I have that will help me reach my goal? ________________________________________________________________________ ________________________________________________________________________ 5. What other personal strengths or resources will be needed to reach my goal? ________________________________________________________________________ ________________________________________________________________________ 6. What will keep me from reaching my goal? ________________________________________________________________________ ________________________________________________________________________ 7. What will I do to celebrate reaching my goal? ________________________________________________________________________ ________________________________________________________________________
Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
4.13
Evaluating My Goals
Objective
To thoroughly evaluate stated goals
Uses
This activity works very well when participants have one specific goal they want to work on and are willing to devote some extra time to preparing and evaluating it.
Group Size
Any
Time
20 minutes
Room Setup
Tables and chairs
3.
4.
283
5.
In groups of three, each participant reviews his or her goals and observations about their merits. The other group members make suggestions, ask clarifying questions, and generally lend support to the individual participants goals. Sample goals can be shared voluntarily with the total group.
6.
Variation
Participants could develop more specific plans using Activity 4.14: A Step-by-Step Action Plan.
284
Evaluating My Goals
Goals:
3. I have a good chance of achieving this goal. 4. I have weighed the risks involved in striving for this goal and I think the goal is worth it. 5. This goal is consistent with my other goals and values. 6. I plan to develop a plan of action to achieve this goal.
Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
4.14
Objectives
To list the steps necessary to accomplish a goal To identify both barriers and helping variables in accomplishing each step
Uses
This activity works very well when participants have one specific goal they want to work on and are willing to devote some extra time to preparing it.
Group Size
Any
Time
30 minutes
Room Setup
Tables and chairs
287
5.
In groups of three, each participant reviews his or her goal and the steps for accomplishing it. The other group members make suggestions, ask clarifying questions, and generally lend support to the individual participants plan of action. Sample goals can be shared voluntarily with the total group.
6.
288
1.
2.
3.
4.
5.
6.
7.
Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
Coming Home
When participants spend two or more days in a workshop, or when the learning experience is intensive, they need a bridge to the real world. These two activities help prepare the participants for their re-entry back to work and home life.
Group Size Activity 4.15 The Re-entry 4.16 Hi! Im Back!
510 1020 2030 30+ Any 5
291
4.15
The Re-entry
Objective
To help participants prepare for their return to work and personal lives
Uses
This activity is especially useful when the participants have been together for several days in a residential facility and thus isolated from home and work.
Group Size
Any
Time
20 minutes
Room Setup
Chairs facing the front of the room
293
3.
With the participants help, develop a list of suggestions that will ease their re-entry. Ideas include: a) b) Interview those left behind about what they did while the participant was absent. When asked, How was your experience? reply, Ive ideas. Probably the most useful to me was ________. finish sorting out the rest. The purpose here is to overwhelm the person back home. Instead, relate one the others over time. been exposed to a lot of It will take me a while to reduce the tendency to idea now and spread out
c)
To a boss say, You were generous to let me attend this program. I would like to report to you what I have learned. When would be a good time for me to do that? The purpose here is to establish whether or not the boss wants to hear about the employees experience. The boss who really wants to hear more will indicate so, which gives the workshop participant a chance to try out new skills and ideas. If it appears that the boss is not really interested, then the participant/employee should keep the comments brief.
294
4.16
Objective
To help participants prepare for their return to work and personal lives
Uses
This activity is especially useful when the participants have been together for several days in a residential facility and thus isolated from home and work. It will help them face several kinds of responses from those they left behind.
Group Size
Up to 20
Time
30 minutes
Room Setup
Open space
3.
295
c)
The participant who faces the resentment or jealousy of a spouse who could not go on this vacation. The negative feelings might also come from a colleague or an employee. The participant who discovers that his or her employees either did nothing or messed up their work during the participants absence. The boss who demands a play-by-play account of everything the participant did.
d) e)
296
Closing Ceremonies
A creative trainer is a cheerleader who sets up closing ceremonies at the end of a workshop for his or her participants. These occasions honor those who have performed either individually or as a team during the workshop. The trainer is like a social director when organizing and orchestrating these spirited ceremonies and celebrations. Look at books on planning parties and special events to help you and your participants think about celebrations. Visit a party store or special events store for props and gift ideas. Giving prizes and gifts to the participants can add a lot of fun to a program. Rather than giving the usual pen or coffee cup, try one of the activities in this group for creative ideas and award certificates.
Group Size Activity 4.17 Lets Celebrate! 4.18 Creative Prizes 4.19 Certificate of Participation 4.20 Certificate of Appreciation 4.21 Certificate of SelfAppreciation 4.22 Team Awards 4.23 The Closing Circle 4.24 Lets Sing! 4.25 The Wiggle Handshake 4.26 Exclamations! 4.27 Final Words 4.28 I Think You Are 4.29 Card Line-Up
510 1020 2030 30+ Any 5
297
4.17
Let's Celebrate!
Objectives
To identify reasons for holding celebrations at work To plan a celebration
Uses
All workshops should end on a celebratory note. This activity gives participants an overview about celebrations and an opportunity to plan one of their own.
Group Size
Any
Time
30 minutes
Room Setup
Chairs facing the front of the room
3.
299
4.
With the participants, brainstorm a list of reasons for holding a celebration at the end of a workshop. Reasons can include: To recognize and reward progress made by individuals and teams To have fun To recognize benchmarks and turning points on the way toward some goal To increase self-esteem
5.
Discuss the guidelines to follow for an effective celebration: Be authentic Be creative Have fun
6.
Give examples of celebrations in work settings and ask participants to evaluate which might work, if adapted, to this workshop: Hold a thank goodness its the end of the month event. Have a thank you circle in which each person is thanked by several people. Provide beverages or food at junction points in long projects. Mark milestones: Post the timeline for a project in a central place. At weekly meetings, teams color in progress made that week. Celebrate your survival through a difficult period. Retell the sequence of events so that it is humorous. Plan a celebration after a report is completed. Rewrite the history of your organization or project, adding funny twists and odd characters to the retelling. Use props that are funny and also represent the award you want to give (for example, a huge sombrero for someone whose head is always full of big ideas, a clowns nose for the person who sniffs out solutions, a rubber band for a flexible person). Write raps or take-offs on popular music, with new words to fit the companys or projects accomplishment. Decorate with colorful streamers, balloons, and items found in party stores. Invite customers or spouses.
7.
Ask for volunteers to be the Celebration Team. If possible, give them a budget and enough lead time so that they can create a final celebration to the workshop.
300
4.18
Creative Prizes
Objectives
To end the workshop on a playful note To identify and create some fun rewards to give out during a celebration To hold a closing ceremony for the workshop
Uses
Celebrations often include giving gifts and awards to people who deserve recognition and rewards. Although the engraved plaque and attractive certificate have their place, some celebrations should be more playful. This activity will help participants use their creativity to think of rewards that use common items but are linked to worthwhile recognition. This will be particularly appropriate as the last activity of your workshop.
Group Size
Up to 20
Time
15 to 30 minutes
Room Setup
Chairs facing the front of the room
301
After they have determined the reasons for each reward, have each group tell the other groups about them. Lay the awards out on a table as they are introduced. Each work group is assigned another group to honor in the upcoming award ceremony. Privately, they reflect on the people in their assigned group and decide which reward each person should get. As they make these decisions, they remove the item from the main table and attach a second label with the persons name. When the work groups have made their decisions, rearrange the room for the ceremony. Put some music on. Bring out balloons and even bottles of bubbles that you blow. Build some excitement for this special celebration. Start with rousing music. With fanfare, introduce the first work group to present their awards. Encourage clapping as prizes are given out. Continue until everyone has received a prize.
6.
7.
302
Variations
Form a Celebration Team of three to five people. Ask them to find the objects that will be prizes and decide which participant will receive each one. Ask the participants to give you, the trainer, an award. If the time or setting is limited, do the exercise verbally without actually gathering the objects. Select one item such as a book, bookmark, paperweight, or calendar to give to each person.
303
4.19
Certificate of Participation
Objective
To give each participant a certificate as a record of participation
Uses
Most participants like to receive a certificate to display or show others. The ideas in this activity provide various ways to make the certificate particularly attractive.
Group Size
Up to 30
Time
20 minutes
Room Setup
Chairs facing the front or circle of chairs
Enhance the certificates appearance by: Keeping the content simple Adding a graphic image, emblem, or logo that represents your organization (for example, a half-tone outline of your areas skyline, a photograph of your building, or a graphic image from a clip art book)
305
Selecting a special paper such as parchment or glossy Adding special touches to the printed certificate such as ribbons, stickers (big stars), or pressure-sensitive graphic tape (which comes in many widths and colors) Entering the participants name in calligraphy or in a larger point size
Variations
To save time, hand the certificates out as the participants remain seated. Encourage a round of applause, either after each award or at the end. Combine a small gift with the certificate as a memento of the group experience. You can buy items embossed with your organization or company name. Items you could use include pens, pointers, bookmarks, and paperweights.
306
4.20
Certificate of Appreciation
Objective
To give each participant a certificate of appreciation from the group
Uses
Most participants like to receive a certificate to display or show others. This activity gives participants the chance to give certificates to others. The personal feedback is always appreciated.
Group Size
Small groups of four to six participants who have worked together during the workshop
Time
30 minutes
Room Setup
Any
Enhance the certificates appearance by: Keeping the content simplecenter the words Certificate of Appreciation for and leave a blank (or draw a line) beneath them
307
Adding a graphic image, emblem, or logo that represents your organization (for example, a half-tone outline of your areas skyline, a photograph of your building, or a graphic image from a clip art book) Selecting a special paper such as parchment or glossy Adding special touches to the printed certificate such as ribbons, stickers (big stars), or pressure-sensitive graphic tape (which comes in many widths and colors) Entering the participants name in calligraphy or in a larger point size
2.
Form small groups of participants who have worked together during the group experience. Explain that each participant will be given a certificate of appreciation by their group. Determine who will be the first focus person in each group. That person listens silently as his/her peers discuss the things for which he/she is appreciated. Once they decide on a single area of appreciation, that information is carefully penned into the space left on the certificate for that purpose. The focus person now may comment on the category the group selected for him/her.
3. 4.
The certificates are given to each participant as they are prepared. Rotate the focus person until a certificate has been prepared for each person.
Variations
Ask the focus people to leave the room while their certificates are being prepared. Meet with the focus people while they are waiting and discuss what they think they might receive a certificate of appreciation for; what they believe they have contributed to the groups experience; and what they have liked or disliked about the experience. With this variation, hold all certificates until the end when a more formal ceremony can be held. Hold the prepared certificates until all are completed. Conduct a ceremony for their awarding, asking the small groups to stand together as each of their members receives a certificate. Ask for an award as the trainer. Leave the room while the total group prepares your certificate.
308
4.21
Certificate of Self-Appreciation
Objective
To allow each participant to identify an area in which he/she would like to be appreciated
Uses
Most participants like to receive a certificate to display or show others. This activity gives participants the chance to give a certificate to themselves. This twist forces them to appreciate their own efforts and to tell others, too!
Group Size
Small groups of four to six participants who have worked together during the workshop
Time
20 minutes
Room Setup
Any
Enhance the certificates appearance by: Keeping the content simplecenter the words Certificate of Appreciation for and leave a blank (or draw a line) beneath them
309
Adding a graphic image, emblem, or logo that represents your organization (for example, a half-tone outline of your areas skyline, a photograph of your building, or a graphic image from a clip art book) Selecting a special paper such as parchment or glossy Adding special touches to the printed certificate such as ribbons, stickers (big stars), or pressure-sensitive graphic tape (which comes in many widths and colors)
2. 3.
Form small groups of participants who have worked together during the group experience. Distribute the certificates. Each participant writes in his/her own name, then thinks of what he/she deserves recognition for while being in this particular group. Examples might include contributing resources, listening attentively, or being willing to deal with conflict. The area of appreciation is written into the space provided on the certificate. Collect the prepared certificates. Conduct a ceremony for giving out the certificates. Applause is encouraged.
4.
Variations
The participants decide from whom they would like to receive this certificate, and that individual is asked to present the award to the recipient. Make a pile of completed certificates placed upside down. Each participant draws a certificate and presents it to the person named on it. Give yourself a certificate as the trainer.
310
4.22
Team Awards
Objective
To provide recognition of each participants contributions
Uses
Most participants like to receive a certificate to display or show others. This activity gives participants the chance to give a certificate to others. It requires that participants worked together throughout the workshop and know one another fairly well.
Group Size
Any size, divided into teams of five to six people
Time
30 minutes for preparation; 1 minute per participant for presentation
Room Setup
Tables and chairs
3.
311
4.
Toward the end of the workshop, distribute copies of the Team Award handout. The teams review what they have observed about their assigned targeted team and create a team award. These awards can be embellished with the awarding teams logo, other artwork, color, and so on. When the awards are ready, hold a closing ceremony with the total group. Encourage applause after each presentation.
5.
Source
Dr. John E. Jones
312
Team Award
The ________________________________ Award
(presenting teams name)
for ______________________________________
(name of award)
is presented to _____________________________
(name of awardee)
___________________________
(team member signatures)
Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
4.23
Objective
To give participants an opportunity to say goodbye
Uses
Use this activity when you have very little time and want to end the workshop with everyone standing.
Group Size
Up to 20
Time
10 minutes
Room Setup
Open space
3. 4.
Variation
Allow enough time while in the circle to have individuals give feedback to one another.
Compendium of Icebreakers Volume 2
315
4.24
Let's Sing!
Objective
To give participants an opportunity to say goodbye through music
Uses
Singing is an energetic and emotional way to end a workshop. Use songs if you have a musical instrument or tape to play and you are confident participants would enjoy this type of activity.
Group Size
Any
Time
Approximately 5 minutes, depending on number of songs selected
Room Setup
Open space for a circle
317
2. 3. 4.
What a Wonderful World Its About Time Weve Only Just Begun Happy Days Are Here Again So Long, Its Been Good to Know You Put a Little Love in Your Heart Id Like to Teach the World to Sing Climb Every Mountain Til We Meet Again
The activity will be enhanced if you have someone available to play the piano or guitar. State that songs are often a pleasant way to say goodbye at the end of a workshop experience. Distribute the song sheets and ask everyone to join you in singing.
318
4.25
Objective
To give participants an opportunity to say goodbye
Uses
Use as the last activity when you want people to be standing.
Group Size
Any
Time
5 minutes
Room Setup
Open space
3. 4.
319
c)
Release the fingers, but with the thumbs still interlocked, rotate the hands so the palms are facing down, parallel to the floor, with the fingers pointing toward the other person. Wave goodbye with your fingers.
d)
Make sure everyone understands how to do the handshake. 5. Participants circulate and give one another a wiggle handshake.
Variation
Some participants may not feel comfortable with this playful handshake, so have them give the traditional handshake instead.
Source
Dr. Joel Goodman and Matt Weinstein
320
4.26
Exclamations!
Objective
To create an enthusiastic, energy-releasing closure to a workshop
Uses
Use as a quick but fun way to end a workshop.
Group Size
Any
Time
5 minutes
Room Setup
Open space
321
Variations
Step 4 is optional; the workshop can be ended at step 3. This exercise is similar to the game called Outburst.
Source
Dr. Marshall Sashkin
322
4.27
Final Words
Objective
To provide participants with a sense of closure as they give feedback about the workshop
Uses
Use this activity when you have very little time to close the workshop and yet would like to get some feedback from participants.
Group Size
Any
Time
Reserve the final 5 minutes of the workshop for this activity.
Room Setup
Space by the door for the flipchart
2. 3.
323
Variation
You may wish to model the activity by going to the flipchart and writing your own brief comment.
Source
Dr. Marshall Sashkin
324
4.28
Objectives
To provide the opportunity for participants to give positive feedback to one another To give each participant something to take away as a reminder of the workshop
Uses
Use this activity just before the end of the workshop.
Group Size
This activity can be used with almost any size group. In small groups, each participant can write on all of the other participants signs. In large groups, you can do as many as you have time for or break into smaller groups of 20 to 30 participants.
Time
Reserve the final 10 to 30 minutes of the workshop for this activity.
Room Setup
Open space for mingling
2.
3.
325
Source
Carrolle Rushfold
326
4.29
Card Line-Up
Objective
To provide recognition of each participants positive attributes shown during the workshop
Uses
This activity works well at the end of the workshop, after participants have worked together long enough to have knowledge of one another.
Group Size
Up to 20
Time
30 to 40 minutes
Room Setup
Space to line up all the participants shoulder-to-shoulder from the outer door into the room
2.
327
3.
Have the participants line up shoulder-to-shoulder, with the last-named person on the list standing at the door and the first-named person on the list standing at the other end of the line, well into the room. One by one, beginning with the first alphabetized person, they walk down the line and say out loud to the person next in line what they have written about that person on their card. The receiver then says to the person facing him/her what the receiver wrote about that person. They exchange the cards, putting them at the back of their decks so that the cards remain in order. Continue on down the line. When the first person has exchanged cards with two people, the next person should begin, and so on.
4.
5.
When the first person gets to the end of the line, he/she stands next to the last person, who will be somewhat outside the room. When the total group has finished, it will be lined up outside the room. Each person will now have a deck of cards with positive feedback from their peers. The trainer then steps out of line and says, This part of the workshop is over.
Variations
The trainer may stay out of the line to help move the activity along. The cards could be exchanged nonverbally. This is less personal, however, and takes away from the humorous aspects of the exercise. The activity can be started at the beginning of the workshop with the distribution of the cards. Leave time periodically for people to put comments on their cards as they interact with the others in the group.
Source
Dr. John E. Jones
328
Making Contact
Followup Saying Hello
Connections
Saying Goodbye
Making Transitions
Connecting Point 5
329
5.1
Objective
To ensure that participants can easily contact one another after the workshop
Uses
Use this activity with every workshop because participants always appreciate a list of their workshop peers. This activity will provide them with additional information they will want to remember.
Group Size
Any
Time
30 minutes
Room Setup
Any
2.
331
3.
Begin with a discussion of the value of staying in touch with one another following the completion of the workshop. Reasons include: We need to ask for a resource from someone in the group. We need to network to find jobs or clients. We need information about some organization or person.
Ask the participants to suggest other reasons. 4. 5. Take time midway through the workshop for participants to complete the forms. Allow time at the end of the workshop for discussion of what participants need and what they can give.
Variations
A simple way to make sure participants have information about one another is to ask them to place their business cards on a table where others can pick up any they want to keep. Pertinent information about each person can be entered on a Rolodex card. The cards are photocopied and distributed to participants.
332
5.2
The Postcard
Objective
To ensure that participants will contact one another after the workshop
Uses
This activity is easy to introduce and very effective as a way for participants to stay in touch with one another.
Group Size
Any
Time
15 minutes
Room Setup
Any
Ask the participants to suggest other reasons. 2. Distribute postcards with the following message printed or typed on them: Hi! I thought youd like to hear whats been happening to me.
333
3.
Ask participants to select one person they would like to keep informed about their progress in achieving their goals. Once they decide who will be the recipient, allow time for participants to obtain that persons address and write it on the postcard. Suggest that participants put the postcard in their calendars approximately one month from the current date and to send it out at that time.
4.
Variations
Leave the postcards blank so that participants can send whatever information they choose. If your workshop is held in a hotel or resort, use its stationery or postcards. Encourage participants to send letters or e-mails with more details on individual progress. Be sure to have some postcards sent to you. Trainers like to hear from participants when they have successfully achieved their goals.
334
5.3
Support Groups
Objective
To ensure that participants will contact one another after the workshop and give one another support
Uses
This idea works best if the participants either work in the same organization or live close to one another.
Group Size
Any
Time
60 minutes
Room Setup
Tables and chairs for small groups
Ask the participants to suggest other reasons. 2. Explain that a professional support group is a small group of professionals with a common area of interest who meet periodically to learn together and to support one another in their ongoing professional development. People meet regularly to share ideas, expand insights, provide practical help to one another, and generally give support as they try to achieve their goals.
335
3.
Suggest that the participants could form their own small groups based on a common interest, for example, same location, same job, same company, mens or womens groups, or special task force. Poll the participants for their interest in forming support groups. Regroup them according to their area of interest. (If some participants arent sure they want to be in a group, place them at one table and facilitate step 5 with them.) Take 15 minutes for these new support groups to: Verbalize what kind of support they might want. Identify how often they could commit to meeting. Review options of where to meet. Set a date for their first meeting.
4.
5.
6.
Encourage them to follow these guidelines: Plan to meet within two weeks of the workshop. Meet for one hour only. Take turns hosting a meeting and serving as the facilitator. Initially use the same format for the meetings including discussion of: Whats working? Celebrate successes. Whats causing a problem? Brainstorm solutions together. As needed, bring in resources and other people to these meetings.
7.
Be sure you have each support groups participants names and one contact person in case you wish to send them resources in the future.
336
5.4
Objective
To ensure that participants have follow-up contact with the trainer
Uses
This activity takes extra time, so use one of these methods only if you can do it in a timely fashion after the end of the workshop. Once you get the procedure ironed out, it is relatively easy to do this after every workshop.
Group Size
Any
Time
Depends on the method selected
d) e)
337
f) g)
Plan for follow-up training sessions based on participants needs. Add participants names to your mailing list so that they will receive your newsletter or other resources from you. Ask participants to send in one success story within 30 days. Print their stories in your regular newsletter or a special Success Newsletter. Send participants a gift that is a memento of their experience with you. For example: A key chain, letter opener, or bookmark with a slogan imprinted on it A stuffed monkey to illustrate the concept of Monkey on Your Back A crisp dollar bill to be framed as a reminder to use the ideas presented to increase their sales A bag of coffee and a cup to remind them to meet with their boss over coffee and share ideas and needs Sticky notes or notepads with slogans printed on them
h)
i) j) k) l) 2.
Give participants a subscription to a magazine or newsletter service that prints your name on it. Give participants your phone number and encourage them to call you. Call participants to see if they have any problems or to invite them to another workshop. Plan a reunion of the workshop group.
At the end of your workshop, let participants know which method(s) you will use to stay in touch with them.
Variation
Ask the group to help you decide which of these methods would best meet their needs.
Source
Terry Ihlenfeld and Lois Hart
338
Thank you for your active participation in our recent workshop. The workshop evaluations revealed that all of you feel more confident dealing with __________. We encourage you to keep up your efforts to apply what youve learned and to practice your new skills. To provide you with more helpful suggestions, we are enclosing a list of ideas called Success Is up to You! Please complete and return the follow-up evaluation questionnaire. It will help us determine how you are applying what you learned in the training workshop and what you would like us to include in the follow-up workshop. Sincerely,
Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
5.5
Success Is up to You!
Objective
To provide a list of methods participants can use to retain what they learned in the workshop
Uses
Use a handout such as the one provided in this activity at the end of every workshop. Either distribute it then or send it later by mail. Participants can choose which way they will reinforce their own learning.
Group Size
Any
Time
Depends on method and number of participants
Variation
Distribute the handout at the end of your workshop and have participants make a commitment to following one of the suggestions on the list.
341
Success Is up to You!
Congratulations! You have successfully completed a _________________________ workshop. Good intentions to apply what youve learned, however, can get lost in the hubbub of everyday life. Did you know that it takes a minimum of 30 days to change a behavior, kick a habit, or integrate a skill? Over and over again, it has been proven that you will get results if you consistently practice the change you desire. Use the following suggestions to help you put your most important goals into action. You cannot afford to merely let things happen. If you seek success, you will have to MAKE things happen! 1. 2. Review your notes and materials as soon as possible. Update your Action Plan. Write a Dear Boss thank-you letter, expressing appreciation for the time and money invested in your professional development. Review the three key ideas you learned, and explain how your boss might help you succeed in putting your ideas to work. Over coffee or lunch, tell your boss about this workshop and how you plan to put some of the ideas you learned into practice. Again, express your thanks and ask your boss for assistance. Give an executive summary of the best three ideas or skills you learned to your staff, colleagues, family, or friends. It will help clarify and reinforce what youve learned. Write your primary goal on a 3" x 5" card or a sticky note and place it in a conspicuous location in your car, at home, or at work. Keep a daily or weekly log to track your progress in achieving your Action Plan. Read a book that will aid you in reaching your goal. Within two or three weeks, contact another participant from the workshop. Review one anothers progress and explore ways you can help one another achieve your goals. Start a support group with others who are trying to resolve these issues. No horse gets anywhere until he is harnessed. No steam ever drives a machine until it is confined. No river is ever turned into electrical power until it is tunneled. No life ever grows great until it is focused, dedicated, and disciplined.
3.
4. 5. 6. 7. 8. 9.
Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
5.6
Follow-Up Evaluation
Objective
To receive feedback on what participants have learned and applied from the workshop
Uses
Earlier in this book, we pointed out the importance of doing some evaluation at transition points and at the conclusion of the workshop. The third time to do an evaluation is two to six weeks after the workshop, when participants have had a chance to try out what they learned.
Group Size
Any
Time
60 minutes
2.
3.
345
Definitely
Somewhat
No
The second goal of this workshop was to provide you with strategies that you can use to resolve gender issues. A. Describe one strategy you tried that worked.
B.
Describe one time you tried to resolve a gender issue and didnt succeed.
C. What topics or strategies would you want to have covered in a follow-up workshop?
My boss
My staff
Colleagues
Others
R
B.
Definitely
Somewhat
No
How did this training help you learn how to lead a team?
C. How are you doing your job differently as a result of participating in this program?
D. Have you used the Faultless Facilitation resource guide to help you plan your meetings or used any of the material with your staff or teams?
E.
R
F.
Your boss?
Your staff?
Another colleague?
Yes
No
Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
5.7
Objective
To help participants gain their supervisors support when they try new behaviors and skills on the job
Uses
To ensure that the investment of time in a workshop continues to be successful, the trainer uses this idea to elicit support from the participants supervisors. On-the-job performance will be enhanced if a boss understands and is supportive of the participants new behaviors.
Group Size
Any
Time
60 minutes
Source
Terry Ihlenfeld
349
Your employee, __________, has just completed our training working on (name of workshop). Thank you for allowing ________ to participate in this workshop. I am sure he/she appreciated the opportunity to improve his/her skills in this important area of professional development. Since you originally recommended ________ for participation in this program, Im sure you now want him/her to apply what he/she has learned back on the job. Therefore, as ________ begins using his/her new skills and behaviors, your interest and support of these efforts will be greatly appreciated by him/her. A summary of some of the key concepts/skills covered in this workshop is attached. Thank you again for your interest in the professional growth and development of your employees. Please let me know if I can be of further service to you or your department in improving your productivity. Sincerely,
Trainer P.S. Enclosed is our training calendar (or flier) for the next quarter, along with information on registration so that you can choose which employees might benefit from these programs.
Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA
5.8
Objectives
To ensure cooperation between the trainer and his/her client or program sponsor To plan for follow-up training
Uses
A letter eliciting support from the client or program sponsor will ensure that the investment of time in a workshop continues to be successful. On-the-job performance will be enhanced if management understands and is supportive of the participants new behaviors and plans for follow-up training. If the initial training was brief, schedule another session approximately four to six weeks later. This gives participants time to try out the skills they learned in the program. Usually they will be eager to get together again to learn more and to resolve some of the problems they have encountered.
Group Size
Any
Time
60 minutes
353
Thanks again for the opportunity to present our (name of workshop) workshop to the employees of your organization. Everyone actively participated in the program, and I know they came away with some concrete ideas to apply to their work. Ive enclosed a summary of the skills and concepts we covered in the workshop. Each person will need to make an effort to incorporate the new ideas and skills regularly, and you can help make this happen. Ive prepared a special handout called Success Is up to You! and a follow-up evaluation form for you to copy and distribute to each participant. I will be contacting you soon to schedule a follow-up session, which should occur approximately four to six weeks from now. Sincerely, Trainer
Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA