Compendium of Icebreakers Volume 2

Compendium of Icebreakers Volume 2 Connections: 125 Activities for Faultless Training

Making Contact

Saying Hello

Follow-up

Connections

Saying Goodbye

Making Transitions

Lois B. Hart HRD Press, Inc. — Amherst — Massachusetts

Copyright © 1995, 2007 Lois B. Hart

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 distribution—or inclusion of items in publication for sale—may 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 ..........................................................................................................

15 17 19 21 25

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 ....................................................................................

27 29 33 35 37 39 41 43

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 Résumé......................................................................................................... 2.18 The Name Tag .............................................................................................. 2.19 The People Hunt ........................................................................................... 2.20 What’s in Your Wallet or Purse?.................................................................... 2.21 Where Are You From? .................................................................................. 2.22 My Family Shield ........................................................................................... 2.23 Here’s My Card ............................................................................................. 2.24 What’s in a Name? ........................................................................................ 2.25 Name Your Uniqueness ................................................................................

47 49 53 55 57 59 61 65 71 75 77 79 83 85 87

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2.26 2.27 2.28 2.29 2.30 2.31 2.32 2.33 2.34

I See Myself As….......................................................................................... 89 You Can’t 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 I’d 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 What’s Your Sign?......................................................................................... 133 Dipping into the Content .......................................................................................... 135 2.43 The Pre-Test ................................................................................................. 137 2.44 I Know… I Don’t 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 Let’s Get Moving ....................................................................................................... 175 3.8 Let It Go!........................................................................................................ 177 3.9 Baking Bread in the Ol’ Factory..................................................................... 179 3.10 The Circle Massage ...................................................................................... 181

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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 I’m 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

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Coming Home ............................................................................................................ 291 4.15 The Re-entry ................................................................................................. 293 4.16 Hi! I’m Back ................................................................................................... 295 Closing Ceremonies.................................................................................................. 297 4.17 Let’s 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 Let’s 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 You’ll 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

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Introduction: Making Connections E

very trainer’s goal is to optimize the learning of all participants. How is this goal best achieved? Of course, a well-planned training design helps, but in addition, experienced trainers pay attention to five points of contact with their participants.

The first connection with participants is well before a workshop, when the trainer finds out who the participants are, what they know, and what they need to benefit the most from the training. At this point, the trainer provides essential details and may even give assignments. These activities are found in Connecting Point 1: Making Contact Before the Workshop. The second connection with participants is at the beginning of the workshop, when the trainer is introduced, workshop goals and objectives are provided, expectations are clarified, participants get better acquainted, and a taste of the workshop content is experienced within warm-up activities. These activities are found in Connecting Point 2: Saying Hello at the Beginning of the Workshop. The third connection with participants is at various transition points within a one-day or multiple-day workshop design. These activities occur at the end of the first morning, the beginning of the second day, when attention is lagging, or when relationships are cementing. Their purposes are to give participants the opportunity to review what they’ve learned so far, provide a change of pace, re-energize and regroup them, improve interpersonal relationships and teamwork, and share positive feedback about one another. These activities are found in Connecting Point 3: Making Transitions Within the Workshop. The fourth connection with participants is at the end of the workshop, when they need to review what they have learned, develop a plan of action for application, celebrate, and receive awards. These activities are found in Connecting Point 4: Saying Goodbye at the End of the Workshop. The fifth connection with participants is after the workshop. Participants need to reinforce what they have learned and ensure continuous learning. These activities are found in Connecting Point 5: Following Up After the Workshop. All 125 activities in this book are formatted for easy use with clearly marked objectives, best occasion to use them, group size, estimated time, equipment and supplies needed, handouts and materials, room setup, and step-by-step procedures for conducting the activity. Many activities have ready-to-use handouts, include creative variations, make cross-references to other activities, and give the origin. Compendium of Icebreakers Volume 2

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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.

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Making Contact Saying Hello

Followup

Connections

Saying Goodbye

Making Transitions

Connecting Point 1

Making Contact Before the Workshop Selecting participants for your workshop may affect the outcome. Think about the kinds of people who would contribute the most to the workshop process, and also who would benefit the most from the experience. The following characteristics are often used to select participants for training programs. Select individuals who: • • • • • • • • •

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

5–10

10–20

20–30

Time (in minutes) 30+

Any

1.1 Pre-Workshop Meeting



1.2 Self-Assessment



1.3 Welcome to the Workshop



1.4 Pre-Workshop Assignments



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20

30+ 

 

 

1

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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 top—the supervisors, managers, and executives of the organization. Be sure to include them in this meeting.

Group Size Any

Time 30 to 40 minutes

Supplies and Equipment None

Handouts and Materials • •

Prepare a self-assessment questionnaire that fits the content of your workshop Other pre-work assignments

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Procedure for Conducting the Activity 1.

Prepare your workshop design based on the information you already have about the organization and the participants.

2.

Prepare a letter that explains the purpose of this workshop and the details about the pre-workshop meeting (time, location, purpose, and so forth).

3.

Hold the meeting. Include: a)

Who you are, including your qualifications

b)

Goals of the workshop

c)

Participants’ expectations and needs (you could distribute the self-assessment questionnaire from the next activity)

d)

Details of the workshop arrangements, including directions to site, beginning and ending times, food, dress, how you will handle interruptions (beepers, messages)

e)

Benefits of attending

4.

Review the information the participants gave you and adapt your workshop designs and activities appropriately.

5.

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 • •

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See the next activity, 1.2: Self-Assessment. See Activity 2.43: The Pre-Test in Connecting Point 2: Saying Hello.

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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

Supplies and Equipment None

Handouts and Materials Prepare a self-assessment questionnaire that fits the content of your workshop

Procedure for Conducting the Activity 1.

Prepare a self-assessment questionnaire that fits the content of your workshop. Openended questions and rating scales are two methods of eliciting information from participants. The questionnaire should cover the skills and concepts you plan to cover in your workshop.

2.

Prepare a cover letter that explains the purpose of this questionnaire and directions for completing and returning it to you.

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3.

Mail the questionnaires two to three weeks in advance. Give a deadline that leaves you enough time to review the information.

4.

Review the information and adapt your workshop design and activities appropriately.

5.

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.

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1.3

Welcome to the Workshop

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

Supplies and Equipment None

Handouts and Materials Prepare a letter and/or questionnaire based on the following instructions

Room Setup Any

Procedure for Conducting the Activity 1.

Prepare a letter outlining the important details of the workshop: date, beginning and ending times, and place (with directions). List the goals and objectives of your workshop. Let participants know how you will handle interruptions for messages or office meetings and missing segments of the program.

2.

Prepare a questionnaire that elicits information on the participants’ background and needs. Questions you might include are: “I chose to attend this workshop because…” “Some issues, topics, questions, or skills I would like this workshop to cover are…”

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“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.

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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 don’t want to publicly chastise people, and you don’t 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 didn’t 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 didn’t 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

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Time 30 to 40 minutes

Supplies and Equipment None

Handouts and Materials • •

Self-assessment questionnaire Other pre-work assignments

Procedure for Conducting the Activity 1.

Prepare your workshop design based on the information you already have about the organization and the participants. Decide what pre-workshop assignment supports your objectives and how it will fit into your workshop design.

2.

Prepare a letter that explains the goals of the workshop and details about this preworkshop assignment. Include the benefits of doing the assignment.

3.

Here are some examples of pre-workshop assignments:

For Topic/Content

Assignment might be…

Facilitation

Take notes on every meeting you attend for one week, noting what worked and what didn’t.

Conflict

Log conflicts on a daily basis, noting with whom you had a conflict and what happened.

Leadership

Complete a self-assessment of leadership skills. Read a biography or autobiography of one famous person (trainer provides a list).

Writing

Gather and bring sample letters, memos, and reports that you wrote plus some you have received. White out people’s names.

Safety

Visit a plant other than yours and talk with the safety officer and line supervisors about how they motivate employees to be safe.

Quality

Conduct a survey with a sample of your customers about what they expect from your company and what level of service they are getting now. Read a selected article or book (trainer provides).

Time Management

Keep a log of how you spend one day at work.

Management

Read several case studies and answer questions related to the scenarios presented (trainer provides case studies and questions).

Communications

View a videotape and answer questions related to the tape (trainer provides videotape and questions).

Styles

Complete learning or leadership style instrument.

Diversity

Read controversial articles on opposing points of view on this issue.

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4.

Review the information the participants gave you and adapt your workshop design and activities appropriately.

5.

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.

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Making Contact Saying Hello

Followup

Connections

Saying Goodbye

Making Transitions

Connecting Point 2

Saying Hello at the Beginning of the Workshop Introducing yourself and participants to one another sets the tone for the workshop. It creates a personal connection between the trainer and participants, allows participants to share information about themselves, and clarifies the goals and objectives of the workshop. This section is divided into five parts: • • • • •

Introducing the Trainer Clarifying Expectations and Objectives Who Are You? Who Are We? Dipping into Content

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Introducing the Trainer The activities in this group serve the purpose of introducing the trainer, facilitator, or group leader to the participants. Some of these activities are very informal. All of them set the stage for participants to interact with the trainer. In addition, one activity shows the sponsor of the program how to introduce the trainer to the participants. Group Size Activity

5–10

2.1 Hello! My Name Is…

10–20

20–30

Time (in minutes) 30+

Any

5



20

30+



2.2 The Interview 2.3 Let Me Introduce You To…









2.4 Ask Me



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2.1

Hello! My Name Is...

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

Supplies and Equipment Name tags

Handouts and Materials None

Room Setup Any

Procedure for Conducting the Activity 1.

While participants are registering or waiting for the workshop to begin, the trainer extends his/her hand and firmly shakes each participant’s hand. Be sure to look the person in the eye and smile. Give your name as you want to be addressed. Repeat each person’s name and make a personal comment based on what is on his/her name tag, such as where he/she is from or place of work.

2.

If you do your greeting in small groups with participants sitting or standing, personally greet each participant.

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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

Supplies and Equipment None

Handouts and Materials None

Room Setup Any setting that allows the trainer and interviewer to face the participants

Procedure for Conducting the Activity 1. Prior to the workshop, discuss this idea with your workshop sponsor or client. Explain that this method saves them the trouble of memorizing facts about you and gives the participants a chance to see the trainer model behaviors that will be expected of them during the workshop. 2. When the sponsor starts the workshop, he/she explains to the participants that a new way of introducing the workshop trainer will be used. 3. The sponsor interviews you using questions such as: “What’s your name?” “Where are you from?” “What do you do?” Compendium of Icebreakers Volume 2

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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

Let Me Introduce You To...

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

Supplies and Equipment None

Handouts and Materials • •

Preparing Your Introduction handout Trainer’s biography

Room Setup Chairs facing front

Procedure for Conducting the Activity 1.

In advance of your program, provide copies of the Preparing Your Introduction handout and a copy of the trainer’s biography to your sponsor, client, or whomever is designated to introduce you. Explain the purpose of these instructions and encourage him/her to follow these steps in preparing your introduction.

2.

You could include an actual introduction you have prepared following these same guidelines. Most likely, the person introducing you will use it as is. Refer to the sample introduction that appears on the handout.

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3.

Bring along a copy of the introduction you have prepared just in case the person who is to introduce you forgets his or hers.

4.

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.

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Handout for Activity 2.3

Preparing Your Introduction As the workshop sponsor, you play a key role in getting the program off the ground with an interesting, pertinent, and short introduction of the workshop trainer. ____________________________________________________________________________ Trainer’s Name A good introduction answers this question: “Why is this trainer speaking to our group on this particular topic at this particular time?” Keep the three parts of this question in mind as you prepare the introduction, using the information provided in the attached biography plus what you know about your own group members. 1.

Why have you chosen ____________________ as your trainer? Which of her/his credentials should be included in order to build credibility with your group?

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

Handout for Activity 2.3 (concluded)

Sample Introduction Trainer: Lois B. Hart Topic of Workshop: “Learning from Conflict” “Like taxes, we can’t 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

Supplies and Equipment None

Handouts and Materials Copies of trainer’s biography

Room Setup Tables and chairs facing the front

Procedure for Conducting the Activity 1.

Distribute your biography as the participants arrive and ask them to look it over while they are waiting for others to arrive.

2.

Once the group has assembled, ask the participants to read your biography and underline any facts that intrigue them. For example, someone might notice that you once worked for the same company or lived in the same city as the participant.

3.

Ask participants to think of questions that will clarify or expand upon what they have just read.

4.

Call for volunteers to ask their questions.

5.

Once a particular topic is raised, ask if anyone else has a question on the same topic. This way you will not be jumping around but can focus on various aspects of your background.

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Clarifying Expectations and Objectives These activities will help the participants in several ways: some will help them clarify the expectations they have about the upcoming learning experience; some will help them identify their feelings about being in the workshop; and some will help them identify their specific needs. In some cases, participants are asked to identify what resources they can bring to this group experience. In many of the activities, you, as the trainer, will clarify your own expectations, your workshop’s goals and objectives, and the ground rules you will use during the workshop. Group Size Activity

5–10

10–20

20–30

Any

10

20

30+

 









2.9 Where Would You Rather Be?



2.10 Folding Arms



2.11 Issues and Obstacles



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2.7 Why Are You Here? 2.8 The Magic Box

30+



2.5 Goals, Objectives, and Guidelines 2.6 Around the Circle

Time (in minutes)

  

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2.5

Goals, Objectives, and Guidelines

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

Supplies and Equipment None

Handouts and Materials • •

Develop a handout listing your goals, objectives, and guidelines, or use the sample provided Workshop Goals, Objectives, and Guidelines handout

Procedure for Conducting the Activity 1.

Prepare a handout or use the sample handout. a) b)

Add your goals and objectives. Determine the guidelines you will be following in the workshop.

2.

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.

3.

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.

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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.

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Handout for Activity 2.5

Workshop Goals and Objectives Workshop Goals and Objectives Workshop objectives include…

My objectives include…

1.

1.

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

Handout for Activity 2.5 (concluded) Guidelines for a Successful Workshop As we work together during this workshop, we will follow these guidelines, which will make this experience meaningful and successful for you: 1.

You are responsible for your own learning. Be honest with yourself and ask for what you need.

2.

Be as open as possible. You do have the right to pass and to privacy.

3.

We will respect differences. Be supportive rather than judgmental.

4.

Within our group, we have the resources we need to solve any problem.

5.

Make at least one new acquaintance today.

6.

The program will begin and end on time. We will have frequent breaks, but feel free to take care of your needs without waiting for a formal break.

7.

There will be no smoking in the meeting room.

8.

All the materials you receive were prepared for your use. Freely use the handouts for note taking during this training session, but remember that they are copyrighted materials and cannot be copied without written permission from _______________.

9.

The evaluation form provides the instructor with useful feedback. Look it over now and add comments to it throughout the day.

Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA

2.6

Around the Circle

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

Supplies and Equipment Flipchart and markers

Handouts and Materials Workshop agenda

Room Setup Circle of chairs

Procedure for Conducting the Activity 1.

Explain that we all come to a workshop with our own set of expectations. Give some examples, such as “I expect peace and quiet with no phones ringing or other interruptions.”

2.

Ask each person to think silently of one expectation she/he came with today.

3.

Starting with the trainer, each person verbally completes the sentence stem: “My expectation for today’s workshop is…”

4.

Briefly write each one on the flipchart. Ask for clarification as needed. Allow people to pass initially, but return to them after you have been around the circle once.

5.

Summarize what you have heard from the participants.

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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 workshop’s content, such as this one used in a leadership workshop: “The most effective leader I’ve 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.”

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2.7

Why Are You Here?

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 group’s facilitator. In other activities, you will ask other individuals to serve in this role.

Group Size Any

Time 30 minutes

Supplies and Equipment • •

Flipchart and markers Tape

Handouts and Materials None

Room Setup Round tables large enough to seat four to eight

Procedure for Conducting the Activity 1.

Divide the group into smaller groups of four to eight participants. Provide each group with one sheet of flipchart paper and markers.

2.

Each small group selects a facilitator who asks each member to state his or her expectations for attending this workshop. The expectations are written on the sheet of flipchart paper. Allow approximately 10 minutes.

3.

Each small group facilitator posts and explains his or her group’s list to the total group.

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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.

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2.8

The Magic Box

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 group’s facilitator. In other activities, you will ask other individuals to serve in this role.

Group Size Up to 30

Time 30 minutes

Supplies and Equipment One box wrapped in colorful paper

Handouts and Materials None

Room Setup Circle of chairs

Procedure for Conducting the Activity 1.

Begin by stating how we often come to workshops with unstated wishes for what will happen while we are there. Give some examples: “I wish I could be a better leader” or “I wish I knew how to deal with my boss.”

2.

Show the wrapped box and explain that it is a magic box. Explain that as the box is passed around the circle, each person is to hold it briefly and make a wish out loud.

3.

As the box goes around, allow people to pass if they appear uncomfortable, but ask them to make their wish silently. Do not allow discussion or judgment of anything that is stated.

4.

Divide the total group into smaller groups of five people. Ask each group to select a facilitator. The task of each small group is to select one wish for the group. Take 5 minutes to do this.

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5.

Ask each facilitator to share the small group’s wish with the larger group.

6.

Relate the groups’ wishes to your workshop objectives.

7.

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.

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2.9

Where Would You Rather Be?

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

Supplies and Equipment None

Handouts and Materials None

Room Setup Small groups of chairs, preferably without tables

Procedure for Conducting the Activity 1.

Explain the purpose of this activity and the process you will use.

2.

Ask the participants to get into a comfortable position, either in their chairs or on the floor, and then to close their eyes.

3.

Slowly lead them through the following guided imagery: “In your mind, go to the place you would rather be at this moment—a place where you are comfortable, able, secure, and relaxed. Look around. Take in what you like about that place.

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“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.

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.

5.

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.

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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

Supplies and Equipment None

Handouts and Materials None

Room Setup For a small group, use a circle of chairs so that the participants can see one another easily.

Procedure for Conducting the Activity 1.

Ask participants to fold their arms naturally. Demonstrate.

2.

Do a tally of how many fold their arms with: • • • •

The right hand peeking out The left hand peeking out Both hands showing Both hands hidden

3.

Ask participants to refold their arms into another position.

4.

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.”

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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.

6.

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.

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2.11

Issues and Obstacles

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

Supplies and Equipment Flipchart and markers

Handouts and Materials Issues and Obstacles handout

Room Setup Tables and chairs for six to eight

Procedure for Conducting the Activity 1.

Form groups of six to eight participants.

2.

Explain that existing issues and obstacles must be identified if the workshop is to be effective. Tie this objective into your workshop objectives.

3.

Give each participant a copy of the Issues and Obstacles handout, and ask them to complete their copy silently.

4.

Ask them to select a facilitator for their group. Give them 10 to 15 minutes to compare notes with one another on the issues and obstacles they have individually identified. Indicate that you will be asking for a group report when the time is up.

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5.

 44

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.

Compendium of Icebreakers Volume 2

Handout for Activity 2.11

Issues and Obstacles 1.

Describe one issue that causes you the most difficulty as you work with this particular group of people. To help you decide which issue is primary, think about a problem that raises feelings of anger, sadness, or frustration, or consumes most of your energy.

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

Who Are You? The activities in this group are used to reveal information about the participants’ own uniqueness, values, ideas, interests, and experiences. This information can be used by them to determine what they need to obtain from this learning experience and from others in the group. These activities also help the trainer know the participants better so that the presentation can be adapted to fit their needs. Group Size Activity

5–10

10–20

2.12 You Ought To Be in Pictures! 2.13 My Picture Is Worth a Thousand Words



2.14 Anchors



20–30

Time (in minutes) 30+

Any

5

10

20

 

 



2.15 Three Truths, One Lie





2.16 The Exhibit Hall

30+



2.17 Résumé





2.18 The Name Tag





2.19 The People Hunt 2.20 What’s in Your Wallet or Purse?







 

2.21 Where Are You From?



2.22 My Family Shield





2.23 Here’s My Card





2.24 What’s In a Name?



2.25 Name Your Uniqueness



 

2.26 I See Myself As…





2.27 You Can’t Tell a Book by Its Cover







2.28 First Impressions





2.29 Sticky Characters

 

2.30 The Sandwich Board 

2.31 Are You More…?



2.32 The Movie Screen



2.33 Feelings Wheel



2.34 Meet My Orange

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2.12

You Ought To Be in Pictures!

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

Supplies and Equipment • • •

Polaroid camera and film Glue Tape

Handouts and Materials • •

Prepare a handout like the sample provided You Ought To Be in Pictures! handout

Room Setup Large space on a wall for posting handouts

Procedure for Conducting the Activity 1.

As participants register, take each person’s photo with the Polaroid camera. Give them a handout, and ask them to glue their photo in the appropriate space and to answer the questions.

2.

Post the sheets on the wall with the tape.

3.

Ask the participants to look over the posted sheets during the workshop warm-up or during the breaks. Suggest that they start to place names with faces and note common interests.

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Variations • • • •

 50

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.

Compendium of Icebreakers Volume 2

Handout for Activity 2.12

You Ought To Be in Pictures! Name: Nickname: Organization: Address:

PHOTO

Phone: Position: Job Responsibilities:

What are your expectations for this workshop?

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?

What unfulfilled dream do you have?

What else would you like us to know about you?

Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA

2.13

My Picture Is Worth a Thousand Words

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

Supplies and Equipment • • •

Paper Colored markers Masking tape

Handouts and Materials None

Room Setup A wall large enough to display all pictures

Procedure for Conducting the Activity 2.

Hand out a piece of paper and several colored markers to each participant.

3.

Explain that they are to individually describe themselves in pictures. The pictures depict the participant’s work, family, hobbies, interests, and skills. Encourage them to draw graphics, stick figures, and shapes that represent the elements of their lives. Instruct them to sign their name somewhere on this collage.

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4.

When everyone has finished, participants, one by one, post their pictures on the wall using the masking tape and explain what their pictures represent.

5.

Encourage participants to talk with others with similar interests during their breaks.

6.

Refer to their pictures at other points in your workshop if there is information on them that relates to the topics being covered.

7.

At the end of your workshop, encourage participants to take their pictures home, to share space with their children’s 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

Supplies and Equipment None

Handouts and Materials None

Room Setup Circle of chairs or an arrangement that allows participants to see one another

Procedure for Conducting the Activity 1.

When participants are notified about this workshop, ask them to bring with them a personal anchor—an object—from their home or office that gives them good feelings and is important in keeping them grounded. It could be a picture of their spouse or a family member, a paperweight or letter opener from their desk, a souvenir from a favorite place, or a coffee mug.

2.

In the workshop, begin by stating that anchors help when we are beginning a new experience or meeting new people because they provide a basis of security and familiarity. Anchors may also be used to get to know other people since we usually are willing to talk about something or someone with whom we have shared a good experience.

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3.

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.

4.

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

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2.15

Three Truths, One Lie

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

Supplies and Equipment Small prizes for anyone who successfully stumps the total group

Handouts and Materials None

Room Setup Form small circles of four chairs each so that participants can see one another.

Procedure for Conducting the Activity 1.

Divide the total group into small groups of four.

2.

Ask each participant to privately list on a piece of paper four things about himself or herself. One of the items must be a lie. Encourage the participants to be creative. Give some examples: • • • •

3.

“I’ve climbed Long’s Peak five times.” “I worked in a circus.” “I won a state racquetball tournament.” “I was an exchange student to Turkey.”

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.

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4.

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.

5.

Close the activity by making the point that participants now know more about one another than simply names.

Source David Dalke

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2.16

The Exhibit Hall

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

Supplies and Equipment • • •

Tables with cloths Poster board and markers for signs Name tags with “Exhibitor” ribbons attached

Handouts and Materials None

Room Setup • •

Ample wall space Tables and chairs arranged for easy movement of people to view exhibits

Procedure for Conducting the Activity 1.

When participants preregister, instruct them to bring items that would make up an exhibit based on their experience or skills. Examples include: • • • • • •

A collection of articles or books on a topic that was useful to them A sample tool kit for home or office Several performance evaluation forms they have used or found A step-by-step approach to writing reports My best idea for… (written description) How-to demonstration

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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 participant’s exhibit and shows his or her name and organizational affiliation.

3.

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 they’d like to talk further.

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).

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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

Supplies and Equipment Flipchart and markers

Handouts and Materials • •

Résumé handout Prepare a handout similar to the sample

Room Setup • •

Tables and chairs Open space for milling about

Procedure for Conducting the Activity 1.

Explain that we all come to workshops with a variety of experiences and concerns, many of which we have in common. Distribute the Résumé handout or the handout you prepared and ask participants to complete each section.

2.

Ask them to move into the open space with their résumés and mill around, greeting new people and sharing the information on their résumés.

3.

After about 15 minutes and after participants have met at least five new people, ask them to return to their seats (or form new groups).

4.

Poll the participants for the kinds of concerns they have, listing these concerns on the flipchart. Relate the concerns to your workshop objectives.

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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).

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Handout for Activity 2.17

Résumé 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

The Name Tag

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

Supplies and Equipment Flipchart and markers or overhead projector and transparencies

Handouts and Materials Name Tag handout

Room Setup Open space for mingling

Procedure for Conducting the Activity 1.

Before the workshop, decide on four categories of information that fit your workshop’s topic and what you know about the participants. Choose from the categories provided as examples on pages 67–68.

2.

Explain the purpose of the activity. Pass out the Name Tag handout.

3.

Introduce one category at a time, posting the category information on a flipchart or transparency. Reassure the participants that they do not have to complete all the information; they can come back to it later.

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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.

5.

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).

6.

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.

7.

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.

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.

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Examples of Categories for the Name Tag Characteristics As a leader, what characteristics do you like in your followers? In your colleagues? In your boss? What characteristics do you like in a lover? In a friend? In a parent? In a child?

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

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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

Special Interests and Hobbies Name your favorite hobby or interest as a teenager. List up to three of your favorite hobbies today. List one activity you like to do alone and one you like to do with others.

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.

Teaching and Learning Name someone who taught you a lot. List the qualities of an effective teacher/trainer. What qualities do you like in your learner?

Values What are three values you hold dearly, are willing to tell others about, and would defend?

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Handout for Activity 2.18

The Name Tag Name ______________________________________________________________________

Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA

2.19

The People Hunt

Objectives • • •

To provide an opportunity for groups of people to become better acquainted To increase the level of comfort among strangers To examine one’s 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

Supplies and Equipment Pens or pencils

Handouts and Materials People Hunt handout

Room Setup Large open space for mingling

Procedure for Conducting the Activity 1.

There are two ways to introduce this activity: choose from the two options presented in the handout for this activity to create your own handout. You can distribute the handout as people register and have them start mingling immediately, or you can wait until everyone has arrived to begin the exercise.

2.

Explain the purpose of the activity. Let participants read the directions and skim the categories. Make sure the entire group is standing before they begin to exchange information.

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3.

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.

4.

When the time is up, either have them return to their seats or form new groups.

5.

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:

6.

a)

What was the most interesting piece of information you learned about another person?

b)

Which information was easiest and which was hardest to give out to others?

c)

Which information was easiest and hardest to ask others?

d)

How can we help ourselves and others become comfortable more quickly when we are in new groups of people?

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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Handout for Activity 2.19

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

Handout for Activity 2.19 (concluded) shares the same hobby as you do has given up a habit recently had a “first” this year had a child born or adopted into his/her family this past year had a child move out this year got married or divorced this year was born in the same city or town as you were knows where the bathrooms are had a success recently has written a book wants to write a book needs a back rub recently fought a consumer battle talks to his/her house plants had a conflict already today The following example shows how categories fit the content of a workshop on decision making. Find someone who… recently made a last-minute decision they now regret recently made a last-minute decision that worked likes to make decisions alone prefers to involve others in his/her decision making makes decisions better in the morning makes decisions better in the afternoon can define the work consensus has a favorite saying that guides his/her decision making

Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA

2.20

What's in Your Wallet or Purse?

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

Supplies and Equipment None

Handouts and Materials None

Room Setup Circle of chairs

Procedure for Conducting the Activity 1.

Participants form a circle of chairs.

2.

Participants select one item from their wallet or purse that reveals something about them or is something they are proud of. They will share with the group why they selected that item.

3.

The leader starts with his or her own item.

4.

Proceed around the circle until everyone has had a chance to share.

Variation Select and discuss items the participants are wearing.

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2.21

Where Are You From?

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

Supplies and Equipment None

Handouts and Materials Make large 12" x 17" signs for each of the major regions of the United States, plus one labeled “Other Countries.” The regions could be: Northeast Southeast Alaska

Midwest Mountain States Hawaii

Far West Southwest U.S. Territories

Room Setup Large open space

Procedure for Conducting the Activity 1.

Lay the signs on the floor, ideally in the approximate configuration of the United States.

2.

Ask the participants to stand on or near the sign that identifies where they were born. Let participants discuss details with the others standing on the same sign.

3.

Next, have everyone move to the region where they live now. Have them discuss how they happened to move to this place or why they remained in their place of birth. Discuss what they left behind when they moved to their most recent location.

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4.

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.

5.

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.

6.

Depending on your objectives, ask the participants to return to their seats or form new groups.

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

Supplies and Equipment • •

Sets of colored markers Flipchart paper

Handouts and Materials My Family Shield handout

Room Setup Tables and chairs

Procedure for Conducting the Activity 1.

Ask who has a family shield. Get details about those who do have them. Show pictures of or actual family shields. Explain that the purpose of the activity will be to develop a new shield.

2.

Distribute the handout or one sheet of flipchart paper and a colored marker to each participant. Ask participants to draw the outline of a family shield on the paper.

3.

Explain that you will be giving them five categories of information to draw on their shields. Give them one category at a time. Remind them to leave space for all five. Allow about 2 minutes to draw each picture of each category.

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a) b) c) d) e)

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 you’ve accomplished in the past few years. Draw a picture of two people who influenced you the most.

4.

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.

5.

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.

6.

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.

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.

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Handout for Activity 2.22

My Family Shield

a.

b.

c.

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 tool—the business card.

Group Size Any

Time 30 to 60 minutes

Supplies and Equipment • •

Colored pencils or pens Tables and chairs

Handouts and Materials • •

Samples of several business cards Prepare 5½" x 8" stock-weight cards by printing one side with the statements you want participants to complete. Use the partial statements from step 4 of this exercise or develop your own. Leave spaces for responses.

Room Setup Open space for mingling

Procedure for Conducting the Activity 1.

Ask participants, “How many of you carry your own business card?” Ask them to take them out.

2.

Explain the purpose of this activity. Talk about why people use business cards and how they symbolize who we are or where we work. Together, look over sample business cards and discuss participants’ perceptions of the different logos.

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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.

6.

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.

Cross-Reference See the activities that tie in warm-up activities to the workshop’s 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

Supplies and Equipment None

Handouts and Materials None

Room Setup Small groups of chairs

Procedure for Conducting the Activity 1.

Form groups of three to five participants.

2.

Introduce the idea that many of us have a story behind our names.

3.

Ask participants to take about 2 minutes each to tell the stories behind their names in their small groups. They should include how they got their name, whom they were named after, or other bits of information.

4.

Next, ask them to share the name they would rather have, if they could.

5.

Have each person indicate what they want to be called during the workshop.

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Variations •

Ask people with the same first name to gather together and discuss their perceptions of their name.

•

Use a letter of each person’s 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 (A–F, G–L, M–R, and S–Z), 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

Name Your Uniqueness

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

Supplies and Equipment None

Handouts and Materials None

Room Setup A circle of chairs or open space large enough to form a circle with everyone standing

Procedure for Conducting the Activity 1.

Have participants form a circle, either in chairs or standing.

2.

Explain that we all have self-perceptions that sometimes take awhile to reveal to others. Although our negative self-perceptions often dominate, the purpose here is to share a positive one with the other participants.

3.

Ask participants to think of an adjective they could put in front of their names. They may fracture the language a bit to do this. For example: I’m lively Lois. I’m enthusiastic Ed. I’m reflective Arn. I’m questioning Sue.

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4.

Start by giving your own name an adjective. Each participant in turn gives his or hers. Go slowly so that everyone can absorb impressions.

5.

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.

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2.26

I See Myself As...

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

Supplies and Equipment • •

3" x 5" cards Pens or pencils

Handouts and Materials I See Myself As… handout

Room Setup Open space for mingling; chairs for small groups

Procedure for Conducting the Activity 1.

Explain the purpose of the activity and the value of revealing information about oneself to others.

2.

Distribute the handout.

3.

Ask the participants to check four words from the list that most closely characterize them.

4.

Next, ask participants to mingle in the open space. As they make contact with another person, they are to say, “I see myself as…” and state one of their selected words. They should give an example from their work or personal life that demonstrates how they are “like” the chosen word.

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5.

Circulate among the participants. Encourage them to talk with at least five to seven people in 15 minutes.

6.

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.

7.

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 • •

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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.

Compendium of Icebreakers Volume 2

Handout for Activity 2.26

I see myself as… accurate

attentive

cheerful

daring

dependable

disciplined

flexible

intelligent

optimistic

outgoing

persistent

resourceful

thorough

wise

ambitious

bold

confident

decisive

friendly

orderly

enthusiastic

open minded

patient

sincere

witty

pensive

understanding

happy

sad

mellow

anxious

aloof

fun

fatherly

motherly

sisterly

brotherly

sexy

mysterious

warm

creative

colorful

Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA

2.27

You Can't Tell a Book by Its Cover

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

Supplies and Equipment Flipchart and markers

Handouts and Materials You Can’t Tell a Book by Its Cover handout

Room Setup Any

Procedure for Conducting the Activity 1.

Start with a statement about how each of us presents one face to those around us, but behind that “mask” and below our surface is the real person. Often we are judged, like books, on what we show others. One way we can discover who we really are is to reveal ourselves to others and let them react to us. Explain the value of this kind of disclosure as it relates to the objectives of your workshop.

2.

Give each participant a copy of the handout, You Can’t Tell a Book by Its Cover. Explain that you will be presenting eight categories of information for them to record in their “open book.”

3.

As you present each of the following eight categories, list it on the flipchart. a) b)

What do you want to be called today? What is your favorite time of day?

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c) d) e) f) g) h)

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.

4.

After the participants have completed their “open books,” form pairs and have them share their information with their partners for 5 minutes.

5.

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

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Handout for Activity 2.27

You Can’t Tell a Book by Its Cover

1

5

2

6

3

7

4

8

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

Supplies and Equipment • •

1" x 1" self-adhesive labels 5" x 7" cards

Handouts and Materials On a flipchart or handout, prepare a list of characteristics from the examples.

Room Setup Open space for mingling

Procedure for Conducting the Activity 1.

Form a circle. Ask the participants to move their eyes around the circle, looking at each person and registering their first impressions without any talking.

2.

Next, ask everyone to gradually mingle, shaking hands with everyone they meet and giving a friendly greeting.

3.

Next, ask them to share one bit of information about themselves with each person they meet, such as occupation, hobby, or favorite food.

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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 person’s card. Ask them to do this with a minimum of conversation.

5.

Have the participants move on until each person has received 10 labels.

6.

Form small groups and discuss the following: a) b) c) d)

7.

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?

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

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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

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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

Supplies and Equipment Several packages of 3" x 3" sticky notes

Handouts and Materials None

Room Setup • •

One blank wall for sticky notes Chairs

Procedure for Conducting the Activity 1.

Give each participant six sticky notes. Ask them to write on each sticky note one characteristic that describes themselves. Keep the characteristics general. Do not sign. Examples might include: happy, good supervisor, self-disciplined, creative.

2.

Ask participants to affix their sticky notes on the blank wall. Look over the descriptions, noting group similarities and differences.

3.

Ask each participant to select a sticky note that identifies a characteristic he or she would like to have but does not have now.

4.

Form groups of five to six people. Ask the participants to reveal to their group the characteristic they selected and explain why they selected it.

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2.30

The Sandwich Board

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

Supplies and Equipment • • • •

12" x 18" poster paper in several colors (2 pieces per person) Colored markers String Hole punch

Handouts and Materials None

Room Setup • •

Tables and chairs for steps 1 through 4 Large open space for step 5

Procedure for Conducting the Activity 1. Distribute two pieces of poster paper per person. Let people choose the colors that appeal to them, both in poster paper and markers. 2. Ask them to think of something that symbolizes who they are, what they value, an achievement, a special interest, or a hobby. Give them time to think. Have them draw their symbol on one of the posters.

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3. Now ask them to think of a phrase, key word, or sentence that represents them, such as: “I’m 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

Are You More...?

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

Supplies and Equipment 2 flipcharts and markers

Handouts and Materials None

Room Setup A large open space

Procedure for Conducting the Activity 1.

Select three pairs of items from the examples. Select items that pertain to your workshop topic.

2.

Explain the purpose of the activity. Tell the participants that you will be giving them pairs of items, and they are to decide which item of the pair is more like them. Point out the two places in the room that will be used for the forced choices. There is no middle point; everyone must choose one of the items.

3.

Call out your first pair and list one of the item words on a flipchart at one end of the room and the second at the other end. Ask participants to move to the end of the room where their item choice is posted.

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4.

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.

5.

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)

Who will give a summary of the reasons people in their group gave for selecting that item?

b)

What questions would you like to ask of anyone at the other end of the room?

c)

What made it hard to decide which position to take?

6.

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.

7.

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?

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• • • • • • • • • •

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 McDonald’s or a French restaurant? a loner or a groupie?

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2.32

The Movie Screen

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

Supplies and Equipment None

Handouts and Materials The Movie Screen handout

Room Setup Tables and chairs

Procedure for Conducting the Activity 1.

Explain that we each come to the workshop with past experiences and future dreams that will affect what we will get from this experience.

2.

Distribute The Movie Screen handout. Ask the participants to draw in the first screen, labeled “At Work,” a characteristic scene of them at work.

3.

In the second screen, have them draw a scene of themselves when they are “At Play.”

4.

In the third screen, have them draw a scene that represents one dream or fantasy— something they have not yet accomplished.

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5.

In small groups, participants show their “movie screens” and share details with the group.

6.

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.

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Handout for Activity 2.32

The Movie Screen

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

Supplies and Equipment None

Handouts and Materials Feelings Wheel handout

Room Setup Tables and chairs

Procedure for Conducting the Activity 1.

Explain that each of us comes to a new workshop with our own set of feelings, including anxiety, relief, anticipation, or excitement.

2.

Give each person the Feelings Wheel handout. Ask them to think of and then write down one feeling in each of the four sections of the wheel. Make a distinction between feelings and thoughts. For example:

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Thoughts

Feelings

This group is too big.

I feel anxious.

I will learn a lot.

I am excited.

I will enjoy being away from the phone today.

I am happy.

I would like a break.

I am nervous.

I should take a lot of notes.

I am optimistic. I am scared.

3.

Next, ask each person to circle the feeling on the wheel that stands out the most for him or her.

4.

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).

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Handout for Activity 2.33

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

Supplies and Equipment One orange per participant

Handouts and Materials None

Room Setup Circle of chairs with a table in the middle

Procedure for Conducting the Activity 1.

Form a large circle. Give an orange to each person.

2.

Explain that, like people, no two oranges are alike. Give participants two minutes to “get acquainted” with their own orange. Suggest that they study it first with their eyes, then close their eyes and feel it carefully.

3.

Form pairs. Individuals are to “introduce” their orange to their partner, pointing out its uniqueness. Suggest they exchange oranges to help “get acquainted” better.

4.

Ask the total group to come together again. Collect the oranges, mix them up and spread them out on a table. Ask the participants to find their own oranges.

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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.

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Who Are We? The activities in this group will help the trainer and the participants identify what they have in common and how they are different from one another. In these activities, the participants will learn one anothers’ names, their commonalities, and the various roles they hold in life. These activities can also be used to help develop a sense of group teamwork and unity. If this is your purpose, look at the Building Your Team activities (3.18 through 3.25) in Connecting Point 3: Making Transitions. Group Size Activity

5–10

10–20

20–30

Time (in minutes) 30+

2.35 20 Questions 2.36 My Name Is…



2.37 Name-go



Any

5





10

20

30+

 





2.38 I’d Like You to Meet





2.39 Tell Us More! 2.40 How Many Hats Do We Wear?







 

2.41 Self-Sort 2.42 What’s Your Sign?

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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

Supplies and Equipment None

Handouts and Materials None

Room Setup Any

Procedure for Conducting the Activity 1.

Before the workshop, prepare a list of 20 questions based on information you want to obtain about the participants. Prepare questions that will tell you what you need to know about the participants or that will tie in to the content of your workshop. Sample Questions: Who is from (Denver, Chicago, New York, etc.)? Who is a (supervisor, manager, teacher, etc.)? Who needs a walk? Who has recently read a book or article on (name a topic)? Who has been in one of my workshops before? Who likes to (ski, sail, jog, play tennis, etc.)? Who has had at least one hug today? Who is here with his/her (spouse, boss, colleague, friend)? Who had enough sleep last night? Who is (under 30; over 50)?

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Who is a parent of one child (two, three, etc.)? Who traveled 100 miles to get here today (500; 1,000)? 2.

Explain that you have a list of questions that will help everyone, including you, learn more about who we are.

3.

Ask the participants to position themselves so that they can stand easily each time they answer “Yes” to a question.

4.

Begin asking the questions. Leave just enough time between them for participants to stand and for everyone to note who has stood.

5.

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.

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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

Supplies and Equipment None

Handouts and Materials None

Room Setup Circle of chairs

Procedure for Conducting the Activity 1.

Ask participants to remove their name tags or put their table tents away.

2.

Discuss the value of learning each person’s name.

3.

Indicate that you all will be learning one anothers’ names in the following way: You give your name, the person to your right says, “My name is (gives name) and this is (repeats your name).”

4.

The process continues to the right, with each person introducing himself or herself and then repeating back the names of those previously introduced. For example: My name is Lois. My name is Jane, and this is Lois. My name is Bob. This is Lois and this is Jane.

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5.

Continue until everyone has been named; then, as the trainer, you repeat every participant’s name.

Variation For a second round, participants add something they like, so both the name and the interest need to be remembered.

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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 another’s names.

Group Size No fewer than 9 people or more than 35

Time 30 minutes

Supplies and Equipment Small prize(s) for winner(s)

Handouts and Materials Using the Charts for Name-go Activity handout, prepare an 8½" x 11" “Name-go” card according to the number of people you have. Make the chart fill the page.

Room Setup Open space for mingling

Procedure for Conducting the Activity 1.

As participants arrive, give each one a copy of the Name-go card. Explain that they are to meet the other participants and have each person they greet sign his or her name in one of the boxes on the handout.

2.

When all participants have a name in each box, ask them to find a seat.

3.

Explain that the next step is like playing “Bingo.” As you call each person’s name from the registration list, that person stands and players who have that person’s name in a square draw an X in that square.

4.

The first player to get three, four, or five names (depending on the chart used) in a vertical, horizontal, or diagonal row calls out “Name-go” and wins.

5.

Give a prize to the winner(s).

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Handout for Activity 2.37

Charts for Name-go Activity For 9–15 people

For 16–24 people

For 25–35 people

Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA

2.38

I'd Like You to Meet

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

Supplies and Equipment None

Handouts and Materials None

Room Setup Chairs

Procedure for Conducting the Activity 1.

Explain the purpose of the activity.

2.

Pairs up people who do not know one another and put their chairs together.

3.

In the pairs, each person takes about 3 to 5 minutes to talk about himself or herself.

4.

Next, have each pair join another pair, forming a group of four. Each person introduces his or her partner to the new pair.

5.

In the total group, poll participants to find out what they have learned about one another.

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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.

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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

Supplies and Equipment None

Handouts and Materials None

Room Setup Chairs

Procedure for Conducting the Activity 1.

Form groups of three people who do not know one another and have them move their chairs together.

2.

Each person in turn tells something about himself or herself or responds to any questions asked of him or her. Limit the disclosure to one piece of information per person.

3.

Every 3 to 5 minutes, form new groups of three and repeat the process of offering information or answering questions; however, participants must give new information. Regroup approximately four times, more if the group’s energy is high.

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4.

5.

In the total group, discuss: a)

What was it like to be restricted to the rule of not repeating information?

b)

What did you disclose that you might not have shared otherwise?

c)

How can we use the information we have learned about one another to improve our experience together?

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

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2.40

How Many Hats Do We Wear?

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

Supplies and Equipment None

Handouts and Materials None

Room Setup Circle of chairs

Procedure for Conducting the Activity 1.

Have participants sit in a circle of chairs.

2.

Make an opening statement about the many roles or “hats” we wear. Explain that you will be naming many situations. The participants are to indicate what role they play in that situation.

3.

Start with the sentence stem, “At home, I am a…” and ask each person to name a role they play at home, such as parent, mechanic, cook.

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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.

Invite participants to suggest additional sentence stems.

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.

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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

Supplies and Equipment • •

Moveable chairs Small tables

Handouts and Materials Several 3" x 5" sticky note pads (four sheets per participant)

Room Setup Open space for mingling

Procedure for Conducting the Activity 1.

Give each participant four sticky notes and ask them to write an important personal characteristic on each one. Note that these should be no more than a few words and should be printed in large block letters.

2.

The sticky notes are now “pasted” on the participants’ clothing.

3.

Have participants mingle around, reading one anothers’ sticky notes. Allow 5 minutes.

4.

Ask participants to form groups of three or four people, based on something they share in common.

5.

Take 10 minutes in the small groups to discuss group members’ similarities and differences and to develop a group name that reflects what they have learned about one another.

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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

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2.42

What's Your Sign?

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

Supplies and Equipment None

Handouts and Materials Prepare 12 table tents using heavy paper. Label each with the name of an astrological sign. The astrological symbol could also be used. Cut out today’s horoscope from the newspaper and tape each sign’s information unobtrusively inside the appropriate table tent.

Room Setup 12 tables

Procedure for Conducting the Activity 1.

Ask if anyone has had a birthday recently. Make a statement about the belief held by many people that the date we were born determines who we are and how we respond to life.

2.

Lay the 12 tents out on a table. Ask the participants to find all others in the group who have their same astrological sign, pick up their tent, and regroup at a table accordingly. If there are large numbers of a particular sign, divide that group so that there are no more than eight in a group. If there is only one person for a sign, place him or her with the sign closest in date.

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3.

In their birthday groups, instruct them to discuss: a)

What do astrologers say is characteristic of their sign? To what degree are the astrologers accurate relative to what the participants know about themselves?

b)

What are the implications (for employees, leaders, parents, spouses) if each sign’s supposed characteristics are true? For example, suppose your sign does not get along well with the one that your boss happens to have?

4.

Indicate that today’s horoscope is taped inside the tent. Give them time to read it and react.

5.

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 yesterday’s 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.

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Dipping into the Content The purpose of this group of activities is to help participants move quickly into the content of the workshop while you are getting them warmed up or acquainted at the same time. Often, you have only a short time to implement your workshop design, and therefore you want to get into the content quickly without sacrificing the need for warmups. These activities can also be used for your workshops that run several days. Use a different one at the beginning of each day or to introduce each new component of your design. Group Size Activity

5–10

10–20

20–30

30+

Any

5

10



2.43 The Pre-Test 2.44 I Know… I Don’t Know…

Time (in minutes)





2.45 Best/Worst



2.48 Add to the Story









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2.49 Four Corners

2.51 Getting to Know You





2.47 Meet My Leader

30+



2.46 Make It Rhyme

2.50 Line Up and Be Counted

20



 







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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

Supplies and Equipment None

Handouts and Materials Prepared pre-test

Room Setup Tables and chairs

Procedure for Conducting the Activity 1.

Determine the purpose of pre-testing your participants. For example, if you need the information so that you can plan your workshop around their needs, prepare and administer the pre-test well in advance of the workshop. If you want to validate your workshop design and are willing or able to adapt the design on the spot, then you may want to administer the pre-test at the beginning of the workshop. Prepare your questions carefully.

2.

Most people become anxious when tested, so explain the purpose of your pre-test. Your desire to get the participants interested in your topic may backfire if they feel put on the spot.

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3.

Determine how you will tabulate the results. If you administer the pre-test on site, you could: a) b)

4.

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.

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.

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2.44

I Know... I Don't Know...

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 don’t know.

Group Size 5 to no more than 30

Time 30 minutes

Supplies and Equipment • • •

Flipcharts (one per small group) Markers (two colors per group) Masking tape

Handouts and Materials None

Room Setup • •

Round tables for up to five participants each Blank wall

Procedure for Conducting the Activity 1.

Introduce the idea that each of us comes to a workshop with some knowledge of the topics planned for the workshop and with specific questions and needs. Emphasize that you, as a trainer, are only one resource person present: other group members probably have answers to questions that might be raised during the workshop.

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2.

3.

Form small groups of five people. Distribute one flipchart and two different colored markers to each group. Ask for a volunteer to facilitate each group’s discussion. a)

State the workshop’s topic, goals, and objectives (for example, leadership, supervision, conflict).

b)

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.

c)

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.

d)

After the lists are completed, post similar lists together on the wall.

Next, match up available resources with stated needs and concerns. Indicate which of the items on the I Don’t 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 Don’t 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 don’t 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.

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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

Supplies and Equipment • • •

Flipcharts Colored markers (one black and one red per group) Masking tape

Handouts and Materials None

Room Setup Tables and chairs for groups of five participants

Procedure for Conducting the Activity 1.

Based on your workshop topic, select from the list found at the end of this activity a pair of antonyms describing various relationships or problems.

2.

Form small groups of five participants.

3.

Give each group two sheets of chart paper and a black and a red marker. Ask them to label one piece of paper Best with the black marker and the other paper Worst with the red marker. Instruct them to add the antonym pair you have chosen.

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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!

5.

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.

6.

Relate the information to your workshop objectives and the topics you plan to cover.

Variation Lead this discussion yourself and generate the two lists in the total group. Use two flipcharts side by side.

Examples of Antonyms

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BEST

WORST

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 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

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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 can’t accomplish this task, use it to show them how to tape their creativity and stretch themselves.

Group Size Any

Time 30 minutes

Supplies and Equipment Paper and pens or pencils

Handouts and Materials None

Room Setup Any

Procedure for Conducting the Activity 1.

Form small groups of three to five participants.

2.

Introduce the activity by reading the following short poems, one a limerick and the other a Japanese haiku:

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.

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Haiku Walk the city streets, fast… Look back, see what shadows you Like a pack of wolves. Morning sunrise walks The sky’s blanket of pink cloud Like fast hungry pups. 3.

Ask each group to take 15 minutes to write a poem that supports the topical theme of the workshop.

4.

When the groups have finished, have one member of each group read their poem to the total group. Encourage applause.

5.

If appropriate, post the poems or collect them and make copies for everyone.

Source Kaye and J. Sullivan

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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

Supplies and Equipment One object (fruit, pencil, marker) per group

Handouts and Materials • •

Prepare a self-assessment questionnaire that fits the content of your workshop Other pre-work assignments

Room Setup Circle of chairs

Procedure for Conducting the Activity 1.

Select common objects such as pieces of fruit, pencils, or markers. Have enough so that each group can have one of each.

2.

Form groups of five participants.

3.

Explain that it is sometimes easier to describe a category of people (like leaders, bosses, parents, employees) if we can use analogy. Give the first object to each group. Ask them to handle the object and answer: a) b) c) d)

How the object feels like a leader How the object sees like a leader How the object smells like a leader How the object hears like a leader

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2.48

Add to the Story

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

Supplies and Equipment None

Handouts and Materials None

Room Setup Open space

Procedure for Conducting the Activity 1.

Stand in a circle in the open space.

2.

Help participants recall a game they played as children called Add to the Story. In the game, one person starts a story, then passes the story on to another, who adds to it, and so on.

3.

Explain that this activity is a variation on that game. Each person will be asked to contribute one piece of information to a word you will introduce. Indicate that this activity will help them focus their thinking on the topic of the workshop.

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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.

6.

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.

7.

Tie in the “story” to your workshop objectives and topics.

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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

Supplies and Equipment • • •

Four flipcharts Markers Masking tape

Handouts and Materials None

Room Setup Open space with a flipchart in each corner

Procedure for Conducting the Activity 1.

Select groups of words from the samples given at the end of this activity, or create your own word groups.

2.

Explain that you will present a group of four words, each of which will be posted in one of the corners of the room. These words represent different positions, styles, or points of view on a topic. As each set of words is posted, participants are asked to move to the corner that has the word they identify with the most or the word that describes them most accurately.

3.

Read and post the first set of words and ask participants to move to their chosen corners. They are to discuss why they made that choice with those in the same corner.

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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.

Repeat the process using a new set of words.

6.

The number of rounds you do will depend on the group’s 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

Sample Word Groups professional administrator teacher counselor

intellectual emotional physical spiritual

compromiser collaborator competitor confronter

doer leader follower member

work sex family self

women men children men and women

cool hot cold warm

uniter co-opter collaborator fighter

thinker feeler driver toucher

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2.50

Line Up and Be Counted

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

Supplies and Equipment None

Handouts and Materials None

Room Setup Open space that will allow one long line of participants

Procedure for Conducting the Activity 1.

Explain that within any group of people there will be a range of opinions on most topics or issues. Introduce the workshop topic and a continuum of three to seven positions related to the topic. See the examples of continuums at the end of this activity.

2.

Draw an imaginary line from one end of the room to another and identify the positions. For example: 1

3.

2

3

4

5

6

7

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.

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4.

Ask them to explain their choices.

5.

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.

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2.51

Getting to Know You

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

Supplies and Equipment None

Handouts and Materials Prepare a handout that contains open-ended questions that are relevant to the content of your workshop. Leave space for participants to take notes.

Room Setup • •

Open space for mingling Chairs for groups of three

Procedure for Conducting the Activity 1.

As the participants arrive, have them mingle, meeting others until they find two other people with whom they would like to form a group.

2.

Have the groups of three move to the grouped chairs. Provide each participant with a copy of the handout.

3.

Have the groups discuss the questions in the handout for about 10 minutes.

4.

Conduct a discussion with the total group. Relate the questions and their responses to your agenda and topic.

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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.

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Making Contact Saying Hello

Followup

Connections

Saying Goodbye

Making Transitions

Connecting Point 3

Making Transitions within the Workshop For one-day to multiple-day workshops, you may need activities that make transitions to other parts of your workshop—those before and after this point. This section contains activities that build on what participants have learned from the workshop and from working with one another. They allow participants to review what they’ve learned so far. They provide a change of pace by re-energizing and regrouping participants. Finally, they help participants improve interpersonal relationships and teamwork and share positive feedback.

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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

5–10

10–20

20–30

30+

Any

5

10



3.1 Reviewing Expectations and Goals 3.2 The Koosh Ball Game

Time (in minutes) 20  



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



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3.1

Reviewing Expectations and Goals

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

Supplies and Equipment Flipchart and markers

Handouts and Materials None

Room Setup Groups of five chairs

Procedure for Conducting the Activity 1.

At the beginning of the workshop, you asked participants to identify their needs and expectations of the workshop. Depending on which activity you did from the Clarifying Expectations and Objectives group in Connecting Point 2: Saying Hello, you should have a list of participants’ expectations and a list of your workshop objectives.

2.

At the end of a segment of your workshop (end of morning or end of day), review what you have covered so far. Form small groups of five and tell the participants that you want them to share in their groups: a) b)

Their original expectations in reaching their goal, and Reasons why they did or did not reach their goal.

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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.

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3.2

The Koosh Ball Game

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

Supplies and Equipment Koosh ball

Handouts and Materials Create a list of questions based on what you covered in the last segment of your workshop. See the sample quiz questions at the end of this activity.

Room Setup Open space for participants to stand in a circle

Procedure for Conducting the Activity 1.

Form a circle with some space between participants for easy throwing of a ball. They should stand with their hands to their sides.

2.

Throw the Koosh ball to a participant and ask a quiz question. (If the ball falls to the floor, give it to the person it was aimed at.) If they answer correctly, they throw the ball to another participant and put their hands behind their back. If their answer is incorrect, they leave their arms at their sides.

3.

Keep throwing out the ball with new questions until everyone has answered one question correctly.

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Variation Have participants develop a list of questions.

Sample Quiz Questions Quiz Questions for a Facilitation Workshop Day 1 Who traveled the farthest to get to this workshop? Why should expectations be stated? How often should they be stated? Why should you find out the expertise in your team? Name one purpose of team guidelines. Should they be verbal or written? Name a difference between a group and a team. What are the five phases of groups? Why are the best leaders flexible? What is one distinction between a trainer and a facilitator? Why should the recorder ideally be a different person from the facilitator? What is one value of using lots of color when recording? What does a process observer do? Name two categories of behaviors displayed by group members.

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.

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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

Supplies and Equipment None

Handouts and Materials Select up to 10 words that represent key ideas or skills learned in the previous segment. Make a card for each letter of each word and paperclip them together. For example, this was the list of words used in a facilitation workshop: team warm-up guidelines question facilitator

agenda expectation Pareto recorder fishbone

Room Setup Tables and chairs

Procedure for Conducting the Activity 1.

Form groups of five people (these groups could be the work groups you may have been using in the last segment of your workshop). Assign one game monitor to each team. This person stands at the end of the table.

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2.

Put the group’s 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.

3.

Repeat this process until each person at the table unscrambles a word and defines it correctly.

Variations •

Set a time limit of 2 minutes. If the participant can’t 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.

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3.4

Review and Clarification

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

Supplies and Equipment None

Handouts and Materials None

Room Setup Any

Procedure for Conducting the Activity 1.

At the end of a workshop segment, instruct participants to do as many of the following tasks as possible before the next session: • • • •

Put into practice as often as possible any of the skills or insights you have learned so far. Observe others who are using these same skills. Observe situations in which these skills could be helpful. Keep a log of your observations.

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2.

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.

3.

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.

4.

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.

5.

Bring the groups’ attention back to you. Have the facilitators share the key skills or problems that were shared in their group.

6.

Reinforce what participants are learning, answer their questions, and make suggestions. Preview what they will be learning in the next segment of your workshop.

Cross-Reference See Clarifying Expectations and Objectives group (Activities 2.5 through 2.11) in Connecting Point 2: Saying Hello.

Source Adapted from Faultless Facilitation—A Resource Guide by Lois B. Hart (HRD Press, 1992).

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3.5

Peaks and Valleys

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

Supplies and Equipment None

Handouts and Materials My Peaks and Valleys handout

Room Setup Tables and chairs

Procedure for Conducting the Activity 1.

Modify the handout by labeling it with the name, date, and goal of your work. Make copies.

2.

Explain to the participants the importance of reflecting on their experiences in the workshop, especially focusing on the best parts and the parts that were disappointing. Use the analogy of mountaintop highs (peak experiences) and contrasting valleys (disappointing experiences) as shown graphically on the handout.

3.

Distribute the handout to the participants. Ask them to record several of their highs and lows experienced so far in the workshop.

4.

Ask participants to share one of their highs and one of their lows. Do not elaborate on what they say. Thank each person as he or she shares.

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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.)

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Handout for Activity 3.5

My Peaks and Valleys

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

Supplies and Equipment None

Handouts and Materials None

Room Setup Any, but contact among participants is helpful

Procedure for Conducting the Activity 1. Ask participants to reflect on their experience so far in this workshop. Give them 2 minutes to think about these questions: a) b) c)

What can you take from yesterday’s program and use at work? What have you learned so far? What is on your mind at this moment?

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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 one’s 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

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3.7

Walk and Talk

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

Supplies and Equipment Flipchart and markers

Handouts and Materials None

Room Setup Circle of chairs or chairs facing front for discussion

Procedure for Conducting the Activity 1.

Form pairs of participants who might not know one another well. Inform them that they will be taking a short walk together.

2.

List these three questions on the flipchart: a)

What is the most significant thing you have learned so far in this workshop?

b)

Look at the environment during your walk. What analogy can you make between what you see and the goals of this workshop?

c)

What do you still want to learn in this workshop?

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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.

4.

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.

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.

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Let’s Get Moving These activities are intended to re-energize participants. They work well at any point in your workshop when participants need a change of pace—often after lunch and midafternoon. They also work well first thing in the morning if you have a group of people who are not very alert in the morning. Group Size Activity

5–10

10–20

3.8 Let It Go! 3.9 Baking Bread in the Ol’ Factory



3.10 The Circle Massage



3.11 All My Friends



3.12 People to People

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20–30

Time (in minutes) 30+

Any

5





10

20

30+

   



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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

Supplies and Equipment None

Handouts and Materials None

Room Setup Space to stand and swing arms

Procedure for Conducting the Activity 1.

Participants stand where they have enough room to move their arms freely. Ask them to stand in a classic martial art stance (which you demonstrate): • • • • • •

Body is relaxed Feet and shoulders are the same width apart Left foot is a full step in front of the right and retains most of the body’s weight Knees are loose and unlocked Put the left hand forward, palm out, and bend the elbow slightly; hold it slightly to the right of eye level. Put the right hand below the waist and slightly behind the back with the palm facing forward; elbow is not locked (imagine the arm is holding a bowling ball).

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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

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3.9

Baking Bread in the Ol' Factory

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

Supplies and Equipment • •

Bread-making machines Appropriate ingredients

Handouts and Materials None

Room Setup Table for assembling bread

Procedure for Conducting the Activity 1.

Three hours before you plan to eat the bread, assemble the ingredients for baking it.

2.

During the workshop, participants will comment on the appealing odor of the baking bread. Take advantage of their comments and ask them what memories they associate with this odor.

3.

After the bread is baked and at an appropriate break in your workshop, gather participants around and break bread together. Explain that the mystery of bread baking transcends recorded history and touches something deep inside everyone.

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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

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3.10

The Circle Massage

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

Supplies and Equipment None

Handouts and Materials None

Room Setup Open space with no furniture

Procedure for Conducting the Activity 1.

Ask participants to stand in a circle in the open space.

2.

Ask them to scan the faces of those in the circle and to think about what they have gained by being together. Indicate that you are going to give them a chance to thank one another for being here.

3.

Have the participants make a quarter turn and move inward until everyone can easily put their hands on the shoulders of the person in front of them. Ask them to give that person a gentle shoulder massage. Guide the massage with comments such as “Remember how hard that person worked, so give her a reward for her perseverance,” or “Be gentle, he’ll be facing a hard world soon enough.”

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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

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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

Supplies and Equipment Sturdy chairs, one per participant

Handouts and Materials None

Room Setup Large open space

Procedure for Conducting the Activity 1.

Ask the participants to form a circle with their chairs. The trainer stands in the middle.

2.

Explain that the purpose of the game is to get out of the center. To do this, you get more than one person to move and attempt to occupy one of their chairs while they are moving.

3.

Explain that the person in the center calls out one description and everyone who fits the description must get up and occupy a different seat. The person in the center tries to capture one of those chairs. Whoever is left without a chair goes to the center and repeats the cycle.

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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.

Stop when about half the group has been “caught.”

Source Dr. John E. Jones

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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

Supplies and Equipment None

Handouts and Materials None

Room Setup Large, open space

Procedure for Conducting the Activity 1.

Participants gather in the open space and pick a partner. If the group has an odd number, have one person step aside for the demonstration round. He/she can then conduct the next few commands and go for a partner after calling out, “People to People.” If the group has an even number, the trainer will call all of the commands.

2.

Explain that the exercise involves nonverbal responses to commands. They are to follow each command given with a partner. When they hear the phrase “People to People” called out, they are to pair up immediately with a different partner. They cannot have the same partner twice.

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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

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Sharing Positive Feedback When participants spend a great deal of time together during a workshop, the trainer should provide them with the opportunity to share their perceptions of one another. This feedback can be shared during a transitional point in the workshop or saved until the end. These activities help participants focus on one another and practice giving positive feedback. Group Size Activity

5–10

10–20

20–30

Time (in minutes) 30+

Any

5

10

3.13 Stroke Collection





3.14 Lovely Labels







3.15 The Gift



3.16 Thank You For… 3.17 Appreciation Circle

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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

Supplies and Equipment None

Handouts and Materials Stroke Collection handout

Room Setup Tables and chairs for 10

Procedure for Conducting the Activity 1.

Copy the Stroke Collection handout.

2.

State that we often neglect to tell others how they helped to make our group experience meaningful.

3.

Distribute the handout and ask participants to put their name and the date on it.

4.

Each participant passes the handout to the person to his or her right. With a new person’s paper in hand, the reader focuses on the group of words listed under “A,” decides which of the 10 words best describes the person whose name is at the top of the handout, and circles the word.

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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.

6.

The handouts are returned to their owners, who read and reflect on what others thought of them.

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.

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Handout for Activity 3.13

Stroke Collection Name

Date

A

D

supportive kind attentive cooperative stimulating enthusiastic trustworthy perceptive wise warm

tender responsible alive steadfast forthright reasonable loving insightful energetic uplifting

B

E

reassuring encouraging dependable loyal thoughtful considerate influential affectionate vital tactful

honest trusting friendly right on generous positive arousing useful sympathetic aware

C

F

zestful helpful accepting refreshing inclusive thorough valuable sensitive ardent creative

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

Supplies and Equipment • • •

Stick-on stars and other shapes Blank self-adhesive labels (up to 2" square), preferably colored 8½" x 11" paper

Handouts and Materials None

Room Setup Tables and chairs

Procedure for Conducting the Activity 1.

Ask the participants to look around their table at the other group members and think about how each person has made the experience meaningful to them. Who was particularly helpful? Who provided a useful resource? Who made them laugh?

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2.

Distribute one sheet of 8½" 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.

3.

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.

4.

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.

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.

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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

Supplies and Equipment None

Handouts and Materials One gift-wrapped present

Room Setup Circle of chairs

Procedure for Conducting the Activity 1.

Form a circle, with or without chairs.

2.

Ask the participants to look at the others in the group and to think about what they have been given from one other member of this group. Do this silently.

3.

Explain that we often neglect to tell others what they have contributed to us. Tell the participants they will be asked to give thanks to others by completing this sentence stem: “Thank you, ________, for giving me your gift of ________.” For example, “Thank you, Sam, for giving me your gift of listening attentively.”

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4.

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.

5.

Next, the participants should think of a “gift” that could be given to another person that would dramatically change some aspect of that person’s 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

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3.16

Thank You For...

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

Supplies and Equipment None

Handouts and Materials None

Room Setup Open space for people to comfortably mingle

Procedure for Conducting the Activity 1.

Ask participants to think about a positive experience they had during the workshop and to decide who in the group contributed to that special experience. Encourage them to think of several people.

2.

Participants stand up, and as they mingle, they express their appreciation for that person’s help in their learning experience.

3.

Bring the group back together for a brief discussion of the benefits of expressing appreciation and thanking people. Ask individuals to report how they felt when giving and when receiving such appreciation.

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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

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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 they’ve learned about their colleagues during the workshop.

Group Size Up to 20

Time Approximately 2 minutes per participant

Supplies and Equipment None

Handouts and Materials None

Room Setup Open space to form a circle

Procedure for Conducting the Activity 1.

Explain that the purpose of the activity is to express appreciation of others in the group.

2.

Have the participants form a large circle, standing about two to three feet apart.

3.

As the trainer, begin by moving out of the circle and facing the person who was to your right in the circle. Keeping eye contact, express appreciation for what that person contributed during the event. The recipient acknowledges the appreciation, but does not respond. When you are past the first two or three people, the second person begins by stepping out of the circle, facing the next person and giving an appreciation statement. Participants continue this process. When participants have gone around the circle, they

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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

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Building Your Team These activities build team spirit among participants and energize groups. They can provide you with an energizer within the context of team building. Often you will want to provide a structured activity midway in your workshop that will build on the interpersonal relationships developed earlier. You could use these activities at any point in a workshop, but we find that the feeling of teamwork develops as people are given tasks to do. Therefore, we suggest that you first get participants involved with one another doing workshop tasks and then use one of these team-building activities midway through your design. Group Size Activity

5–10

3.18 Knitting a Web

10–20

20–30

Time (in minutes) 30+

Any



5

10

20

30+



3.19 Team Symbol





3.20 Team Banner





3.21 The Machine



 

3.22 The Builders 3.23 Sinking Ship



 

3.24 The Trust Walk





3.25 The Tie-Up





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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

Supplies and Equipment Skein of yarn

Handouts and Materials None

Room Setup Open space so that participants can stand in a circle

Procedure for Conducting the Activity 1.

Ask participants to stand in a circle in the open space.

2.

Hold the skein of yarn. Explain that we must be interdependent in order to do our work or achieve our project goals. Demonstrate how the yarn exemplifies this by wrapping one end around your own wrist and tying it; then pass the skein to someone in the group on whom you depend. As you pass the yarn, give an example of the ways you need that person. For example, “Sharon, I count on you to carefully edit whatever we write,” or “Ward, I depend on you to look at yet another way to approach a problem we are trying to solve.”

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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.

4.

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.

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.

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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

Supplies and Equipment • • • • • •

Tables for drawing space and chairs Large pieces of paper 8½" x 11" paper Pencils Colored markers or crayons Tape

Handouts and Materials None

Room Setup Double up the tables to provide enough space for the drawing.

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Procedure for Conducting the Activity 1.

Ask participants to think of one symbol that represents who they are as individuals or something they value highly—an achievement, a special interest, a hobby, or a possession. Distribute one 8½" x 11" sheet of paper and a pencil to each participant. Each participant privately sketches his or her symbol on paper.

2.

Now create groups of five participants. Each participant shares his or her drawing and explains the symbol to the group.

3.

Each small group is to develop one large team symbol, incorporating all of the group members’ symbols into the new one. They will have to think about what the individuals have in common or develop a theme that applies to everyone.

4.

Ask them to label their team symbol with a title or motto. Each person signs the final drawing.

5.

Call attention back to you and ask each team to explain its symbol. Hang each symbol on the wall nearest that team’s table.

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 team’s 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.

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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

Supplies and Equipment • • • • • • • • • •

Poster board Colored markers Masking tape Banner standard Fabric Flipcharts Staple guns Scissors String Any other special materials or equipment to decorate a banner

Handouts and Materials None

Room Setup Any

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Procedure for Conducting the Activity 1.

Form small groups of up to 10 people. Ask each group to select a facilitator.

2.

Explain that each group is to identify a value or belief that all members of this group hold true. First, the facilitator leads a discussion of values and beliefs held by the participants. Next, the group brainstorms values to list on the flipchart.

3.

Suggest that they use multivoting to select a value. (Example: Each person gets 10 votes and assigns votes to the values that are most important to him/her. He/she can put all 10 votes on one value or distribute them among several values.)

4.

Next, divide each group and have one-half create a banner that symbolizes their chosen belief or value. It will be stapled to the banner standard. The other half of the group uses the fabric to create an object that every team member can wear and that will identify their team.

5.

When all banners and fabric items are completed, ask teams to display their banners and explain why they chose their particular value or belief. Team members should wear their fabric items for the remainder of the workshop.

Source Ward Flynn

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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

Supplies and Equipment None

Handouts and Materials None

Room Setup Open space

Procedure for Conducting the Activity 1.

Explain that a fully functioning group is like a well-oiled machine. Each part is important, but the interrelationships between parts are most important. Indicate that participants will create a “human machine.”

2.

Ask one person to come into the open space and act out, repeatedly, one motion with an accompanying sound.

3.

Ask the remaining participants to spontaneously “hook into” the machine, adding a complementary repetitive motion and sound. Guide the creation by making sure each person has hooked into the machine before the next person is added.

4.

When the machine is functioning fully, ask one “part” to malfunction. Observe what happens.

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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.”

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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

Supplies and Equipment • • •

Old newspapers Several rolls of masking tape One brick per group

Handouts and Materials None

Room Setup Open space

Procedure for Conducting the Activity 1.

Form groups of four to six participants and assign each group a place to work in the room that will ensure some privacy.

2.

Give each group newspaper, tape, and one brick.

3.

Explain that when individuals come to a new learning situation, they bring individual characteristics that can enhance the workshop experience. In addition, however, they need to develop patterns of cooperation and teamwork that will positively affect the remaining time together.

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4.

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.

5.

As they work, observe how the group members are working together. Take notes on any evidence of leadership and group decision making.

6.

When all groups have finished, allow time for comparison of bridges. Ask each group to discuss the following:

7.

a)

Was there a defined leader? If so, how did the group decide who the leader would be?

b)

How did the group determine how to accomplish the task? What did team members do to plan and organize the task?

c)

To what degree were individual ideas incorporated?

d)

What behaviors, attitudes, and communication techniques helped and which ones hindered the process?

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.

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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

Supplies and Equipment If inside, one chair and masking tape

Handouts and Materials None

Room Setup See step 1 below

Procedure for Conducting the Activity 1.

If possible, do this activity outdoors. Locate a rock, log, or stump that you think would hold only about one-half of the number of participants you will have in each small group. If you are indoors, place a chair in an open space and tape a boundary around it representing one-half the space needed to hold everyone from a small group.

2.

Divide the total group into smaller groups of 10.

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3.

Explain that the space you have marked off is each group’s 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.

As the groups plan, observe their planning process. Call time after 10 minutes.

5.

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.

6.

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?

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.

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3.24

The Trust Walk

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

Supplies and Equipment One blindfold per pair of participants

Handouts and Materials None

Room Setup Any

Procedure for Conducting the Activity 1.

Explain the value of increasing trust among group members and its power to enhance their time together. (Tie in this explanation to your workshop topic, especially if it involves leadership or communication.)

2.

Divide the total group into two groups. Have one group stand and the rest sit. Instruct those seated to close their eyes. Those standing should silently mingle about and then select a seated partner. Standing behind the partner’s chair, the standing partner ties a blindfold on him/her.

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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.

4.

Time the walks for 5 minutes, giving a 1-minute warning.

5.

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 guide’s identity? What did your guide do that made your walk easy or difficult? How do you feel toward your partner now?

For sighted partners: a) b) c)

What made this task difficult for you? How did you plan your walk? How do you feel toward your partner now?

6.

In the total group, compare notes on the experience.

7.

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.

8.

After the 5-minute walk, have partners discuss the questions in step 5.

9.

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)

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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?

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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

Supplies and Equipment Soft rope or ribbons for tying wrists together

Handouts and Materials None

Room Setup Any

Procedure for Conducting the Activity 1.

Explain that we all find ourselves “tied in” to experiences, relationships, and even workshops in which we have no interest. We need to recognize these feelings and determine how to overcome them so that we can gain from each situation.

2.

Form pairs and tie the partners together with ribbon or soft rope by their wrists (one person’s right wrist to one person’s left wrist so that they can stand side-by-side). The tie should connect the two people without creating discomfort.

3.

During the time you have allotted for this activity, give the participants tasks to do, especially some that require writing, walking, and taking breaks.

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4.

Have the pairs discuss their experience using the following questions: a) b) c) d)

5.

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?

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.

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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 Any

5

3.26 Potpourri





3.27 Numbers or Colors





3.28 Mix and Mingle





3.29 I’m Great and So Are You





Activity

5–10

3.30 Meet and Match

10–20

20–30

Time (in minutes) 30+

20



30+



3.31 Team Signal



3.32 The Diversity Mix



3.33 The Five-Course Meal



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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

Supplies and Equipment None

Handouts and Materials None

Room Setup Any

Procedure for Conducting the Activity When you need to regroup participants quickly, do this by: •

Role (First, group all teachers vs. administrators, lead persons vs. forepersons, supervisors vs. managers, and so on. Then mix them up by roles.)

•

Gender (Form groups made up of the same gender, then regroup so that there is a mix of the two genders.)

•

Age (same decade, then mixed ages)

•

Counting off

•

Shoe size

•

Hair or eye color

•

Food preferences (meat eaters, vegetarians, dessert lovers, salad lovers)

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•

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.)

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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

Supplies and Equipment • • •

Table for registration Name tags or table tents Colored stick-on dots (optional)

Handouts and Materials None

Room Setup Any

Procedure for Conducting the Activity 1.

Determine, in advance, the number of groups you will need during the first part of your program. For example, if you need eight groups, you could number your name tags or table tents in sequential order from 1 to 8, preparing as many tags or tents with each table number as is required by the total group size. With fewer groups, you might code the tags or tents with colored dots.

2.

As participants register, give them their name tags or table tents.

3.

Once the workshop has started and you need small groups, regroup the participants using the pre-assigned colors or numbers as they appear on the tags/tents.

4.

Later, if you need a new grouping arrangement, regroup with complementary colors or odd and even numbers.

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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).

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3.28

Mix and Mingle

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

Supplies and Equipment None

Handouts and Materials None

Room Setup Open space for mingling

Procedure for Conducting the Activity 1.

Explain that we often come to a workshop without knowing the other participants, and sometimes we leave still knowing very few people. Ask participants to stand and move into the open area. Explain that you will be giving them several sets of instructions.

2.

First, ask them to scan silently the other participants with their eyes.

3.

Ask them to move slowly but silently around the room. After 30 seconds, tell them to walk quickly but silently.

4.

Ask them to smile brightly at each person they pass while walking slowly.

5.

Ask them to make a serious facial expression as they walk around.

6.

Ask them to shake hands silently with others.

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7.

Ask them to place both hands on the shoulders of other people, adding verbal greetings such as “Hello” or “Hi ________ (name).”

8.

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.

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3.29

I'm Great and So Are You

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

Supplies and Equipment None

Handouts and Materials None

Room Setup Open space for mingling

Procedure for Conducting the Activity 1.

Explain the value of giving and receiving positive affirmations, both in a workshop and in other settings.

2.

Ask participants to stand in the open space. As they mingle, each participant should say, “Hi, my name is ________ and I’m feeling wonderful!”

3.

After 1 minute, change the sentence to: “Hi. I know you’re wonderful. What’s your name?”

4.

After 1 minute, change the sentence to: “Hi. I’m here to contribute ________ because ________.”

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5.

After 1 minute, change the sentence to: “I’d like you to be in my group because________.”

6.

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.)

7.

Allow time for reactions to this experience.

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3.30

Meet and Match

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

Supplies and Equipment None

Handouts and Materials Sample Instruction Sheet handout

Room Setup • •

Open space for mingling Round tables and chairs for groups of 8 to 10

Procedure for Conducting the Activity 1.

Prepare an instruction sheet like the sample. Select the number of categories needed based on the number of participants (one category per group of 8 to 10). Prepare the individual slips of category items. (Use the categories provided at the end of this activity or create others that apply to your workshop topic.)

2.

As participants arrive, give them a copy of the instruction sheet. Ask them to mingle until they find the other members of their group.

3.

When they have found the others in their category, ask them to select and sit at a table together.

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4.

At this point, you might serve a meal—or proceed with the workshop (this activity works well simply as a means of forming smaller groups).

5.

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?

Examples within Categories to Use for Individual Slips of Paper Sports

baseball, football, tennis, golf, racquetball, volleyball, soccer, ping pong

Card Games

poker, canasta, bridge, go fish, Old Maid, crazy 8s, hearts, solitaire

Television Shows

“American Idol,” “The Sopranos,” “60 Minutes,” “CSI,” “Today Show,” “Tonight Show,” “Larry King Live,” “The News Hour”

Automobiles

Honda, Volvo, Toyota, Mazda, VW, BMW, Ford, Subaru

Presidents

Washington, Lincoln, F. D. Roosevelt, Kennedy, Carter, Ford, Reagan, Clinton

Universities

George Washington, Duke, Harvard, Princeton, Smith, Cornell, Texas, Berkeley, Radcliffe, Yale

Authors

Stone, Michener, Toffler, Jaffee, Sheldon, Steele, Dickens, Faulkner

Musical Instruments

piano, violin, trumpet, harp, guitar, banjo, trombone, drums

Foods

pizza, cake, stew, spaghetti, soup, salad, rolls, milk

Music

bluegrass, classical, blues, jazz, rock, country, opera, swing

Plants

fern, violet, geranium, poinsettia, gardenia, rose, spider plant, daisy

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Handout for Activity 3.30

Sample Instruction Sheet Meet and Match Each person has received a slip of paper on which is written an item that fits into a particular category. In the total group, there are nine (or appropriate number) other people whose items fit your same category. Your goal is to find those other people and form a group. You will then be asked to sit together at one of the tables. Clue: Your item will fit into one of these categories: Sports Card Games Television Shows Automobiles Presidents

Authors Musical Instruments Food Types of Music Plants

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

Supplies and Equipment None

Handouts and Materials 3" x 5" index cards with the name of an animal written on them. There should be enough cards with the same animal name for the size groups you wish to form.

Room Setup Open space for mingling

Procedure for Conducting the Activity 1.

Each person is given the name of an animal on a card.

2.

Everyone stands in the open area.

3.

As they walk around, each participant should mimic the sound of their animal and locate the other “animals” like them in the group.

4.

When all “animals” of the same kind find one another, discuss the experience.

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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).

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3.32

The Diversity Mix

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

Supplies and Equipment Flipchart

Handouts and Materials None

Room Setup • •

Large open space for mingling Round tables and chairs for groups of up to eight

Procedure for Conducting the Activity 1.

In advance of the session, write on the flipchart the categories and points listed at the end of the activity. Select approximately five categories from those provided.

2.

Explain to participants: “Every group of people contains a diversity of backgrounds, interests, skills, roles, and values. Usually, society rewards us for conforming and diminishes the value of diversity. In this activity, diversity will be rewarded. We will be forming new groups based on as much diversity as possible.”

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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 one’s 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.)

5.

When the small groups are formed and the group members are seated at tables, have one person record each group’s points for each category. Be prepared to help them determine the points for which they qualify.

6.

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.

7.

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?

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Examples of Diversity Categories and Points Gender

1 point

Race

1 point

Ethnicity

1 point per ethnic heritage. Individuals with several different ethnic parts in their backgrounds have the advantage.

Age

1 point for each decade represented: under 20, 21–29, 30–39, 40–49, 50–59, 60+

Organizational roles

1 point for each different job description

Type of organization

1 point for each different type of organization, such as banking, manufacturing, education, religion, association

Origins

1 point per state or country (either where born or living currently)

Experience (as manager, teacher, etc.)

Points for number of years:

Familiarity

1 point for each person unknown to you

1 point for under 2 years 2 points for 2–10 years 3 points for over 10 years

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3.33

The Five-Course Meal

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

Supplies and Equipment Meal service (to be arranged)

Handouts and Materials None

Room Setup Round tables with chairs for eight

Procedure for Conducting the Activity 1.

Well before your meal, at the facility where this meal will be served, explain your purpose and procedure to those involved in serving the meal so that you do not make it unusually hard on them.

2.

Before entering the dining room, ask participants to select any table, but not to sit with people they know well or just worked with in the prior segment of the program.

3.

Serve a beverage and ask the participants to exchange names, roles, and other pleasantries.

4.

Ask two people from each table to go to a new table, taking any utensils or glasses they have used. Introduce a new topic for them to discuss at this table. Each of the topics to be introduced could relate to your workshop and/or to areas in which you want participants to know one another better. Serve the soup course.

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5.

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.

6.

Ask two new people to move, introduce a new topic, and serve the main course.

7.

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.

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Making Contact Saying Hello

Followup

Connections

Saying Goodbye

Making Transitions

Connecting Point 4

Saying Goodbye at the End of the Workshop Closing the workshop with an activity allows participants to say goodbye to one another as well as to you. In addition, it gives them time to reflect on what they have learned and how they might apply it in the “real” world, as well as celebrate their accomplishments. This section is divided into three parts: • • •

Review and Action Planning Coming Home Closing Ceremonies

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Review and Action Planning These activities provide an opportunity to summarize the original objectives of the workshop and to review the skills and content learned. The participants can compare their original expectations with what they have gained from the learning experience. Several variations of goal setting and action planning are included. Group Size Activity

5–10

10–20

20–30

Time (in minutes) 30+

Any 

4.1 Workshop Evaluation 4.2 My Personal Learning Goal

5

10



4.4 Highs and Lows



4.5 Four Pictures



   

4.6 Summing Up



4.7 Looking Back and Planning Ahead





4.8 Self Contract





4.9 Dear Me





4.10 Dear Boss 4.11 Setting Personal, Interpersonal, and Organizational Goals





4.12 Setting My Goal





4.13 Evaluating My Goals 4.14 A Step-by-Step Action Plan





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4.3 I Learned and Plan To…

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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

Supplies and Equipment None

Handouts and Materials Evaluation of Workshop handout

Room Setup Tables and chairs

Procedure for Conducting the Activity 1.

Review your workshop goals and objectives, and prepare an evaluation form that addresses the information you want from the participants. For instance, you might want feedback on your effectiveness as the trainer, or the appropriateness of the training facility, the workshop’s length, or the specific content and skills covered. See the sample in the handout.

2.

At the beginning of the workshop or on the morning of the last day of the program, distribute copies of the evaluation form. Explain that you are handing out the form now so that participants will be thinking about the questions and writing their answers throughout the day and not just at the end when they will be tired and eager to leave.

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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.

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Handout for Activity 4.1

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?

R

R

Definitely

Somewhat

R

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.

Which content was the least helpful to you?

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.

E.

R

Definitely

R

Good

R

Needs improvement

Would you recommend this workshop to your colleagues?

R

Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA

Yes

R

No

4.2

My Personal Learning Goal

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

Supplies and Equipment Flipchart and markers

Handouts and Materials None

Room Setup Open space for chairs in a circle

Procedure for Conducting the Activity 1.

At the beginning of the workshop, participants were given an overview of the program. At that time, they stated their expectations and goals for the workshop.

2.

At the end of the workshop, ask the participants to review their original expectations and goals. Write these questions on a flipchart: • • •

What were your original expectations and goals? On a scale of 1 to 5, how successful were you in reaching your goals? Why didn’t you reach each goal?

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.

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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.

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4.3

I Learned and Plan To...

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

Supplies and Equipment None

Handouts and Materials I Learned and Plan To handout or cards

Room Setup Tables and chairs

Procedure for Conducting the Activity 1.

Use the handout or prepare the information from the handout for printing on 4" x 6" card stock.

2.

Distribute one handout or card to each participant. Explain the importance of evaluating what was learned in the workshop. Point out that learning is personal, and participants should reflect on what they learned about themselves.

3.

Ask the participants to complete the first and last sentence stems plus any others that have relevance for them.

4.

In the total group, ask each participant to share one of his or her statements. Do not comment or elaborate on what they say. Thank each participant who shares with the group.

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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).

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Handout for Activity 4.3

I Learned and Plan To… I learned that _________________________________________________________________ ____________________________________________________________________________ I relearned that________________________________________________________________ ____________________________________________________________________________ I discovered that_______________________________________________________________ ____________________________________________________________________________ I noticed that _________________________________________________________________ ____________________________________________________________________________ I was surprised that ____________________________________________________________ ____________________________________________________________________________ I am disappointed that __________________________________________________________ ____________________________________________________________________________ I plan to _____________________________________________________________________ ____________________________________________________________________________

Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA

4.4

Highs and Lows

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

Supplies and Equipment • •

Two flipcharts, one labeled Highs and the other labeled Lows Two colored markers

Handouts and Materials None

Room Setup Place flipcharts where everyone can see them

Procedure for Conducting the Activity 1.

Explain to the participants the importance of reflecting on their experiences in the workshop, especially focusing on the best part of the experience and the parts that were disappointing or less satisfactory.

2.

Ask participants to share one high and one low. Write their responses on the appropriate flipchart. Do not elaborate on what they say. Thank each person as he/she shares.

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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 brain—the 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

Supplies and Equipment • • •

8½" x 11" plain white paper (1 per person) Masking tape A set of colored markers, pens, or crayons for each table

Handouts and Materials None

Room Setup • •

Tables and chairs Blank wall to display pictures

Procedure for Conducting the Activity 1.

Review the goals, objectives, and content of the workshop. Explain that the purpose of this exercise is to identify what each individual has learned in this workshop, which in turn will provide a future direction.

2.

Ask participants to write down four things they learned in this workshop.

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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.

4.

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.

5.

As participants complete their drawings, give them masking tape to post the drawings on the blank wall and stand by them.

6.

Each person briefly shares his or her picture. Acknowledge participants’ creativity and note any similarities in what they learned.

7.

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.

Source Adapted from Making Training Stick by Dora B. Johnson and Barbara Carnes (Creative Training Techniques, 1992).

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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

Supplies and Equipment Flipchart and two different colored markers

Handouts and Materials None

Room Setup Chairs facing the front of the room

Procedure for Conducting the Activity 1.

Draw attention to the objectives and content of your workshop as listed on the flipchart.

2.

Use one colored marker to check off the objectives or topics that you covered during the workshop. Allow time for additional questions and answers.

3.

With a second color, star the objectives and/or topics that you were unable to cover and explain why (lack of time, lower priority, you were not prepared). Identify resources that could help meet these objectives.

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4.7

Looking Back and Planning Ahead

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

Supplies and Equipment None

Handouts and Materials Looking Back and Planning Ahead handout

Room Setup Tables and chairs

Procedure for Conducting the Activity 1.

Prepare a handout like the example to fit your own workshop content. Note that section A is a list of topics and issues covered in the program, but they are reworded as goal statements.

2.

Distribute the handout. Explain to participants the importance of evaluating their experiences in the workshop and of focusing on a few areas to apply to their lives. Clarify the directions that are on the handout and ask them to complete parts A and B.

3.

Direct participants to focus on the items marked “1” and to implement these goals first.

4.

Ask for volunteers who would like to share their primary goals with the rest of the group.

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Cross-Reference The next activity, 4.8: Self Contract, could be combined with this activity.

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Handout for Activity 4.7

Looking Back and Planning Ahead A.

In this communications workshop, we covered the following topics and issues. Put a checkmark next to each one you need to apply in your life.

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.

C. My primary goal will be to _______________________________________.

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

Supplies and Equipment None

Handouts and Materials • •

Two 4" x 6" Self Contract cards per participant Postcards

Room Setup Tables and chairs for groups of five

Procedure for Conducting the Activity 1.

Prepare and print Self Contract cards like the example in the handout.

2.

Explain the importance of applying what was learned in the workshop to one’s life. We often set too many goals for ourselves; therefore, it is better to select the most important one and work only on that goal.

3.

Distribute two Self Contract cards per participant. Ask the participants to think about what they have learned in this workshop and what they could apply in their lives. Ask them to select one goal and complete the Self Contract.

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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 individual’s progress and lending support to the change effort.

5.

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”!

Cross-Reference Activity 4.7: Looking Back and Planning Ahead could be combined with this activity.

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Handout for Activity 4.8

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

Supplies and Equipment • •

8½" x 11" paper Envelopes

Handouts and Materials None

Room Setup Tables and chairs

Procedure for Conducting the Activity 1.

Explain to participants the importance of reflecting on their experiences in the workshop so that they can focus on the most important areas to apply to their lives.

2.

Distribute the paper and envelopes. Ask participants to compose letters to themselves. Include in the letter: •

The most important skills and concepts they have learned or issues they have resolved.

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• • •

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.

3.

Ask them to address their envelopes, seal their letters inside, and give them to you.

4.

Mail the letters approximately 30 days later.

Variation Ask for volunteers to share the highlights of their letters.

Source Ward Flynn

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4.10

Dear Boss

Objectives • •

To review the topics covered in the workshop To inform one’s supervisor about what was accomplished in the workshop

Uses Application of learning requires support and reinforcement from others, especially one’s 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

Supplies and Equipment • •

8½" x 11" paper Envelopes

Handouts and Materials None

Room Setup Tables and chairs

Procedure for Conducting the Activity 1.

Explain to participants the importance of reflecting on their experiences in the workshop so that they can focus on the most important areas to apply to their lives. Discuss reasons why their bosses let them come or sent them to this workshop and the value of communicating to the boss what was learned.

2.

Distribute the paper and envelopes. Ask participants to compose letters to their bosses. Include in the letters: •

The most important skills and concepts they have learned or issues they have resolved.

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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.

Ask for volunteers to share highlights of their letters.

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.

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4.11

Setting Personal, Interpersonal, and Organizational Goals

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

Supplies and Equipment None

Handouts and Materials Setting Personal, Interpersonal, and Organizational Goals handout

Room Setup Tables and chairs

Procedure for Conducting the Activity 1.

Make copies of the Setting Personal, Interpersonal, and Organizational Goals handout.

2.

Give one handout to each participant. Explain the importance of applying what was learned in the workshop to one’s life. Review the three types of changes they could make as a result of what they learned in this workshop: • • •

Personal change Interpersonal relationship change Organizational change

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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.

4.

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 participant’s plans to change.

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.

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Handout for Activity 4.11

Setting Personal, Interpersonal, and Organizational Goals Personal Types of change:

Current situation:

Desired changes:

Results if change occurs:

Results if change does not occur:

(continued) Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA

Handout for Activity 4.11 (continued)

Interpersonal Types of change:

Current situation:

Desired changes:

Results if change occurs:

Results if change does not occur:

(continued) Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA

Handout for Activity 4.11 (concluded)

Organizational Types of change:

Current situation:

Desired changes:

Results if change occurs:

Results if change does not occur:

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

Supplies and Equipment None

Handouts and Materials Setting My Goal handout

Room Setup Tables and chairs

Procedure for Conducting the Activity 1.

Make copies of the Setting My Goal handout.

2.

Give one copy of the handout to each participant. Explain the importance of applying what was learned in the workshop to one’s life.

3.

Review the five criteria for setting a goal as listed on the handout. Give some examples of each criterion. 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.

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4.

Ask participants to review silently what they have learned during the workshop. You may want to remind them of the topics you have covered.

5.

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.

6.

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 participant’s 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.

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Handout for Activity 4.12

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.

My goal is to______________________________________________________________ .

2.

This goal will be accomplished by _____________________________________________ .

3.

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

Supplies and Equipment None

Handouts and Materials Evaluating My Goals handout

Room Setup Tables and chairs

Procedure for Conducting the Activity 1.

Make copies of the Evaluating My Goals handout.

2.

Give one copy of the handout to each participant. Explain the importance of applying what was learned in the workshop to one’s life. Indicate that we need to select goals that are useful as well as important to us.

3.

Ask the participants to list up to four goals for applying what they have learned in the workshop to their lives. Tell them to write each goal in a separate space, as provided on the handout.

4.

Next, they should weigh each goal against the list of six statements on the handout, checking off those that apply.

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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 participant’s goals.

6.

Sample goals can be shared voluntarily with the total group.

Variation Participants could develop more specific plans using Activity 4.14: A Step-by-Step Action Plan.

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Handout for Activity 4.13

Evaluating My Goals Goals:

1. This goal is very important to me. 2. I am proud of this goal.

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

A Step-by-Step Action Plan

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

Supplies and Equipment None

Handouts and Materials A Step-by-Step Action Plan handout

Room Setup Tables and chairs

Procedure for Conducting the Activity 1.

Make copies of A Step-by-Step Action Plan handout.

2.

Give one copy of the handout to each participant. Explain the importance of identifying the specific steps necessary to reach a stated goal successfully.

3.

Ask the participants to list one goal they have for applying what they have learned in the workshop and the date by which they hope to complete it.

4.

Next, the participants list the steps needed to accomplish this goal. To the right of each step, list the barriers or difficulties they might have to face and the resources available to help them accomplish their goal.

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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 participant’s plan of action.

6.

Sample goals can be shared voluntarily with the total group.

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Handout for Activity 4.14

A Step-by-Step Action Plan One goal I want to achieve is_____________________________________________________ by this date: __________________________.

Steps I must take…

Difficulties I might face with this step…

Resources and people who could help me accomplish this step…

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

5–10

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4.15 The Re-entry 4.16 Hi! I’m Back!

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10

20

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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

Supplies and Equipment None

Handouts and Materials None

Room Setup Chairs facing the front of the room

Procedure for Conducting the Activity 1.

Begin with a short presentation on how astronauts prepare for their re-entry to Earth. Their preparation includes what they do while still in space and what they will do after landing. Remind participants that they, too, must face re-entry back into their work and personal lives. If the group experience was especially meaningful, the tendency will be for participants to rush home and exclaim, “Oh, you should have been there!” Ask how they have felt when an enthusiastic traveler returned from a trip and made that statement to them.

2.

If the group experience was especially intense, involved several days, and was located away from home, the family, friends, and colleagues of the participants will have experienced some isolation, loneliness, and perhaps even jealousy. Ask participants to identify what was going on in the lives of their employees, colleagues, family members, or friends while they were gone.

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3.

With the participants’ help, develop a list of suggestions that will ease their re-entry. Ideas include: a)

Interview those left behind about what they did while the participant was absent.

b)

When asked, “How was your experience?” reply, “I’ve 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.

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 employee’s 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.

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been exposed to a lot of It will take me a while to reduce the tendency to idea now and spread out

4.16

Hi! I'm Back!

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

Supplies and Equipment None

Handouts and Materials None

Room Setup Open space

Procedure for Conducting the Activity 1.

Give a short presentation based on information found in the previous activity, Activity 4.15: The Re-entry.

2.

Help the participants identify what was going on in the lives of their employees, colleagues, family, or friends while they were in the workshop and the problems they might face upon coming home. Poll them for examples.

3.

Role play some of the situations they might face. Here are some samples: a)

The enthusiastic participant who wants to “tell it all” right away.

b)

The participant who finds that his/her new ideas are ignored or discounted.

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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.

d)

The participant who discovers that his or her employees either did nothing or “messed up” their work during the participant’s absence.

e)

The boss who demands a “play-by-play” account of everything the participant did.

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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

5–10

10–20

20–30

Any

5

 













 



4.25 The Wiggle Handshake





4.26 Exclamations!





4.27 Final Words





4.28 I Think You Are…

 

30+



4.24 Let’s Sing!

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4.22 Team Awards

4.29 Card Line-Up

10



4.19 Certificate of Participation 4.20 Certificate of Appreciation 4.21 Certificate of SelfAppreciation 4.23 The Closing Circle

30+



4.17 Let’s Celebrate! 4.18 Creative Prizes

Time (in minutes)





 

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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

Supplies and Equipment Flipchart and markers

Handouts and Materials None

Room Setup Chairs facing the front of the room

Procedure for Conducting the Activity 1.

State the definition of a celebration: a ritual, jubilee, kick-off, rally, ceremony, observance, and commemoration.

2.

Together, list all the occasions when we hold celebrations, including national holidays, religious holidays, birthdays, weddings, homecomings, openings for businesses, and new homes.

3.

Discuss what these celebrations have as common elements: • • • • •

Food and drink Happy and joyful celebrants Props Music Public location

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4.

With the participants, brainstorm a list of reasons for holding a celebration at the end of a workshop. Reasons can include: • • • •

5.

Discuss the guidelines to follow for an effective celebration: • • •

6.

7.

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

Be authentic Be creative Have fun

Give examples of celebrations in work settings and ask participants to evaluate which might work, if adapted, to this workshop: •

Hold a “thank goodness it’s 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 clown’s 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 company’s or project’s accomplishment.

•

Decorate with colorful streamers, balloons, and items found in party stores.

•

Invite customers or spouses.

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.

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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

Supplies and Equipment Before the workshop, visit party and toy stores to find items to use for rewards for participants. In addition, look around your office and collect common office items that can be in the pool of prizes. • • • •

One large box per group Stick-on labels Balloons Taped music

Handouts and Materials None

Room Setup Chairs facing the front of the room

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Procedure for Conducting the Activity 1.

Make up a box of items for each group. See the sources under Supplies and Equipment.

2.

Have participants form groups of five. These could be groups that worked together during the workshop. Give each group a box of items and some stick-on labels.

3.

Ask participants to decide how each item might be used as a reward. Instruct them to write on a label the reason for awarding that particular item and to attach the label to the item. Give several examples of ideas from this list: • • • • • • • • • • •

A ruler for the person who grew the most. An egg timer for the person who was most patient. A toy turtle for the person who learned slowly but surely. A rubber band for the person who gave the most to others. A joke book for the person who helped us laugh. A pillow for the person who needs a rest. Old sneakers for the person who led us in exercise. Pins for the person who helped us keep the room neat. Soap in a box for the person who spoke out frequently. A mirror for the person who was reflective. A broad-brimmed hat for the person who had grand ideas.

4.

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.

5.

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 person’s name.

6.

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.

7.

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.

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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.

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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

Supplies and Equipment None

Handouts and Materials Certificates

Room Setup Chairs facing the front or circle of chairs

Procedure for Conducting the Activity 1.

Prior to the workshop, prepare a certificate for each participant. Be sure to include the following information: • • • •

Participant’s name Name and date(s) of the event Name of the trainer Name of the sponsor

Enhance the certificate’s 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 area’s skyline, a photograph of your building, or a graphic image from a clip art book)

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•

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 participant’s 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.

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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

Supplies and Equipment None

Handouts and Materials Certificates

Room Setup Any

Procedure for Conducting the Activity 1.

Prior to the workshop, prepare a certificate for each participant. Be sure to include the following information: • • • •

Participant’s name Name and date(s) of the event Name of the trainer Name of the sponsor

Enhance the certificate’s appearance by: •

Keeping the content simple—center the words “Certificate of Appreciation for” and leave a blank (or draw a line) beneath them

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2.

•

Adding a graphic image, emblem, or logo that represents your organization (for example, a half-tone outline of your area’s 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 participant’s name in calligraphy or in a larger point size

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.

The certificates are given to each participant as they are prepared.

4.

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 group’s 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.

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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

Supplies and Equipment None

Handouts and Materials Certificates

Room Setup Any

Procedure for Conducting the Activity 1.

Prior to the workshop, prepare a certificate for each participant. Be sure to include the following information: • • •

Name and date(s) of the event Name of the trainer Name of the sponsor

Enhance the certificate’s appearance by: •

Keeping the content simple—center the words “Certificate of Appreciation for” and leave a blank (or draw a line) beneath them

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•

Adding a graphic image, emblem, or logo that represents your organization (for example, a half-tone outline of your area’s 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.

Form small groups of participants who have worked together during the group experience.

3.

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.

4.

Collect the prepared certificates. Conduct a ceremony for giving out the certificates. Applause is encouraged.

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.

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4.22

Team Awards

Objective To provide recognition of each participant’s 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

Supplies and Equipment Pens and markers

Handouts and Materials Team Award handout

Room Setup Tables and chairs

Procedure for Conducting the Activity 1.

Prepare a Team Award handout such as the sample in the handout.

2.

Start this activity early in the workshop by assigning each work group another work group as their target team. Their assignment is to observe the members of the target team for the purpose of presenting a special award to that team at the end of the workshop. Participants are instructed to observe the positive attributes that individual members of the target team display and how that team works together during the workshop.

3.

Remind participants of this assignment from time to time during the workshop.

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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 team’s “logo,” other artwork, color, and so on.

5.

When the awards are ready, hold a closing ceremony with the total group. Encourage applause after each presentation.

Source Dr. John E. Jones

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Handout for Activity 4.22

Team Award The ________________________________ Award (presenting team’s name)

for ______________________________________ (name of award)

is presented to _____________________________ (name of awardee)

in recognition for ___________________________ (list positive attributes and contributions)

___________________________ (team member signatures)

Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA

4.23

The Closing Circle

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

Supplies and Equipment None

Handouts and Materials None

Room Setup Open space

Procedure for Conducting the Activity 1.

Ask the participants to form a circle in the open space.

2.

Ask them to scan each face in the circle silently, thinking about their first impressions of each person, what they have learned from each one, and what final words they would like to share with some of them.

3.

Allow enough time for the participants to clarify their thoughts.

4.

Indicate that it is time to say goodbye to one another and to end this experience. Suggest that as they break from the circle, they approach several individuals and say the words they have been thinking about them.

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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

Supplies and Equipment None

Handouts and Materials Song sheets

Room Setup Open space for a circle

Procedure for Conducting the Activity 1.

Select appropriate songs that are upbeat and celebratory. You may want to alter or adapt the lyrics to your workshop topic. Prepare a copy of the words. Some suggestions are: • • • • • • • • •

“The Rose” “Rolling Home” “It’s in Every One of Us” “The Greatest Love” “Higher Ground” “What One Man Can Do” “We Are the World” “Circle of Life” (from The Lion King) “Can You Feel the Love Tonight?”

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• • • • • • • • •

“What a Wonderful World” “It’s About Time” “We’ve Only Just Begun” “Happy Days Are Here Again” “So Long, It’s Been Good to Know You” “Put a Little Love in Your Heart” “I’d Like to Teach the World to Sing” “Climb Every Mountain” “’Til We Meet Again”

2.

The activity will be enhanced if you have someone available to play the piano or guitar.

3.

State that songs are often a pleasant way to say goodbye at the end of a workshop experience.

4.

Distribute the song sheets and ask everyone to join you in singing.

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4.25

The Wiggle Handshake

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

Supplies and Equipment None

Handouts and Materials None

Room Setup Open space

Procedure for Conducting the Activity 1.

Ask the participants to stand in the open space.

2.

State that people often shake hands when saying “hello” and when saying “goodbye.” The handshake is a wonderful way to take away fond memories of the others in the group. Indicate that you want to show participants an innovative way to shake hands.

3.

Ask for a volunteer so that you can demonstrate the “wiggle handshake.”

4.

The handshake consists of four actions: a)

First, shake hands normally.

b)

Without letting go, both people rotate their hands so they can grasp the other person’s thumb and shake hands again.

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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.

d)

Wave goodbye with your fingers.

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

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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

Supplies and Equipment None

Handouts and Materials None

Room Setup Open space

Procedure for Conducting the Activity 1.

Ask the participants to reflect briefly on their experiences in the workshop. Ask them to think about how they would sum up that experience in one or two words.

2.

Explain that on a signal, everyone is to shout out a word or two that best expresses that person’s own feelings about the workshop.

3.

Give the signal—everyone shouts. Repeat the signal and the exclamations several times. (If they wish, participants can shout out different words at each signal.)

4.

Ask participants to reflect on what they heard. Summarize what you heard and/or ask participants to summarize what they heard being said.

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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

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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.

Supplies and Equipment • •

Colored markers Flipcharts; one per 10 participants

Handouts and Materials None

Room Setup Space by the door for the flipchart

Procedure for Conducting the Activity 1.

Before the end of the workshop, place the flipcharts and box of markers by the door through which participants will exit. The larger the group size, the more flipcharts of paper will be needed. Use one flipchart for every 10 participants.

2.

Conclude the workshop, leaving a few minutes for this final activity.

3.

Explain to the participants that the flipcharts located by the door are for their closing comments. As they leave, participants are invited to write a word or a few words on the paper, expressing their feelings at the close of the workshop. This gives them a chance to leave behind some final comments about their experience.

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Variation You may wish to model the activity by going to the flipchart and writing your own brief comment.

Source Dr. Marshall Sashkin

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4.28

I Think You Are...

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 participant’s 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.

Supplies and Equipment • • •

Straight pins Colored markers Heavy card stock paper (or paper that markers will not bleed through)

Handouts and Materials For each participant, a sign with the words “I think you are…” printed on it.

Room Setup Open space for mingling

Procedure for Conducting the Activity 1.

Before the end of the workshop, give each participant an “I think you are…” sign, a straight pin, and a colored marker. Ask participants to help one another attach the signs to their backs.

2.

Participants mingle about and write positive comments on the signs of the other participants. Indicate the amount of time they have to do this (based on the number of participants and remaining time in the workshop).

3.

When the time is up, call attention back to you. Ask participants to remove their signs and enjoy the “warm, fuzzy” feedback they received.

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Source Carrolle Rushfold

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4.29

Card Line-Up

Objective To provide recognition of each participant’s 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

Supplies and Equipment Decks of 3" x 5" index cards equal to the number of participants (one deck per person)

Handouts and Materials Alphabetized participant list (including trainer)

Room Setup Space to line up all the participants shoulder-to-shoulder from the outer door into the room

Procedure for Conducting the Activity 1.

Prior to the end of the workshop, count out for each participant a deck of blank 3" x 5" cards that equals the number of participants plus the trainer. Prepare an alphabetized participant list (including the trainer) by last name.

2.

Hand each participant a deck of cards and list of names. Give them the following instructions: • • • • • •

Write the name of one participant in the upper left corner of a card. Write one or two strengths about that person on the card. Sign your own name in the lower right corner. Repeat this process until you have written a card about each participant and the trainer. On your own card, write some of the strengths you think others will write about you. Keep the cards in alphabetical order.

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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.

4.

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.

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

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Making Contact Saying Hello

Followup

Connections

Saying Goodbye

Making Transitions

Connecting Point 5

Following Up after the Workshop The trainer’s last connecting point with participants involves activities and strategies that reinforce the participants’ learning. The purpose of this last group is to provide continuous learning. Group Size Activity

5–10

10–20

20–30

Time (in minutes) 30+

Any

5

10

20

30+

5.1 The Name Exchange



5.2 The Postcard



5.3 Support Groups 5.4 You’ll Be Hearing from Me!









5.5 Success Is up to You!





5.6 Follow-Up Evaluation





5.7 Support from Your Boss 5.8 Follow-Up Letter to Your Client or Program Sponsor









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5.1

The Name Exchange

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

Supplies and Equipment None

Handouts and Materials Prepare a handout as described in the activity

Room Setup Any

Procedure for Conducting the Activity 1.

Begin this activity early enough in the workshop to allow time to make copies for the participants. Provide information about the activity early in the program so that participants can be thinking about their entries.

2.

Prepare a handout that includes headings for name, address, phone number, and e-mail address. Be creative and add a few other headings such as: •

“Remember me as/for” (Participants write what they would like to be remembered as or for.)

•

“I need the following” (Participants indicate an area that needs improvement, and other participants identify a resource that might help.)

•

“I can give” (Participants list resources they can provide.)

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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.

Take time midway through the workshop for participants to complete the forms.

5.

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.

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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

Supplies and Equipment None

Handouts and Materials One postcard per participant

Room Setup Any

Procedure for Conducting the Activity 1.

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. 2.

Distribute postcards with the following message printed or typed on them: Hi! I thought you’d like to hear what’s been happening to me.

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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 person’s address and write it on the postcard.

4.

Suggest that participants put the postcard in their calendars approximately one month from the current date and to send it out at that time.

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.

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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

Supplies and Equipment None

Handouts and Materials List of participants’ names, addresses, phone numbers, and e-mail addresses

Room Setup Tables and chairs for small groups

Procedure for Conducting the Activity 1.

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. 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.

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3.

Suggest that the participants could form their own small groups based on a common interest, for example, same location, same job, same company, men’s or women’s groups, or special task force.

4.

Poll the participants for their interest in forming support groups. Regroup them according to their area of interest. (If some participants aren’t sure they want to be in a group, place them at one table and facilitate step 5 with them.)

5.

Take 15 minutes for these new support groups to: • • • •

6.

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.

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: What’s working? Celebrate successes. What’s causing a problem? Brainstorm solutions together.

• 7.

As needed, bring in resources and other people to these meetings.

Be sure you have each support group’s participants’ names and one contact person in case you wish to send them resources in the future.

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5.4

You'll Be Hearing from Me

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

Supplies and Equipment None

Handouts and Materials Depends on the method selected: • • •

Success Is up to You! handout (from Activity 5.5) Sample Follow-Up Letter to Participants handout Various letters and questionnaires as described in the activity

Procedure for Conducting the Activity 1.

As you plan your workshop design, review the following methods that can be used for follow-up with the participants: a)

Send a letter and include a summary of key ideas covered in the workshop. Suggest that they regularly review this summary.

b)

Send a letter and include the Success Is up to You! handout (see Activity 5.5).

c)

Send a letter and include a post-workshop evaluation questionnaire to determine what has been retained and applied to their work and lives (see the sample letter in this activity).

d)

Send a letter and include the Success Is up to You! handout along with a postworkshop evaluation questionnaire.

e)

Send a questionnaire to help the participants identify the areas they still need to develop.

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f)

Plan for follow-up training sessions based on participants’ needs.

g)

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.

h)

Send participants a gift that is a memento of their experience with you. For example: • • • • •

2.

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

i)

Give participants a subscription to a magazine or newsletter service that prints your name on it.

j)

Give participants your phone number and encourage them to call you.

k)

Call participants to see if they have any problems or to invite them to another workshop.

l)

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

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Handout for Activity 5.4

Sample Follow-Up Letter to Participants Dear ________:

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 you’ve 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

Supplies and Equipment None

Handouts and Materials • •

Success Is up to You! handout List of participants’ names and addresses

Procedure for Conducting the Activity 1.

Prepare a handout similar to the one in this activity. You can add the name of the workshop, the name of your organization, and any other tips that are important to you.

2.

Within two weeks of the workshop, prepare and send a letter to participants that expresses your appreciation of their participation in your program. Refer to the purpose of the handout you are enclosing and the importance of follow-up activities that will ensure retention of what they have learned.

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.

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Handout for Activity 5.5

Success Is up to You! Congratulations! You have successfully completed a _________________________ workshop. Good intentions to apply what you’ve 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.

Review your notes and materials as soon as possible. Update your Action Plan.

2.

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.

3.

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.

4.

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 you’ve learned.

5.

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.

6.

Keep a daily or weekly log to track your progress in achieving your Action Plan.

7.

Read a book that will aid you in reaching your goal.

8.

Within two or three weeks, contact another participant from the workshop. Review one another’s progress and explore ways you can help one another achieve your goals.

9.

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.

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

Supplies and Equipment None

Handouts and Materials Sample Follow-Up Evaluation and Sample Post-Workshop Evaluation handout

Procedure for Conducting the Activity 1.

Prepare an evaluation form with questions soliciting the desired information. Include the name and dates of the workshop, the name of your organization, and a deadline for response. See the two samples in the handout for this activity.

2.

Within two weeks of the workshop, prepare and send a letter to participants that expresses your appreciation of their participation in your program. Refer to the purpose of the evaluation form you are enclosing and the importance of applying what they have learned.

3.

Include other resources such as the Success Is up to You! handout (see Activity 5.5), a list of participants’ names and addresses, announcements of other workshops, or an article related to the workshop topic.

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Handout for Activity 5.6

Sample Follow-Up Evaluation The Sexes at Work Workshop January 10–12, 20XX One goal of this workshop was to increase your confidence in resolving gender issues. Now that you’ve had some time to reflect on what you’ve learned and to try out some of your new skills, do you feel more confident in this area?

R

R

Definitely

Somewhat

R

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 didn’t succeed.

C. What topics or strategies would you want to have covered in a follow-up workshop?

D. With whom have you shared your skills or ideas?

R

My boss

R

My staff

R

Colleagues

R

Others

Please return this evaluation form by __________ to _________________________________ . (continued) Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA

Handout for Activity 5.6 (concluded)

Sample Post-Workshop Evaluation Faultless Facilitation Workshop November 3 and 4, 20XX A.

As a result of attending this workshop, do you feel more confident in facilitating groups or teams?

R B.

Definitely

R

Somewhat

R

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.

Have you shared what you learned with:

R F.

Your boss?

R

Your staff?

R

Would you recommend this workshop to colleagues?

Another colleague?

R

Yes

R

No

Please return this evaluation form by __________ to _________________________________ .

Reproduced from Compendium of Icebreakers Volume 2 by Lois B. Hart, HRD Press, Inc., Amherst, MA

5.7

Support from Your Boss

Objective To help participants gain their supervisor’s 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 participant’s new behaviors.

Group Size Any

Time 60 minutes

Supplies and Equipment None

Handouts and Materials • • •

Trainer’s stationery List of participants’ supervisors’ names and addresses Sample Supervisor Letter handout

Procedure for Conducting the Activity 1.

Prepare a letter similar to the sample in the handout for this activity.

2.

Explain to the participants that you will be sending a letter to their bosses shortly after the workshop so that the bosses will be supportive of the participants’ plan to try new behaviors and skills. Show them a copy of the letter.

Source Terry Ihlenfeld

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Handout for Activity 5.7

Sample Supervisor Letter Dear ________:

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, I’m 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

Follow-Up Letter to Your Client or Program Sponsor

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

Supplies and Equipment None

Handouts and Materials • • • •

Trainer’s stationery Sample Letter to Client or Program Sponsor handout Success Is up to You! handout (from Activity 5.5) Evaluation form

Procedure for Conducting the Activity 1.

Prepare a letter similar to the sample in the handout for this activity.

2.

Explain to the participants that you will be sending a letter to the person who sponsored this workshop shortly after the workshop so that he or she will be supportive of the participants’ plan to try new behaviors and skills and will schedule follow-up training or support sessions.

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Handout for Activity 5.8

Sample Letter to Client or Program Sponsor Dear ________:

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. I’ve 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. I’ve 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