Compendium of Icebreakers

Volume 2

Connections: 125 Activities for

Faultless Training

Making

Contact

Follow-up

Saying Hello

Saying

Goodbye

Making

Transitions

Connections

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.
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ISBN 978-1-59996-068-5

Production services by Jean Miller
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Cover design by Eileen Klockars

Compendium of Icebreakers Volume 2

iii

Contents

Introduction: Making Connections .......................................................................... vii

Connecting Point 1:
Making Contact Before the Workshop ....................................................................

1.1 Pre-Workshop

Meeting.................................................................................. 3

1.2 Self-Assessment ........................................................................................... 5
1.3 Welcome to the Workshop ............................................................................ 7
1.4 Pre-Workshop

Assignments .......................................................................... 9

Connecting Point 2:
Saying Hello at the Beginning of the Workshop .................................................... 13

Introducing the Trainer ............................................................................................. 15

2.1 Hello!

Name Is… ..................................................................................... 17

2.2 The

Interview................................................................................................. 19

2.3 Let Me Introduce You To… ........................................................................... 21
2.4 Ask

Me .......................................................................................................... 25

Clarifying Expectations and Objectives .................................................................. 27

2.5 Goals,

Objectives, and Guidelines ................................................................ 29

2.6 Around the Circle........................................................................................... 33
2.7 Why Are You Here? ...................................................................................... 35
2.8 The

Magic

Box .............................................................................................. 37

2.9 Where Would You Rather Be? ...................................................................... 39

2.10 Folding

Arms ................................................................................................. 41

2.11 Issues and Obstacles .................................................................................... 43

Who Are You? ........................................................................................................... 47

2.12 You Ought To Be in Pictures! ........................................................................ 49
2.13 My Picture Is Worth a Thousand Words........................................................ 53
2.14 Anchors ......................................................................................................... 55
2.15 Three

Truths,

One Lie ................................................................................... 57

2.16 The

Exhibit Hall ............................................................................................. 59

2.17 Résumé ......................................................................................................... 61
2.18 The

Name

Tag .............................................................................................. 65

2.19 The

People Hunt ........................................................................................... 71

2.20 What’s in Your Wallet or Purse?.................................................................... 75
2.21 Where

Are

You From? .................................................................................. 77

2.22 My

Family

Shield ........................................................................................... 79

2.23 Here’s

My Card ............................................................................................. 83

2.24 What’s

a Name? ........................................................................................ 85

2.25 Name Your Uniqueness ................................................................................ 87

Compendium of Icebreakers Volume 2

2.26 I See Myself As….......................................................................................... 89
2.27 You Can’t Tell a Book by Its Cover................................................................ 93
2.28 First

Impressions ........................................................................................... 97

2.29 Sticky

Characteristics .................................................................................... 99

2.30 The

Sandwich Board ..................................................................................... 101

2.31 Are You More…?........................................................................................... 103
2.32 The

Movie

Screen ......................................................................................... 105

2.33 Feelings

Wheel.............................................................................................. 109

2.34 Meet

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

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

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

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

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

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

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

Goal ............................................................................................. 279

4.13 Evaluating

My Goals ..................................................................................... 283

4.14 A Step-by-Step Action Plan ........................................................................... 287

Compendium of Icebreakers Volume 2

Coming Home ............................................................................................................ 291

4.15 The

Re-entry ................................................................................................. 293

4.16 Hi!

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

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 The Name Exchange..................................................................................... 331
5.2 The

Postcard ................................................................................................. 333

5.3 Support

Groups ............................................................................................. 335

5.4 You’ll Be Hearing from Me ............................................................................ 337
5.5 Success Is up to You!.................................................................................... 341
5.6 Follow-Up

Evaluation .................................................................................... 345

5.7 Support from Your Boss ................................................................................ 349
5.8 Follow-Up Letter to Your Client or Program Sponsor .................................... 353

Compendium of Icebreakers Volume 2

vii

Introduction:
Making Connections

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, experi-

enced 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 rein-
force 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.

viii

Compendium of Icebreakers Volume 2

Each section or group of activities includes a matrix showing time required and sug-
gested group size for each activity.

The activities in this book have been tested in various settings including training pro-
grams, 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 par-
ticipants. The word workshop is used to describe the program, meeting, or learning
event, and the word warm-up is used synonymously with icebreaker.

Compendium of Icebreakers Volume 2

Making

Contact

Followup

Saying Hello

Saying

Goodbye

Making

Transitions

Connections

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

Time (in minutes)

Activity

5–10

10–20 20–30

30+

Any

30+

1.1 Pre-Workshop Meeting

1.2 Self-Assessment

1.3 Welcome to the Workshop

1.4 Pre-Workshop Assignments

Compendium of Icebreakers Volume 2

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

Compendium of Icebreakers Volume 2

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 het-
erogeneous groups of five to six participants with a variety of backgrounds, depart-
ments, and ages, or form homogeneous groups of participants with similar experience,
gender, or titles.

Cross-Reference

•

See the next activity, 1.2: Self-Assessment.

•

See Activity 2.43: The Pre-Test in Connecting Point 2: Saying Hello.

Compendium of Icebreakers Volume 2

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

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. Open-

ended 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.

Compendium of Icebreakers Volume 2

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.

Compendium of Icebreakers Volume 2

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…”

Compendium of Icebreakers Volume 2

“I hope this workshop does not…”

“As a result of this workshop, I hope to be able to…”

“Resources I could bring to the workshop (books, skills, musical instruments, etc.)
include…”

“I have had previous experience as a ______.” (Insert the role as it relates to your
workshop topic such as supervisor, manager, or administrative assistant.)

Include the date by which you need the responses. Indicate where the questionnaire
should be returned and/or send the letter/questionnaire with an addressed, stamped
return envelope.

3. Review the information from the questionnaires to finalize your workshop design, form

work groups, and refine activities.

Variations

• Depending on your specific needs, add other questions such as: “How did you find out

about this workshop?” or “What other workshops or courses have you had on this
topic?”

• Rather than ask open-ended questions, prepare a list of skills to be acquired and ask

the participants to rank them on a scale of 1 to 5 in terms of their importance to the
participant.

• Some organizations select individuals for this training and then send special letters

informing these individuals they have been specially chosen to participate. Receiving a
letter from upper management is an honor that motivates individuals to make the
necessary arrangements in order to attend the program.

Compendium of Icebreakers Volume 2

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

Compendium of Icebreakers Volume 2

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 pre-

workshop 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.

Compendium of Icebreakers Volume 2

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, depart-
ments, 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.

Compendium of Icebreakers Volume 2

Making

Contact

Followup

Saying Hello

Saying

Goodbye

Making

Transitions

Connections

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

Compendium of Icebreakers Volume 2

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

Time (in minutes)

Activity

5–10

10–20 20–30

30+

Any

30+

2.1 Hello! My Name Is…

2.2 The Interview

2.3 Let Me Introduce You
To…

2.4 Ask Me

Compendium of Icebreakers Volume 2

Hello! My Name Is...

2.1

Objectives

•

To develop a personal connection between the trainer and participants

•

To learn something about each person that can be used during the workshop

Uses

Use this simple yet important activity at the beginning of every workshop.

Group Size

Works best with groups of less than 20; with larger groups, only a sample will be greeted.

Time

Approximately 1 minute per person

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.

Compendium of Icebreakers Volume 2

The Interview

2.2

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

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

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.

Compendium of Icebreakers Volume 2

Let Me Introduce You To...

2.3

Objectives

•

To provide pertinent information about the trainer to the participants

•

To identify the reasons for offering this particular topic and speaker to this group

•

To demonstrate a method for introducing someone to a group

Uses

Use this activity to introduce the trainer when the sponsor or client wants to use a more
formal introduction.

Group Size

Any

Time

2 to 3 minutes

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.

Compendium of Icebreakers Volume 2

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.

Reproduced from Compendium of Icebreakers Volume 2

by Lois B. Hart, HRD Press, Inc., Amherst, MA

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.”

Compendium of Icebreakers Volume 2

Ask Me

2.4

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

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.

Compendium of Icebreakers Volume 2

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

Time (in minutes)

Activity

5–10

10–20 20–30

30+

Any

30+

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

Compendium of Icebreakers Volume 2

Goals, Objectives, and Guidelines

2.5

Objectives

•

To clarify the goals, objectives, and guidelines you have established for the workshop

•

To give participants the opportunity to respond to your goals, objectives, and guidelines

Uses

Use this activity at the beginning of every workshop to provide participants with the
workshop objectives and guidelines that will be used.

Group Size

Any

Time

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) Add your goals and objectives.
b) 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.

Compendium of Icebreakers Volume 2

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.

Reproduced from Compendium of Icebreakers Volume 2

by Lois B. Hart, HRD Press, Inc., Amherst, MA

Handout for Activity 2.5

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.

Compendium of Icebreakers Volume 2

Around the Circle

2.6

Objectives

To identify quickly the participants’ expectations

Uses

Use this activity when you have very little time.

Group Size

Up to 30 participants is best, although it could be used in smaller groups of 8 to 10 without
a trainer

Time

30 seconds per participant

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.

Compendium of Icebreakers Volume 2

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

Source

Dr. Sidney Simon originally called this activity “The Whip.”

Compendium of Icebreakers Volume 2

Why Are You Here?

2.7

Objectives

•

To identify participants’ expectations for the workshop

• To ensure that the needs that cannot be met with your planned design will be met in

other ways

Uses

This activity is particularly useful when you will be expecting participants to do other
activities during your workshop in a small group. In this activity, one person serves as the
group’s facilitator. In other activities, you will ask other individuals to serve in this role.

Group Size

Any

Time

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.

Compendium of Icebreakers Volume 2

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

Compendium of Icebreakers Volume 2

The Magic Box

2.8

Objectives

To help participants clarify their own expectations

Uses

This activity is particularly useful when you will be expecting participants to do other small
group activities during your workshop. In this activity, one person serves as the group’s
facilitator. In other activities, you will ask other individuals to serve in this role.

Group Size

Up to 30

Time

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.

Compendium of Icebreakers Volume 2

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.

Compendium of Icebreakers Volume 2

Where Would You Rather Be?

2.9

Objectives

• To dispel participants’ feelings of either being forced to attend this workshop or wishing

they were elsewhere

•

To help participants relax

•

To help participants identify how they can use this workshop time most effectively

Uses

This activity is always welcomed because participants usually come from busy and harried
lives. Since some people are resistant to fantasy activities, introduce this one carefully. You
might call it by a different name such as relaxation or guided imagery.

Group Size

Any

Time

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.

Compendium of Icebreakers Volume 2

“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.

Compendium of Icebreakers Volume 2

Folding Arms

2.10

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

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.”

Compendium of Icebreakers Volume 2

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.

Compendium of Icebreakers Volume 2

Issues and Obstacles

2.11

Objectives

• To help group members who know one another or work together identify the issues

and obstacles they need to work on during the workshop

•

To encourage active participation and individual responsibility in solving problems

Uses

This activity is particularly useful when you are working with a group of participants who
know one another and have worked together. It helps them focus on their real-life problems
and focus on them during your workshop.

Group Size

Form small groups of six to eight

Time

30 to 45 minutes

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.

Compendium of Icebreakers Volume 2

5. Lead a discussion with the total group. Ask for reports from each small group facilitator.

As issues and obstacles are mentioned, list them on the flipchart. If one is mentioned
more than once, indicate that also. Tie the issues into your workshop objectives.

Reproduced from Compendium of Icebreakers Volume 2

by Lois B. Hart, HRD Press, Inc., Amherst, MA

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.

Compendium of Icebreakers Volume 2

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

Time (in minutes)

Activity

5–10

10–20 20–30

30+

Any

30+

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

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

Compendium of Icebreakers Volume 2

You Ought To Be in Pictures!

2.12

Objective

To gather some useful information so that all participants will know one another better

Uses

Use this activity when you want participants to learn more about one another.

Group Size

Up to 20 people

Time

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.

Compendium of Icebreakers Volume 2

Variations

•

Ask the participants to complete the handout before arriving at the workshop.

•

Vary the questions to fit the theme, objectives, and content of your workshop.

•

Use the information from the handouts as a means of regrouping the participants.

•

Make copies of the handouts for participants to keep.

Reproduced from Compendium of Icebreakers Volume 2

by Lois B. Hart, HRD Press, Inc., Amherst, MA

Handout for Activity 2.12

You Ought To Be in Pictures!

Name:

Nickname:

Organization:

Address:

Phone:

Position:

PHOTO

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?

Compendium of Icebreakers Volume 2

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.

Compendium of Icebreakers Volume 2

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).

Compendium of Icebreakers Volume 2

Anchors

2.14

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

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.

Compendium of Icebreakers Volume 2

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

Compendium of Icebreakers Volume 2

Three Truths, One Lie

2.15

Objectives

•

To have fun while participants learn about one another

•

To learn more about one another than just a name

Uses

This activity helps participants get beyond one anothers’ names.

Group Size

Any

Time

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:
•

“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.”

3. 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.

Compendium of Icebreakers Volume 2

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

Compendium of Icebreakers Volume 2

The Exhibit Hall

2.16

Objectives

•

To provide a method for getting acquainted and sharing resources

•

To demonstrate that everyone is an expert at something

Uses

Use this activity when you know participants have something to share and the exhibit hall
will give them the opportunity. Use it when you have sufficient space to display exhibits.

Group Size

At least 20

Time

30 to 60 minutes

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

Compendium of Icebreakers Volume 2

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).

Compendium of Icebreakers Volume 2

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

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.

Compendium of Icebreakers Volume 2

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).

Reproduced from Compendium of Icebreakers Volume 2

by Lois B. Hart, HRD Press, Inc., Amherst, MA

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 ______________________________________

____________________________________________________________________________

Compendium of Icebreakers Volume 2

The Name Tag

2.18

Objectives

•

To help participants quickly learn about one another

•

To regroup participants

Uses

This is always a favorite activity because the information on the name tag can be adapted
to fit the interests and background of participants. In addition, it gets them into the content
while they get acquainted.

Group Size

Any

Time

30 to 60 minutes

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.

Compendium of Icebreakers Volume 2

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.

Compendium of Icebreakers Volume 2

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

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?

Reproduced from Compendium of Icebreakers Volume 2

by Lois B. Hart, HRD Press, Inc., Amherst, MA

Handout for Activity 2.18

The Name Tag

Name ______________________________________________________________________

Compendium of Icebreakers Volume 2

The People Hunt

2.19

Objectives

•

To provide an opportunity for groups of people to become better acquainted

•

To increase the level of comfort among strangers

•

To examine 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.

Compendium of Icebreakers Volume 2

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:

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?

6. Suggest that participants keep the names of people they met during the activity and

make arrangements to continue developing these relationships during breaks or after
the session.

Cross-Reference

See other activities that tie in to the workshop content in the Dipping into the Content group
(Activities 2.43 through 2.51).

Reproduced from Compendium of Icebreakers Volume 2

by Lois B. Hart, HRD Press, Inc., Amherst, MA

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.

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

Compendium of Icebreakers Volume 2

What's in Your Wallet or Purse?

2.20

Objectives

To get acquainted in a non-threatening way

Uses

Use this activity when you have only a little time. It is non-threatening and easy to do.

Group Size

Up to 20

Time

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.

Compendium of Icebreakers Volume 2

Where Are You From?

2.21

Objectives

•

To help participants learn something unique about one another

•

To help participants relax

Uses

Use this activity when you have participants from many locations around the country.

Group Size

The optimum number is 30, unless you use the variation.

Time

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 Midwest

Far

West

Southeast

Mountain

States

Southwest

Alaska

Hawaii

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.

Compendium of Icebreakers Volume 2

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.

Compendium of Icebreakers Volume 2

My Family Shield

2.22

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

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.

Compendium of Icebreakers Volume 2

a) Draw a cradle and label it with the place you were born.
b) Draw a picture of you doing your current work.
c) Draw a picture of your favorite hobby or interest.
d) Draw a success you’ve accomplished in the past few years.
e) 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.

Reproduced from Compendium of Icebreakers Volume 2

by Lois B. Hart, HRD Press, Inc., Amherst, MA

Handout for Activity 2.22

My Family Shield

Compendium of Icebreakers Volume 2

Here's My Card

2.23

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.

Compendium of Icebreakers Volume 2

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).

Compendium of Icebreakers Volume 2

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

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.

Compendium of Icebreakers Volume 2

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

Compendium of Icebreakers Volume 2

Name Your Uniqueness

2.25

Objectives

• To have participants learn one anothers’ names and something unique about each

person

•

To relax participants

Uses

Use when you want participants to learn one anothers’ names at the beginning of the
workshop.

Group Size

Up to 20; if a larger group, form several circles

Time

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.

Compendium of Icebreakers Volume 2

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.

Compendium of Icebreakers Volume 2

I See Myself As...

2.26

Objectives

•

To encourage participants to share information about themselves

•

To identify resources among the participants

Uses

This activity works well to build a team, to identify what the members have in common, and
to identify the resources available among them that can be applied to their work.

Group Size

Start with a large group followed by smaller groups of four to six

Time

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.

Compendium of Icebreakers Volume 2

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

•

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.

Reproduced from Compendium of Icebreakers Volume 2

by Lois B. Hart, HRD Press, Inc., Amherst, MA

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

Compendium of Icebreakers Volume 2

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

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

Compendium of Icebreakers Volume 2

c) How do you like to spend your spare time (the time that is just for you)?
d) Write one word to show how you would describe yourself.
e) Write one word that others would use to describe you.
f) What is one gift you are willing to share with others in this group?
g) Name one strength you have.
h) 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

Reproduced from Compendium of Icebreakers Volume 2

by Lois B. Hart, HRD Press, Inc., Amherst, MA

Handout for Activity 2.27

You Can’t Tell a Book by Its Cover

Compendium of Icebreakers Volume 2

First Impressions

2.28

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

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.

Compendium of Icebreakers Volume 2

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) How did you feel about being asked to tell others your first impressions of them?
b) Of the labels given to you, which were most accurate? Least accurate?
c) What are the dangers of first impressions?
d) How can we use first impressions more positively?

7. Ask for a few sample reactions to share with the total group.

Variations

•

To extend this activity, conduct an in-depth interview.

•

Instead of providing the list of characteristics, ask participants to use their own words.

• Allow time at the end of the workshop for participants to rewrite their impressions of

one another.

Examples of Characteristics

accurate

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 creative

understanding

happy

sad

fun

mellow

anxious

aloof

fatherly

motherly

sisterly

brotherly

sexy mysterious

warm pensive

colorful

Compendium of Icebreakers Volume 2

Sticky Characteristics

2.29

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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The Sandwich Board

2.30

Objectives

•

To let participants get acquainted in a playful manner

•

To have participants learn more about one another

Uses

Use this activity with a group whose members are willing to be more playful as they become
better acquainted.

Group Size

This activity works well with as few as 10 participants or with large groups.

Time

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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Are You More...?

2.31

Objectives

•

To provide an opportunity for participants to reveal something about themselves

•

To exemplify desired behaviors as modeled by the trainer

•

To regroup participants

Uses

This activity is always a favorite with participants because they easily identify with certain
words. The activity gets them on their feet right away and mixes them up several times. Use
this opportunity to regroup participants.

Group Size

20 is ideal, but it could be done with more

Time

Approximately 5 minutes per pair of items used

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

mental?

•

a tortoise or a hare?

•

1990s or 1790s?

•

a mountain or a valley?

•

a screened porch or a picture
window?

•

a saver or a spender?

•

like morning or night?

•

like New York City or Laramie, Wyoming?

•

like the mountains or plains?

•

creator or doer?

•

left brain or right brain?

•

like a ping-pong paddle or a ping-pong
ball?

•

like a sports car or an SUV?

•

like a bubbling brook or a placid lake?

•

like a McDonald’s or a French restaurant?

•

a loner or a groupie?

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The Movie Screen

2.32

Objectives

• To learn more about participants’ past experiences and their dreams for the future that

might affect their learning in this workshop

•

To have participants get acquainted in a fun manner

Uses

Use this activity when you want participants to share facts about themselves in a creative
way.

Group Size

Any

Time

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.

Reproduced from Compendium of Icebreakers Volume 2

by Lois B. Hart, HRD Press, Inc., Amherst, MA

Handout for Activity 2.32

The Movie Screen

At Work

At Play

Dream

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Feelings Wheel

2.33

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).

Reproduced from Compendium of Icebreakers Volume 2

by Lois B. Hart, HRD Press, Inc., Amherst, MA

Handout for Activity 2.33

Feelings Wheel

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Meet My Orange

2.34

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

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) What were the distinguishing features of your orange?
b) In what ways are people like oranges?
c) 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

Time (in minutes)

Activity

5–10

10–20 20–30

30+

Any

30+

2.35 20 Questions

2.36 My Name Is…

2.37 Name-go

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

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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My Name Is...

2.36

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

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

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).

Reproduced from Compendium of Icebreakers Volume 2

by Lois B. Hart, HRD Press, Inc., Amherst, MA

Handout for Activity 2.37

Charts for Name-go Activity

For 9–15 people

For 16–24 people

For 25–35 people

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125

I'd Like You to Meet

2.38

Objectives

•

To have participants quickly learn more about one another

•

To practice listening and summarizing skills

Uses

People are always more relaxed in small groups, so use this activity to help participants
meet several other people in a safe environment.

Group Size

Any

Time

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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Tell Us More!

2.39

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

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. 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?

5. Encourage participants to note those people about whom they would like to know more

and to try to plan time with them during breaks or meals or after the session.

Variation

As each new group of three is formed, introduce a new topic, such as:

•

What do you do at work?

•

What advice would you give to someone who has just started in your profession?

•

What is your long-term goal?

•

What other kinds of work would you like to do?

•

What is your greatest achievement?

Source

David Dalke

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129

How Many Hats Do We Wear?

2.40

Objectives

•

To identify the many roles we play in our work and personal lives

•

To help participants see what they have in common

Uses

Use this activity when you want participants to recognize what they have in common. The
analogy of hats makes it easier for them to name their various roles in life.

Group Size

Up to 20

Time

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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131

Self-Sort

2.41

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

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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133

What's Your Sign?

2.42

Objectives

•

To learn more about one another in a lighthearted way

•

To regroup participants

Uses

Some people think that astrology is all bunk, and others will be enthusiastic believers, so
gauge your group before using this activity. Use this activity as a lighthearted way for
participants to learn more about one another.

Group Size

Works with up to 50 people

Time

15 to 30 minutes

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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135

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 warm-
ups.

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

Time (in minutes)

Activity

5–10

10–20 20–30

30+

Any

30+

2.43 The Pre-Test

2.44 I Know… I Don’t Know…

2.45 Best/Worst

2.46 Make It Rhyme

2.47 Meet My Leader

2.48 Add to the Story

2.49 Four Corners

2.50 Line Up and Be Counted

2.51 Getting to Know You

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137

The Pre-Test

2.43

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) Ask for a show of hands for each answer, or
b) Collect the written answers and have someone score them while you continue with

the workshop.

4. Depending on your purpose, schedule a post-test at the end of your workshop or mail it

to participants one month later.

Variations

After individuals have tried their best to answer the questions, have them form small groups
and work together on the answers. Keep the tests that are completed individually separate
from those done in a group so that they can see the value of group versus individual efforts.

Cross-Reference

See the activities in Connecting Point 1: Making Contact.

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

2.44

Objectives

• To identify what the participants want to know about the topic of the workshop so that

their experience will have relevance

• To identify resources within the group that will help meet specific needs of the

participants

Uses

Use this activity when you need to know what participants already know about the content
of your workshop and to identify the areas they particularly want to know more about. Use
this only if you can be flexible in your workshop design, incorporating what they know and
don’t know.

Group Size

5 to no more than 30

Time

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. 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.

3. 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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Best/Worst

2.45

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

BEST WORST

best boss

worst boss

best leader

worst leader

best parent

worst parent

best employee

worst employee

best customer

worst customer

easiest task

hardest task

easiest job

hardest job

easiest role

hardest role

easiest problem

hardest problem

smallest problem

biggest problem

smallest dilemma

biggest dilemma

smallest risk

biggest risk

smallest conflict

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

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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Meet My Leader

2.47

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

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) How the object feels like a leader
b) How the object sees like a leader
c) How the object smells like a leader
d) How the object hears like a leader

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Add to the Story

2.48

Objectives

•

To help participants focus on the workshop topic

•

To reveal the participants’ level of knowledge and their attitudes toward the topic

Uses

Some concepts are complex and participants will have various definitions. This activity
helps unravel the complex.

Group Size

Up to 20

Time

10 to 15 minutes

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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Four Corners

2.49

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) Why did you select that corner?
b) 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 intellectual compromiser
administrator emotional

collaborator

teacher physical competitor
counselor spiritual confronter

doer work women
leader sex

men

follower family children
member

self

men and women

cool uniter

thinker

hot co-opter

feeler

cold collaborator

driver

warm fighter toucher

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Line Up and Be Counted

2.50

Objective

To show that there are many positions on any issue

Uses

This is a favorite activity of participants because it encourages them to get up on their feet
and gives them the opportunity to stretch.

Group Size

Up to 30 people

Time

15 to 20 minutes

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 2 3 4 5 6 7

3. 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 2 3

Rarely Moderate Extreme

takes risks

risk taker

b) 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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Getting to Know You

2.51

Objective

To help the participants get into the workshop content while they are also getting
acquainted

Uses

Use this activity to get participants involved the minute they arrive. It will help them get
acquainted as well as dip into the content of the workshop.

Group Size

Any

Time

20 to 30 minutes

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

Followup

Saying Hello

Saying

Goodbye

Making

Transitions

Connections

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-of-
program 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

Time (in minutes)

Activity

5–10

10–20 20–30

30+

Any

30+

3.1 Reviewing Expectations
and

Goals

3.2 The Koosh Ball Game

3.3 Word Scrabble

3.4 Review and Clarification

3.5 Peaks and Valleys

3.6 Ah Ha, Ho Ho, Oh Oh

3.7 Walk and Talk

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Reviewing Expectations and Goals

3.1

Objectives

•

To review original goals and objectives established for the workshop

• To evaluate how successfully the goals have been reached at this point in the

workshop

Uses

This activity can be used at the end of every segment in your workshop design. Your use of
it depends on whether you took time at the beginning of the workshop to identify the
participants’ needs and expectations.

Group Size

Any, divided into groups of five

Time

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

Give participants 5 minutes to share their thoughts.

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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) One expectation for the next segment of the workshop, and
b) 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 Con-
necting Point 2: Saying Hello.

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The Koosh Ball Game

3.2

Objectives

•

To review key concepts or information

•

To have fun

Uses

Use this game at each major junction in your workshop or when you want to review what
participants have learned. You can play the game either at the end of one segment or as a
warm-up at the beginning of the next day.

Group Size

Up to 20

Time

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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Word Scrabble

3.3

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

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 agenda

warm-up

expectation

guidelines

Pareto

question

recorder

facilitator 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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Review and Clarification

3.4

Objectives

•

To review participants’ experiences using their skills between workshop segments

•

To answer participants’ questions

•

To continue to identify the participants’ strengths and skills

Uses

Some workshops run several days with breaks of days or even weeks between segments.
This activity refocuses participants when they return for the next segment. The activity is
based on the assumption that you have asked participants to use consciously the skills they
have learned as soon as possible and to observe others using or not using these skills.

This activity also allows you to review participants’ original expectations and the content
you had planned for the next segment of your workshop.

Group Size

Any

Time

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 min-
utes 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 sugges-

tions. 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 Con-
necting Point 2: Saying Hello.

Source

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

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Peaks and Valleys

3.5

Objectives

•

To review topics covered in the workshop

•

To identify the highs and lows of the experience so far

Uses

This activity works well at many points in your workshop because participants can keep
adding to their lists of highs and lows.

Group Size

Up to 20; if there are more people, form smaller groups of 6 to 8

Time

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.)

Reproduced from Compendium of Icebreakers Volume 2

by Lois B. Hart, HRD Press, Inc., Amherst, MA

Handout for Activity 3.5

My Peaks and Valleys

Peak

Experiences

Low

Experiences

Peak

Experiences

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Ah Ha, Ho Ho, Oh Oh

3.6

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

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) What can you take from yesterday’s program and use at work?
b) What have you learned so far?
c) 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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Walk and Talk

3.7

Objectives

• To review what individuals have learned so far in the workshop and identify what else

needs to be accomplished

•

To provide exercise and an opportunity to re-energize

Uses

This activity is especially useful after a meal because it requires a short walk. It will provide
the trainer with a useful update of what participants have learned and what else they want
from the workshop before it ends.

Group Size

Any, divided into pairs

Time

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 Con-
necting 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 mid-
afternoon. 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

Time (in minutes)

Activity

5–10

10–20 20–30

30+

Any

30+

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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Let It Go!

3.8

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

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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Baking Bread in the Ol' Factory

3.9

Objectives

•

To provide a nutritional bread whose nutrients are re-energizing

•

To enhance interpersonal relationships among participants

Uses

Research done on accelerated learning indicates that many memories are associated with
odors. The olfactory system is in close proximity to areas of the brain where many
memories are accessed. This activity will intrigue and delight any group of people.

Group Size

Limited to the number of bread-making machines you have available

Time

5 minutes to assemble ingredients, 3 hours to bake, and 15 minutes to eat

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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The Circle Massage

3.10

Objective

To provide some relaxation for participants

Uses

This activity is especially helpful when participants have been working particularly hard or
appear tired.

Group Size

Up to 20, or if there are more people, form smaller groups of 10

Time

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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All My Friends

3.11

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

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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People to People

3.12

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

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

Time (in minutes)

Activity

5–10

10–20 20–30

30+

Any

30+

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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Stroke Collection

3.13

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

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.

Reproduced from Compendium of Icebreakers Volume 2

by Lois B. Hart, HRD Press, Inc., Amherst, MA

Handout for Activity 3.13

Stroke Collection

Name

Date

supportive
kind
attentive
cooperative
stimulating
enthusiastic
trustworthy
perceptive
wise
warm

tender
responsible
alive
steadfast
forthright
reasonable
loving
insightful
energetic
uplifting

reassuring
encouraging
dependable
loyal
thoughtful
considerate
influential
affectionate
vital
tactful

honest
trusting
friendly
right on
generous
positive
arousing
useful
sympathetic
aware

zestful
helpful
accepting
refreshing
inclusive
thorough
valuable
sensitive
ardent
creative

neat
cool
delightful
empathic
inspiring
committed
clever
reliable
open
astute

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Lovely Labels

3.14

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

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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The Gift

3.15

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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Thank You For...

3.16

Objective

To provide the opportunity for individuals to express their personal appreciation to others in
the group for helping them learn during the workshop.

Uses

This activity works well during a transitional point or at the end of the workshop, after
participants have worked together long enough to have some knowledge of one another.
Use it when you have very little time.

Group Size

Any

Time

Approximately 10 minutes

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

3.17

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

Time (in minutes)

Activity

5–10

10–20 20–30

30+

Any

30+

3.18 Knitting a Web

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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Knitting a Web

3.18

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

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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Team Symbol

3.19

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

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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Team Banner

3.20

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

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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The Machine

3.21

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

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) How did you decide what “part” you would be?
b) What happened when one part malfunctioned?
c) How does the functioning of our “human machine” relate to our experiences in

working with others?

d) 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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The Builders

3.22

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:

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?

7. In the total group, review the small groups’ responses to the questions above. Relate

what they have learned to the process and content of your workshop.

Variations

• Use other building materials such as Tinker Toys, building blocks, or Legos. Specify

the structure you want built, such as the tallest structure or largest flying machine.

• Increase the challenge with the requirement that the groups have 10 minutes to plan

the structure, without touching the materials. When 10 minutes are up, have the groups
simultaneously build their structures, but limit the construction time. Note the times and
give prizes to the members of the team that finishes first.

•

Make these last variations even more challenging by having each group select a leader
who gives the directions while the other members work holding one hand behind their
backs.

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Sinking Ship

3.23

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

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) Did leaders emerge, or were they selected?
b) How well were the ideas of each person used?
c) What caused your group to succeed or fail?
d) What could you have done differently?
e) 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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The Trust Walk

3.24

Objectives

•

To develop trust between participants that will enhance their experience together

• To help participants experience the meaning of leader versus follower and learn the

value of nonverbal communication

Uses

Use this activity only if you have an environment that is safe for conducting the activity. This
is a higher-risk activity than normal, so use it only with groups you feel can respond well
and learn from it.

Group Size

Any

Time

30 to 60 minutes

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) Did you have any idea of your guide’s identity?
b) What did your guide do that made your walk easy or difficult?
c) How do you feel toward your partner now?

For sighted partners:

a) What made this task difficult for you?
b) How did you plan your walk?
c) 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) How can the trust walks enhance our remaining time together?
b) How can you improve the way you will communicate from now on?
c) What did this teach us about the role of followers versus leaders?

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The Tie-Up

3.25

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) What was your first reaction on hearing the task?
b) What problems did you encounter, and how did you solve them?
c) What are your feelings toward your partner?
d) What other situations do you face in your personal and work life that you feel “tied

in” to?

5. Hold a discussion with the total group, summarizing the participants’ experiences and

learning. Include the following questions:

a) How is our motive to work affected when we do not want to be there?
b) How is our learning affected if we do not want to be in a particular workshop or

meeting?

c) 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

Time (in minutes)

Activity

5–10

10–20 20–30

30+

Any

30+

3.26 Potpourri

3.27 Numbers or Colors

3.28 Mix and Mingle

3.29 I’m Great and So Are You

3.30 Meet and Match

3.31 Team Signal

3.32 The Diversity Mix

3.33 The Five-Course Meal

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Potpourri

3.26

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

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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Numbers or Colors

3.27

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

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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Mix and Mingle

3.28

Objective

To help participants become acquainted with one another before they form smaller groups

Uses

Use this activity when you think participants need some exercise while you are regrouping
them.

Group Size

Any

Time

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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I'm Great and So Are You

3.29

Objectives

•

To form small groups from the total group

•

To provide an atmosphere in which positive affirmation is accepted and encouraged

Uses

Use this activity when you think participants need some exercise while you are regrouping
them.

Group Size

Any

Time

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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Meet and Match

3.30

Objectives

•

To form several small groups from the total group

•

To facilitate conversation between people in a climate of fun

Uses

This activity works best when you have a large number of people. It helps people meet one
another and form new groups.

Group Size

Minimum of 40 people, in groups of 8 to 10

Time

30 to 60 minutes

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,

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

Reproduced from Compendium of Icebreakers Volume 2

by Lois B. Hart, HRD Press, Inc., Amherst, MA

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

Authors

Card

Games

Musical

Instruments

Television

Shows

Food

Automobiles

Types

Music

Presidents

Plants

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Team Signal

3.31

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

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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The Diversity Mix

3.32

Objectives

•

To form small groups based on the greatest degree of diversity possible

•

To help participants recognize the value of diversity

Uses

This activity works best when there is diversity among the participants. Diversity includes
more than race and gender, as shown in the list at the end of the activity. This is an
excellent activity if the workshop topic is diversity.

Group Size

Any

Time

20 to 30 minutes

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:

1 point for under 2 years

2 points for 2–10 years

3 points for over 10 years

Familiarity

1 point for each person unknown to you

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The Five-Course Meal

3.33

Objective

To form several small groups from the total group

Uses

This method of regrouping participants depends on serving a meal and having the
cooperation of the facilities’ servers.

Group Size

Any

Time

60 minutes or more

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

Followup

Saying Hello

Saying

Goodbye

Making

Transitions

Connections

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

Time (in minutes)

Activity

5–10

10–20 20–30

30+

Any

30+

4.1 Workshop Evaluation

4.2 My Personal Learning
Goal

4.3 I Learned and Plan To…

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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Workshop Evaluation

4.1

Objective

To evaluate the effectiveness of the workshop

Uses

Evaluation should be done at the end of every program. The process can include both end-
of-workshop and follow-up evaluations.

Group Size

Any

Time

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.

Reproduced from Compendium of Icebreakers Volume 2

by Lois B. Hart, HRD Press, Inc., Amherst, MA

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?

Definitely

Somewhat

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.

Definitely

Good

Needs improvement

E. Would you recommend this workshop to your colleagues?

Yes

Compendium of Icebreakers Volume 2

249

My Personal Learning Goal

4.2

Objectives

• To review the participants’ expectations and goals stated at the beginning of the

workshop

•

To evaluate how effectively or successfully the goals were reached

Uses

This activity relies on the fact that participants had stated their expectations and goals at
the beginning of the workshop.

Group Size

Any

Time

5 minutes for reflection and 1 minute per person for sharing

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.

Compendium of Icebreakers Volume 2

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I Learned and Plan To...

4.3

Objectives

•

To review what participants learned in the workshop

•

To identify what participants learned about themselves

•

To identify one action goal for each participant

Uses

This simple activity gives participants the chance to review what they learned and to identify
one action goal as a result of their learning.

Group Size

Up to 20

Time

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 goal-
setting activities in this group (Activities 4.7 through 4.14).

Reproduced from Compendium of Icebreakers Volume 2

by Lois B. Hart, HRD Press, Inc., Amherst, MA

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 _____________________________________________________________________

____________________________________________________________________________

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Highs and Lows

4.4

Objectives

•

To review topics covered in the workshop

•

To identify the highs and lows of the workshop experience

Uses

This activity works well at the point of closure in your workshop because participants can
quickly identify their highs and lows.

Group Size

Up to 20; if there are more, form smaller groups of 6 to 8

Time

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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Four Pictures

4.5

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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Summing Up

4.6

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

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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Looking Back and Planning Ahead

4.7

Objectives

•

To review what was covered in the workshop

•

To set one goal

Uses

Use this activity when you have adequate time and think a written review is important. This
activity helps participants focus on every topic or skill covered in the workshop and identify
which ones need further development.

Group Size

Any

Time

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.

Reproduced from Compendium of Icebreakers Volume 2

by Lois B. Hart, HRD Press, Inc., Amherst, MA

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.

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.

B. 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 _______________________________________.

Compendium of Icebreakers Volume 2

265

Self Contract

4.8

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

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.

Reproduced from Compendium of Icebreakers Volume 2

by Lois B. Hart, HRD Press, Inc., Amherst, MA

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 _________________________________________________________________

Compendium of Icebreakers Volume 2

269

Dear Me

4.9

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

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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Compendium of Icebreakers Volume 2

•

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

Compendium of Icebreakers Volume 2

271

Dear Boss

4.10

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

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 work-

shop 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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Compendium of Icebreakers Volume 2

•

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.

3. 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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273

Setting Personal, Interpersonal,

and Organizational Goals

4.11

Objectives

•

To identify three types of changes: personal, interpersonal, and organizational

•

To set a goal for each type of change

Uses

Use this activity when goals are needed for all three levels of change: personal,
interpersonal, and organizational. This activity is somewhat time consuming.

Group Size

Any

Time

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.

Reproduced from Compendium of Icebreakers Volume 2

by Lois B. Hart, HRD Press, Inc., Amherst, MA

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:

Compendium of Icebreakers Volume 2

279

Setting My Goal

4.12

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

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.

Reproduced from Compendium of Icebreakers Volume 2

by Lois B. Hart, HRD Press, Inc., Amherst, MA

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.

My goal is to______________________________________________________________ .

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?

________________________________________________________________________
________________________________________________________________________

Compendium of Icebreakers Volume 2

283

Evaluating My Goals

4.13

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

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.

Reproduced from Compendium of Icebreakers Volume 2

by Lois B. Hart, HRD Press, Inc., Amherst, MA

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.

Compendium of Icebreakers Volume 2

287

A Step-by-Step Action Plan

4.14

Objectives

•

To list the steps necessary to accomplish a goal

•

To identify both barriers and helping variables in accomplishing each step

Uses

This activity works very well when participants have one specific goal they want to work on
and are willing to devote some extra time to preparing it.

Group Size

Any

Time

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 accom-

plishing 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.

Reproduced from Compendium of Icebreakers Volume 2

by Lois B. Hart, HRD Press, Inc., Amherst, MA

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…

Compendium of Icebreakers Volume 2

291

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

Time (in minutes)

Activity

5–10

10–20 20–30

30+

Any

30+

4.15 The Re-entry

4.16 Hi! I’m Back!

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293

The Re-entry

4.15

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

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 been exposed to a lot of

ideas. Probably the most useful to me was ________. It will take me a while to
finish sorting out the rest.” The purpose here is to reduce the tendency to
overwhelm the person back home. Instead, relate one idea now and spread out
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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Hi! I'm Back!

4.16

Objective

To help participants prepare for their return to work and personal lives

Uses

This activity is especially useful when the participants have been together for several days
in a residential facility and thus isolated from home and work. It will help them face several
kinds of responses from those they left behind.

Group Size

Up to 20

Time

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

Time (in minutes)

Activity

5–10

10–20 20–30

30+

Any

30+

4.17 Let’s Celebrate!

4.18 Creative Prizes

4.19 Certificate of
Participation

4.20 Certificate of
Appreciation

4.21 Certificate of Self-
Appreciation

4.22 Team Awards

4.23 The Closing Circle

4.24 Let’s Sing!

4.25 The Wiggle Handshake

4.26 Exclamations!

4.27 Final Words

4.28 I Think You Are…

4.29 Card Line-Up

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Let's Celebrate!

4.17

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

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, obser-

vance, 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:
•

To recognize and reward progress made by individuals and teams

•

To have fun

•

To recognize benchmarks and turning points on the way toward some goal

• To

increase

self-esteem

5. Discuss the guidelines to follow for an effective celebration:

• Be

authentic

• Be

creative

• Have

fun

6. Give examples of celebrations in work settings and ask participants to evaluate which

might work, if adapted, to this workshop:

•

Hold a “thank goodness 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.

7. Ask for volunteers to be the Celebration Team. If possible, give them a budget and

enough lead time so that they can create a final celebration to the workshop.

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Creative Prizes

4.18

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 cere-

mony. 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 fan-

fare, 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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Certificate of Participation

4.19

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

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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Certificate of Appreciation

4.20

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

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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• 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

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

experience. Explain that each participant will be given a certificate of appreciation by
their group.

Determine who will be the first focus person in each group. That person listens silently
as his/her peers discuss the things for which he/she is appreciated. Once they decide
on a single area of appreciation, that information is carefully penned into the space left
on the certificate for that purpose. The focus person now may comment on the
category the group selected for him/her.

3. 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

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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Team Awards

4.22

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

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

Reproduced from Compendium of Icebreakers Volume 2

by Lois B. Hart, HRD Press, Inc., Amherst, MA

Handout for Activity 4.22

Team Award

The ________________________________ Award

(presenting

team’s

name)

for ______________________________________

(name

award)

is presented to _____________________________

(name

awardee)

in recognition for ___________________________

(list

positive

attributes and contributions)

___________________________

(team

member

signatures)

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The Closing Circle

4.23

Objective

To give participants an opportunity to say goodbye

Uses

Use this activity when you have very little time and want to end the workshop with everyone
standing.

Group Size

Up to 20

Time

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.

Variation

Allow enough time while in the circle to have individuals give feedback to one another.

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Let's Sing!

4.24

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 sugges-
tions 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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The Wiggle Handshake

4.25

Objective

To give participants an opportunity to say goodbye

Uses

Use as the last activity when you want people to be standing.

Group Size

Any

Time

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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Exclamations!

4.26

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

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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Final Words

4.27

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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I Think You Are...

4.28

Objectives

•

To provide the opportunity for participants to give positive feedback to one another

•

To give each participant something to take away as a reminder of the workshop

Uses

Use this activity just before the end of the workshop.

Group Size

This activity can be used with almost any size group. In small groups, each participant can
write on all of the other 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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Card Line-Up

4.29

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

Followup

Saying Hello

Saying

Goodbye

Making

Transitions

Connections

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

Time (in minutes)

Activity

5–10

10–20 20–30

30+

Any

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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The Name Exchange

5.1

Objective

To ensure that participants can easily contact one another after the workshop

Uses

Use this activity with every workshop because participants always appreciate a list of their
workshop peers. This activity will provide them with additional information they will want to
remember.

Group Size

Any

Time

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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The Postcard

5.2

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

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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335

Support Groups

5.3

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

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:

•

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.

6. Encourage them to follow these guidelines:

•

Plan to meet within two weeks of the workshop.

•

Meet for one hour only.

•

Take turns hosting a meeting and serving as the facilitator.

•

Initially use the same format for the meetings including discussion of:

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

•

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

7. 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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337

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 post-

workshop evaluation questionnaire.

e) Send a questionnaire to help the participants identify the areas they still need to

develop.

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Compendium of Icebreakers Volume 2

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 News-
letter.

h) Send participants a gift that is a memento of their experience with you. For

example:
•

A key chain, letter opener, or bookmark with a slogan imprinted on it

•

A stuffed monkey to illustrate the concept of “Monkey on Your Back”

• A crisp dollar bill to be framed as a reminder to use the ideas presented to

increase their sales

• A bag of coffee and a cup to remind them to meet with their boss over coffee

and share ideas and needs

•

Sticky notes or notepads with slogans printed on them

i) Give participants a subscription to a magazine or newsletter service that prints

your name on it.

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

k) Call participants to see if they have any problems or to invite them to another

workshop.

Plan a reunion of the workshop group.

2. 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

Reproduced from Compendium of Icebreakers Volume 2

by Lois B. Hart, HRD Press, Inc., Amherst, MA

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,

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341

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 work-

shop, 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 commit-
ment to following one of the suggestions on the list.

Reproduced from Compendium of Icebreakers Volume 2

by Lois B. Hart, HRD Press, Inc., Amherst, MA

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.

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345

Follow-Up Evaluation

5.6

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

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.

Reproduced from Compendium of Icebreakers Volume 2

by Lois B. Hart, HRD Press, Inc., Amherst, MA

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?

Definitely

Somewhat

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?

My boss

My staff

Colleagues

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?

Definitely

Somewhat

B. 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:

Your boss?

Your staff?

Another colleague?

F. Would you recommend this workshop to colleagues?

Yes

Please return this evaluation form by __________ to _________________________________ .

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349

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

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

Reproduced from Compendium of Icebreakers Volume 2

by Lois B. Hart, HRD Press, Inc., Amherst, MA

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.

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353

Follow-Up Letter to Your Client

or Program Sponsor

5.8

Objectives

•

To ensure cooperation between the trainer and his/her client or program sponsor

•

To plan for follow-up training

Uses

A letter eliciting support from the client or program sponsor will ensure that the investment
of time in a workshop continues to be successful. On-the-job performance will be enhanced
if management understands and is supportive of the participants’ new behaviors and plans
for follow-up training.

If the initial training was brief, schedule another session approximately four to six weeks
later. This gives participants time to try out the skills they learned in the program. Usually
they will be eager to get together again to learn more and to resolve some of the problems
they have encountered.

Group Size

Any

Time

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.

Reproduced from Compendium of Icebreakers Volume 2

by Lois B. Hart, HRD Press, Inc., Amherst, MA

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

Document Outline

Contents
Introduction:Making Connections
Connecting Point 1 Making Contact Before the Workshop
Connecting Point 2 Saying Hello at the Beginningof the Workshop
Hello! My Name Is...
The Interview
Let Me Introduce You To...
Ask Me
Goals, Objectives, and Guidelines
Around the Circle
Why Are You Here?
The Magic Box
Where Would You Rather Be?
Folding Arms
Issues and Obstacles
You Ought To Be in Pictures!
My Picture Is Worth a Thousand Words
Anchors
Three Truths, One Lie
The Exhibit Hall
Resume
The Name Tag
The People Hunt
What's in Your Wallet or Purse?
Where Are You From?
My Family Shield
Here's My Card
What's in a Name?
Name Your Uniqueness
I See Myself As...
You Can't Tell a Book by Its Cover
First Impressions
Sticky Characteristics
The Sandwich Board
Are You More...?
The Movie Screen
Feelings Wheel
Meet My Orange
20 Questions
My Name Is...
Name-go
I'd Like You to Meet
Tell Us More!
How Many Hats Do We Wear?
Self-Sort
What's Your Sign?
The Pre-Test
I Know... I Don't Know...
Best/Worst
Make It Rhyme
Meet My Leader
Add to the Story
Four Corners
Line Up and Be Counted
Getting to Know You
Connecting Point 3 Making Transitions withinthe Workshop
Reviewing Expectations and Goals
The Koosh Ball Game
Word Scrabble
Review and Clarification
Peaks and Valleys
Ah Ha, Ho Ho, Oh Oh
Walk and Talk
Let It Go!
Baking Bread in the Ol' Factory
The Circle Massage
All My Friends
People to People
Stroke Collection
Lovely Labels
The Gift
Thank You For...
Appreciation Circle
Knitting a Web
Team Symbol
Team Banner
The Machine
The Builders
Sinking Ship
The Trust Walk
The Tie-Up
Potpourri
Numbers or Colors
Mix and Mingle
I'm Great and So Are You
Meet and Match
Team Signal
The Diversity Mix
The Five-Course Meal
Connecting Point 4 Saying Goodbye at theEnd of the Workshop
Workshop Evaluation
My Personal Learning Goal
I Learned and Plan To...
Highs and Lows
Four Pictures
Summing Up
Looking Back and Planning Ahead
Self Contract
Dear Me
Dear Boss
Setting Personal, Interpersonal, and Organizational Goals
Setting My Goal
Evaluating My Goals
A Step-by-Step Action Plan
The Re-entry
Hi! I'm Back!
Let's Celebrate!
Creative Prizes
Certificate of Participation
Certificate of Appreciation
Certificate of Self-Appreciation
Team Awards
The Closing Circle
Let's Sing!
The Wiggle Handshake
Exclamations!
Final Words
I Think You Are...
Card Line-Up
ConnectingPoint 5 Following Up after the Workshop
The Name Exchange
The Postcard
Support Groups
You'll Be Hearing from Me
Success Is up to You!
Follow-Up Evaluation
Support from Your Boss
Follow-Up Letter to Your Clientor Program Sponsor

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