Compendium of Icebreakers Volume 2

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Compendium of Icebreakers

Volume 2Connections: 125 Activities for

Faultless Training

MakingContact

Follow-up Saying Hello

SayingGoodbye

MakingTransitions

Connections

Lois B. Hart

HRD Press, Inc. AmherstMassachusetts


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Copyright 1995, 2007 Lois B. Hart

The materials that appear in this book, other than those quoted from prior sources, maybe reproduced for education/training activities. There is no requirement to obtain specialpermission for such uses.

This permission statement is limited to reproduction of materials for educational ortraining events. Systematic or large-scale reproduction or distributionor inclusion ofitems in publication for salemay be carried out only with prior written permission fromthe publisher.

Published by: HRD Press, Inc.22 Amherst Road

Amherst, Massachusetts 010021-800-822-2801 (U.S. and Canada)413-253-3488413-253-3490 (fax)www.hrdpress.com

ISBN 978-1-59996-068-5

Production services by Jean MillerEditorial services by Sally FarnhamCover design by Eileen Klockars


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Compendium of Icebreakers Volume 2 iii

Contents

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

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

1.1 Pre-Workshop Meeting.................................................................................. 31.2 Self-Assessment........................................................................................... 51.3 Welcome to the Workshop............................................................................ 71.4 Pre-Workshop Assignments.......................................................................... 9

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

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

2.1 Hello! My Name Is ..................................................................................... 172.2 The Interview................................................................................................. 192.3 Let Me Introduce You To ........................................................................... 212.4 Ask Me.......................................................................................................... 25

Clarifying Expectations and Objectives .................................................................. 272.5 Goals, Objectives, and Guidelines ................................................................ 292.6 Around the Circle........................................................................................... 332.7 Why Are You Here? ...................................................................................... 352.8 The Magic Box.............................................................................................. 372.9 Where Would You Rather Be? ...................................................................... 39

2.10 Folding Arms ................................................................................................. 412.11 Issues and Obstacles.................................................................................... 43

Who Are You? ........................................................................................................... 472.12 You Ought To Be in Pictures!........................................................................ 492.13 My Picture Is Worth a Thousand Words........................................................ 532.14 Anchors......................................................................................................... 552.15 Three Truths, One Lie ................................................................................... 572.16 The Exhibit Hall............................................................................................. 592.17 Rsum......................................................................................................... 612.18 The Name Tag .............................................................................................. 65

2.19 The People Hunt........................................................................................... 712.20 Whats in Your Wallet or Purse?.................................................................... 752.21 Where Are You From? .................................................................................. 772.22 My Family Shield........................................................................................... 792.23 Heres My Card............................................................................................. 832.24 Whats in a Name?........................................................................................ 852.25 Name Your Uniqueness ................................................................................ 87


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iv Compendium of Icebreakers Volume 2

2.26 I See Myself As.......................................................................................... 892.27 You Cant Tell a Book by Its Cover................................................................ 932.28 First Impressions........................................................................................... 972.29 Sticky Characteristics.................................................................................... 992.30 The Sandwich Board..................................................................................... 1012.31 Are You More?........................................................................................... 1032.32 The Movie Screen......................................................................................... 1052.33 Feelings Wheel.............................................................................................. 1092.34 Meet My Orange............................................................................................ 113

Who Are We? ............................................................................................................. 1152.35 20 Questions ................................................................................................. 1172.36 My Name Is................................................................................................ 1192.37 Name-go ....................................................................................................... 1212.38 Id Like You to Meet....................................................................................... 1252.39 Tell Us More!................................................................................................. 1272.40 How Many Hats Do We Wear?...................................................................... 1292.41 Self-Sort........................................................................................................ 131

2.42 Whats Your Sign?......................................................................................... 133

Dipping into the Content .......................................................................................... 1352.43 The Pre-Test ................................................................................................. 1372.44 I Know I Dont Know............................................................................... 1392.45 Best/Worst..................................................................................................... 1412.46 Make It Rhyme.............................................................................................. 1432.47 Meet My Leader ............................................................................................ 1452.48 Add to the Story............................................................................................. 1472.49 Four Corners................................................................................................. 1492.50 Line Up and Be Counted............................................................................... 151

2.51 Getting to Know You ..................................................................................... 153

Connecting Point 3:Making Transitions within the Workshop ............................................................... 155

Looking Back............................................................................................................. 1573.1 Reviewing Expectations and Goals ............................................................... 1593.2 The Koosh Ball Game................................................................................... 1613.3 Word Scrabble............................................................................................... 1633.4 Review and Clarification................................................................................ 1653.5 Peaks and Valleys......................................................................................... 167

3.6 Ah Ha, Ho Ho, Oh Oh.................................................................................... 1713.7 Walk and Talk................................................................................................ 173

Lets Get Moving ....................................................................................................... 1753.8 Let It Go!........................................................................................................ 1773.9 Baking Bread in the Ol Factory..................................................................... 179

3.10 The Circle Massage ...................................................................................... 181


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vi Compendium of Icebreakers Volume 2

Coming Home............................................................................................................ 2914.15 The Re-entry................................................................................................. 2934.16 Hi! Im Back................................................................................................... 295

Closing Ceremonies.................................................................................................. 2974.17 Lets Celebrate.............................................................................................. 2994.18 Creative Prizes.............................................................................................. 3014.19 Certificate of Participation ............................................................................. 3054.20 Certificate of Appreciation............................................................................. 3074.21 Certificate of Self-Appreciation...................................................................... 3094.22 Team Awards................................................................................................ 3114.23 The Closing Circle......................................................................................... 3154.24 Lets Sing!..................................................................................................... 3174.25 The Wiggle Handshake................................................................................. 3194.26 Exclamations!................................................................................................ 3214.27 Final Words................................................................................................... 3234.28 I Think You Are.......................................................................................... 3254.29 Card Line-up.................................................................................................. 327

Connecting Point 5:Following Up after the Workshop ............................................................................ 329

5.1 The Name Exchange..................................................................................... 3315.2 The Postcard................................................................................................. 3335.3 Support Groups............................................................................................. 3355.4 Youll Be Hearing from Me ............................................................................ 3375.5 Success Is up to You!.................................................................................... 3415.6 Follow-Up Evaluation.................................................................................... 3455.7 Support from Your Boss ................................................................................ 349

5.8 Follow-Up Letter to Your Client or Program Sponsor.................................... 353


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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, someactivities utilize all the senses, including smell. Participants are asked to reveal whatthey already know and to apply what they learn. Many activities get participants on theirfeet 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 todescribe the person who plans the workshop, facilitates the process, and educates par-ticipants. The word workshop is used to describe the program, meeting, or learningevent, and the word warm-up is used synonymously with icebreaker.


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Compendium of Icebreakers Volume 2 1

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 kindsof people who would contribute the most to the workshop process, and also who wouldbenefit the most from the experience. The following characteristics are often used toselect 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 participantsare identified or selected. Your first connection with the participants is crucial for settingthe proper tone for your workshop and for outlining the scope of the program. The factthat you took the time to contact participants beforehand also indicates that you aretaking their learning seriously.

Group Size Time (in minutes)

Activity 510 1020 2030 30+ Any 10 20 30+

1.1 Pre-Workshop Meeting

1.2 Self-Assessment

1.3 Welcome to the Workshop

1.4 Pre-Workshop Assignments


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1.1Pre-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 theirexpectations 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 touse 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 bothindividuals who you know will be supportive and interested in attending and those who areskeptics. In this meeting, talk with them about their goal for the program. Solicit their ideasabout what they and their colleagues expect. I have found that these selected participantsoften become marketers and promoters of the program.

No training will be successful without support from the topthe supervisors, managers, and

executives of the organization. Be sure to include them in this meeting.

Gr oup SizeAny

Time30 to 40 minutes

Supplies and EquipmentNone

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


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4 Compendium of Icebreakers Volume 2

Pr ocedure for Conducting the Activity1. 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 thepre-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-assessmentquestionnaire from the next activity)

d) Details of the workshop arrangements, including directions to site, beginning andending 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 designsand activities appropriately.

5. Use the information to prepare table tents and to group participants into the sizes andtypes 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 inConnecting Point 2: Saying Hello.


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3. Mail the questionnaires two to three weeks in advance. Give a deadline that leaves youenough 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 andtypes 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 similarexperience, gender, or titles.

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


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1.3Welcome to the Workshop

Objectives

To learn, prior to the workshop, the participants expectations and to use thisinformation 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 participantsand/or to solicit information from them.

Gr oup SizeAny



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

Room SetupAny

Pr ocedure for Conducting the Activity1. 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 yourworkshop. Let participants know how you will handle interruptions for messages oroffice meetings and missing segments of the program.

2. Prepare a questionnaire that elicits information on the participants background andneeds. Questions you might include are:

I chose to attend this workshop because

Some issues, topics, questions, or skills I would like this workshop to cover are


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I hope this workshop does not

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

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

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

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

3. Review the information from the questionnaires to finalize your workshop design, formwork 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 askthe participants to rank them on a scale of 1 to 5 in terms of their importance to theparticipant.

Some organizations select individuals for this training and then send special lettersinforming these individuals they have been specially chosen to participate. Receiving aletter from upper management is an honor that motivates individuals to make thenecessary arrangements in order to attend the program.


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1.4Pre-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 rolein learning. They will realize that you view this as a serious event, and they might decidethat the workshop is worth attending.

Make sure that the pre-work relates to the objectives of your workshop. Incorporate theresults of the pre-workshop assignment into your workshop design; otherwise it is just anacademic exercise and will generate resentment.

Plan to send the pre-workshop assignment well in advance so that the participants havesufficient 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 youwill handle this possibility during the workshop. This is a tricky situation because you dontwant to publicly chastise people, and you dont want to penalize those who did their

homework by taking time for the others to catch up. One solution is to ask participants asthey register if they brought their work.

Those who didnt are seated to the side of the room to work on it while the others do awarm-up activity. They will miss out on the fun of the activity but will be able to listen in. Asecond solution is to place those who didnt complete the work among several of your workgroups and hope that those who did their pre-work can carry the load without resenting theothers too much.

This activity will not work if in the past, pre-work was not done, received poorly, ignored, orgenerally not seen as beneficial. In that case, you would be wiser to avoid pre-workshopassignments 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 yourcredibility and can state the benefits directly to the participants.

Gr oup SizeAny


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

5. Use the information to prepare table tents and to group participants into the sizes andtypes of small groups you want to begin your workshop with. For instance, formheterogeneous 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.


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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. Itcreates a personal connection between the trainer and participants, allows participants

to share information about themselves, and clarifies the goals and objectives of theworkshop.

This section is divided into five parts:

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


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Introducing the Trainer

The activities in this group serve the purpose of introducing the trainer, facilitator, orgroup leader to the participants.

Some of these activities are very informal. All of them set the stage for participants tointeract with the trainer. In addition, one activity shows the sponsor of the program howto introduce the trainer to the participants.


Activi ty 510 1020 2030 30+ Any 5 10 20 30+

2.1 Hello! My Name Is

2.2 The Interview

2.3 Let Me Introduce YouTo

2.4 Ask Me


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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.

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

TimeApproximately 1 minute per person

Supplies and EquipmentName tags

Handouts and MaterialsNone

Room SetupAny

Pr ocedure for Conducting the Activity1. While participants are registering or waiting for the workshop to begin, the trainer

extends his/her hand and firmly shakes each participants hand. Be sure to look theperson in the eye and smile. Give your name as you want to be addressed. Repeateach persons name and make a personal comment based on what is on his/her nametag, 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, personallygreet each participant.


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The Interview2.2

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 ofpreparing a more formal introduction. This activity works well when the trainer wants toestablish a more personal relationship with participants.

Gr oup SizeAny

Time5 minutes



Room SetupAny setting that allows the trainer and interviewer to face the participants

Pr ocedure for Conducting the Activity1. 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 theparticipants a chance to see the trainer model behaviors that will be expected of themduring the workshop.

2. When the sponsor starts the workshop, he/she explains to the participants that a newway of introducing the workshop trainer will be used.

3. The sponsor interviews you using questions such as:

Whats your name?Where are you from?What do you do?


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4. Ask your interviewer to pose three additional questions that are kept from you inadvance. They should be questions that other participants might be thinking or wouldask 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 theworkshop. 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 oneor two based on your responses. The trainer is free to embellish on any question asked.


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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 moreformal introduction.

Gr oup SizeAny

Time2 to 3 minutes


Handouts and Materials Preparing Your Introduction handout Trainers biography

Room SetupChairs facing front

Pr ocedure for Conducting the Activity1. In advance of your program, provide copies of the Preparing Your Introduction handout

and a copy of the trainers biography to your sponsor, client, or whomever isdesignated 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 sampleintroduction that appears on the handout.


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

4. Stand or sit within view of your participants while you are being introduced so that theycan visually absorb you as they hear more about you.


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

Handout for Activity 2.3

Prepar ing Your Intr oduction

As the workshop sponsor, you play a key role in getting the program off the ground with aninteresting, pertinent, and short introduction of the workshop trainer.

____________________________________________________________________________

Trainers Name

A good introduction answers this question:

Why is this trainer speaking to our group on this particular topic at this particulartime?

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 groupmembers.

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

2. Why was ____________________ chosen to do this (workshop, program, speech) withour organization? Has she/he (spoken, presented workshops) to other people withbackgrounds similar to ours?

3. Why is the topic of this program appropriate for our group, especially at this particular

time?

(continued)


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Handout for Activity 2.3 (concluded)

Sample Introduction

Trainer: Lois B. Hart

Topic of Workshop: Learning from Conflict

Like taxes, we cant avoid conflicts. However, we can learn how to manage them better, bemore 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 havemany unresolved conflicts both among ourselves and with some of our customers. We decidedthat it was time to learn more about how conflicts occur and acquire better methods for resolvingour conflicts and learning from them.

Lois has thoroughly studied conflict and has written a book titled Learning from Conflict. Shefrequently 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.


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Clar ifying 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 themidentify their feelings about being in the workshop; and some will help them identify theirspecific needs. In some cases, participants are asked to identify what resources theycan bring to this group experience.

In many of the activities, you, as the trainer, will clarify your own expectations, yourworkshops goals and objectives, and the ground rules you will use during theworkshop.


Activi ty 510 1020 2030 30+ Any 5 10 20 30+

2.5 Goals, Objectives, andGuidelines

2.6 Around the Circle

2.7 Why Are You Here?

2.8 The Magic Box

2.9 Where Would YouRather Be?

2.10 Folding Arms

2.11 Issues and Obstacles


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Goals, Objectives, and Guidelines2.5

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 theworkshop objectives and guidelines that will be used.

Gr oup SizeAny

Time20 minutes


Handouts and Materials Develop a handout listing your goals, objectives, and guidelines, or use the sample

provided Workshop Goals, Objectives, and Guidelines handout

Pr ocedure for Conducting the Activity1. 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 andobjectives. Give the participants time to respond and then to complete the sectionlisting their personal objectives.

3. Review your workshop guidelines and your rationale for each one. Give theparticipants a chance to respond and to negotiate changes as needed. Examples ofground rules that often need discussion are the prohibiting of smoking in the meetingroom and frequency of breaks.


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4. At the end of the workshop (or periodically if your program runs more than one day),allow time to review the handout, noting the objectives that have been met. Help theparticipants determine now unmet objectives could be met through other workshops,courses, books, or people.

VariationCreate 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 closeyour workshop, use the information gathered at this early point to help participantsreview what they have learned relative to their originally stated expectations. Inparticular, see Activity 4.2: My Personal Learning Goal.


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Workshop Goals and Objectives

Workshop Goals and Objectives

Workshop objectives include My objectives include

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

(continued)


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Around the Circle2.6

Objectives

To identify quickly the participants expectations

Uses

Use this activity when you have very little time.

Gr oup SizeUp to 30 participants is best, although it could be used in smaller groups of 8 to 10 withouta trainer

Time30 seconds per participant

Supplies and EquipmentFlipchart and markers

Handouts and MaterialsWorkshop agenda

Room SetupCircle of chairs

Pr ocedure for Conducting the Activity1. 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 otherinterruptions.

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 todays workshop is

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

5. Summarize what you have heard from the participants.


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6. Ask, In the time allotted, can we adequately cover all these items? Usually,participants will say, No. State which expectations will be met in this workshop. Eitherdistribute an agenda or refer to one posted on your flipchart.

Indicate how the other expectations may be met by suggesting other resources or youravailability during meals, breaks, and after the session.

Variations Other sentence stems you could use for this purpose are:

My personal goal for this workshop isI hopeWhat I can contribute to the workshop is

Select a sentence stem that ties directly into the workshops content, such as this oneused in a leadership workshop:

The most effective leader Ive known isOne thing I like about being a supervisor is

Ward Flynn suggests that if you are able and willing to be flexible about what will becovered in your workshop, allow the group to vote for those items they most wantcovered.

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 closeyour workshop, use the information gathered at this early point to help participantsreview what they have learned relative to their originally stated expectations. In

particular, see Activity 4.2: My Personal Learning Goal.

SourceDr. Sidney Simon originally called this activity The Whip.


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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 otheractivities during your workshop in a small group. In this activity, one person serves as thegroups facilitator. In other activities, you will ask other individuals to serve in this role.

Gr oup SizeAny

Time30 minutes

Supplies and Equipment Flipchart and markers Tape


Room SetupRound tables large enough to seat four to eight

Pr ocedure for Conducting the Activity1. 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 herexpectations for attending this workshop. The expectations are written on the sheet offlipchart paper. Allow approximately 10 minutes.

3. Each small group facilitator posts and explains his or her groups list to the total group.


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The Magic Box2.8

Objectives

To help participants clarify their own expectations

Uses

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

Gr oup SizeUp to 30

Time30 minutes

Supplies and EquipmentOne box wrapped in colorful paper



Pr ocedure for Conducting the Activity1. 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 orI 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 ispassed 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 askthem to make their wish silently. Do not allow discussion or judgment of anything that isstated.

4. Divide the total group into smaller groups of five people. Ask each group to selecta facilitator. The task of each small group is to select one wish for the group. Take5 minutes to do this.


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5. Ask each facilitator to share the small groups 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-ReferenceAt a transition point in the workshop, or when you are conducting a closing activity, referback to these wishes.


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Where Would You Rather Be?2.9

Objectives

To dispel participants feelings of either being forced to attend this workshop or wishingthey 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 harriedlives. Since some people are resistant to fantasy activities, introduce this one carefully. Youmight call it by a different name such as relaxation or guided imagery.

Gr oup SizeAny

Time10 minutes



Room SetupSmall groups of chairs, preferably without tables

Pr ocedure for Conducting the Activity1. 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 thefloor, 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 momenta place where youare comfortable, able, secure, and relaxed. Look around. Take in what you like aboutthat place.


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Now create a new scene, this time with your boss or other person who compelled youto 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 thetasks left on your To Do list. How do you feel? Choose one task you could work ontoday.

Return to the place you would rather be, that place of comfort and happiness. Lookaround again. Decide what is there that you could bring to the present and to thisworkshop.

Ask the participants to open their eyes.

4. Form small groups of three to four participants. Ask group members to share what theychose 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 theobjectives 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-ReferenceAlthough this works well as a saying hello activity, a variation of this guided imagery canbe worded and used at transition points to help participants relax.


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Folding Arms2.10

Objectives

To demonstrate the difficulty of changing behavior

Uses

Use this activity when you have very little time. This simple activity sets an important tonefor the workshop.

Gr oup SizeAny

Time5 minutes



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

Pr ocedure for Conducting the Activity1. 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: Itfeels awkward, or I had to think hard to fold my arms in the new position.


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5. Relate the experience to the topic of your workshop. For instance, you could make thepoint that change is awkward and we must be patient with ourselves if we areattempting to make either attitudinal or behavioral changes. Encourage the participantsto set realistic expectations for themselves.

6. A second point you can make is how we approach problems. We may be set in ourways of folding arms and in our ways of solving problems. To solve problems, we need

to seek alternatives.


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Issues and Obstacles2.11

Objectives

To help group members who know one another or work together identify the issuesand 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 whoknow one another and have worked together. It helps them focus on their real-life problemsand focus on them during your workshop.

Gr oup SizeForm small groups of six to eight



Handouts and MaterialsIssues and Obstacles handout

Room SetupTables and chairs for six to eight

Pr ocedure for Conducting the Activity1. Form groups of six to eight participants.

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

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

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


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Issues and Obstacles

1. Describe one issue that causes you the most difficulty as you work with this particular groupof people. To help you decide which issue is primary, think about a problem that raisesfeelings 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, orbehaviors are the cause for inaction. List the people, circumstances, and events over whichyou 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 (orinaction), your behaviors, and your feelings. Using I statements, write down what you aredoing, not doing, and feeling that is keeping you from working on the primary issue.


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Variations Ask the participants to complete the handout before arriving at the workshop. Vary the questions to fit the theme, objectives, and content of your workshop. Use the information from the handouts as a means of regrouping the participants. Make copies of the handouts for participants to keep.


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2.13

My Picture Is Wor th 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 activityas a creative way to get acquainted with one another. Use humor to reassure them. Thecontent of the picture can be adapted to fit the topic of your workshop.

Gr oup 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


Room SetupA wall large enough to display all pictures

Pr ocedure for Conducting the Activity2. 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 picturesdepict the participants work, family, hobbies, interests, and skills. Encourage them todraw graphics, stick figures, and shapes that represent the elements of their lives.Instruct them to sign their name somewhere on this collage.


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4. When everyone has finished, participants, one by one, post their pictures on the wallusing 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 themthat relates to the topics being covered.

7. At the end of your workshop, encourage participants to take their pictures home, toshare space with their childrens pictures on the refrigerator, or to the office as a way toshare 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, Drawpictures showing your knowledge or expertise as a leader. If you are coveringpersonality types, learning styles, or leadership styles, you can position the pictures onthe 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 ofusing table tents.

If several participants work together outside the workshop, cluster their picturestogether and ask them to look at their teammates pictures and discuss what theydiscovered that was new information to them.

Cross-ReferenceSee other activities in the Dipping into the Content group (Activities 2.43 through 2.51).

SourceAdapted from the Coloring Book activity in Making Training Stick by Dr. Dora J ohnson andBarbara Cranes (Creative Thinking Techniques, 1988).


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Anchors2.14

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 increasetheir level of comfort as soon as possible.

Gr oup SizeUp to 20

Time30 minutes



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

Pr ocedure for Conducting the Activity1. When participants are notified about this workshop, ask them to bring with them a

personal anchoran objectfrom their home or office that gives them good feelingsand is important in keeping them grounded. It could be a picture of their spouse or afamily member, a paperweight or letter opener from their desk, a souvenir from afavorite place, or a coffee mug.

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


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Three Truths, One Lie2.15

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.

Gr oup SizeAny

Time20 minutes

Supplies and EquipmentSmall prizes for anyone who successfully stumps the total group


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

Pr ocedure for Conducting the Activity1. 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 orherself. One of the items must be a lie. Encourage the participants to be creative. Givesome examples:

Ive climbed Longs 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 groupwho must guess which one is a lie. The writer then reveals which was really the lie.


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The Exhibit Hall2.16

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 hallwill give them the opportunity. Use it when you have sufficient space to display exhibits.

Gr oup SizeAt least 20


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

Pr ocedure for Conducting the Activity1. When participants preregister, instruct them to bring items that would make up an

exhibit based on their experience or skills. Examples include:

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


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2. As each participant arrives at the session, give him or her a name tag with anExhibitor ribbon attached. Assign each individual a specific table or wall space for theexhibit items. Make available materials to make an exhibit sign that identifies eachparticipants 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 theyd like to talk further.

Cross-ReferenceSee other ideas for tying in workshop content to a warm-up activity in the Dipping into theContent group (Activities 2.43 through 2.51).


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2.17

Resume

Objective

To give participants the opportunity to share some information about their backgrounds

Uses

This activity allows participants to go beyond just learning one anothers name.

Gr oup SizeAny

Time30 minutes


Handouts and Materials Rsum handout Prepare a handout similar to the sample

Room Setup Tables and chairs Open space for milling about

Pr ocedure for Conducting the Activity1. Explain that we all come to workshops with a variety of experiences and concerns,

many of which we have in common. Distribute the Rsum handout or the handout youprepared and ask participants to complete each section.

2. Ask them to move into the open space with their rsums and mill around, greetingnew people and sharing the information on their rsums.

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

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


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5. Periodically, and especially at the end of the program, refer back to the list of concerns,marking off those that were covered and indicating resources that will help participantsdeal with the others.

VariationChange the categories to fit the topic of your workshop or to tap into the interests of yourparticular group of participants.

Cross-ReferenceSee other ideas for tying in workshop content to a warm-up activity in the Dipping into theContent group (Activities 2.43 through 2.51).


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Rsum

Name ______________________________ Nickname ______________________________

Current position _______________________________________________________________

Organization _________________________________________________________________

Educational background ________________________________________________________

Other work experience _________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

________________________________________________________________________________________________________________________________________________________

Special hobbies and interests ____________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

One positive experience I have had during the past month _____________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

One work problem I had that is still unresolved ______________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________


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The Name Tag2.18

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 adaptedto fit the interests and background of participants. In addition, it gets them into the contentwhile they get acquainted.

Gr oup SizeAny


Supplies and EquipmentFlipchart and markers or overhead projector and transparencies

Handouts and MaterialsName Tag handout

Room SetupOpen space for mingling

Pr ocedure for Conducting the Activity1. Before the workshop, decide on four categories of information that fit your workshops

topic and what you know about the participants. Choose from the categories providedas examples on pages 6768.

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 ortransparency. Reassure the participants that they do not have to complete all theinformation; they can come back to it later.


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Examples of Categories for the Name TagCharacteristics

As a leader, what characteristics do you like in your followers? In your colleagues? In yourboss?What characteristics do you like in a lover? In a friend? In a parent? In a child?

DatesOf your greatest loveOf great changes or painful events in your lifeOf your greatest summerOf your most rewarding jobWhen 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 youdo?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 hardestThe time you laughed the mostA 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 lifeA person you enjoy being aroundSomeone 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 bornWhere you were the happiestWhere you would like to live (perhaps where you live now)


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Problems

List three problems or concerns you hope will be resolved during the workshop.

Roles/Aspirations

A role you have aspired toA role given to you that you do not like

A role you enjoyTitle 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 successA success in the past five years

A success in the past month

Support/Trust

Name the place you go (or have gone) where you feel safe and secure.Name the time or event when you received just the right amount of support.Name one person whom you trust or who is especially supportive.

Teaching and Learning

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

Values

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


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The Name Tag

Name ______________________________________________________________________


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3. Every few minutes, remind participants that they should be moving around to meet newpeople. 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, havethem 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 weare in new groups of people?

6. Suggest that participants keep the names of people they met during the activity andmake arrangements to continue developing these relationships during breaks or after

the session.

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


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People Hunt

Sample Instructions

1. The purpose of this activity is for you to catch up on what has been happening in the livesof people you already know and to get acquainted with some you do not know. As youmingle, try to match up a person with each of the categories listed below. You must actuallyspeak to people, not use prior knowledge. Put the name or initials of each person next tothe appropriate category. You have 30 minutes to do this.

OR

2. The purpose of this activity is for you to gain an unusual insight into the lives of the othersat 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 andwhat 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)


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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


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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.

Gr oup SizeUp to 20

Time15 minutes




Pr ocedure for Conducting the Activity1. Participants form a circle of chairs.

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

VariationSelect and discuss items the participants are wearing.


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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.

Gr oup SizeThe optimum number is 30, unless you use the variation.

Time20 minutes


Handouts and MaterialsMake large 12" x 17" signs for each of the major regions of the United States, plus onelabeled Other Countries. The regions could be:

Northeast Midwest Far WestSoutheast Mountain States SouthwestAlaska Hawaii U.S. Territories

Room SetupLarge open space

Pr ocedure for Conducting the Activity1. 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 howthey happened to move to this place or why they remained in their place of birth.Discuss what they left behind when they moved to their most recent location.


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My Family Shield2.22

Objectives

To have participants share some information about their backgrounds, values, andphilosophy of life.

Uses

Use this activity when you have sufficient space on the walls to post the shields. This is afavorite activity of participants when you select categories of information that are interestingto them.

Gr oup SizeAny

Time30 minutes

Supplies and Equipment Sets of colored markers Flipchart paper

Handouts and MaterialsMy Family Shield handout

Room SetupTables and chairs

Pr ocedure for Conducting the Activity1. 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 anew shield.

2. Distribute the handout or one sheet of flipchart paper and a colored marker to eachparticipant. 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 theirshields. Give them one category at a time. Remind them to leave space for all five.Allow about 2 minutes to draw each picture of each category.


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a) 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 youve 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 designsthey wish to include.

5. Have the participants post their shields on the wall and stand by them. Ask eachperson to explain some aspect of his or her shield. Allow about 15 minutes for thisactivity.

6. Lead a short discussion on how our backgrounds, values, and philosophies affect theways 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.

SourceDr. Sid Simon introduced this activity as My Personal Coat of Arms. Many trainers haveadapted this into a shield activity and use a variety of content.


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Here' s My Card2.23

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 familiartoolthe business card.

Gr oup SizeAny


Supplies and Equipment Colored pencils or pens Tables and chairs

Handouts and Materials Samples of several business cards Prepare 5" 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 ordevelop your own. Leave spaces for responses.

Room SetupOpen space for mingling

Pr ocedure for Conducting the Activity1. 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 howthey symbolize who we are or where we work. Together, look over sample businesscards and discuss participants perceptions of the different logos.


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3. Ask, How many of you had the chance to design your own?

Distribute your cards and pencils. Direct participants attention to the blank side of thecard. Explain that they now have the opportunity to create their own card. Give themtime 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 symbolizeswho they are or what they do.

4. Next, direct the participants attention to the sentence stems on the other side of thecard. 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, shakinghands with at least five new people and sharing information on their cards or explainingtheir logo or card design.

6. After about 15 minutes, regroup participants into small groups and ask them to reviewwhat they have discovered about one another. Use this information to assess theirneeds, and tie in these needs to the objectives of your workshop.

Cross-ReferenceSee the activities that tie in warm-up activities to the workshops content in the Dipping intothe Content group (Activities 2.43 through 2.51).


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2.24

What' s in a Name?

Objectives

To learn something unique about one another To increase participants level of comfort with the other participants

Uses

Participants are always willing to talk about their names. Most people feel attached to theirown name, and many have interesting stories about their names.

Gr oup SizeAny

Time20 minutes



Room SetupSmall groups of chairs

Pr ocedure for Conducting the Activity1. 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 intheir small groups. They should include how they got their name, whom they werenamed after, or other bits of information.

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

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


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

their name.

Use a letter of each persons name as a means of regrouping participants, for example,groups of people with the same first initial or groups based on the four parts of the

alphabet (AF, GL, MR, and SZ), by first or last name. Each person thinks of a series of physical movements that fit the number of syllables in

his/her name. For example, Lois has two syllables and could be represented by a twomovement hand salute. Give everyone time to plan some distinct and repeatablemovements that fit his/her name. Demonstrate with yours first. Continue around thegroup until everyone has had a chance to demonstrate and lead others in his/her namecheer.

SourceJ oel Goodman


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Name Your Uniqueness2.25

Objectives

To have participants learn one anothers names and something unique about eachperson

To relax participants

Uses

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

Gr oup SizeUp to 20; if a larger group, form several circles

Time20 minutes



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

Pr ocedure for Conducting the Activity1. Have participants form a circle, either in chairs or standing.

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

3. Ask participants to think of an adjective they could put in front of their names. Theymay fracture the language a bit to do this. For example:

Im lively Lois.Im enthusiastic Ed.Im reflective Arn.Im questioning Sue.


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

5. If time allows, form groups of five to six people and have participants briefly explain intheir 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.

SourceThis activity is an adaptation of one created by Dr. Sid Simon.


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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, andto identify the resources available among them that can be applied to their work.

Gr oup SizeStart with a large group followed by smaller groups of four to six

Time30 minutes

Supplies and Equipment 3" x 5" cards Pens or pencils

Handouts and MaterialsI See Myself As handout

Room SetupOpen space for mingling; chairs for small groups

Pr ocedure for Conducting the Activity1. 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 characterizethem.

4. Next, ask participants to mingle in the open space. As they make contact with anotherperson, they are to say, I see myself as and state one of their selected words. Theyshould give an example from their work or personal life that demonstrates how they arelike the chosen word.


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98 Compendium of Ice

Documents

Compendium of Icebreakers Volume 2