Derrick Newby MPA

• Participants will learn a common definition of
Icebreaker
• Participants will learn how to develop Icebreakers
• Participants will learn the appropriate time to utilize
Icebreakers to enhance training

Icebreakers are structured activities that are designed to:
• relax learners,
• introduce them to each other,
• and energize them in what is normally an unduly formal atmosphere or situation

• comes from “break the ice,”
• which in turn comes from special ships called
“icebreakers” that are designed to break up ice in the arctic regions.

• Icebreakers are not normally related to the subject matter
• “openers” are related to the subject matter that is to be discussed
Ex: In a medical conference having people to introduce themselves and say their medical profession.

• Icebreakers are used to start a learning session
• Reviews are used in the closing of a session or module. They help to reinforce key concepts or topics.
Ex: Having participants to write down 3 things they learned on index card, passing cards around and having participants read cards.

• Motivators are designed to help encourage the learners.
• Motivators are not done at the beginning but done periodically to stimulate the group.

• To Warm up your audience
• Create Interest
• Reduce tension
• Learn about your audience
• Help your audience learn about each other
• Breakdown social barriers

• Cold Audience
• Mixed specialty audience
• Guest speaker that group may not know

Use a Calm Down!
• Have the learners lay their heads on their desks or table or simple close eyes.
• Have them reflect on what they have just learned.
• After about 3 minutes, say a key word or short phase and have them reflect on it for a couple of minutes.
• Repeat one or two more times then gather the group into a circle and have them share what they believe is the most important points of the training.

• Get acquainted
• Scavenger Hunt
• Meet and Greet
• Expectations

• Allows for an exchange of interpersonal information that decreases anxiety

• Facilitates interactions among all participants and promotes healthy competition.

• Allows for an open exchange of information
• Non-threatening

• Allows open feed back to presenter allowing them the opportunity to adjust and meet the needs of the audience.

• Break group into 5 member teams.
• State “You are marooned on a island. What five items would you have brought with you if you knew there was a chance that you might be stranded.”
• State, “only five items per team, not per person.”
• Have them write the groups 5 items on a flip chart and as they discuss and defend their choices with the whole group.
• This activity helps them to learn about other's values and problem solving styles and promotes teamwork.

• Break the group into two-person teams (have them pick a partner that they know the least about).
• Have them interview each other for about 5 minutes.
• They need to learn about what each other likes, past jobs, family life, hobbies, favorite sport, etc.
• After the interviews, reassemble the group and have each team introduce their team member to the group.
• This exercise helps them to learn about each other on a personal level and helps develop trust.

• Prior to the meeting, make a list of about 25 items relating to work and home life. For example, a list for a group of trainers might have some of the following: Developed a computer training course, has delivered coaching classes, spoken at national conference, etc.
• Ensure there is plenty of space below each item (3 or 4 lines) and then make enough copies for each person.
• Give each person a copy of the list and have them find someone who can sign one of the lines. Have them to write a phone number next to their names.
• Allow about 15 minutes for the activity and give prizes for the first one completed, most names (you can have more that one name next to an item), last one completed, etc.
• This activity provides participants with a contact list of experts and helps them to learn about each other.

• Appropriate
• Simple
• Fun
• Creative
• Clear Instructions

.

• Go around the room and have each person complete one of these sentences (or something similar): The best job I ever had was... , The worst project I ever worked on was... , The riskiest thing I ever did was...
This is a risky icebreaker, so choose the questions wisely. As not to increase tension.

• use icebreakers to create a more relaxed environment.
• use icebreakers as topic lead-ins during class and meetings.
• choose the right game for the right group.
• make sure that you have the right amount of people for the game that you choose.
• make the instructions for the icebreaker as simple as possible.
• keep your eye on the participants. Make sure that they are having fun.
• be ready to improvise if necessary.
• have a back-up plan. If the icebreaker isn’t working, you will need it.

• Don’t introduce an icebreaker game that will make others uncomfortable- physically or mentally.
• Don’t underestimate the time it will take to complete the icebreaker game or activity.
(overestimate)
• Don’t forget to bring all of the materials that you need.
• Don’t force people to participate.
• Don’t forget to keep track of which ice breakers work and which ones don’t.
• Don’t choose complicated icebreakers. Keep it simple.

• http://youtu.be/o74h-JqCbqU

• Size of audience
• Skill level of audience
• Allotted time for training
• Location

• Choose a partner
• Decide what you want your icebreaker to accomplish
• Create an icebreaker (5 min.)
• Report back to group –Name of Icebreaker, objective, directions
• Rate the ice breaker 1-5
• Best score wins a prize.

• Ice Breakers are great tools
• Choose your Ice Breaker carefully
• Have options based on audience size
• Ask your audience for feed back

• The speakers Trainer www.thespeakerstrainer.com
• Icebreakers- The Do's and Don'ts of Icebreakers
www.businessmajors.about.com/od/studentresourc es/a/icebreakers.htm