Ice Breakers That Help People Meet and Greet - Part II

By Susan M. Heathfield

Pick Up a Plate Meeting Icebreaker

This is a second, easy-to-lead, fun meeting icebreaker. Like the Candy Sort Meeting Icebreaker, this icebreaker takes some preparation, but not a lot of time during the meeting. The Plates Sort Meeting Icebreaker is best used when employees are gathering to share a meal.

Whether it's your celebrate safety pizza luncheon or an employee recognition banquet, a hot dog summer motivational lunch or a celebrate Thanksgiving luncheon, your eating and greeting opportunities have something in common - plates.

They likely have a second commonality, too. Employees who know each other best tend to sit with each other. This makes the shared meal a lost opportunity to encourage team building and employees getting to know each other.

You can change this by taping a number or a letter to the bottom of each plate. Just as with the candy bars above, you'll need to decide how many employees will attend. You'll need to decide, in advance, how many coworkers will sit at each table. Then make enough stickers to label every plate with a table.

Finally, because employees tend to arrive at luncheons with their friends, you'll want to mix the plates up so numbers or letters are not stacked together, but rather randomly, to facilitate coworkers meeting.

And again, you can simply ask people to introduce themselves at their assigned table. Or, if you want to be more formal, you can develop a series of questions for people to answer such as those listed above. Keep in mind that with this approach to a meeting icebreaker, people will want to eat hot food, so less formal discussion is better until after the meal.

Source: http://humanresources.about.com/

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Ice Breakers That Help People Meet and Greet - Part I

By Susan M. Heathfield

At company or department meetings, to help attendees get to know coworkers outside of their immediate work group, this ice breaker, or any variation, works well.

Sweet Greet Meeting Icebreaker

In advance of the meeting, purchase candy bars for each attendee. Buy the number of varieties necessary for dividing attendees across the desired number of groups or tables. As an example, if you want five employees in each small group, purchase five Snickers bars, five Baby Ruths, and so forth. Place all of the candy bars in a bag and ask employees to draw a candy bar as they enter the meeting.

You have also either labeled the tables with the candy bar name or placed an additional candy bar on the table in advance so employees know where to sit. Instruct attendees that they are to sit with the people who drew the same candy bar. (Warn employees not to eat the candy bar on the table or people will not know how to find their group.)

Because this is such a fun approach to helping employees get to know each other, you can simply ask people to introduce themselves at their assigned table. If you want to be more elaborate, you can develop a series of questions for people to answer.

Sample questions or discussion points to use might include:
• Describe how and when you came to work at this company.
• Share your biggest current challenge you are experiencing at work.
• Share two things about yourself that you think no one at the table may know.
• Describe a positive customer interaction you have experienced.
• Tell your coworkers something you appreciate about your company.

Source: http://humanresources.about.com/

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Improve Your Management Style with Leadership Games

Playing leadership games is a popular technique that has been used in many leadership training camp or courses. These games are usually more interactive, as compared to other mind teaser games like chess or solitaire. To some, these leadership games might seem nothing more like a kiddy’s playground, but in actual fact, these leadership games are a good estimation of how good a leader you will be or how compatible you are as a leader. These are definitely necessary, and it is not a wonder that more and more successful businessmen are participating in leadership training courses. Check out how these leadership games will get to improve your management style and improve the quality of your leadership.

Most leadership games would involve role-playing games (RPG) whereby the player is a head of pack or platoon. With that in mind, the player is suppose to the ultimate leader in ensuring that the objectives of the games are met by making use of several sacrifices, strategy planning and sleek tactics.

It might sound ridiculously simple here, but the role-playing games are actually harder than most people think. Popular game role-playing game would be ones like World Of Warcraft and Medal of Honor. These games focus a lot on planning and sacrifices in order to determine the winner. Despite the blood and gore can be found embedded in the midst of game playing, these kind of games enables the person to think for himself and provide quick and reliable solution to overcome all obstacles. It might get a bit tiring and stressful half way through the game, but if the player is able to survive the hardships, then it just shows that he has a very high determination level, which is definitely useful in any form of real-life management.

The reason why these role-playing games are highly anticipated is because it encourages integrated thinking and quick action plans. This enables to player to be a quick and effective leader. Furthermore, most of these role playing games are played such that the player wins only when all the other members of the player’s platoon or pack makes it through together with the player. This aspect of the game encourages the player to be a leader who is capable is leading a big pack, confidently.

Many people might sneer at the ability of these games to bring out the leadership qualities within the player itself because these leadership qualities that are developed in the virtual worlds are not exactly applicable in real life context. This is when many of them are wrong. According to Einstein, we humans only use 10% of our brain, as such to make use of the other 90%; we have to work it out through the use of other techniques such as mind teaser games and role playing games.

It is always easier to be a follower than a leader. As such, in order to be an outstanding leader, one will definitely have to put in the extra effort and only when he does so, he is able to push his leadership capabilities to the maximum.

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Test Your Concentration

Games and Activities for Teambulding

Teambuilding activities are loads of fun, but they can also be tools for strengthening your group. They can be good icebreakers for the beginning of a meeting or a way to build stronger ties with members you already know. Some involve a lot of teamwork and can result in tighter friendships among the people with whom you work.

These games and activities would regularly be used at a first meeting, at the beginning of a gathering, or at the start of a student conference or workshop. With little physical contact, these games help loosen people up, remember names, and get more comfortable with people they’ve just met.

Pass the Clap
Focus: Having fun, Visual communication

Stand in a circle. One person has the “clap” in their hands and turns to face a person next to them. About when they make eye contact or just when they are facing each other, they clap simultaneously. Then, that next person has the clap and turns to pass it on. After it has been passed around once and everyone has the hang of it, begin to time him or her. Encourage people to move around, jump into a different part of the circle, and reverse it.

Blindfolded Animals
Focus: Separating into groups

This activity can be used to separate people into pairs or a large number of students into different groups. With a small group, write the name of however many animals on two different pieces of paper and have the participants draw one out. With a large group, have students count off to a certain number and assign a certain animal for each number. When you say “go”, participants will close their eyes and are only allowed to make the noise of their animal in order to find their other group members. Animals such as cows, pigs, dogs, chickens, elephants, cats, and horses all make for a fun, and noisy, activity.

Concentric Circles
Focus: Get to Know One Another

Divide everyone into two groups. Have one group make a circle facing outward. The second group then makes a circle around the first group and faces inward. Everyone should be facing someone from the other circle. Each person can talk to the person across from them for a minute or two before you yell, “SWITCH”, and have one circle move to the left or right a few steps. If participants seem shy, give them a topic to talk about each rotation, such as movies, food, etc.

Move It Buddy
Focus: Memorizing Names

Stand in a circle, with one person in the middle. When the person in the middle says so, participants will be given 30 seconds to one minute to memorize the first, middle, and last name of the person to their left and right. After the minute is over, the person in the middle will point to somebody and say “left” or “right”. If he or she pauses or stumbles saying the full name, he or she is then in the middle. If everyone seems to know each others names right away, the person in the middle can call out, “Move It Buddy!” and everyone must rush to a new space and begin memorizing names again.

Mathematical games for Ice Breaker

The objective of the game is to use a quick demonstration to attract and focus the group's attention on you and the presentation to follow.

Ask for a volunteer to assist you. Explain that you are going to foretell the results of a math exercise. Position yourself any place where you cannot see what the person is going to write. Ask the volunteer to write on the flipchart, chalkboard, etc., any 3 digit number. (The number must not be a mirror image, e.g., 232, 446.) Then tell the person to reverse the number and subtract the lower number from the higher one; for example: 935 - 539 = 396. Now reverse this number and add it to the preceding product to obtain: 396 + 639 = 1089.

As the volunteer completes the calculation, hold up a prepared card on which you had previously written the number 1089.
This exercise will always result in the number 1089. On occasion, the initial subtraction will yield a 2 digit number, simply direct the volunteer to add a zero in front of the number.

Why is this always equal to 1089?

This is one of the better tricks of its kind, because the effect of reversing the digits is not obvious to most people at first... If the 3-digit number reads abc, it's equal to 100a+10b+c, and we have the following result after the second step:

| (100a+10b+c) - (100c+10b+a) | = 99 | a-c |

The quantity | a-c | is between 2 and 9, so the above is a 3-digit multiple of 99, namely: 198, 297, 396, 495, 594, 693, 792 or 891. The middle digit is always 9, while the first and last digits of any such multiple add up to 9. Thus, adding the thing and its reverse gives 909 plus twice 90, which is 1089, as advertised.

The Number Game

This game is to allow participants to discover or reinforce some principles of adult learning through hands-on activity.

Procedure
Distribute eight copies of “The Number Game” to each participant. Ask them to place a blank sheet of paper over the numbers so they cannot see the placement of the numbers. Tell them this is a simple hand-eye coordination exercise in which they are to work as fast as they can within a given time period. Then tell the participants: “Remove the blank sheet of paper. With pen or pencil, draw a line from No. 1 to No. 2, to No. 3, and so forth,until I say ‘Stop.’ OK? Go!”
Allow 60 seconds, and then say: “Stop. Please circle the highest number you reached and jot down the number ‘1’ in the tipper right-hand corner.”

Repeat this procedure seven more times, each time allowing 60 seconds. Make sure each sheet is numbered in sequence.

Discussion Questions
1. In all candor, how did you feel when you were going through the exercise? (Note: Responses will be “nervous,”“frustrated,” “upset,”“mad,” and so forth.)
2. “Practice makes perfect.” If this is really true, we all should have shown a consistent increase in the number attained with each attempt. Is that true for each of you? If not, why?
3. Did anyone hove an increase every time?
4. Many of us experienced a slight decline, or “learning plateau. What might cause this?
5. If our trainees are likely to experience these plateaus, how can we he more understanding of these situations and adapt to them?

Materials Required
A quantity of “The Number Game” on both sides).

Approximate Time Required
15 minutes.
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From Games Trainers Play, by E.E. Scannell and J.W. Newstrom. Copyright 1980 by McGraw-Hill Book Company, New York. Used with permission. All rights reserved.

The Ice Breakers

Whatever the facilitator does at the beginning of a presentation sets the tone for the rest of the training. The facilitator need for some sort of activity that will get the participants warmed up-an

Icebreakers present program materials in a more interesting way than introductory lectures by instantly involving the entire group; participants become acquainted b sharing personal attitudes, values, and concerns. Nonthreatening activities relax participants and reduce anxiety, encouraging spontaneity even among timid and shy trainees.

Icebreakers establish the pace and tone of the pro— grain and help build enthusiasm. They motivate the group quickly with activities that involve physical and emotional energy. In addition, they orient participants to the groups resources and give the group a sense of identity, helping to build trust. Finally, they establish the identity of the trainer as a facilitator rather than a lecturer.

Icebreakers acquaint participants with one another and put them at ease (trainees are more receptive when they are ready to learn). These nonthreatening warm—up activities make a smooth start by introducing and focusing the program. They let participants know that they are responsible for their learning and that the trainer’s job is to facilitate the learning. They also show participants what kind of trainer you are—demonstrative or reserved, conventional or innovative, program or participant oriented.

15 Icebreaker Tips
To properly set the stage for your training pro— gram, follow these icebreaker guidelines:

1. Develop an environment conducive to group interaction by providing a common experience or helping the group share experiences.
2. Never insist that participants share personal data.
3. If a trainee is using too much time during a personal statement, intervene tactfully and put tile group hack on course.
4. Determine the length of your opening activities by estimating the duration of’ the program (a four—hour session would require only six or seven minutes of icebreakers).
5. Consider your group’s expectations when determining the level of activity and involvement of your icebreakers,
6. Select activities that will be appealing to specific kinds of groups. For instance, machine operators might not be as receptive to activities involving fantasies or imagination as would therapists.
7. Consider the background of your group and temper innovative activities with the knowledge of their cultural preferences.
8. Choose opening activities that are appropriate for the particular program. Employee motivation programs, for example, may use more flexible activities than management development programs.
9. Use icebreakers that involve physical energy to stimulate your group.
10. Use icebreakers as an opportunity for you to become acquainted with your group.
11. Use them to indicate what will he expected of the group and what the group can expect of the program.
12. Use them to show how you intend to participate in the program.
13. Choose icebreakers that will establish an environment for discussion.
14. Use icebreakers you are comfortable with. Some experiential activities may take time and participants’ attention away from the specific subject matter. If you prefer more conventional methods that give you more control, use them.
15. Avoid using icebreakers for very large groups in which they will lose their intensity.
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Selecting The Games for Training

Trainers have long believed in the adage "live and learn." Not surprisingly, they always known that experience is often the best teacher. Experiential learning in the form of trainer-conducted games is frequently more effective than traditional classroom methods in increasing learning and retention. research shows that adults learn more effectively by doing-by using their new knowledge and skills-than by passively listening or reading.

Games frequently pros ide the basis for successful training programs. They aid in program preparation, instruction, and evaluation. Their strongest feature is the element of fun that relaxes, motivates, and involves every participant from the outset, making learning enjoyable and productive. Games also use the five basic senses, particularly sight, sound, and touch, making for a more comprehensive and effetive learning experience.

Strictly speaking. games are competitive activities gos erned by rules that define players’ actions and determine outcomes. For the purposes of this discussion, we will employ a broad definition of games that includes the formalized, competitive activities and various exercises, activities, or demonstrations (also known a structured experiences or participative group exercises).

Other experiential exercises, such as simulation, role play, and simulation games. These exercises represent a number of either very simple or extremely sophisticated and complex activities. Role play and simulation exercises use real—life situations and applications. Simulation games are both reality based and competitive.

Simple games appeal to a large number of trainers for the following reasons:

Versatility
Game components can be interchanged easily to create a new focus or an entirely new game, and many different versions of a game can he built on one model.

Cost Effectiveness
Resource materials for these games are easy to produce and obtain. Some games require no materials at all, and most games involve little more than paper and pencils, which every training budget can afford.

Transfer of Learning
Learning proceeds from group interaction, with the instructor serving as a guide or resource rather than a detached lecturer or presenter. The instructor facilitates the learning and is an active integral part of the training process.

Effective games can have significant impact on your audience. They can sharpen your training session so that your group will comprehend the materials on several levels—cognitive, affective, and empathetic. Such meaningful experiences will increase participation and learning. To accomplish this, be sure to carry out each phase of the game properly and completely.
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A Trick for Your Trade

Are you looking for lively demonstration of a heading tool to kick off your next learning session? Try this simple card-guissing trick.

In addition to helping trainees focus on how to use learning tools, this flashy card trick, when used at beginning of a seminar, also sets the mood for creative teaching and the intentional learning that follows. I suggest using it during a training program in which the participants don't already know each other, such as public seminar. It's also highly effective for dealing with participants who come into session acting as if they already know the material. It helps to focus partipants' attention clearly on you, the trainer, and smoothes the transition in learning. In addition, the card trick reminds the audience to use simple but effective tools in business situations that call for intelligent shortcuts, such as problem-solving and brain-storming sessions, team processes, staff meeting, training sessions, and so on. It lowers tension and sets an expectation that the rest of the seminar will be unique, fun, and creative.

The deal
To pull of this trick, you'll need an ordinary deck of cards in its original cardboard box. Cut a small, square thumbnail-sized hole in the bottom right corner of the card box. Place the deck of cards back in the box with the card suit and number visible throught the hole in the corner. The trick is now easy to complete: You determine a participant's card by looking at it through the hole in the box. Here's how to feign your own magic act.

Stand up in front of the room and present the group with your special deck of cards (still in the box). Say, "I am holding an ordinary deck of cards. I'm going to use it to show you how easy it will be for you to use the tools we will learn in this program."

Next, remove the deck from the box and hand it to one of the participants near you. Hold the card box discreetly in one hand, covering the hole with your palm. Ask the participant to show everyone his of her "best Las Vegas of Atlantic City card shuffling technique."

After the person shuffles the cards at least once, ask him or her to hold the cards face down and fan them out in a semicircle. You can then solicit another nearby participant to choose one card from the deck. As he or she prepares to do that, turn your back to the crowd and ask the person to show the other participants the card he or she chose from the deck.

Next, instruct that participant to hide the card from you once everyone has seen it. He or she can then tell you that it's "safe" to turn around again. When you face the group, tell the person holding the card to place it on the bottom of the deck (held by the first particpant), facing the same direction as all the other cards, and hand the deck to the person who first shuffield them>

As you carefully hold the card deck box in your hand, ask the person who shuffled the card to put them back into the box, with the design side up and the face side down. Hold the card box tightly, with the "hole side" of the box facing down in your palm and your thumb on top.

Once the participant has pushed the cards back into the box, step back away from the group and take a quick peek at I the number and suit of the chosen card 1 through the hole in the box. Make a showy, even comical display, by placing the cards against your forehead and
explaining that like a clairvoyant, you've been blessed with the gift of ESP.

As you pretend to guess the card, make your first attempt wrong, but only slightly. For example, if the card is a three of clubs, guess that it's three of t spades. Ask participants, "Is that correct?" The group will usually tell you "no." But before they can correct you, tell them the actual card.

Wrap up the trick by thanking the group members for their participation and tossing the cards on to the table, acting as if you're ready to move on without explanation. Let the tension build for a moment or two and then hold up the box for the room to see and say, "You know, if you cut this little hole in the box the trick is much less difficult than you might think." Most likely that declaration will be countered with some groans from participants. Answer them with this segue into your lesson: "So you see, this is a perfect example of using tools to your advantage."

This simple card trick is an effective icebreaker that sets the tone for the learning that follows. It's a unique and easy way to illustrate how the tools that will be discussed during the training session are memorable and easy to master, use, and repeat. It also encourages participants to think creatively and have fun. So, give it a try and enjoy their amazement.
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Source: "The Mindreader Icebreaker" by Steve Albrecht

Games for Motivation Exercise

Objective:
To illustrate that motivation is internal, but that external incentives can initiate action in humans.

Procedure:
Since motivation is an often maligned subject, stress that the dictionary definition of motivation is something "from within, not without, that prompts or incites an action."

To illustrate, ask the group to "please raise your right hands." Pause a moment, thank the group, and ask them, "Now why did you do that?" The response will be, "Because you asked us to," "Because you said 'please'." etc.

After 3-4 additional responses, say, "OK, now would you please all stand and pick up your chairs?".

In all likelihood, this will get no action. Continue, "If I told you there were some dollar bills scattered around the room under the chairs, would that motivate you to stand and pick up chairs?". Most still will not move, so say, "Well, let me tell you there are indeed some dollar bills under some chairs." (ordinarily, two or three participants will rise, and soon most everyone will follow suit. As dollar bills are found, point out, "There's one over here; here's one in front." ect.)

Discussion Questions:
1. Why did it take more effort to "motivate" you the second time?
2. Did the money motivate you? (Stress that money often does not act as a motivator.)
3. What's the only real way to motivate? (Acknowledge any something is to make a person want to do it. There is no other way!)

Material Required:
Several one dollar bills hidden (taped) under participants' chairs.
_________
Source: unknown