Renderas:sect3. Feedback and Disclosure

These icebreakers differ from others in that they are used to demonstrate “communication variables rather than as a means for developing ongoing interpersonal relationships between participants.” Forbess-Greene defines feedback as “the reception of corrective or evaluative information by the original source,” and disclosure as the “sharing of personal thoughts and/or feelings.”

In addition to the above, icebreakers can do the following things:

• Define the group personality.

• Identify interaction patterns among group members that may enhance or inhibit learning.

• Build group identity.

• Build or maintain participant self-esteem.

• Develop trust among the participants.

• Establish a baseline on the group—how comfortable they feel with the level of participation.

  Selecting Icebreakers To help you choose an icebreaker appropriate to your audience and course content, ask yourself the following questions: Do I have enough time? How well does it fit my content flow? Does it allow for a high rate of learner success? Will it help build openness and trust? Will it be fun and energizing? Will any learner feel uncomfortable? Are the logistics easy to manage? How will learners feel when it ends? How will the trainer feel when it ends?

  
  

• Increase awareness of trainees' level of knowledge or skill.

• Let participants know their trainer and help develop the trainer's credibility.

• Set program tone.

• Open communications.

• Move into a new content area.

• Evaluate training style.

The icebreaker also can serve as a source of additional data about the learners. For example, you can find out:

• how well the group is getting along

• supplementary personal information

• learner reaction to material

• the extent to which the group is bonding

• if any cliques are forming

• the energy level of the group

• if people like to have fun in training