Openers

Openers differ from acquainters in that they introduce or tie in to the subject matter being taught. Eitington notes that openers are intended to “set the stage, to avoid abrupt starts, and generally to make participants comfortable with the formal program they are about to experience.” Openers also may energize the group after coffee breaks and luncheons and may be used to open sessions that occur on the second or third day of the program. Here are some examples of openers.

Introductions/Expectations

The following exercise, although not an icebreaking game, provides an excellent way to warm up a new class. This exercise allows instructors to match participant expectations with the program's objectives, providing an excellent lead-in to the program topic.

How to Use:

• Ask participants to introduce themselves. As part of the introduction, have them state their expectations for the course.

• Write individual expectations on a flipchart. When all participants have spoken, compare their expectations to the course objectives that have been written on another flipchart. This provides the trainer with an excellent way to tailor the material covered in the course and to personalize content by matching topics to individual expectations.

How to Modify:

• Have participants pair off. Allow a few minutes for the pairs to interview each other about where they are from and why they are there.

• Have one participant introduce the other, using the information garnered in the interview. The trainer should record these on a flipchart or whiteboard.

• Have the just-introduced participants repeat introductions and statement of objectives for the other partner.

The Successful Role Model

Bob Preziosi uses “The Successful Role Model” to help set content expectations at the beginning of the program.

How to Use:

• After initial introductions, break the class into small groups of four to six people. Provide each group with a marker and two sheets of newsprint.

• Ask the group two questions: “Who was the most successful [blank] you have ever known, and what did he or she do to make you think of him or her as the best?” and “How did he or she make you feel?”

  Note

  The trainer fills in the blank based on course content. If the program is sales training, for example, use the word “salesperson.” The exercise's purpose is to have the groups build a model for the role or behavior that is covered by the training program. The term that fills in the blank serves as an introduction to the content that follows.

  
  

• Tell the groups to write the key points of their discussion of the first question on one sheet of newsprint. The other sheet is for the second question.

• Give the groups 12 to 15 minutes to discuss and write their answers. As each group finishes, the reporter should post their sheets along the walls. Or, each group can report on its findings when everyone is finished.

• Summarize the exercise by connecting each point to the program content.

Collecting Autographs

Michele Wyman of Effectiveness By Design (Phoenix, AZ) uses “Collecting Autographs” to bridge from cursory introductions into subject matter.

How to Use:

• After the preliminary introductions, tell participants they will now get to know one another better.

• Distribute the worksheet at right and read aloud the instructions that appear at the top of the page. Explain that you are available to sign participants' worksheets.

• After about 10 minutes, have participants return to their seats. Take a few minutes to find out who was able to collect the most autographs. Trainers may draw up a list of “correct” answers, based on registration information, or may see how many different people can claim the different characteristics.

• Use one of the subject-related items on the worksheet to lead into the overview of what will be covered during the course. A sales course, for example, could include characteristics such as “holds the record for the most cold calls made,” “exceeded quota three years' running,” or “walking encyclopedia of product information.” These characteristics could be used to introduce techniques for making cold calls, closing skills, and product information sessions.

Autographs Worksheet [This version is used in a writing skills workshop.] Instructions: During the autograph-seeking session, you will be interviewing people to find out who fits each of the categories listed below. You will then obtain that person's autograph in the appropriate space. You must have a different autograph for each item. You may not sign your own worksheet. Try to obtain as many autographs as possible during the next 10 minutes. Enjoys writing letters. ________________________________________________________ Does volunteer work. ________________________________________________________ Writes creatively in his or her spare time. ________________________________________________________ Knows somebody famous. ________________________________________________________ Wrote a memo or letter within the last week. ________________________________________________________ Is new to his or her job. ________________________________________________________ Once got an “A” in an English course. ________________________________________________________ Is born under my astrological sign. ________________________________________________________ Uses his or her ear to punctuate correctly. ________________________________________________________ Recently quit smoking. ________________________________________________________ Finds it difficult to put thoughts on paper. ________________________________________________________ Has performed on stage. ________________________________________________________ Knows what word contains three double letters in a row. _____________________________________________ Thinks the president is doing a good job. ____________________________________________________________ Can correctly pronounce “facetious.” ______________________________________________________________ Has been to Mexico. ____________________________________________________________________________ Could explain what a dangling modifier is.____________________________________________________________ Is a grandparent. ________________________________________________________________________________ Is at a training program for the first time. ____________________________________________________________ Spends at least 25 percent of on-the-job time writing. __________________________________________________

Trainer Behavior During Icebreakers To maximize your use of icebreakers, follow these guidelines: Listen. Maintain good eye contact with speakers. Refer to trainee comments, addressing them by name. Focus on what the trainee needs. Turn questions back to the group. Be enthusiastic. Remember that trainees need to know the reasons why they are doing an activity. Make positive statements about individual and group processes. Avoid public arguments. Ask questions that are capable of being answered. Nod when someone gives an appropriate response. Give precise directions. Start on time. Enhance every trainee's self-esteem. Avoid personality conflicts. Avoid being impatient or indifferent. Be polite and courteous.

How to Modify:

About every other item on the worksheet is related to the subject matter that will be covered during training. To make the autograph-collecting exercise work best, change the items to fit the training topic.

What's Your Problem?

This icebreaker was designed for a course on problem solving. The exercise was created to help raise awareness of existing problems.

How to Use:

• Provide each participant with an 8.5-by-11-inch piece of card stock paper. Participants divide the paper into three sections:

  My problem is…

  Barriers to doing it are…

  I am good at solving problems that…

• Participants fill these out and hold them in front of them while they circulate to music.

• The trainer debriefs by leading a discussion on three questions: “How big really are these problems? How can barriers be overcome? Who would be a good resource person for your problem?”

Converting the Tough Audience

Don Wetmore, professional speaker at time management seminars, offers this opener for those occasions when you are dealing with a “tough audience”—one that is required to attend and may not appreciate what the seminar can do for them.

How to Use:

• Ask participants to rate their personal productivity on a scale of 1–10, with 10 being perfect. (The answers will typically be in the 6–8 range.)

• Then ask them: “What is keeping you from being at a higher number?” Allow them several minutes to think this through. Most will identify several things that are keeping them from being at a higher level of productivity.

• Finally, ask them: “What is it costing you to stay at that lower number?” This will take a few minutes of reflection.

As they answer the question, Wetmore says, “arms tend to unfold and the ears perk up as I explain how I will address those specific issues during the seminar.” The process takes 15–20 minutes, but turns a tough audience into a receptive one.

I Am

Peter Renner suggests using icebreakers to help participants find out who session members are, thus increasing their degree of belonging and level of trust. He recommends the following warm-up:

How to Use:

• Give each participant an 8.5-by-11-inch piece of paper with “I am…” printed at the top. Ask everyone to finish the statement in at least six different ways. For example, one might read:

  I am…

  an engineer

  a father

  a stamp collector

  feeling a bit silly

  fun

  a nonsmoker

• When everyone is finished writing, distribute a piece of masking tape to all participants. Have them tape their list to the front of their clothing.

• Instruct participants to get up and see who is there. They should spend at least 30 seconds with each person, reading their lists. No talking is allowed. (You may have to remind the class of the “no talking” rule.) Play along and model the instructions.

• After everyone has had a chance to circulate, ask the participants to post their lists on the wall. Invite them to “browse” during breaks and before going home.

How to Modify:

• Ask participants to write six areas or subjects in which they have some expertise. These areas or subjects should be confined to course content.

• Mention that this is your way of finding out what backgrounds the participants have and that you are always surprised by the talents of adult students.

• Keep the sheets after the posting period is over. The information can then be used to relate course material to specific participants.

Reprinted with permission from The Instructor's Survival Kit by Peter Renner, copyright Training Associates, 1983.