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Ice breaker exercises
should be related to the training topic. Having people get acquainted
is an obvious purpose for the ice breaker, but it can also help begin
the process for the learner to think about the topic at hand. Such exercises
can also be used to encourage desired behavior on the part of the learner.
“Open the Mind” is an ice breaker that helps learners know each
other better and can be related to keeping an open mind about topics in
the training.
For example, inform the group that they have been given one million dollars, tax-free. Ask them to indicate to the group how they would use their newly gained fortune.
If you do not wish to use this question here are some alternatives:
- If you could
take a free two-week vacation to anywhere in the world, where would
it be and why?
- If you could
become the leader of any country in the world, what would it be and
why?
- If you could
travel on a time machine to any era in time, what would it be and
why?
- If you could talk to anyone one person now living, who would it be and why?
Debriefing the ice breaker:
- If a stranger
walked in the door right now and asked about this group, what could
you tell them, based on what you have heard?
- In what way can you use the concept underlying this exercise to help you be more open to new ideas from this training program?
Every training
session in which there are adults has variety: men women, Latino, African-American,
white, Vietnamese, Canadian, Maori, Hawaiian, tall, thin, high school
degrees, college degrees, experienced in the organization, new comers,
and the list goes on. It is also true that the trainer encounters “learning
style or type” differences. There are visual learners, auditory learners,
those concerned with affect.
Some learners also favor using one or the other side of the brain, according
to some researchers. In reality, all adults use both sides, but it would
seem one is more appealing than the others. This preference means the
trainer is best served by including training activities that appeal to
both sides of the brain.
| Left Brain - The Practical |  |
Right Brain - The Magical |
| Predict/prepare for the future | Imagine/create the future | |
| Reactive - adapt to change | Proactive - cause change | |
| Forecasting - anticipate | Designing - originate | |
| Goal Setting - focus on results | Imaging - focus on dreams | |
| Objectives - specify outcomes | Scenarios - propose scripts | |
| Systematic - structure & approach | Inventive - fantasize possibilities | |
| Zoom Lens - center on target | Wide-Angle Lens - take a broad view | |
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Left Hemisphere |
Right Hemisphere |
As you can see from
this diagram the right side or “magical” side likes ideas, imagining,
creating possibilities; while the left engages in preparing for the future,
anticipating, and working toward specific goals.
Here are some examples of learning strategies that can appeal to people
who prefer using one side of their brain over the other.
1. “How Would You Handle this Situation?”
Identify a specific situation. For example: A volunteer is asked for information about a client of the organization by a neighbor. They provide some, but not much information. A small group is organized to discuss this problem.
- Ask the group to brainstorm the worst possible things that could result from this lapse by the volunteer (right brain).
- Then have them list 3 to 5 remedies for the current situation (left brain).
- Then have the
group brainstorm ways to prevent this in the future (right brain).
2. “Identify the Elements of Team Work”
A small group uses "Tinker Toys” to construct something. They are competing with the other groups.
- Design the structure (right brain).
- Problem solve before building (left brain).
- Alter design for stability (right and left brain).
- Focus on height (left brain).
- Focus on beauty (right brain).
The tallest free-standing structure wins prizes, such as candy or pens, for their group. The prizes are awarded and each group convenes to list the strategies in the group that helped their team achieve their goal and those things that got in the way. This leads into a discussion of the elements of an effective work team.
If you have volunteers answering phones or dealing with terror or trauma situations visit our Internet Resources page to learn about a Web site with information on training them. This quote can go anywhere you think it fits-
Return to the Menu
Interested
in more information? Check out our online
bookstore
for An Introduction to Helping Adults Learn and Change, authored by Russell
D. Robinson.
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Interested in assessing volunteer and staff relations in your program? Looking for help from an expert? Get help with one of the Volunteer Program Evaluation Series. |
COLLEGE PROGRAMS ON NONPROFIT AND VOLUNTEER MANAGEMENT
Close to 200 colleges and universities offer academic programs on nonprofit and volunteer sector management. They are usually master's degree programs, but not always. American Humanics sponsors undergraduate programs, as well. If you are looking to push out the professional development window, consider taking a course at one of these colleges. A full list resides at http://pirate.shu.edu/~mirabero/kellogg.html. Thank Roseanne Mirabella, of Seton Hall University for keeping up with this list.
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