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Introductory activities in training (aka “icebreakers”) are designed to help participants feel at ease and get them engaged in the training session. But I’ve seen plenty of instances when instructional designers and trainers use icebreakers for the wrong reasons and the activity’s intended purpose isn’t achieved.
When you’re trying to select an icebreaker activity, here are a few questions to consider:
- Is there enough time? Sometimes, instructional designers do not allocate enough time to complete the activity. The training agenda is packed, and the icebreaker is too long. Or the trainer decides to add a little something to the icebreaker and it has an impact on the schedule.
- Is the activity easy to manage? We’re not just talking about time. Icebreakers are typically the first activity of the training session, so making it complex might not be the best way to start. More complex activities could be better used later in the session after participants are engaged with each other and the trainer.
- How does the activity fit into the training agenda? This is a little different from the first question. The designer and trainer might have plenty of time to conduct the activity. And it’s a good icebreaker. A challenge can arise when the icebreaker is positioned too early in the session. Sometimes participants show up late and they miss the icebreaker … which means they miss the benefit of the icebreaker.
- Will the activity help to build openness and trust? An expected outcome from the icebreaker is that participants will start engaging with each other. So, the activity should do that. Which brings me to the next question.
- Is the activity fun? Don’t get me wrong. I’m not anti-fun. But fun is a subjective term. What I think is fun, could make someone else wonder. And vice versa. I’ll be honest … sometimes instructional designers and trainers put too much emphasis on fun and not enough on the learning objectives. Which might help training scores but not help with learning.
- Will the activity make a participant uncomfortable? This aligns with the questions about openness, trust, and fun. Instructional designers and trainers should have an audience analysis which will help them select icebreakers that don’t make participants feel uncomfortable.
- How will participants feel when it ends? To me, this is one of the most important aspects of selecting an icebreaker. It’s great when the activity can create engagement with other participants. It’s even better when we can add engagement with the subject matter.
A great way to confirm your icebreaker selection is during the pilot training phase. Remember the ADDIE instructional design model? Assess, Design, Develop, Implement, Evaluate. During the implementation phase, conduct a pilot training session. During the debrief, ask pilot participants what they thought of the icebreaker.
Frankly, designing and delivering an effective icebreaker can be hard. Just because icebreakers are short (and fun) activities at the beginning of a training session doesn’t mean they shouldn’t be given the same amount of thought as the training itself.
Image captured by Sharlyn Lauby at the Association for Talent Development Conference in Orlando, FL
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