Training Games And Icebreakers
by Don Elkington

Confucius understood back in 451 B.C. when he said, "What I hear, I forget; what I see, I remember; but what I do I understand." Every trainer wants their learners to hear, see, and remember … but most of all, we want our participants to do, know, and understand.

USAToday recently ran an article that contained the following quote:

"We`re intelligent people ... but in training seminars, they talk to you like you`re a fifth grader, coloring pictures and doing far-fetched things."

This quote casts a shadow on games and brings up a weakness I have as a trainer. For years I have struggled with how to effectively use games and other experiential learning activities in my training sessions. I have worked with talented trainers (such as Joy Reece-Hinton and Jay Cone, both CHART members) that enjoy using games and get good results from them. I`ve tried to emulate their work and have had only marginal results. The games didn`t feel good to me, and my learners didn`t like them much either. What have I been doing wrong? Well, I`ve done some work to find out more about the effective use of games and icebreakers. Here`s what I`ve learned.

What Our Fellow Trainers Have To Say

Over the last couple of weeks, I have been following an internet discussion on the TRDEV-L (training and development) listserv. The discussion has been active, heated, well thought out, and entertaining. Here are some of the comments made during the course of the discussion.

Games & Icebreakers Used Poorly

"I have had numerous discussions with trainers about how we frequently treat our students as if they were all a bunch of brain dead morons. This has been especially true with various soft skills courses (management skills, team building, etc.). If I never attend another course where I have to waste 15 minutes interviewing Omar from Dubuque who is sitting next to me or spend time with puzzles that will prove that it is good to `color outside of the lines,` I`ll be a happy man."

… George Williams, Sr. Training Manager, Programart Corp.

"One of my former colleagues was pretty `into` learning styles, and as a result wanted things in for all types. So she built in calisthenics, singing to enhance memory, get to know you games, etc. After a time she had NO credibility with anyone at any level of management.

… Wes Stillwagon, Lakehurst, NJ

"I`ve often thought that trainers treat others like fifth-graders because their own knowledge of the subject is so elementary. If all you have is superficial knowledge, all you will do is superficial training, no matter how wonderful an instructional design you have."

… Dion Lerman, Coordinator or Food Handler Training, Drexel University

Games & Icebreakers Used Well

"Trainees respond positively to creative or unusual presentation techniques only when they can see clearly how such a process relates to their understanding and retaining new information in the context of its application to their work. What a trainer might perceive as clever and entertaining, can be perceived as `far fetched` and time wasting."

… Laura Gregg, Mastery Program Manager, AT&T

"I am proposing that the techniques or special effects be used only if they meet these two criteria;

It actually furthers the training

The student is so involved in learning that the techniques are invisible."

… Nadine Featherkile, Sr. VP of Communications, Destiny-Borders, Inc.

"In my experience, these games can be effective, fun, productive, and instructive. The key is tying what the trainees can learn from such a classroom experience, that they can apply to a performance issue at hand."

… Mike Kunkle, Director Technology Training, PlanSoft, Inc.

"Isn`t the hallmark of a great trainer flexibility? Isn`t it all about knowing your audience and being prepared to do whatever it takes to make sure learning happens?"

… Barbara Rosen, Learning & Organization Development, CMAC Mortgage

My Personal Experience

I vividly remember being a participant in a session where we were required to mill about the room quietly singing show tunes while trying to find our partners. What a terrible way for me to start a session … I hate show tunes! (Although there is a group of CHART members who regularly gather in the hospitality suite during conference and sing show tunes. They have a blast!) My guess is that the reason most trainers use games, simulations, icebreakers, or magic tricks is because the trainer likes them. How many general managers do you know that like to sing show tunes in front of people they don`t know?

Malcolm Knowles (the father of adult learning) said that adults learn better when they are treated with respect, when they`re actively involved in their own learning, and when the climate is supportive and non-threatening. According to Mr. Knowles, trainers should build trust and support before we ask learners to take risks. For me, a risk is singing show tunes in a room full of people who I don`t know. For others, the risk may be playing "Pictionary" or "Management Jeopardy."

So, What Should We Do?

On the internet discussion I mentioned earlier, Fred Nichols, of The Distance Consulting Company, gave this advice on using games and activities during training sessions.

Choose your games with care

Be direct and matter of fact

Tell `em what you`re going to tell `em, tell `em, and then tell `em what you told `em

Most of the time a deductive approach will serve you better than an inductive approach

Be clear and up front about the structure, purposes, and aims of your training exercises (besides, the trainees will sniff it out anyway)

Make certain exercises are practical and relevant

If you can`t blind `em with your brilliance, under no circumstance try to baffle `em with BS

So, the next time you`re going to facilitate a session, especially one that you`ve conducted many times, think about your icebreakers and games. Ask yourself why you use them. Is it because it`s what you`d like to do if you were a participant? If that`s true, you may want to take a closer look. In this case, the golden rule … do unto others as you would have them do unto you … doesn`t necessarily apply.