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Ice Breakers, Team Builders & Energizers: There is Hope!
Submitted by Jennifer Valtos, Assistant Director of Residence Life & Ed Wahesh, Area Coordinator, University of Scranton
Over the past few years complaints about icebreakers, energizers and team builders at our staff developments began to mount. Our staff members were tired of the same old activities and games. Due to this lack of interest, our energizers and ice breakers often caused the exact opposite of what we were trying to accomplish; participants became even less interested in the training. Instead of invigorating our RAs, the activities we provided during training as a way to improve teamwork and provide a fun break between sessions bored them. These activities, learned and developed over the years by the professional staff, had been very effective in the past. All of a sudden, they no longer worked.
Last spring, two members of our staff attended the 47th National Conference on Student Services in Atlanta, GA and learned some new tricks. Dr. James McCray, one of the facilitators, presented a number of ice breakers and energizers that were fresh and exciting. These activities were challenging, creative, and, often times, rather humorous. The purpose of the activities is to engage the group, challenge them to work together, and open their minds to new and creative manners of thinking and engaging with each other. Inspired by Dr. McCray, we decided to use these activities, and more importantly, the basis for what makes them so effective, on our staff.
Coming into training this year, we were ready to go with a new approach to breaking the ice. You may feel that ice breakers & energizing activities are not very significant considering they do not take up much time and are not absolutely necessary, so what’s the point? What we found was that there is a point to using them. After doing these activities our student staff became much more responsive to the training material. These activities increased morale and got our RAs excited for training, which is an accomplishment that is unparalleled by any other achievement in our careers!
What was the difference? Training was the same (two weeks of residence life indoctrination), so were the presenters (and believe me, we didn’t get any less boring!). What we did differently was to toss out all of those tired old ice breakers that we’ve been doing for years. The torturous toilet paper games, the neurotic name games were dismissed and replaced with fresh new activities that were inspired by Dr. McCray’s presentation. We used these activities to begin the day and to transition between sessions.
Ideas for Using Ice Breakers Effectively
Music. We used music for many reasons. The first was to drown out the other groups so you had to concentrate on your team. The second was to transition from one part of the activity to another or a whole new activity. Finally, we discovered that if we play popular, upbeat tunes, the students enjoy the activities a lot more. Even the “classics” inspired the staff. Since when are the 70s classic?!
Use of self-expression/ humor. This allowed the students to be themselves and to laugh, at themselves and each other. It created an atmosphere of mutual amusement. Staff could laugh at any number of things going on around them and it actually eased the discomfort that many people feel while participating in activities like this.
Creativity. We exercised muscles we don’t always use and often don’t think to use. There was a free flow of expression and ability to use the other side of the brain. Many of us don’t have the time, energy, or even the desire to be creative. These activities allow us to be creative, even if we don’t think we are being creative. There are many definitions of creative and with a group of approximately 80 people all doing something different, there are bound to be new definitions created with each activity.
Age appropriate activities. This is challenging. In any group you will always have students who will not want to participate in an activity. This is nothing new. Using activities that are age appropriate is important. However, it is also important to realize that using activities that we participated in as children is not a bad thing. “Simon Says” is great to use with a group like this. It can lead to interesting discussions about mob mentality and true listening skills or it can just be FUN! (But remember not to go overboard).
Preparation. We knew what activities we wanted to do and we had a plan in place from the beginning (well, it looked that way to an outsider anyway). Music was used as a signal to end and begin activities. It also helped to control such a large group. Eighty people are a challenge to control. You need to be prepared and organized.
Participants were challenged both mentally and physically. The staff had to think and had to participate in the activities with their bodies as well as their minds. You couldn’t just sit back and pretend to be engaged. You actually had to be engaged in what was going on around you.
Final Thoughts
In the end it is important to not discount the effectiveness and usefulness of icebreakers and energizers. Done well, these activities can be very successful for your group. If you take into consideration the use of music, humor and self-expression, creativity, and age-appropriate activities, with solid preparation, you can get these activities to work for you and not against you.
Click here for a listing of icebreaker ideas you can check out.
About the Authors
Jen and Ed started working at the University of Scranton on a warm sunny day in June 2001. Since then they have collaborated on numerous endeavors including RA training, orientation, judicial cases, various search committees, and the enormous job of continually energizing the residence life staff while sharing their enthusiasm with others in the University community.
Jennifer Valtos is the assistant director of residence life at the University of Scranton. She has a master’s degree in secondary school counseling and a certificate in elementary school counseling. Jen has been working in higher education for the past 10 years.
Ed Wahesh is an area coordinator at the University of Scranton and is pursuing a master’s degree in secondary school counseling. Ed has been working in residence life for the past three years.