ide a lead-in to the workshop subject and assist the trainer in getting a feel for the group. One group may be fun-loving and nondefensive right away, and another may require more effort to establish a comfortable setting. Different classifications of icebreakers include the personality report, the personality clue, the attitude report, and the attitude clue. Brue cautions trainers--don't be cute, don't embarrass participants, and don't let icebreakers drag on too long (1985, p. 80). Further tips for creatively opening a session include don't insist that participants share personal data, choose activities that are appropriate to the interests of the workers, use physical activities to stimulate the group, and use icebreakers with which the leader is comfortable. Icebreakers are usually ineffective in very large groups.
Dugan Laird, a training and development consultant and writer and former trainer at United Air Lines, advocates clear objectives on the part of the instructor. Effective instructors set expectations and refine them. They clarify questions about purposes and hold occasional check-point meetings to determine the participants' reactions to the session. Ending summaries relate the workshop objectives to the group's achievements. (Laird, p. 171).
Many training and development specialists suggest various trainer behaviors that encourage a successful workshop experience. Questioning techniques are important. A vague, "Any questions?" usually falls flat, but an effective question could ask for opinions or feelings, ask for discussion of both sides of an issue, or permit a learner to share a related experience. Experienced instructors call on students in an irregular pattern and always ask the question before naming a respondent (Laird, p. 173). Laird and Belcher suggest using "open questions", questions which require thinking and could have any number of acceptable responses. Low risk questions allow a low-ri...