Icebreaker

Kick-starting the Intro I-O Course on the First Day Peter Bachiochi Eastern Connecticut State University Agree-Disagree Icebreaker On the first day, after introducing yourself and covering the syllabus and other administrative details, tell the class that youre going to give them a statement and that they have to move to one side of the room or the other based on whether or not they agree with the statement. Statements are chosen such that students will have an opinion on the topic. Topics about which there are common misconceptions are also very effective. Ive included a list of statements that I have used below. Several conditions are important to state before the exercise is begun. First, you must state that theres no room for equivocating and that they must take a stand on one side or the other. However, its perfectly okay for them to move from one side to the other if they change their mind during the discussion. Also, they have to respond to the statement as it is specifically stated (the statements are worded intentionally in such a way to leave some ambiguity). Once sides have been taken, ask for a response/explanation from one side. Alternate from side to side, allowing one side to respond to the other. Even on the first day of class, pretty lively discussions develop. During these discussions, its important to maintain some order and perhaps define the rules you expect the class to follow (e.g., do not interrupt someone who is speaking, once a point has been made allow someone on the opposing side to respond, address the comment made, not the qualities of the commenter, etc.). Key Teaching Points Although the discussion does allow you to impart some key facts, the primary purposes of the exercise are to establish a class climate and to communicate the depth of thinking/analysis you expect. In terms of class climate, first, youre indicating the level of discussion/interaction you expect in your class. Second, youre establishing some ground rules for discussion that will be followed the remainder of the semester. Youre also providing some key critical thinking/analysis lessons, too. First, given the agree/disagree nature of the exercise, you can communicate the dangers of either/or thinking and reinforce how it depends can be a good answer to many questions. Second,

you can demonstrate the complexity of many of the issues that will be covered (e.g., the interaction of person perception, legal issues, and HR policies in discrimination cases). Sample Statements 1) An employer has the right to give you a drug test when you apply for a job. 2) Interviews are good predictors of future job performance. 3) Paychecks are an effective motivator. 4) Older workers tend to have more workplace accidents. 5) Happy workers are more productive workers. 6) Anyone can be trained to be an effective leader. 7) American workers tend to be good team members.