TRAINING CORNER
Marilyn Bader
“Form follows function,” is a famous adage coined by architect Louis Sullivan (1856–1924). In his field he used it to articulate the concept that the shape of a building or object should directly relate to its intended function or purpose. During the 20th century this principle has been a precept of modernist architecture and industrial design. The adage can also be applied to the use of icebreakers or warm-ups, energizers, and training activities.
Many times, the terms icebreakers or warm-ups, energizers and training activities are used interchangeably. Unfortunately, this is incorrect as these terms are not synonymous. An icebreaker’s purpose is to promote interaction; pose as a topical introduction to highlight a concept or idea or to serve as a springboard into a lesson or activity. This vehicle serves to help participants become more socially acclimated and get better acquainted, more comfortable with a topic or people. It can “warm up” a group so they are introduced to a new subject or a way of thinking about something. In many ways, a topical energizer can facilitate the process of getting the group to connect what they already know about a subject to new information about to be presented. In this way, it can serve as an introductory strategy.
An energizer differs in that it should be designed to bring the group into focus, revitalize the group’s energy or get ready to participate in group learning in a more positive way. If the group is experiencing negativity, or sluggish in working through something an energizer, if done correctly, can reacclimate this environment.
To apply Louis Sullivan’s principle “form follows function” to icebreakers and energizers, the trainer will need to determine what goal (function) they wish to achieve then make the decision as to what form an activity should take. Some goal related questions that may help are: 27 • What do you wish to accomplish by using this activity?
• What does it do or can do for the group?
• What does the group need? Consider does the group need to:
• Get better acquainted
• Have better name familiarity
• Highlight a concept or idea to serve as a springboard to a lesson
• Build teamwork
• Reduce stress or stress within the group
• Introduce a new topic or subject
• Allow for group think time
Be clear about what you want to accomplish. Do not do an activity as a time filler. Any activity’s form needs to accomplish the function or goals.
An additional consideration is the risk involved in any activity or strategy a trainer uses. Some people like to engage in these types of activities and other do not. Be sensitive to the “feel” of the group. If the group is tired or negative, it might be time to do an energizer. Be aware that some of the participants may be resistant and plan accordingly.
Vary the pattern of using these types of techniques. Do not start every session with a warm-up if the topic (function/goal) of the group is not conducive to the technique. As a group matures in the dynamics of interaction, a training may not need as many icebreakers but more energizers to keep their focus.
These activities can be risky in many ways: physically, emotionally, intellectually, or socially. A trainer needs to be sensitive and thoughtful about how individuals might feel participating in an activity. Is answering a question too personal or revealing? Are there any physical restrictions that need to be considered such as hearing impairment, mobility, etc.? Are the processing questions logical enough that individuals feel intellectually challenged to think deeply but not so difficult that they consider themselves “dumb” because they have not grasped the relevance or connection to the learnings you are working toward? Never create or use an activity that would create a victim or that would target or demean a particular individual or group.
Louis Sullivan’s adage of “form follows function” has applications from 28 architectural structures to peer helping mission statements to programmatic training strategies. It can form the foundation of a peer program’s needs assessment to determine how a peer helping program can impact an organization by asking “what is the function of a peer helping program in our organization?” The same adage can direct the strategies useful in training the group to accomplish its mission. Useful statement – “form follows function,” regardless of the situation in which it is used!
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