1. Thomas Berg (and brayden mann)

2.  Learn to understand the team
 Help them learn to know each other
 Help them understand you
 Create an inclusive environment
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Icebreaker #1

4.  Everyone grabs a few gummy bears
 Sort by color
 Each color represents a different question
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5.  Red: What is the biggest concern for your students
going into this year?
 Yellow: What campus goals would you like to
accomplish this year?
 Green: What are the strengths of your SGA?
 White: What motivates you to serve in this position?
 Orange: What support would you like to have from
MSCSA?
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Icebreaker #2

7.  Person creates 3 statements
 Group tries to guess which statement is the lie.
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Icebreaker #3

9.  Each person gets a 3x5 index card.
 Each person creates a question based on a common subject
(school, leadership, teamwork, etc.)
 Use open-ended questions (who, what, when, where, why,
how)
 Each person asks their question, the group answers
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10.  There are advantages to using different icebreakers for
different situations.
 The Gummy Bear Game: Sugar rush for important, yet dull
meetings.
 Two Truths & A Lie: Finding your poker players.
 You Write The Question: General topic selection can lead to
critical group thinking in a necessary area.
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Thomas Berg (and brayden mann)

13.  You have been gifted with a year of service.
 Setting the strategy of team development early will
alleviate months of stress down the road
 In the end, the next generation will be prepared for
transition.
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14.  How do you expect your team members to perform?
 What is your expected outcome?
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15.  Do team members understand their roles?
 Do they understand how the strategy will benefit them &
the team?
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16.  Are your team members committed to the job at hand?
 Are they excited about the opportunity?
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17.  Do your members understand the overall mission of SGA?
 Do they understand how their jobs relate back to that
mission?
 Have they set goals of how to meet that mission?
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18.  Do the members feel like they have ownership of their
projects?
 Do they know what the boundaries are?
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19.  Do members understand how to assert their ideas?
 Do they understand how to work toward consensus?
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20.  Are your members clear on your communications?
 Do they clearly know what to do next?
 Is communication two-way?
 Do they know when & how to approach you?
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21.  Do you have an environment open to creative
thinking?
 Do you have resources available for research &
development?
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22.  Are your members accountable for their actions?
 Is there finger-pointing when a negative situation occurs?
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23.  Can you use failures as a training method?
 Do you make sure to recognize success?
 Are you preparing members for transition?
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 Clear goals…
 lead to clear roles…
 which lead to clear
processes…
 which leads to good
interpersonal
relationships.

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