ICEBREAKERS AND OTHER WARM-UPS

from Training-Games.com
This collection of Icebre!ers "s co#$ile% fro# &rio's so'rces( All of these
"ere non)#o's or h% #'lti$le cli#s of 'thorshi$( So#e "ere crete% b)
the stff of Trinin* +#es, Inc( In n) cse, the) re ll $ro&i%e% free "ith no
cli#s of 'thorshi$(
For Our Customers - Trinin* +#es, Inc( hs sse#ble% this s#ll list of
Icebre!ers s co'rtes) to o'r c'sto#ers( O'r ho$e is tht )o' "ill lso
consi%er one of o'r Icebre!er *#es &ilble on o'r site( These re
ine-$ensi&e n% "hole lot of f'n to $l) t )o'r ne-t #eetin*, %%in*
$rtici$nts. n#es n% le&el of co#$le-it) to crete in&ol&e#ent(
Three Questions Game
/ E&er)one in the *ro'$ "rites %o"n 0 $ro&o!in* 1'estions the) "o'l% li!e to
s! others in the *ro'$( Not the nor#l 2"ht.s )o'r n#e2 t)$e 1'estions, b't
so#ethin* li!e, 2Where is the #ost interestin* $lce )o' h&e e&er tr&ele%2 or
2N#e to$ic )o' feel bsol'tel) $ssionte bo't2(
/ +i&e the# ti#e to #in*le, n% to s! three %ifferent $eo$le in the *ro'$ one
of their three 1'estions(
/ +et bc! to*ether n% h&e ech $erson stn% n% *i&e their n#e( As the)
s) their n#e, s! the *ro'$ to tell "ht the) !no" bo't this $erson(
Circle of Friends Game
/ This is *ret *reetin* n% %e$rt're for lr*e *ro'$ "ho "ill be tten%in*
se#inr for #ore thn one %) to*ether n% the chnces of #eetin* e&er)one
in the roo# is l#ost i#$ossible( 3or# t"o lr*e circles 4or si#$l) for# t"o
lines si%e b) si%e5, one insi%e the other n% h&e the $eo$le in the insi%e circle
fce the $eo$le in the o'tsi%e circle( As! the circles to t!e one ste$ in the
o$$osite %irections, llo"in* the# to #eet ech ne" $erson s the circle
contin'es to #o&e &er) slo"l)( If lines re for#e%, the) si#$l) !ee$ the line
#o&in* &er) slo"l), s the) intro%'ce the#sel&es(
The Pocket/Purse Game
/ E&er)one selects one 4o$tionll) t"o5 ite#s fro# their $oc!et or $'rse tht
hs so#e $ersonl si*nificnce to the#( The) intro%'ce the#sel&es n% %o
sho" n% tell for the selecte% ite# n% "h) it is i#$ortnt to the#(
The Talent Show
/ E&er)one selects one tlent or s$ecil *ift tht the) $ossess n% cn
%e#onstrte for the *ro'$( The) intro%'ce the#sel&es, e-$lin "ht their
s$ecil tlent is, n% then $erfor# their s$ecil tlent for the *ro'$(
Toilet Paper Game
/ Pss ro'n% roll of toilet $$er to the *ro'$ n% s! the# to t!e "ht
the) nee%( No f'rther e-$lntion(
/ When %one, tell the *ro'$ tht s the) *o ro'n% the roo#, ech $erson #'st
tell fct or so#ethin* bo't the#sel&es for ech s1're of TP the) too!(
Paper irplane Game
/ E&er)one #!es $$er ir$lne n% "rites their n#e, so#ethin* the) li!e
n% %isli!e on it 4)o' #) lso "nt to %% %%itionl 1'estions5( On c'e,
e&er)one thro"s their ir$lne ro'n% the roo#( If )o' fin% n ir$lne, $ic! it
n% !ee$ thro"in* it for 6-7 #in'tes( At the en% of tht ti#e, e&er)one #'st
h&e one $$er ir$lne( This is the $erson the) #'st fin% n% intro%'ce to the
*ro'$(
!irthda" Game
/ H&e the *ro'$ stn% n% line '$ in stri*ht line(
/ After the) re in line, tell the# to rerrn*e the line so tht the) re in line
b) their birth%)( 8n'r) 6 on one en% n% Dece#ber 06 t the other en%( The
ctch is tht the) #'st %o ll this "itho't tl!in* or "ritin* n)thin* %o"n(
The rtist Game
/ +i&e e&er)one $iece of $$er n% $encil( In 9 #in'tes the) #'st %r"
$ict're tht con&e)s "ho the) re "itho't "ritin* n) "or%s or n'#bers( At
the en% of 9 #in'tes the host collects the $ict'res( Sho" the $ict'res to the
*ro'$ one t ti#e n% h&e the# tr) to *'ess "ho %re" it( After this, llo"
ech of the rtists to intro%'ce the#sel&es n% e-$lin ho" their "or! clerl)
con&e)s "ho the) re(
#ap Game
/ Hn* lr*e #$ of the "orl%( +i&e e&er)one $'sh$in( As the) enter, the)
$in the loction of their birth on the #$(
Stor" Time Game
/ The fcilittor strts stor) b) s)in* sentence( It then *oes in circle,
ech $erson %%in* sentence onto the stor)-fter re$etin* ech sentence
tht.s lre%) been %%e%(
The Shoe Game
/ When enterin*, e&er)one #'st t!e off one shoe n% le&e it in $ile t the
%oor( The) !ee$ the other shoe on( After e&er)one is in, the host "ill %istrib'te
the shoes to $eo$le not "erin* the s#e shoe( When instr'cte%, e&er)one
#'st fin% the #i- n% fin% the $erson "ho belon*s to the shoe n% *et so#e
info bo't the#( The) then intro%'ce their ne" frien% to the *ro'$(
Three in Common Game
/ Bre! the *ro'$ into 0:s( The ob;ecti&e is for ech *ro'$ to fin% 0 thin*s the)
h&e in co##on, b't not nor#l thin*s li!e *e, se- or hir color( It #'st be
three 'nco##on thin*s( After lettin* the *ro'$s con&erse for 6< - 69 #in'tes,
the) 4s *ro'$5 #'st tell the rest of the *ro'$s the 0 thin*s the) h&e in
co##on(
$ream %acation Game
/ As! $rtici$nts to intro%'ce the#sel&es n% %escribe %etils of the i%el,
$erfect %re# &ction(
Creati&e 'ame Tags
/ +i&e e&er)one 69 #in'tes to #!e their o"n n#e t*( The) cn list hobbies,
%r" $ict're, *i&e self $rofile, etc(
Polaroid Game
/ As $rtici$nts rri&e, t!e their $ict're "ith Polroi%-t)$e c#er( Hn%
o't the $ict'res to the *ro'$ "ith ech $rtici$nt *ettin* $ict're of nother
#e#ber of the *ro'$( +i&e the# 69 #in'tes to fin% n% tl! to the $eo$le
#tchin* their $ict're( When the *ro'$ resse#bles, h&e ech #e#ber
intro%'ce their ne" $ict're $l to the *ro'$ n% tl! bo't "ht the) lerne%
bo't the#(
#arooned Game
/ =o' re #roone% on isln%( Wht fi&e 4)o' cn 'se %ifferent n'#ber,
s'ch s se&en, %e$en%in* '$on the si>e of ech te#5 ite#s "o'l% )o' h&e
bro'*ht "ith )o' if )o' !ne" there "s chnce tht )o' #i*ht be strn%e%?
Note tht the) re onl) llo"e% fi&e ite#s $er te#, not $er $erson( =o' cn
h&e the# "rite their ite#s on fli$ chrt n% %isc'ss n% %efen% their
choices "ith the "hole *ro'$( This cti&it) hel$s the# to lern bo't other.s
&l'es n% $roble# sol&in* st)les n% $ro#otes te#"or!(
Fa&orite T-Shirt Game
/ As! tten%ees to brin* 4not "er5 their f&orite T-shirt to the #eetin*( Once
ll $rtici$nts h&e rri&e%, s! ech $erson to sho" the shirt to the *ro'$
n% e-$lin ho" the T-shirt best rese#bles their $ersonlit)(
Pu((les Game
/ +i&e $rtici$nts bln! $iece of $'>>le 4c't '$ sheet of in%e- cr% stoc!5(
Ech $erson "rites on the $iece one s!ill "hich the) contrib'te to the *ro'$(
The $'>>le is then sse#ble% to sho" tht e&er)one contrib'tes to the "hole(
The )nter&iew Game
/ Bre! the *ro'$ into t"o-$erson te#s 4h&e the# $ic! $rtner tht the)
!no" the lest bo't5( H&e the# inter&ie" ech other for bo't t"ent)
#in'tes( 4=o' cn lso $re$re 1'estions he% of ti#e or $ro&i%e *enerl
*'i%elines for the inter&ie"5( The) nee% to lern bo't "ht ech other li!es
bo't their ;ob, $st ;obs, f#il) life, hobbies, f&orite s$ort, etc( After the
inter&ie"s, resse#ble the *ro'$ n% h&e ech te# intro%'ce their te#
#e#ber to the *ro'$( This e-ercise hel$s the# to lern bo't ech other(
Famous People/Cities Game
/ As ech $rtici$nt rri&es, t$e 0 - 9 in%e- cr% on their bc! "ith the
n#e of f#o's $erson or cit)( The) #'st circ'lte in the roo# n% s!
1'estions tht cn ON@= be ns"ere% "ith =ES or NO to i%entif) cl'es tht
"ill hel$ the# fin% o't the n#e of the $erson or cit) on their in%e- cr%(
EAAMP@ESB Pris, M%onn, Snt Cl's, 8ohn W)ne, Csblnc
Positi&e *einforcement Cards Game
/ Whene&er $rtici$nt rri&es to clss on ti#e fro# bre!s, l'nch, etc(, *i&e
the# one $l)in* cr%( =o' cn lso hn% o't cr%s to $eo$le "ho &ol'nteer
for cti&ities, re hel$f'l, ns"er %iffic'lt 1'estion, etc( At the en% of the
%), $l) one hn% of $o!er( +i&e s#ll $ri>e to the best hn% 4)o' cn lso
$ic! the to$ t"o or three hn%s if )o' "nt to *i&e ") #ore $ri>es5( Note
tht the #ore cr%s $erson hs, the better the chnce of "innin*(
+uman ,not Game
/ Di&i%e into *ro'$s of C-6< $eo$le( Ech *ro'$ for#s ti*ht circle, stn%in*
n% fcin* ech other( E&er)one e-ten%s their hn%s into the circle n% b)
inter#in*lin* their r#s, *rs$s hn%s "ith other #e#bers of the *ro'$(
Instr'ct $eo$le to 2be s're tht the t"o hn%s )o' re hol%in* %o not belon* to
the s#e $erson2( The *ro'$s. *olB 'ntie the !not "hich res'lts( Me#bers of
the *ro'$ $h)sicll) cli#b o&erD 'n%erD thro'*h ech other.s r#s to 'ntie the
!not of bo%ies( NoteB It.s RARE b't it is $ossible for !not to be 'nsol&ble or
en% in t"o se$rte circles(
Straw - Paperclip Game
/ +i&e ech *ro'$ bo- of str"s 4not fle-ible str"s5 n% bo- of $$ercli$s(
Chec! tht the $$ercli$s cn fit sn'*l) into the en% of the str"s( +i&e ech
*ro'$ ts! 4)o' cn 'se the s#e one for ech *ro'$ if )o' "nt5 n% let
the# *o( S#$le ts!sB B'il% the str'ct're s *ro'$ -tllest, stron*est,
lon*est, #ost creti&e, #ost f'nctionl, etc( Debriefin* incl'%e% %escribin*
te#"or! n% sit'tionl le%ershi$ s!ills 'se% s "ell s ho" %ifferent #o%els
re nee%e% to cco#$lish %ifferent ts!s(
to . Free(e Game
/ As! $rtici$nts to recite the l$hbet in 'nison( @et the# *o on for "hile
'ntil )o' )ell 2Sto$E2 At tht $oint, i%entif) the letter the) sto$$e% on n% s!
e&er)one to shre so#ethin* the) re loo!in* for"r% to t school tht be*ins
"ith tht letter( 3or e-#$le, if the letter is 2R,2 the) #i*ht s) 2r&ioli in the
%inin* hll2 or 2roo#in* "ith so#eone cool(2 Once e&er)one hs shre%, h&e
the# recite the l$hbet *in( Sto$ the# on %ifferent letter n% s!
$rtici$nts to shre $ersonlit) trit the) $ossess tht be*ins "ith be*ins
"ith tht letter( If the letter is 2D2 the) #i*ht s) thin*s li!e 2%ili*ence2 or
2%oofiness(2 Co#e '$ "ith %ifferent 1'estions to s! for ech letter n% re$et
the $rocess(
Four Facts Game
/ Ech $erson "rites %o"n fo'r fcts bo't the#sel&es, one of "hich is lie(
Ech $erson t!es t'rns re%in* their list lo'% n% the rest of the te# "rites
%o"n the one the) thin! is the lie( When ll re %one re%in* the lists lo'%,
the first $erson re%s their list *in n% i%entifies the lie( The te# sees ho"
"ell the) %i%(
Find Someone Game
/ Ech $erson "rites on bln! in%e- cr% one to three stte#ents, s'ch s
f&orite color, interest, hobb), or &ctions( Pss o't cr%s so e&er)one *ets
so#eone else.s cr%( H&e tht $erson fin% the $erson "ith their cr% n%
intro%'ce the#sel&es(
!all Toss Game
/ This is se#i-re&ie" n% "!e-'$ e-ercise "hen co&erin* #teril tht
re1'ires he&) concentrtion( H&e e&er)one stn% '$ n% for# rese#blnce
of circle( It %oes not h&e to be $erfect, b't the) sho'l% ll be fcin* in,
loo!in* t ech other( Toss nerf bll or ben b* to $erson n% h&e the#
tell "ht the) tho'*ht the #ost i#$ortnt lernin* conce$t "s( The) then
toss the bll to so#eone n% tht $erson e-$lins "ht the) tho'*ht "s the
#ost i#$ortnt conce$t( Contin'e the e-ercise 'ntil e&er)one hs c'*ht the
bll t lest once n% e-$line% n i#$ortnt conce$t of the #teril ;'st
co&ere%(
+uman !ingo Game
/ Before the #eetin*, #!e bin*o #tri- n% t the to$ of ech s1're $'t
so#ethin* tht so#eone in the *ro'$ #i*ht h&e %one-for e-#$le, &ote% for
Ross Perot, ser&e% in the Pece Cor$s, etc( E&er)one *ets co$) n% is s!e%
to circ'lte, *ettin* other *ro'$ #e#bers to si*n one s1're tht is tr'e of
the#( The first $erson to *et 2bin*o2 "ins the $ri>e 4 cn%) br or so#e other
s#ll thin*5(
utograph Sheets Game
/ Pre$re sheet listin* trits or fcts bo't $eo$le "ith line for the# to
si*n their n#e ne-t to the trit if it $$lies to the# 4i(e(, so#eone "ho "ers
contcts, so#eone "ho hs been to E'ro$e, etc(5( Peo$le then #in*le ro'n%
the roo# "ith their sheets see!in* to fin% $eo$le "ho re eli*ible to si*n their
sheets( A $erson cn onl) si*n once on n) sheet( The $rocess #) lso be
re&erse% b) h&in* $eo$le see! o't the 'to*r$h of $eo$le to "hich the)
thin! the cte*or) $$lies 4i(e(, so#eone "ho loo!s li!e the) en;o) the
o't%oors, so#eone "ho is fro# the est, etc(5
Get in the 'ews Game
/ Di&i%e )o'r *ro'$ into te#s of fo'r or fi&e $ersons ech, n% #!e s're
ech te# hs the necessr) s'$$lies--scissors, t$e, $ins, n% $lent) of ol%
ne"s$$er( =o'.ll lso nee% se$rte roo# or corner in "hich ech te# cn
"or! "ith $ri&c) 4n% hilrit)5( Ech *ro'$ selects one $erson to be the
#o%el( After %eci%in* "ht !in% of cost'#e to #!e, the te# *oes to "or!--
c'ttin*, cr'#$lin*, b'nchin*, rollin*, $iecin*, $innin*, t$in*( After n
$$ro$rite #o'nt of ti#e, cll e&er)bo%) to*ether for cost'#e sho"( 4An%
%on.t for*et to rec)cle )o'r ne"s$$er "hen )o'.re finishe%E5
,angaroo Court Game
/ Tr) this if there.s n inci%ent tht irrittes #e#bers of )o'r *ro'$( Anno'nce
tht !n*roo co'rt "ill be hel% to $ro$erl) tr) n% $rosec'te ll *'ilt)
$rties( After )o' #!e the nno'nce#ent, e&er)one "ill be*in to &ie" the
inci%ent in 1'estion "ith cont*io's sense of h'#or( N#e the %efen%nts(
Select l")er for the %efense, s "ell s $rosec'tin* ttorne)( Write '$
for#l chr*es n% s'b#it the# to the ;'%*e( A$$oint biliff n% co'rt
recor%er( Screen n% s"er in )o'r ;'rors(
#ake a $ate Game
/ +i&e ech $rtici$nt $$er $lte( H&e the# %r" the fce of cloc! on
their $lte "ith line ne-t to ech n'#ber 4no %i*itlsE5( Then h&e
$rtici$nts "l! ro'n% n% fin% 2%te2 for ech ho'r, "ritin* their n#e b)
the ho'r( The ctch is, no one cn #!e 2%te2 "ith #ore thn one $erson
$er ho'r( After e&er)one hs #%e their %tes, s$ee% '$ ti#e n% llo" 6-0
#in'tes for ech ho'r( The fcilittor then s!s 1'estion for %isc'ssion on
ech %te( The $irs "ill h&e chnce to *et to !no" one nother(
People ,nots Game
/ E&er)one sits on the floor in circle "ith le*s e-ten%e% to"r% the #i%%le(
Ech $erson *rbs t"o others. hn%s n% hol%s the#( The hn%s cnnot be
those of either $erson sittin* on )o'r si%es n% lso cnnot be the t"o hn%s of
the s#e $erson( No", e&er)one stn%s '$ n% 'ntn*les ech other into
sin*le circle, "itho't lettin* *o of the hn%s )o' h&e(
Quick Change rtist Game
/ Pir off into $rtners fcin* ech other( Ech $l)er is to obser&e his or her
$rtner.s $$ernce( Then the $l)ers t'rn ro'n% bc!-to-bc! n% #!e t"o
or #ore chn*es in their %ress, hir ccessories, etc( When the) fce ech
other *in, ech $rtner #'st i%entif) the chn*es #%e b) his or her
$rtner( This *#e cn be re$ete% se&erl ti#es b) chn*in* $rtners n%
incresin* the n'#ber of chn*es #%e(
The Quiet Game
/ The instr'ctor e-$lins tht this e-ercise "ill t!e self control( Me#bers $ir
bc! to bc!( On the co'nt of three, e&er)one #'st fce their $rtner, loo!
ech other in the e)es, n% then tr) to re#in sole#n n% serio's( No
s$e!in*E The first to s#ile or l'*h #'st sit %o"n( All "ho re#in stn%in*
then t!e ne" $rtner n% the cti&it) contin'es 'ntil onl) one $erson hs
not s#ile% or l'*he%( 4Secon% ro'n% of $l)in* cn in&ol&e t"o te#s
co#$etin* to o'tlst ech other(5 If )o' *et $ir t the en% "ho re both
!ee$in* stri*ht fce, the rest of the *ro'$ cn ct s hec!lers to %isr'$t
the#(
Sunshine Cards Game
/ E&er)one "rites their n#e in the center of $iece of $$er n% %r"s s'n
ro'n% their n#e( Pss )o'r $$er ro'n% to the $erson on )o'r ri*ht( Tht
$erson "ill "rite so#ethin* $ositi&e bo't )o' n% the) %o not h&e to si*n
their n#e( Contin'e to $ss )o'r n#e ro'n% 'ntil e&er)one hs "ritten
so#ethin* on ll the $$ers(
Fa&orite nimal Game
/ As the *'ests rri&e, n% before )o' "rite their n#es on n#e cr%, s!
the# to tell )o' their f&orite ni#l n% three %;ecti&es to %escribe the
ni#l( As the) tell )o', "rite the three %;ecti&es on n#e t* BE3ORE their
n#e 4o#it the n#e of the ni#l5( As! the# to #in*le "ith the cro"%,
shrin* "h) these %;ecti&es best %escribe their o"n $ersonlit)( EAAMP@ESB
@o)l, c'%%l), $l)f'l Dn
*eception /ine Game
/ Di&i%e e&er)one into 7 *ro'$s( H&e the# stn% fcin* ech other( Ech
$erson tl!s to the $erson cross fro# the# 'ntil si*nle% 4flsh li*hts5( At
si*nl, $erson t en% of one line #o&es to other en%( Conse1'entl) e&er)one
hs ne" $erson to tl! to( Out on the
Town Game
/ If )o' h&e t"o-%) #eetin* n% nee% 1'ic! "r#-'$ for %) t"o, s!
e&er)one to $nto#i#e so#ethin* the) %i% the ni*ht before( In%i&i%'ls or
*ro'$s cn ct o't #o&ie the) "ent to, %escribe #el the) te, or recrete
scene "itnesse% t br(
/uck" Penn" Game
/ Ech $erson t!es $enn) or other coin o't of their $oc!et n% loo!s t the
%te( When it.s their t'rn, the) tell the )er tht.s on their coin n% recll
so#ethin* s$ectc'lr tht h$$ene% tht )er(
Finish the Sentence Game
/ Write the strt of 1'estion on the bor% 4i(e( M) 3&orite ;ob "s((, M)
Hobb) is((5 n% *o ro'n% the roo# "ith ech $erson finishin* the sentence(
When the *ro'$ is finishe%, $ost nother 1'estion n% strt *in(
Search for a game that meets "our needs
Select ll of the o$tions tht $$l) to the *#e )o'.re loo!in* for n% clic!
serch( The #ore o$tions )o' select the #ore li!el) )o' "ill fin% *#e tht
#eets )o'r nee%s(
Group Si(e0
4An) N'#ber5
6 - 7<
76 - 9<
96 - 6<<
6<<F
Preparation Time0
4An) Pre$rtion Ti#e5
Sli# to None
6< Min'tes or @ess
Supplies 'eeded0
4An) S'$$lies5
None
One or T"o G'ic! Pro$s
A 3e" Co##on S'$$lies
Bre! O't the Po"er Tools
Game /ength0
4An) @en*th5
@ess Thn H Min'tes
Bet"een H n% 69 Min'tes
O&er 6< Min'tes
Grossness /e&el0
4An) +rossness5
Not +ross
M!e 3e" Peo$le Wince
Prett) Stin!in* +ross
+ross Ntionl Pro%'ct
Game T"pe0
4An) +#e T)$e5
U$front +#e
A'%ience +#e
All Pl)
Mi-er
Sic! n% T"iste% +#es
+#es With Point
More Thn 69 Min'tes
Clean 1p Factor0
4An) 3ctor5
No Mess
Sli*htl) Mess)
Stri*ht U$ Messifie%
Game /ocation0
4An) @oction5
O't%oors
Pool
B's
Bi* 3cilit)
S#ll 3cilit)
Clss Roo#
@i&in* Roo#
team 2uilding games - are games appropriate3
Before )o' %eci%e to 'se n) te# b'il%in* *#es "ith *ro'$ of $eo$le,
thin! bo't "hether the cti&ities re $$ro$rite for the te# #e#bers n%
the sit'tion( Kir!$tric!.s lernin* #o%el is *oo% reference $oint for this
ssess#entB te# #e#bers sho'l% i%ell) en4o" the acti&it", learn something
fro# it, "hich the) cn appl", n% "hich "ill impro&e results(
See the Te#-B'il%in* Acti&ities E&l'tion 3or# n% O'tco#es Notes 4E-cel
file5(
It.s 'sef'l lso "hen ssessin* n) te# %e&elo$#ent nee%s to refer to Bloo#.s
T-ono#) of lernin* %o#ins, "hich $ro&i%es 'sef'l te#$lte or chec!list
for %esi*nin* n% e&l'tin* trinin* n% lernin* cti&ities of ll sorts(
Ens're tht te#-b'il%in* cti&ities co#$l) "ith e1'lit) n% %iscri#intion
$olic) n% l" in res$ect of *en%er, rce, %isbilit), *e, etc(
A*e %iscri#intion is $otentil ris! *i&en certin *ro'$s n% cti&ities( Te#-
b'il%in* fcilittors sho'l% be f#ilir "ith the E#$lo)#ent E1'lit) A*e
Re*'ltions, effecti&e 6st October 7<<C, 4UK n% E'ro$e5(
Note tht te# b'il%in* *#es re not necessril) the best ") to i#$ro&e
te# #orle n% ttit'%e if there re $roble#s in these res( Wor!sho$s re
often better strtin* $oint for fr*ile or br'ise% te#s, "hich nee% bsic
bon%in*, confi%ence n% hel$ to stren*then their sense of res$onsibilit) n%
$'r$ose(
If 'sin* te# b'il%in* to %e&elo$ #'t'l res$ect, cre n% co#$ssion, etc(,
loo! t the lo&e n% s$irit'lit) t "or! section - it e-$lins bo't brin*in*
co#$ssion n% h'#nit) to "or! n% te#s(
Effecti&e reltionshi$s n% beh&io'r t "or! in&ol&e the s#e $rinci$les s
e&er)%) life - res$ect for others, inte*rit), honest), co#$ssion, co'r*e - ll
the *oo% thin*s tht "e ll nt'rll) $ossess %ee$ %o"n( So#eti#es $eo$le
h&e insec'rities or stresses "hich crete %iffic'lties on the s'rfce, to "hich
others in the te# then rect( E#otionl #t'rit), or E#otionl Intelli*ence is
'sef'l $ers$ecti&e( Ho"e&er, if )o' $$roch beh&io'rl $roble# he%-on,
or tr) to resol&e it "ith te# b'il%in* e-ercise, this cn c'se $eo$le to cl#
'$ n% beco#e %efensi&e 4;'st li!e "e ll ten% to %o "hen so#eone is criticl
or i#$lies "e!ness5( Inste%, s! the $eo$le "ht the).% en;o) n% fin%
hel$f'l for their li&es in *enerl( Mo&e the iss'e ") fro# "or! n% s!ills n%
.te#-b'il%in*. $er se( Hel$ the $erson 4n% $eo$le5 rther thn tret the
s)#$to#s( If )o' hel$ $eo$le "ith their life-blnce n% $ersonl f'lfil#ent
the) beco#e #ore e#otionll) #t're, tolernt, $ositi&e in%e$en%ent, self-
s'fficient, etc( When the $erson is o!), so is e&er)thin* else, incl'%in* their
reltionshi$s n% co##'nictions t "or!( De&elo$in* $eo$le in&ol&es #ore
thn beh&io'r, reltionshi$s, s!ills, !no"le%*e n% $rocesses( It.s often #ore
bo't hel$in* $eo$le feel better bo't the#sel&esI hel$in* the $erson to feel
h$$) n% f'lfille%( A *oo% le%er cn fcilitte this( Te# b'il%in* %oesn.t
h&e to in&ol&e *#es n% e-ercises - te# b'il%in* #i*ht be better chie&e%
b) rrn*in* other thin*s "hich $$er to be 'nconnecte% to "or!( Perh$s the
sort of thin*s tht $eo$le "o'l% other"ise see! o't t e&enin* clsses( Perh$s
l'nchti#e )o* or rei!i or rel-tion sessions #i*ht be of interest? M)be *o
bo"lin*? Horse ri%in*? As! the $eo$le( In the S'##er #)be $l) softbll on
the $r!? Or #)be s! if the) "o'l% li!e to r'n l'nch-ti#e brbec'e for
clients n% s'$$liers( If )o' foc's on the $roble# it "ill beco#e bttlefiel%(
Inste% foc's on f'n, ne" $ositi&e e-$eriences n% self-f'lfil#ent(
The s'b;ects on this "ebsite incresin*l) fet're i%es for %e&elo$in* the
"hole $erson( In the s#e "), )o' re not restricte% to $ro&i%in* tr%itionl
"or! s!ills %e&elo$#ent( E-$lore e&er)thin*, n% sho" )o'r $eo$le tht )o'
h&e bro%er &ie" bo't %e&elo$#ent - the).ll h&e lots of i%es of their o"n
if )o' let the# see it.s o!) to thin! tht ")( Te# b'il%in* *#es re ;'st
$rt of &er) "i%e #i- of lernin* n% n% %e&elo$#ent e-$eriences tht )o'
cn e-$lore n% fcilitte for )o'r $eo$le - tr) n)thin*( If it hel$s )o'r $eo$le
to feel *oo% n% be *oo%, then it "ill hel$ )o'r or*nistion be *oo% too(
On "hich $oint, seeB
bstrct i#*es for feelin*s, chllen*e n% chn*e
lo&e n% s$irit'lit) in #n*e#ent n% b'siness - brin*in* co#$ssion n%
h'#nit) to "or!
b'%%h #itre).s ;$nese *r%en n% #e%ittion centre
the Sles Acti&torJ *#es s)ste# for sles trinin* n% %e&elo$#ent -
re#r!ble sles trinin* n% te# b'il%in* s)ste#
free 1'i>>es - 1'estions n% ns"ers - tri&i, *enerl !no"le%*e, #n*e#ent
n% b'siness 1'i>
role $l)in* $rocess n% ti$s for role $l) *#es n% e-ercises
fntstict - the 3ntstict i%es for #oti&tin*, techin* n% %e&elo$in*
)o'n* $eo$le - *ro"n-'$s too((
te# b'il%in* *#es i%es n% theor), "hich e-$lins bo't $re$rtion,
or*ni>tion n% trinin* for te# b'il%in* *#es n% e-ercises
free $'>>les 4n% free ns"ers5 for 1'i>>es
free ti$s on r'nnin* te#b'il%in* "or!sho$s

free team 2uilding games 567
free team 2uilding games - warm-ups8 9uick games and e:ercises8 ice-
2reakers8 e:ercises and acti&ities
These free te# b'il%in* *#es n% e-ercises *enerll) lst less thn one ho'r,
n% cn be %;'ste% to crete lon*er te# b'il%in* cti&ities, %e$en%in* on
te# b'il%in*, ice-bre!er, trinin* %e&elo$#ent re1'ire%( The %e&elo$#ent
for'# *#esho" cti&it) is n e-#$le of so$histicte% cti&it) tht i%ell)
t!es t"o ho'rs or #ore, b't cn be %$te% to fit into n ho'r if session ti#e
re1'ires this( Ens're e-ercises re clerl) e-$line%, n% "here $$ro$rite -
#ostl) - tht re&ie" t!es $lce fter"r%s( Re&ie" n% %isc'ssion re often
'sef'l n% hel$f'l fter e-ercises "hich h&e rise% reltionshi$ iss'es, or
chn*e% $eo$le.s $erce$tions( Pln n% $rctise ll 'n!no"n s$ects of the
cti&ities before 'sin* the#( @o*istics, fcilittion n% es$ecill) ho" )o' s$lit
the *ro'$ into the n'#bers of te# #e#bers $er te# re fctors "hich h&e
bi* effect on ho" the e-ercises "or! n% the e-$erience for ll( See the
te# b'il%in* cti&ities *'i%elines for ti$s n% techni1'es(
free games8 e:ercises and acti&ities 567 5more team2uilding games ;7
9uestioning games ideas 5demonstrating open and closed 9uestions8
de&eloping 9uestioning skills7
Use $'>>les n% fct-fin%in* scenrios to sho" n% $rctise the 'se of o$en n%
close% 1'estions(
See the 1'estionin* e-ercise on te#b'il%in* *#es $*e 7(
di&ersit" 9ui( game 5teaching and de&eloping di&ersit" awareness8
addressing local di&ersit" issues7
3le-ible e-ercise for *ro'$s of ll sorts to foc's on %i&ersit) in n entertinin*
n% en;o)ble ")(
See the %i&ersit) 1'i> *#e on te# b'il%in* *#es $*e 7(
causes and solutions e:ercises 5discussion or illustration of pro2lem-sol&ing8
dispute resolution8 crisis management and a&oidance8 solutions-
focused thinking7
3le-ible cti&it) - es) to set '$ - for %isc'ssion n% techin* of $roble#-
sol&in*, crisis-#n*e#ent, sol'tion-foc'se% thin!in*(
See the c'ses n% sol'tions cti&it) on the te# b'il%in* *#es $*e 7(
9ui( pu2lic sur&e" game 5all and an" aspects of communications8 plus lots of
other applications7
I#*ine cross bet"een 1'i> n% tres're h'nt((( this is it(
See the $'blic reserch 1'i> *#e on the te# b'il%in* *#es $*e 7(
2in toss game 5ice-2reakers8 competition and moti&ation8 fun7
=o' cn $robbl) *'ess(((
See the bin toss *#e on te#b'il%in* *#es $*e 7(
2ricks in the wall
An e-ercise for *ols n% ob;ecti&es $lnnin*(
The i#$ortnce of co#$onents n% $rocess in relisin* i#s n% chn*es(
See the Bric!s in the Wll e-ercise on the te#b'il%in* *#es $*e 7(
the ampersand e:ercise
G'ic! es) i%e for ice-bre!ers, "ith $otentil to %$t n% %e&elo$ for #ore
co#$le- lernin*(
+oo% for e-$linin* %ifference bet"een !no"le%*e n% s!ill, n% "h) s!ills n%
!no"le%*e nee% %e&elo$in* %ifferentl)(
See the #$ersn% cti&it) i%es on the te#b'il%in* *#es $*e 7(
seasonal team games
See the Sesonl Te# Acti&ities I%es on te#b'il%in* *#es $*e 7(
christmas 9ui(
See G'i>blls 7K - t"ent) 1'estions n% ns"ers for $rties n% te# *#es(
cartoon and cele2rit" role-pla"s 59uick character profiles and scenarios for
role-pla"ing7
Do )o' str'**le so#eti#es to fin% or co#$ile cse-st'%ies for role-$l)in*
cti&ities?
Es) 1'ic! i%es for en;o)ble role-$l)s - for $$risls, inter&ie"s,
co'nsellin*, %isci$line, cochin* n% #ore(
See the crtoon role-$l) i%es on the te#b'il%in* *#es $*e 7(
o2ituaries 5personal destin"8 life goals8 getting control of direction and
purpose7
3or enco'r*in* %ee$er re&ie" of $ersonl $otentil n% life $'r$ose(
See the obit'ries e-ercise on te#b'il%in* *#es $*e 7(
telephone chatting acti&ities 5team-2uilding for home-2ased staff8
telephone skills e:ercises8 remote teams relationships7
Ho#e-bse% stff n% re#ote te#s #iss o't on the &l'ble socil contct
nor#ll) &ilble to office-bse% te#s(
Personl interction bet"een stff 4t)$icll) chttin* n% en**in* in the
cnteen, ele&tor, lo'n*e res, etc5 is cr'cil for %e&elo$in* reltionshi$s n%
#'t'l "reness #on* te#s, so if te#s %o not #eet fre1'entl) then the
le%er #'st %e&ise ")s to enble this $ersonl interction to h$$en(
More bc!*ro'n% n% so#e i%es in the chttin* e-ercises on the te#b'il%in*
*#es $*e 7(
9uickies
I%es )o' cn %e&elo$ n% h&e f'n 'sin*( See the 1'ic!ies on the te#b'il%in*
e-ercises $*e 7(
&isualisation e:ercises 5lifting limits8 identif"ing personal potential8
direction7
A si#$le cti&it) for *ro'$s or te#s of n) si>e - in%i&i%'ls too - for
&is'lisin* n% i#*inin* %oin* so#ethin* %ifferent n% s$ecil "ith o'r life(
See the &is'listion e-ercise on the other te# e-ercises $*e 7(
stress reduction techni9ues 5stress reduction ideas and understanding8 for
self or others8 or teams7
The 1'ic! stress re%'ction techni1'es on the stress #n*e#ent $*e ren.t
te#b'il%in* cti&ities s s'ch(
Ho"e&er the) cn $ro&i%e interestin* i%es for %elin* "ith stress n% hel$in*
n% techin* others bo't stress re%'ction(
The i%es cn lso be 'se% to re%'ce tension in certin t)$es of te#s n%
#eetin*s, for ice-bre!ers or %i&ersions, to %e#onstrte s$ects of #in%-bo%)
connection n% its rele&nce to ttit'%e, fr#e of #in%, self-control, n% lso
s$ects of N@P, $ositi&e &is'listion, lterl thin!in*, liftin* li#its, n% no
%o'bt lots #ore too(
The chief effect of these &er) si#$le e-ercises is to chn*e the en&iron#ent
n% t#os$here, n% thereb) the .#in%set., "hich is bsis for ll sorts of
%e&elo$#ent, 1'ite si%e fro# the benefits of re%'cin* so#eone.s stress le&els(
The .I #. $*e hel$s to ill'strte n% e-$lin the $o"er of $ositi&e
&is'listion n% .self-tl!in*. "hich is stron* ele#ent "ithin the secon% of
the three stress re%'ction i%es(
team skipping 5team-2uilding and 4ust a2out an"thing else7
@oo!in* for so#ethin* &er) %ifferent, li&el) n% fle-ible?
With lots of f'n n% te#-"or! n% interction?
See the te# s!i$$in* cti&ities i%es on the te#b'il%in* *#es $*e 7(
isolation and intuition team e:ercises 5relationships8 2ull"ing and
harassment8 di&ersit"8 intuiti&e demonstrations7
T"o te# e-ercises for *ro'$s of n) si>e e-$lorin* intuition n% isolation,
"hich cn be 'se% to s'$$ort lernin* bo't reltionshi$s n% feelin*s(
The isoltion n% int'ition cti&ities re on the other te#b'il%in* *#es $*e
7(
Both cti&ities re hi*hl) fle-ible n% cn be %$te% for locl circ'#stnces(
age di&ersit" e:ercises for teams 5age discrimination training8 ageism
awareness8 di&ersit" de&elopment7
With the intro%'ction of A*e Discri#intion le*isltion, 4UK October 7<<C, n%
consistent "ith E'ro$en l"5, there is n increse% nee% to rise "reness
n% to tech $eo$le bo't *eis# n% *e %iscri#intion(
I%es for cti&ities n% e-ercises to hi*hli*ht A*e Discri#intion n% Di&ersit)
iss'es re on the other te#-b'il%in* *#es $*e 475(
We ll, irres$ecti&e of *e, rce, reli*ion, *en%er, %isbilit), etc(, h&e o'r
o"n s$ecil c$bilities n% stren*ths, n% it is these c$bilities n% stren*ths
tht *oo% or*nistions #'st see! to i%entif), ssess, enco'r*e n% 'tilise,
re*r%less of *e or other $otentill) %iscri#intor) fctors(
shot at dawn discussion 5moralit"8 leadership integrit"8 etc7
An e#otionl s'b;ect "hich enbles &riet) of %isc'ssions bo't #orlit),
ethics n% inte*rit) in instit'tions, the $ress'res on $eo$le in 'thorit) "hich
clo'% %ecisions, n% the nee% for 's ll to t!e n interest in the h'#nitrin
n% ethicl con%'ct of le%ers(
See the .Shot At D"n. lessons %isc'ssion n% i%es on the other te#-b'il%in*
cti&ities $*e 7(
corporate glo2ali(ation de2ate acti&it" 5e:ercise and warm-up ideas for
e:ploring corporate glo2alisation issues7
An entertinin* n% sti#'ltin* ") to strt n) #eetin* or session in&ol&in* or
reltin* to cor$orte *loblistion n%Dor the infl'ence of the #o%ern %i*itl
*e n% the "orl%"i%e "eb(
Cor$orte +lobli>tion Debte E-ercise n% I%es re on the other
te#b'il%in* *#es $*e 7(
speeches e:ercises 5warm-ups and ice-2reakers8 presentation skills and
pu2lic speaking8 moti&ation8 inspiration and leadership7
A &er) fle-ible cti&it) to %e&elo$ 'n%erstn%in* n% confi%ence for s$e!in*
to *ro'$s, "hich cn be %$te% for #n) %ifferent sit'tions( See the s$eech
e-ercises on the other te#-b'il%in* *#es $*e 475(
corporate life-c"cle e:ercises 5organisational understanding for selling8
management8 own-organisation awareness7
Si#$le 1'ic! e-ercises i%es for e-$linin* n% %e&elo$in* 'n%erstn%in* of
ho" or*nistions %e&elo$ n% chn*e(
See the Cor$orte @ife-C)cle E-ercise on the other te#-b'il%in* $*e( Bse%
on the A%i>es #o%el(
world cup/ma4or e&ent e:ercises 5de2ating8 presentation8 understanding
strateg"8 management8 etc7
If %ele*tes "nt to %isc'ss the stte of footbll n% En*ln%.s $erfor#nce, or
the fter#th of n) #;or s$ortin* or entertin#ent e&ent, here re fe"
1'ic! es) i%es for %irectin* te# #e#bers. enth'sis#s to"r%s 'sef'l
o'tco#es for lernin*, %e&elo$#ent n% te#-b'il%in*, etc(
See the Worl% C'$ Anti%ote E-ercises on the other te#-b'il%in* cti&ities
$*e(
See lso the 3ootbll 1'i> 1'estions n% ns"ers(
2aking foil construction e:ercises
See the i%es for "or!in* "ith this si#'ltin* #teril in the b!in* foil *#es
on the other te# b'il%in* $*e(
@oo! lso belo" t the ne"s$$er constr'ction *#es "hich $ro&i%e other
i%es for 'sin* b!in* foil(
triple 2ottom line e:ercise 5understanding and de&eloping ethical
organisations7
See this e#$o"erin* $rofit-$eo$le-$lnet cti&it) on the other te#-b'il%in*
$*e( This cti&it) cn lso be 'se% in %e&elo$#ent "or!sho$s( It is &er)
fle-ible e-ercise n% "ill hel$ brin* to life the incresin* rhetoric 4t lst5
bo't ethicl or*nistions, .3irtr%e., s'stinbilit), cor$orte socil
res$onsibilit), n% "ell-bein*( It so'n%s *ret, b't ho" %o )o' #!e it h$$en?
Strt b) 'n%erstn%in* "ht it ll #ens(
fantasticat
This i%e is so *oo% tht it %eser&es section ll of its o"n( See the 3ntstict
$*e(
de&elopment forum <gameshow< acti&it" 52e"ond team-2uilding games -
alignment and de&elopment of people and organisation - powerful
change ena2ler7
This #i*ht be the #ost $o"erf'l cti&it) for $eo$le in or*nistions on this
$*e( Perh$s e&er( Tr) it n% see( It contins so#e r%icl n% inno&ti&e
or*nistionl %e&elo$#ent $rinci$les( These i%es "ill be too #'ch for #n)
or*nistions to hn%le, not to #ention certin CEO.s "ho "ill $ooh their $nts
t the &er) tho'*ht of it ll( It *oes ") be)on% te#-b'il%in* *#es n% $'re
te#-b'il%in* cti&ities( See "ht )o' thin!B
The cti&it) is $rtic'lrl) i%el for conference or '%itori'# sit'tions( Bi*
co#$n) *therin*s to .#oti&te. e&er)one( =o' !no" the sort of thin*((( The
CEO s)s to the HR %e$rt#ent, 2+')s, "e.&e *ot this conference co#in* '$(
All the stff "ill be there( I.# *oin* to o$en it '$ n% *i&e e&er)one *ret bi*
bolloc!in*, I #en $e$-tl!( =es, Pe$-tl!( +et e&er)one #oti&te% n%
foc'se% on the ne" chllen*es he%( The nee% for e&er)one to lern ne"
s!ills, to be #ore c'sto#er foc'se%, #ore ;oine%-'$, to be #ore co##itte%
n% to %$t to ll the chn*es tht "e nee% to #!e, incl'%in* the e&er-
incresin* ris! of re%'n%nc) 4so tht I cn flot this bb) in co'$le of )ers
n% #!e bloo%) fort'neDso tht he%1'rtersDcentrl *o&ern#ent cn #eet
its efficienc) *ins n% tr*ets5(((2
2+o on((2 s)s the HR te#, 4thin!in*, 2Is he in the rel "orl%?(((25
An% $re%ictbl) the CEO contin'esB 2So, fter I.&e "r#e% the# '$ - n ho'r or
so sho'l% %o it - it.s o&er to )o' *')s to $'t to*ether so#e cti&ities "hich "ill
*et e&er)one in&ol&e% n% foc'se% on the chn*es the) nee% to #!e, so the)
cn ll i#$ro&e their s!ills, increse ser&ice le&els, s&e ti#e n% #one), t!e
the b'r%en off their #n*ers, n% *enerll) co#e '$ "ith so#e i%es for
beco#in* #ore effecti&e( E#$o"er#ent the) cll it %on.t the)? I "nt to
e#$o"er the# ll to be #ore $ro%'cti&e( An% to sto$ ll the "hin*ein* n%
#onin*( Tht "o'l% be *oo% too( Oh, n% b) the ") "e.&e *ot no #one) to
s$en% on itI the hotel is costin* 's blee%in* fort'ne s it is(2
An% then it.s o&er to )o'(
An% here.s "ht )o' %oB
3irst resist the te#$ttion to le&e the co#$n)( The $eo$le nee% )o'( An%
)o' li!e chllen*e( Wht %oesn.t !ill )o' #!es )o' stron*er, re#e#ber(
Secon%, thin! bo't 'sin* this cti&it) n% then %isc'ss it "ith )o'r CEO( If
heDshe li!es the i%e )o'.&e hlf chnce tht the).ll llo" )o' to *o thro'*h
"ith itB
the de&elopment forum <gameshow< acti&it"
It.s for lr*e *ro'$ - es$ecill) t conference or cor$orte $resenttion -
*ro'$ si>e bet"een bo't 9< '$ to 79< $eo$le s n i%el #-i#'#, ltho'*h
%o'ble this is $ossible "ith so#e or*nistionl n% lo*isticl t"e!s( Ei*ht
te#s of fifteen $eo$le, ie, 67< $eo$le is n e-#$le of "or!ble te#
str'ct're( Other te# si>es n% co#bintions re $erfectl) $ossible( The
cti&it) cn t!e bet"een t"o n% fo'r ho'rs, ltho'*h less or #ore thn this
is $ossible "ith cref'l fcilittion n% str'ct'rin*(
The ob;ect of this cti&it) is to en**e the $rtici$nts inB
thinking deepl" a2out their own de&elopment and how to optimise it,
n%
working together to suggest how the organisation can impro&e(
The cti&it), n% the $lnnin* le%in* '$ to it, "ill ho$ef'll) hel$ the CEO n%
senior #n*ers to 'n%erstn% #ore bo't their res$onsibilities for their
$eo$le n% their or*nistion, n% $erh$s to re$$rise their le%ershi$
$hiloso$h) n% $'r$ose(
I#$ortnt o'tco#es of this cti&it) "ill be thtB
people 2egin to align more closel" with the organisation8 and
cruciall"0 &ice-&ersa
people start to think differentl" a2out the organisation - =it can 2e
more than a 4o2 if "ou want it to 2e..=
the organisation gets to hear and see what its people are trul"
capa2le of
the organisation hears how its people can and want to help impro&e
themsel&es and the organisation
the organisation 5and particularl" the C>O7 commits to supporting its
people in doing the a2o&e
M!e no #ist!e - this is not for the fint-herte% - this is not for CEO.s n%
or*nistions "ho s) one thin* n% then %o nother( This is not for
or*nistions n% CEO.s "ho "nt to line their o"n $oc!ets n% %on.t *i&e
shite bo't their $eo$le( This cti&it) is #ore thn *#e - it.s $hiloso$h)(
S$lit the *ro'$ into te#s of f'nction or ;ob t)$e( Bet"een fo'r n% %o>en
te#s, '$ to bo't t"ent) $eo$le $er te#( If )o' h&e #ore thn t"ent) in
sin*le te# s$lit the te# into t"o, for e-#$le, .c'sto#er ser&ice north. n%
.c'sto#er ser&ice so'th.(
Or*nise the setin* so tht te# #e#bers re sittin* to*ether - either ro'n%
their o"n te# tble, or in bloc!s if the setin* is fi-e% in thetre or
'%itori'#( I#*ine the BBC .Test the Ntion. st'%io for#t if )o'.&e seen it(
Ech te# contins $eo$le of si#ilr res$onsibilit)DroleDf'nction, $l)in*
to*ether s te#(
Te#s nee% to $$oint te# le%er, n% this res$onsibilit) cn rotte so
n'#ber of te# #e#bers e-$erience the res$onsibilit)( Te# le%ers re
res$onsible for ens'rin* tht e&er)one in the te# hs the o$$ort'nit) to
contrib'te( Settin* '$ s'b-te#s "ithin te#s is $erfectl) o!) if it ens'res
e&er)one hs *reter in$'t( This cn be t ech te# le%er.s %iscretion(
An o$tionl e-ercise t this $oint is to s! ech te# to %esi*n n% #!e their
o"n te# fl*, re$resentin* the stren*thsD&l'esD$hiloso$h)Dchllen*es of
their te#( Mterils n% ti#in*s t the %iscretion of the fcilittor %e$en%in*
on the e&ent( This is n o$tionl 1'ic! intro%'ctor) e-ercise - no nee% to s$en%
*es on it( Don.t %o it if the $eo$le "nt to *et on "ith the b'siness t hn%,
"hich "ill &er) co##onl) be the cse(
The fcilittor 4 sort of 1'i>-#ster or co#$ere role5 #'st $re$re s'itble
1'estions in %&nce, n% it is essentil to in&ol&e the CEO in %oin* this
bec'se there re bi* i#$lictions tht nee% b')-in n% s'$$ort fro# the to$(
3il're to %o this "ill e-$ose the fcilittorDor*niser n% %is$$oint the
$eo$le "hen nothin* h$$ens fter"r%s( A centrl i# for this cti&it) is tht
o't$'ts #'st be follo"e% '$(
The 1'estions #'st be cref'll) %esi*ne% n% $o"erf'l, to *et $eo$le thin!in*
bo'tB
their own personal strengths8 passions8 5including ho22ies and
pastimes78 dreams8 am2itions8 and how these relate 52ecause the" do
- 2elie&e me7 to their effecti&eness8 happiness8 maturit"8 tolerance8
creati&it"8 resilience8 adapta2ilit"8 and &alue etc.8 as people at work8
and
their ideas and suggestions for how the organisation - in an" and
e&er" wa" - can 2e impro&ed? from personal de&elopment relating to
4o2 skills and whole-person de&elopment8 to customer ser&ice and
9ualit" of deli&er"8 management8 communications and )T8 health and
safet"8 ethics and corporate social responsi2ilit" - the whole she2ang.
The bsic for#t of the cti&it) isB
The "hole *therin* is s!e% 1'estion( Te#s confer #on*st the#sel&es,
n% $$ointe% s$o!es-$eo$le *i&e the ns"ers for their o"n te# in t'rn( All
the ns"ers for 1'estion re re&ie"e%, n% then &ote% on to i%entif) "hich
ns"er4s5 re consi%ere% best b) ll te#s, or 6-7-0 rn!in* of the three best
li!e% ns"ers( Then the fcilittor #o&es on to the ne-t 1'estion( Allo"in* 0<
#in'tes $er 1'estion 4this "ill &r) ccor%in* to t)$e of 1'estion, n'#ber of
te#s, etc5, )o' cn see tht t"o ho'r e&ent "ill llo" fo'r 1'estions t
#ost, so $ln cref'll)( Cref'l %esi*n of 1'estions is &er) i#$ortnt(
Here.s n e-#$le of 1'estionB
@hat does each team consider to 2e its three greatest personal passions8
outside work3 nd how might each of these passions8 if de&eloped further8
2enefit the person at work8 the organisation and the customers and
suppliers of the organisation3 5O2&iousl" a team of fifteen or twent" people
will represent more than three <passions< - in which case guide the teams
towards discussing and selecting the 2est three from within their own
team.7
Before te#s be*in to consi%er the 1'estion, the fcilittor "ill nee% t this
$oint to hel$ $eo$le 'n%erstn% and 2elie&e the e-tent to "hich ech $erson.s
$ssion 4ech $erson.s s$ecil c$bilities, lo&es, n% the) %re#s the) $'rs'e,
t)$icll) o'tsi%e "or!5 reltes to their %e&elo$#ent s in%i&i%'ls, their
$ersonl f'lfil#ent, and how &alua2le and transfera2le these skills8
knowledge8 2eha&iour and e:periences are to the organisation and their
work( 4=o' "ill $robbl) nee% to e-$lin this to the CEO before $lnnin* this
e&ent s "ell, n% if he %oesn.t see it then $rocee% "ith c'tion 'nless )o'.re
l'c!) eno'*h to h&e CEO "ho is blesse% in the .blin% fith. %e$rt#ent(5
The te#s re then *i&en fe" #in'tes to confer n% consi%er their ns"ers(
To n e-tent )o' nee% to be fle-ible in ho" lon* )o' llo" - there.s no $oint in
c'ttin* 'sef'l %isc'ssion short if )o' cn %;'st the sche%'le ccor%in*l)(
After n *ree%Ds'itble ti#e $erio%, ech te#.s s$o!es-$erson *i&es their
te#.s ns"ers in t'rn, "hich re recor%e% b) the fcilittor on st*e or t the
front of the '%itori'#, on s'itble &ie"in* s)ste# 4fli$-chrt sheets n% bl'-
tc! re $erfectl) o!) if )o' li!e to 'se the#5 so ll te#s cn see e&er)
other te#.s ns"ers(
Re&ie" n% in&ite 1'estions n% co##ents fro# the $rtici$nts(
Then s! the te#s to cst &otes for ech of the other te#.s ns"ers, b)
"hich the fcilittor then lloctes scores for ech te#( The scorin* s)ste#
for the cti&it) is fle-ible t the %iscretion of the fcilittor, b't #'st
ob&io'sl) be consistent n% fir( 3or e-#$le s! ech te# to confer n%
"r% three &otes for the best ns"er, t"o $oints for 7n% best, n% one $oint
for 0r% best(
4=o' h&e the o$tion to "r% $ri>es for te#s n% in%i&i%'ls %'rin* n%
certinl) t the en% of the cti&it)( Be creti&e n% thin! bo't these $ri>es -
thin! bo't so#e "r%s "hich relte to $eo$le.s $ersonl $ssions n%
interests - not ;'st bottles of boo>e(5
E-#$le of ne-t 1'estionB
Choosing one passion from "our team<s suggestions8 or from another team<s
suggestions8 which relates to significant and &alua2le personal de&elopment
and organisational 2enefit8 suggest a wa" which the organisation can help
people to de&elop that passion8 with all the skills8 e:periences and learning
in&ol&ed. 5The organisation must8 after the e&ent8 consider all of these
ideas8 and tr" to help make them happen where possi2le - so people should
tr" to come up with ideas that are practica2le and realistic - and which
demonstrate a good result and 2enefit for people and the organisation8
relati&e to the efforts and costs in&ol&ed.7
=o' *et the i%e? It.s serio's st'ff( It e-ten%s %e&elo$#ent ") be)on% ;ob
s!ills into life s!ills - %e&elo$ the "hole $erson - n% the or*nistion #'st see
tht this is i#$ortnt too(
3ollo" this for#t 'sin* other cref'll) %esi*ne% $o"erf'l 1'estions(
Here re e-#$les of 1'estions reltin* to or*nistionl %e&elo$#entB
Consider and suggest three wa"s that the organisation can impro&e its
communications and cooperation 2etween departments.
Consider and suggest three wa"s that the organisation could in&ol&e its
people earlier in responding to the need for organisational change.
)f "ou were the C>O how would "ou treat people differentl" compared to
current practices3
)n what wa"s could the organisation reshape its aims so that people find it
easier to support and align with them3
Pro&ide three e:amples of o2&ious daft management practice that need
sorting out desperatel"8 prefera2l" with some suggested remedial actions.
@hat<s wrong with this organisation that e&en a ten-"ear-old child could see
in a da" of 2eing here3
+ow can the organisation pro&ide more personal meaning and rele&ance to
"ou in "our work3
At the co#$letion of the cti&it) )o' "ill h&e recei&e% &st #o'nt of "ell-
consi%ere% s'**estions, i%es, fee%bc! n% infor#tion bo't )o'r $eo$le n%
their c$bilities( =o' "ill see ho" %ifferent f'nctionl te#s &ie" ech other
n% the or*nistion( =o' "ill recei&e n% *i&e $eo$le the o$$ort'nit) to
contrib'te si*nificnt i%es n% s'**estions for i#$ro&in* the or*nistion.s
"e!nesses n% filin*s, in n) s$ect tht )o' "ish to e-$ose 4)o' re s!in*
the 1'estions, re#e#ber5(
If )o' foc's on $ersonl %e&elo$#ent, )o' "ill 'n%erstn% n% $$recite, n%
hel$ )o'r $eo$le to 'n%erstn% n% $$recite, tht the #ost i#$ortnt
chrcteristics, s!ills, n% e-$eriences re those "hich $eo$le cn %e&elo$ for
life, not ;'st to #eet the nee%s of ;ob s!ills nl)sis, or fl!) $$risl
$rocess tht ;'st *oes thro'*h the #otions(
Certin roles offer #ore ob&io's o$$ort'nities to o&erl$ %e&elo$#ent for life
n% %e&elo$#ent for "or! - ie, to %e&elo$ ;ob $erfor#nce n% c$bilit)
thro'*h %e&elo$in* the "hole $erson( Other ;obs #i*ht initill) see# to offer
no o&erl$ t ll, b't be ss're%, all 4o2s offer plent" of potential o&erlap
2etween the person<s life de&elopment and 4o2/organisational 2enefit( Tr'c!
%ri&ers h&e %re#s too( So %o sho$-"or!ers( So %o lbo'rers, cleners n%
sol%iers( We ll h&e %re#s n% $ssions tht "e "nt to follo" n% relte%
c$bilities tht "e "nt to %e&elo$, #n) of "hich re e-tre#el) n% %irectl)
trnsferble to "or! $erfor#nce( In fct I.% chllen*e n)one to thin! of ;ob
role tht "o'l% not *in fro# %e&elo$in* the ;ob-hol%er.s "hole-life $ssion or
%re# or tr'e $otentil( Tr) #e, sen% #e n) s'**estions "here )o' thin! no
o&erl$ e-ists n% I.ll sho" )o' "here it %oes n% $'blish the e-#$les here(
Asi%e fro# trnsferble c$bilities, there is lso the effect on $erson.s
*enerl stte of "ell-bein* n% feelin* of self-"orth( When $eo$le %e&elo$ s
$eo$le the) beco#e #ore #t're n% tolernt( The) beco#e #ore $ecef'l
n% contente% "ith the#sel&es( The) beco#e #ore self-#n*in*, self-relint,
self-%eter#inin*, confi%ent, hel$f'l, consi%erte - )o' n#e it, the) beco#e
better $eo$le( Isn.t tht "ht "e "nt in or*nistions - *ro"n-'$ self-
s'fficient $eo$le "ho lr*el) #n*e, #oti&te n% loo! fter the#sel&es?
E&en the CEO "ho %oesn.t *i&e t'$$enn)-h)$enn) shite bo't the $eo$le -
he still "nts these 1'lities in his $eo$le, %oesn.t he?
A-Theor) %irectors e&er)"here - "!e '$ n% s#ell the blee%in* coffee - hel$
)o'r $eo$le %e&elo$ s $eo$le, in the ")s the) "nt to, n% )o'r or*nistion
"ill fl)(
One %) ll or*nistions "ill chie&e s'stinble s'ccess "hen the) li*n
the#sel&es "ith their $eo$le.s "hole-$erson "hole-life nee%s, n% "hen the)
%o e&er)thin* $ossible to hel$ $eo$le %e&elo$ s $eo$le for life, not ;'st for
"or!( This cti&it) fr#e"or! "ill $ro&i%e 'sef'l n% sti#'ltin* intro%'ction
to tht $hiloso$h)I for the le%ers - e&en the A-Theor) %inos'rs - n% the
$eo$le(
Be $ioneer( M!e %ifference( If )o' "nt n) hel$, $lese s!(
simple train the trainer e:ercises 5training people how to train and coach8
writing a simple training plan7
This is &er) si#$le e-ercise to hel$ $eo$le lern ho" to "rite trinin* $lns,
n% to lern ho" to trin n% coch others( The cti&it) is *ro'$s of n) si>e,
s'b;ect to s$littin* lr*e *ro'$s into te#s of C-67 $eo$le( Rotte roles of
triner, trinee4s5 n% obser&ers( As! %ele*tes to ech "rite %o"n on sli$ of
$$er si#$le ts! tht t!es 6-7 #in'tes to $erfor#, n% "hich cn be
$erfor#e% 'sin* #terils or ite#s &ilble t the session - for e-#$le
#!in* $$er ero$lne to s$ecific %esi*n, or sen%in* te-t #ess*e - si#$le
thin*s( Dele*tes #'st then fol% their sli$s of $$er n% $lce in the #i%%le of
the tble( Then s! %ele*tes to $ic! 4blin%5 ts!, for "hich the) #'st then
"rite trinin*, n% then 4$ic!e% t rn%o#5 'se the $ln to trin one or
n'#ber of %ele*tes ho" to $erfor# the ts!( Obser&ers n% trinees *i&e
fee%bc! fter the ts!, s to ho" "ell the trinin* $ln "or!e% n% "s
%eli&ere%( Points to co&er in the re&ie" reB co##'niction st)le, listenin*,
clrit) of instr'ction, chec!in* 'n%erstn%in*, enco'r*e#ent, ccent'tin*
the $ositi&e, *i&in* constr'cti&e criticis#, trnsferbilit) of trinin* $ln to
nother triner "ho is less f#ilir "ith the ts!, etc( Refer to n) or ll of
these theories n% #o%els, %e$en%in* on the %e$th n% co#$le-it) of cti&it)
re1'ire%( Bloo#.s T-ono#), n% trinin* n% %e&elo$in* others theor)( E-ten%
the e-ercise b) referrin* to Kolb.s @ernin* St)les, +r%ner.s M'lti$le
Intelli*ences n% LAK @ernin* Mo%el, n% to trinin* e&l'tion n%
Kir!$tric!.s e&l'tion #o%el(
<maps< acti&ities 5team-2uilding games8 ice-2reakers8 warm-ups8 planning
and organising8 geograph"8 international 2usiness8 e:porting7
This is si#$le cti&it) "ith lots of &ritions, to s'it #n) *#es
re1'ire#ents( 3or *ro'$s of n) si>e, s$lit the *ro'$ into te#s of '$ to fi&e
$eo$le $er te#( This lso "or!s s n in%i&i%'l e-ercise n% for $irs n%
te#s of three, ltho'*h ob&io'sl) the te#-b'il%in* benefit increses "ith
the si>e of the te#s( Iss'e ech te# "ith sheet of fli$-chrt $$er,
$encil n% #r!er $en, n% *i&e the# fi&e #in'tes to %r" #$ of $rt
of the "orl%, for e-#$le, E'ro$e, Afric, So'th A#eric, the sttes of the
USA, Asi, the co'nties of En*ln%, Scotln%, Wles, etc( An)"here tht #i*ht
relte to the *ro'$ n% its res$onsibilities or territor)( It.s chllen*in*
e-ercise "hich is lot of f'n "hen te#s %is$l) n% co#$re their #$s(
Increse the %e*ree of %iffic'lt) b) s!in* for c$itl cities or co'nt)Dstte
c$itl to"ns to be %%e%, or $o$'ltions esti#tes, etc( Re%'ce the le&el of
%iffic'lt) b) $ro&i%in* list of co'ntries or sttes or co'nties, to"ns, sttistics,
etc(, "hich $eo$le cn then "or! fro#( Orientte the e-ercise to )o'r o"n
or*nistion or b'siness b) s!in* for infor#tion to be #$$e% reltin* to
)o'r !e) c'sto#ers, brnches, #r!ets, etc(, - n)thin* tht.s rele&nt to )o'r
$'r$oses( As the fcilittor ll )o' nee% is co$) of the correct &ersion to iss'e
to *ro'$s fter"r%s( The e-ercise is *oo% for $eo$le of ll *es, incl'%in*
)o'n*sters(
e:ercises and ice-2reakers for su24ect-specific training 5for e:ample8 first
aid training8 health and safet"8 customer ser&ice8 etc7
It is es) to %e&ise e-ercises, cti&ities, ice-bre!ers n% *#es for s$ecific
s'b;ect trinin*, s'ch s first i%, tr%e-s!ills, %ri&in*, helth n% sfet), etc(,
b) %$tin* other *eneric e-ercises, n% $rtic'lrl) the t"o e-#$les belo"(
@oo! t *eneric e-ercises n% insert )o'r $rtic'lr s'b;ect or the#e( Si#$l)
lter the instr'ctions so tht %ele*tes re li#ite% to the s'b;ect concerne%,
be it c'sto#er ser&ice, sfet), or in these e-#$les, first i%B
simple ice-2reaker idea for group or team introductions0
6( As! $eo$le to thin! of t"o $ersonl first i% 4or c'sto#er ser&ice, helth n%
sfet), etc, etc5 e-$eriences fro# their $st - one *oo% n% one b%( Then s!
ech $erson to %escribe their e-$eriences briefl) in t'rn to the *ro'$( Note the
!e) $oints on fli$ chrt(
nother ice-2reaker and participation acti&it"0
7( P't s #n) %ifferent ite#s of first i% 4or other ite#s rele&nt to s$ecific
trinin* s'b;ect5 s there re %ele*tes, into the #i%%le of the tble( In t'rn
ech %ele*te #'st close their e)es n% rech o't to to'ch n ite#( The one
the) to'ch the) #'st then briefl) %escribe $ersonl inci%ent or "itnesse%
inci%ent fet'rin* the ite#( Note the !e) $oints on fli$ chrt(
In both of these e-ercises %eci%e before-hn% ho" to re&ie" the e-$eriences
n% e-#$les *i&en, for e-#$le, strt brinstor# session "ith the *ro'$,
h&e *ro'$ %isc'ssion, s'##rise the !e) lernin* $oints, s'##rise the !e)
res of interest #on* $eo$le, %isc'ss the %ifference bet"een feelin*s n%
$$rent $roble#Ds'ccessDo'tco#e(
The si#$le e-ercises bo&e "ill %$t to s'it &irt'll) n) the#e or s'b;ect
tht )o' "ish to tech or trin(
statements e:ercises 5ice-2reakers8 recruitment group selection acti&ities8
team-2uilding8 identif"ing coaching needs8 attitude and moti&ational
de&elopment7
A &er) fle-ible cti&it)( 3or *ro'$s of n) si>e( S$lit the *ro'$ into te#s of
fo'r to fi&e #e#bers( 3or lr*er *ro'$s the s$lit te#s cn self-fcilitte
$ro&i%e% )o' e-$lin the e-ercise n% !ee$ n e)e on thin*s( If the *ro'$ si>e
is no #ore thn fo'r or fi&e ob&io'sl) )o' fcilitte(
Pre$re n'#ber of .stte#ent cr%s. 4or $ieces of $$er5 ech continin*
%ifferent stte#ent, 4stte#ents to s'it )o'r $'r$oses - e-#$les belo"5(
Te# #e#bers then $ic! 4blin%5 stte#ent n% co#$lete it b) %%in* their
o"n "or%s lo'% to the te#( Ech te# #e#ber %oes this for ech stte#ent
in t'rn( Then %ifferent te# #e#ber $ic!s ne" stte#ent n% the $rocess
contin'es( Enco'r*e the te# to %isc'ss briefl) the i#$ortnt $oints risin* of
o$$ort'nit), thret, n% consens's 4*ree#ent5 for ech stte#ent, n% to
.$r!. these $oints on fli$-chrt or sheet of $$er for re&ie" lter "hen ll
te#s recon&ene s "hole *ro'$(
Stte#ents e-#$lesB
Statements
for a session
on general
work
attitudes and
opportunities
0
Statements
for a session
a2out
impro&ing
ser&ice le&els0
Statement
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session
a2out
de&elopin
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Statements for
a session a2out
ideas for
impro&ing
morale0
Statements for
a session on
personal
feelings and
social &iews
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=o' *et the i%e((( Pre$rtion for this cti&it) t!es ;'st co'$le of #in'tesB
to thin! of s'itble s'b;ect re n% $'r$ose, to thin! of s'itble stte#ent
be*innin*s 4the less "or%s the better bec'se it enbles $eo$le #ore
inter$rettion free%o#5 n% then to t)$e or "rite the# onto sheet, n% c't
into se$rte cr%s or sli$s of $$er - one stte#ent $er cr%Dsli$(
A &rition on the e-ercise, n% e&en esier to $re$re, is to in&ite the te#
#e#bers to "rite their o"n stte#ent be*innin*s onto sli$ of $$er ech,
fol% the $$er n% $'t into the #i%%le of the tble "ith other $eo$le.s
stte#ents, n% h&e the te# $ic! n% s$e! bo't ech one in t'rn(
When cretin* 4or instr'ctin* the te# to crete5 stte#ents, tr) to
ccent'te the $ositi&e rther thn in&itin* $eo$le to be ne*ti&e, ltho'*h if
there re serio's ne*ti&es )o' re best !no"in* bo't the# thn not(
4De&elo$e% fro# s'**estion b) 3 Kell)5
<personalit" tree< e:ercise 5self-awareness8 mutual awareness8 Aohari
de&elopment8 team-2uilding and 2onding7
3or n) *ro'$ si>e( This interestin* cti&it) "ill t!e 0<-C< #in'tes( S$lit the
*ro'$ into te#s of three to fi&e $eo$le( E-$lin first tht there is not
necessril) n) $s)cholo*icl correltion bet"een "ht )o' re bo't to s!
the *ro'$ to %o, n% the $ersonlities of the *ro'$ 4$robbl)(((( it.s bit of
f'n5( The $'r$ose of the cti&it) is to %e&elo$ $ersonl self-"reness, to
%e&elo$ #'t'l "reness #on* the te#s. #e#bers, to sti#'lte fee%bc!
fro# other te# #e#bers, n% *enerll) to ssist te#-b'il%in* n% bon%in*
thro'*h *ettin* to !no" ech other better( The cti&it) hel$s 8ohri Win%o"
%e&elo$#ent, "hich is 'sef'l reference #o%el for the te#s( The e-ercise is
si#$leB Iss'e ech te# of 0-9 $eo$le "ith colo're% $ens, #r!ers, or cr)ons,
n% sheet of $$er $er te# #e#ber 4AM is fine, bi**er sheets re *ret if
there.s eno'*h roo# n% so#e bi* #r!er $ens or $ints n% br'shes5(
Ech te# #e#ber.s ts! is to %r" or $int tree on their sheet( The tree
#'st incl'%e root s)ste#, tr'n!, brnches, le&es, b'%s, fr'it, flo"ers n%
thorns( After 4or before - the choice is )o'rs5 the trees re %r"n 'se this .!e).
to s! the $rtici$nts to thin! bo't their trees in ter#s of theirB
roots N their life infl'ences n% beliefs
tr'n! N life str'ct're n% $rtic'lrl) s$ects tht re 1'ite fir# n%
fi-e%
brnches N reltionshi$s n% connections, %irections, interests, ho" the)
s$en% ti#e
le&es N infor#tion n% !no"le%*e - n% so'rces thereof
b'%s N their i%es n% ho$es for the f't're, n% their $otentil
fr'it N their chie&e#ents
flo"ers N "ht #!es the# s$ecil, their stren*ths
thorns N chllen*es, threts n% %iffic'lties
As! te# #e#bers to shre n% %isc'ss their trees n% inter$rettions "ith
ech other "ithin their te#s( E#$hsise the 'sef'lness of e#$thic listenin*
n% non-;'%*e#entl fee%bc!(
The %'rtion of the e-ercise is fle-ible %e$en%in* on the t)$e of $eo$le, n%
the nee%, benefit n% "illin*ness for shrin* $ersonl feelin*s( A%$t the !e)
bo&e to s'it the res of %isc'ssion )o' see! to enco'r*e, for e-#$le )o'
co'l% %% bir%s n% bees to the sit'tion to re$resent te#$orr) .$rtnershi$s.
or tr&el or holi%)sI or )o' co'l% %% "in%fll %e% brnches n% le&es to
re$resent %iscr%e% .b***e.I or chn*e .le&es. to #en .s!ills., .b'%s. to #en
o$$ort'nities, etc( =o' cn re#o&e ite#s lto*ether if the) re not rele&nt to
the sit'tion(
4Ac! 3 Kell)5
the <dalai lama< personalit" test 5ice-2reaker8 2it of nonsense8 light relief for
2oring meetings8 etc7
The f#o's .Dli @#. $ersonlit) test see#s to h&e strte% s chin letter
n% e#il ro'n% the )er 7<<<( It hs nothin* "htsoe&er to %o "ith the Dli
@#, n% s $s)cho#etrics instr'#ent it hs no stn%in* t ll, other thn
bein* to$ of the $ersonlit) testin* cte*or) loosel) referre% to s . lo% of
bolloc!s.( The test $$ers in #n) &r)in* $resenttionl for#ts, "hich
co##onl) $ro#ise lifelon* h$$iness, "elth, &oi%nce of $l*'e n%
$estilence, $lent) of se-, )chts, etc(, b't the essentil .test. ele#ents re
consistent( It.s bit of f'n n% no #ore( If )o' !no" of n) reserch tht s)s
other"ise $lese sen% it to #e( Men"hile 'se it "ith $inch of slt n% fir#
%iscli#er((
Question 6. @rite down the following fi&e animals in the order of "our
preference0 Cow Tiger Sheep +orse Pig
Question ;. @rite a word to descri2e each one of the following 5prefera2l"
write fi&e different descri2ing words70 $og Cat *at Coffee Sea
Question B. @rite down the name of a different person whom "ou associate
with each of these fi&e colours 5each person must 2e known to "ou and
important to "ou70 Cellow Orange *ed @hite Green
Question D. 4In the t)$icl .Dli @# chin letter e#il, 1'estion M s!s for
the $erson.s f&o'rite n'#ber n% f&o'rite %) of the "ee!, n% s'bse1'entl)
lin!s the ns"ers to res$ecti&el)B the n'#ber of frien%s to for"r% the
e#ilDletter to, n% the %) of the "ee! on "hich the $erson.s "ish "ill co#e
tr'e, so it.s s "ell to e-cl'%e 1'estion M, 'nless )o' $osition it $'rel) s bit
of nonsense(5
4At this $oint the chin letter nor#ll) s'**ests, for e-tr *r&its(((2Be s're
tht )o'r ns"ers re "ht )o' rell) feel(((2 n% then in&ites the res$on%ent
to #!e "ish(( "orl% $ece, #eetin* this #onth.s tr*et, #o%est "in on
the lotter), Tor1') Unite% to &oi% rele*tion(((5
After $eo$le h&e "ritten %o"n n% tho'*ht bo't their ns"ers, )o' cn
re&el the inter$rettions((((
Question 6 interpretation 4Write %o"n the follo"in* fi&e ni#ls in the or%er
of )o'r $referenceB Co" Ti*er Shee$ Horse Pi*5B
Co" N CAREER
Ti*er N PRIDE
Shee$ N @OLE
Horse N 3AMI@=
Pi* N MONE=
Question ; interpretation 4Write "or% tht %escribes ech one of the
follo"in*B Do* Ct Rt Coffee Se5(
The %escri$ti&e "or%s re s'$$ose%l) ho" )o' see or feel bo'tB
Do* N )o'r o"n $ersonlit)
Ct N )o'r $rtner
Rt N )o'r ene#) or ene#ies
Coffee N se-
Se N )o'r life
Question B interpretation 4Write %o"n the n#e of %ifferent $erson "ho#
)o' ssocite "ith ech of these fi&e colo'rsB =ello" Orn*e Re% White +reen5(
The $eo$le "ho# )o' i%entif) "ith ech colo'r re s'$$ose%l)B
=ello" N $erson )o' "ill ne&er for*et
Orn*e N tr'e frien%
Re% N $erson )o' rell) lo&e
White N )o'r t"in so'l or so'l-#te
+reen N $erson )o' "ill re#e#ber for the rest of )o'r life 4this is the
's'l inter$rettion of the +reen $erson, ltho'*h obser&nt re%ers
"ill notice tht it is effecti&el) the s#e s the =ello" $erson, so for
%%e% interest, here is n lternti&e #ore interestin* +reen5B
+reen N so#eone "ho cn tech )o' lot bo't )o'rself
8'st for interest onl), the chin e#ilDletter &ersion %%e% %%itionl incenti&e
for contin'in* the chin "ith the $ro#ise tht b) for"r%in* the #ess*e 4or
.#ntr.5 to s$ecife% n'#bers of $eo$le 2((()o'r life "ill i#$ro&e(((2 ccor%in*
to the follo"in* scleB
<-M $ersons N sli*htl) 4ste%) no"((5
9-K $ersons N to )o'r li!in*
K-6M $ersons N )o' "ill h&e t lest 9 s'r$rises in the ne-t three "ee!s
4$res'#bl) nice s'r$rises((5
69 or #ore $ersons N )o'r life "ill i#$ro&e %rsticll) n% 2ll tht )o'
h&e l")s %re#e% "ill t!e sh$e((2 4or "or%s to tht effect5
An% the chin letter t)$icll) en%s "ith finl si*n-offB 2If so#eone %oes not
s#ile t )o', be *enero's n% offer )o'r o"n s#ile( Nobo%) nee%s #ore
s#ile thn the one tht cnnot s#ile to others(((2 4"hich in itself is no b%
thin* to %&octe - see S#ile5(
3or the #ore #ischie&o's #on* )o', n% es$ecill) for n '%ience "ho #i*ht
lre%) h&e enco'ntere% the Dli @# test n% thin! the) !no" it ll, here
is n lternti&e Dli @# $ersonlit) test n% n% ns"er inter$rettions,
"hich is n e&en bi**er lo% of bolloc!s thn the one bo&e(
autograph collecting e:ercise 5introductions8 team-2uilding8 ice-2reakers8
self-e:pression and creati&it"7
A si#$le cti&it) for *ro'$s of n) si>e( Ei*ht to t"el&e is i%el( +ro'$s of #ore
then fifteen sho'l% be s$lit, for instnce *ro'$ of fift) co'l% be s$lit into fi&e
*ro'$s of ten( The bi**er the te#s the lon*er the e-ercise t!es( Iss'e to
ech te# #e#ber sheet of $$er n% %ifferent colo're% $en or $encil
4n'#ber of %ifferent colo'rs is fctor ffecti&e te#s si>es - %ifferent colo'rs
re hel$f'l, b't not bsol'tel) essentil5( As! ech $erson to %r"
#tchstic! $erson bo't t"o inches hi*h 4re$resentin* the#sel&es5 on their
sheet 4ln%sc$e ") ro'n%5, n% to "rite their n#e or 'to*r$h 4le*ibl)5
beneth it( Then s! the te# #e#bers to #o&e ro'n% the roo# #on* their
te#, s!in* other te# #e#bers to %% their #tchstic! i#*es n%
'to*r$hs, so s to collect #tchstic! i#*es n% si*nt'res( While collectin*
i#*es n% 'to*r$hs enco'r*e te#s to %isc'ss their interests n%
bc!*ro'n%s, n% to foc's on $eo$le.s n#es n% chrcteristics, so s to
reinforce retention of n#es( The e-ercise is co#$lete "hen ll te#s h&e
co#$lete% their collections of other te#s #e#bers( See the &rition to this
e-ercise belo"B
<personal logos< e:ercise &ariation
To increse the creati&e n% e:pressi&e s$ects of the bo&e cti&it), the
e-ercise cn be ltere% b) s!in* first, 4inste% of 'sin* #tchstic! $eo$le
i#*es5, tht te# #e#bers sho'l% %e&ise $ersonl lo*o or s)#bol to
re$resent the#sel&es 4so#ethin* si#$le, 1'ic!, reco*nisble5, "hich the)
sho'l% 'se inste% of the #tchstic! $erson( In ll other res$ects the e-ercise
cn be $l)e% o't 'nchn*e%( This %$te% &ersion %oes not necessril)
re1'ire colo're% $ens(
The cti&it) is for $eo$le n% te#s of n) ;ob-roles n% *es( =o'n* $eo$le
"ill es$ecill) en;o) it(
The %$te% e-ercise cn be e-ten%e% b) %isc'ssin* the #i- of stren*ths n%
c$bilities in ech of the te#s or the *ro'$ s "hole(( A*in the 8ohri
Win%o" is 'sef'l reference #o%el(
4A%$te% fro# s'**estion b) 3 Kell)5
getting to know "ou e:ercise 5introductions and ice-2reakers8 team-
2uilding7
An cti&it) for n) *ro'$ si>e( This si#$le e-ercise t!es 9-69 #in'tes n%
enco'r*es $eo$le to *et to !no" ech other, n% to feel rel-e% n% in&ol&e%
in *ro'$ sit'tions( The cti&it) lso hel$s te#-b'il%in* "here te#s h&e
"or!e% "ith ech other for so#e "hile b't $erh$s %o not !no" ech other
"ell( S$lit the *ro'$ into te#s of threes or fo'rs( As! the# to *et to !no"
ech other "ithin ech te#, b) *i&in* their n#es, n% to %isco&er co##on
interest #on* the #e#bers of their te#( At the en% of the %isc'ssion $erio%,
s) 9 #in'tes, the fcilittor hs the o$tion to e-ten% the e-ercise b) s!in*
the te#s to ech no#inte s$o!es-$erson "ho #'st then e-$lin briefl) the
nt're n% benefit of their o"n te#.s co##on interest( The 8ohri Win%o" is
'sef'l reference #o%el( Where *ro'$ #e#bers !no" ech other n% the
e#$hsis is on te#-b'il%in*, then #ore e#$hsis sho'l% be $'t on the
re1'ire#ent to $resent co##on interest in "hich ll te# #e#bers *ree
co##on benefit(
4Ac! 3ionn*h'l Kell)5
toilet roll ice-2reaker 5for amusing warm-ups8 group introductions8
ice2reakers7
This is rell) 1'ic! n% si#$le ice-bre!er, es$ecill) for enblin* $eo$le in
*ro'$ to !no" ech other in f'n ")( 3or *ro'$s of fo'r to ro'n% %o>en
$eo$leI s$lit lr*er *ro'$s into s#ller te#s 4the e-ercise "or!s ;'st s "ell5,
in "hich cse $$l) these instr'ctions for ech of the te#s( Pss or toss
toilet roll to one of the *ro'$ #e#bers( As! the $erson to ter off s #n)
sheets s the) "nt n% then $ss or toss the roll to nother #e#ber of the
*ro'$ to %o the s#e, n% then on to nother #e#ber to incl'%e the "hole
*ro'$( 4Tossin* the roll t rn%o# is #ore f'n s it increses f'n n%
e-$ecttion5( Do not e-$lin the $'r$ose )et( So#e "ill t!e t"o or three
sheets, so#e "ill t!e #ore( This, n% the inter$rettions #%e, "ill *enerte
lot of #'se#ent n% co##ent( Be s're to h&e s$re roll on hn%, n%
ob&io'sl) if s$littin* the *ro'$ into te#s ens're s'fficient s'$$lies for ech
te#( =o' then re&el the $'r$oseB ech in%i&i%'l #'st *i&e s #n) fcts
bo't the#sel&es ccor%in* to ho" #n) $ieces of toilet roll the) h&e( Those
"ith the #ost #o%est re1'ire#ents "ill therefore nee% to s) lestI those
terin* off co'$le of %o>en sheets "ill be 'n%er little #ore $ress're(((
This 1'ic! e-ercise cn lso be 'se% for %eci%in* se1'ence, for e-#$le the
or%er in "hich $eo$le *i&e $resenttions 4in "hich cse %;'st the r'le so tht
ech $erson cn ter off n'#ber of sheets "ithin rn*e e1'tin* to the
n'#ber of $eo$le in the te#, n% not the s#e n'#ber s n) other te#
#e#ber5(
The cti&it) cn be 'se% for n) sit'tion "here $eo$le re re1'ire% to
$erfor# n'#ber of ctions or foc's on n'#ber of s'b;ects(
The cti&it) cn lso be e-ten%e% to crete te# b'il%in* *#es, for e-#$leB
After ech $erson hs re#o&e% their chosen n'#ber of sheets, s$lit the *ro'$
into the 2h&e.s2 n% 2h&e-less.s2, n% *i&e ech si%e three #in'tes to $re$re
C< secon% stte#ent ;'stif)in* the #erits of .#bition. n% .#o%est).
res$ecti&el)( Or for three te#s 4the 2h&e.s2 the 2h&e-so#es n% the 2h&e-
littles25 to $re$re n% $resent res$ecti&el) on .%&ent're., .$r*#tis#. n%
.c'tion.(
4Ice-bre!er i%e co'rtes) P# Coo!, %$te% fro# n ori*inl e-ercise
fet're% in The Enc)clo$e%i of Ice-Bre!ers b) S'e 3orbess +reen5
personal possessions listening e:ercises 5listening skills8 interpreting
feelings8 telephone listening skills7
A si#$le 1'ic! e-ercise or "r#-'$ cti&it) for listenin* s!ills, $rtic'lrl) for
tele$hone, cll-centre n% c'sto#er ser&ice stff( 3or *ro'$s of n) si>e( As!
the *ro'$ to ech thin! of n% select $ersonl $ossession "hich hol%s so#e
#enin* for the# in%i&i%'ll), "hich the) c'rrentl) h&e "ith the# on the# -
$'rse, "llet, $iece of ;e"eller), "tch, $en, #obile $hone, set of !e)s, etc(
Ech $erson sho'l% "rite %o"n their ob;ect n% n#e on $iece of $$er, fol% it
'$, n% $lce it in the #i%%le of the tble( Then the fcilittor sho'l% s! one
of the %ele*tes to $ic! t rn%o# one of the $ieces of fol%e% $$er( This
$erson n#e% on the $$er sho'l% then $lce their selecte% ob;ect in front of
the# on the tble n% %escribe it briefl) to the *ro'$, n% e-$lin "ht n%
"h) it #ens to the# 4briefl)5( The *ro'$ sho'l% be instr'cte% to listen to the
$erson.s feelin*s bo't the ob;ect, so s to co##ent n% %isc'ss their
inter$rettions fter the $erson hs s$o!en( The $erson n% the fcilittor cn
*i&e fee%bc! to the *ro'$ bo't ho" "ell the *ro'$ hs inter$rete% "ht "s
si% n% the feelin*s behin% it( As! the *ro'$ $rtic'lrl) to listen n%
inter$ret "ht the ob;ect means to the o"ner( Certin ob;ects "ill be &er)
#enin*f'lI others less so( There re no .best. ob;ects - ll ob;ects "ill $ro&i%e
'sef'l e-#$les of %ifferent feelin*s n% #enin*s - "hether i#$ortnt,
$ersonl, f'nctionl, %is$osble, senti#entl, $riceless or "hte&er( After the
first ro'n% of %isc'ssion $ic! nother $iece of $$er n% re$et the e-ercise,
$ro*ressi&el) e-$lorin* ho" feelin*s re con&e)e%, n% ho" to inter$ret the#,
"ith ech $erson.s ob;ect( Lr) the e-ercise, increse the chllen*e, n%
si#'lte tele$hone con&erstions b) h&in* $eo$le listen .blin%. "ith e)es
close%, so tht $eo$le cnnot see the ob;ect or see the s$e!er.s fce( 3or
lr*er *ro'$s, s$lit the *ro'$ into te#s of s#ller n'#bers n% $$oint te#
fcilittors, so tht e&er)one cn h&e their t'rn t %escribin* their o"n
$ersonl $ossession, in "hich cse or*nise te# si>es to s'it the ti#e
&ilble(
<4oining instructions< ice-2reaker 5warm-ups8 team-working8 cooperation8
&irtual team-2uilding8 <4oined up< teams7
A rell) si#$le cti&it) for ice-bre!ers n% te# intro%'ctions, n% *ret for
%e#onstrtin* the nee% for co##'nictions n% te#-"or!in* "hen
%e&elo$in* &irt'l te#s n% .;oine% '$. $$roch( 3or n) *ro'$ si>e n% n)
*es n% le&el of bilit) n% seniorit)( S$lit the *ro'$ into te#s of e1'l
n'#bers bet"een three n% ten $eo$le( As! the te#s to stn% n% for# into
cl'sters( The e-ercise is test of coo$ertion, coor%intion n%
co##'niction( No #terils re re1'ire%( The fcilittor clls o't 4n%
%is$l)s on fli$-chrt5 n instr'ction b) "hich ech te#.s #e#bers sho'l%
;oin "ith ech other, for e-#$leB t"el&e fin*ers, three th'#bs, t"o elbo"s,
one sho'l%er n% t"o !nees( Ech te# #'st then "or! o't s 1'ic!l) s
$ossible ho" to chie&e the .;oinin* instr'ctions.( When $ro$erl) ;oine% the
te# cn sho't o't .;oine%. for the fcilittor to chec! the).&e "on the ro'n%(
Scores cn be !e$t n% the *#e $l)e% o&er se&erl ro'n%s( Ob&io'sl),
%ifferent ;oinin* instr'ctions "ill crete %ifferent $ress'res on the te#s to
thin! n% %$t( The fcilittor sho'l% thin! bo't ;oinin* instr'ctions to 'se,
#in%f'l of the li!el) *ro'$ n% te# si>es( Ens're the ;oinin* instr'ctions *i&en
re $h)sicll) $ossible, n% enble ll te# #e#bers to be in&ol&e% 4"hich is
*enerll) ens're% b) incl'%in* lots of fin*ers in the instr'ctions5( It.s $referble
to stte tht ;oine% sol'tions sho'l% in&ol&e ll te# #e#bers( Other e-#$les
of ;oinin* instr'ctions, %e$en%in* on te# si>esB
Si- !nees n% t"ent) fi&e fin*ers(
3o'r elbo"s, three ers, ten fin*ers one th'#b(
Three hn%s, three "rists, ten fin*ers n% t"o n!les(
T"ent) three fin*ers, three sho'l%ers, three noses n% chir(
Three toes, thi*h, forehe%, thirt) fin*ers, "ll n% tble(
Ten fin*ers, ten th'#bs, t"o elbo"s, t"o !nees, n% three cre%it cr%s(
Si- fin*ers, si- th'#bs, t"o n!les, #obile $hone n% clc'ltor(
3or the &oi%nce of 4%%itionl5 conf'sion, hn% is ;'st hn%, n% cnnot
lso be co'nte% s fo'r fin*ers n% th'#b( Incl'sion of inni#te ob;ects is
bsol'tel) fine, in "hich cse it.s best to confir# tht bo%) $rts connecte% to
inni#te ob;ects co'nt to"r%s the sol'tion( E-tr $oints for creti&e
sol'tions cn be "r%e% t the fcilittor.s %iscretion( Sti$'ltion of bre s!in
contct is lso t the fcilittor.s %iscretion b't if in %o'bt %o not insist on this
or e&en offer the o$tion 4"e li&e in liti*io's "orl%5( An% 'nless 'sin* the
cti&it) for &er) inti#te *therin*s it.s %&isble to e-cl'%e ton*'es(((
confessors and critics 5emotional intelligence8 >Q8 positi&e emotional
responses8 relationships8 communications8 team-working and team-
2uilding7
3or *ro'$s of n) si>e, ll *es n% ll le&els of e-$erience( E-$lin to the
*ro'$ 4briefl) is o!)5 the bsic $rinci$les of e#otionl intelli*ence 4EG5(
Prtic'lrl) e#$hsise tht negati&e emotional responses 4to ll sorts of
sti#'li, ie(, .e#otionl tri**ers.5 re the thin*s tht #ost co##onl) $re&ent
n% interr'$t constructi&e adult communications, necessr) for te#-
"or!in*, reltionshi$s 4"or! n% life, socil n% ro#ntic5, #'t'l
coo$ertion, n% helth) or*ni>tions(
E-$lin the e-erciseB the i# is to %e#onstrte tht "e re ble to i#$ro&e
o'r "reness n% control of o'r o"n e#otionl res$onses, n% "e cn
i#$ro&e o'r "reness of n% control o&er the e-tent to "hich "e $ro%'ce
e#otionl res$onses in others( 2S'fferin* is o$tionl2 4c! Anit Mo'ntin5(
C'sin* other $eo$le to s'ffer is o$tionl( We si#$l) nee% to thin! bo't n%
#!e co##it#ent to %e&elo$ o'r e#otionl #t'rit) 4"hich is the essence
of %'lthoo% n% "is%o#5(
S$lit the *ro'$ into $irs( As! ech $erson to thin! of rel $ersonl "e!ness
tht the) $ossess - for e-#$le bein* $rone to beh&io'rs s'ch sB bein* short-
te#$ere%, %o#ineerin*, too )iel%in*, lte, 'nrelible, %isor*nise%, bl#in*
others, obstr'cti&e, not etin* $ro$erl), s#o!in*, %rin!in*, not t!in* e-ercise,
s'l!in*, etc, etc( The "e!ness sho'l% be rel n% si*nificnt eno'*h to h&e
so#e e#otionl feelin*s ttche% to it for the $erson, b't not so serio's s
"o'l% o$en cn of "or#s n% *i&e rise to the nee% for se&erl sessions of
$s)chother$)( One $erson of ech $irin* 4for the $'r$oses of this e-$lntion
let.s cll hi#Dher the .confessor.5 sho'l% then e-$lin their "e!ness to their
$rtner, li!e n %#ission n% bit of n e-$lntion or *'ess s to the c'se,
for e-#$leB 2I cn be obstr'cti&e t ti#es "hen I co'l% be #ore hel$f'l -
$erh$s it.s "hen I.# feelin* lo" n% tht $eo$le %on.t sho" #e n) res$ect,2
or 2I co#e in lte so#eti#es bec'se I thin! ."h) sho'l% I bother bo't %oin*
*oo% ;ob "hen I sho'l% be $i% #ore. 2( The other $erson in the $irin* 4let.s
cll hi#Dher the .critic.5 #'st then %e#onstrte *i&in* the .confessor.
negati&e critical reaction to their %#ission 4%on.t *o #% - "e %on.t "nt n)
ters $lese5( 8'st fe" sentences of bl#e, ;'%*e#ent, n% 'ncrin*
rection 4i#*ine the "orst techer )o' h% t school n% ho" the) 'se% to
tret !i%s "ho.% #esse% '$ or #isbeh&e%, or i#*ine b'll)in* boss )o'.&e
!no"n5(
Ech $ir #'st then t!e #o#ent to thin! n% "rite %o"n ho" the) feel,
es$ecill)B the .confessor. sho'l% thin! ho" the) feel - "rite %o"n fe" !e)
"or%s( The .critic. sho'l% tr) to thin! bo't the role )o'.&e ;'st $l)e% - "here
%i% it co#e fro# in )o'? Cn )o' her )o'rself bein* li!e tht, e&en to s#ll
e-tent, in other sit'tions, rel sit'tions? Ho" %oes it ffect the other $erson?
If $eo$le "ish the) cn briefl) e-$lin their feelin*s to their $rtner, b't not
too #'ch bec'se the e-ercise is not co#$leteB
Then the .critic. sho'l% %e#onstrte *i&in* $ositi&e, 'n%erstn%in*, crin*,
s)#$thetic rection to the .confessor.( Not *reein* "ith the "e!ness, b't
'n%erstn%in* it n% listenin* "ith )o'r e)es to ho" the other $erson feels,
n% the fct tht the).&e #%e this %#ission, "hich for #n) $eo$le re1'ires
lot of co'r*e( Offer to listen so#e #ore, "itho't ;'%*e#ent, tr) to i#*ine
ho" the) feel, if the .confessor. "ishes to then %isc'ss the beh&io'r 4%o not
%isc'ss the $erson 'nless the $erson "nts to, in "hich cse listen "itho't
;'%*e#ent - it.s ho" the other $erson feels tht #tters, not the .critic.s
o$inions5(
Then ech $'se for #o#ent n% thin! ho" )o' feel( Wht "s hel$f'l n%
"ht "s not? 4It.s not l")s es) to be 'n%erstn%in* n% s) the ri*ht
thin*s5( Cn "e thin! of rel instnces "here this !in% of e#otionll)
s)#$thetic res$onse "o'l% h&e been #ore $$ro$rite thn the one ct'll)
%is$l)e%( Ho" cn "e increse o'r "reness of other $eo$le.s feelin*s n%
e#otionl sensiti&ities? Ho" cn "e control better "ht "e s) to others? Ho"
cn "e control better ho" "e feel "hen others fil to *i&e 's $ositi&e
e#otionl res$onse? Does recei&in* ne*ti&e e#otionl res$onse chn*e "ho
"e re, ;'st bec'se nother $erson is not ble to *i&e $ositi&e e#otionl
res$onse? Do "e bl#e others for not *i&in* $ositi&e e#otionl res$onse? Is
bl#e hel$f'l e#otionl res$onse? I#*ine ho" #'ch #ore effecti&e te#
or or*ni>tion is "hen $eo$le.s e#otionl res$onses re $ositi&e, tolernt,
'n%erstn%in* 4.*i&in*. in other "or%s5, rther thn ne*ti&e, bl#in*, self-
in%'l*ent, %isintereste% 4.t!in*. in other "or%s5(
If )o' cn #!e #ore ti#e for this cti&it), re&erse the roles n% re-r'n the
e-ercise to be*in %e&elo$in* *reter 'n%erstn%in* n% bilities in *i&in*
$ositi&e e#otionl res$onses(
It is hel$f'l lso to loo! t the 8ohri Win%o" #o%el, the Trnsctionl Anl)sis
erl) i%es, n% recent TA #o%els es$ecill) s$ects of .bl#e. - the #in%set
sho'l% beB 2It.s no-one.s f'lt, bl#e isn.t the iss'e - "ht #tters is ho" "e *o
for"r%, i#$ro&e n% %e&elo$(2
3inll) it.s "orth reinforcin* the fct tht ll e-$eriences re o$$ort'nities for
lernin*(
3il'res, "e!nesses, $roble#s n% #ist!esB the) enble 's to lern n% *ro"
"ise(
2irds8 2ees8 lions and trees acti&it" 5the 2est of all ice-2reakers and warm-
ups for &er" large groups3..7
An e-ercise tht is *ret f'n, $h)sicl, n% f'll of cti&it)( The e-ercise for
lr*e *ro'$s - o&er 6<< $eo$le - %'lts or chil%ren(
As! e&er)one to thin! for #in'te cref'll) n% %eci%e "ht ni#l 4or e-ten%
to li&in* cret'res, $lnts, se cret'res, etc5 tht the) ech #ost ssocite
the#sel&es "ith 4other thn h'#n5, b't not to tell n)one( 42If )o' "ere n
ni#lDli&in* thin* other thn h'#n "ht "o'l% )o' be?(((25
Then s! $eo$le to "rite their choice on s#ll $iece of $$er, n% !ee$ it in
their $oc!et( 4This is ") of ens'rin* $eo$le %o not chn*e their #in%s lter
"hen the) see "ht cret'res other $eo$le h&e chosen(5
Then s! e&er)one to thin! of beh&io'rDctionDso'n% the) cn $erfor# tht
"ill re$resent their chosen cret'reDli&in* thin* 4in other "or%s, 2No", ct li!e
)o'r chosen cret're(((25( Enco'r*e $eo$le to #o&e ro'n% the roo#,
ss'#in* their chosen cret're is #obile of co'rse( Peo$le choosin* to be se
cret'res "ill fce e-tr chllen*e, s "ill n)one choosin* to be tree, or
#'shroo#, n% this is ll $rt of the f'n( Enco'r*e e&er)one to $rctise their
ctionDnoise 4chos n% f'n of co'rse5( A*in enco'r*e #o&e#ent ro'n% the
roo# 4or s")in* in the "in% for ll the be'tif'l trees n% flo"ers(((5(
Then s! e&er)one 4"hile still ctin* o't their cret'reDli&in* thin*
ctionsDnoises5 to loo! for other *ro'$ #e#bers in the roo# "ho re the s#e
s the) re, n% *o n% ;oin the# to for# *ro'$Dfloc!D$ri%e, etc(
S'**est to $eo$le tht e&ent'l *ro'$ si>es sho'l% be no #ore thn 6<-67,
ltho'*h if s the fcilittor )o' consi%er tht other $'r$oses "ill be ser&e% b)
llo"in* bi**er *ro'$s si>es thn this then feel free to %o so(
If 'sin* the cti&it) for &er) lr*e *ro'$s, for e-#$le o&er 7<< $eo$le, it is
li!el) tht so#e s$ecies *ro'$s "ill be 1'ite lr*e, for e-#$le, ele$hnts,
lions, b'lls, %ol$hins, %o*s, cts - in "hich cse ens're )o' sho'l% s! $eo$le
"hen choosin* n% "ritin* %o"n their s$ecies to thin! bo't not onl) their
s$ecies, b't lso one or t"o other chrcteristics, e*, #leDfe#le,
)o'n*D%'ltDol%, s'b-s$ecies 4e*, Persin ct, fr# ct, lle) ct, or etc5( The
fcilittor then hs the o$tion lter if re1'ire% 4ie(, if lr*e *ro'$s $$er to
be for#in*5 to s! $eo$le to 'se these %etile% chrcteristics to s'b%i&i%e
lr*e *ro'$s of s) #ore thn %o>en $eo$le, in "hich cse these #ore
%etile% chrcteristics cn onl) be %isc'sse% once the #in s$ecies *ro'$s
h&e been for#e%, n% "hen the fcilittor hs *i&en the instr'ction for
for#e% *ro'$ to confer n% to s'b%i&i%e(
Then "hen e&er)one is for#e% into *ro'$s of the s#eD&er) si#ilr s$ecies s!
ech *ro'$ then to elect s$o!es$erson 4"ho #'st not be the #ost senior
$erson in the *ro'$, 'nless it is the CEO in $ri%e of #le lions, in "hich cse
feel free to $'t hi# on the s$ot((5( Ech s$o!es$erson #'st then e-$lin 4the
consens's &ie" of the s$ecies *ro'$5 s to "h) their $rtic'lr s$ecies
#e#bers ll chose to be tht $rtic'lr cret're, "ht #!es the# s$ecil,
n% then relteDtrnslte this to the s$ecil 1'lities tht the) s $eo$le brin*
to the or*nistion n% to their "or! n% colle*'es(
3or bit of %%e% interest )o' co'l% refer to or s! the s$ecies *ro'$s if the)
!no" the collecti&e no'n for *ro'$ of their o"n $rtic'lr s$ecies 4if so it.s s
"ell tht the fcilittor hs the ns"ers to the #ore %iffic'lt ones5( An% if )o'
"ish n% h&e ti#e, n% if it s'its )o'r $'r$oses, )o' cn e-ten% the cti&it)
b) r'nnin* te# 1'i> co#$etition bet"een the s$ecies *ro'$s 4)o' #i*ht
nee% to ;oinDs$lit certin s$ecies *ro'$s to crete te#s "ith si#ilr te#
n'#bers5 - n% ob&io'sl) 1'estions bo't s$ecies collecti&e no'n n#es re n
$$ro$rite so'rce of #teril for list of 1'i> 1'estions 4here re so#e
'n's'l ones5(
A finl co'$le of $oints of note bo't this cti&it)B Before n) reor*nisin*
te# n'#bers for $ossible s'bse1'ent te# 1'i> contest, the fcilittor sho'l%
'se the o$tion to ;oin to*ether n) sin*le or &er) s#ll *ro'$s of s$ecies if the
$eo$le concerne% #i*ht be feelin* 'nco#fortble or isolte% n% "orrie%
bo't h&in* to e-$lin to the "hole *ro'$ "h) the) chose to be ter#ite, or
le##in*, or Hoff#n.s t"o-toe% sloth( B't 'se )o'r ;'%*e#ent, bec'se on
the other hn%, $eo$le fin%in* the#sel&es the sin*le s$ecies #e#ber of
*ro'$ of one, "ill li!el) h&e &er) interestin* $ers$ecti&e, n% #i*ht 1'ite
en;o) tellin* ll the lions n% %o*s n% cts etc(, "h) it.s *oo% n% s$ecil to
be %ifferent to the cro"%, or her%, so to s$e!( The fcilittor of co'rse
retins the ri*ht to !ee$ isolte% in te# of one, the co#$n) $rcticl ;o!er
"ho nno'nces tht heDshe 4it "ill be he not she((5 is co##on col% &ir's,
for the %'rtion of the 1'i> n% for the re#in%er of the conference(
skills and attitudes e:ercise 5management and leadership training8
encouraging self-de&elopment8 de&eloping confidence and lifting
limits7
Peo$le co##onl) belie&e tht s!ills re the #ost i#$ortnt ttrib'tes n% the
bi**est trinin* $riorities( Often the) re not( Us'll) liftin* beliefs n%
chn*in* ttit'%es h&e fr *reter i#$ct on in%i&i%'l $erfor#nce n%
or*nistionl effecti&eness( This si#$le e-ercise hel$s to e-$lin the
%ifferences bet"een s!ills n% ttit'%e, n% "h) ttit'%e is so #'ch #ore
i#$ortnt thn s!ill( The cti&it) is for *ro'$s of n) si>e, ltho'*h )o' cn
s$lit lr*e *ro'$s into s#ller te#s "ith $$ointe% te# le%ers to r'n the
e-ercise in s)n%ictes, n% then re&ie" the %ifferent te#s. fin%in*s fter"r%s
s "hole *ro'$(
3irst, 'sin* fli$ chrt, brinstor# "ith the te# their i%es of *ret #n*ers
n% le%ers - cn be rel n% fictionl - f#o's, celebrit), locl b'siness
$ersonlities - "hte&er( Allo" fe" #in'tes to collect selection of n#es(
Tc! this sheet to the "ll( Then s! the te# to cll o't "ht the) thin! re
the ttrib'tes #ost ssocite% "ith the &rio's n#es on the list, tht #!e
the# *oo% t "ht the) %o( In n) or%er, %oesn.t #tter( Write these
ttrib'tes on the fli$ chrt( Then s! one of the #ore %o#innt %ele*tes to
co#e to the front n% circle ll the .s!ills. on the sheet, "ith the hel$ of the
te#, n% the fcilittor if necessr)( There "ill be hr%l) n)( Ne-t s!
1'iet te# #e#ber to co#e to the front n% circle ll the .ttit'%es. on the
sheet( It "ill be #ost of the#(
The $oint for %isc'ssion is tht "hile certin skill le&el is necessr) to %o
;ob, the fct is tht attitude %eter#ines "hether the ;ob is %one "ell, n%
"hether the ;ob hol%er #!es rel %ifference to their or*nistion,
colle*'es n% en&iron#ent(
leading or managing e:ercise 5management and leadership de&elopment8
team de&elopment8 &irtual teams8 super&isor" de&elopment7
Mn) $eo$le conf'se or #er*e the %ifferent ttrib'tes of #n*e#ent n%
le%ershi$( This e-ercise enbles $eo$le to 'n%erstn% the %ifferences( An)one
cn le%, ins$ire, #oti&te others( @e%ershi$ is not the e-cl'si&e
res$onsibilit) of the CEO, %irectors n% senior #n*ers( Enco'r*e stff t ll
le&els to s$ire to n% $$l) the $rinci$les of *oo% le%ershi$, n% the "hole
or*ni>tion "ill benefit( E&er)one, in their o"n "), cn be le%er( In fct
or*ni>tions "hich h&e $oor le%ershi$ t the to$ ct'll) $ro&i%e *ret
o$$ort'nit) for or%inr) stff n% ;'nior #n*ers t!e res$onsibilit) for
le%in*, ins$irin* n% hel$in* to %e&elo$ others( Don.t "it to be le% - be
le%er )o'rselfE
Here is list of #n) thin*s tht #n*ers n% le%ers %o( Either iss'e the list,
or $referbl) #!e 4or s! the te# to #!e5 se$rte cr%s or $ost-it notes
for ech "or%D$hrse, "hich cn be *i&en to *ro'$ or te#( Then s! the
$rtici$nts to i%entif) the ite#s tht re ssocite% "ith managing, n% those
tht re ssocite% "ith leading( +ro'$s of o&er fi&e $eo$le cn be s$ilt into
te#s of three, to enble f'ller $rtici$tion n% &riet) of ns"ers for
re&ie" n% %isc'ssion( Ech te# #'st h&e their o"n s$ce to or*nise their
ns"ers( Different te#s cn be *i&en %ifferent ite#s to "or! "ith or "hole
set for ech te#( Mn*e the 1'ntities n% scle ccor%in* to the sit'tion
n% ti#e( NB To shorten n% si#$lif) the e-ercise re#o&e ite#s for "hich
si#ilr ter#s e-ist, n% co#bine other si#ilr ite#s, for e-#$le re$ortin* n%
#onitorin*( If shortenin* the list ens're )o' !ee$ blnce bet"een
#n*e#ent n% le%ershi$ ite#s(
re$ortin*
#onitorin*
b'%*etin*
#es'rin*
$$l)in* r'les n%
$olicies
%isci$linin* $eo$le
bein* honest "ith
$eo$le
%e&elo$in* strte*)
cons'ltin* "ith te#
*i&in* res$onsibilit) to
others
%eter#inin* %irection
e-$linin* %ecisions
ssessin* $erfor#nce
%efinin* i#s n%
ob;ecti&es
%oin* the ri*ht thin*
t!in* $eo$le "ith )o'
%e&elo$in* s'ccessors
ins$irin* others
r'nnin* #eetin*s
inter&ie"in*
or*nisin* reso'rces
%ecision-#!in*
#entorin*
ne*otitin*
!ee$in* $ro#ises
"or!in* lon*si%e te#
#e#bers
shrin* &ision "ith te#
#e#bers
#oti&tin* others
*i&in* $rise
thn!in* $eo$le
bein* %eter#ine%
co##'nictin*
instr'ctions
#!in* $inf'l %ecisions
$$risin* $eo$le
recr'itin*
co'nsellin*
cochin*
$roble#-sol&in*
sellin* n% $ers'%in*
%oin* thin*s ri*ht
'sin* s)ste#s
*ettin* $eo$le to %o
thin*s
i#$le#entin* tctics
resol&in* conflict
*i&in* constr'cti&e
fee%bc!
cce$tin* criticis# n%
s'**estions
llo"in* the te# to
#!e #ist!es
t!in* res$onsibilit) for
others. #ist!es
for#l te# briefin*
res$on%in* to e#ils
$lnnin* sche%'les
%ele*tin*
rectin* to re1'ests
re&ie"in* $erfor#nce
ti#e #n*e#ent
n'rt'rin* n% *ro"in*
$eo$le
te#-b'il%in*
t!in* res$onsibilit)
i%entif)in* the nee% for
ction
h&in* co'r*e
ctin* "ith inte*rit)
listenin*
If 'sin* $ost-it notes or nother #etho% enblin* ite#s to be st'c! to "ll
4for e-#$le cr%s n% .bl'-tc!. $'tt)5, )o' cn s'**est tht ite#s be $lce%
on either si%e of &erticl line or strin* 4ttch he%in*s .le%ershi$. or
.#n*e#ent. to ech si%e5, in "hich cse the stren*th of ssocition tht ech
ite# hs "ith either he%in* cn be in%icte% b) ho" close ech ite# is
$ositione% in reltion to the %i&i%in* line 4ite#s tht re felt to be both
#n*in* n% le%in* cn be st'c! on the %i&i%in* line5( The si*nificnce n%
i#$ortnce of ech ite# cn be in%icte% b) ho" hi*h '$ the "ll it is
$ositione%( This cretes hi*hl) &is'l of .#$. of #n*e#ent n% le%ershi$
co#$etencies( The re&ie" %isc'ssion sho'l% in&esti*te resons n% e-#$les
for "h) ite#s re $ositione%, "hich cn entil ite#s bein* #o&e% ro'n% to
ech te#.s or "hole *ro'$.s stisfction n% *ree#ent(
Here.s the list sorte% into s'**este% cte*ories for the fcilittor to 'se "hen
re&ie"in* the cti&it)( The ns"ers re not bsol'te s conte-t n% st)le cn
ffect cte*or)( There is certinl) ;'stifiction for so#e of the .#n*in*.
cti&ities to $$er in the .le%in*. cte*or) if the st)le of $erfor#in* the# is
e-$line% s s'ch, for instnce .re$ortin* the $erfor#nce of the te# in ")
tht ttrib'tes $rise n% cre%it to the te#. "o'l% be n cti&it) ssocite%
"ith le%ershi$, "heres .re$ortin*. is bsic #n*e#ent %'t)( =o' cn %%
ts!s, %'ties, res$onsibilities n% beh&io'rs to the list, n%Dor in&ite te#
#e#bers to %% to the list "ith i%es or s$ecific e-#$les, before the
e-ercise( To shorten n% si#$lif) the e-ercise re#o&e ite#s for "hich si#ilr
ter#s e-ist, n% co#bine other si#ilr ite#s, for e-#$le re$ortin* n%
#onitorin*(
managing leading
re$ortin*
#onitorin*
b'%*etin*
#es'rin*
$$l)in* r'les n% $olicies
%isci$line
r'nnin* #eetin*s
inter&ie"in*
recr'itin*
co'nsellin*
cochin*
$roble#-sol&in*
%ecision-#!in*
#entorin*
ne*otitin*
sellin* n% $ers'%in*
%oin* thin*s ri*ht
'sin* s)ste#s
co##'nictin* instr'ctions
ssessin* $erfor#nce
$$risin* $eo$le
*ettin* $eo$le to %o thin*s
for#l te# briefin*
te#-b'il%in*
t!in* res$onsibilit)
i%entif)in* the nee% for ction
h&in* co'r*e
cons'ltin* "ith te#
*i&in* res$onsibilit) to others
%eter#inin* %irection
e-$linin* %ecisions
#!in* $inf'l %ecisions
%efinin* i#s n% ob;ecti&es
bein* honest "ith $eo$le
%e&elo$in* strte*)
!ee$in* $ro#ises
"or!in* lon*si%e te#
#e#bers
shrin* &ision "ith te#
#e#bers
#oti&tin* others
%oin* the ri*ht thin*
t!in* $eo$le "ith )o'
%e&elo$in* s'ccessors
ins$irin* others
resol&in* conflict
res$on%in* to e#ils
$lnnin* sche%'les
%ele*tin*
rectin* to re1'ests
re&ie"in* $erfor#nce
ti#e #n*e#ent
or*nisin* reso'rces
i#$le#entin* tctics
llo"in* the te# to #!e
#ist!es
t!in* res$onsibilit) for
#ist!es
n'rt'rin* n% *ro"in* $eo$le
*i&in* $rise
thn!in* $eo$le
*i&in* constr'cti&e fee%bc!
cce$tin* criticis# n%
s'**estions
bein* %eter#ine%
ctin* "ith inte*rit)
listenin*
4De&elo$e% fro# s'**estion b) Sheil Cl%"ell5
telephone rolepla" e:ercises 5communications8 customer ser&ice8 call-
centre training8 telephone call-handling skills8 sharing 2est practice
ideas7
These e-ercises "ill $ro&i%e e-$erientil tele$hone-s!ills lernin* s "ell s
enco'r*e $eo$le to "or! in te# n% shrin* i%es bo't rel
co##'nictions i#$ro&e#ent n% s!ills %e&elo$#ent( The cti&ities lso
enble the fcilittor or triner to ssess %ele*tes. bilities in hn%lin*
tele$hone clls( The cti&ities re $ri#ril) for inco#in* tele$hone clls,
ltho'*h the e-ercises cn esil) be %$te% for o't*oin* clls scenrios, n%
cn be %$te% for fce-to-fce c'sto#er ser&ice %es! stff( The cti&ities re
for n) *ro'$ si>e, n% re i%el e-ercises for trinin* co'rse s)n%ictes( 3irst
brinstor# "ith the *ro'$ ll the %ifferent t)$es of clls cn be recei&e%
4n%Dor clls #%e o't*oin* if $$ro$rite5( When )o'.&e collecte% the #in
cll t)$e e-#$les 4on fli$ chrt or "i$e-bor%5, n'#ber the#( Ne-t, s! the
%ele*tes to ech "rite %o"n %ifferent t)$e of cll e-#$le fro# the list(
=o' cn either llocte n'#ber to ech %ele*tes or let the# choose( Ech
$erson sho'l% then "rite clerl) on the $iece of $$er brief scenrio for their
chosen or llocte% cll t)$e( Ech $erson sho'l% then fol% their $iece of $$er
n% $'t it into the centre of the tble, t "hich ech %ele*te #'st then $ic!
one of the scenrios, "hich the) "ill then role-$l) s cll-hn%ler( S$lit
lr*e *ro'$s into te#s of three, "hich #ens )o' cn r'n se&erl role-$l)s t
the s#e ti#e 4"hen n% if )o' thin! $eo$le re re%), since this "ill crete
e-tr noise n% %istrction, si#ilr to cll centre en&iron#ent, "hich $'ts
e-tr $ress're on the te#s5( Ech te# of three co#$rises cll-#!er 4"ho
#'st ct o't the scenrio5, the cll hn%ler, n% n obser&er( Cll-#!ers n%
cll-hn%lers sho'l% sit bc!-to-bc!, "hich is i#$ortnt to re$licte &oice-
onl) co##'nictions( The obser&er in ech three sho'l% be*in the e-ercise b)
s)in* the "or% .rin*. 4or b) %e#onstrtin* their o"n #obile $hone.s rin*-tone -
for e-tr %istrction n% $ress're, n% bit of f'n5, t "hich the cll-hn%ler
#!es their res$onse, n% the cll-#!er cts o't the scenrio, to "hich the
cll-hn%ler #'st res$on%( After short ti#e 4%o not let role-$l)s *o on for
#ore thn co'$le of #in'tes - there is no nee%, n% it hel$s !ee$ $eo$le
foc'se% if )o' cn !ee$ thin*s #o&in* t *oo% $ce5, re&ie" the e-$eriences
"ith the "hole *ro'$, in&itin* the &ie"s of the obser&ers n% the cll-#!ers
n% cll-hn%lers( Re&ie" fter ech role-$l) so tht $eo$le cn re#e#ber
n% shre i%es n% re ble to $'t the# into $rctice( Then *et on "ith the
ne-t role-$l)s( Rotte the roles so tht ech %ele*te *ets the chnce to %el
"ith their o"n scenrio( If %ele*tes $refer, let the# choose scenrio if the)
feel the).% *et $rtic'lr benefit fro# role-$l)in* it( Definitel) llo" n%
enco'r*e %ele*tes tr) $rtic'lr role-$l) *in if the) "nt to( Be ss're%
tht $eo$le "ill %;'st to role-$l)s if )o' *i&e the# ti#e to *et o&er the
*i**les or initil ner&es( @'*hter is $erfectl) nt'rl %efence *inst ner&es
"hich )o' sho'l% llo" to r'n its co'rse( Stic! "ith it, !ee$ thin*s #o&in*, '$-
bet, n% $l)f'l, n% $eo$le "ill settle %o"n n% en;o) n% *et lot o't of
the e-$erience(
This cti&it) is fle-ible for#t - %$t it to s'it )o'r o"n sit'tion n% the
nee%s of the *ro'$( A%$t the role-$l)s for o't*oin* clls or for fce-to-fce
%isc'ssions if $$ro$rite( =o' sho'l% %%itionll) e-$lin n% reinforce the
correct $roce%'res n% techni1'es ccor%in* to )o'r o"n $rctices( Ob&io'sl)
'se )o'r o"n co##'nictions trinin* n% $roce%'rl reference $oints in the
re&ie"s, b't tr) to let $eo$le e-$erience n% lern thro'*h e-$erience n%
fee%bc! rther thn s$oon-fee%in* the# ll the ns"ers( Disco&er) thro'*h
e-$erience *retl) i#$ro&es lernin*, 'n%erstn%in* n% retention - $eo$le
feel the e-$erience, "hich the) cnnot %o if the) re si#$l) tol% thin*s( If
hel$f'l lso brinstor# i%es bo't the $oints to be re&ie"e% "ith the *ro'$
4for e-#$le, st)le, intontion, clrit), $rocess, $olic), inititi&e, t!in*
res$onsibilit), b'il%in* r$$ort, %iff'sin* conflict, tolertin* b'se, cl#in*
'$set, 'sin* e#$th), cti&e listenin*, fcilitti&e techni1'es, etc5( Refer lso
to the theor) n% instr'ctions for role-$l)in* e-ercises( If $$ro$rite 4n% if
the *ro'$ is co#fortble "ith the i%e5 )o' cn recor% the role-$l)s n%
re$l) the %isc'ssions to the *ro'$, in "hich cse onl) one role-$l) cn be
$erfor#e% t ti#e, "hich i#$lies h&in* relti&el) s#ll *ro'$ si>e( 3or
lr*er *ro'$ si>es recor%in* is not li!el) to be fesible, n% )o' sho'l% 'se
te#s of three s %escribe%(
ring tones ice-2reaker acti&it" 5ice-2reaker or 4ohari window awareness
e:ercise7
This is si#$le "r#-'$ ice-bre!er cti&it), or cn be 'se% s n e-ercise to
$ro&o!e %isc'ssion bo't self-i#*e n% #'t'l $erce$tions "ithin te#s( As
n ice-bre!er the cti&it) %%s &riet) n% interest to the nor#l $ersonl
intro%'ctions t the strt of trinin* co'rse or session( When intro%'cin*
the#sel&es in t'rn to the *ro'$, $rtici$nts #'st %e#onstrte their #obile
$hone rin* tones, n% 4here.s the i#$ortnt bit5 #'st e-$lin the reson for
their choice of rin* tone 4or lc! of interest in .$ersonl. rin* tone5, n% offer
so#e co##ent s to "ht this #i*ht s'**est bo't their $ersonlit) n% st)le(
The e-tent to "hich %isc'ssion n% fee%bc! #on* the *ro'$ is enco'r*e% is
t the %iscretion of the fcilittor, %e$en%in* on the *ro'$ co#$osition n%
"hether the cti&it) is 'se% si#$l) s n ice-bre!er, or for #ore in&ol&e%
%isc'ssion, "hich co'l% esil) be lin!e% "ith the 8ohri Win%o" n% %e&elo$in*
#'t'l "reness( Rin* tones re for #n) $eo$le n e-$ression n% e-tension
of $ersonlit), s is hn%"ritin*, "hich is lso interestin* to co#$re "hen
%isc'ssin* $ersonlit)(
o2ser&ation and awareness e:ercise 5ice-2reaker8 warm-up8 o2ser&ation8
awareness8 personal change7
An cti&it) or ice-bre!er for te#s n% *ro'$s of n) si>e, e&en lr*e
conferences n% se#inrs( This si#$le short e-ercise is %$tble for "i%e
&riet) of sit'tions, n% ill'strtes ho" "e ten% to *o thro'*h o'r li&es in
ro'tine #nner, not noticin* thin*s ro'n% 's, "hen "e sho'l% ll be #ore
li&e to o'r s'rro'n%in*s 4n% o'r o"n sel&es5( A"reness is $re-re1'isite for
res$onse n% ction - es$ecill) effecti&e co##'nictions( Self-"reness is
essentil for $ersonl effecti&eness n% chn*e( This cti&it) %e#onstrtes tht
"e cn ll i#$ro&e in these res(
The fcilittor sho'l% $re$re list of 9-7< 1'estions 4%e$en%in* on the
%'rtion of cti&it) re1'ire%5 bo't %etils of the $rtic'lr "or! or #eetin*
en&iron#ent, 4n% o$tionll) bo't the $rtici$nts. o"n sel&es5 for e-#$leB
"ht colo'r re the floor tiles in rece$tion?
"ht "s the n#e of the l%) "ho ser&e% )o' coffee on rri&l 4it "s
on her n#e-b%*e5?
ccor%in* to the the $l1'e b) the entrnce %oor, "ho o$ene% the
b'il%in* n% in "ht )er?
"ht is fet're% in the bi* ln%sc$e $ict're tht hn*s in the
rece$tion?
"here is the fire e-tin*'isher in the hll") o'tsi%e this roo#?
"ht $ro%'cts re fet're% in the $ict'res in the ele&tor?
"ht "s the colo'r of the rece$tionist.s ;c!etDhirDblo'se?
"ht is $rinte% on )o'r roo# !e) fob si%e fro# the n'#ber?
ho" #n) $lstic cr%s re in )o'r $'rseD"llet?
n% so on((
To *i&e the cti&it) n e-tr e%*e )o' cn #!e it co#$etiti&e, in "hich cse
s! te# #e#bers to e-chn*e their ns"er sheets for scorin* "hile the
fcilittor clls o't the ns"ers( =o' cn lso "r% $ri>e for the #ost
#'sin* "ron* ns"er( The obser&tionD"reness e#$hsis of the e-ercise is
sli*htl) %ifferent if the sit'tion is one-off conference &en'e, co#$re% "ith
the *ro'$.s nor#l "or!in* en&iron#ent( Tr) to #!e the 1'estions fir for ll,
es$ecill) if $rtici$nts h&e 1'ite %ifferent f#ilirit) "ith the loction(
Select 1'estions, n% %;'st the $ositionin* of the $'r$ose n% re&ie"
ccor%in*l)( Whte&er - the e-ercise is n en;o)ble n% %ifferent ") to
ill'strte the o$$ort'nities tht "e ll h&e for i#$ro&in* o'r "reness, n%
therefore res$onsi&eness( As $oint of interest )o' cn refer $rtici$nts to
the .3irst @" Of C)bernetics., lso !no"n s the .The @" of Re1'isite Lriet).,
"hich isB 2The 'nit "ithin the s)ste# "ith the #ost beh&io'rl res$onses
&ilble to it controls the s)ste#(2 The $oint bein* tht )o' nee% #-i#'#
"reness in or%er to enble #-i#'# res$onses( Also $oint o't tht
"reness fet'res in t lest three of +r%ner.s in&entor) of #'lti$le
intelli*ences, notbl) s$tilD&is'l, inter$ersonl, n% self-"reness(
4A%$te% fro# s'**estion b) @'r 3eerer(5
the <hellespont swim< moti&ation case stud" and team e:ercise 5moti&ational
theor"8 performance8 achie&ement and self-de&elopment7
Use the Helles$ont S"i# stor) s #oti&tionl cse st'%) n% e-ercise( Print
n% iss'e co$ies to te# #e#bers in $irs, s)n%ictes of three, or s#ll te#s,
n% s! the te# #e#bers to consi%er the cse st'%) in the conte-t of
#oti&tionl theor), $l's other s$ects of self-#oti&tion n% $erfor#nce
#n*e#ent( There re &er) #n) interestin* $oints of reference "ithin the
stor) tht relte to #oti&tion n% $erfor#nce - ho" #n) $oints of interest
cn te#s i%entif)? Refer te# #e#bers to the &rio's #oti&tionl n%
$ersonl %e&elo$#ent theories, for e-#$le, Mslo", Bloo#, Mc+re*or,
McClelln%, Hn%), A%#s, 8ohri, etc(, n% enco'r*e te#s lso to i%entif)
e-#$les of $erfor#nce n% $ro;ect #n*e#ent "ithin the stor)( Te#s
sho'l% $resent their fin%in*s to the *ro'$ fter bein* *i&en s'itble ti#e
$erio% for %isc'ssion( The $resenttions n% ens'in* %isc'ssions $ro&i%e n
inno&ti&e bsis for ssessin* !no"le%*e le&els n% %e&elo$in* 'n%erstn%in* of
#oti&tionl theor)( 3cilittors ti$B !ee$ recor% of ll the s'**estions n%
i%es risin* fro# 'sin* the e-ercise, "hich )o' cn b'il% into list of $oints to
hel$ re&ie" f't're cti&ities in&ol&in* this cse st'%)(
<animal kingdoms< metaphors e:ercises 5team-2uilding8 understanding and
de&elopment of team d"namics8 organisational structures and cultures7
This e-ercise is &er) fle-ible, n% "ill hel$ te#s n% le%ers to %e&elo$
'n%erstn%in* of te# n% or*nistionl str'ct'res, %)n#ics, $olitics,
co##'nictions, res$onsibilities, $erce$tions, reltionshi$s, etc( The e-ercise
is for *ro'$s of n) si>e, s'b;ect to cretin* s)n%icte te#s of '$"r%s of
three $eo$le to no #ore thn se&en or ei*ht $eo$le t #ost( 4@r*e s)n%icte
te#s #!e it #ore %iffic'lt to ens're f'll $rtici$tion b) ll te# #e#bers(5
Iss'e ech te# "ith lr*e sheet of $$er 4for te#s of fo'r n% o&er ;oin
t"o sheets of fli$-chrt $$er to*ether to crete bi* "or!s$ce5 n% so#e
colo're% #r!er $ens( The i# of the e-ercise is for ech te# crete
re$resenttion or #et$hor of $rtic'lr "or! te#, or %e$rt#ent, or
or*nistion s if it "ere n .ni#l !in*%o#. or ni#l societ) of so#e sort(
The te#4s5 cn 'se n) li&in* cret'res to crete their #et$hor, for e-#$le
insects, bir%s, fish, %inos'rs( The fcilittor sho'l% sti$'lte the $rt of the
or*nistion tht is to be re$resente%, ie(, trnslte% into #et$hor societ)
of ni#ls n% li&in* cret'res( The te#4s5 cn choose n) for# of
re$resenttion n% l)o't to crete their ni#l !in*%o# #et$hors - for
e-#$le, n#es of ni#ls in hierrchicl str'ct're, or %r"in*s of ni#ls,
s'ch s $ln &ie" of ;'n*le, or section &ie" of beehi&e or nts nest(
Rell), n)thin* *oes( The te#s then $resent their #et$hors to the *ro'$,
n% %isc'ss the #enin*s n% feelin*s bo't the ni#l !in*%o# the).&e
crete%, "hich "ill ob&io'sl) reflect feelin*s n% ttit'%es bo't the rel "or!
sit'tion tht the #et$hor re$resents( The sit'tion to be re$resente% cn
lso be e-ten%e% to incl'%e c'sto#ers n% s'$$liers( This e-ercise "ill be
hel$f'l for inter-connecte% te#s to %e&elo$ #'t'l 'n%erstn%in*, n% "ill
lso re&el to fcilittors n% #n*ers the ttit'%es n% o$$ort'nities for
i#$ro&in* n% clrif)in* reltionshi$s, e-$ecttions, res$onsibilities, $olitics
n% or*nistionl c'lt're( Usin* #et$hors, es$ecill) those "hich enble the
e-$ression of stron* chrcteristics 4s'ch s ni#ls n% "il%life5, re n
e-cellent ") for $eo$le to consi%er, e-$ress n% %isc'ss &ie"s bo't
str'ct're, reltionshi$s, beh&io'rs, etc(, "hich other"ise ten% not to s'rfce(
The 8ohri Win%o" is 'sef'l reference #o%el for the $ost-cti&it) re&ie"(
negotiation teams scenario e:ercises 5negotiation skills training8 team
2uilding8 teamwork and communications8 negotiation planning7
In $lnnin* n% %esi*nin* ne*otition s!ills trinin* fcilittors n% triners
co##onl) see! re%)-#%e cse-st'%ies or off-the-shelf scenrios, to $ro&i%e
bsis for ne*otition e-ercise or role-$l)s( 3in%in* s'itble n% rele&nt
cse-st'%ies is %iffic'lt ho"e&er( The) re rrel) free, n% e&en the cse-st'%)
e-ercises "hich co#e t $rice ten% to re1'ire so#e %;'st#ent for the
ct'l trinin* sit'tion( So here.s %ifferent $$roch to fin%in* ne*otition
cse-st'%ies, tht "ill fit e&er) sit'tionB h&e the *ro'$ the#sel&es %esi*n the
scenrio s $rt of the ne*otition trinin* session, "hich the) "ill then 'se for
the ne*otition role-$l) in te#s(
3irst fcilitte brinstor# session "ith the *ro'$ to crete the scenrio, "ith
s #n) &ribles 4tr%bles5 s $ossible for ech si%e( This is &er) hel$f'l
e-ercise in itself since stff n% #n*ers nee%in* to lern n% $rctise
ne*otitin* rrel) $$recite ll the iss'es n% o$$ort'nities for ne*otition
tht e-ists in n) $rtic'lr sit'tion( H&in* the *ro'$ constr'ct the scenrio
lso *i&es the triner or fcilittor the chnce to *'i%e the %e&elo$#ent of the
scenrio, so tht it is "or!ble, n% to i%entif) the %e&elo$#ent nee%s of the
te# tht "rrnt #ost ttention lter s the session 'nfol%s( Use te#$lte
s *'i%e for the *ro'$ for the scenrio %esi*n brinstor# session( Here.s n
e-#$le of te#$lte for ne*otition scenrioB
sit'tion %escri$tion
$eo$le in&ol&e% on ech si%e, their le&el of infl'ence, their $ersonl n%
cor$orte i#s, n% co##ent bo't $ersonlit) n% ne*otitin* st)les
&ribles 4tr%bles5 for ech si%e "ith &l'es or notionl $riorit)
rn!in* for ech si%e 4bec'se ech si%e "ill $lce %ifferent &l'e on
ech &rible5
lternti&e o$tions for ech si%e 4co#$etitor offers "ith $ros n% cons,
n% co##ent on o$$ort'nit) for either si%e to si#$l) "l!-")5
e-ternl $ress'res n% ti#e-sensiti&e fctors 4for e-#$le sesonl or
contrct'l s$ects5
$l's n)thin* else of berin* to either si%e
H&in* constr'cte% the scenrio )o' cn then r'n the ne*otition role-$l) in
n) ") )o' choose( The ne*otition cti&it) cn be or*nise% for in%i&i%'ls
or te#s, "ith st*es n% res$onsibilities b'ilt in to increse the co#$le-it)
n% chllen*e( Or si#$l) r'n the cti&it) "ith t"o te#s fcin* ech other
cross tble, "ith s'itble ti#e li#it to chie&e creti&e "in-"in
4collborti&e5 o'tco#e(
A fli$ chrt is n essentil tool for this e-ercise, bec'se it llo"s i%es n%
criteri for the ne*otition to be clerl) *ree% n% sho"n t ll ti#es( As the
ne*otition role-$l) 'nfol%s it is li!el) tht 1'estions "ill rise "hich re1'ire
the fcilittor.s rbitrtion, so e-$ect to h&e to #n*e n% control the
cti&ities closel) n% $r*#ticll)( In this res$ect there is so#e si#ilrit) "ith
rel ne*otitions, "hich rrel) $rocee% s ntici$te%(
The i# of the e-ercise n% the role-$l) ne*otition is not to crete
confronttion, or "inner-t!es-ll res'lt( The i# - "hich sho'l% be
reinforce% fre1'entl) "ith the te# #e#bers - is for the %ele*tes to see! n%
%e&elo$ ne" ")s of rri&in* t better collborti&e o'tco#es, b) thin!in*
creti&el) n% in collbortion "ith the other si%e, i%ell) bse% on relistic
4$erh$s historicl5 "or! ne*otition sit'tion( As s'ch )o' cn fcilitte n
enor#o's #o'nt of lernin* n% i%es "ith this for#t, in the ") tht the
scenrios re %e&elo$e% n% %isc'sse%, n% es$ecill) in the ") tht the
ne*otitin* te#s cn be enco'r*e% to t!e creti&e n% coo$erti&e
$$roch to fin%in* better sol'tions thn #i*ht first $$er $ossible or h&e
historicll) been chie&e%(
E&er) ne*otition, "hen &ie"e% creti&el), entre$rene'rill) n%
collborti&el), $ro&i%es n e-cellent o$$ort'nit) to %e&elo$ n% i#$ro&e
s)ner*ies bet"een n% benefitin* both si%es, "ithin the ne*otite% o'tco#e(
=o' n% the trinees #i*ht fin% it 'sef'l to refer to Shron Dre" Mor*en.s
conce$ts re*r%in* collborti&e fcilittion, "hich ltho'*h %e&elo$e%
$ri#ril) for front-en% of the sellin* $rocess, re lso e-tre#el) 'sef'l for
coo$erti&e ne*otitin*( Ech si%e is 'ni1'el) $ositione% to see ho" the other
si%e cn #ore effecti&el) contrib'te to the co#bine% sol'tion - it cn be
strn*e conce$t to $$recite initill), b't is e-tre#el) $o"erf'l in n)
sit'tion "here t"o $eo$le or si%es see! to rech *ree#ent to "or! to*ether,
"hich is essentill) "ht ne*otition is ll bo't( See lso the ne*otition
techni1'es #teril(
language8 grammar communications st"les training acti&ities 5english
language8 grammar8 communications st"les8 for customer ser&ice and
rapport-2uilding7
This is si#$le i%e for trinin* n% %e&elo$in* ln*'*e n% con&erstionl
s$eech s!ills 4En*lish ln*'*e - ltho'*h the for#t cn &er) esil) be $$lie%
to other co'ntries n% ln*'*es5 for stff of ll t)$es, incl'%in* o&erses
c'sto#er ser&ices n% cll centres, n% for sles n% co##'nictions trinin*(
Effecti&e co##'nictions re1'ire ln*'*e n% st)le tht is $$ro$rite for the
listener - nor#ll) si#ilr ln*'*e st)le to the listener( +oo% co##'nictors
cn %;'st their ln*'*e st)le to hel$ the listener 'n%erstn% the
co##'niction 1'ic!l) n% esil)( Usin* $$ro$rite .#tchin*. ln*'*e n%
st)le lso hel$s to b'il% r$$ort "ith other $eo$le( These ln*'*e s!ills re
hel$f'l to ll stff, not ;'st $eo$le in o&erses cll centres(
The cti&it) is si#$l) to iss'e %ifferent %il) ne"s$$ers n%Dor lifest)le
#*>ines to the *ro'$ - so#e tbloi%s, .re%-to$s., bro%sheets, for e-#$le
4in the UK5 The S'n, The Mirror, The Dil) Mil, The Dil) E-$ress, the Ti#es,
The Tele*r$h, The 3inncil Ti#es( Or 'se #*>ines, re$resentin* bro%
socil #i-(
S$lit the *ro'$ into three or fo'r in%i&i%'ls or $irs or te#s of three
4%e$en%in* on *ro'$ si>e n% ti#e &ilble5, n% *i&e ech %ifferent
ne"s$$er or #*>ine, so tht ech is 1'ite %ifferent fro# the others 'se% in
the e-ercise( The te# #e#bers then h&e 7<-0< #in'tes to crete n
infor#l $resenttion n% $erh$s si#$le co##'nictions role-$l), "hich
%e#onstrtes i#$ortnt s$ects of the ln*'*e n% co##'nictions st)les for
their *i&en ne"s$$er or #*>ine(
In&ol&e the *ro'$ fter ech $resenttion, n% *in fter ll $resenttions, in
%isc'ssion bo't the !e) s$ects of the st)les the) h&e obser&e%, n% the
%ifferences in st)le, ln*'*e n% "or%s bet"een the %ifferent
re%ershi$Dsocil clss st)les( Other %isc'ssion $oints cn be e-ten%e% to
incl'%eB
the #oti&es n% s$irtions of the %ifferent t)$es of $eo$le, their
lifest)les n% concerns, n% $'rchsin* %ri&ers
ln*'*e n% st)le the).% res$on% to, n% be less li!el) to res$on% to -
t)$icl "or%s, *r##r n% &ocb'lr)
the sort of $ro%'cts n% ser&ices the) b') 4the %&erts in the
$'blictions cn be hel$f'l in %e&elo$in* this 'n%erstn%in*5
refer to %e#o*r$hics n% socil clssifictions %etils, n% lso to the
re%ershi$ $rofiles of the $'blictions 4"hich re often es) to obtin
fro# the $'blictions the#sel&es5
)o' cn e&en e-ten% the cti&it) to sho"in* n% %isc'ssin* e-#$les of
TL sho"s for *i&en t)$e of '%ience, n% e-$lorin* %e#o*r$hics
infor#tion "hich is &ilble to $otentil %&ertisers
refer lso to non-&erbl co##'nictions n% the tone of &oice, since
#enin* n% feelin* e-ten%s be)on% "or%s lone refer lso to the
co##'nictions n% ln*'*e s$ects "ithin the theories of N@P 4ne'ro-
lin*'istic $ro*r##in*5, n% Trnsctionl Anl)sis
o24ect sculpture team e:ercise 5understanding team d"namics8 team-
2uilding8 team communications8 mutual awareness7
This inno&ti&e *ro'$ cti&it) cn be 'se% for e-$lorin* the %)n#ics of
te#, n% %e&elo$in* #'t'l "reness( The e-ercise cn be 'se% "ith te#s
of fo'r, '$ to #-i#'# of t"ent), ltho'*h s'ch lr*e *ro'$ si>e increses
the ti#e re1'ire%( @r*er *ro'$s cn be s$lit into te#s 4i%ell) "or! te#s5
of M-6< te# #e#bers( Ech $erson #'st be ts!e% before the cti&it) session
to brin* lon* three ob;ects or ite#s tht h&e so#e $ersonl #enin* n%
"hich lso relte to the te#( 4This is n interestin* e-ercise in itself if the
ite#s re sho"n n% their $ersonl n% te# si*nificnce %isc'sse% b) the
te#5( Ne-t, 'se s'itbl)-si>e% tble or $iece of cloth on the floor to ct s
the bse for the sc'l$t're( Te# #e#bers #'st then, in their o"n ti#e, $lce
their ob;ects either ll t once or one t ti#e onto the bse( Te# #e#bers
sho'l% be instr'cte% to $lce n% %;'st the $osition of their ob;ects in
#enin*f'l reltion to other te# #e#bers. ob;ects, n% t n) ti#e n)
$erson cn #o&e n) ob;ects on the bse $ro&i%e% none is re#o&e% lto*ether(
Prtici$nts sho'l% be enco'r*e% to #o&e ro'n% the sc'l$t're s it is
e&ol&in*( This is ll %one in silence for $erio% stte% before-hn% or %eci%e%
%'rin* the cti&it) ccor%in* to the sit'tion b) the fcilittor, "hich "ill
t)$icll) be 7<-M< #in'tes( The sc'l$t're is co#$lete t the en% of the fi-e%
ti#e $erio% "hen te# #e#bers h&e finishe% #o&in* the ob;ects n% re
stisfie% "ith the sc'l$t're( 4Alternti&el) $rtici$nts cn be $er#itte% to
%isc'ss the $ositionin* of the ob;ects, "hich on one hn% enco'r*es cti&e
te#-"or!in* %'rin* the e-ercise, b't on the other hn% "ill re%'ce the effect
of interference n% .&ioltion., "hich is ob&io'sl) $otentill) interestin*
%isc'ssion re for fter"r%s, so choose "ht )o' thin! "ill be #ost hel$f'l
for the te# concerne%, or e&en s! the te# "hether the).% $refer the
sc'l$t're b'il% to be silent or o$enl) %isc'sse%(5 The fcilittor then
enco'r*es the te# to &ie" the sc'l$t're fro# %ifferent n*les n% %isc'ss
the #enin* of the finishe% "or!, n% ho" it s)#bolises the te# 4%)n#ics,
$ersonlit), stren*ths, "e!nesses, st)le, reltionshi$s, #i-, o$$ort'nities,
threts, etc5( Then the fcilittor enco'r*es the $rtici$nts to tl! bo't the
$rocess - the si*nificnce of their $ersonl ob;ects n% ho" the) felt bo't
the# bein* #o&e% ro'n%( A si*nificnt s$ect of this fscintin* e-ercise is to
re&el hi%%en $ersonl &l'es n% nee%s, $l's the ris!s of 'nintentionl
&ioltion, n% the o$$ort'nities for n'rt'rin* thro'*h ech $erson.s o"n nee%s
n% %esires( This e-ercise cn be 'se% for f'n n% creti&e cti&it), n%
certinl) to $ro#ote increse% #'t'l "reness n% s'$$ort( Te#s "hich
re ble to 'se their i#*intion, n% ble to e-trct #enin* fro# "ht is
1'ite n bstrct $rocess, sho'l% be ble to *in s'bstntil insi*ht into the
te#.s %)n#ics fro# this cti&it)( 4Ac! 8ohn @er)-8o)ce5 See n% 'se the
8ohri Win%o" #o%el to hel$ te# #e#bers 'n%erstn% n% *et the best o't
of this cti&it)(
team islands e:ercise 5team-2uilding8 team-working8 planning8 negotiation
inter-personal skills8 creati&it"8 pro2lem-sol&ing and more7
This is &ersion of the cl) isln%s e-ercise belo" 4refer to tht *#e for
i%es, fcilittin*, te# si>es, etc5( Cl) is *ret b't is #ess) n% #ore
%iffic'lt to #n*e thn this &ersion "hich 'ses %r"in* inste%( +ther the
te# ro'n% lr*e sheet of $$er - the bi**er the *ro'$ the bi**er the $$er
- fo'r sheets of fli$-chrt $$er ;oine% to*ether #!es *oo% "or! re for
te# of fo'r to ten $eo$le( Prtici$nts cn $l) s in%i&i%'ls or in $irs(
Usin* felt ti$ #r!er $ens te# #e#bers be*in b) %r"in* their o"n section of
costline for one "hole te# isln%, "ith "hte&er fet'res re %esire%, so
tht sections re connecte% "ith those of %;cent colle*'es to crete one bi*
isln%( Ne-t, te# #e#bers cn #r! o't the territor) "or!in* inln% fro#
their o"n sections of costline "ith "hte&er fet'res re %esire% - resi%entil,
in%'stril, trns$ort, *eo*r$hicl n% co'ntr)si%e fet'res - tr) to *ree
s'itble scle before this co##ences, ltho'*h the fcilittor cn %elibertel)
le&e this &*'e so s to %e#onstrte the chllen*es of sclin*, inter$rettion
n% co#$tibilit) s the cti&it) 'nfol%s( As te# #e#bers be*in to #eet the
intentions n% %r"n fet'res of nei*hbo'rs the) "ill enco'nter &riet) of
iss'es n% sit'tions tht nee% %isc'ssin*, ne*otitin*, *reein*, etc(, ;'st li!e
those of n) *ro"in* co##'nit) or or*nistion( These "ill co##onl) in&ol&e
iss'es bo't bo'n%ries, ro%s, co##'nictions, reso'rces, c'lt're,
en&iron#ent, coo$ertion , %is$'te, fctions n% %ecision-#!in*( Mn)
$rllels "ill be obser&e% - bet"een the *#e n% the ct'l te#.s "or!
iss'es n% %)n#ics - n% life( This e-ercise cn be 'se% s sn%-lone
cti&it), or t the be*innin* of lon* $ro*r##e n% then re$ete% t the en%
to i%entif) the chn*e in co##'niction n% 'n%erstn%in* tht hs occ'rre%
s res'lt of the $ro*r##e or session concerne%( 3or lr*er *ro'$s the
cti&it) cn be e-ten%e% to in&ol&e the %e&elo$#ent of n'#ber of isln%s -
one $er te# - "hich "hen co#$lete% cn then be*in to en**e - &isit, tr%e,
e-$lore, lern fro#, ttc!, b'il% llinces, etc - "ith the other te#s. isln%s(
A*in refer to the cl) isln%s instr'ctions belo" for #ore i%es( This is n
e-cellent e-ercise for %'lts in "or! or trinin*, n% lso for )o'n* $eo$le n%
chil%ren( 4Ac! 8ohn @er)-8o)ce5
positi&e statements e:ercises 5personal change8 attitude de&elopment8
confidence and asserti&eness8 emotional maturit"8 emotional
intelligence8 personal de&elopment7
This cti&it) cn be &rie% to s'it the sit'tion( It is si#$le n% )et $otent
e-ercise to enco'r*e n% hel$ te# #e#bers 4or chil%ren, )o'n* %'lts,
n)one rell)5 to thin! bo't n% ho$ef'll) co##it to $ersonl chn*e n%
%e&elo$#ent, es$ecill) if lin!e% to co##it#ent to t!e ction fter the
e-ercise( The e-ercise "ill lso enco'r*e self-nl)sis n% *ol-settin*( The
shrin* of i%es #on* te# #e#bers 4if the cti&it) is r'n so tht $eo$le
%isc'ss their i%es - it cn be r'n .secretl)., so tht $eo$le !ee$ their tho'*hts
to the#sel&es5 lso hel$s to o$en .8ohri Win%o". s$ects of #'t'l "reness,
"hich is *oo% for te# b'il%in* n% effecti&eness( 3irst the fcilittor or te#
le%er sho'l% refer to the $*e bo't rel-tion n% $ositi&e stte#ents or
.scri$ts. s #etho% of i%entif)in* n% chie&in* $ersonl chn*e( This "ill *i&e
)o' n% the %ele*tes 'sef'l bc!*ro'n% for the session, n% lso for the
on*oin* i#$le#enttion of "hte&er ctions $eo$le "ish to t!e for"r%
follo"in* the cti&ities(
The e-ercise is then to s! the te# #e#bers to thin! bo't one, t"o or three
s$ects of their o"n $ersonl chrcter 4ho" #n) is '$ to the fcilittor5 tht
the) "o'l% li!e to %e&elo$, chn*e, or i#$ro&e( 3or e-#$le, this #i*ht be to
%e&elo$ *reter confi%enceI to #n*e their ti#e betterI to %el "ith stress
betterI to be #ore creti&eI to be #ore cc'rteI to finish ts!s on ti#eI to
t!e #ore e-erciseI to s$en% #ore ti#e "ith their chil%renI to chie&e
1'lifictionI or n)thin* bo't the#sel&es n% their li&es, t ho#e or "or!,
tht it is resonble to "nt to chn*e( De$en%in* on the *ro'$, )o' cn *i&e
e-tr *'i%nce s to $rtic'lr res to foc's on or &oi%( Be #in%f'l of the
*ro'$.s co#fort >one n% !ee$ "ithin it in ter#s of the $ersonl nt're of
"e!nesses n% sensiti&ities tht )o' e-$ect $eo$le to thin! bo't, n% if
$$ro$rite, to %i&'l*e to others( If )o' "ish to s! the te# #e#bers to thin!
of #ore thn one s$ect for chn*e, )o' cn *'i%e the# to select %ifferent
t)$es of chn*e, for e-#$le, one for "or! n% one for ho#eI or one for no",
one for the ne-t #onth n% one for the ne-t three #onths( Use )o'r
i#*intion n% refine )o'r instr'ctions to fit the sit'tion( Ber in #in% tht
certin chn*es tht $eo$le see! to #!e "ill contin #ore thn one ele#ent,
"hich is rele&nt to the ne-t st*e of the e-ercise(
When $eo$le h&e tho'*ht n% %eci%e% on their s$ect4s5 for chn*e, )o' cn
s! the# to %isc'ss their i%es n% feelin*s in $irs, so s to &li%te, confir#,
ressess their tho'*hts( Alternti&el) )o' cn s! $eo$le to !ee$ their tho'*hts
to the#sel&es( It %e$en%s on the *ro'$ s to "hether )o' #!e the e-ercise
.o$en. or .secret.(
Ne-t, s! the te# #e#bers to trnslte ech %esire% chn*e into specific
positi&e statement, "hich 4in !ee$in* "ith the techni1'e5, sho'l% be in the
present tense( If %esire% $ersonl chn*e contins #ore thn one beh&io'r
then it cn hel$ to bre! it %o"n into t"o #ore #ore stte#ents( Bro%l), the
#ore #bitio's n% co#$le- the %esire% chn*e then the #ore li!el) it "ill
nee% bre!in* %o"n into se$rte stte#ents, "hich co'l% be %ifferent
beh&io'rs or ste$s(
The fcilittor sho'l% %eci%e n% *ree "ith the %ele*tes "hether the) "ish
to shre their i#s n% stte#ents "ith others( It is hel$f'l to shre, bec'se
$eo$le cn then "or! in $irs to to *i&e n% recei&e fee%bc! s to the chn*es
n% $ositi&e stte#ents "hich re$resent the chn*es %esire%( Peo$le cn lso
then re% o't their stte#ents to the *ro'$, s first ste$ to"r%s 'sin* the
stte#ents in the ") %escribe% on the rel-tion n% $ositi&e stte#ents
$*e(
There re &rio's ")s to re&ie" the e-ercise, the $rocess, feelin*s n% the
o't$'ts, n% &rio's ")s to *ree follo"-'$ ctions n% co##it#ents if
$$ro$rite, ll of "hich %e$en% on the *ro'$ n% the sit'tion, n% es$ecill)
the "ishes of the in%i&i%'ls in&ol&e%(
the 2ig word game 5understanding and defining aims8 purpose8 culture8 etc7
A &er) si#$le *#e for *ro'$s of ll si>es, n% $eo$le of ll *es n% le&els of
seniorit)( Peo$le cn "or! s in%i&i%'ls, $irs, or te#s of three or #ore,
%e$en%in* on the sit'tion n% o'tco#es n% %e&elo$#ent re1'ire%( Pl)in*
the *#e "ith in%i&i%'ls "ill li#it te# %isc'ssion n% coo$ertion b't "ill
$ro%'ce in%i&i%'l e-$ressionI "or!in* in te#s "ill $ro#$t te# %isc'ssion
n% *enerte collecti&e e-$ression(
The ob;ect of the e-ercise is for the te# #e#bers to e#bellish or %ecorte
bi* "or% on sheet of fli$-chrt $$er( The "or% cn be the s#e for ech
$ersonDte# or cn be %ifferent, n% cn be chosen b) the %ele*tes or the
fcilittor, %e$en%in* on the o'tco#es n% $rtic'lr foc's re1'ire%( Short
"or%s "or! better thn lon* "or%s(
The "or% cn be $re-$re$re% - ie(, enlr*e% n% $rinte% in $lin font s'ch
s ril, 0-C inches hi*h, $referbl) in o'tline, so s to o$ti#ise the
o$$ort'nit) for %ecortion - n% then the $rinte% sheet st'c! to the fli$-chrt
sheet, ln%sc$e 4si%e")s5( Alternti&el) *ree the "or% "ith the
%ele*tesDte# n% instr'ct the# to %r" it s si#$le blc! o'tline on the
fli$-chrt sheet( The "or% sho'l% be $lin n% si#$le - it.s the %ecortion tht
#tters, n% "hich cn be &er) re&elin*(
Prtici$nts #'st 'se #terils $ro&i%e%, for e-#$le, $ens, $ints, cr)ons,
*litter, *l'e, te-tiles - n)thin*, 'se )o'r i#*intion - to %ecorte n%
e#bellish the "or% so s to e#$hsise "ht the "or% #ens to the#, in
"hte&er conte-t the fcilittor s'**ests( The conte-t cn be n)thin* tht
$ertins to the session, for e-#$leI the or*nistion.s &l'es n% $ositionin*,
the %ele*te.s $ersonl $hiloso$h) 4if "or!in* s in%i&i%'ls5, #n*e#ent
c'lt're, c'sto#er ser&ice effecti&eness - n) the#e "ill "or!( This e-ercise is
lso i%el for &er) )o'n* $eo$le, s "ell s $eo$le t "or!(
The e-ercise *i&es %ele*tes the o$$ort'nit) to e-$ress their feelin*s bo't the
*i&en conte-t, in the ") tht the) choose to %ecorte the "or%(
E-#$les of the#esDconte-tsB the or*nistion, c'sto#ers, c'sto#er ser&ice,
inter-%e$rt#entl co##'nictions, creer o$$ort'nities, the school, trinin*
n% %e&elo$#ent(
E-#$les of "or%s for %ecortionB te#, boss, stff, techer, st'%ent, school,
ser&ice, tl!, her, i%es, chn*e, #e, 's, "or!(
The res'lts of the e-ercise cn esil) be %is$l)e%, re&ie"e% n% %isc'sse%,
le%in* to o$$ort'nities for ctions, "hich the fcilittor cn follo" thro'*h(
See lso the fl*s n% #-i#s e-ercises belo"(
different perspecti&es e:ercise 5de&eloping mutual understanding 2etween
4o2 roles8 departments8 locations8 offices? impro&ing cohesion? defining
roles? 2uilding &irtual teams7
This cti&it) is %esi*ne% to i#$ro&e te# #e#bers. 'n%erstn%in* of ech
other.s roles n% res$onsibilities, n% cn $ro%'ce so#e e-citin* o't$'t
ctions( It cn lso be 'se% in te# b'il%in* "or!sho$s n% tro'ble-shootin*
#eetin*s, lso to %efine roles n% res$onsibilities, %e&elo$ &irt'l te#s, n%
to %e&elo$ ine-$erience% $eo$le.s $resenttions s!ills n% confi%ence( The
e-ercise cn be 'se% t inter-%e$rt#entl #eetin*s, interntionl
conferences "here %ele*tes bre! o't into s)n%icte *ro'$s, or in n)
sit'tion in&ol&in* $eo$le re$resentin* %ifferent roles or res$onsibilities "ho
"ill benefit fro# lernin* #ore bo't other roles or %e$rt#ents in the
or*nistion, n% fro# the $rocess of b'il%in* reltionshi$s n% e#$th) "ith
other roles 4"hich re re$resente% in the *ro'$5( This &er) fle-ible cti&it) is
therefore $rtic'lrl) s'ite% to sit'tions "here $eo$le nee% to increse their
'n%erstn%in*, $$recition n% "reness of other s'$$ortin* f'nctions( The
for#t is lso *oo% for b'il%in* &irt'l te#s 4ie(, $eo$le "ho re bro'*ht
to*ether for $rtic'lr $ro;ect fro# &riet) of f'nctions(5
Here re the instr'ctions for the %ele*tesB
Ech $erson 4or cn be $ir5 re$resentin* ;ob role 4or %e$rt#ent or
loction5 sho'l% $re$re short $resenttion of their role 4or %e$rt#ent,
office, re*ion, sector, etc5, "hich the) "ill *i&e to the *ro'$, in t'rn( The
$resenttions cn be infor#l 4fli$-chrt or %isc'ssion st)le5 or #ore for#l
4$o"er$oint5, %e$en%in* on the ;'%*e#ent of the fcilittor, "hich is bse% on
the c$bilit) n% confi%ence of the %ele*tes, n% ti#e &ilble for
$re$rtion n% %eli&er)( Presentin* in $irs is 'sef'l less-thretenin* ") to
intro%'ce no&ice $resenters to the e-$erience( A $resenttion te#$lte *'i%e
cn be iss'e% s follo"s, "hich )o' cn %;'st to s'it )o'r sit'tionB
Here.s "ht "e %oDcn %o 4incl'%in* $ersonl intro%'ctions5
Here.s "h) the f'nction is i#$ortnt to o'r or*nistion n% o'r
c'sto#ersDthe $ro;ect
O'r chllen*es 4for e-#$le, inter-%e$rt#entl, strte*ic, $ro;ect i#s
iss'es5
Ho" )o' cn hel$ 's 4es$ecill) loo!in* t connectin* n% %e$en%ent
f'nctions5
An) 1'estions
Allo" t"o #in'tes fter ech $resenttion for initil 1'estions n% fee%bc!
n% to 1'ic!l) i%entif) n) ctions or o$$ort'nities for follo"-'$( The
fcilittor sho'l% .$r!. #;or iss'es or 1'estions for lter re&ie" rther thn
interr'$t the flo" of the $resenttions(
3or #ore senior $eo$le )o' cn increse the ti#e llo"e% for $re$rtion
4"hich i#$lies tht this be *i&en s $re-session instr'ction n% $re$re% b)
the %ele*tes $rior to the session or #eetin*5, n% lso lon*er $erio% cn be
llo"e% for the $resenttions the#sel&es(
In n) e&ent, clc'lte n% control cref'll) the ti#e $er#itte% for
$resenttions, 1'estions n% %isc'ssion, so tht the "hole cti&it) fits into the
&ilble ti#e-slot(
3or li*ht-herte% sit'tions, to %% e-tr $ers$ecti&eDcolo'rDf'n to the role
e-$lntion, )o' cn s'**est tht the $resenters sho'l% reference fictionl or
rel chrcter, for e-#$le, fro# s$ort, entertin#ent, crtoons, $olitics,
histor)I n)one "ho the) feel s)#bolises the role( The chrcter reference cn
be incor$orte% into the $resenttion st)le n% for#t to "hte&er e-tent the
$resenter "ishes(
De$en%in* on the sit'tion n% co#$le-it), the fcilittor cn s! tht the
$re$rtion be %one $rior to the session, in "hich cse 'se these *'i%elines to
crete $re-session $re$rtion instr'ction sheet( If $re$rtion is to be $rior
the session, $resenters sho'l% be enco'r*e% to cons'lt "ith their
%e$rt#entlDf'nction colle*'es if $$ro$rite(
In&ol&in* $eo$le in this ") n% .*i&in* the# &oice. enco'r*es $resenters to
thin! bo't the iss'es, n% i#$ro&e connections n% 'n%erstn%in*( The
session is $rtic'lrl) 'sef'l in co##'nictin* "i%e rn*e of $ers$ecti&es, to
*ro'$, '$ to %te, fro# the horses. #o'ths so to s$e!( The e-ercise lso
*i&es ine-$erience% $resenters 'sef'l intro%'ction to $resentin* n% s$e!in*
to *ro'$ since the) re tl!in* bo't s'b;ect the) !no" "ell, to *ro'$ of
$eers "ho "ill ech h&e to *i&e their o"n $resenttions, "hich ens'res *oo%
'%ience s'$$ort(
3inll) it is essentil tht the fcilittor enbles n% ens'res tht ll i#$ortnt
iss'es, 1'estions n% ctions risin* fro# the session re $ro$erl) follo"e% '$(
If the session is re1'ire% for $ro;ect-relte% resons 4es$ecill) in&ol&in* the
for#tion of ne" te#5 then it is i#$ortnt to concl'%e the $resenttions
cti&ities "ith *ro'$ re&ie" %isc'ssion n% so#e *ree#ent on n o&erll
ction $ln(
See lso the *'i%elines on r'nnin* "or!sho$s, r'nnin* #eetin*s, n% cretin*
n% *i&in* $resenttions(
pass-the-2all e:ercise 5warm-ups8 2rainstorming ideas8 collecting e:amples7
This &er) si#$le cti&it) for#t cn be 'se% for "i%e &riet) of $'r$oses, for
%'lts in te#s or *ro'$s in b'siness n% or*nistions, n% lso for chil%ren(
The cti&it) is 'sef'l "here te# of $eo$le nee%s enco'r*in* to s'**est
e-#$les, brinstor# i%es, or thin! of "or%s, #etho%s, e-$eriences, etc(, n%
to hel$ $eo$le #e#orise $rior lernin*( As the e-ercise is $h)sicl s "ell s
#entl it is lso *ret "r#-'$, n% #etho% of enblin* $eo$le to "or!
to*ether n% coo$erte &er) 1'ic!l), in n en;o)ble ")(
Si#$l) or*nise the *ro'$ or te# into circle, "hich cn be ro'n% tble(
As! the# to stn% '$( Thro" bll - n) t)$e of bll - to one of the *ro'$
#e#bers, n% e-$lin tht the bll sho'l% be thro"n to nother te# #e#ber
- in no $rtic'lr or%er - '$on "hich the recei&in* $erson #'st cll o't his or
her s'**estion, ccor%in* to "hte&er the#e hs been no#inte% b) the
fcilittor t the strt of the e-ercise( The fcilittor sho'l% "rite the
s'**estions on fli$-chrt to re&ie" the# t the en% of the cti&it)(
Prtici$nts sho'l% thro" the bll to the ne-t te# #e#ber, rn%o#, fter
cllin* o't their i%e or s'**estion( The e-ercise cn lso be 'se% to reinforce
$rior lernin*, "hen $rtici$nts cn be s!e% to re$et e-#$les or %etils of
"ht the) h&e lerne% in $re&io's session( This incl'%es cllin* o't st*es in
$rtic'lr $rocess or re$etin* set of r'les or instr'ctions(
Possible e-ercise the#es n% cte*ories for i%es, e-#$les, s'**estionsB
resons "h) c'sto#ers contct s'$$liers
c'ses of stress t "or!
i%es for this )er.s Christ#s $rt)
thin*s tht #oti&te 'sD#eDstff
i%es for $'blicit) $hoto-o$$ort'nit)
benefits of *i&en $ro%'ct or ser&ice
#n*e#ent chllen*es tht "e fce 4for #n*ers5
")s to s! so#eone to %o so#ethin* for )o'
fctors tht infl'ence $rofit
i%es to s&e cost
")s to i#$ro&e 1'lit)
")s to %eli*ht c'sto#ers o'tsi%e of their nor#l e-$ecttions
$ositi&e ins$irtionl "or%s "e cn 'se to hel$ others
ti#e #n*e#ent ti$s n% i%es
e-#$les of 'sin* $ositi&e "or%s rther thn the ne*ti&e 4for e-#$le,
o$$ort'nit) &ers's $roble#5
I%el *ro'$ si>e is si- to ten $eo$le( 3or lr*er *ro'$s s$lit the $eo$le into t"o
or #ore *ro'$s n% no#inte fcilittors for ech *ro'$ to recor% the te#.s
s'**estions n% i%es(
letting go e:ercise 5illustrating the need to look ahead8 to de-clutter8 to let
go of useless 2aggage7
As! the te# #e#bers ech to $'t their o"n brief-cse or $ersonl or*niser
on the tble in front of the#( Then s! ech to thin! bo't the obsolete
#teril in it tht the).&e been too l>) to thro" ") 4or %elete, in the cse
of PDA5( Then s! the# to ct'll) re#o&e the 'seless ite#s, to scre" the#
'$ n% to $'t the# into $ile in the #i%%le of the tble lon* "ith e&er)one
else.s( Where in%i&i%'l te# #e#bers re rel'ctnt to %#it to !ee$in* hol%
of n) obsolete 'seless #teril, s! the# to i%entif) the three ol%est $ieces
of #teril the) re still !ee$in*, n% to ;'stif) their retention to the *ro'$( If
the) s'ccee% then the) sho'l% be r'nnin* the session(((
The ct of thro"in* e&er)one.s collecti&e ;'n! into bin cn be 'se% to
s)#bolise the .loo!-he%. the#e, n% to reinforce co##it#ent to %e-
cl'tter, to "elco#e n% #!e the #ost of chn*e, n% not to %"ell on the
$st, to co#$lin bo't $st iss'es, or re*ret $st #ist!es(
=o' cn e-ten% or chn*e the e-ercise to b) s!in* $eo$le to $ro%'ce n%
scr'tinise their o"n b'nch of !e)s, or contents of hn%b*s 4be #in%f'l of
sensiti&ities5, or "llets, or e&en the %%ress boo!s of #obile $hones, to
ill'strte ho" "e ll !ee$ 'nnecessr) b***e, "hich hol%s 's bc!, "ei*hs 's
%o"n, n% hin%ers o'r bilit) to st) fresh n% "elco#e chn*e( Al#ost
e&er)one !ee$s ol% #teril - b***e - "hich "ei*hs 's %o"n n% cl'tters o'r
li&es( +ettin* ri% of cl'tter is &itl s$ect of st)in* fresh, loo!in* for"r%
n% $ositi&el) e#brcin* chn*e(
Control the b***e fro# )o'r $st, n% )o' control )o'r f't're(
=o' cn if $$ro$rite refer $eo$le to the Trnsctionl Anl)sis #o%el, "hich
$ro&i%es 'sef'l $ers$ecti&e on ho", if "e let it, the $st cn con%ition o'r
f't're thin!in* n% beh&io'r( More i#$ortntl), the #o%el sho"s 's tht we
ha&e a choice either to let o'r $st control 's, or to t!e control of o'r $st,
n% thereb) fin% free%o# in the f't're( @oo! lso t the $ersonl chn*e $*e,
"hich $ro&i%es theor), #etho% n% s#$le scri$t for e-ten%in* the .lettin* *o.
e-ercise(
mnemonics e:ercises 5de&eloping the 2rain? learning8 reinforcing and
memorising ke" facts and data7
The "or% #ne#onic 4$rono'nce% .ne#onic. 5is fro# Mne#os)ne, the +ree!
*o%%ess of #e#or)( This is si#$le n% &er) fle-ible cti&it) to hel$ te# of
$eo$le 4or chil%ren5 to lern n% re#e#ber !e) fcts n% infor#tion - bo't
n)thin*, n% certinl) reltin* to the $rtic'lr the#e or s'b;ect of the te#
#eetin* or trinin* session( The e-ercise is bse% on the #etho% of #e#orisin*
thro'*h ssocition( E-#$les of #ne#onics 'sin* ssocition reB
Richr% Of =or! +&e Bttle In Lin 4the initil letters #tch those of
the colo'rs of the rinbo", Re% Orn*e =ello" +reen Bl'e In%i*o Liolet5
The "or% .stl*#ites. contins n .M. for #o'ntin 4"hich $oints '$, s
o$$ose% to stlctites, "hich $oint %o"n5
The "or% .sttioner). 4reltin* to $$er5 contins n .er., s %oes .$$er.
4s o$$ose% to the "or% sttionr) N .not #o&in*.5
N'#bers cn be re#e#bere% b) ssocition "ith si#ilrl) sh$e%
i#*es, for e-#$leB 6 N "n%, 7 N s"n, 0 N fl)in* bir%, M N )cht, 9 N
hoo!, C N ele$hnt 4tr'n!5, H N cliff, O N s$ectcles, K N blloon on
stic!, < N bechbll, 6< N stic! n% hoo$( There re #n) other
lternti&es( This #e#or) #etho% enbles lon* n'#bers to be
re#e#bere% b) cretin* stor) lin!in* the res$ecti&e i#*es(
The e-ercise itself is si#$l) to s! te# #e#bers, in%i&i%'ll) or in $irs, to
crete their o"n #ne#onic for *i&en $iece of i#$ortnt infor#tion, fcts or
fi*'res( The infor#tion co'l% be relte% to the the#e of the #eetin* or not,
%e$en%in* on the sit'tion( E-#$les of t)$es of infor#tion tht re 'sef'l to
s'$$ort "ith #ne#onics reB $rocess, theor) or #o%el, for#'l,
technicl %t, $ro%'ct rn*e, co%es n% n'#bers, $roce%'res n% $olicies,
%oc'#ent references, etc( Mne#onics sho'l% then be $resente% bc! to the
*ro'$ n% %isc'sse% s to their effecti&eness( Shrin* i%es for #e#orisin* !e)
%t hel$s te#s on n'#ber of le&elsB it i#$ro&es retention of the $rtic'lr
s'b;ect #tter 'se% in the e-erciseI it teches $eo$le ho" to i#$ro&e their
#e#or), n% it *ets $eo$le "or!in* to*ether in creti&e ")( There is lso
l")s the li!elihoo% tht so#e $rtic'lrl) *oo% i%es "ill co#e o't of the
e-ercise, "hich cn then be con&e)e% n% 'se% to reinforce !e) infor#tion
cross the "i%er or*nistion( 4Thn!s M Croselli for the $ro#$t5
strengths and goals e:ercise 5personal direction8 personal strengths8 goal
steps8 goals8 measures7
This e-ercise hel$s te# #e#bers 4n% in%i&i%'ls5 to i%entif) their $ersonl
stren*ths, %irection, i#s n% *ol ste$s, either in their $ersonl life or for
their "or!-relte% %e&elo$#ent, or for both co#bine%( 3irst s! $rtici$nts to
%r" line on sheet of $$er, 4 lr*e sheet is esier thn s#ll one, n%
&erticl line on sheet $ortrit-")s '$ is $robbl) esier if )o' re s!e%,
ltho'*h it.s not criticl5( As! the# then to #$ onto it, 4either or both,
%e$en%in* on the $'r$ose n% foc's of the cti&it)5, '$ to fi&e #;or life
e&ents n%Dor the "or! chie&e#ents the) h&e e-$erience%( Then s! the#
to list the 1'lities, s!ills n% ttrib'tes tht the) 'se%, n% "ht e-$erience,
s!ills, n% &l'es the) *ine% s res'lt, lon*si%e ech e&ent or chie&e#ent(
When the $rtici$nts h&e co#$lete% this, s! the in%i&i%'ls to for# into
$irs or threes, n% to %isc'ss in t'rn - 'sin* the other te# #e#bers s
so'n%in* bor% - $ossible f't're %irection n% i#s 4creer, self-%e&elo$#ent,
or both5 tht their stren*ths n% e-$eriences "o'l% enble n% hel$ the# to
chie&e( 4Ac! 3ionn*h'l Kell)5
career re&iew and planning e:ercise 5personal direction8 career path8
career counselling7
The $'r$ose of this e-ercise is to $ro&i%e $rtici$nts "ith n o$$ort'nit) to
reflect on $re&io's e#$lo)#ent, foc'sin* on s$ects tht stisfie% n%
#oti&te%, or %isstisfie% n% %e#oti&te% the#, so s to ssist %eci%in* bo't
f't're %irection n% creer choice( The e-ercise cn be *i&en to in%i&i%'ls on
one-to-one bsis, or the cti&it) cn be r'n for *ro'$, in "hich cse )o'
sho'l% *ree "ith the %ele*tes before-hn% 4h&in* e-$line% the e-ercise5
"hether or not the) "ish to crr) o't the e-ercise $ri&tel) in%i&i%'ll), or to
"or! in $irs, *i&in* n% recei&in* fee%bc! "hen "nte%( +i&in* n% recei&in*
fee%bc! is &er) 'sef'l, $ro&i%e% $eo$le re co#fortble( 3irst s! the *ro'$
4or in%i&i%'l5 to list their $st ;obs - ech on se$rte sheet of $$er( If n)
$rtici$nt hs h% #ore thn si- ;obs s! the# to $ic! their f&o'rite si- ;obs
in&ol&in* lon*-st) e#$lo)#ent( Ne-t, for ech ;ob, s! the $rtici$nts to
i%entif) n% list on the res$ecti&e sheets the s$ects of ech ;ob tht stisfie%
n% #oti&te% the#, n% in secon% col'#n for ech ;ob, to list the s$ects of
the ;ob tht %isstisfie% n% %e#oti&te% the#( E-$lin to the $rtici$nts
tht their ;'%*e#ent s to "ht .stisfie%. or .#oti&te%. the# cn relte to s
#n) %ifferent s$ects of their li&es tht the) feel re rele&nt n% i#$ortnt(
Enco'r*e $eo$le to 'se their o"n #es'res, not ones tht h&e been i#$ose%
or recei&e%( Criteri cn incl'%e thin*s s'ch s c'lt're of the or*nistion, the
loction of the co#$n), %'ties n% res$onsibilities, ts!s, reltionshi$s,
re"r%s, etc( 4It cn be hel$f'l before the e-ercise to %isc'ss Mslo",
Mc+re*or, Her>ber*, Kolb, etc(, "ith the *ro'$, to i% their 'n%erstn%in* of
#oti&tion, f'lfil#ent, n% $ersonl st)le( Ne-t s! $rtici$nts to refer to
their in%i&i%'l ;ob sheet lists, n% 'sin* these reference $oints to co#$ile n
o&erll s'##r) t"o-col'#n list of .*oo% s$ects of $re&io's e#$lo)#ent. n%
.ne*ti&e s$ects of $re&io's e#$lo)#ent.( The finl st*e of the e-ercise is to
s! the $rtici$nts to 'se these *oo% n% b% criteri to i%entif) 4first in
bro% ter#s, n% then #ore s$ecificll)5 the t)$e of f't're ;ob, "or!, creer,
etc, "hich is li!el) to #eet the nee%s tht the .*oo% n% b%. s'##r) list
re$resents( @o*icll) $eo$le sho'l% be i%entif)in* f't're %irection n% choices
"hich incl'%e s #n) *oo% $oints s $ossible, n% e-cl'%e s #n) b% $oints
s $ossible( 4Ac! 3K5
Relte% #terils incl'%eB
Shron Dre" Mor*en.s Decision 3cilittion Process(
S'sn Pi&er.s .Hr% G'estions.(
8ohri Win%o" 4es$ecill) "here $eo$le h&e lot to lern bo't the#sel&es5(
memor" games - remem2ering names and faces
Re#e#berin* $eo$le.s n#es n% fces is &er) 'sef'l bilit) to %e&elo$, n%
centrl $rt of the techni1'e cn for# the bsis for si#$le te# e-ercise(
While the f'll #etho%olo*) for re#e#berin* n#es n% fces incl'%e #entl
$$roch, re$etition, &is'listion techni1'es, it is the techni1'e of
association tht #ne#onics 4#e#or) %e&ices5 re chiefl) bse% on, n% "hich
'n%er$ins #ost #e#or) #etho%s, s'ch s lin!in* 4for re#e#berin* lots of
ob;ects or ite#s5( 3or e-#$leB Richr% Of =or! +&e Bttle In Lin is
#ne#onic for re#e#berin* the colo'rs of the rinbo" 4initil letters re
ssocite% "ith those of the colo'rs, re% orn*e )ello" etc(5
Assocition "or!s best "hen the #entl i#*e is e-**erte% or 'n's'l 4it
#!es the ssocition #ore #e#orble5, n% the s#e techni1'e cn be
$$lie% to n#es n fces, for e-#$leB To re#e#ber $erson clle% +rh#
S#ith, )o' co'l% i#*ine the $erson s blc!s#ith, hol%in* *re) ;oint of
h#(
Mn) n#es cn i##e%itel) ssocite% "ith re%il) reco*nisble thin*s, for
e-#$le, ;obs 4t'rner, "heeler, *r%ener5, $lces 4n#es of to"ns, co'nties,
etc5, *eo*r$hicl fet'res 4hill, cliff, %)!e, broo!, etc5, colo'rs 4bro"n,
*reen, etc5(
3orei*n n#es often $ro%'ce n i#*e bse% on their $honetic i#$ression
4ho" the) so'n%5, n% in n) e&ent it l")s hel$s )o' to re#e#ber n#e if
)o' s! the $erson ho" to s$ell it, n% $rtic'lrl) for forei*n n#es, to s!
for their ori*ins n% #enin*s, "hich ll hel$ re$etition, reinforce#ent, n%
the ese b) "hich n ssocition cn be crete% &is'll) n% #entll)(
Lirt'll) ll n#es re%il) trnslte into n i#*e of one sort or nother if )o'
thin! bo't the# creti&el)( Prctisin* the techni1'e increses the s$ee% t
"hich these ssocitions cn be crete%( Weir% i#$ossible i#*es n%
constr'ctions re often #ore #e#orble thn lo*icl ones, "hich #!es it
e&en esier to crete #e#orble ssocition for n)one(
When 'sin* this s te# cti&it), e-$lin the $rinci$les to the *ro'$ n% then
h&e the# t!e fe" #in'tes to co#e '$ "ith their o"n &is'l ssocitions for
ll the other *ro'$ #e#bers. n#es( The $resenttion of these i%es is f'n n%
cn be re&elin* 4so#eti#es nee%in* sensiti&e fcilittion5, since, if )o' "ish,
it le%s to %isc'ssion bet"een te# #e#bers bo't $erce$tions, s in the
8ohri Win%o" #o%el, "hich hel$s %e&elo$ #'t'l 'n%erstn%in* n%
"reness(
An e-cellent reference boo! on the s'b;ect of %e&elo$in* #e#or) techni1'es is
Ton) B'>n.s .Use =o'r Me#or). 4no" BBC Boo!s5, "hich contins 7< $*es of
techni1'es for re#e#berin* $eo$le.s n#es n% fces(
pla"ing cards sorting e:ercise - leadership8 team-2uilding8 pro2lem-sol&ing8
communications
This si#$le te# e-ercise re1'ires t"o %ec!s of cr%s "ith %ifferent %istincti&e
colo're% bc!s for ech te#( Re#o&e the three of s$%es fro# one of the
%ec!s of ech te# n% store the# in n en&elo$e he% of the e-ercise(
Sh'ffle the t"o %ec!s for ech te# in %&nce of the cti&it) n% $lce the#
fce '$ on %ifferent tble for ech te#( 4Ens're the te#s %o not see tht
the bc!s re %ifferent st)les(5 S$lit *ro'$ into te#s of bet"een fo'r n%
se&en $eo$le in ech te#( Do not llo" te#s to *o ner the tbles t this
$oint( As! one #e#ber fro# ech te# to ste$ o't of the roo#( The fcilittor
then e-$lins to these in%i&i%'ls tht their res$onsibilit) is to $ss on the
instr'ctions for the e-ercise to their te#s( Do not #ention le%ershi$ or tht
the) re le%ers in n) ")(
Instr'ctionsB The $'r$ose of the ts! is s follo"s( =o'r te# hs t"o se$rte
%ec!s of cr%s "hich I "nt )o' to sort into s'its n% %is$l) .ce-hi*h., ie(,
ces fcin* '$ on the to$ of the $iles follo"e% b) !in*, 1'een, etc(, %o"n to
the t"o, "hich sho'l% be t the botto# of ech $ile( =o' sho'l% h&e ei*ht
$iles t the en% of the cti&it)( =o' nee% to tell #e tht the ts! is correct n%
co#$lete "hen )o' re finishe%( Are there n) 1'estions? Ret'rn to the roo#
n% infor# *ro'$s not to tl! 'ntil tol%(
Allo" the in%i&i%'ls to re-;oin their te#s( @oo! t )o'r "tch, $'se n% s)
.strt no".( Wn%er bet"een the *ro'$s n% !ee$ loo!in* t the "tch "hich
sho'l% be in )o'r hn% rther thn on the "rist(
Obser&tions *'i%e for fcilittor - $oints to re&ie" fter the cti&it)B
Use of $h)sicl reso'rces - Were the te#s ble to *ther ro'n% the
tble n% if not %i% the) re$osition it?
H'#n reso'rces - Ho" "ell "ere te# #e#bers in&ol&e% in the ts!?
Di% ech h&e role to $l), n% if not "h) not?
Ti#e - There "s no ti#e li#it *i&en( Di% the) feel there "s one? Ws
this %'e to bo%) ln*'*e? Di% n)one s! bo't ti#e?
Co#$etition - Di% the the te#s feel it "s co#$etition bet"een
te#s n% if so "h)? Wht bo't collbortion? If the te#s %i% not
!no" tht the e-ercise "s co#$etition then "h) %i% the first te# to
finish not hel$ the re#inin* te#s to co#$lete the cti&it)? Ws the
#issin* cr% i%entifie%? Ws the infor#tion shre% "ith ll #e#bers of
the te#? Di% te#s infor# )o' t the en% of the e-ercise?
Cr%s - Were the %ec!s se$rte% first b) t'rnin* the# o&er so the bc!s
"ere &isible or "ere the %ec!s #i-e% '$? If so "h)?
Pssin* on of infor#tion n% see!in* clrifiction - Di% the initill)
selecte% re$resentti&es ss'#e the role of le%ers? Di% n e-$ert
le%er e#er*e bec'se for e-#$le the) $l) cr%s or %i% le%ershi$
rotte(
T)$e of le%ershi$ - Wht t)$e of le%ershi$ "s e-hibite%? 3cilitti&e,
'tocrtic, %e#ocrtic, etc(, enco'r*e the te#s to %isc'ss this(
=o' "ill see other s$ects to re&ie", %e$en%in* on )o'r sit'tion n% "ht
h$$ens %'rin* the cti&it)( While this te# e-ercise is 1'ic! to $l), the
%isc'ssion n% re&ie" cn t!e lon*er( There re &er) #n) s$ects of te#-
"or!in*, collbortion, ss'#$tions, co##'nictions, le%ershi$, etc(, to
e-$lore( =o' cn lso enco'r*e the te#s to %isc'ss their e-$eriences in their
te#s n% relte "ht h$$ene% to "ht h$$ens in the "or!$lce "hen
"or!in* in te#s(
4With thn!s to 3ionn*h'l Kell), $s)cholo*ist n% 'thor of the e-cellent
.Tl!in* The Tl!. boo! on "or!$lce co##'nictions(5
team 9ui((es
Si#$le n% es) n% *ret for te# b'il%in*, 1'i> *ets $eo$le thin!in*, is
i%el for "r#-'$s, n% enco'r*es $eo$le fro# %ifferent te#s n% "or!-
*ro'$s to $$recite ech other.s stren*ths, n% to co-o$erte( Here.s n
e-#$le of 1'ic! te# tri&i 1'i>, "ith 1'estions n% ns"ers 4fro# the
$'>>les n% *#es $*e5 in MSWor%, re%) to $l)(
See the G'i>blls 1'i>>es for *ro"in* librr) of 1'i> 1'estions n% ns"ers
for ti&i, *enerl !no"le%*e, n% s$ecilist s'b;ects, notbl) the #n*e#ent
n% b'siness 1'i>(
the logo game - acti&it" for de&eloping and illustrating team understanding8
team &alues and purpose
A si#$le 1'ic! e-ercise for te#s of ll sorts n% bilities - e&en &er) )o'n*
chil%ren, '$ to #in bor% %irectors( S$lit the *ro'$ into $irs or te#s of
three( Te#s of #ore thn three "ill re1'ire so#e *'i%nce bo't $$ointin*
le%er, so s to ens're f'll $rtici$tion n% rech *ree#ent( Te#s of three
re i%el( Iss'e ech te# "ith fli$ chrt sheet of $$er n% so#e colo're%
#r!er $ens or $ints( 3or %%e% te-t're n% f'n )o' cn iss'e %%itionl
%ecortin* #terils, for e-#$le, *litter, sn%, *l'e, bits n% $ieces of n)
sort, *in n)thin* tht fits the conte-t n% llo"s $eo$le to e-$ress
the#sel&es in ")s tht #i*ht nor#ll) not co#e to the s'rfce( Alternti&el)
iss'e cler cette sheets n% cette colo're% $ens 4"hich "ill re1'ire n
o&erhe% $ro;ector to &ie" the "or!5( The e-ercise is in three st*esB
Ech te# hs to %isc'ss n% *ree a single word tht re$resents the te#.s
4or te#s.5 &alues8 purpose and st"le( This instr'ction co'l% lternti&el) be
to %eci%e on sin*le "or% to re$resent the mission8 positioning8 and/or aims
of the te# or te#s 4or of the %e$rt#ent, co#$n) or school, etc5 in&ol&e%
in the cti&it)( The .the#in*. of the cti&it) is &er) fle-ible n% cn relte to
%e$rt#ents, school clsses, "hole or*ni>tions, ne" ser&ices, n)thin* for
"hich estblishin* n *ree% $ltfor#, $'r$ose n% $hiloso$h) is i#$ortnt(
The fcilittor cn %eci%e "hether to llo" h)$hente% "or%s( Allo"in*
$hrses or short #-i#s is not reco##en%e% bec'se this chn*es the
e#$hsis n% foc's of the cti&it) - see the .#-i#s. e-ercise belo"( De&isin*
#-i#s is %ifferent cti&it)(5
The "or% #'st then be %r"n b) ech te# or $ir &er) lr*e on the sheet of
$$er, in s'ch st)le, n% %ecorte% 'sin* "hte&er %esi*n n% e#bellish#ent
the te# %eci%es $$ro$rite, so s to re$resent &is'll) the &l'es, $'r$ose
n% st)le of the te# or or*nistion in 1'estion(
The finl st*e is for ech $ir or te# to $resent their %ecorte% lo*o, n% to
e-$lin the resonin* behin% their %esi*ns, "hich "ill ine&itbl) $ro&i%e bsis
for #'ch %isc'ssion, co##ent, 1'estionin* n% #'t'l clrifiction(
3li$ chrt sheets re nor#ll) better #terils for this sort of e-ercise bec'se
the) cn be s'bse1'entl) st'c! on the "lls for ll to see, "hich of co'rse n
OHP for#t %oesn.t llo"( This cti&it) is *ret ") to strt "or!sho$ or
s#ll conference, bec'se it i##e%itel) o$ens $eo$le.s #in%s, enco'r*es
free e-$ression, n% enbles r$i% increse in #'t'l $$recition n%
'n%erstn%in*(
ma:ims e:ercise - another acti&it" for de&eloping and illustrating team
understanding8 team &alues and purpose
@i!e the .lo*o *#e. bo&e this is n esil) or*nise% e-ercise for te#s of ll
t)$es n% bilitiesB fro# )o'n* chil%ren to *r'#$) ol% %irectors( S$lit the
*ro'$ into $irs or te#s of three, %e$en%in* on the te#-b'il%in* effect )o'
see! to chie&e( Te#s of #ore thn three nee% *'i%nce to $$oint le%er,
'nless )o' re ssessin*, ill'strtin* or %e&elo$in* beh&io'r in the bsence of
le%ershi$( Iss'e ech te# "ith fli$ chrt sheet of $$er n% #r!er $en(
3il$ chrt sheets cn be st'c! on the "lls to reinforce the#es n% re#in%
te# #e#bers of $'r$ose n% i#s, etc( Alternti&el) iss'e cler cette
sheets n% cette $ens 4"hich "ill re1'ire n o&erhe% $ro;ector to &ie" the
"or!5( The e-ercise is in t"o st*esB
Ech te# hs to %isc'ss n% *ree a ma:im or motto 4 short ctch-$hrse5
tht re$resents the &alues8 purpose8 st"le mission8 positioning8 aims,
4"hte&er is $$ro$rite to the session5 of the te#, %e$rt#ent, co#$n),
school, etc(
The #-i# sho'l% be "ritten b) ech te# on their sheet of $$er or cette
n% then $resente% n% e-$line% to the *ro'$ b) ech te# in t'rn, "ith
s'itble %isc'ssion b) the "hole *ro'$(
As "ith the lo*o *#e bo&e, the te#.s i%es bo't the te#.s 4or
%e$rt#ent.s, etc5 $'r$ose is o$ene% '$ n% #%e trns$rent to the *ro'$
n% fcilittor, "hich $ro#otes %isc'ssion n% increses #'t'l $$recition
n% 'n%erstn%in*(
See lso the .fl*s. e-ercise for other &ritions on these e-ercise i%es(
<the teams-sorter< - acti&it" ideas for warm up games and energi(ers
A fle-ible n% $h)sicl conference "r#-'$ n% ener*i>er for 2ig groups -
*ro'$ si>es of 0< '$ to 0<< or #ore( Also *ret cti&it) for 1'ic!
intro%'ctions n% #i-in* %ifferent te#s( If )o' h&e lr*e *ro'$ "nt lot
of r'nnin* bo't n% $eo$le #i-in* n% #eetin*, these i%es #i*ht hel$ )o'(
=o' "ill nee% $lent) of s$ce( If necessr) s! the %ele*tes to #o&e ll the
chirs to the si%e of the roo# 4the) cn esil) #o&e the# bc! *in, "hich
lso hel$s the "r#-'$ $rocess5(
As! the *ro'$ to sort itself into te#s ccor%in* to set of cte*ories tht )o'
cll o't( A si#$le e-#$le is for $eo$le to sort the#sel&es into te#s
ccor%in* to the #onth of the )er the) "ere born( This "o'l% ob&io'sl)
crete t"el&e te#s, ss'#e the *ro'$ is lr*e eno'*h to $ro%'ce
re$resentti&es fro# ech #onth( If the *ro'$ si>e is s#ller, choose
cte*or) set "ith fe"er %i&isions, for e-#$le, the n'#ber of creses on the
#i%%le !n'c!le of their %o#innt hn% 4"hich c'ses $eo$le to thin! in n
'n's'l n% f'n "), n% is therefore en;o)ble n% interestin* - it.s *ret
.le&eller. too5(
When for#e%, *i&e the te#s co#$etiti&e ts! or ts!s, e*B %eci%e #otto
"hich reflects the# s $eo$le, "hich the) then sho't s "r cr) t the other
*ro'$s 4creti&e n% ener*i>in*5( Or s! the te#s #'st fin% .ch#$ion. or
.e-$ert. - so#eone in their te# "ho e-cels t so#ethin* or is re#r!ble in
$rtic'lr fiel%, o'tsi%e of their "or!in* life( Ech te# then nno'nces their
.ch#$ion. in t'rn, t "hich e&er)one cn $$l'% n% cheer the ch#$ion.s
4hitherto 'n!no"n5 chie&e#ents 4*ret for reco*nition, etc5( =o' cn %e&ise
ll sorts of other te# chllen*es, $erh$s e&en 1'ic! contests or 1'i>>es
bet"een te#s( 4Here.s n e-#$le of 1'ic! te# 1'i>, re%) to $l)(5
It cretes #ore $'r$ose if )o' cn "r% "inners .to!ens. or chitties - these
co'l% be n)thin* s'itble - $$er sli$s, co'nters, $l) #one), "r$$e%
s"eets, "hte&er is es) to obtin or $ro%'ce for the fcilittor(
=o' cn *i&e $eo$le ti*ht ti#escles for ech te#-sortin* cti&it) n% te#
chllen*es n% ts!s, to foc's the# on 1'ic! te#-"or!in*, %ecision-#!in*,
co##'nictions, etc( The e-ercises cn be 'se% lso ill'strte #n) s$ects of
te#-b'il%in*, chos, for#in* n% "or!in* in &irt'l te#s, "or!in* 'n%er
$ress're, te#-"or!in*, ris!-t!in* 4es$ecill) on the $rt of non-electe% te#
le%ers, ch#$ions $'ttin* the#sel&es for"r%, etc5, ntici$tion,
%ecisi&eness, t!in* res$onsibilit), co##'nictions, es$ecill) if )o' re less
thn $recise bo't so#e of the cte*or) %escri$tions, e*(, e)e colo'r 4ie(, if
)o' %on.t tell the *ro'$ "hether *reen N h>el or is %ifferent colo'r, then
the) h&e to %eci%e for the#sel&es((((5
It.s i#$ortnt to h&e stron* fcilittor "ho cn see 4i%ell) fro# *oo%
&nt*e $oint, on to$ of tble for e-#$le, "ht.s *oin* on, n% "ho cn
#!e 1'ic! rbitrr) %ecisions 4in the st)le of .the ;'%*e.s %ecision is finl n%
bsol'te(((.5
=o' co'l% offer to!ens to the "innin* te#s ech ro'n% ccor%in* to s$ee%,
#otto, ch#$ion etc 4%eci%e b) 1'ic! cheer-bse% &otes fro# ll te#s5, n%
then see "hich in%i&i%'ls cc'#'lte the #ost to!ens t the en% of ll the
e-ercises to i%entif) o&erll "inners(
=o' cn t!e to!ens ") fro# $eo$le or te#s "ho re in%ecisi&e, or "ho fil
to hel$ str**lers n% "&erers, or "ho *enerll) co'l% %o "ith bein* t!en
%o"n $e* or t"o, es$ecill) the CEO n% 3innce Director(((
I%es for te# cte*ories into "hich the *ro'$ sho'l% sort itself 4ech one is
se$rte cti&it), "ith o'r "itho't ti#e li#it - )o' %eci%e5B
#onth of birth 4ob&io'sl) "o'l% crete '$ to 67 te#s %e$en%in* on
totl *ro'$ si>e5
creses on *i&en !n'c!le of fin*er, or n'#ber of rin*s on ll fin*ers
f&o'rite colo'r 4%e$en%s on cte*or) %escri$tion, if *i&en - )o' co'l%
le&e it '$ to the *ro'$ to inter$ret n% %eci%e5
s"eet, so'r, bitter, slt 4fo'r te#s - the ") the) inter$ret this is
interestin*, ie(, %escri$tion of the $erson or their tste in foo%5
si*ns of the >o%ic
e)e colo'r
hir colo'r
thin! "ht is n% %o "ht is, thin! "ht co'l% be %o "ht is, thin! "ht
is n% %o "ht co'l% be, thin! "ht co'l% be n% %o "ht co'l% be 4n
inter$rettion of the fo'r te#$er#ents - &er) interestin* e-ercise in its
o"n ri*ht5
f&o'rite foo%
%)s "ee! tht e-ercise is t!en
cr colo'rs
3or short ener*iser e-ercise )o' cn 'se ;'st one cte*or)( E-ten% n% #!e
the cti&it) #ore chllen*in* n% so$histicte% b) 'sin* se&erl te#-sortin*
sessions, $l's te# chllen*es(
As fcilittor )o'.ll h&e lot of f'n ;'st thin!in* of other cte*ories, n% )o'
co'l% certinl) incl'%e so#e "or!-relte% cte*ories too, ltho'*h non-"or!
relte% re often #ore interestin* n% crete better #i-in* of te#s( The
e-tent to "hich )o' sti$'lte n% %escribe the cte*ories is '$ to )o' - )o' cn
be &er) s$ecific, or le&e it to the "hole *ro'$ to inter$ret n% %eci%e(
If )o' re le&in* it to the *ro'$ to %eci%e )o' cn tell the# this, or not - it
%e$en%s ho" #'ch free%o#, chos n% res$onsibilit) )o' see! to crete n%
ssess(
The t)$e of cte*or) )o' no#inte b) "hich te#s sho'l% sort the#sel&es
sho'l% ob&io'sl) relte to the totl *ro'$ si>e, n'#ber of te#s, n% te#
#e#ber n'#bers, tht )o' #i*ht "ish to crete for n) $rtic'lr te#
cti&it)( Thin! bo't ho" #n) te#s $rtic'lr cte*or) is li!el) to
$ro%'ce, n% ens're it fits )o'r $'r$ose(
It.s not essentil to s! te#s to 'n%ert!e ts! ech ti#e the) sort
the#sel&esI the sortin* is n cti&it) in its o"n ri*ht - it ll %e$en%s on )o'r
ti#e &ilble n% i#s of the e-ercise(
Mn) of the te# b'il%in* cti&it) i%es belo" cn be 'se% s chllen*es or
te# co#$etitions to be *i&en to the for#e% te#s( Select e-ercises tht
relte to )o'r the#e or $'r$ose of the conference or trinin* e&ent(
This t)$e of cti&it) "o'l% lso inte*rte "ell "ith the .$ic! $otto. *#e,
"here t the strt of the session e&er)one is *i&en $otto 4or $$le, orn*e
etc5 to #e#orise s their o"n, n% then $'ts the# ll into bi* bo-( At the
en% of the session ti$ ll the $ottoes onto the floor, fter "hich the %ele*tes
te#s #'st *o n% fin% their o"n $ottoes 4*inst ti#e li#it i%ell)5 n%
then 4o$tionll)5 for# into te#s of so#e $$ro$rite cte*or), 4for e-#$le,
f&o'rite $otto %ishB fries, roste%, b!e%, boile%, #she%, etc(5 An)
%ele*tes 'nble to *reeDfin% their $ottoes #'st ;oin the $otto-he%s *ro'$
n% lose to!en 4I bet there.ll be none5(
This is &er) fle-ible *#e for#t - 'se )o'r i#*intion(
monopol"E &ariations games 5financial understanding8 2usiness and
commercial skills8 negotiating8 team 2uilding8 etc7
Usin* the clssic Mono$ol)J bor% *#e, es$ecill) if )o' %$t the r'les for
)o'r o"n trinin* n% %e&elo$#ent $'r$oses, is n e-citin* n% sti#'ltin*
") to i%entif), tech n% %e&elo$ &rio's co##ercil, finncil n% b'siness
s!ills(
The *#e fet'res #n) b'siness n% finncil s$ects n% so $ro&i%es f'n
") to obser&e, ill'strte n% %e&elo$ lots of s!ills n% techni1'es tht
tr%itionl trinin* fin%s 1'ite chllen*in*( 3inncil trinin* cn be %r)
s'b;ect - brin* it to life "ith *#e of #ono$ol) - for in%i&i%'l contestnts or
$eo$le $l)in* in $irs or te#s(
Here re e-#$les of Mono$ol) bor% *#e %$ttionsB
O"nin* 6D7D0 $ro$erties *i&es ri*ht to b') the re#in%er of the
&ilble set t nor#l &l'eDsti$'lte% %isco'nte% &l'e(
Ne*otition to b') $ro$ert) fro# o$$onents is llo"e% t n)
ti#eDsti$'lte% .o$en-#r!et. ti#esD"hen it.s )o'r t'rn to roll the %ice(
Ti#e li#it $er .t'rn.(
Increse #one) llocte% t *#e strt, n%Dor "hen $ssin* .+o.(
Allo" in%i&i%'ls to .$rtner. n% $ool reso'rces(
Plce ti#e li#it on the *#e - "inner4s5 %eci%e% ccor%in* to
#one)Dtotl ssets cc'#'lte%( Allo" *#es to r'n fro# one #eetin*
or trinin* session to nother 4ob&io'sl) recor% the $l)ers. or te#s.
$osition "hen $l) is s's$en%e%5(
Allo" lons to be t!en o't fro# the bn! t sti$'lte% rtes(
Allo" contestnts to ct s bn!er for sti$'lte% n'#ber of .t'rns.
%'rin* "hich ti#e the cn lon #one) to other $l)ers t their o"n
ter#s, n% !ee$ $rofits 4or losses, for e-#$le n) b% %ebts5 risin*
%'rin* their ten're(
Enco'r*eDsti$'lte $l)ers to e#$lo) >ero-ris!Dhi*h-ris!Dlo"-
ris!Ds'ici%l-ris!D strte*ies ccor%in* to $ersonlit) t)$e or $reference,
or *inst $ersonlit) t)$e or $reference(
Str'ct're te#s 'sin* ser&ice or $ro;ect te#s fro# the or*nistion,
for "ho# coo$ertion n% te#-"or! hel$s $erfor#nce(
Str'ct're te#s to re$resent %ifferent %e$rt#ents, for e-#$le Sles
&ers's Acco'nts, &ers's HR, etc(, - obser&e n% hi*hli*ht the %ifferent
st)les n% strte*ies 4$irs &ers's $irs is fineI three is
#-i#'#Do$ti#'# $er te# - fo'r n% o&er $er te# cn crete
.$ssen*ers. "ho *et left o't5(
Re1'ire te#s to "rite strte*) before the) strt $l), n% to be ble
to chn*e strte*) onl) b) re-"ritin* it n% s'b#ittin* to the fcilittor
for $$ro&l(
=o'.ll be ble to %e&ise )o'r o"n &ritions( M!e s're )o' clrif) the r'les n%
ens're n) re&ie"s co&er rele&nt n% $$ro$rite lernin* $oints( =o' cn b')
Mono$ol) online - %ecent secon%-hn% *#e is $erfectl) %e1'te for
b'siness trinin* n% te# b'il%in* $'r$oses( If the b'sinessblls A#>on lin!
is o't of stoc!, tr) Eb) or nother online *#es seller(
4Thn!s for $ro#$t 8 @'%broo!5
coaching role-pla" game 5teach and practise coaching techni9ues8 promote
indi&idual strengths and &alues in teams7
This cti&it) is n es) f'n role-$l)in* e-ercise for %e&elo$in* cochin* s!ills
n% %e#onstrtin* cochin* techni1'es( The !e) cochin* s!ills reB
cti&e 4e#$thic, inter$reti&e5 listenin* to 'n%erstn% the $erson.s
bilities, $'r$ose, #es'res of s'ccess n%Dor ttin#ent of ne"
c$bilit), n% the $erson.s best lernin* st)le n% #etho%
hel$in* the other $erson to see n% 'n%erstn% the nt're of their
lernin* nee% the#sel&es
hel$in* the other $erson to i%entif) n% co##it to sensible chie&ble
lernin* ctions n% ob;ecti&es
bein* non-;'%*e#entl, n% not i#$osin* the coch.s o"n #etho%s
'nless bsol'tel) "elco#e n% $$ro$rite
So cochin* role-$l) sho'l% lo*icll) enble $rtici$nts to $rctise n%
%e#onstrte these c$bilities( This re1'ires role-$l)in* the cochin* of
so#ethin* tht the coch 'n%erstn%s, n% cn $erfor#, n% "hich the
.cochee. %oes not( 3or e-#$leB
'sin* co#$'ter $ro*r##e or $ro*r##e f'nction
$erfor#in* $h)sicl or #entl ts!, not necessril) "or!-relte%
n) other s$ecil bilit) tht the coch hs "hich the cochee %oes not,
s'ch s $erfor#in* cr% tric!, or tellin* ;o!e "ell, ;'**lin* so#e
fr'it 4fr'it is #'ch #ore f'n thn tennis blls5, or $l)in* #'sicl
instr'#ent 4s'b;ect to &ilbilit) of the instr'#ents - in n) *ro'$ of
ten the chnces re tht t lest one "ill b ble to $l) *'itr or
recor%er5, etc(
Prtici$nts cn be *i&en co'$le of #in'tes to %eci%e their c$bilit) to 'se
to coch so#eone 4e&er)one is $rtic'lrl) *oo% t so#ethin*5, "rite it %o"n,
then instr'ct the .cochees. to $ic! their coch n% ts! - blin% or o$en choice,
"hte&er "ill "or! best( +ro'$ obser&tion n% re&ie" is &er) &l'ble $rt
of the cti&it), n% sho'l% %isc'ss ho" "ell the cochin* hs $erfor#e% in the
fo'r !e) cochin* res(
The e-ercise is lso 'sef'l for %e&elo$in* te#.s !no"le%*e n% res$ect for
te# #e#bers. other"ise hi%%en c$bilities n% tlents, "hich hel$s the
$rocess of te# b'il%in*, #'t'l 'n%erstn%in*, n% thereb) co##'nctions
n% reltionshi$s(
3or #ore *'i%nce bo't or*nisin* role-$l)in* cti&ities loo! t the role-
$l)in* *#es section(
kaleidoscope 2rainstormingF
Dr KRS M'rth).s %&nce% #etho% of intensi&e brinstor#in* %e&elo$s %ee$
te# 'n%erstn%in* n% te#-b'il%in*, s "ell s *enertes e-tensi&e creti&e
o't$'ts, n% hel$s re&el 8ohri Win%o" hi%%en res of !no"le%*e of self,
others n% "ht others thin! of oneself( If )o' "nt te#-b'il%in* cti&it) to
rell) *et )o'r te# thin!in* in %e$th, n% %e&elo$in* enor#o's #'t'l
'n%erstn%in* see the Klei%osco$e Brinstor#in* techni1'es rticle(
lessons in chaos game 5team 2uilding8 warm-ups8 illustrating chaos and
chaotic s"stems and their effects8 communications and team mem2er
roles8 and lots more7
This cti&it) 'ses or is bse% on the PIT cr% *#e or ho#e-#%e *#e
#terils for cr%-collectin* n% ener*etic tr%in* *#e 'sin* si#ilr
$rinci$le to the PIT *#e( =o' cn fin% the ct'l PIT cr% *#e on the "eb
either ne" or secon%-hn%( It.s *ret *#e of chos n% conf'sion "ith lots
of %ifferent trinin*, lernin* n% te# b'il%in* 'ses(
The PIT cr% *#e is &ilble &i A#>on, on the *ifts n% $ri>es i%es $*e(
The 's'l ob;ect of the *#e is, fter sh'fflin* n% %elin* o't the cr%s, for
te#s or in%i&i%'l $l)ers to collect f'll set of the s#e s'itDt)$e b) .blin%.
tr%in*Ds"$$in* cr%s "ith o$$onents, b) sho'tin* n% hol%in* loft the
n'#ber of cr%s for tr%e, "itho't re&elin* "ht the cr%s ct'll) re( See
the note bo't sh'fflin* n% %elin* t the en% of this *#e ite#(
The "innin* te# is the first to collect set of ll the s#e cr%s, "hich the)
sho'l% cli# b) sho'tin* 4"hte&er - their te# n#e for e-#$le5(
=o' cn intro%'ce t"o or three .ro*'e. cr%s 4in the PIT *#e there is b'll
n% ber5 "hich ttrct $enlt) $oints for te#s left hol%in* these "hen
nother te# "ins( Ro*'e cr%s cn be e-chn*e% sin*l) or #on*st n)
n'#ber of other cr%s of the s#e s'it(
A "innin* te# either i*nores $ossession of ro*'e cr%, or )o' co'l% *i&e
bon's for this, s in the ct'l PIT *#e, "hich tests the ner&e so#e"ht of
retinin* one( Usin* ro*'e cr%s #ens tht "hen cr%s re initill) sh'ffle%
n% %elt, so#e te#s "ill h&e cr% #ore thn others, n% "ill $ossess n
e-tr o%% cr% or ro*'e cr% "hen n% if the) "in b) collectin* f'll set of
one s'it, "hich is llo"ble(
Strictl) s$e!in* $l)er #) onl) s"$ cr%s of the s#e s'it, not #i-e%
btch, b't $eo$le often chet "itho't enco'r*e#ent t ll, "hich #!es the
*# i%el for chotic %e#onstrtions n% lernin* e-#$les(
The PIT *#e or es$ecill) ho#e-#%e &ersions 'sin* si#ilr the#e "or!s
"ell "ith &er) bi* *ro'$s, n% the t#os$here is enhnce% if )o' offer
s'itbl) $$elin* $ri>e to the "inners, to brin* o't the #ost co#$etiti&e
beh&io'rs in $eo$le( Alternti&el)D%%itionll) )o' cn threten the losers
"ith .forfeit. or other li*ht-herte% boob) $ri>e(
3or #ore chos 'se t"o sets of PIT, #!e #ore cr%s of ech collectible .s'it. -
4the stn%r% PIT *#e hs nine cr%s in ech s'it5( 3or bi**er te#s n%
*ro'$s 67-69 or e&en 7< cr%s enble bi**er *#e to be $l)e%( 3or still #ore
chos enco'r*eD$er#it chetin*, sho'tin*, stn%in* on tbles, etc(
=o' cn lso intro%'ce s$ecil r'les to hei*hten chos, e*(,
rin* bell hlf-") thro'*h re1'irin* $l)ers to s"$ s$ecifie% n'#ber
of te# #e#bers bet"een te#s 4n% the cr%s the) hol%5 c'sin*
conf'sion to te# *ols n% te# co##'nictions(
instr'ction for te#s to e-chn*e sse#ble% collections "ith other
te#s 4'n%oin* *oo% "or! to %te n% thretenin* sense of $'r$ose n%
chie&e#ent5
nno'nce $erio% b) "hich cr%s cn onl) be tr%e% 'sin* forei*n
ln*'*e(
nno'nce tr%in* is onl) llo"e% in 0 or M or C cr%-lots 4"hte&er
n'#ber t!es )o'r fnc) - this "rec!s te# tr%in* strte*) n% lter in
ro'n% h#$ers n) te# "hich *ets %o"n to its lst three or fe"er
cr%s re1'ire%, bec'se the).% then h&e to re&erse n% tr%e bc!
lre%) collecte% cr%s in or%er to #eet the 0DM9 or C cr% r'le5(
nno'nce t the strt of the *#e 6<< $oint 4or other s'itble &l'e5
bon's for lo'%est tr%er "r% ech ro'n% 4;'%*e.s %ecision is finl5,
n%Dor 6<< $oint bon's for #ost ni#te% tr%er $er ro'n%( Etc(((
Use )o'r i#*intion( The *#e $ro&i%es *ret f'n bsis for ill'strtin* ll
sorts of or*ni>tionl n% te#-"or!in* %)n#ics, $roble#s n% e-$eriences(
=o' cn 'se the cti&it) "ith 1'ite bi* *ro'$s, for e-#$le, M<-9< $eo$le cn
be s$lit into te#s of s) fi&e, si-, or se&en $eo$le - *enerll) the #ore $eo$le
$er te# the #ore chos(
Nor#ll) to %e&elo$ or*ni>tion n% #n*e#ent e-$erience )o' "o'l%
s'**est te#s elect tr%ersDcollectors "ho *o o't into the #elee to s"$
cr%s, n% one or t"o collectorDcoor%intorDco#$ilerDor*ni>ers "ho *i&e the
instr'ctions to the tr%ers s to "ht cr%s to collect( Therefore to #-i#ise
chos n% chotic s)ste#s e-#$les %on.t *i&e the# this %&ice n% strt the
*#e *i&in* the te#s &er) little $re$rtion ti#e to or*ni>e te# tctics
4nother lessonB $oor $re$rtion N #ore chos5(
Strictl) s$e!in* )o' sho'l% $l) the *#e "ith the s#e n'#ber of collectible
.s'its. 4cr% t)$es5 s the n'#ber of te#s, b't for %%e% chos, n%
$otentill) 'n"innble *#e h&e one set less cr% .s'its. thn the n'#ber of
te#s, "hich %r#ticll) re%'ces the chnces of n) te# #n*in* to
collect n entire set(
The ct'l PIT *#e hs se&en s'its of nine cr%s ech, "hich is %e1'te for
'$ to se&en te#s of threes, b't for lr*er te#s n% %%e% interest )o' co'l%
'se t"o PIT *#e cr%s, or #!e )o'r o"n lr*er sets of cr%s - or si#$l)
$ieces of $$er - "ith .s'it. s)#bols or "or%s on the# to reflect the $l)ers.
b'siness or en&iron#ent(
Te#s of three nt'rll) self-or*nise n% self-#n*e &er) "ell, so to
%e#onstrte chos 'se te#s of fo'r or #ore(
As *'i%e tr) to llo" t lest 0 cr%s $er te# #e#ber, therefore, for
e-#$le, if "or!in* "ith si- te#s of te#s fi&e te# #e#bers #!e si- sets
of t lest 69 cr%s( This ") there.s $lent) to %o for ech te# #e#ber(
After the *#e, or ech ro'n%, or e&en %'rin* ro'n%, in&ol&e ll the te#s in
the re&ie" of the $oints of note n% the e-$eriences n% lessons tht )o' "nt
to hi*hli*ht( An e-#$le of 'sef'l re&ie" techni1'e is to s! in%i&i%'ls n%
te#s to tl! bo't or $resent their rections n% feelin*s "hile s'b;ect to
chos n% %isor*ni>tion( =o' cn lso in&ol&e the te#s in s'**estin* ")s to
chn*e the r'les to increse or re%'ce chos, or in%ee% to %e#onstrte n)
other s$ect of or*ni>tionl s)ste#s(
If )o' re te# le%er, fcilittor or triner see!in* to 'se this sort of
e-ercise for bi* *ro'$, the best ") to $ln the cti&it) - "hether for chos
or #n*e#ent e-$erience - is to *et hol% of PIT *#e or to #!e )o'r o"n
set of cr%s, n% $l) *#e "ith fe" frien%s or colle*'es - this "ill hel$
)o' to %eci%e ho" best to 'se it, n% to %eci%e ho" to fle- the str'ct're n%
*#e %esi*n to $ro%'ce the %esire% effects(
So#e other PIT *#e %$ttion $ointersB
The #ore on te#, the #ore chos is e-$erience%( Ho"e&er, the bi**er the
te# the #ore .$ssen*ers. 4te# #e#bers "ith nothin* to %o5 there.ll be
to"r%s the en% of the *#eDro'n% "hen the finl fe" cr%s re bein* so'*ht(
If )o' cn.t &oi% h&in* &er) lr*e te#s then iss'e n e-tr instr'ction s to
ho" .$ssen*ers. sho'l% ssist cr%-hol%in* tr%ers to"r%s the en% of the
*#eDech ro'n%(
If )o' %on.t !no" ho" #n) $eo$le "ill be in the totl *ro'$ 'ntil the %), )o'
cn %eci%e on the %) ho" to str'ct're te#s n% s'its etc( If in %o'bt #!e
#ore cr%s $er s'it thn )o' thin! )o'.ll nee%, s) 7< or 0< cr%s $er s'it, ;'st
in cse )o' en% '$ "ith &er) bi* te#s 4'$ to 69 or so5 - so tht )o'.ll h&e
$lent) of te#-str'ct're o$tions n% ens're e&en bi* te#s h&e $lent) to %o -
It.s i#$ortnt to &oi% h&in* $ssen*ers, "hich "o'l% res'lt fro# h&in* too
fe" cr%s(
Re#e#berB More te#s N #ore chos, so tr) to h&e s #n) te#s s $ossible
4the lesson is tht #ore te#s n% reltionshi$s nee% #ore or*ni>in* n%
co##'nictions5( AlsoB Mini#l *'i%nce n% or*ni>tionl %&ice to the
te#s N #ore chos 4nother lesson5(
There "ill be #ore chos 4res'ltin* fro# fro# %iffic'lt co##'nictions5 if the
cr%collector4s5Dhol%er4s5Dcoor%intor4s5 re in %ifferent $lceDroo# to the
tr%in* re - this "ill re1'ire $eo$le to r'n bc! n% forth n% "ill be &er)
$h)sicl s "ell s chotic(
Alternti&el) the tr%in* re cn be in the #i%%le of lr*e re, s'rro'n%e%
b) the collectorsDcoor%intors for ech of the te#s(
=o' cn lso r'n the e-ercise in t"o %ifferent ")s %'rin* the s#e cti&it)
4firstl) tr%ers n% collectors ll in the s#e roo#, n% then the secon% ro'n%
$'t the tr%ers in %ifferent roo# to the collectorDcoor%intors5( This "ill
e#$hsise the effect of co##'nictions lo*istics '$on chos(
=o' co'l% lso h&e h&e contin*enc) to chn*e it hlf ") thro'*h ro'n%
of the *#e 4ie re#o&e the collectorDcoor%intors to %ifferent roo# to the
tr%ers, "hich s'%%enl) intro%'ce bi* %iffic'lt) to the e-ercise - the lesson is
tht chn*e in the str'ct're re1'ires reor*nistion of co##'nictions n%
$rocess5(
B) se$rtin* tr%ers fro# their te#.s collectors, the e-ercise then t!es on
so#e of the co##'nictions s$ects of the .co##'nictions corri%or. e-ercise,
"hich is #ore $h)sicl bec'se of the r'nnin* ro'n%, es$ecill) if the roo#s
re on %ifferent floors(
The co#$le-ities )o' %% %e$en% on ho" #'ch &riet) n% lo*isticl chllen*e
)o' "nt to incl'%e 4"hich of co'rse increse the fcilittion b'r%en n% ris!
of co'rse, so .if in %o'bt, le&e it o't.5(
If %'rin* $l) thin*s threten to beco#e too ."ell #n*e%. )o' cn inter&ene
n% %isllo" n) $rctices tht re enblin* s#ooth cti&it), for e-#$le bn
.r'nners. co##'nictin* n% t!in* cr%s bet"een te#s.s collectors n%
tr%ers, n% insist tht tr%ers nee% to .r'n., or &ice &ers( On "hich $oint )o'
co'l%Dsho'l% infor# te#s of )o'r ri*ht to %o this 4ie(, the fcilittor.s ri*ht to
#o&e the *ol$osts5 %'rin* the cti&it)( This hi*hli*hts nother lessonB fil're
to *ree so'n% *ro'n%-r'les, *ol$osts #o&in* N chos(
If )o' h&e ti#e &ilble the cti&it) is best $l)e% "ith n'#ber of ro'n%s -
this enbles )o' to increse the te# co#$etition ele#ent - )o' cn !ee$
score on blc!bor% or fli$ chrt( =o' cn "r% $oints for 7n% n% 0r% if )o'
"nt - the scorin* is &er) fle-ible - ho"e&er )o' thin! it "ill "or! best( =o'
cn sto$ the ro'n% "hen "inner "ins n% then i%entif) 7n% 0r% Mth etc bse%
on "hich te#s h&e collecte% #ost cr%s(
E&en "hen )o'.&e r'n the e-ct e-ercise before it is %iffic'lt to ntici$te
len*th of ro'n% bec'se the *#e is so chotic( So#eti#es te# "ill "in
1'ic!l), other ti#es it *oes on for *es or *ets bloc!e% bec'se te# %eci%es
to collect #ischie&o'sl) so#e of ech s'it 4nother lesson in chos fctors
"hich )o' cn intro%'ce or s'**est5( 9 #in'tes is resonble #-i#'# to
i#$ose $er ro'n%( If there is no "inner in the ti#e llotte%, the "innin* te#
is the one "ith #ost cr%s 4or $oints of s#e, if )o' re scribin* $oints &l'es
to the %ifferent s'its5 collecte% of their chosen s'it or set(
As finl $ointer, *i&e )o'rself the ri*ht to inter&ene s the fcilittor - this
"ill enble )o' to fle- the cti&it) "hile it.s h$$enin* - )o' cn of co'rse
;'stif) this bec'se inter&ention n% %isr'$tion is $erfectl) &li% fctor in
chos, n% so it cn be in it.s %e#onstrtion(
A note bo't sh'fflin* n% %elin* before n% %'rin* the *#eB Sh'fflin* n%
%elin* lr*e n'#bers of ho#e-#%e cr%s or $ieces of $$er cn be ti#e-
cons'#in*, es$ecill) *i&en lst #in'te %ecisions bo't ho" #n) sets n%
cr%s to 'se( If so then thin! bo't 'sin* lternti&e #etho% of %istrib'tin*
the cr%s - )o' %on.t necessril) h&e to sh'ffle n% %el $er se, $ro&i%e% ech
te# strts "ith rn%on co#bintion of cr% t)$es( 3or e-#$le )o' co'l%
$lce the cr%s in $iles fce %o"n on tbles n% h&e ech te# #e#ber or
le%er *o n% t!e blin% certin n'#ber e1'tin* to the te#.s lloction(
This co'l% be %one bet"een ro'n%s lso, "hen ti#e n% fcilittion $ress'res
#!e sh'fflin* n% %elin* %iffic'lt( Alternti&el) fin% ") to in&ol&e ll
te#s ret'rnin* their collecte% cr% sets in s'itble *ro'$in* or $iles on
tble, the ct of "hich effecti&el) sh'ffles the cr%s, re%) for the ne-t ro'n%(
4Thn!s for $ro#$t KW5
turn the ta2les e:ercise 5warm ups8 ice-2reakers8 team rotation games7
This is n en;o)ble ") to intro%'ce lr*e *ro'$ of %ele*tes to ech other,
n% lso ") of $lnnin* n% or*nisin* te# *ro'$in*s or s)n%icte bre!-
o't sessions on rottin* bsis to ens're tht e&er) $erson #eets, n% $l)s
*#es or co#$letes e-ercises, "ith e&er)one else( This ") of or*nisin*
te#s is *ret lternti&e to si#$l) s!in* e&er) $erson to stn% '$ n%
intro%'ce the#sel&es in%i&i%'ll)( +i&e ech $erson in the *ro'$ letter of the
l$hbet s $er the #tri- belo", "hich $ro&i%es bsis for or*nisin* n%
rottin* the #e#bershi$ for te#s of fi&e, for "hole *ro'$ of '$ to t"ent)-
fi&e $eo$le( The #o%el is contrib'te% b) Christo$her Brrt, bse% on #ths b)
the Bernie Bt#nn, n% this contrib'tion is *rtef'll) c!no"le%*e%( Iss'e the
#tri- to ll te# #e#bers n% e-$lin tht it $ro&i%es the $ln for chn*in*
te#s n% #eetin* ne" $eo$le, or $l)in* "hte&er *#es or e-ercises h&e
been rrn*e%( The #tri- belo" hs ,b,c,%,e onl) #o&in* tbles once( If )o'
"nt the# to #o&e tbles #ore thn this then lter the tbleDte# n'#bers in
the secon% col'#n for ech ro'n%(
round 6
ta2le/team 6 b c % e
ta2le/team ; f * h i ;
ta2le/team B ! l # n o
ta2le/team D $ 1 r s t
ta2le/team G ' & " - )
round ;
ta2le/team 6 f ! $ '
ta2le/team ; b * l 1 &
ta2le/team B c h # r "
ta2le/team D % i n s -
ta2le/team G e ; o t )
round B
ta2le/team 6 * # s )
ta2le/team ; b h n t '
ta2le/team B c i o $ &
ta2le/team D % ; ! 1 "
ta2le/team G e f l r -
round D
ta2le/team 6 h o 1 -
ta2le/team ; b i ! r )
ta2le/team B c ; l s '
ta2le/team D % f # t &
ta2le/team G e * n $ "
round G ta2le/team 6 i l t "
ta2le/team ; b ; # $ -
ta2le/team B c f n 1 )
ta2le/team D % * o r '
ta2le/team G e h ! s &
round H
ta2le/team 6 ; n r &
ta2le/team ; b f o s "
ta2le/team B c * ! t -
ta2le/team D % h l $ )
ta2le/team G e i # 1 '
e:ercise creation pointers 5prompts for creating 2rainstorming8 team
2uilding or learning e:ercises7
When )o' ne-t "nt to crete session for brinstor#in* or te#b'il%in*, tr)
cretin* )o'r o"n, or "or! "ith te# to %o it( Cretin* )o'r o"n e-ercises
n% cti&ities ;'st re1'ires little i#*intion( Here re so#e reference
$ointers to hel$ the tho'*ht $rocessB
These ele#ents cn be selecte% n% co#bine% to ct s !in% of for#'l to
hel$ "ith the creti&e $rocessB
Choose sense4s5D#e%i - si*ht, e#otionl feelin*, to'ch, s#ell, tste,
so'n%Dher, %r", "rite, ct, i#*ine, %isc'ssion, etc(
Choose the#e - co##'nictions, reltionshi$s, creti&it), $rocess,
$lnnin*, e-$erience, infl'ences, brriers, le&er*es, o$$ort'nities,
co'nsellin*, $roble#-sol&in*, etc(
O't$'tsB i%es, %isco&er), $lns, ctions, lernin*, 1'estions,
reltionshi$s, 'n%erstn%in*, sol'tions(
Peo$le n% lo*istics 4ho" the e-ercise "or!s, is briefe% n% follo"e%
'$5B te#s, $irs, threes, le%ers, scenrios, conte-t, #terils, roo#s,
*ro'$s, ti#in*s, re&ie", fee%bc!, ction co##it#ents, etc(
paper planes and aims game 5goal-setting8 &isualising success8 creati&it"8
team 2uilding8 moti&ation8 2uilding 2elief and commitment7
This e-ercise is $$ro$rite for n) o$en-#in%e% *ro'$ n% "o'l% be es$ecill)
beneficil for )o'n* $eo$le, e&en chil%ren( The cti&it) enco'r*es the te#
#e#bers to thin! bo't n% set $ersonl i#s, n% co##it to the# in
#e#orble n% #enin*f'l ")( The e-ercise lso enbles $ositi&e
enco'r*e#ent n% #'t'l s'$$ort #on* the te# to"r%s #eetin* ech
$erson.s i#s( 3irst, s! e&er)one in the *ro'$ to set the#sel&es $ersonl
chie&ble short ter# *ol( The i#s cn be to %o "ith hi*her $erfor#nce,
1'lit) stn%r%s, $roble# sol&in* or n) other chllen*es in their "or! or life(
S'$$l) the te# so#e colore% $$er, #r!er-$ens, *litter, scissors, stic!ers
n% 4o$tionll)5 %irectionsDinstr'ctions for $$er ir$lne #o%els( When ll
te# #e#bers h&e %eci%e% on their *ols short ter# *ol4s5, s! the# to
choose $$er ir$lne %esi*n n% #!e the $lne( As! the# to "rite their
*ol, "ith fe" $oints or ste$s s to ho" the) "ill chie&e it, on the insi%e of
the $$er $lne 4"hich enbles $eo$le to !ee$ their *ols $ri&te5( Then )o',
s the fcilittor, t'tor or te# le%er, "rite $ositi&e enco'r*in* co##ent
on the o'tsi%e of e&er) $erson.s $lne - the e#$hsis sho'l% be on enco'r*in*
co##ents, for e-#$le .I belie&e )o' cn %o this., or .I !no" this is so#ethin*
)o' cn chie&e., etc( O$tionll) )o' cn in&ol&e the *ro'$ s "ell in "ritin*
$ositi&e ins$irin* co##ents on the o'tsi%e of ech other.s $lnes( Allo" the
*ro'$ to contin'e finishin* the %ecortion of the o'tsi%e of their $lnes( The
e-ercise enbles ech te# #e#ber to t!e $les're in &is'lisin* their o"n
i#s, n% to *i&e n% recei&e lots of $ositi&e enco'r*e#ent( 3inll), the
cti&it) $ro&i%es the o$$ort'nit) to *o o'tsi%e s te# n% fl) the $lnes,
n% #)be to "r% fe" $ri>esI lon*est fli*ht, best %esi*n, best tric!, etc(
Thn!s @'r 3eerer for contrib'tin* this cti&it) i%e for b'il%in* belief,
co##it#ent n% te#s( She s'**ests )o' cn %% so#e %%itionl ins$irtion
b) referrin* to the son*, .I Belie&e I Cn 3l)., "hich "o'l% be $$ro$rite I.#
s're for certin *ro'$s, n% rele&nt 1'ote fro# "hich is s follo"sB
I belie&e I cn fl)
I belie&e I cn to'ch the s!)
I thin! bo't it e&er) ni*ht n% %)
S$re% #) "in*s n% fl) ")
I belie&e I cn sor
I see #e r'nnin* thro'*h tht o$en %oor
I belie&e I cn fl)(
life-raft 5group selection recruitment game8 negotiation and presentation8
relationships8 appreciating other people<s strengths8 team-working and
decision-making7
A si#$le b't so$histicte% *#e for te# of si- to ten $eo$le( The scenrio is
tht the te# is strn%e% in life-rft "hich is too s#ll to hol% e&er)one
"itho't sin!in*( So#eone 4or )o' co'l% s) t"o or three $eo$le - it.s fle-ible5
#'st to be thro"n o&erbor% 4or eten, if )o' $refer the rell) #cbre
&ersion5 - the *ro'$ #'st %eci%e "ho isDre to be the 'nfort'nte &icti#4s5(
3irst %ele*tes h&e the o$$ort'nit) to $resent their resons "h) the) sho'l%
st) 4the fcilittor cn %eci%e "ht #e%i is to be 'se%, b't "tch o't for the
ti#e - this $rt nee%s to be resonbl) brief5( Dele*tes cn be %irecte% either
to bse their $resenttions on their o"n rel sel&es, or if less e#oti&e
$$roch is re1'ire%, to %o$t the $ersonlit) of chrcter fro# histor), or
TL so$, etc( The fcilittor #'st %eci%e ho" best to instr'ct the te# on this
s$ect( After $resentin* their o"n cses, the *ro'$ then %ebtes $eo$le.s
relti&e &l'es n% stren*ths( Within this %ebte in%i&i%'ls cn contin'e to
r*'e their o"n cses if the) "ish, fter "hich the *ro'$ #!es its %ecision(
Set ti#e li#it for ech $resenttion, the %ebte n% the %ecision, for
e-#$le 7 #ins $er $resenttionI 7<-0< #ins for the %ebteI 9 #ins for the
%ecision or &ote( The fcilittor cn *'i%e the *ro'$ s to the %ecision #etho%,
for e-#$le secret bllot, sho" of hn%s, or $referbl) to le&e the *ro'$ to
%eci%e the %ecision $rocess, s this hi*hli*hts other interestin* beh&io'rs n%
c$bilities "ithin the te#( This is lso n interestin* e-ercise to 'se in *ro'$
selection recr'it#ent s n interction *#e( Points to re&ie" if 'se% in other
thn *ro'$ selection conte-tB
G'lit) n% effect of in%i&i%'l $resenttions
Ho" in%i&i%'ls beh&e n% res$on% to thret n% $ossible re;ection(
Ho" %ifferent $ersonlit) t)$es "ithin the *ro'$ rect in %ifferent ")s
to the %ebtin* n% %ecision $rocess(
Ho" the *ro'$ or*nise% itself to #n*e the %iffic'lt %isc'ssion
$rocess(
The %ifferent $erce$tions #on* the te# of relti&e stren*ths,
"e!nesses, &l'es, etc(
The ") the *ro'$ %eci%e% on ho" to #!e the %ecision 4'nless tol%
ho" b) the fcilittor5(
The rection of the te# #e#bers n% colle*'es of the &icti#4s5 fter
the &ote - blnce bet"een relief n% s)#$th)(
Other $oints to obser&e, es$ecill) if 'sin* this s n intercti&e *ro'$
selection recr'it#ent *#eB
In%i&i%'l beh&io'r n% st)le(
Prtici$tion le&els(
Constr'cti&e, s'$$orti&e in$'t 42Ho" cn "e best $$roch this(((?25
&ers's ne*ti&e contrib'tions 42This is st'$i% *#e(((25
Nt'rl le%ers(
Nt'rl $rocess chec!ers(
Res'lts %ri&en $l)ers(
Co#$ssion n% e#$th)(
Presenttion s!ills(
Ne*otition s!ills(
A"reness of $rocess n% consens's $rinci$les(
@o*icl n% ob;ecti&e ssess#ent of relti&e &l'es n% c$bilities(
Inte*rit)(
A"reness of nee% to $reser&e #i- of te# bilities(
B'll)in*, *n*in*-'$, n% %efence n% rection to these(
Se-is#, rcis#, $re;'%ice, n% %efence n% rection to these(
4ohari window e:ercise 5self-awareness8 self-de&elopment8 relationships8
team understanding8 team 2uilding7
3or n) si>e *ro'$, n) *e, n) role, $ro&i%e% $eo$le !no" or "or! "ith ech
other( P't the *ro'$ into $irs or threes( Ech $erson t!es t'rns to fin% o't
fro# their $rtner4s5 so#ethin* in the hi%%en re, !no"n to others b't not
!no"n to self( E-$lin the 8ohri Win%o" conce$t first - sho" n% iss'e the
%i*r# - n% e-$lin "h) it.s $ositi&e to o$en the hi%%en res, so tht s
#'ch s $ossible cn be !no"n to self n% to others( E-$lin no-*o res s'ch
s inti#te $ersonl thin*s, thin*s tht co'l% be h'rtf'l or %estr'cti&e, n%
s'b;ecti&e ;'%*e#ents( Enco'r*e $eo$le to be ob;ecti&e n% non-
;'%*e#entl, for*i&in*, n% tolernt in the ") the) $$roch the e-ercise,
n% in their o"n self %e&elo$#ent n% in hel$in* others( Re&ie" b) h&in*
$eo$le tell the "hole *ro'$ "ht the).&e lerne% bo't the#sel&es, n% ho"
this #i*ht *i&e o$$ort'nit) for $ositi&e chn*e in the f't're( =o' "ill nee% to
be on hn% #o&e #on* the te#s, !ee$ "tchf'l e)e, to fcilitte,
inter$ret n% ress're h'rt feelin*s "here necessr)( =o' cn e-ten% the
e-ercise b) h&in* $eo$le tell their $rtner4s5 so#ethin* tht is !no"n to self
4bo't oneself5 n% hi%%en to others 4"hich is lso n lternti&e n% less
e#oti&e e-ercise thn o$enin* the 'n!no"n to self $rt of the "in%o"5( T!e
cre - 8ohri is $o"erf'l instr'#ent(
4<accuse 5conflict management8 4ohari window de&elopment8 de&eloping
relationships8 mutual understanding7
use this acti&it" with careI
Use this cti&it) onl) if )o' re confi%ent )o' cn control it( Refer to the 8ohri
Win%o" - it $ro&i%es the bsis for inter$retin* n% *inin* $ositi&e
%e&elo$#ent fro# this e-ercise( As! $eo$le to tell ech other in $irs, 4or t"o-
on-one, three-on-one, if )o' "ish to crete #ore $ress're5 bo't their 4the
other $erson.s5 "e!nesses, filin*s, %isli!ble trits, "ron* $st ctions or
%ecisions, etc(, 4*in %;'st the brief ccor%in* to sensiti&ities5( Arrn*in* the
*ro'$s beforehn% is essentil( H&in* $rtici$nts n% obser&ers #!es the
cti&it) #ore controllble n% less li!el) to res'lt in free-for-ll( =o' #'st
$ln to #!e this e-ercise 'lti#tel) $ositi&e, in "hich $eo$le *et to lern
#ore bo't "ht.s in the .!no"n to others, n% 'n!no"n to self. 8ohri
1'%rnt 4"hich isn.t ll necessril) b%, b't )o' cn s! for onl) ne*ti&es to
be $ointe% o't for the s!e of %e#onstrtin* conflict5( Dele*tes sho'l% lso
be enco'r*e% to thin! bo't "ht c'ses conflict n% e#otionl '$set, n%
ho" to &oi%, &ert n% %iff'se it( D'rin* the e-ercise the .&icti#s. cn be
enco'r*e% to be %efensi&e 4rther thn tolernt n% bsorbent5, n% the
.cc'sers. to be **ressi&e n% confronttionl, if )o' "nt to crete #ore
.conflict. for $eo$le to %el "ith( Be"re of en%in* '$ '$settin* $eo$le - 'se
bell or "histle to brin* $eo$le bc! to sensible rtionl %'lts 4n% to in;ect
so#e ti#el) h'#o'r5 if thin*s threten to *et too hete%( If )o' "ish to %e-
$ersonlise the cti&it) s! $eo$le to role-$l) the cc'stions n% %efensi&e
rections( Sho"in* n% e-$linin* the 8ohri #o%el fter rther thn before
the cti&it) increses the li!elihoo% of e#otionl n% nt'rl rections %'rin*
the e-ercise 4ie(, the #ore )o' e-$lin n% $re$re, the #ore ob;ecti&e $eo$le
"ill be5( After"r%s 4or before5 )o' co'l% lso refer $eo$le to the E#otionl
Intelli*ence n% Trnsctionl Anl)sis conce$ts to %e#onstrte ho"
ob;ecti&it) hel$s &ert conflict( Plese %on.t hol% #e res$onsible for the cost of
clenin* the bloo% off the "lls(((((((
4e t<adore 54ohari window de&elopment8 team-2uilding8 relationships8
emotional intelligence de&elopment7
A $ositi&e lternti&e or s'$$ortin* e-ercise for the .conflict. cti&it) bo&e(
A*in refer to the 8ohri Win%o" #o%el( As! $eo$le in $irs to tell ech other
so#ethin* *oo% bo't the other $erson tht the other $erson "ill not !no"
the#sel&es( It.s bsicll) n cti&it) in "hich *en'ine co#$li#ents or fee%bc!
is *i&en bo't $erson.s trits, $st ctions, beh&io'rs, etc(, - the $ositi&e
fee%bc! cn be bo't n)thin*( This "i%ens the 8ohri 1'%rntB .!no"n to
others n% 'n!no"n to self.( The ct of *i&in* n% recei&in* *en'ine $ositi&e
fee%bc! is lso h'*el) enrichin* n% #oti&tionl( =o' cn re&ie" fter"r%s
ho" $eo$le felt "hen *i&in* n% recei&in* $rise, n% contrst this "ith the
ne*ti&e effect of *i&in* insensiti&e criticis#( This e-ercise cn be 'se% in
con;'nction "ith the ne*ti&e fee%bc! cti&it) bo&e to f'rther e#$hsise the
contrst bet"een $rise n% bl#e( Usef'l reference #o%els re lso
Trnsctionl Anl)sis n% E#otionl Intelli*ence(
there ought to 2e a law.. 5creati&e thinking8 recruitment selection acti&it"8
ethics and moralit" discussions7
A si#$le e-ercise for in%i&i%'ls, $irs, threes or "hole *ro'$ e-erciseB the
i# of the cti&it) is to s'**est ne" l", "ith resons for it( The *#e cn
be e-ten%e% into cler-co##'nictions n% "ritin* e-ercise, b) s!in* the
%ele*tes to "rite the ne" l" in cler ter#s tht e-$lin it bsol'tel) clerl),
"ith #ini#'# lee") for #is'n%erstn%in* or #isinter$rettion( The clrit) of
the "ritin* cn be teste% b) *ro'$ 1'estions n% re&ie"( This e-ercise is
$rtic'lrl) rele&nt for $eo$le "ho "ill benefit fro# i#$ro&e% "reness of
co##'nictin*, %ele*tin* n% briefin* s!ills( Also hel$f'l for $eo$le "ith
res$onsibilit) for "ritin* instr'ctions n% #n'ls( Also *oo% $ersonlit) n%
ttit'%inl in%ictor e-ercise "hen 'se% s n cti&it) for in%i&i%'l cn%i%tes
in recr'it#ent *ro'$ selections(
mottos 5warm-ups8 ice-2reakers8 creati&it"8 self-e:pression8 4ohari window
de&elopment7
3or te#s, "hole *ro'$s or in%i&i%'ls( As! the te#4s5, in%i&i%'ls or "or!-
*ro'$ to %eci%e on #otto or #-i# tht reflects their &l'es n% $'r$ose,
etc( In%i&i%'ls or te#s then $resent their #otto to the *ro'$, n% %isc'ssion
cn t!e $lce s necessr)( =o' cn be s$ecific bo't $recisel) "ht the
#otto #'st re$resent, or le&e the brief #ore o$en, %e$en%in* on the session
i#s( Ti#in*s re fle-ible, to s'it the sit'tion( This is &er) fle-ible cti&it)(
As n e-tension of the e-ercise, fro# one session to the ne-t in "ee! or
#onth.s ti#e )o' cn s! the in%i&i%'ls or te#s to fin% the @tin
trnsltion(((( 3or ins$irtion )o' co'l% sho" so#e e-#$lesB
2E Pl'rib's Un'#2 - the ori*inl #otto of the Unite% Sttes #enin* 2One
fro# #n)2 or 2One fro# #n) $rts2
2Serch, Sol&e n% S'ccee%2 - Pioneer Pri#r) School, Sin*$ore(
2Per Ar%' A% Astr2 #enin* 2Thro'*h A%&ersit) to the Strs2 - the
British Ro)l Air 3orce
2Per Leritte# Lis2 #enin* 2Stren*th Thro'*h Tr'th2 - Wshin*ton
Uni&ersit)
2Sec'rior G'o Prtior2 #enin* 2The Better Pre$re%, The More Sec're2
- So#erset Rossiter f#il)
flags e:ercise 5creati&it"8 self e:pression8 warm-ups8 inter-team or inter-
departmental relationships7
@ots of fle-ibilit) in this cti&it)( It cn be 'se% for in%i&i%'ls or te#s of n)
sorts( The ob;ect of the e-ercise is si#$l) to %esi*n fl* tht s)#bolises the
$erson or the te# 4or *ro'$ or %e$rt#ent, etc5( Mterils re1'ire% re ;'st
so#e fli$ chrt sheets n% colo'rin* $ens or $ints( The e-ercise cn be 'se%
s 1'ic! "r# '$ or ice-bre!er, s) fi&e #in'tes to crete the fl*s, n%
co'$le of #in'tes ech to $resent n% re&ie"I or lon*er te# or *ro'$
cti&it), re1'irin* 6<-69 #in'tes %isc'ssion, %e&elo$#ent of i%es, cretin* the
fl* %esi*n, n% then s #'ch ti#e s is necessr) to $resent n% %isc'ss the
resons n% rections( When in&ite% to e-$ress the#sel&es in co#$letel) ne"
n% %ifferent #e%i'#, $eo$le fin% it esier to rell) thin! bo't their
1'lities( The e-ercise is $rtic'lrl) 'sef'l to be*in inter-%e$rt#entl
"or!sho$s( Te#s h&e to thin! bo't "ht the) stn% for, ho" the) "ish to
be seen, n% other te#s h&e chnce to see n% 'n%erstn% colle*'es or
other %e$rt#ents in %ifferent ")( As n e-ercise for "or! *ro'$s this is
*oo% $ro#$t for %ebte "ithin the te#, n% then fter"r%s bet"een te#s
"hen fl* %esi*ns re $resente% n% re&ie"e%( This e-ercise is lso e-cellent
s n in%i&i%'l cti&it) for chil%ren n% )o'n* $eo$le of ll *es( It cn lso be
'se% for $irs or threes of frien%s, bo)s *ro'$s, n% *irls *ro'$sI the
$ossibilities rell) re en%less( As n lternti&e to fl*s, cot of r#s co'l%
be *i&en s the %esi*n ts!( Ob&io'sl) enco'r*e $rtici$nts to incl'%e
s)#bols n% i#*e icons, s "ell s colo'rs n% sh$es(
partnership flags 5partnership8 cooperation8 merging8 integrating teams7
If )o' "nt to foc's still f'rther on coo$ertion n% $rtnershi$ %e&elo$#ent,
)o' cn e-ten% the bo&e .3l*s. e-ercise to re1'ire te#s or in%i&i%'ls to
"or! to*ether 4in $irs or threes or #ore - ho"e&er #n) $rties )o' "nt to
inte*rte5 to co#bine their %esi*ns, ie(, to $ro%'ce .$rtnershi$ fl*. bse%
on n% $reser&in* the essentil the#es of the ori*inl in%i&i%'l %esi*ns of the
$rtnershi$ #e#bers(
commitment to change 5making things happen8 personal change8 etc7
A si#$le e-ercise for n) si>e *ro'$, n% *ret "r#-'$ or ice-bre!er too(
S$lit *ro'$ into $irs( Ts! ech in%i&i%'l to *ree "ith their $rtner
so#ethin* bo't the#sel&es tht the) "o'l% li!e to chn*e - $robbl)
so#ethin* tht the) h&e !no"n to be in nee% of i#$ro&e#ent or chn*e for
so#e ti#e( Ech in%i&i%'l clrifies 'n%erstn%in* of the chn*e ction "ith
their $rtner, "ith s'itble #es're n% ti#escle 4'se the SMARTER r'les s
reference - it.s on the cron)#s n% %ele*tion sections5, n% then ech $erson
makes a personal commitment to the partner to make the change( Ech
$rtner is res$onsible for follo"in* '$ this co##it#ent n% chec!in* tht the
chn*e ction hs been co#$lete% 4"hich h$$ens fter the trinin* co'rse,
#eetin*, *therin*, etc5( The $oint of the e-ercise is to %e#onstrte the
i#$ortnce of specifics8 accounta2ilit" and commitment, bein* the
in*re%ients of n) s'ccessf'l chn*e( Refer to SMARTER *in in the re&ie" of
chn*e ctions co##itte%, so s to confir# the &ibilit) of ech ction
co##itte%(
2est practice de&elopment forum
This e-ercise b'il%s te#s n% $ro%'ces *oo% or*ni>tionl o't$'ts( The
cti&it) cn lso be r'n s &irt'l te# b'il%in* *#e for stff in %ifferent
loctions 'sin* te# conference cll or &i%eo conferencin*( I%ell)
$rtici$nts "ill $erfor# si#ilr roles or t lest $erfor# roles "ith co##on
s$ects 4if not $rtici$nts sho'l% h&e *oo% fcilitti&e s!ills5( The i#s of the
e-ercise is to shre n% %e&elo$ best $rctice, i%es, n%Dor sol'tions to
co##on $roble#s( This $ro&i%es 'sef'l n% collecti&el) en;o)ble
e-$erience, "ith so#e *oo% o't$'ts for the or*ni>tion "hen best $rctice is
i%entifie% or %e&elo$e%, n% cn then be i#$le#ente%( S$lit lr*e *ro'$s into
te#s of three or fo'r( O&er fo'r $er te# #!es f'll in&ol&e#ent 'nli!el)( 3or
e-#$le, if the totl *ro'$ si>e is t"el&e, r'n fo'r e-ercises conc'rrentl) in
fo'r te#s of three( At the en% of the e-ercise ech te# le%er $resents
res'lts of their %isc'ssions n% i%es or sol'tions %e&elo$#ent to the "hole
*ro'$( =o' co'l% then loo! t i#$le#entin* #ost &ible s'**estions, crete
$ro;ect *ro'$s n% then $ilot *ro'$s( Estblish n e#$hsis on "or!in*
to*ether to i%entif) n% i#$le#ent constr'cti&e chn*e, thro'*h the shrin* of
i%es n% e-$erience( The cti&it) cn beco#e re*'lr %e&elo$#ent for'#I
$lce "here chllen*es, o$$ort'nities, locl $roble#s, etc(, cn be bro'*ht
lon* n% collecti&e bilit) 'se% to fin% n% $$l) sol'tions( Te#s cn be
chn*e% for ech te# b'il%in* session( It.s i#$ortnt to clrif) the $recise
i#s of ech e-ercise before it be*ins( Te#s cn t!e fe" #in'tes to %o this
$rior to co##encin* the cti&it)( T!e s$ecil cre "ith e-$linin* n%
clrif)in* if $eo$le of %ifferent ntionlities re in&ol&e%( Ens're lso tht
te# #e#bers e-$lin n% 'n%erstn% ech other.s sit'tions n% $rocesses
4"hich in itself is nother hel$f'l o't$'t fro# the e-ercise5( Ens're %e1'te
s'$$ort for ll inititi&es t!en for"r% to i#$le#enttion st*e, so tht
$rtici$nts see tht their "or! is res'ltin* in so#e $ositi&e effect( Sec'rin*
s'$$ort fro# '$-line #n*e#ent $rior to the $rocess "ill hel$ this, s "ill
obtinin* co##it#ent fro# '$-line #n*e#ent "here $ossible for inititi&es
consi%ere% "orth) of i#$le#enttion( See lso the notes on "or!sho$s,
brinstor#in*, n% $ro;ect #n*e#ent, "hich cn be rele&nt to &rio's
st*es of this cti&it)(
team poker
Here.s &er) si#$le n% effecti&e *#e for te#-b'il%in*, te#-"or!in*,
b'il%in* coo$ertion, $roble# sol&in*, le%ershi$, n% %ecision-#!in* s!ills(
Also *ret for n ice-bre!er n% "r#-'$ cti&it)( The *#e cn be 'se% "ith
"ith *ro'$ of 6< or #ore, n% re1'ires onl) %ec! of cr%s( E-$lin these
si#$le r'les of the e-erciseB One cr% "ill be hn%e% o't fce %o"n to ech
%ele*te( Pl)ers #'st not loo! t their cr%s 'ntil the *#e strts( The i# of
the e-ercise is for ech $erson to $'t to*ether the best three-cr% hn% b)
;oinin* "ith t"o other %ele*tes(
Where totl *ro'$ si>e is not e-ctl) %i&isible b) three, $l)ers nee% not be
e-cl'si&e to one *ro'$ of three, ie(, n) $l)er is $er#itte% to be $rt of #ore
thn one three-cr% hn%( When the totl *ro'$ is e-ctl) %i&isible b) three
this r'le is o$tionl, to be %eci%e% b) the fcilittor( A re1'ire#ent for
e-cl'si&e sets of three "ill ten% to increse the co#$etiti&e s$ect of the
e-ercise(
Cr% hn%s re best rn!e% ccor%in* to $o!er r'les, "hich re o$en to
%ifferent inter$rettion so it.s essentil to *ree the rn!e% or%er of $ossible
hn%s before the *#e strts, to &oi% n) %o'bt s to the "inners( 3or three
cr%s, s'**este% e-#$le rn!in* ccor%in* to sttisticl o%%s 4thn!s DB5,
"hich )o' sho'l% circ'lte% or "rite on fli$-chrt, is, lo"est to hi*hestB
hi*hest cr%, $ir, fl'sh 4three cr%s s#e s'it5, stri*ht or r'n 4e*(, O,K,6<5,
three of !in% 4e*(, three !in*s5, to$ hn% bein* stri*ht or r'nnin* fl'sh
4e*(, 9,C,H of herts5( Also clrif) hi*hest s'its, 4e*(, lo"est to hi*hestB
%i#on%s, cl'bs, herts, s$%es5( The best hn% $ossible "o'l% therefore be
!in*, 1'een, ce of s$%es(
Set ti#e li#it, b) "hich ll %ele*tes #'st be *ro'$e% in threes, ech *ro'$
re$resentin* three-cr% hn%( A #in'te cretes $ress'rise% cti&it)I three
#in'tes less so - *enerll) the lr*er the totl *ro'$ si>e the lon*er the
e-ercise nee%s, s'b;ect to fi&e #in'te #-i#'# for &er) lr*e *ro'$s(
Lritions cn be 'se%, "hich #!es it #ore interestin* if )o' "nt to re$et
the e-ercise lter "ith the s#e *ro'$, e*B
Ech %ele*te recei&es t"o cr%s, re1'irin* three $l)ers to crete si-
cr% hn% 4clrif) r'les ccor%in*l)5(
Instr'ct the *ro'$ to fin% three or fo'r other $l)ers, #!in* fo'r- or
fi&e-cr% hn%s(
Allo" ech $l)er to chn*e their cr% once "ith cr% fro# the to$ of
the re#in%er of the %ec!, fce %o"n of co'rse 4e-chn*e% cr%s *o to
the botto# of the %ec!5(
U$t'rn the cr% t the to$ of the re#in%er of the %ec! n% sti$'lte
tht ech hn% #'st incl'%e tht cr% 4in "hich cse three $l)ers "ill
crete fo'r-cr% hn%s5(
3or &er) lr*e *ro'$s 'se t"o %ec!s, n% sti$'lte te#s of fi&e, 4this is
*ret conference "r#-'$ - )o' co'l% stic! cr% 'n%erneth ech
%ele*te.s set, before %ele*tes rri&e(5
Pl's n) other &ritions of )o'r o"n )o' "ish to tr)(
3cilittor n% %ele*tes cn re&ie" &rio's beh&io'rs fter the cti&it) - e*(,
le%ershi$, te#"or!, ne*otitin*, n% %ecision #!in* 'n%er $ress're( This
si#$le *#e "ill bre! the ice, n% *et $eo$le o't of their sets "ith #ini#l
in$'t fro# the fcilittor( 3ollo" '$ "ith *ro'$ %isc'ssion bo't s$ects of
the e-ercise rele&nt to the #in session or $'r$ose( 4A%$te% fro# n i%e
s'b#itte% b) S Enter5
3or %%itionl interest )o' cn lso refer to the fscintin* ori*ins of $l)in*
cr%s n% co'rt cr%s, for e-#$le, %i% )o' !no" tht the n#e n% s)#bol of
the En*lish spades cr% 4contrr) to #ost $eo$le.s ss'#$tion tht the "or%
si#$l) reltes to s$%e or sho&el tool5 inste% %e&elo$e% fro# the 3rench
$i!e "e$on 4ie(, the sh$e is bse% on the b'siness-en% of the s$er-li!e
$i!e5, n% the n#e for the S$nish &ersion of the cr%, "hich "s <espados<
#enin* .s"or%s.(
newspaper 2ridge the gap team e:ercise 5planning8 team-working8 team
2uilding8 etc7
Ne"s$$er constr'ction e-ercises re l")s relible, fle-ible n% ine-$ensi&e
cti&ities for te# b'il%in* 4n% $lnnin*, le%ershi$, te#-"or!in*, etc5 - see
the #in ne"s$$er constr'ction e-ercises n% ti$s belo", n% the) re &er)
trnsferble "hen )o' "nt *#es cti&ities i%es to csc%e or s$re% 's*e
thro'*h or*ni>tions or %e$rt#ents( If )o'r i# is to b'il% te#s n%
reltionshi$s, es$ecill) inter-%e$rt#entl, #i- '$ the *ro'$s, so te#
#e#bers %on.t lre%) !no" ech other( 3or n e-tr t"ist to the 's'l to"ers
or bri%*es e-ercises belo", n% i%el for lr*e *ro'$s, "or! "ith te#s of C(
S$lit ech te# in hlf( The te# ts! is for ech hlf-te# of three 4or cn be
$irs5 to b'il% their hlf of ne"s$$er bri%*e so tht it connects n% cn be
;oine% to the other hlf of their te#.s constr'ction, to #eet in the #i%%le
bet"een t"o tbles( Preferbl) 4this is t the fcilittors %iscretion5 stic!)
t$e #'st not be 'se% to fi- ech en% of the bri%*e to the tble - ie(, bri%*es
#'st be self-s'$$ortin*( The "innin* te# cn be 1'ic!est or stron*est
s'$$ortin* str'ct're - it.s '$ to the fcilittor - )o' cn %% the re1'ire#ent
for the bri%*e to s'$$ort n ob;ect - le#on or chocolte br for e-#$le(
4The secret is to b'il% up n% o't so tht ech si%e of the bri%*e s'$$orts the
other - t"o hori>ontl hl&es *enerll) coll$se 'nless ech is e-tre#el)
stron*( Ti*htl) rolle% str'ts #!e stron*er constr'ctions( Estblish *#e r'les
tht $re&ent both hl&es of the te#s si#$l) #!in* sin*le bri%*e fi-e% to
ech tble "ith stic!) t$e, "hich "o'l% %efet the chllen*e of the e-ercise(
Control the le&el of %iffic'lt) of the *#e b) the %istnce bet"een the tbles
n% the n'#ber of sheets iss'e%(5 An% in si#ilr &ein the ne-t cti&it)B
newspaper domes 2ig group e:ercise 5team 2uilding and team working8
leadership8 creati&it" and design7
3or one *ret bi* *ro'$ te# b'il%in* e-ercise, s$lit the "hole *ro'$ into $irs
or threes, the ts! bein* to b'il% %o#e or roof str'ct'reDfr#e n% co&er it
"ith ne"s$$er n% stic!) t$e, bet"een s #n) tbles s there re
$irsDthrees( This is not contest bet"een the te#s, it.s ts! for the "hole
*ro'$ to coo$erte n% "or! to*ether( 3or e-#$le, for "hole *ro'$ si>e of
67 $eo$le, there co'l% be si- tbles n% si- $irs - or fi&e tbles n% fi&e te#s
of three - ech $irDthree b'il%in* one str't of si-- or fi&e-str't %o#e fr#eI
for *ro'$ of K $eo$le, there co'l% be three te#s of three, n% three tbles,
ech te# of three b'il%in* str't for three-str't roof fr#e( Ech
$irDthree sho'l% b'il% their str't '$ n% o't fro# the tble, connectin* in the
centre s$ce "ith the str'ts fro# ech of the other $irsDthrees( Str'ts cn be
fi-e% to the tbles n% ;oine% in the centre-s$ce "ith stic!) t$e( 3or lr*e
fr#es 4"hich "ill be re1'ire% of the tbles re $lce% f'rther ") fro# ech
other5, cross-str'ts cn be 'se%( The "hole *ro'$ cn then co&er the %o#e or
roof fr#e "ith sheets of ne"s$$er( Re1'ires lot of tho'*ht, te#-"or!in*,
co##'niction, shrin* best-$rctice, ssess#ent n% fee%bc! lon* the "),
n% le%ershi$ t !e) %ecision st*es( Control the le&el of %iffic'lt) b) the
%istnce bet"een the tbles n% the n'#ber of ne"s$$er sheets iss'e%( 4As
"ith #n) of the ne"s$$er te# b'il%in* cti&ities, the secret is to *ree
first on str't %esi*n - t)$icll) ti*htl)-rolle% sheets - "hich cn then be 'se%
to constr'ct "hte&er o&erll %esi*n is $lnne%, b't let the %ele*tes "or! this
o't for the#sel&es(5
The #ost effecti&e ") to b'il% %o#e or co&ere% .roof. is to crete fr#e
first, 'sin* ti*htl) rolle% sheets s str'ts( The si#$lest constr'ction "o'l% 'se
three tbles n% three str'ts, one fro# ech tble-to$ e%*e, ;oinin* to*ether
in the #i%%le t the to$ to for# $)r#i% fr#e, "hich cn then be co&ere%
'sin* ne"s$$er sheets( A ro'n% %o#e str'ct're is #ore %iffic'lt, t!es #ore
ti#e, nee%s #ore ne"s$$ers, n% nee%s to h&e se&erl str'ts fro# ech
tble to crete c'r&e% sh$e, n% then n'#ber of li*htl) for#e% hori>ontl
str't .rin*s. ro'n% the the o'tsi%e of the entire #in fr#e to crete c'r&e%
conto'r( This t)$e of str'ct're #'st be %esi*ne% beforehn% to h&e *oo%
chnce of s'ccee%in*, n% it hel$s if the *ro'$ contins so#eone "ith bit of
en*ineerin* tlent or instinct( There re other ")s of #!in* str'ct're, for
instnce flt s1're fr#es on .le*s. 4short ne"s$$er str'ts5, n% if )o' %o not
sti$'lte hei*ht then $eo$le "ill often be creti&e 4chet5 n% si#$l) #!e
bi* sheet n% ttch it to ech tble e%*e, "hich rther %efets the $oint(
Hence )o' cn clrif) the i# of the e-ercise b) sti$'ltin* tht the roof #'st
be c$ble of co&erin* ll or *i&en $ercent*e of the *ro'$ #e#bers,
stn%in* or sittin* 4t )o'r %iscretion5 %e$en%in* on the fr#e hei*ht tht )o'
thin! is resonble( If in %o'bt *ree the fr#e hei*ht i# "ith the *ro'$,
"hich #ens the) effecti&el) set their o"n tr*et( This is chllen*in* n%
en;o)ble te# cti&it) - enco'r*e te# #e#bers to en;o) it( 3or si#$le
$)r#i% llo" t lest 69 #in'tes for the .b'il%.( 3or bi**er constr'ctions n%
ro'n%e% %o#es llo" t lest 6< #ins for the %esi*n st*e n% 0< #ins for the
b'il%( An% re#e#ber to $ro&i%e $lent) of $lstic r'bbish b*s for the cler-'$
fter"r%s( It cn be hel$f'l for the $ost-cti&it) re&ie" to brinstor# before
the cti&it) "ith the "hole *ro'$ the e-$ecte% !e) $erfor#nce ele#ents, n%
for these to be 'se% s the ssess#ent criteri 4see the Trinin*
ele#entsDe-ercise re&ie" te#$lte ssess#ent $rofor# sheet &ilble on
the free reso'rces $*e5(
paper-doil" e:ercise 5communications8 instructions8 interpretation8
de&eloping mutual understanding8 acti&e listening8 clarif"ing
9uestioning techni9ues7
This e-ercise cn be crrie% o't in $irs "ith se&erl $irs $l)in* the *#e t
the s#e ti#e, or one $ir $l)in* n% the re#in%er of the *ro'$ obser&in*(
T"o $eo$le sit bc! to bc!( Ech hs $iece of $$er 4cn be n) sheet of
$$er $ro&i%e% it is rectn*'lr - not s1're - lr*e sheet of ne"s$$er "or!s
"ell $rtic'lr if the cti&it) is bein* obser&e%5( One $l)er 4the instr'ctor5
fol%s n% ters hisDher sheet of $$er t the s#e ti#e re%in* $re-$re$re%
instr'ctions to the other $erson 4the st'%ent5 s to ho" the st'%ent is to fol%
n% terDc't their sheet of $$er( 3or %%e% interest iss'e ech $ir "ith
hole-$'nch n% $ir of scissors 4s#ller sheets of $$er re #ore li!el) to
re1'ire scissors5( Other thn *i&in* the instr'ctions the %ele*tes cnnot
%isc'ss or e-$lin n)thin* else( Instr'ctions #'st be re% o't e-ctl) s the)
$$er on the instr'ctions sheet, "hich is crete% n% s'$$lie% b) the
fcilittor( Neither $l)er #'st be ble to see "ht the other is %oin* "hile
the e-ercise is 'n%er ")( After the instr'ctions h&e been co#$lete%, the
te# #e#bers t'rn n% fce ech other, 'nfol% their sheets n% co#$re their
$$er %oilies, "hich "ill loo! 1'ite %ifferent, e&en tho'*h ech hs been #%e
fro# the s#e instr'ctions( Here re e-#$les of instr'ctions for the
instr'ction sheet 4)o' cn crete )o'r o"n &ritions or 'se these, or re%'ce
the# for 1'ic!er si#$ler e-ercise - %o not incl'%e the brc!ete% $oints,
"hich re fcilittors notes n% to hel$ "ith the re&ie"5B
6( 3ol% the $$er in hlf hori>ontll) 4this %e$en%s on "ht ") the sheet
is hel% n% co'l% be inter$rete% to be fol%e% lon* the ln%sc$e or
$ortrit -is5
7( 3ol% in hlf *in %i*onll) 4*in, this is o$en to inter$rettion -
nor#ll) n s)##etricl fol% corner-to-corner5(
0( 3ol% in hlf *in &erticll) 4*in, this is o$en to inter$rettion5(
M( 3ol% the to$ ri*ht corner so tht the $oint is t the centre of the fol%e%
sheet 4the fol%e% corner co'l% be one of fo'r5(
9( 3ol% the lon*est $oint to the corner frthest ") fro# it 4cn be o$en
to inter$rettion5(
C( 3ol% in hlf *in or s close to t"o hl&es s $ossible 4it #) not
$ossible to fol% e-ctl) into t"o s)##etricl or e&en s)##etricl
hl&es5(
H( Ter or c't off 7c# of the shr$est corner "ith stri*ht c't or ter(
O( Ter of c't off 6c# of the o$$osite or frthest corner to the bo&e
corner "ith c'r&e% c't or ter 4c'r&e% "ht ")? - *in this is o$en
to inter$rettion5(
K( P'nch three holes lon* the lon*est e%*e 4"here e-ctl) lon* the e%*e
is o$en to inter$rettion5(
6<(P'nch t"o holes in the ne-t-to-lon*est e%*e 4"here e-ctl) lon* the
e%*e is o$en to inter$rettion5(
66(C't <(9c# shr$ .L. t"o-thir%s into the shortest e%*e 4this is o$en to
inter$rettion5(
67(Unfol% the $$er n% co#$re )o'r %oil) "ith )o'r $rtner.s %oil)(
Points for the %ebrief n% re&ie" %isc'ssionB Ho" #n) of )o' en%e% '$ "ith
$$er $ro;ects e-ctl) the s#e? Wh) "ere )o' 'nble to en% "ith e-ctl) the
s#e %oilies? Wht instr'ctions "ere the lest hel$f'l n% "h)? Ho" co'l%
these instr'ctions h&e been #%e clerer? Wht clrif)in* 1'estions "o'l% )o'
h&e s!e% if $er#itte% to clrif) the instr'ctions? Wht %%itionl tools or
%e&ices "o'l% hel$ the relibilit) of the instr'ctions n% f'llness of
'n%erstn%in* 4the ob&io's ones re r'ler, n% %i*r# for ech st*e - the
$oint here is tht co#$le- instr'ctions often nee% tools, references, e-#$les
or other %e&ices to enble $ro$er clrit) n% cc'rc), n% the res$onsibilit) is
"ith the "riter to t!e the inititi&e to 'se n% incl'%e these s$ects if
re1'ire% - %on.t ss'#e tht "or%s lone re s'fficient, bec'se the) rrel)
re5(
As n e-tension of the e-ercise s! e&er)one 4in $irs of s *ro'$ %isc'ssion
or brinstor# e-ercise5 to re-"rite the instr'ctions so s to *'rntee
$ro%'cin* t"o i%enticl %oilies(
NB If fcilittin* this e-ercise ens're )o' tr) o't )o'r instr'ctions before 'sin*
the# in the cti&it)(
4Bse% on s'**estion fro# D S#ith5
desert island menu
A 1'ic!, si#$le 4n% often re&elin*5 "r#-'$, ice-bre!er n% intro%'ctor)
e-ercise for n) *ro'$ '$ to bo't %o>en $eo$le( 4+ro'$ si>e cn be lr*er if
the .sho"-n%-tell. ti#e $er $erson is controlle% ti*htl)5( Dele*tes h&e
co'$le of #in'tes to consi%er n% %eci%e three t"pes of food tht the) "o'l%
choose to li&e on for )er, if strn%e% on %esert isln%, "ith nothin* else to
et or %rin!, other thn "ter( After consi%erin* their selection n% resons,
ech %ele*te then t!es t'rns to tell the *ro'$ "ht three foo%s the) "o'l%
chose n% "h)( The fcilittor cn %eter#ine finer $oints of the r'les, s'ch s
if there.s n)thin* to coo! "ith, if there re n) con%i#ents, n% 2Does .chic!en
ti!! #sl. co'nt s one foo% t)$e?2, or 2Cn "e choose $rocesse% re%)-
#%e #els s one foo% t)$e?2, etc( The $oint of the e-ercise is to *et
%ele*tes thin!in* bo't so#ethin* co#$letel) %ifferent, in ") tht llo"s
the# to e-$ress their o"n $ersonlit), li!es, %isli!es, "e!nesses, etc, to the
*ro'$( 3or lr*e *ro'$s $'t $eo$le into te#s of three n% h&e the# co#e '$
"ith selection of three foo%s tht stisf) ech #e#ber of their te#( Other
thn ob&io'sl) %ft selections li!e ."his!), l*er, n% #*ic #'shroo#s. or
.b'r*ers, chi$s n% e**s. there re no ri*ht or "ron* ns"ers - it.s si#$l) n
e-ercise in $ersonl $reference(
newspaper models 5team 2uilding8 pro2lem sol&ing8 creati&it"8 leadership8
planning and pro4ect management7
A &rition on the ne"s$$er constr'ction e-ercises fet're% belo"( 3or bi**er
te#s, es$ecill) co#$risin* en*ineers n% technicl te# #e#bers( Inste%
of #!in* ne"s$$er to"ers or ne"s$$er bri%*es, the chllen*e is to #!e
#ore co#$le- #o%el, of #chine, or &ehicle or b'il%in*, *in o't of
ne"s$$er( If the #o%el is to be #chine it co'l% be "or!in* #o%el( the
#chine co'l% be one fro# the $rtic'lr "or! sit'tion( Intro%'ce %%itionl
#terils s $$ro$rite - strin*, $i$e-cleners, r'bber bn%s, st$ler, etc( The
bi**er the te# then the #ore co#$le- n% chllen*in* the ts! cn be( 3or
te#s of 9 or #ore s! tht ech te# $$oints le%er, n% stte tht ech
te# le%er is res$onsible for ens'rin* f'll $rtici$tion of ll te# #e#bers(
Refer to the ti$s n% r'les for ne"s$$er constr'ction e-ercises belo"(
the post2ag e:ercise 5for group selection recruitment8 time management8
planning and prioritising8 and assessing strategic 4udgement and
initiati&e8 team-working8 organi(ation and decision-making7
This e-ercise is *oo% for *ro'$ selection cti&ities( The te# e-ercise is to sort
bi* $ile of )o'r t)$icl $ost( Te# si>e 0-9, so if there re #ore thn 9
%ele*tes crete #ore thn one te#, n% ens're s'itble s$ce, #terils,
n% fcilittor for ech te#( If 'se% s *ro'$ selection cti&it) in&ol&in*
#ore thn one te# 4it "o'l% be s'itble for s'$er&isors n% clericl stff5
obser&ers cn #o&e bet"een te#s( =o'.ll nee% to %efine the t)$icl
%estintionsDctions - *i&e bsic *'i%elines b't not s'fficient for ll the
ns"ers, so tht there.s o$$ort'nit) for te#s n% te# #e#bers to 'se their
o"n inititi&e( Define the $'r$ose of the e-ercise clerl) in ter#s tht reflect
"ht )o' "nt the %ele*tes to chie&e n% the h)$otheticl sit'tion in "hich
the).ll be "or!in*( Also e-$lin to the te#4s5 tht the) cn s! fcilittors
bo't certin ite#s if re1'ire%, n% incl'%e t"o or three o%%bll ite#s tht
%efinitel) nee% s!in* bo't( Obser&ers "ill be ble to see ho" the te#s
or*ni>e the#sel&es, $eo$le.s le&els of inititi&e n% ;'%*e#ent, e-$erience,
"ho hs *oo% n% less *oo% i%es, in$'t, n% ho" $eo$le "or! "ith others in
te# sit'tion( =o' co'l% s! the te#s to $resent their concl'sions s to "ht
sho'l% h$$en "ith the contents of their $ostb*( Re&ie" n% %isc'ssion lso
"ill $ro&i%e 'sef'l in%ictors( 3or %%e% chllen*e )o' co'l% thro" in co'$le
of .interr'$tions. s'ch s $hone clls or &isitors intro%'cin* %%itionl iss'es to
be sorte%, $rioritise% n% ctione%( This e-ercise cn lso be 'se% for
s'$er&isor) #n*e#ent %e&elo$#ent n% ssess#ent( If 'se% "ith $eo$le "ho
lre%) "or! for the or*ni>tion the e-ercise $ro&i%es 'sef'l in%iction s to
%ele*tes strte*ic "reness n% $rioritistion c$bilities n% ;'%*e#ent(
S@OT anal"sis team 2uilding e:ercises 5for team 2uilding8 decision-making8
change-management8 strateg" de&elopment8 direction and moti&ation7
3or sin*le te# or n) n'#ber of te#s( 3or te#s of three or fo'r te#
#e#bers( Te#s of fi&e n% o&er re1'ire te# le%er( This is rell)
#oti&tionl n% e#$o"erin* cti&it) tht cn %eli&er i##e%ite
or*ni>tionl n% b'siness benefits( The e-ercise %'rtion is fro# 0< #in'tes
'$"r%s, %e$en%in* on the co#$le-it) of the SWOT s'b;ects iss'e% to or
*ree% "ith the te#s( The SWOT e-ercise cn t!e "hole %) if the ts! is
co#$le- n% bi*( 3irst refer to the SWOT nl)sis notes n% te#$lte e-#$les
on this site(
Ens're ll %ele*tes re iss'e% "ith SWOT nl)sis instr'ctions, n% confir#
their 'n%erstn%in* of the $rocess, "hich #!es n i%el initil *ro'$ e-ercise(
I%entif) before the session, or h&e the te#s or te# #e#bers %o so t the
strt of the e-ercise, s'itble s'b;ects for SWOT nl)sis( H&e the te#s
choose s'b;ect ech, n% then "or! s te# to $ro%'ce the SWOT nl)sis,
"hich sho'l% then be $resente% bc! to the *ro'$ for %isc'ssion n% re&ie"(
It.s i#$ortnt tht the te#s "nt the $rtic'lr s'b;ects(
Prior to the e-ercise it.s i#$ortnt for the fcilittor to clrif) "ht "ill
h$$en fter the e-ercise to the te#s. SWOT nl)sis fin%in*s, so tht te#
#e#bers h&e n $$ro$rite e-$ecttion for "here their efforts n%
reco##en%tions "ill le%(
This SWOT e-ercise is &er) fle-ible - 'se it to s'it the sit'tion, the *ro'$, n%
"ht the or*ni>tion nee%s( E-#$les of SWOT s'b;ect res 4h&e so#e
s$ecific $ro$ositions, o$$ort'nities or o$tions hn%) in cse )o' nee% the#5B
or*ni>tionl or %e$rt#entl chn*e o$tions
b'siness %e&elo$#ent i%es
te# re-str'ct'rin*
$roble#-sol&in* o$tions
c'sto#er ser&ice i#$ro&e#ent i%es
$ro%'ctionD%istrib'tionDtechnicl s'$$ort efficiencies or i#$ro&e#ents
i%es
N(B(
6( The bo&e he%in*s re not SWOT s'b;ects, the) re res "ithin "hich
)o' cn i%entif) SWOT s'b;ects(
7( A SWOT nl)sis cn onl) be 'se% to ssess s$ecific o$tion,
$ro$osition, co#$n), %e$rt#ent or i%e - sin*le SWOT nl)sis
cnnot be 'se% to co#$re o$tions or e&l'te n'#ber of o$tions or
$ro$ositions t once(
0( A&oi% *reein* to SWOT s'b;ects tht re clerl) be)on% the re#it of
the te#s 4"hich cretes e-$ecttions tht cnnot be #et5, 'nless the
sit'tion llo"s for the *ro'$ to #!e reco##en%tions(
M( A SWOT nl)sis #es'res b'siness 'nit, $ro$osition or i%eI PEST
nl)sis #es'res #r!et(
P>ST anal"sis team 2uilding e:ercise 5for team 2uilding8 moti&ation8
direction8 strateg" de&elopment8 gaining 2u"-in and consensus7
See the PEST nl)sis rticle n% te#$lte( Str'ct're the cti&it) s "ith the
'se of SWOT nl)sis e-ercise bo&e( Note tht SWOT nl)sis is bse%
bro%l) on hlf internl n% hlf e-ternl fctors( A PEST nl)sis #es'res
#r!etI SWOT nl)sis #es'res b'siness 'nit, $ro$osition or i%e( PEST
is l#ost entirel) bse% on e-ternl fctors, so ens're t lest so#e #e#bers
of ech te# h&e !no"le%*e of, or re ble to consi%er, the PEST fctors if
)o' inten% 'sin* this e-ercise( PEST is *oo% e-ercise for #r!etin* $eo$le,
n% is *oo% for enco'r*in* b'siness %e&elo$#nt, #r!et orientte% o'tloo!
#on* ll stff( If )o' "nt to 'se PEST "ith stff "ho re not nt'rll)
e-ternll) foc'se% )o' cn h&e the# %o so#e reserch n% $re$rtion in
%&nce of the e-ercise( As "ith the SWOT e-ercise, it.s i#$ortnt to clrif)
the s'b;ect of theDech nl)sis(
<m" pet hate< e:ercise 5for rapport-2uilding8 empath"8 facilitati&e
9uestioning8 acti&e reflecti&e listening8 interpretation8 personal
de&elopment7
An inno&ti&e n% effecti&e te# b'il%in* e-ercise for trinin* n% $rctisin*
cti&e n% reflecti&e listenin* s!ills, e#$th), n% fcilitti&e 1'estionin*( Also
*ret te# cti&it) for $ersonl %e&elo$#ent n% $ersonl $roble# sol&in*(
3or *ro'$s of si- or #ore in te#s of three or $irs(
As! ech %ele*te to thin! of sit'tion or $erson tht the) fin% e-tre#el)
%iffic'lt or fr'strtin*( The sit'tion cn be fro# "or! or ho#e life, b't
nothin* so $ersonl s to c'se %isco#fort "hen re&ele% to others( +'i%e
%ele*tes lso to &oi% criticis# of other $eo$le "ho #i*ht be $rt of
i%entifie% fr'strtions, "hether these $eo$le re $resent or not(
3or te#s of three, the first $erson is the inter&ie"er, secon% $erson is s
inter&ie"ee, n% thir% is obser&er( The first $erson in ech te# hs 9 #in'tes
4fcilittor cn llo" lon*er, %e$en%in* on totl e-ercise ti#e &ilble, *ro'$
si>e n% %esire% intensit)5 to 1'estion the secon% $erson bo't the secon%
$erson.s %iffic'lt) or fr'strtion( The first $erson sho'l% 'se r$$ort-b'il%in*
n% e#$th), sensiti&e fcilitti&e 1'estionin*, cti&e listenin*, reflecti&e
listenin*, n% inter$rettion s!ills, to enco'r*e n% enble the secon% $erson
to e-$lin ho" the) feel, "h) the) feel li!e it, "ht re the c'ses n% "ht
#i*ht be the re#e%ies, $l's n) other $oints of rele&nce( The secon% $erson
sho'l% tr) to res$on% nt'rll) to the inter&ie"er( The *ro'$ then recon&enes
n% the first $erson fro# ech te# #'st then briefl) 4#- 7-0 #ins5 %escribe,
e-$lin n% s'##rise to the *ro'$ the secon% $erson.s %iffic'lt sit'tion( The
secon% $erson fro# ech te# then *i&es fee%bc! to the *ro'$ 4incl'%in* to
their inter&ie"er5 s to the cc'rc) of the inter$rettion n% the 1'lit) of
the inter&ie"in* 4r$$ort-b'il%in*, fcilitti&e 1'estionin*, cti&e listenin*,
reflection, inter$rettion n% e#$th)5 'se% b) the first $erson( The thir%
$erson obser&er of ech te# then $ro&i%es brief ne'trl o&er&ie" co##ent,
if re1'ire% n% hel$f'l( When ech te# hs co#$lete% these st*es, rotte
the roles n% r'n the e-ercise *in, so tht ech $erson $l)s the inter&ie"er,
inter&ie"ee n% obser&er(
This e-ercise cn lso be r'n in $irs, "itho't the thir%-$erson obser&ers,
"hich is $$ro$rite for s#ll *ro'$s of M-O $eo$le, or if the ti#e &ilble for
the e-ercise %oesn.t llo" three rottions of the te# roles( Use the re&ie"
sheet to $ro&i%e bre!-it-%o"n str'ct're for fee%bc! n% re&ie"( 3or o%%
n'#bers of *ro'$s the fcilittor cn t!e $rt to #!e te#s n'#bers e1'l,
"hich is i#$ortnt so s to &oi% cretin* .$ssen*ers. 4incti&e te# #e#bers5
t n) st*e(
Trinin* n% re&ie" ele#ents of the e-ercise 4o$tionl 'se of trinin* ele#ent
re&ie" sheet5B
1. r$$ort b'il%in* n% e#$th) 4int'iti&e sensiti&e st)le5
2. fcilitti&e 1'estionin*
0( cti&eDreflecti&e listenin*
M( cc'rc) of inter$rettion n% %escri$tion
E-ercise %'rtion n% cti&it) o$tions t)$icll)B
3cilittor.s intro%'ction n% e-$lntion, in 'se of trinin* ele#ent
re&ie" sheet - 9 #ins
O$tionl brinstor# of re&ie" ele#ents - 9 #ins
3irst inter&ie"s in te#s of three - 9 #ins
S'##ries to *ro'$ n% fee%bc! - n'#ber of te#s - 0 #ins
Secon% inter&ie"s in te#s of three - 9 #ins
S'##ries to *ro'$ n% fee%bc! - n'#ber of te#s - 0 #ins
Thir% inter&ie"s in te#s of three - 9 #ins
S'##ries to *ro'$ n% fee%bc! - n'#ber of te#s - 0 #ins
3inl *ro'$ re&ie" of cti&ities n% e-$eriences - 9-0< #ins %e$en%in*
on e-ercise %e$th n% intensit) re1'ire#ent
O$tionl re&ie" of $ersonl ctions risin* - 9 #ins 4%efer #;or iss'es
o'tsi%e e-ercise session5
Totl e-ercise ti#e no#inll) 0<-M9 #ins $l's 0 #ins for ech inter&ie"
s'##r) N totl %ele*tes - 0 #ins, ie(, *ro'$ si>e of fifteen in te#s
of three "ill t!e totl of H9-K< #ins(
If the e-ercise is r'n in $irs "itho't obser&ers the thir% ro'n% of inter&ie"s
n% s'##ries is ob&io'sl) not re1'ire%(
smartie hunt game 5team 2uilding8 ice-2reakers8 warm-ups8 leadership8
delegation8 fun7
A f'n *#e for te# b'il%in* ice-bre!er or trinin* "r#-'$, for le%ershi$
n% te# #oti&tion, n% *ret $rt) *#e for !i%s or %'lts( This cti&it) is
lso *ret le&eller n% f'nn) to $l) n% obser&e( 3or *ro'$s of ten to thirt)
or so $eo$le, %e$en%ent on the roo# si>e( S$lit the *ro'$ into t"o or #ore
te#s - i%ell) 9-H $er te# - n% h&e ech *ro'$ $$oint le%er, "hich cn
- if hel$f'l - be the lest confi%ent, #ost ;'nior #e#ber of ech te#
4le%ershi$ in this *#e is f'n, n% sho'l% hel$ b'il% confi%ence n% stt's of
the le%er5( Before the session hi%e the contents of t'be of s#rties s"eets
4or bo-, %e$en%in* on te# n'#bers n% *#e %'rtion5 ro'n% the roo#(
Write %o"n on se$rte $ieces of $$er the n#es of s #n) ni#ls s there
re te# #e#bers 4or chil%ren if its !i%.s $rt)5( Ani#ls sho'l% be those
ssocite% "ith reco*ni>ble noises, e*(, $i*, horse, co", %on!e), sn!e, %'c!,
chic!en, #on!e), fro*, etc(, ltho'*h for n %'lts $rt), for e-tr f'n, )o'
cn incl'%e one or t"o ni#ls for "hich no reco*ni>ble so'n% is co##onl)
!no"n, e*(, $lt)$'s, r#%illo, h#ster, etc( 43or &er) lr*e *ro'$s )o' cn
%o'ble the n'#ber of &ilble ni#ls b) $refcin* ech one .little.D.lr*e., or
.#'##).D.%%%)., n% sti$'lte tht the noises sho'l% %iffer ccor%in*l) - hi*h
n% lo" of co'rse(((5 3irst h&e ech te# #e#ber t!e $iece of $$er "hich
sho"s the ni#l the) re to $l) in the *#e( The ob;ect of the *#e is for
te# #e#bers to fin% the hi%%en s#rties, n% %irect their le%er to the# b)
#!in* their o"n ni#l noise 4ctions re entirel) o$tionl in this *#e, lso
*ret f'n n% &irt'll) ine&itble5( The te# le%er "ho collects the #ost
s#rties "ins the *#e for their te#( Te# le%ers re not $er#itte% to loo!
for s#rties( Te# le%ers re not $er#itte% to follo" the so'n%s of ni#ls
belon*in* to other te#s, b't o$$osin* te# #e#bers re $er#itte% to follo"
so'n%s of ni#ls of other te#s, n% then to #!e their o"n noises on seein*
the s#rties( This *ret *#e re1'ires le%ers to re#e#ber "hich ni#ls re
in their te#s, so #in'te cn be $er#itte% for this before strtin* the *#e(
=o' cn lso llo" co'$le of #in'tes for te#s to $re$re *#e tctics,
ltho'*h this is not essentil( +i&e ti#e li#it - 9-6< #in'tes is fine - s
s#rtie h'nts re tric!) to $re%ict( The 'se of s#rties $ro&i%es *oo% lin! to
the SMART n% SMARTER cron)#s reltin* to ts! %ele*tion( As n
lternti&e to s#rties s"eets )o' cn 'se MPMs inste%, "hich lin! "ell to the
0M #ne#onic or MMM cron)#B #es'rble, #n*eble, #oti&tionl,
%efinin* the essentil ele#ents of n) contrcte% rrn*e#ent or %ele*te%
ts! 4see the cron)#s n% %ele*tion free #terils5(
tattoo game 5relationships8 attitudes and 2eha&iour perceptions7
A *#e for %inner $rties or te# b'il%in* n% bon%in*, ho"e&er this *#e is
%efinitel) not n cti&it) for $rtic'lrl) sensiti&e $eo$le s it in&ol&es
re&elin* $ersonl infor#tion, n% entils %isc'ssion of $otentill) $ersonl
feelin*s n% $erce$tions( See! ll te# #e#bers. *ree#ent before $l)in*
this *#e( This e-ercise cn be 'se% for f'n n% reltionshi$-b'il%in*, or to
hi*hli*ht n% chllen*e ss'#$tions n% $re-concei&e% ;'%*e#ent bo't
$eo$le, clss, bc!*ro'n%, stereot)$es, etc( =o' cn %e&elo$ %ifferent *#es
i%es ro'n% this e-ercise %e$en%in* on the t)$e of $rt) *#e or te#
b'il%in* cti&it) re1'ire% 4n% the le&el of inti#c) "elco#e% b) the *ro'$5,
bse% on the *#e s follo"sB s! te# #e#bers to "rite %o"n secretl) on
$iece of $$er ech "hether the) h&e n) tttoos on n) $rt of their bo%),
or for #ore %rin* *ro'$s or $rt) *#es, %escri$tion of the tttoos n% their
loctions( 4The #o'nt of %etil to be *i&en is &rible fctor of the *#e
n% #'st l")s be s'b;ect to *ree#ent b) the %ele*tes(5 Te# #e#bers
then fol% their $ieces of $$er n% $'t ech into continer to $re&ent
chetin*( +ro'$ #e#bers then t!e t'rns to $ic! one of the fol%e% $ieces of
$$er n% *'ess "ho it belon*s to( Te# #e#bers sho'l% re% o't "ht.s
"ritten on the $$er n% e-$lin their tho'*ht $rocess 4"hich ob&io'sl) rises
$oints for co##ent n% rection %'rin* or fter the *'essin* *#e5( If the
$erson *'esses correctl), the $$er is re#o&e%, if not, it is $lce% bc! into
the continer( Points cn be "r%e% for correct *'esses n%Dor to te#
#e#bers incorrectl) #tche% to tttoos( 3or *ro'$s of '$ to se&en the
*'essin* st*e of the *#e is best $l)e% b) in%i&i%'lsI *ro'$s of ei*ht n%
o&er cn be s$lit into t"o te#s for the *'essin* st*e of the *#e, in "hich
cse #e#bers of the *'essin* te# re not llo"e% to %#it or %en)
o"nershi$ of the %escri$tion( Te# #e#bers sho'l% lso be instr'cte% to
%is*'ise hn%"ritin*, n% to 'se the s#e sort of $en or $encil, to &oi% *i&in*
cl'es( Allo"nce lso nee%s to be #%e for te# #e#bers h&in* &isible or
!no"n tttoos, the si#$lest r'le bein* to %isre*r% these tttoos( 3or the s#e
reson te# #e#bers selectin* %escri$tion tht the) !no" lre%) 4of
frien% for instnce5 sho'l% ret'rn the $iece of $$er to the continer "itho't
re&elin* its contents n% $ic! nother( The $oint of the *#e is not the score
or "ho "ins, it is the s$ec'ltion n% *'essin*, n% the ens'in* %isc'ssion n%
rection, $rtic'lrl) $eo$le.s rections "hen bein* #tche% incorrectl), n%
correctl), to $rtic'lr tttoos( 3or #ore %&ent'ro's cti&ities n% &ritions
to this *#e )o' cn e-ten% the e-ercise to incl'%e bo%) $iercin*s, "hich, li!e
tttoos, for the $'r$ose of the *#e, sho'l% not be !no"n or &isible( N(B(
Tttoos n% $iercin*s re ct'll) serio's n% fscintin* s$ect of h'#n
beh&io'r, c'lt're n% e&ol'tion, n% h&e fet're% in one for# or nother
cross #ost ci&ili>tions thro'*ho't the histor) of h'#n-!in%I in *#es
conte-t the s'b;ect cn $ro%'ce li&el) n% enli*htenin* %ebte( 4As "ith ll of
these *#es on this te# b'il%in* $*e $lese re% cref'll) the %iscli#er
belo" - if in %o'bt bo't n) te# #e#ber.s &'lnerbilit) or sensiti&it) to n)
te# b'il%in* *#e or cti&it), %on.t 'se it(5
the <prisoner<s dilemma< win-win game 52ased on the <prisoner<s dilemma<
pu((le8 for team 2uilding8 and team-working8 co-operation skills7
Use this e-ercise for *ret te# b'il%in* *#e, n% to %e#onstrte the &l'e
of coo$ertion( R'n the e-ercise s it $$ers on the sheet or %$t it to s'it
)o'r sit'tion 4chn*e &l'es n% n'#bers etc, etc5( Here.s free .$risoner.s
%ile##. "in-"in *#e sheet n% scorecr% 4$%f5 n% the s#e *#e
sheetDscorecr% in MSWor% for#t "hich )o' cn #en% to s'it )o'r nee%s(
I%ell) s$lit the *ro'$ into t"o te#s of '$ to fi&e $er te# 4lr*er te#s
re1'ire le%ers to &oi% chos or %isffecte% $ssen*ers5( The te#s #'st
select si#$l) either .%efect. or .co-o$erte. in ech ro'n%( Scorin* is bse% on
the selections of both te#s( The $oint of the *#e is to *#e is to
%e#onstrte tht $oor co-o$ertion le%s to "inners n% losers, n% 'lti#tel)
e&er)one loses s res'lt of retlition( When the te#s %eci%e to coo$erte,
e&er)one "ins( The fcilittor cts s the .bn!er.( Use this free te# b'il%in*
e-ercise "ith *ro'$s si>es fro# fo'r 4in "hich cse the .te#s. "o'l% be $irs5,
'$ to t"ent) or #ore, or s$lit te#s into $irs n% h&e the# $l) se$rtel)(
3or %etils n% e-#$les of the $risoner.s %ile## loo! t the $'>>les section(
More *'i%nce for $l)in* the $risoner.s %ile## *#eB
The *#e is better "ith t"o te#s, b't it "ill "or! "ith se&erl te#s -
%$t the sheet n% scorin* ccor%in*l)(
The *#e sheet tht is &ilble s $%f or MSWor% file is ll )o' nee%
to *i&e to the te#s(
The onl) .1'estion. ech ro'n% for ech te# is to %eci%e "hether to
.%efect. or .coo$erte.(
If %ele*tes "nt to strt "ith n i#*iner) .flot., rther thn h&in* to
conte#$lte bein* in %ebt, )o' cn *ree s#ll cre%it blnce for
ech te#(
The $oint of co'rse is tht if ll te#s coo$erte the) "ill bet the
bn!er, b't it t!es "hile for the# to relise this - so %on.t tell the#
before hn%, ;'st e-$lin the scorin* s)ste# n% tell the# the $oint is
to cc'#'lte s #'ch .#one). s $ossible - te#s then ten% to %efect
n% tr) to "in t the other te#.s e-$ense, "hich in t'rn c'ses
reltition, "hich $ro%'ces 'ns'stinble losses(
3or bc!*ro'n% reference, re% the e-$lntion of the $risoner.s
%ile## on the co#$le- $'>>les $*e(
Use the *#e sheet 4$%f or MSWor% for#t - lso &ilble fro# the free
reso'rces section5 - one *#e sheet $er te# - #!e s're ll te#
#e#bers cn see it - if necessr) iss'e co$)-sheets or sho" the sheet on
screen(
The fcilittor sho'l% $rctice the *#e first "ith in%i&i%'ls 4e* f#il)
#e#bers5 $l)in* the $rt of the te#s, so )o' see ho" it "or!s(
In erl) ro'n%s #!e s're tht te#s %o not re&el their selection to
other te#s 'ntil the) ll sho" their selection t the s#e ti#e - the
best ") is h&e the# "rite %o"n on sheet of $$er n% then ll sho"
to*ether, or for the# to hol% '$ $re-$re$re% .%efect. or .coo$erte.
cr%, si#'ltneo'sl), "hen the fcilittor s)s to( As the *#e
$ro*resses llo" te#s to confer if the) s! to(
The fcilittor nee%s to !ee$ the score for ll the te#s on fli$-chrt
or e1'i&lent(
The *#e en%s "hen the te#s *et the $oint n% re ll coo$ertin*
e&er) ro'n%, "hich "ill bet the bn!er(
team-2uilding workshops 5for team 2uilding8 change management8
performance management8 creati&it"8 train-the-trainer8 pro2lem
sol&ing8 process de&elopment8 etc7
Wor!sho$s re "on%erf'l ") to #oti&te n% foc's te#s, s "ell s
bre!in* %o"n brriers, n% %e&elo$in* $erfor#nce, confi%ence n%
chie&e#ent( Wor!sho$s re lso i%el for te#s n% *ro'$s "ho #i*ht resist
or feel 'nco#fortble "ith *#es or cti&ities too fr re#o&e% fro# their
nor#l "or!( Wor!sho$s cn be &er) 1'ic!, n% inte*rte "ell "ithin ro'tine
te# #eetin*s( Wor!sho$s lso hel$ estblish ne" le%ers into te#s "hether
estblishe% or ne"l) for#e%( The $rtici$ti&e s$ect of "or!sho$s #!e the#
hi*hl) effecti&e te# b'il%in* cti&ities( As e&er, for n) trinin* session,
"or!sho$s nee% cler i#s be estblishe% n% *ree%, n% the session to be
clerl) $lnne% n% #n*e%, "ith 'sef'l, rele&nt o't$'ts, "hich cn be
coche% lter thro'*h i#$le#enttion( More %etils bo't "or!sho$s, n%
s#$le for#t for 6-7 ho'r session re on the "or!sho$ section(
up in the air 5for team 2uilding8 handling change8 team de&elopment8
teamwork8 listening skills8 illustrating the training and learning
process8 and more7
=o' cn 'se this *#e to s'$$ort the trinin* of n) ne" ts!, $rtic'lrl) if
%ele*tes feel 'ns're bo't their bilit) to lern the ne" ts! n% $$l) it
lon* "ith e-istin* cti&ities( The *#e "or!s e-tre#el) "ell, n% trinees
lo&e it bec'se it.s %ifferent n% f'n( This e-ercise "ill lso hel$ $rtici$nts
'n%erstn% n% %el "ith tht 'nco#fortble feelin* "hen the) ;oin ne"
te#, e-$erience chn*e "ithin their o"n te#, or re force% to %;'st to
chn*e in $roce%'re or $olicies( It e#$hsises the 'n%erstn%in* of ."ht is
no" ne" n% "ill soon beco#e the nor#l. n% hel$s %e#onstrte ho" the
trnsition fro# ne" to nor#l cn flo" nt'rll)( A#on*st other thin*s, 'se
this *ret te# b'il%in* *#e to %e&elo$ #'lti-ts!in* bilit), e*(, for $eo$le
"ho re 'ns're of their bilit) to tl! to c'sto#ers n% "or! on the co#$'ter
t the s#e ti#e( This *#e is lso i%el s "r#-'$ for trinin* sessions or
co'rses bec'se it hel$s %ele*tes re#e#ber the n#es of other $eo$le in the
*ro'$(
Ho" it "or!sB A *ro'$ of C to 7< stn% in circle fcin* ech other( The
fcilittor #'st $rtici$te s "ell( The fcilittor e-$lins to the *ro'$ tht
the) "ill cll o't $erson.s n#e n% toss bll 4s'ch s stress bll or
;'**lin* bll - n) soft ob;ect ct'll), e&en fr'it or c'%%l) to)s "ill s'ffice5 to
the n#e% $erson( Tht $erson #'st then cll o't nother $erson.s n#e in the
circle 4"ho hs not )et h% the ob;ect tosse% to the#5 n% then thro" the
ob;ect to tht $erson( This contin'es 'ntil e&er)one in the circle hs thro"n
n% c'*ht the ob;ect( The fcilittor #'st e-$lin to the *ro'$ tht ech
$erson #'st re#e#ber their ctcher( When the ob;ect hs been thro"n to
e&er)one in the *ro'$, the bll ret'rns to the fcilittor, n% is then thro"n
ro'n% the circle *in, in the s#e or%er s before( This c)cle contin'es 'ntil
the fcilittor is h$$) tht the "hole *ro'$ is co#fortble "ith the e-ercise(
4=o'.ll !no" this bec'se $eo$le re ct'll) listenin* for their n#e to be
clle% o't n% ctchin* the ob;ect(5
When the *ro'$ is co#$etent "ith the first bll, the fcilittor intro%'ces
secon% bll 4or s'itble ob;ect5, "hich #'st follo" the s#e or%er s the first,
so tht t"o ob;ects re bein* $sse% ro'n% the *ro'$( When co#$etence is
reche% "ith the t"o ob;ects, thir% is intro%'ce%, n% still, e&er) thro"er
#'st nno'nce the n#e of the ctcher before thro"in*(
An% so on( At so#e st*e bet"een three ob;ects n% st'rtion $oint 4ie s
#n) ob;ects bein* $sse% s $eo$le in the *ro'$ - it.s '$ to the fcilittor5
"itho't "rnin* the fcilittor instr'cts the *ro'$ to be*in tossin* the ob;ects
in the RELERSE or%er 4ie(, ctchers cll o't n#es of, n% thro" to, the $eo$le
"ho $re&io'sl) thre" to the#( Chos t first, b't ll *ret f'n, n% *r%'ll)
$eo$le lern, "hich fter ll, is the $oint of the *#e(
Points to re&ie"B Ho" %i% )o' feel "hen the e-ercise be*n? After )o' reche%
co#fort le&el "ith the ts!, ho" %i% )o' feel "hen #ore ob;ects "ere
%%e%? Ho" soon %i% )o' chie&e co#fort le&el "hen ne" ob;ects "ere
intro%'ce%, n% %i% this ti#escle chn*e for ech ne" ob;ect? Di% n)one in
the te# be*in enco'r*in* or hel$in* others b) tellin* the# to ;'st foc's on
the $erson tossin* the ob;ect to the#? When "e h% the #;or chn*e of
re&ersin* the or%er the ob;ect "s tosse%, %i% )o' e-$ect it? Ho" %i% )o'
hn%le it? Di% the *ro'$ e&ent'll) $erfor# "ell t it n% *et constnt flo"
of ob;ects in the ir? =o' "ill thin! of #ore 1'estions to s! n% $oints to
re&ie", es$ecill) "hen seein* the *#e $l)e%( 4Ac!( Tori Sr#iento5
team 4enga and re&erse 4enga 5team 2uilding8 leadership8 tactics8 planning7
8en* is the tr%itionl "oo%en-bloc! to"er %e-constr'ction *#e, tble-to$
&ersion or *int *r%en o't%oors si>e( In te#s of bet"een t"o n% si-, $l) it
nor#ll) 4re#o&in* bloc!s, ech te# t!in* t'rns to re#o&e bloc! 'ntil it
coll$ses5 or in re&erse 4b'il%in* it '$, t!in* it in t'rns, !ee$in* to s$ecifie%
$ttern or set of r'les, *in 'ntil it coll$ses5( =o' cn 'se other s'itble
b'il%in* bloc!s or #terils in the bsence of 8en* 4snc!-si>e chocolte brs
re *oo%5( With lr*er te#s 4fo'r or #ore5 llo" so#e $lnnin* ti#e for
tctics n% le%ershi$ iss'es to be %e&elo$e%, n% re&ie" fter"r%s
ccor%in*l)(
who am i 3
@ots of &ritions to this oneB Cn be $l)e% in%i&i%'ll) or in te#s( A cr% on
is t$e% onto the $l)er.s forehe% sho"in* e&er)one the n#e "ritten on it(
The $l)er "ith the cr% on hisDher forehe% 4"ho %oes not !no" the n#e on
the cr%5 #'st then s! close% 1'estions 4re1'irin* onl) .)es. or .no. ns"ers5 to
estblish hisDher i%entit)( The #etho% of cretin* n#e-cr%s is fle-ibleB the
fcilittor cn $re$re in %&nce, or h&e the *ro'$ thin! of n#es n% crete
cr%s, bse% on n) the#e tht.s $$ro$rite, incl'%in* "or! colle*'es, or
e&en the session *ro'$ #e#bers the#sel&es( Usin* n#es of "or!-colle*'es
n% *ro'$ #e#bers %%s fscintin* %i#ension, 4reltionshi$s, re$'ttions,
$erce$tions, e#otions5, so nee%s sensiti&e fcilittion n% re&ie"(
t"re game
A "on%erf'l te# b'il%in* *#e for te#s of i%ell) 6< to 69 $ersons, ltho'*h
#ini#'# of si- $eo$le $er te# "ill "or!, n% ct'll) there is no '$$er
li#it $er te# - it %e$en%s on s$ce, n% ho" #'ch e#$hsis is $lce% on the
$lnnin* st*e( Totl *ro'$ si>e is therefore s #n) 6<-69 $erson te#s tht
the s$ce "ill cco##o%te, "hich lso #!es this te# b'il%in* e-ercise
terrific for conferences n% "r#-'$s of &er) lr*e *ro'$s( =o'.ll nee% t"o
bic)cle t)res, "ith %ifferent tre% $tterns, for ech te#( Or*ni>e ech
te# into circle, "ith the te# #e#bers. hn%s ti*htl) cls$e%( The t)res
re intro%'ce% b) the fcilittor t o$$osite $oints of the circle b) 'ncls$in*
hn%s of t"o #e#bers n% hn*in* the t)res on the r#s, "hich sho'l% then
be ;oine% *in b) cls$in* their hn%s( The ob;ect of the *#e is for the te#
to $ss ech t)re in %ifferent %irection ro'n% the circle, in&ol&in* t"o
crossin*s of the t)res, n% then finishin* "ith ech t)re t its strtin* $osition(
The te# "hich finishes first "ins the *#e( Hn%s #'st not be 'ncls$e%, n%
th'#bs cnnot be 'se% to s'$$ort or #o&e the t)res( Allo" ten #in'tes
$lnnin* n% thin!in* ti#e, 4or for &er) lr*e te#s "here "r#-'$ onl) is
re1'ire%, *i&e instr'ctions so tht the *#e cn strt i##e%itel)5( Ob&io'sl)
the *#e #'st strt t the s#e ti#e for ech te#( The tric! is for the t)re
to be #o&e% '$ the r#, o&er the he%, %o"n the bo%), t "hich $oint the
$erson ste$s o't of the t)re, one le* fter the other, n% the t)re contin'es
%o"n the other r# to the ne-t te# #e#ber( The ste$$in* #noe'&re "hen
t"o t)res cross is the #ost %iffic'lt n% re1'ires so#e *ilit), so the $lnnin*
n% te# selection is $otentill) &er) i#$ortnt( '! s a facilitator "ou must
practice this game 2efore using in a team 2uilding or conference situation8
to prepare for 9uestions and to demonstrate8 if re9uired.
Here re the t)$icl re&ie" $oints for the t)re *#e te# b'il%in* e-ercise,
's'll) bse% on the $erfor#nce of the "innin* te#B
The te# 'n%erstn%s the ts! n% i# of the te# b'il%in* *#e(
The circle of $eo$le %e&elo$s into te# "ith co##on ob;ecti&e(
Techni1'e to chie&e ts! is %isco&ere% n% refine% b) .stor#in*. 4see
the T'c!#n te# %e&elo$#ent #o%el5(
A te# le%er e#er*es(
Prctice 4essentil5 %e&elo$s techni1'e n% $ln(
The le%er.s role beco#es stron*er s the te# %e&elo$s(
Diffic'lties re irone% o't(
Reso'rces 4$eo$le5 re reor*ni>e%(
Ri*ht $erson for the ri*ht ;ob 4notbl) for the t"o crossin* $oints5
Trinin* n% $rctice re crrie% o't(
The te# beco#es incresin*l) #oti&te% to $erfor#(
Perfor#nce i#$ro&es, e-cels, chie&es n% "ins(
4With thn!s to @t Col A;) U!i%&e 4retire%5, Lictor) Assocites, P'ne, In%i5
ta2le 9ui(
It.s &er) es) to crete si#$le 1'i> - bse it on the#e or *enerl !no"le%*e
- "hich cn be 'se for te#s or $irs in co#$etition( See the Bi* Bo)s To)s
tble 1'i> s n e-#$le of the#e% 1'i>, &ilble s $%f %o"nlo% 4Ac!( 8
Hes$e5( See lso the $'>>les section for 1'i> 1'estions( The Bi* Bo)s To)s tble
1'i> cn be *i&en s co#$etiti&e e-ercise bet"een te#s lstin* 7<-0<
#in'tes $l's 6< #in'tes to re&ie", or s 1'i> to be "or!e% on in bre!s or
o&erni*ht s li*ht relief( Pri>es l")s increse te#-b'il%in* &l'e n%
enth'sis#(
Here.s free 1'ic! tri&i 1'i> in MSWor%(
spaghetti and marshmallow towers
3or &rition on the ne"s$$er constr'ction the#e((((((( Iss'e s$*hetti 4r"
'ncoo!e%5 n% #rsh#llo"s to *ro'$s of M-9, n% *i&e the# 69-0< #in'tes to
b'il% the hi*hest str'ct're in the roo# 4or "i%est bri%*e or tllest rch, etc -
"hte&er the fcilittor %eci%es5( A rell) %ifferent f'n e-ercise for te#-
b'il%in*, #oti&tion n% ill'strtin* #n) #n*e#ent n% or*ni>tionl
$rinci$les( E-ercise %'rtion, #o'nt of #terils llocte%, *ro'$ si>es, n%
"hether to $$oint te# le%ers re ll fle-ible s$ects of this "on%erf'l
*#e( E-cellent for ;%e% b'siness-$eo$le, )o'n* $eo$le n% schools( The
re&ie" fter"r%s cn foc's on "i%e rn*e of iss'es - te#-b'il%in*,
#oti&tion, ti#e-#n*e#ent, or*ni>tion, s)ste#s, $lnnin*,
co##'niction, reso'rces, reserch n% %e&elo$#ent, etc( If )o' 'se this
e-ercise to ill'strte $rtic'lr s$ect - e* co##'niction - it is hel$f'l for
the %ele*tes to %isc'ss n% hi*hli*ht so#e of the essentil $oints in the $re-
e-ercise brief, "hich $ro&i%es 'sef'l fr#e"or! for the re&ie"( These
'n's'l #terils cn lso be 'se% inste% of constr'ction !its for the
or*ni>tionl #o%ellin* e-ercise belo"( 4Thn!s Kthi Bo*'e5
@oo! t the ne"s$$er constr'ction *#es "hich $ro&i%e other i%es for 'sin*
these #terils in constr'ction e-ercises, ltho'*h I sho'l% $oint o't tht
#rsh#llo"s re not $rtic'lrl) *oo% "ei*ht-berin* #teril, n% lso re
not i%el in &er) hot con%itions, 'nless *ettin* #ess) is $rt of the f'n(
See lso the i%es for "or!in* "ith l'#ini'# b!in* foil in the b!in* foil
*#es on the other te# b'il%in* $*e(
delegate introductions
A &er) es) "r#-'$ to rel- e&er)one - "hether the %ele*tes !no" ech
other or not 4s'r$risin*l) this is often #ore f'n "hen the) %o - n% if the) %on.t
the).ll $$recite the o$$ort'nit) to #eet n% *et to !no" ech other erl)
on5( This "ill lso t!e the erl) $ress're off )o' s the fcilittor b) h&in*
the# %o so#e of the "or!( As! the %ele*tes to $ir '$ - )o' cn si#$l)
s'**est the $erson sittin* ne-t to the#sel&es, or so#ethin* #ore cti&e, li!e
fin%in* so#eone "ith the s#e colo'r hir, or s#e hei*ht, or s#e colo'r
e)es, n)thin* $$ro$rite for the *ro'$( Then s! ech $erson briefl) to
inter&ie" the other $erson 4s) three #ins ech5, n% then e&er)one to $resent
the other $erson to the '%ience, *in briefl), s) #in'te ech( This is
#'ch #ore %)n#ic thn si#$l) s!in* e&er)one to intro%'ce the#sel&es( If
necessr) *i&e $eo$le $ointers s to "ht the) sho'l% be fin%in* o't bo't the
other $erson 4e* - ;ob, ho#e-life, li!es, %isli!es, hobbies, "h) the) re there,
etc5( =o' cn lso s) tht fter the e-ercise tht e&er)one "ill h&e chie&e%
'sef'l e-$eriences n% %e&elo$e% 'sef'l s!ills, ie, 1'estionin*, listenin*,
inter$retin* n% then 4scr) for so#e5 s$e!in* to n '%ience of strn*ers(
These s$ects of co##'nictin* re 's'll) consistent "ith t lest one the#e
of the %), so is rele&nt n% hel$f'l ") to strt n) trinin* session(
the golf-2all shaker 5for creati&it" and ice-2reaking7
The e-ercise is *ret for be*innin* n) creti&e session s it *ets $eo$le
thin!in* n% "or!in* o'tsi%e of their !no"n re( It.s lso *oo% "r#-'$ for
n) sit'tion s it *ets $eo$le $rtici$tin*, s#ilin* n% l'*hin*( It.s best %one
b) in%i&i%'ls, ltho'*h for lr*e *ro'$ it cn be %one in $irs( As! the
%ele*tes first to %esi*n shoe - n) shoe - #!in* s!etch in 0< secon%s(
Dis$l)in* n% re&ie"in* 1'ic!l) ll the i%es is n i#$ortnt $rt of the
e-ercise so h&e the %ele*tes %r" on cette for n o&erhe% $ro;ector, or
#!e lr*e %r"in* on fli$chrt sheet, 'sin* colo're% fibre-ti$ $ens(
G'ic!l) re&ie" ech of the %esi*ns( There re no ri*ht or "ron* ns"ers - the
li!elihoo% is tht #ost $eo$le.s shoe %esi*ns "ill ll be si#ilr n% certinl)
rese#blin* st)les &ilble in the hi*h street, "hich is bec'se the) re
thin!in* bo't conce$t tht lre%) fir#l) e-ists - $eo$le #ostl) "ill be
ccessin* #e#or) n% e-$erience rther thn tr'l) cretin*( Ne-t s! ech
%ele*te or $ir to %esi*n n electric heter, *in in 0< secon%s( Re&ie" ech
%esi*n 1'ic!l)( This ti#e there "ill be so#e 1'ite %ifferent %esi*ns - *in no
ri*ht or "ron* ns"ers - the $'r$ose is to sho" tht "ith less "ell-%efine% $re-
conce$tions the i%es "ill be sli*htl) fresher n% lot #ore &rie%( 3inll) s!
ech of the $irs or %ele*tes to %esi*n .*olf-bll sh!er. - *i&e no other
e-$lntion 4"ht the hell is *olf-bll sh!er?(((((5 - *in *i&e 0< secon%s for
the ts!( Re&ie" the %esi*ns n% #r&el t the rn*e of inter$rettions n%
i%es( The i%es necessril) re #ore creti&e n% inno&ti&e bec'se there
re no $re-conce$tions or e-istin* $ro%'cts in the %ele*tes. #in%s( The
e-ercise is libertin* n% en;o)ble, $rtic'lrl) "hen the i%es re re&ie"e%(
=o' cn %% #ore intri*'e to the e-ercise b) s!in* the %ele*tes to *'ess "ho
is res$onsible for ech %esi*n, "hich hi*hli*hts the s$ect of $ersonl flir n%
st)le in %esi*n n% creti&it)( 4Ac!( Ton) Wills5(
round ta2les 5for delegation8 leadership8 team 2uilding7
S$lit the *ro'$ into three te#s of fi&e( Aro'n% the roo# 4or b'il%in*5 $'t fi&e
tbles n% on ech tble $'t three sets of #terils n% instr'ctions for ts!
- 'se thin*s li!e ne"s$$er bri%*e b'il%in*, ne"s$$er to"ers, $l)in* cr%
sortin*, n)thin* tht.s co#$le- eno'*h to crete %ele*tion chllen*e for
te# of fo'r $l's le%er 4lots of i%es for the ts!s $$er belo"5(
The *#e is contest 4or ti#e-bse% rce, %e$en%in* on the scorin* s)ste#
)o' $refer to 'se5 bet"een the three te#s to co#$lete ll fi&e tble ts!s in
t'rn, onl) #o&in* fro# one to the ne-t "hen ech ts! is co#$lete%, or "hen
ti#e is el$se%(
E&er) te# #e#ber t!es it in t'rn to le% their o"n te# n% %ele*te the
ts! cti&ities s the te# #o&es fro# tble to tble( While le%in*, the
le%ers re not $er#itte% to t!e $rt in the ts! other thn s$e! to their
te# #e#bers(
To $re$re, )o' nee% three sets of fi&e ts! #terilsDinstr'ctions( Ech
e-ercise sho'l% h&e ti#e li#it 4'$ to )o'5, n% there nee%s to be clerl)
'n%erstoo% scorin* s)ste# for ech ts! 4esiest "o'l% be si#$l) 0$ts for
"inner, 7$ts for 7n% n% 6$t for 0r%5(
As the ;'%*e, )o' reser&e the ri*ht to %e%'ct $enlt) $oints for trns*ressions
4e* le%ers $rtici$tin*, or ts!s bein* inco#$lete or r'nnin* o&er ti#e5(
There nee%s to be cler ") to #es're the $erfor#nce of ech te# for
ech ts!, so there cn be cler res'lt t the en%( The e-tent to "hich
relti&e $erfor#nce is &isible to ll te#s t the ti#e of %oin* the ts!s is '$
to )o' - it.s &rible fctor tht chn*es the nt're of the cti&it) 4the less
&isible the $erfor#nce the #ore test for the le%er s to "ht.s re1'ire% to
"in5 - so#e ts!s co'l% be clerl) &isible 4e*(, to"er hei*ht5, others #i*ht onl)
be re&ele% t the en% of the "hole cti&it) 4e* $l)in* cr% sortin*5( Ts!s
%on.t ll nee% to be $h)sicl constr'ction( Ts!s cn be &rie%, incl'%in*
#entl 4e* $'>>les5 or creti&e 4fin%in* thin*s o't5, n% the) %on.t necessril)
nee% to be %one t the tble 4te#s #i*ht be re1'ire% to *o off in serch of
thin*s in the b'il%in* - infor#tion, or obsc're ite#s, li!e #ini-tres're
h'nt5( The tbles nee% onl) be the bse $oints for ech ts!, "here the le%er
*ets the ts! instr'ctions(
Prior to the cti&it) )o' sho'l% brinstor# "ith the "hole *ro'$ the rele&nt
s!illsDs$ects tht "ill be 'sef'l in the "hole cti&it), e*B estblishin* "ho.s
*oo% t "ht, ti#in*, reso'rce $lnnin*, cler instr'ctions, etc( Use these
$oints s bsis for re&ie" fter"r%s(
After the cti&it) re&ie" "ith $rtici$nts ho" the) felt "hen bein* %ele*te%
to %o thin*s - #oti&tion, cons'lttion, $rtici$tion, enco'r*e#ent, clrit)
of instr'ctions, st)le of le%ershi$, etc(
Also re&ie" e-$erience of the le%ers - "ht "s %iffic'lt, "ht co'l% be
i#$ro&e%, "h) so#e thin*s re #ore %iffic'lt to %ele*te thn others(
Refer to the notes on %ele*tion n% iss'e these *'i%elines before or fter
e-ercise(
maslow ads 5#aslow<s +ierarch" of 'eeds and moti&ation7
In $irs or threes, or brinstor# "ith "hole *ro'$, s! for e-#$les of
Mslo".s Hierrch) of Nee%s #oti&tors in %&ertisin*( As! for e-$lntions s
"ell( =o' cn iss'e se&erl *loss) #*>ines n%Dor sho" &i%eos, or si#$l) s!
for e-#$les( Here re so#e $ointersB
1. !iological and Ph"siological needs - "ifeDchil%-b'se hel$-lines, socil
sec'rit) benefits, S#ritns, ro%si%e reco&er)(
2. Safet" needs - ho#e sec'rit) $ro%'cts 4lr#s, etc5, ho'se n contents
ins'rnce, life ss'rnce, schools(
3. !elongingness and /o&e needs - %tin* n% #tch-#!in* ser&ices,
cht-lines, cl'bs n% #e#bershi$ societies, McDonl%, .f#il). the#es
li!e the ol% st)le O-o stoc! c'be %s(
4. >steem needs - cos#etics, fst crs, ho#e i#$ro&e#ents, f'rnit're,
fshion clothes, %rin!s, lifest)le $ro%'cts n% ser&ices(
5. Self-ctuali(ation needs - O$en Uni&ersit), n% tht.s bo't itI little
else in #instre# #e%i bec'se onl) 7Q of $o$'ltion re self-
ct'li>es, so the) %on.t constit'te &er) bi* $rt of the #instre#
#r!et(
organi(ational modelling e:ercises 5to prompt thought and de2ate a2out
organi(ational structure and communications7
S$lit the *ro'$ into threes or fo'rs( Iss'e ech te# "ith *oo% 1'ntit) of
co#$onents fro# $rtic'lr to) constr'ction !it 4@e*o, Stic!le Bric!s, K.ne-,
or si#ilr - ech te# nee% not h&e the s#e s ech other5( The ts! for
ech te# is to crete #o%el "hich re$resents the or*ni>tion tht the)
"or! for, incl'%in* other $rts of the or*ni>tion rele&nt to ser&ice %eli&er)
or $ro%'ct #n'fct're( The #o%els re1'ire tho'*ht n% %isc'ssion bo't
str'ct're, reltionshi$s, %e$rt#ents, co-o$ertion, %e$en%encies, isoltion,
etc(, "hich cn then be re&ie"e% b) the "hole *ro'$ "hen co#$lete( It.s
&er) en;o)ble e-ercise, ill'#intin* for ll, n% n i%el $ro#$t to %ebte
n% %e&elo$ sol'tions for i#$ro&in* or*ni>tionl effecti&eness, s)ste#s n%
co##'nictions(
=o' cn lso 'se b!in* foil for this e-ercise( 4The cti&it) is on $*e t"o of
these te#b'il%in* e-ercise i%es5
agenda wall 52arriers to team working7
This e-ercise ill'strtes the i#$ortnce of h&in* cler collecti&e i# for n)
*ro'$, n% ho" $oorl) te# or or*ni>tion f'nctions "hen in%i&i%'ls 4or
te#s "ithin the "hole5 h&e %ifferent i#s "ithin it( The $r#eters of the
e-ercise cn esil) be chn*e% ccor%in* to *ro'$ n'#bers( 3or lr*e *ro'$s
crete $irs or threes to "or! to*ether( Iss'e the *ro'$ bo- of to) b'il%in*
bloc!s, s'ch s @e*o, "ith &rio's %ifferent bric!s 4colo'r, len*th, fet'res,
etc5( The *ro'$ ts! is to b'il% "ll of certin %i#ensions 4)o' s the
fcilittor stte hei*ht n% "i%th ccor%in* to ti#e n% *ro'$ n'#bers5( Iss'e
ech *ro'$ #e#ber 4or $ir or threeso#e5 "ith their o"n .hi%%en *en%.,
"hich the) #'st !ee$ secret n% tr) to chie&e( The hi%%en *en%s cn be
n)thin* tht conflicts "ith other hi%%en *en%s, "hich "ill crete conflict
"hile the #in ts! of b'il%in* the "ll is 'n%er ")( Chec! tht ech hi%%en
*en% is $ossible, lbeit t the e-$ense of other *en%s( Here re so#e
e-#$les of hi%%en *en%s to iss'e( It.s es) to thin! of others "hen )o' h&e
ll the bric!s in front of )o'(
ens're there re three re% bric!s on ech ro"
ens're no re% bric! to'ches )ello" one
ens're bl'e bric! to'ches )ello" bric! on ech ro"
ens're e&er) ro" contins t"o )ello" bric!s
ens're there is &erticl line of to'chin* "hite bric!s, one bloc! "i%e,
fro# to$ to botto#
ens're no ro" contins #ore thn three %ifferent colo're% bric!s
ens're one ro" contins onl) sin*le bloc!s 4no %o'bles or trebles etc5
ens're e&er) ro" contins t lest one %o'ble-bloc! bric!
4A%$te% fro# s'**estion b) R'th 3r%enb'r*5
fun and games with &ideo 5for team 2uilding and an" other su24ects7
Li%eo is *ret te# b'il%in* n% trinin* #e%i'# if )o' 'se it creti&el) - not
off-the-shelf st'ff "hich rrel) "or!s for s$ecific sit'tions( Inste% 'se ho#e-
recor%e% &i%eo to $ro&i%e )o' "ith 'nli#ite% interestin* s'b;ect #tter for
e-ercises, role-$l)s n% re&ie"s, it.s #'ch #ore f'n(
3or instnce - recor% on &i%eo so#e scenes "ith s'itble n'#ber of
chrcters 4relti&e to )o'r te# si>es5 fro# f#o's TL so$s 4es$ecill)
#'sin* ones "ith #'sin* chrcters5( Then h&e t"o te#s recrete the
scene4s5 incor$ortin* )o'r o"n !e) #ess*es or $ro%'cts( Alternti&el) h&e
the te#s criti1'e the beh&io'r ccor%in* to the the#e or #ess*e of )o'r
session(
Usin* brinstor#in* before re&ie" or criti1'e session is *ret ") to
estblish co##on $$roch n% 'n%erstn%in* to"r%s the $oints for re&ie"
n% "h)( This s&es )o' s the fcilittor h&in* to %o lot of %etile%
$re$rtion on the $oints to re&ie" - *et the te# %oin* it inste% s the).ll
lern #ore tht ")( A $rofor# tool "hich "ill hel$ )o' n% the te#
estblish n% then refer to the $oints for re&ie" is &ilble on the free
reso'rces $*e(
Also, &i%eo so#e TL %&erts 4*oo% n% b%5 n% h&e ech te# criti1'e the#,
brinstor# first the $oints )o' "nt to loo! for n% re&ie", e*(, the AIDCA
for#t 4see cron)#s5, i#*e, st)le, rele&nce to tr*et '%ience, li!el)
effecti&eness or other"ise, .feel., etc(
Also, &i%eo so#e scenes fro# the TL sho" .The Office. or nother sho"
fet'rin* ine$t "or!$lce beh&io'r 4the f'nnier n% "orse the better5 n%
h&e te#s criti1'e the beh&io'r fro# %ifferent s$ects, e* Action Centere%
@e%ershi$, Tnnenb'# n% Sch#i%t, #oti&tion 4e*( A=DHer>ber*5
le%ershi$, c'lt're, 1'lit), E#otionl Intelli*ence 4EG5, Trnsctionl
Anl)sis, etc(
M!e s're )o' estblish the re&ie" $oints n% then 'se re&ie" sheet to foc's
on, to #n*e n% *et the best o't of the re&ie" or criti1'e session(
Usin* &i%eo in this ") cretes lot of f'n n% interest for n) te# b'il%in*
or trinin* session - there.s so #'ch )o' cn %o "ith this $$roch, n% it.s
si#$le n% &er) ine-$ensi&e(
&aria2les and &alues 5negotiation game7
T"o te#s - h&e ech te# i%entif) s #n) tr%ble &ribles 4concessions -
rel n% $ercei&e%5 tht e-ist "ithin )o'r $ro%'ctDser&ice offerin*( =o' cn
e-tent the e-ercise b) s!in* the te#s ne-t to *i&e rel n% $ercei&e% &l'es
to ech concession( Also to i%entif) ct'l costs to )o'r or*ni>tion for ech(
=o' cn "r% $ri>e to the #e#ber of ech #e#ber of the "innin* te#,
n% #)be s$ecil $ri>e to "hoe&er thin!s '$ the best &rible "ith the
lo"est cost n% hi*hest $ercei&e% &l'e(
sweet traders 5negotiation game7
Te#s of three - ech *i&en n e1'l #o'nt 4s #n) s )o' li!e5 of t lest
si- %ifferent t)$es of s"eets n%Dor chocolte snc! brs - "r$$e% $referble
or thin*s *et bit stic!) - ech t)$e of s"eet hs &l'e 4e* 6$t, 7 $ts, 0 $ts,
M $ts, etc(5( De&ise co#$licte% scorin* s)ste# - so#ethin* tht rell) #!es
$eo$le thin! n% hs #n) %ifferent $ossible "innin* co#bintions, E*(, bon's
$oints for sets of ll one sort( Bon's $oints for collections continin* one of
ech, t"o of ech, three of ech, etc(, bon's $oints for bi**est collection
co#$re% to other te#s, etc( Te#s #'st tr%e "ith ech other to collect
the hi*hest &l'e collection( The $'r$ose is to ill'strte nee% for $lnnin* n%
tr%in*, n% contin'l serch for ne" i%es n% *ree#ents( See ho"
enth'sisticll) $eo$le $ln n% ho" cti&el) the) tr%e - i#*ine if this
%)n#is# "ere $$lie% to b'siness(((( 4Etin* the s"eets %'rin* the e-ercise is
strictl) forbi%%en n% crries $enlt) of 6 #illion $oints5
pit 5negotiation game8 team 2uilding8 or for warm-ups8 ice-2reakers7
The PITE tr%in* cr% *#e - bse% on collectin* set of the s#e sort of cr%s
- nor#ll) bse% on the co##o%ities e-chn*e - "het, brle), r)e etc(, If )o'
cn *et hol% of the *#e itself %o tr) it, inste% b't )o' cn bse the *#e
cr%s on n)thin*, e&en )o'r o"n $ro%'cts( Cr%s nee% $lin bc!s so
&l'eDt)$e cn be hi%%en %'rin* tr%in*( In%i&i%'ls or te#s of three 4better5(
=o' nee% O-67 cr%s of s #n) t)$es s there re te#s or in%i&i%'ls 4E* if
)o' h&e si- te#s, )o'.ll nee% si- sets of cr%s, s) ten of ech N C< cr%s
totl5( The *#e nee%s t lest fi&e se$rte $l)in* in%i&i%'ls or te#s(
Sh'ffle cr%s n% %istrib'te e&enl)( Pl)ers s"$ cr%s .blin%. 4b) sho'tin* ho"
#n) the) "ish to s"$ - not sho"in* or re&elin* "ht t)$e of cr%s the) "ish
to s"$ or c1'ire5 - e1'l 1'ntities of the s#e sort of cr% for ech tr%e,
"hich $ro%'ces chotic n% en;o)ble tr%in* s $l)ers hol% cr%s loft
sho'tin* .t"o, t"o,. or .three, three., etc, 4bein* the n'#ber of cr%s the) re
"ishin* to s"$5( Winner is first te# to collect ll s#e cr%s( Ill'strtes
$rinci$le of tr%in*, rther thn si#$l) *i&in* ") 4concessions, %isco'nts,
etc5( Also %e#onstrtes enth'sis# n% %eter#intion, "hich ho$ef'll) cn be
$$lie% to b'siness( @r*e te#s "ill nee% le%ers, n% so cn be 'se% s
le%ershi$ %e&elo$#ent e-ercise, incl'%in* the nee% for $lnnin*, chec!in*
n% co##'niction( Te#s "ill so#eti#es chet - s"$$in* cr%s of #i-e%
&rieties - "hich is technicll) not llo"e%, b't the strcitness of this r'le is '$
to the fcilittor( Use this $oint lso to ill'strte i#$ortnce of inte*rit) -
te#s n% $l)ers "ill be rel'ctnt to tr%e "ith $eo$le "ho chet( Also,
chetin* in this *#e cn crete cli#te in "hich other te#s be*in to chet
s "ell, "ith chotic res'lts(
2op it 5communications8 team 2uilding8 warm-ups8 etc7
.Bo$-it E-tre#e. is terrific hn%-hel% *#e
tht "s $ri#ril) %esi*ne% s chil%ren.s to),
b't it.s *ret f'n n% e-tre#el) chllen*in* for
*ro"n-'$s too(
=o' hol% it li!e steerin* "heel n% "it for
the robotic &oice to sho't instr'ctions, to .flic!
it., .t"ist it., .s$in it., .$'ll it., or .bo$ it., "hile
rh)th#ic %r'# bet #r!s the ti#e llo"e%( If
)o' *et it "ron* or re lte, it tells )o' ho"
#n) ti#es )o' *ot it ri*ht - it s$ee%s '$ so the
chllen*e ne&er en%s(
Bo$-it E-tre#e is *ret for te# "r#-'$s, n%
for contests bet"een in%i&i%'ls or te#s, n%
for %e#onstrtin* ho" the brin %oesn.t l")s
%o "ht )o' "nt it to, es$ecill) 'n%er
$ress're( It.s &ilble fro# n) bi* to)store
n% &rio's online s'$$liers( Cost ro'n% R7< or
S0<( It.s 'tterl) %%icti&e so be"re(((
2idding game
Anno'nce to t"o or #ore $eo$le tht )o' "ill 'ction R7< note to the hi*hest
bi%%er( The onl) r'le is tht the 'ns'ccessf'l lo"est bi%%er "ill h&e to $)
)o' their bi%( The bi%%ers "ill strt off lo" - #)be t ;'st $enn) or t"o( As
the) $ro*ress hi*her the "f'l tr$ strts to e#er*e - b't there is nothin* the)
cn %o bo't itB no-one "nts to lose n% h&e to $) fe" $o'n%s n% "tch
so#eone else *et the $ri>e for lot less thn it.s "orth( An% so it *oes(
E&ent'll) )o' see 4if the) h&en.t r'n ")5 the l'%icro's s$ectcle of $eo$le
bi%%in* hi*her thn the fce &l'e of the note( Of co'rse, the onl) "innin* first
bi% 4n% this is *oo% lesson on *ree% in n) s$ect of life5 is R6K(KK((( 4thn!s
R'$ert St'bbs5
silent touch 5listening skills8 communications7
If )o' "nt so#ethin* bit %ifferent, here.s *ret 1'ic! one for hi*hli*htin*
n% %e&elo$in* non-&erbl "reness(
Ech %ele*te %oes this in t'rnB
One $erson 4the .to'chee.5 stn%s *inst "ll fcin* it( The rest of the
*ro'$, one b) one, "l!s '$ to the $erson, $lces hn% on their sho'l%er n%
s)s their n#e 4the to'cher.s n#e not the to'chee5( The $erson bein*
to'che% #'st not loo! ro'n% to see the to'cher( Then re$et the e-ercise
'sin* %ifferent or%er for the to'chers, this time without sa"ing their names
4)o' #) nee% to $oint to $eo$le to control the or%er5(
The $erson bein* to'che% hs to 'se their &rio's senses #ore c'tel) to *'ess
the i%entit) of ech to'cher 4the .feel. of the sho'l%er-to'ch, #)be s#ell, the
so'n% of the $$roch, etc(5
=o' #'st e-$lin to the "hole *ro'$ the "hole e-ercise before it strts( =o'
#'st instr'ct e&er)one not to %is*'ise the s$o!en to'ch or the silent to'ch(
The ."inner. is the $erson "ho *'esses #ost of the silent to'ches, "hich #ens
)o' nee% to !ee$ tll) of ech .to'chee.s. correct silent *'esses(
Re&ie" n% %isc'ss onl) fter e&er)one hs h% their t'rn s the .to'chee.,
other"ise cl'es "ill s'rfce n% benefit the lter to'chees( When re&ie"in*
)o' cn refer $eo$le to brin t)$es n% st)les, n% $rtic'lrl) ri*ht-si%e brin
stren*ths, "hich *enerll) enble *reter sensiti&it) n% "reness for this
t)$e of e-ercise( See the Ben>i*er theor)( 4Thn!s Chris B!er5
nail pu((le 5team 2uilding8 pro2lem sol&ing8 lateral thinking7
This fntstic $'>>le #!es *ret 1'ic! "r#-'$ or teser for "hole *ro'$
or for te#s to sol&e( Detils on the $'>>les $*e( Also *ret $'>>le for
reinforcin* n) i%e or trinin* tht in&ol&es the#e of .nilin*. so#ethin* or
.hittin* the nil on the he%. - ie e#$hsisin* the nee% to be &er) s$ecific(
memor" e:ercises 5team 2uilding8 9uestioning8 information gathering7
Sho" $ict're for #in'te "ith lots *oin* on in it - bi* co#ic boo! crtoons
re i%el - n% then s! %ifferent 1'estions bo't "ht "s in the $ict're 4e*
"ht ni#l "s to the left of the c#el?, "ht colo'r "s the techer.s tie?,
etc5( A *ret &rition on this is to h&e ech te# to thin! of certin
n'#ber of 1'estions to s! the other te#s( Te#s *et $oints for correct
ns"ers n% for other te#s filin* to ns"er(
P't bo't 7<-0< ho'sehol% ite#s on tr) n% let $eo$le #e#orise the# for
#in'te, then h&e the# ;ot %o"n ll the) cn re#e#ber "ithin ti#e-li#it,
s) 9 #in'tes(
Dr" so#e *eo#etricDcolo're% sh$es n% %o the s#e s bo&e(
Do the s#e "ith lon* n'#bers(
speed games 5team 2uilding8 mental a2ilit"7
Tr%itionl *#es .s$ee% &ersions. - ti#e-li#it %r'*hts 4che1'ers5 - $oints for
$ieces c$t're%, s$ee% chess - the "inner is one to chie&e chec!-#te or t!e
#ost $ieces 4%ifferent $ieces re "orth %ifferent $oints5 "ithin ti#e li#it(
.Connect-M. n% .Mster#in%. colo'r or n'#ber &ersions "or! "ell too( These
re ll *ret #entl chllen*e *#es tht cn be $l)e% b) in%i&i%'ls or
te#s, n% *inst the cloc! if )o' intro%'ce s'itble scorin* s)ste#( @oo! t
the bo-e% bor% *#es n% cr% *#es i%es $*e for #ore .s$ee% *#es.
i%es(
s"camore seed game 5creati&it"8 team 2uilding8 pro2lem sol&ing7
Desi*n n% %e#onstrte ."in*. or .s$inner. "hich st)s in the ir for the
lon*est ti#e "hen %ro$$e% fro# s$ecifie% hei*ht 4 s)c#ore see% is *ret
e-#$le to sho" fter the e-ercise to %e#onstrte lterl thin!in*
$$roch5( Iss'e ;'st s#ll sheet of $$er( Te#s of three or $irs re best(
Alternti&e &ersion is to #!e $$er ero$lne "hich *li%es the f'rthest fro#
s$ecifie% hei*ht, "ith or "itho't $'sh strt 4%e$en%s on roo# si>e5( Ti#e
llo"e% cn be s little s 0 #in'tes, b't it.s better "ith 6<-69 so tht it brin*s
in $lnnin* ele#ent(
the paper girder 5team 2uilding8 planning8 organi(ing8 creati&it"8 pro2lem
sol&ing7
Usin* one sheet of AM $$er n% n ite# iss'e% for "ei*ht 4e* s#ll coin5,
#!e the lon*est hori>ontl e-tension fro# the e%*e of the tble, to s'$$ort
$$er-cli$ t its en% 4ttche% or h'n* "ithin the finl Tinch of the en% of the
*ir%er5( The #es're#ent "ill be the hori>ontl %istnce fro# the ti$ of the
*ir%er to the tble e%*e( Scissors, !ni&es or #oistenin* the $$er re not
llo"e%( Te#s of three re i%el( A*in, ti#e llo"e% cn be s little s 0
#in'tes, b't it.s better "ith 6<-69 #ins to brin* in $lnnin* ele#ent(
pla"ing card sorting 5team 2uilding8 planning8 organi(ing8 creati&it"8
pro2lem sol&ing7
Iss'e one, t"o or e&en three $c!s of cr%s to ech te# 4te#s of three best5(
Mi- '$ ll the cr%s in ech te#.s $c!4s5( Ai# is to sort into $c!s n% s'its
fstest 4%is$l) fce '$ on tble5( Be "re tht if $c!s re of %ifferent
%esi*ns )o' "ill nee% to stte "hether these nee% sortin* too, "hich ob&io'sl)
increses %iffic'lt)( Te#s of three n% '$"r%s( +ret for or*ni>tion,
es$ecill) if lr*e te# si>es re $ossible(

more free acti&ities and ideas here

2igger team 2uilding games and e:ercises
cla" islands 5team-2uilding8 team-working8 planning8 negotiation inter-
personal skills8 creati&it"8 pro2lem-sol&ing and more7
A "on%erf'l hn%s-on te# e-ercise tht t!es $eo$le ") o'tsi%e their
nor#l "or! co#fort >ones( It.s l")s %ifferent, is f'll of lernin* n%
%e&elo$#ent, n% l")s lot of f'n( +ro'$ si>es of C-O $eo$le "or! "ell, O is
i%el( S#ller *ro'$ si>es of 0-9 "ill "or!, b't $ro%'ce less te# %)n#ics n%
inter-ction thn "ith lr*er *ro'$s( It.s best "ith three or #ore *ro'$s, b't
$ossible "ith t"o( Iss'e ech te# "ith footbll-si>e% l'#$ of cl) 4the t)$e
'se% for #!in* $otter), &ilble fro# crft n% e%'ctionl s'$$liers5, n%
s'itble flt bor% or tr) on "hich to "or!( Cl) #o%ellin* i#$le#ents re
o$tionl(
The ts! for ech *ro'$ is to crete n isln%, "hich the *ro'$s the#sel&es re
to i#*ine the) inhbit, "hich the) "ill #o%el "ith the cl)( Instr'ct the
*ro'$s tht for the first t"o $rts of the e-ercise the #e#bers "ithin ech
*ro'$ re to not llo"e% to s$e! to ech other( +i&e 6< #in'tes for the first
t"o .silent. $rts of the e-erciseB
6( As! the *ro'$s to crete the *eo*r$hicl fet'res of the isln% e(*(
cliffs, ri&ers, inletsDhrbo'rs, #o'ntins etc(
7( As! the# to crete shelter for the#sel&es in%i&i%'ll) e*(, ho'se,
c&e, #nsion, h't(
After these t"o cti&ities h&e been %one in silence, llo" the #e#bers of
ech *ro'$ to s$e! "ithin their o"n *ro'$ "hile cretin* their o"n isln%
.co##'nit)., "hich cn be sche%'le% to *o on for 69-0< #in'tes( S'**est
ele#ents tht nee% to be %isc'sse% n% estblishe% s to ho" their isln%
o$ertes n% "ht constit'tes the .co##'nit). 4so#e of "hich #) be
#o%ele%, others not5 s'ch s helth cre, e%'ction, co##erce, %efence, foo%
$ro%'ction, trns$ort, infrstr'ct're, *o&ernin* str'ct're, %ecision-#!in*
$rocess, etc - ll to be %isc'sse% n% %e&elo$e% b) the *ro'$( The *ro'$ is of
co'rse the .r'lin* co'ncil. for their o"n isln%, n% the) h&e the o$$ort'nit)
to %efine ho" the) "ill "or! to*ether, incl'%in* iss'es of le%ershi$ n%
%ecision-#!in*, etc(
Obser&in* ll of this e-$erientil %e&elo$#ent $ro%'ces e-cellent %t for
re&ie" fter"r%s "ith the *ro'$, n% is $rtic'lrl) 'sef'l for trinin* n%
%e&elo$#ent concernin* *en%er, le%ershi$ st)les, %ecision-#!in*,
$ersonlit) t)$es, te#-"or!in*, etc(
After f'rther 69-0< #in'tes tell the# there re other isln%s 4the).ll $robbl)
!no" of co'rse, b't hitherto "ill not h&e *i&en tho'*ht to n) isln%s other
thn their o"n5( Tell the# tht the) re not obli*e% or re1'ire% to %o n)thin*
bo't the other isln%s - it.s '$ to ech *ro'$ "ht the) %o( T)$icll) the
*ro'$s "ill "nt to t!e ction of so#e sort, "hether to tr%e, ttc!, #!e
frien%s - "hte&er(
A*in this le%s to ll !in%s of e-$eriences "ithin the *ro'$ n% bet"een
*ro'$s, "hich sho'l% be note% b) the fcilittor4s5 for 'se lter in the re&ie"(
The e-ercise nee%s to be *i&en finish ti#e or it co'l% *o on in%efinitel)(
There is no "inner n% no sti$'lte% ob;ecti&es for in%i&i%'ls, *ro'$s, isln%s
- it.s #ent to be &er) o$en, "hich enbles the reltionshi$s, c'lt'res, s)ste#s
n% st)les, etc(, to %e&elo$ &er) freel)(
The re&ie" cn be con%'cte% in &rio's ")s - *ro'$ $resenttions, in%i&i%'l
$resenttions, *ro'$ %isc'ssion, $ersonl e-$eriences .felt. b) $eo$leI foc's on
certin he%in*sB le%ershi$, %ecision-#!in*, co##'nictions "ithin n%
o'tsi%e of the isln% *ro'$s, *oo% $lnnin*, b% $lnnin*, iss'es of #orlit)
n% inte*rit), isln% c'lt'resI the list ob&io'sl) is &er) lon*, n% the e-tent to
"hich *ro'$s re foc'se% on these iss'es before n% %'rin* the e-ercise is
fle-ible n% '$ to the fcilittor(
Usin* cl) is #ess), so #!e s're $eo$le h&e $rons n% so#e"here to "sh(
The 'se of s'ch n 'n's'l #teril $ro&i%es e-cellent #oti&tion n% interest
- "or!in* "ith cl) is &er) .erth). n% bsic cti&it) n% $eo$le %o not often
h&e the chnce to $l) "ith it( It %oes %% nother %i#ension(
This e-ercise "or!s $rtic'lrl) "ell s n e&enin* cti&it) on resi%entil
co'rse(
As *'i%e, llo" t lest n ho'r for the e-ercise n% 0< #in'tes for the
re&ie" - ob&io'sl) lon*er if it in&ol&es $resenttions( T)$icll) )o'n*er $eo$le
t!e less ti#e, b't "hoe&er is %oin* it, if the e-ercise is $ro&i%in* 'sef'l
lernin* e-$erience !ee$ it *oin*(
The fcilittor sho'l% loo! es$ecill) for the %e&elo$#ent of reltionshi$s in
the isln% co##'nities, n% ho" these ffect the reltionshi$s bet"een the
isln%s( @e%ers n% st)les e#er*e, "hich cn ll be %isc'sse% in the re&ie"(
The e-ercise cn be 'se% "ith ll *es n% in ll sit'tions, "hether for,
b'siness, or*ni>tionl, e%'ctionl, or beh&io'rl %e&elo$#ent(
4Ac! 8'%ith 8enner5
mini-2usiness pro4ect game
+#es cti&ities "ith rel on*oin* b'siness $'r$ose - li!e the "ebsite
chllen*e belo" - re i%el for trinin* n% %e&elo$in* $eo$le o&er $erio% of
fe" "ee!s or #onths( The foc's sho'l% be the $ro%'ctsDser&ices tht the
co#$n) offers or re "ithin strte*ic intentionDc$bilit) to %o so( Usin*
series of #ini-b'siness $ro;ects s bsis for the .*#es. *i&es the or*ni>tion
so#e serio's b'siness-relte% o't$'t, s "ell s %e&elo$in* the %ele*tes.
beh&io'r n% s!ills 4creti&it), reserch, $lnnin*, finnce, ne*otition,
sellin*, %esi*n, contrcts, b')in*, #n*e#ent, etc5( This t)$e of $ro;ect
bse% cti&it) lso %e&elo$s stron* feelin* of in&ol&e#ent n% res$onsibilit)
#on* the %ele*tes( As n lternti&e to cretin* ne" "ebsite b'siness ,
"hich is n e-citin* $ro;ect for #ost $eo$le 4see the "ebsite chllen*e belo"5,
%ele*tes cn inste% be ts!e% to estblish ne" %istrib'tor or retil o'tlet,
or ne" $ro%'ct line, s bsis for the .*#e. cti&it)( The .*#e. is
essentill) to conce$t'lise n% then i#$le#ent #ini NPD or ne" b'siness
$ro;ect( Mentorin*, cochin*, liison "ith other %e$rt#ents re i#$ortnt
s'$$ort ele#ents %'rin* $ro;ect set-'$ n% s the $ro;ects 'nfol%( There re
lso $otentill) bi* %%itionl benefits for the or*ni>tion in b'il%in* bri%*es
bet"een intereste% %e$rt#ents - #r!etin*, finnce, IT, etc - "hile
$r#eters re estblishe% n% $ro;ects %e&elo$( Ter#s of reference nee% to
be clerl) *ree%, n% %e1'te cons'lttion n% $$ro&ls re essentil( The
b'siness n% trinin* benefits cn be h'*e(
we2site challenge 5team 2uilding8 creati&it"8 commercial skills8 financial
skills8 planning and organi(ing8 technolog"8 presentation8
communicating8 etc7
Nee%s to r'n o&er se&erl "ee!s or #onths( +ret for inter-%e$rt#entl or
re*ionl co#$etition( Chllen*e is for the te#s to ech set '$ rel "ebsite
n% chie&e the hi*hest trffic to bet the other te#s 4nee% to iss'e so#e
#one) or llocte b'%*et - not #'ch - )o' %on.t nee% #'ch for this - n%
nee% to estblish cler $r#eters5( =o' cn intro%'ce lots of &ritions n%
co#$le-ities %e$en%in* on ho" fr )o' "nt to t!e it( =o' cn sti$'lte the
$ro%'ctDser&ice re or le&e s o$en s )o' "ish(
stranded - the team 2uilding sur&i&al game
=o' cn 'se this t)$e of e-ercise "ith &rio's scenrios for te#sD*ro'$s of
bet"een 0 n% 69 $eo$leB %esert isln%, ;'n*le, etc( It.s lso *ret to 'se in
*ro'$ selections for recr'itin* stff, "hen the inter&ie"in* $nel obser&e the
efforts, bilities n% ttit'%es of the $rtici$nts(
Here.s #o'ntin s'r&i&l scenrio e-ercise( It.s &er) fle-ible the#e $ro&i%e%
)o' &oi% the re1'ire#ent to estblish %efiniti&e correct list of ite#s -
there.s no %efiniti&e .ri*ht ns"er.I there re other resons for this too( It.s best
not to h&e %efiniti&e list of ite#s s reco##en%e% b) e-$erts - "ht.s
i#$ortnt is for the *ro'$ to see the benefit of *ro'$ %isc'ssion n% collecti&e
e-$ertise, e-$erience n% in$'t, "hich $ro%'ces *enerll) cce$te% better
list of ite#s thn n)one.s in%i&i%'l list(
The ris! in referrin* to s'$$ose% %efiniti&e .ri*ht ns"er. list is thtB
it foc'ses too #'ch ttention on the o'tco#e rther thn the $rocess,
it c'ses $rtici$nts to *'ess "ht the) thin! the fcilittor thin!s, s
if it.s tric! 1'estion, n%
it cn 'n%er#ine the cre%ibilit) of the e-ercise n% the fcilittor "hen
ine&itbl) so#eone in the *ro'$, or "orse still, the entire *ro'$
%is*rees "ith the .ri*ht ns"er., s is li!el) "ith n) h)$otheticl
scenrio(
Position the e-ercise li!e thisB
After )o'r s#ll li*ht ircrft crshes, )o'r *ro'$, "erin* b'sinessDleis're
clothin*, is strn%e% on foreste% #o'ntin in $$llin* "inter "ether 4sno"
co&ere%, s'b-free>in* con%itions5, n)thin* bet"een 9< n% 7<< #iles fro#
ci&ilistion 4)o' re not s're of )o'r "herebo'ts, n% r%io contct "s lost
one ho'r before )o' crshe%, so the serch o$ertion hs no $recise i%e of
)o'r loction either5( The $lne is bo't to b'rst into fl#es n% )o' h&e
fe" #o#ents to *ther so#e ite#s( Asi%e fro# the clothes )o' re "erin*
"hich %oes not incl'%e cots, )o' h&e no other ite#s( It is $ossible tht )o'
#) be "ithin #obile $hone si*nl rn*e, b't 'nli!el)(
4Other thn these fcts, he session fcilittor #) clrif) $rtic'lr 1'estions
fro# the *ro'$4s5 s to %etils of the circ'#stnces n% the en&iron#ent, n%
these %etils re#in constnt for the %'rtion of the e-ercise( Other %etils
#) si#$l) not be !no"n - it.s t the fcilittor.s %iscretion(5
=o'r 4the *ro'$.s5 i# is to s'r&i&e s *ro'$ 'ntil resc'e%( 3ro# the follo"in*
list choose ;'st ten ite#s tht )o' "o'l% t!e fro# the $lne, fter "hich it
n% e&er)thin* insi%e is %estro)e% b) fire( 3irst )o' h&e fi&e-ten #in'tes
4fle-ible, this is '$ to the fcilittor5 b) )o'rself to consi%er n% %r" '$ )o'r
o"n in%i&i%'l list of "ht the te# sho'l% h&e, "itho't cons'ltin* "ith other
#e#bers of the *ro'$( Retin this list fter $resentin* it briefl) to the *ro'$(
Then )o' h&e 0<-M9 #in'tes 4'$ to the fcilittor5 s *ro'$ to %isc'ss n%
*ree list on behlf of the *ro'$( No#inte s$o!es$erson n% $resent this
ne" list(
With the fcilittor.s hel$, the *ro'$4s5 fter"r%s then re&ie"s the benefits of
%isc'ssion, te#"or!, collecti&e e-$ertise, *ro'$ co##'niction s!ills, etc(, in
the te# $$roch to co#$ilin* the list, co#$re% to ech in%i&i%'l "or!in*
lone to estblish list, n% ob&io'sl) "h) the te# list is li!el) to be better
thn ech of the in%i&i%'l lists(
Choose ten fro# the follo"in* - s$littin* or onl) t!in* $rt of ite#s is not
$er#itte% 4*in the list n% n'#ber of $er#itte% ite#s is fle-ible to s'it the
fcilittors n% sit'tion re1'ire#ents( This is lon* list n% "ill $ro&o!e n
enor#o's #o'nt of %ebte( To r'n 1'ic!er e-ercise %efinitel) re%'ce the
list or %ele*tes "ill feel r'she%(5
Pc! of C bo-es - 9< #tches(
Roll of $ol)thene sheetin* 0# - 7#
6 crte of beer 467 litres in totl5
6 bottle of brn%)
6 crte of bottle% s$rin* "ter 4t"el&e litres in totl5
S#ll toolbo- continin* h##er, scre"%ri&er set, %;'stble "rench,
hc!s" n% lr*e $en-!nife(
Bo- of %istress si*nl flres(
S#ll bsic first-i% !it continin* $lsters, bn%*es, ntise$tic
oint#ent, s#ll $ir of scissors n% $in-!iller tblets(
Tri-bn% #obile $hone "ith infrre% $ort n% btter) hlf-chr*e%(
Cloc!"or! trnsistor r%io(
+llon continer f'll of fresh "ter(
Bo- of 0C - 9<*# chocolte brs(
Sho&el(
Short hn%-hel% -e(
Hn%-*'n "ith #*>ine of 7< ro'n%s(
7<# of 7<<!* n)lon ro$e(
Bo- of 7M - 7<*# b*s of $en'ts(
B* of 6< #i-e% %il) ne"s$$ers(
Bo- of tiss'es(
B* of 7< fresh $$les(
Electronic clc'ltor(
@$to$ co#$'ter "ith infrre% $ort, #o%e#, 'n!no"n soft"re n%
%t, n% 'n!no"n btter) life(
Infltble M-$erson life-rft(
Co#$ss(
@r*e f'll Aerosol cn of insect !iller s$r)(
S#ll hlf-f'll erosol cn of ir freshener s$r)(
Noteboo! n% $encil(
Bo- of si>e O "o#en.s $ro#otionl $in! .Brbie. brn%e% fleece-line%
trc!-s'its 41'ntit) is hlf of ech te#D*ro'$ si>e5(
+ift h#$er continin* hlf-bottle ch#$*ne, lr*e tin of l'-'r)
bisc'its, bo- of C #ince $ies, 9<*# tin of c&ir "itho't rin*-$'ll,
0<<*# tin of h# "itho't rin*-$'ll, n% 9<<*# christ#s $'%%in*(
Tr&ellin* *#es co#$en%i'# continin* chess, bc!*##on n%
%r'*hts(
Se"in* !it(
Whistle(
Torch "ith set of s$re btteries(
Bo- of 9< ni*ht-li*ht Chr cn%les(
B* of C lr*e bln!ets(
cotton reel cars 5team 2uilding8 planning8 organi(ing8 creati&it"7
Te#s nee% n ho'r or t"o to %o this ;'stice, so it.s *ret for n e&enin*
e-ercise "hen there.s n o&erni*ht st)( +i&e ech te# set of #terils -
the #ore the better "ithin reson 4the e-ercise beco#es #ore co#$le- n%
lon*er lstin* "ith #ore #terils5( Mterils co'l% be n)thin* tht co'l% be
'se% to #!e s#ll cr - for e-#$leB shoe bo- or e** bo-, "oo%en !ebb
s!e"ers, stic!) t$e, st$ler, so#e "heels - fro# @e*o or Meccno or cotton
reels, $l's the bsic %ri&e-'nit co#$onents, 4ie t lest one cotton reel,
co'$le of #tchstic!s n% t lest one r'bber bn% - n% if )o' %on.t !no" ho"
to #!e cotton-reel .tn!. see the e-ercise belo"5( The ob;ecti&e is to b'il%
self-$ro$elle% 4r'bber-bn%-$o"ere%5 cr tht *oes fstest, or co&ers the
*retest %istnce, or both - it.s '$ to the fcilittor( The e-ercise cli#-es "ith
rceDco#$etition in the br in the e&enin*( 4The e-ercise hs the feel of
Robot Wrs or Scr$he$ Chllen*e, if )o'.&e seen either on the TL(5
A &rition on this the#e is si#$l) to iss'e ech te# "ith bo- of #i-e%
&e*etbles - fresh not fro>en $lese - 4e*(, c'c'#ber is *oo% for chssisI
slice% crrots #!e resonble "heels5 n% so#e coc!til stic!s, n% there
bein* no ob&io's &e*etble-bse% %ri&e-'nit, ech &e*etble cr #'st be
l'nche% fro# slo$e( The f'rthest %istnce is the "inner(
cotton reel tanks 5team 2uilding8 planning8 organi(ing8 creati&it"7
=o' #) re#e#ber #!in* these s chil%( This is *ret e-ercise for te#s
of three or $irs, co#$etin* *inst ech other(
Mterils re1'ire% $er te# - 6 cotton reel, n) si>e o&er bo't 0 c#s %i#eter
n% 0 c#s len*th( 6 r'bber bn% the s#e len*th 4c't n% tie% if necessr)5 s
the cotton reel( At lest t"o #tch stic!s 4or coc!til stic!s or "oo%en
brbec'e s!e"ers5( A "- cr)on or cn%le( Sellot$e or st$ler(
Constr'ction - Thre% the r'bber bn% thro'*h the reel n% nchor the loo$
ro'n% stic!, "hich #'st be c't so s not to $rotr'%e "i%er thn the e%*e of
the reel( 3i- the stic! in $lce to the en% of the reel "ith st$le or Sellot$e(
Co&er the o$$osite en% of the reel n% insi%e the e%*e of the hole "ith $lent)
of "- for l'briction( Insert secon% stic!, "hich sho'l% be t lest n inch -
better 7-0 inches - lon*er thn the %i#eter of the en% of the reel, tho'*h the
loo$ of the r'bber bn% n% then ."in% '$. the r'bber bn% 'sin* the stic!,
'ntil it is $'lle% flt *inst the "-e% en% of the reel( P't the reel on the
floor n% "tch it *o((( slo"l)( Then s$en% the ne-t t"ent) )ers tr)in* to fin%
the $erfect s$ecifictionE
So#e $eo$le c't notches in the ri#s of the reels to crete co* effect for
better *ri$( Different len*ths n% thic!nesses of r'bber bn%s re n i#$ortnt
&rible ffectin* $erfor#nce n% stbilit)( W- is essentil - it "on.t "or!
"itho't it( The t)$e n% len*th of stic! - other thn the one 'se% t the fi-e%
en% - lso ffects $erfor#nce(
The chllen*e cn be rce, %istnce tr&elle% or obstcle co'rse, "hte&er
)o' li!e( As the fcilittor, ens're )o' $rctice it first n% estblish cler r'les
bo't the i# 4"ht the tn!s h&e to %o "hen the).&e been #%e5 n% the
1'ntit) of #terils &ilble(
design a game 5creati&it"8 team 2uilding7
One of the best cti&ities 4n% $rtic'lrl) to %e&elo$ $roble#-
sol&in*Dnl)ticl s!ills5 is to ct'll) set the *ro'$ the ts! of %esi*nin* the
cti&ities or *#es the#sel&es( =o' cn #i- it '$ n) ") )o' "nt, for
e-#$le, s$lit *ro'$ into s)n%ictes of threes n% *i&e the# %ifferent *#es or
cti&ities to %esi*n 4co##'nictions, te# b'il%in*, $roble#-sol&in* etc5,
"hich ll s)n%ictes "ill then h&e to %o( Ens're e&er)one 'n%erstn%s the
criteri for %esi*nin* %e&elo$#ent cti&ities - brinstor# the# to estblish
cler 'n%erstn%in* of the i#s n% $r#eters "ith the *ro'$ is *oo%
strtin* $oint( These #in criteri cn then ct s the ssess#ent criteri for
ech s)n%icte to ssess the cti&it) %esi*ns of their $eers( To %% e-tr
interest n% f'n )o' cn *i&e ech of the *ro'$s so#e $ro$s n% li#it their
%esi*ns to 'sin* the $ro$s, e* $$er, scissors, strin*, %ice, b'il%in* bric!s,
so#e ne"s$$ers n% #*>ines, cotton-reels, b'c!et of "ter or t"o,
blin%fol%s, forei*n ln*'*e %ictionr), &i%eo c#ers, n)thin*( Intro%'ce
other r'les n% constrints - #'st be o't%oorsDin%oors, #'st be ten #in'te
e-ercise, 7< #in'tes, "hte&er(
treasure hunts 5team 2uilding8 determination8 organi(ing8 pro2lem sol&ing7
There.s no better cti&it) for te# b'il%in* thn "ell-$lnne% .tres're h'nt.(
Tres're h'nts cn be bse% on sol&in* cl'es or fin%in* thin*s, or #i-t're(
Te#s h&e set #o'nt of ti#e to collect list of ite#s fro# the
hotelDoffice co#$le-Dlocl &icinit) - e* rest'rnt #en' "ith fish %ish on
it, bo- of #tches "ith $hone n'#ber "ith se&en in it, n corn,
broch're "ith )cht in it, s$orts $ro*r##e "ith *reen *rss $ict're% in it,
etc etc( This is fntstic f'n n% s'$re#e le&eller( Ob&io'sl) ens're
$rtici$nts re "rne% not to %o n)thin* ille*l or nti-socil( +ret for
e&enin* e-ercises for o&erni*ht st)s(
If )o' re $lnnin* bi* e&ent for #ore thn t"ent) $eo$le or so, it.s essentil
tht the fcilittor *oes to the loction in %&nce, so tht )o' cn sort o't the
cl'es n% the ro'te n% ens're it ll "or!s( It.s es) "hen )o'.re there( It.s
$ossible to thin! '$ certin #o'nt re#otel), b't the best cl'es "ill be
s$ecific locl ones - tht )o' #'st be ble to rel) on - so#ethin* of this scle
#'st be $lnne% n% teste% t the loction(
Do so#e bsic $re$rtion re#otel) before )o' *o there 4strt $oint, finish
&en'e, ro'*h re n% ro'te5 n% then s$en% %) there to fin%Dcrete the
s$ecifics, %esi*n the "hole thin*, n% be s're tht it "ill ll "or! in $rctice(
@o*istics 4*ettin* $eo$le fro# A to B5 n% ti#in*s 4ho" lon* "ill it t!e the
first n% lst to co#$lete5 re cr'cil(
Ti#in*s re l")s %iffic'lt to $re%ict - be "re tht to'rist &en'es re &er)
b's) in the S'##er, "hich "ill ffect ho" 1'ic!l) $eo$le cn co#$lete it n%
the ese "ith $eo$le cn ll #eet '$ lon* the ") n% t the finish(
If it.s n o&erni*ht e&ent, ho" )o' %esi*n the e&ent "ill lso %e$en% on "here
)o'.re ll st)in* n% "ht )o' "nt to %o before n% fter the tres're h'nt(
I%ell) )o' %on.t "nt to h&e to "orr) bo't b'ssin* $eo$le to n% fro# the
h'nt, so i%ell) $eo$le sho'l% be st)in* "here the h'nt is n% ll to*ether( If
it.s for the e&enin* &oi% n) necessit) for cr-%ri&in* - it.s too ris!) - on foot is
#'ch #ore f'n, $eo$le cn "l! for #iles "itho't co#$linin* $ro&i%e% there.s
not too fr bet"een sto$s for cl'es - the e-ercise hel$s too - #)be h&e the#
ctch b's t #ost, b't no %ri&in* t ni*ht(
The locl to'rist infor#tion office n% librr) re l")s 'sef'l reference
$oints for i%es bo't bsic ro'te, best re, $l's contct n'#bers etc( If
)o'.re h$$) "ith %rin!in* n% cn tr'st $eo$le not to be %ft thn bsin* the
tres're h'nt on $'bs "or!s "ell - $'bs "ill offer *oo% $otentil for cl'es,
ro'te n% lots of f'n, s'b;ect to )o'r &ie" on lcohol $l)in* $rt(
Definitel) $ln n or*ni>e% *therin* for the en% of the tres're h'nt "here
)o' cn *i&e $ri>es n% rel- s *ro'$, $rtic'lrl) if the tres're h'nt is in
the e&enin*( The finish &en'e nee%s to be relible n% 'n%er )o'r control - )o'
%on.t "nt e&er)one to be finll) #eetin* '$ #on*st h'n%re%s of strn*ers(
3or lr*e *ro'$ of $eo$le it.s best to h&e fe" #rshls lon* the ro'te to
hel$ the lost n% tr%)(
Te#s of fo'r, fi&e, or si- t #ost, "or! best - the bi**er the te# the 1'ic!er
the) sol&e the cl'es, ltho'*h te#s of se&en "o'l% be too bi* n% res'lt in
one or t"o bein* left o't( Te#s of fi&e so'n%s re *oo%(
Thin! bo't )o'r te# b'il%in* $riorities - if it.s to i#$ro&e inter-%e$rt#entl
te#-"or!in* then crete inter-%e$rt#entl te#sI if )o' "nt to b'il%
stron*er reltionshi$s "ithin %e$rt#ents crete %e$rt#entl te#s( If )o'.&e
*ot *en%er, rce or hierrch) brriers to bre! %o"n, #i- the te#s
ccor%in*l)(
Tr) to #i- the cl'es so the) re1'ire %ifferent s!ills n% !no"le%*e, "hich "ill
enble e&er)one in ech te# to shine - so#e cl'es &er) cr)$tic, so#e re1'ire
obser&tion, so#e historicl, so#e technicl, so#e #the#ticl, so#e
re1'irin* *oo% $ers'si&e or in&esti*ti&e s!ills, n% l")s $referbl) "ith
locl loction referenceDin*re%ient(
Whte&er )o' %o, re#e#ber $lnnin* is &itl(
mime act 5creati&it"8 team 2uilding8 organi(ing8 presentation skills8 and lots
more7
+ro'$s h&e set ti#e to *etD#!e cost'#es n% #i#e $erfor#nce of
son*, es$ecill) so#ethin* "ith thetricl $otentil li!e Bohe#in Rh$so%),
or Stir") To He&en - the #ore e-tr&*nt or c#$ the better - $ro$s cn
be be**e% borro"e% or other"ise $'rloine%, n% the "hole thin* cli#-es "ith
sho" "hen ech *ro'$ $erfor#s their #i#e ct( 3ntstic le&eller, *ret f'n,
nor#ll) hilrio's( +ret to &i%eo n% en;o) fter"r%s( Ho'se r'les re
bsol'tel) necessr) to &oi% serio's incon&enience to hotel or conference
centre(
sports challenge series 5team 2uilding8 organi(ing8 determination8 ph"sical
a2ilit"8 and lots more7
Ech te# cn no#inte s$ort or *#e 4in locl ho'se r'les5 in "hich it
chllen*es the other te#s( A*ree co##on "ei*hte% scorin* s)ste# n% r'n
it li!e "ee!l) or #onthl) le*'e( Be &er) cref'l n% cler on the r'les n%
scorin*( S$orts cn be n)thin* fro# softbll on the $r! to chess n% st'%
$o!er( @e*'e '$%tes n% $ri>es n% tro$hies increse the b'>>(
communication corridor 5team 2uilding8 communicating8 ph"sical acti&it"8
pro2lem sol&ing8 listening skills and more7
Here.s *ret one for conference "r#-'$( +ret for co##'nictions too(
H&e t"o roo#s "ith corri%or se$rtin* the# - the f'rther ") the better(
Te#s of three( Ech te# hs .b'il%er. "ith set of b'il%in* bric!s or
constr'ction !it in ech roo#, n% r'nner bet"een the roo#s( In onl) one
roo# %o the b'il%ers h&e the instr'ctions for "ht the).re b'il%in*( As the)
b'il%, the r'nners h&e to r'n n% e-$lin to the other b'il%er in the other
roo# "ht is bein* b'ilt n% ho"( Winnin* te# is first "ith correctl)
sse#ble% constr'ction in ech roo#(
pro2lem-sol&ing tasks
+et the boo! on lterl thin!in* $'>>les fet're% on this "ebsite t the
b'sinessblls online boo!sho$ $*e( In it )o'.ll fin% lo%s of rell) *ret lterl
thin!in* $roble#s )o' cn 'se - i%ell) for s)n%ictes of three - *i&e the# fo'r
or fi&e t ti#e( More $'>>les boo!s lso on the bor% *#es n% cr% *#es
i%es $*e(
pro2lem sol&ing treasure hunt
+i&e te#s of three list of chllen*es n% ti#escle - n)thin* fro# n ho'r
to "ee! or t"o - e&en #onth, %e$en%in* on co#$le-it) n% t)$e of
$roble#( +ret for o&erni*ht st)s, n% cn be inte*rte% "ith nor#l tres're
h'nt for obsc're ite#s( E-#$les of chllen*esB Trnslte $ss*e of "ritin*
or &erse fro# n obsc're forei*n ln*'*e into En*lishI Ne*otite the best
$ossible %el for the "hole *ro'$ to &isit so#e"here interestin* n% #)be
bit e-cl'si&e - s$orts e&ent, the o$er, the >oo, etc( 4Nee% to clrif) ho'se
r'les on %tes ti#in*s etc, n% tht the boo!in* sho'l% be $ro&isionl(5I *i&e
the# rel $roble# fro# )o'r o"n or*ni>tionI *i&e the# rel $roble#
fro# the locl co'ncil or fro# the ne"s$$ers(
the <in-tra"< time management e:ercise 5time management8 decision
making8 delegation7
Iss'e the te#s 4or h&e the# brin*5 t)$icl in-tr) of corres$on%ence( Their
ts! is to %eci%e ho" n% "hen to %el "ith ech, n% then to $resent their
ns"ers to the *ro'$( +et the *ro'$ to obser&e n% criti1'e the ns"ers(
Thin*s to loo! o't forB
3irst ssess ll ite#s n% $rioritise the# 4#ost "on.t %o this, the).ll ;'st
%el "ith the# in the or%er the) $$er5
Tret 'r*ent ite#s %ifferentl) fro# i#$ortnt ones 4#ost thin! the).re
the s#e5
Onl) hn%lin* ech ite# once 4ie $rocrstintion or %eferrin* is no-no5
O$$ort'nities to %ele*te 4ti$s on the b'sinessblls %ele*tion $*e5
Decision-#!in* 4ti$s on the b'sinessblls %ecision-#!in* $*e5
Co##'niction #etho% n% st)le in res$on%in* to #e#os, re1'ests,
co#$lints etc 4#ost s$en% too lon* "ritin* too #'ch - hn%-"ritten
notes often s'ffice - e#il is 'sef'l - b't reco*nise $otentil #;or
h>r%s n% #!eD*ree ti#e to %el "ith the# $ro$erl)5
A&oi%in* #!in* 'nnecessr) "or! for oneself 4#ost #!e #o'ntins o't
of #olehills5
Usin* the $hone to %el "ith sensiti&e co##'nictionsDreltionshi$s
iss'es 4#ost re fri*htene%, so "rite or %el), "hich costs #ore ti#e
n% $roble#s5
S)in* No "hen clle% for, n% ;'stif)in* "h) it.s No(
M!e s're the s#$le in-tr) #teril is *oo% #i- of iss'es, other"ise there.s
no chllen*e n% $eo$le "on.t see the nee% for %ifferent res$onses( If )o' cn.t
be s're tht $eo$le "ill brin* s'itble #teril $ro&i%e it )o'rself( Best of ll is
to *et )o'r hn%s on co$ies of so#eone.s in-tr) "ho is fore&er co#$linin*
heDshe.s *ot no ti#e(
newspaper towers 5team 2uilding8 planning8 organi(ing8 pro2lem sol&ing8
time management8 creati&it"8 lateral thinking7
@ots of &ritions to this one( A%;'st to s'it *ro'$ n% ti#e &ilble(
Bsic e-erciseB
S$lit *ro'$ into $irs or threes 4fo'r or #ore "ill crete .$ssen*ers., "ho %on.t
*et in&ol&e%5( Iss'e ech *ro'$ n e1'l *i&en of ne"s$$er sheets 4the fe"er
the #ore %iffic'lt, 7<-0< sheets is fine for 6<-69 #in'te e-ercise5, n% roll
of Sellot$e 4Scotch t$e in the US5( Ts! is to constr'ct the tllest free-
stn%in* to"er #%e onl) of ne"s$$er n% Sellot$e in llotte% ti#e( Point of
the e-ercise is to %e#onstrte i#$ortnce of $lnnin* 4ti#e, #etho% of
constr'ction, creti&it)5, n% the #oti&tionl effect of te# ts!(
3cilittor "ill nee% t$e #es're( Instr'ctions nee% to be &er) cler 4for
instnce %oes to"er h&e to be free stn%in* t co#$letion of ti#e, or cn it
be #es're% before - it %oesn.t #tter "hich, it #tters onl) tht n) iss'es
ffectin* cler res'lt re clrifie%(
See lso the i%es for "or!in* "ith l'#ini'# b!in* foil in the b!in* foil
*#es on the other te# b'il%in* $*e(
newspaper 2ridge 5team 2uilding8 planning8 organi(ing8 pro2lem sol&ing8
time management8 creati&it"8 lateral thinking7
A*in, lots of &ritions to this, incl'%in* 'sin* #terils other thn ne"s$$ers
- See lso the i%es for "or!in* "ith l'#ini'# b!in* foil in the b!in* foil
*#es on the other te# b'il%in* $*e( These cti&ities re *oo% for
reinforcin* co##'nictions, s'$$ort, inter%e$rt#entl co-o$ertion the#es(
In te#s 4threes re bestI te#s of fo'r or fi&e cn crete .$ssen*ers. 'nless
)o' brief clerl) for e&er)one to be in&ol&e% n%Dor h&e ech te# $$oint
te# le%er5 'sin* onl) the ne"s$$er n% Sellot$e 4lternti&el) !no"n s
scotch t$e5 iss'e%, ech te# #'st constr'ct bri%*e, incl'%in* floor-
stn%in* s'$$orts t ech en% n% hori>ontl s$n( The "innin* constr'ction
"ill be the one "ith the lon*est s$n bet"een t"o floor-stn%in* s'$$orts( If
n) %%itionl floor-stn%in* s'$$ort is crete%, 1'lif)in* s$n #es're#ent
"ill be the lon*est len*th bet"een n) t"o of the floor-stn%in* s'$$orts(
There #'st be t lest 4s)5 7<c#s clernce bet"een the s$n n% the floor(
An) of the s$n lo"er thn 7<c#s clernce "ill not co'nt to"r%s the
#es're#ent( The s$n #'st s'$$ort certin ob;ects iss'e% 4e* $$le,
chocolte br, cn of %rin! - cons'#ble ite#s re #ore f'n5 "hich #'st be
$lce% 4not fi-e% "ith Sellot$e5 on the s$n( The ob;ects cn be $ositione%
n)"here lon* the len*th of the s$n, b't #'st not to'ch the floor-stn%in*
s'$$orts( The floor-stn%in* s'$$orts #'st be free-stn%in*, ie not ttche% to
the floor or n) other ob;ect or s'rfce( The 'se of Sellot$e s .*')s. fro# the
bri%*e to the floor or nother ob;ect or s'rfce is not llo"e%( Ti#e llo"e%
for $lnnin* n% b'il%in* n% $lcin* ob;ects on the s$n is s) 7< 4#- M95
#in'tes(
Lritions to to"er n% bri%*e *#esB
To"er #'st s'$$ort n ob;ect 4e* le#on, boo!, bric!, $lstic be!er of
"ter, etc5( Mes're#ent is t!en to hei*ht of s'$$orte% ob;ect( If )o' iss'e
n ob;ect to be s'$$orte% t the to$ of to"er consi%er the "ell-bein* of the
floorin* n% f'rnit're( Be"re sfet) n% #ess i#$lictions of certin ob;ects,
so &oi% c'$s of coffee, *lsses, etc(
B'il% ne"s$$er n% t$e bri%*e bet"een t"o tbles, to s'$$ort the *retest
"ei*ht 4n'#ber of *i&en ob;ects5(
B'il% the hi*hest $ltfor# to s'$$ort $erson.s "ei*ht, 'sin* onl) ne"s$$er
n% t$e - #!e s're there.s $lent) of ne"s$$er for this &ersion, ie, three bi*
ne"s$$ers for ech te#( 4Ber in #in% tht $ltfor# is still $ltfor# if
it.s onl) n inch hi*h, ltho'*h $ltfor#s of fe" inches re $erfectl)
fesible(5
B'il% the lon*est hori>ontl $ier fro# tble to$, s'$$orte% "ith ne"s$$er
str'ts or not(
tips for newspaper constructions e:ercises
=o' cn llocte s #n) sheets s )o' "ish, ltho'*h it rell) %e$en%s chiefl)
on the #in $'r$ose of the e-ercise, n% then to n e-tent the %'rtion n%
ho" #n) te# #e#bers $er te#( As *enerl r'le - the fe"er the sheets
the s#ller the te#s n% the shorter the e-ercise( @ots of sheets n% bi*
te#s re1'ire lon*er( Short ti#escles, bi* te#s, lots of sheets N lots of chos
- "hich is i%el for %e#onstrtin* the nee% for le%ershi$ n% #n*e#ent(
Unless the $'r$ose is le%ershi$ n% #n*in* the $lnnin* st*e, &oi% s#ll
n'#bers of sheets "ith lr*e te#s( S#ll te#s %on.t nee% lots of sheets
'nless )o' #!e r'le to 'se ll #terils in or%er to $'t $ress're on the
$lnnin* n% %esi*n st*e( E-#$les of #in $'r$oses n% n'#bers of sheetsB
Ler) stron* e#$hsis on $re$rtion n% %esi*n - 6-9 sheets - in $irs or
threes(
Desi*n, $lnnin*, $re$rtion, te#-"or!in* - 9-6< sheets - in threes or
fo'rs(
Te# b'il%in*, ti#e-#n*e#ent, "r# '$, ice-bre!er, "ith so#e
chos-#n*e#ent - 7< sheets - in fo'rs, fi&es or si-es(
Mn*in* lot of chos - 0< sheets n% '$"r%s - te#s of si- or #ore(
Ne"s $$er constr'ction e-ercises re terrificll) fle-ible n% 'sef'l( When )o'
%eci%e the cti&it) $'r$ose n% r'les, the i#$ortnt thin* is to iss'e the s#e
1'ntit) of #terils to ech te#(
other tips for newspaper construction acti&ities
B'il%in* ti$sB It %oesn.t #tter ho" bi* the sheets re, b't bi* %o'ble
$*es offer the *retest sco$e for the to"ers(
Thin! bo't ho" #'ch $$er is iss'e% s it chn*es the t)$e of
chllen*eB lots of $$er #!es it #'ch esier n% $lces less e#$hsis
on $lnnin*( Ler) fe" sheets, or e&en ;'st one sheet, increses the
re1'ire#ent for $lnnin*(
The #in tric! for the bri%*e n% to"er e-ercises 4%on.t tell the
%ele*tes before the e-ercise5 is to #!e lon* thin ro'n%-section str'ts,
b) rollin* the sheets n% fi-in* "ith stic!) t$e - Sellot$e or scotch
t$e, or nrro" #s!in* t$e inste%( The str'ts cn then be connecte%
'sin* &rio's techni1'es, rther li!e *ir%ers( The s#e constr'ction
$$roch "or!s "ell for the bri%*e too(
Ro'n% str'ts 4t'bes5, n% n) other %esi*n of str'ts or sections, lose
&irt'll) ll their stren*th if flttene% or bent(
Ler) fe" ne"s$$er e-ercise b'il%ers 'n%erstn% this f'n%#entl
$oint, n% so#e fil to relise it e&en fter co#$letin* the e-ercise, so
it.s "orth $ointin* o't %'rin* the re&ie"(
S1're sections re not &er) stron*( Trin*'lr or circ'lr sections "or!
best, ltho'*h the for#er re %iffic'lt to #!e(
It.s $ossible to #!e &er) tll to"er 4O-6< feet5 'sin* telesco$ic
%esi*n, "hich re1'ires #n) sheets to be st'c! to*ether en%-to-en%,
rollin* to*ether n% then $'llin* o't fro# the centre(
Most $eo$le #!e the #ist!e of for#in* bi* s1're section len*ths or
s$ns, "hich re inherentl) &er) "e! n% 'nstble( This is "h) the
ne"s$$er constr'ctions re s'ch *oo% e-ercises - ech one nee%s
thin!in* bo't n% $lnnin* n% testin* or $eo$le fll into tr$s n%
#!e si#$le #ist!es(
The stron*est %esi*n for "ei*ht-berin* is .b'il%in* bloc!s. of he-*onl
t'bes 4si- si%es5( This is the sh$e tht nt'rll) res'lts if lots of circ'lr
t'bes re co#$resse% si%e")s to*ether, n% it.s lso the sh$e fo'n% in
nt're.s beehi&e constr'ction( He-*onl t'bes re %iffic'lt to #!e
tho'*h n% it.s 'nli!el) tht $eo$le "ill thin! to %o it( It.s 'sef'l to #!e
'$ fe" s#$les to %e#onstrte in the re&ie" ho" stron* the
he-*onl constr'ction is(
@ess stron*, b't 1'ic!er is to #!e is lots of short rolle% circ'lr t'bes,
'$ to si- inches hi*h - #!e s're there.s eno'*h $$er for the te#s
"hen 'sin* the h'#n "ei*ht-berin* $ltfor# e-ercise(
+ro'$in* the t'bes to*ether, stoo% on their en%s n% $lcin* s'fficient
sheets on to$ to s$re% the $erson.s "ei*ht 's'll) is the esiest ") to
co#$lete this e-ercise to "innin* stn%r%(
Alternti&el), roll '$ lots of soli% c)lin%ers, *in fe" inches lon*(
+ro'$e% n% fi-e% to*ether on their en%s these #!e n i##ensel)
stron* $ltfor#(
The best ") of fin%in* ns"ers is to tr) it - )o' sho'l% be %oin* tht
n)") if )o' re fcilittin* n% r'nnin* the session - )o'.ll be #>e%
t ho" stron* $$er cn be if it.s fol%e% n%Dor rolle% n% sse#ble%
"ith bit of tho'*ht(
The "ei*ht berin* $ltfor# "ill onl) be fe" inches hi*h - "e.re not
e-$ectin* to *et so#eone '$ to the ceilin*(
If ll else fils, if )o' thin! bo't it, t it.s si#$lest te# #e#ber
co'l% si#$l) stn% on ll of their llotte% sheets of $$er( It.ll onl) be
fe" #illi#etres hi*h, b't it.s still $ltfor#(
All of these e-ercises re *enerll) tc!le% best b) #!in* the .b'il%in*
bloc!. ele#ents, "hether str'ts or t'bes or n) other sh$es( An% this
e#$hsises one of the bi* lessons fro# the e-ercises - $lnnin*, n%
testin* 4ti#e n% #terils $er#ittin*5 re essentil(
See lso the i%es for "or!in* "ith l'#ini'# b!in* foil in the b!in* foil
*#es on the other te# b'il%in* $*e(
4uggling 5right-side 2rain8 warm-up8 team 2uilding8 ph"sical acti&it" and lots
more7
8'**lin* is $o"erf'l "r#-'$ n% trinin* i%( It.s e-tre#el) fle-ible for
trinin* n% te# b'il%in*, fro# 6< #in'te "r# '$ to contin'o's cti&it)
o&er fe" %)s( =o'.ll nee% to lern the three-bll csc%e first - it.s es) -
;'st follo" the ;'**lin* instr'ctions on this site(
To 'se s ten #in'te "r#-'$, *i&e s'##r) of the instr'ctions, then iss'e
;'**lin* ite#s( @oosel) 9-6<Q of $eo$le cn lre%) ;'**le, n% others soon
$ic! it '$( E#$hsise tht e&er)one cn %o it $ro&i%e% the) *o thro'*h the
$ro$er lernin* $rocess(
Short "r# '$s cn lso be %one in $irs, 'sin* three blls or b*s 4or le#ons
or $ottoes %e$en%in* on b'%*etE5( Pirs cn stn% si%e b) si%e or fce to fce,
b't sho'l% onl) 'se one hn% ech( One $erson hol%s t"o n% strts( The
secon% $erson thro"s their bll before ctchin* the bll thro"n b) their
$rtner( An% so on((
To 'se ;'**lin* s n cti&it) to inter-"e&e "ith trinin* co'rse or
"or!sho$, bre! %o"n the ;'**lin* instr'ctions n% sessions to one bll, then
t"o blls, then three blls( @in! to trinin* the#es s $$ro$rite 4lots of
trinin* nt'rll) bre!s %o"n into threes, so it fits "ell5(
Use n) e-istin* ;'**lers in the *ro'$ to hel$ coch other %ele*tes, or iss'e
the# "ith fo'r blls n% h&e the# lern to ;'**le fo'r 4bsicll) t"o blls in
ech hn%, not crossin* hn% to hn%, thro"n lterntel)5, or iss'e the# "ith
cl'bs( 3or #ore infor#tion bo't ;'**lin* fo'r blls n% cl'bs $lese contct
's(
8'**lin* e1'i$#ent is e-$ensi&e in the s$ecilist retil o'tlets, 'se tr%e
so'rces inste%( T)$icll) )o'.ll *et .Tri-its. $)r#i% ben b*s t R6(9< 4S75 for
three( Pro$er ;'**lin* blls re #ore e-$ensi&e, R0-9 4SM-H5 for three, b't the
e-tr cost is "orth it if )o' "nt to $rint on the# to reinforcin* the#e or
brn%, bec'se $eo$le !ee$ the#( 3or %etils of cor$orte ;'**lin* $ro%'cts,
or s$ecilise% ;'**lin* s'$$ortDfcilittion $lese contct 's(
plate spinning 5right-side 2rain8 warm-up8 team 2uilding8 ph"sical acti&it"
and lots more7
Plte s$innin* is *ret e-ercise for te# b'il%in* n% for "r#in* '$
%ele*tes for trinin* sessions n% conferences( A $lte s$innin* set co#$rises
$lstic $lte n% ."n%. - $lstic ro% "ith $oint t one en%( =o' cn
obtin these fro# ;'**lin* e1'i$#ent tr%e s'$$lier for bo't R6-7 4S6(9<-
0(<<5 $er set - sho$ ro'n% for the best %el n% contct 's if )o' nee% hel$(
It.s es) to tech )o'rself, "hich )o' #'st %o before )o' tr) to tech othersE
It.s $ossible to $ss s$innin* $lte fro# one $erson to nother 'sin* the
"n%s, n% this *i&es lots of $ossibilities for te# rces( Pltes, li!e ;'**lin*
blls, cn be brn%e% to s'$$ort the#es, trinin* #ess*es or $ro%'ct
l'nches, etc( The).re lso che$ eno'*h to *i&e ") "itho't %entin* the
b'%*et( Peo$le "ill s! for s$res for their !i%s, so #!e s're )o' h&e $lent)(
@oo! t the ho" to s$in $lte $*e for $lte s$innin* instr'ctions(
dia2olo 5right-side 2rain8 warm-up8 team 2uilding8 ph"sical acti&it" and lots
more7
The %ibolo is nother *ret street $erfor#er.s s!ill tht )o' cn 'se for te#
b'il%in* n% trinin* cti&ities( The %ibolo set co#$rises %ibolo .reel. n%
t"o stic!s, connecte% t ech en% b) len*th of strin*( E-$ect to $) ro'n%
R9-6< $er set %e$en%in* on the 1'lit) n% si>e of %ibolo( The %ibolo is es)
to *et strte% n% then to %o so#e bsic tric!s - thro"in* '$ in the ir n%
ctchin* *in for instnce, fter "hich the %ibolo re1'ires 1'ite %e#n%in*
le&el of s!ill to $ro*ress to the #ore %&nce% tric!s( 3or instr'ctions ho" to
'se n% tech the %ibolo loo! t the %ibolo instr'ctions on this "ebsite(
de&il stick 5right-side 2rain8 warm-up8 team 2uilding8 ph"sical acti&it" and
lots more7
The %e&il stic! is fntstic $iece of e1'i$#ent, *in 'se% b) street
entertiners the "orl% o&er( The %e&il stic! set co#$rises three $rtsB the %e&il
stic! itself, "hich is ro'n%e% "oo%en stic!, bo't t"o feet lon*, t"o inches
"i%e t ech en%, "ith t$er fro# ech en% to #i%%le ."ist. of bo't n
inch %i#eter( The other $rts re t"o "oo%en %o"el controllin* ro%s, ech
slee&e% "ith r'bber for *ri$, bo't hlf-inch in %i#eter( 3or instr'ctions
ho" to 'se n% tech the %e&il stic! loo! t the %e&il stic! instr'ctions on this
"ebsite(
"o"o 5right-side 2rain8 warm-up8 team 2uilding8 ph"sical acti&it" and lots
more7
=o)os re che$ n% es), n% *ret f'n( The ne" st)le cl'tch )o)os re no"
&ilble for less thn R6 or %ollr %'e to o&er-$ro%'ction in the 3r Est, so
sho$ ro'n%( Strt b) techin* $eo$le ho" to $osition the strin* $ro$erl) on
the )o)o n% the fin*er, then si#$l) #!in* the )o)o *o '$ n% %o"n in
controlle% ")( Ne-t increse %iffic'lt) to s$innin* the )o)o on its cl'tch 4the
)o)o st)s s$innin* t the botto# of the strin* *i&en fst thro"5, n% then
*r%'te to tric!s li!e ."l!in* the %o*.( @ots #ore tric!s cn be %e#onstrte%
n% t'*ht if )o' h&e ti#e( Most )o)os "ill h&e instr'ctions on the $c!*in*
- #!e s're )o' lern the bsics )o'rself before )o' tr) techin* others or
'sin* )o)os in "r#-'$ or *#es cti&it)(
le&itron 5team 2uilding8 organi(ing8 lateral thinking8 skills de&elopment7
The @e&itron is "itho't %o'bt one of the #ost
incre%ible to)s e&er in&ente% - it.s s#ll
$recision s$innin*-to$ tht "ith the i% of
re$ellin* #*netic bse n% s$ecil "ei*hts,
ct'll) st)s s$innin* s's$en%e% in #i%-ir, for
t"o or three #in'tes( An% the @e&itron is ll the
#ore #>in* for the fct tht hr%l) n)one
hs e&er her% bo't it( It "s l'nche% bo't
6KK9, b't hs ne&er rell) chie&e% "i%e
%istrib'tion( The @e&itron is *ret $ro%'ct for
te# *#es, trinin* n% reinforcin* conce$ts
bo't 1'lit), cc'rc), $tience, the brin, ll
sorts(
The @e&itron is &ilble online fro# se&erl
internet retilers( The bsic #o%el if )o' cn
still *et it "s ro'n% R7< or S0<( There re no"
#ore %&nce% .esier. #o%els, "hich in #n)
cses "ill be better for te# b'il%in* cti&ities(
See the #!er.s "ebsite le&itron(co#, or enter
.le&itron. into %ecent serch en*ine to fin%
s'itble s'$$lier( The UK %istrib'tor for tr%e
en1'iries is Brinstor# @t%, tel FMM 4<567<<
MM9660(
The 'se of le&itron for te# b'il%in* *#es n% b'siness e-ercises is restricte%
onl) b) )o'r i#*intion - here re so#e i%es to *et )o' strte%B
in $irs or te#s of 0 - rce to s$in first(
in te#s of M or #ore - rce to s$in first "ith ech te# #e#ber onl)
ble to hn%le sti$'lte% n'#ber of ite#s 4e* colo're% "shers,
r'bber "sher, "e%*es, the to$ itself, the $ers$e- $lte, the bse, etc5
- le%er #'st be electe% "ho lloctes res$onsibilities fter
sti$'lte% ti#e to ssess bilities( O$tion to chn*e res$onsibilities fter
sti$'lte% $erio%s(
in $irs or te#s of 0 - lon*est s$in ti#e co#$etition 4increse te# si>e
n% %% res$onsibilit) re1'ire#ents s bo&e(5
te#s of 0 - 'se le&itron inste% of constr'ction !its "ith co##'niction
corri%or e-ercise(
in te#s of 0-9 - crete the #ost s$ectc'lr le&itron tric!s n%
%e#onstrtion 'sin* ite#s n% #terils in the trinin* roo#(
in te#s 0-9 - "rite trinin* $ln to tech so#eone ho" to 'se the
le&itron(
in te#s of 9 - role-$l) the trinin* $ln "ith n in%i&i%'l fro# the
te# "ho %oes not !no" ho" to 'se it 46 trinee, $l's ll other te#
#e#bers to h&e trinin* %'t) "ithin the trinin* $ln5(
in te#s of 0 - $l) "ith the le&itron then crete n %&ert for the
le&itron for the e%'ctionl $h)sics #r!et(
De-brief n% re&ie" ccor%in* to the e-ercises selecte% n% the locl sit'tion
n% $eo$le, bilities, trinin* or te#-b'il%in* $'r$ose, etc( The best ") to
crete fr#e"or! for %e-brief is to brinstor# the he%in*s before the
e-ercise "ith the "hole *ro'$ - this lso hel$s $eo$le *et the best o't of the
e-ercise, bec'se the) re "re of the $ointers(