Asian Computer College

Main: Doctora St., Mayapa, Calamba City Annex: Punta, Calamba City

Leadership Training 12
I. Opening/Prayer
Materials: Powerpoint/Flash Presentation; Meditative Background Music

II. ELBOW TAG

Everyone in the group gets a partner and stands with the partner in a large circle. Each pair hooks elbows with their
partner and puts their other hand on their hip. One pair is chosen as "it." They unhook, with one person chasing the
other. These two run around, while everyone else remains stationary.

In order to avoid being tagged, the person being chased hooks on to the arm of someone. The other person in the
pair then unhooks and becomes the new person being chased. If the chaser tags the person being chased, then
the roles change, just as in a regular tag game "Tag, you're it!" Sometimes this activity can get confusing, with more
than two people running and no one sure about who is chasing and who is being chased. This is a good opportunity
to practice some simple problem solving as a group.
Sample processing questions:
1. How did you choose who to hook on to?
2. Did you think about it?
3. When working together, why might it be important to be able to work with everyone else in the group?
4. What steps can we take to develop a working relationship with everyone here?
Facilitation notes: One of the biggest issues any group must deal with is the idea that everyone must be able to
work together, even if they generally do not hang out together or even like each other. This activity can highlight the
idea of developing a working relationship with everyone. The caveat, of course, is that we are not asking people to
be best friends with everyone, just attempting to develop relationships that allow us to work together.

III. TEAM SINGING CONTEST

Objective: To surface ability of participants to adapt to new situation; develop creativity and innovativeness.
Mechanics: Divide participants into groups. Each group selects a leader. The group must select 2 nursery rhymes.
The leader list down the songs on the board. No duplication of songs. The leader who wrote the song first have the
right to use that song. Groups now separate to practice choreography, arrangement, etc. for 15 minutes. Criteria for
judging - creativity, execution, synchronization, and originality. Group leader will draw lots as to who performs first.
During the presentation, the Training Facilitator shall announce an additional surprise criterion:
First Criterion - Song No. 2 must be sung with original choreography, walking back and forth, very
angry with eyes bulging and teeth gnashing with fist raised. Natural tempo.
Second Criterion The group can sing either song no. 1 or 2 in a proper and beautiful manner.

IV. Newspaper Sumo

The game was devised by some educators in Japan. I took a few liberties with the description of the game -
modifying it only slightly to take it out of the classroom context.
1. Place a sheet of newspaper on the floor.
2. One stands on the edge of the paper. The other stands on the other side. Their backs are facing each other.
3. The game leader asks a question (e.g. "How old are you?", "What's this?" etc.)
4. The first to answer correctly takes one half step back.
5. Repeat from 3 until....
6. When their feet touch, they stop. The game leader says "Go!" and without turning round they have to push the
other player off the newspaper!! Just like the real game of Sumo, the first person to touch any part of the ground
outside of the "ring" (or newspaper) loses!

V. Self-Awareness Activity
A. Personality Test
B. Words Worksheet
C. Advertising
Equipment: Construction paper, Markers, Pencils
Objective: To promote increased self-esteem and to identify positive personality traits
Description: Introduce the group to advertisements. Talk about their purpose and the method in which ads get
the message across - visually and with words. Ads promote the positive aspects of a product, the finer qualities.
Ads also persuade a person into buying the product. The individual's task in this project is to come up with a
print advertisement or commercial persuading some one to be their friend. Individuals should depict positive
aspects of themselves through pictures, words, or a combination of the two.
If an individual has a difficult time thinking of reasons someone would want to be their friend, have them think
of characteristics they look for in a friend. At the end of the session have participants share advertisements with
one another. Let other participants confirm the positive qualities of the presenter.

VI. Cooperative Communication Activity

A. Paper-Tearing Exercise
Time Allocation: 5 minutes
Materials: Blank 8 -by-11-inch sheets of paper for each participant
Instructions:
 1. Tell the participants the following: We are going to play a game that will show us some important things
about communication. Pick up your sheet of paper and hold it in front of you. Now, close your eyes and
follow the directions I will give youand no peeking! Participants cannot ask questions.
2. Give the following directions, carrying them out yourself with your own sheet of paper and pausing after
each instruction to give the group time to comply:
a. The first thing I want you to do is to fold your sheet of paper in half.
b. Now tear off the upper right-hand corner.
c. Fold it in half again and tear off the upper left hand corner of the sheet.
d. Fold it in half again. Now tear off the lower right-hand corner of the sheet.
3. After the tearing is complete, say something like Now open your eyes, and lets see what you have. If I did
a good job of communicating and you did a good job of listening, all of our sheets should look the same!
Hold your sheet up for them to see. It is highly unlikely any sheet will match yours exactly.
4. Observe the differences. There will probably be much laughter.
5. Ask the group why no ones paper matched yours. (You will Probably get responses like You didnt let us
ask questions! or Your directions could be interpreted in different ways.)

Then, lead into a presentation on the need for two-way communication in the workplace.

B. Describe and Draw It (Materials: paper and pencil for each participant)
Prior to the workshop draw a number of rectangles on an 8.5x11" sheet of paper and ensure every
participant has a pen/pencil and a sheet of paper as well.
To begin the icebreaker, ask a volunteer to come to the front of the room with his/her back to the audience.
Tell the volunteer that he/she must describe the drawing to the audience using verbal communication only so
that they can recreate the drawing themselves. No questions or communication are permitted from the
audience. Allow 5 minutes for this exercise. Then recreate the exercise but allow questions from the
participants. Allow another 5 minutes to pass.
Spend the remaining 5 minutes comparing the drawings and facilitating discussion based on the process.
Although you may find you could spend all morning on this debrief alone!
C. Tactile Copier(Materials: illustrations, paper, pencil)
The players arranged themselves in a line. A diagram is shown to the last person in line. The person uses
his finger to reconstruct the image on the back of the person in front of him. Each player in turn passes the
image on to the next person in line by tracing it on his back. The person at the head of the line draws the
diagram on a piece of paper for the group to compare with the original drawing. The game can be repeated
after the players rotate their positions. Variation: After passing on the image, each player draws the diagram as
he perceives it. The group then compares their drawings.
D. The Telephone (Materials: strips of paper with a leadership quote written on it)
Participants should sit or stand in a circle. The facilitator quickly whispers a message to one participant. This
participant passes the message in a whisper to the next person and so on. The last person shouts out the
message. Chances are the final message will be different from the original. Here is an example of an initial
message (note how two different activities are blended into the initial statement, a sure cause for confusion
when whispered quickly).
Messages:
1. If you think you can't, or you think you can; you're probably right.
2. If you want something done, you'll find a way. If you don't want something done, you'll
find an excuse.

E. The Importance of Communicating (Power point Presentation)

VII. LUNCHBREAK

VIII. HIDDEN NUMBERS

Point: Oftentimes the solution to our problem is right in front of us but we dont see it because we allow
ourselves to be distracted. Some people tend to focus to intently on the string that they block out all the
other useful information. Do you have any problem right now that has an easy solution that youre not
allowing yourself to see? What causes the distraction? What will cause you to gain clarity?
Leaders know how to focus and to manage their time wisely.

IX. MACRO ROCK, PAPER, SCISSORS

You will need a gym or a field for this activity. Two teams are formed at random. Explain that this activity is like
rock/paper/scissors, but with different motions. Then show them the macro actions: rock:squatting down, paper:
standing straight with hands at sides, and scissors: standing with arms and legs spread out. Remind them that rock
beats scissors, scissors beats paper, and paper beats rock.

Lay out the rope between the two groups as a boundary that they may not cross until the time is right. The
boundary markers are placed about 15 - 20 feet on either side of the rope. Then each team goes back to the
boundary markers to huddle up. They decide on one action to do as an entire group. When they are ready they line
up along the rope, face-to-face with the other group. On a signal they all do their motion. Whoever wins then
chases the other team and tries to tag people. Anyone who makes it past the boundary markers without being
tagged is safe. Those tagged before getting to the boundary markers then join the other team for the next round.
Play until people get tired of it or you are left with only one team.
PROCESSING:
1. Was there an element of competition to this activity?
2. Did you have a strategy? What was it and how did you develop it?
3. Do you think people were playing fair? Why or why not?
4. Were you ever confused? If so, how did you deal with it?
Facilitation Notes: There is the potential for some arguing in this activity when people feel they were tagged after
the boundary markers, while the person who tagged them felt they were tagged before the boundary markers. If this
should happen, it is a great time to stop the action for a discussion of how to deal with this particular situation. Later
you can then discuss how to handle similar situations when they arise without having to rely on teacher/ facilitator
intervention.

X. CLEANING THE MIRROR

Each person chooses a partner. The pair stand facing each other with hands up a few inches apart. In this position,
they imitate the movement of their partner like the reflection in a mirror. He will a be pretending to clean the mirror.
They will be taking turns to lead and follow, according to their own timing.

In a second round, they touch one anothers hands lightly. In a third round they press their hands together hard,
continuing to take turns in leading and following.

In the general session that follows, the participants discuss the following questions :
How were the 3 experiences different from each other about leading and following?
How did you feel during each experience about leading and following?
What similarities do you find in the relationship between leader and follower in everyday life?

The facilitator will take up the results of the observations, experiences and the impressions of the participants. From
these he will describe the work, function and behaviour of a good facilitator, bearing in mind that the facilitator must
work together with the people, not have them under him.

Discussion questions:
1. Did you attempt to simplify your movements when cleaning the mirror?
2. What was the reason if you simplified/ not simplified?
3. Did you try as hard as you could to copy the movements when you were the reflection?
4. Did you find it hard to be the reflection? why?
5. How did you feel if you say your reflection copied your movements incorrectly? Did you reprimand him?
6. Which was the easiest to be the cleaner/ or the reflection? Why?
7. Did you realize that while you were cleaning the mirror, you have become the facilitator?
8. While you were cleaning the mirror did you think of your reflection?
9. and so on.

XI. PASS THE CIRCLE 12:40 pm

Here are the instructions:

Have everyone hold hands, forming the group into a connected circle.
Announce, "This is a game of speed!" Then repeat to the group with great energy, "This is a game of..?" The team
will call out the word speed! If they are not loud enough, repeat it again!
Next announce that there are only two simple rules to the relay: "You may not let go of one another's hands, and
you are to act as a team!"
Decide where you want to start the hoops (one hoop directly across the circle from where you place the first). You
unlock the hands of the two people at the spot where you have chosen to start the first hoop, set the hoop over their
hands, and re-lock them. Do the same on the opposite side of the circle with the second hoop. Once both hoops
are positioned, announce, "This is a game of what?" They will call back, "Speed!"
Announce while using physical gestures to demonstrate: " When I say go, the clock will start. This hoop must go
this way (clockwise) around the circle."Then rush over to the other hoop on the opposite side of the circle and
continue, "And this hoop must go this way (counterclockwise). When each hoop has made it all the way around the
circle and returned to where it started, the clock will stop. This is a game of what?" ("Speed!") "You may not let
go of each others whats?" ("Hands!") "You are to act as a what?" ("Team!") " Ready, set, go!" (Be sure to start
you stopwatch or note the time carefully on your second hand).

As they begin, just step back and observe. Listen to the level of their cheering (if any) and enthusiasm. Watch for
the level of energy. Are they really going for it? Or are some casually making their way through? Notice whether
they physically help one another. Also, is there anyone who keeps on trying despite getting a bit tangled up? Turn
up your powers of observation so that your upcoming facilitation and integration is right on target.

When they have managed to get the hoops around the circle and back to their starting points, stop the clock.
Enthusiastically announce their time. They will applaud. You can quip, "Thats what I like about you. You have no
idea if thats a good time or not, but you applaud anyway!"
Now begin to really bring this game to life. You will now
raise their standards. Simply say, "I know you can improve
you time. This time, your goal is---------." (A good rule of
thumb is to set a time that is fifteen seconds faster for every
twenty participants than the previous time. Thus, if you had
forty players, set a time of thirty seconds faster and forty-
five seconds faster if you have sixty participants, etc.) With
great conviction, say, "I know you can do it! How many of
you believe me?" (This should be energizedhave them
respond by raising their hands and cheering yes!). Then
continue, "If were going to achieve our new goal, well need
to act more as a team. How could we be more of a team?"
You are looking for three key principles to come out here:
Cheer and support each other! Odds are, they were fairly
quiet the first time through the game. They might have
cheered only when they got through the first crossing of the
hoops, and perhaps right at the end. Give examples of the
power of cheering and supporting to life performance. I tell
the story of the Winter Olympics and the U.S. Ice Hockey
team in Lake Placid, New York in 1980. A group of American
college kids pulled off an unbelievable upset by beating the
Russian team made up of the greatest players in the world.
What kind of crowd was in Lake Placid that day? A totally
psyched up, incredibly loud U.S. crowd. It made a huge
difference. Ask your participants how they can apply the
principle of cheering and supporting each other in their work
and at home.
Help each other! The key learning point here is to
overcome the thats-not-my-job/department syndrome. If
you see an opportunity to help a teammate through a fresh
idea, suggestion, or action, go for it! Its also vital that the
receiver be open to the help and not push it away. Key Question: "What would happen if an atmosphere was
created where help was welcome, both to offer and receive?" The team would soar!
Energy! This is a great place to reinforce the importance of energy. Ask, "At what energy level on a ten point scale
did the team operate as they moved through the hoops first time? What would happen if everyone elevated their
energy level this second time at least two full points?"
PROCESSING QUESTIONS:
What things interfered with getting the activity done
and what could have been done about those things?
(no names please)
What things made the activity work better and why?
If you could have had one wish during the activity to
help you and your group, what would it have been
and why?
If you were going to do the activity again, what would
you do the same, different and why?
How did you feel about the procedure your group
used?
How does what happened in this activity apply to
your real life?
I tried to make the initiative good for myself by...
My highlight during the initiative was...
One thing I have learned about myself from the
initiatives was...
A personal challenge I had during the initiatives was...
One strength I have come away appreciating
about myself is...
I tried to make the initiatives good for others by...
One thing I have learned about people that I can
apply elsewhere in my life is...
How did our team function?
What were some team strengths?
What is one word that would describe why your team
was successful?
Did you notice any changes in the team from the start
of the initiatives to the end of the initiatives?
Have you gained any insights about teamwork that
you can use elsewhere in your life?
What has this team meant to you?

Youre now ready for round two. Keep the energy high and set the hoops and two new points opposite one another.
Point out the direction each is to go. Ask them to repeat their goal for this time through: "Remember: Cheer and
support each other, help each other, and energy! Ready, set, go!"

This time through youll see heightened energy, more fun, and, very likely, considerable performance improvement.
In many cases they will surpass the goal youve set for them. If not, odds are that they simply were so pumped up,
they got a little extra tangled. Nineteen times out of twenty, however, they will have improved tons. When they
finish, celebrate!

Ask, "What was different this time? How did it feel to have more energy?" Bring home the truth that be cheering and
supporting each other, helping each other, and raising their energy they not only improved tremendously, they had
more fun doing it! The same is true in the workplace and with your real life teams.

XII. Tightly Tied

A rope/STRING is tightly wound around the players in the group. The group must stay together and walk
through and free themselves from the rope. Purpose: Coordination of the players movements. Attention: It is
possible that minor injury can occur as players may fall over each other. This might happen with groups that are not
well coordinated in their movements.

XIII. Cup Stack Materials: 10 styro cups, rubber band, string/team

Objective: To work together to accomplish a difficult task without quitting or giving up when someone gets
frustrated.
Description:
(Prior to the activity cut six pieces of string, into two to three foot long pieces for each group.) Tie each
piece to a rubber band as evenly spaced as possible so you finish with a rubber band with six pieces of string
attached to it (it should look like a sunshine with six sun rays going out in all directions). Make one of these for
every six people.
Divide your group into smaller groups of six (or as close to this as possible). Give each group a stack of ten
paper cups and one of the rubber band/string implements that you have prepared. Place the paper cups on the
table, spread out and upside down.
Challenge the group to build a pyramid out of the paper cups (four on the bottom, three on the next row,
then two, and finally one on the top). Group members may not touch the cups with their hands, or any other
part of their bodies for that matter, even if a cup falls on the floor.
Each person should hold onto one of the strings that are attached to the rubber band and the group then
uses this device to pick up the cups and place them on top of each.
XIV. Kokology Quiz (The Greatest Mystery and Judging by its Cover) 2:00 pm

XV. The Qualities of a Good Leader (Powerpoint Presentation)

XVI. BACK TO BACK 2:30 pm

Every group member must find a partner of approximately equal height and weight, if possible. The
partners will lock arms with their backs to one another. With arms remaining locked at all times, the partners
will sit down on the ground, kick their legs out straight, and try to stand back up. Then groups of four will try the
same thing. Then groups of eight, sixteen, and eventually, the entire group together. This is the perfect activity
to begin a trust sequence.

XVII. Blind Relay Materials: sticks, blindfolds 2:45 pm

Divide into two teams, you'll need two people to run this game, or two people to volunteer not to run... Each
team lines up a distance away from their respective pole, (not too far, you'll see why soon).. the two
volunteers(you can make them switch if you like this way every one has to play) hold the poles about 5m away.
Its basically a relay race but each person when they get to the pole has to put on a blindfold hold the pole in
place and circle it 10 times, then walk back to the team, the team have to call out to their team mate and guide
him back. This is a good game for any size group, but you'll need at least three people per team and I'd
recommend not much more than 6-10 people per team, otherwise it'll take too long.
1. How much did you trust your group mates(out of 10) at the start?
2. How much did you trust your group mates (out of 10) at the end?
3. What is the difference between going alone and being guided by another?
4. What ingredients are needed when trusting and working with someone else?
5. What did your partner do to help you feel safe and secure?
6. What could your partner have done to help make you feel more safe/secure?
7. What communication strategies worked best?

XVIII. Hole in Space 3:15 pm

Debriefing:
1. Who in your life lifts you up and helps you out during difficult and challenging times?
2. Which do you prefer: to lift or to be lifted?

Quote: If you would lift me up, you must be on higher ground.

XIX. Powerpoint Presentation on Trust

OTHER ACTIVITIES:

Morphing
Directions It is necessary first to teach rock/paper/scissors to the group and then to agree on how that will be
done. One way is to show "rock" (closed fist), "paper" (open hand), and "scissors" (fingers in a "V").
Pairs count to three and flash one of the signals. Rock beats scissors, scissors beats paper, and paper
beats rock.

After practicing for a bit, show the group some full body poses. Everyone starts out as "eggs"
(squatting or bending over). They can morph into "chickens" (elbows flapping and making chicken
noises) to "dinosaurs" (arms in the air and roaring) to "superheroes" (your favorite superhero pose)
and, finally, to "omniscient know-it-alls" (arms folded, looking smug).

The game begins with everyone as eggs. Everyone finds another egg and does rock/ paper/scissors.
Whoever wins then morphs into a chicken. The person who loses stays as an egg. Everyone then
looks for another like-being and begins the process again. If you win, you morph to the next level. If
you lose, you morph down to the next level. When someone reaches the last stage, he/she stands on
the outside of the group, arms folded and looking smug. Do this activity for two minutes or until there
are no longer enough people to pair up.
Sample How did it feel to be acting like a chicken or other being?
processing Did you think this game was fun/not fun?
questions What made it fun/not fun?
(Morphing)
Would you have been willing to do this activity in public? Why or why not?
Facilitation This activity is usually a favorite of groups if they are ready to act silly in front of each other. Since
notes everyone is "in this together," it is a good activity to use if you wish to explore what it means to be able
to be comfortable with a group of people. As a group begins to develop trust, people are willing to take
more risks, both physically and psychologically.

Speed Rabbit
Directions The group stands in the circle with the teacher/facilitator in the middle. Point to someone and say you
will show them how to form an animal with the help of the people on either side of them. Then say,
"Rabbit" the person being pointed to makes rabbit ears, and the people on either side stomp a foot
 (like Thumper in Bambi). Then point to someone else and say, "Rabbit." They must form the same
thing. Next teach them "Moose" the person in the middle (being pointed to) holds their hands to their
face, elbows pointed out (this is the moose nose), the people on either side turn their back to that
person and put their hands in the air (forming antlers). A third can be taught before the game really
begins. Try "Palm Tree" the person in the middle puts their arms in the air to form a tree, while the
people on either side do the hula dance.

Once they have learned these three actions, then add that you will now point to someone, call out an
action, and then count to ten as fast as you can. If they make whatever you call before ten, no
problem. If they do not, then the slowest of the three will take your place. After awhile, add more
actions:
"Ostrich" side people hold hands in front of middle person, who puts head in the sand,
"Elephant" middle person forms trunk with arms, while side people hold up hands to make
elephant ears,
"Flight Attendant" middle person mimes putting on oxygen mask, while side people point to
exits,
"Jello" side people hold hands around middle person, forming a bowl, while middle person
shakes,
"Roller Coaster" middle person holds face and cheeks back to simulate g-force, while side
people hold hands in air and scream.

It's also fun to make up your own.

Sample Did you hope that no one would point at you or were you hoping they would?
processing Did you ever feel like you were put on the spot during this activity?
questions How did you handle being put on the spot?
(Speed Did you find this activity fun, stressful, or both?
Rabbit) When someone messed up, how did we deal with it? Was it in fun or making fun?

Why might we need to have some degree of trust in each other before attempting this
activity?
Facilitation Speed Rabbit is a classic activity that is usually one of the favorites of a group. However, if a group is
notes not ready to take the risk of being put on the spot or if members are afraid of "making fools of
themselves," this activity will not work. If people are not ready, they might stand around, refusing to
do the actions or they might point and laugh at each other. Either way, there are good opportunities
for processing the experience.