Employee motivation commonly benefits from suitable and well run team building games, exercises, and activities,

including puzzles and quizzes. You can also use free team building games and exercises ideas as ice-breakers and energizers to warm up meetings, workshops, training, and conferences. Many of these free group activities are also effective in specialised training sessions and seminars. Team building games and activities are useful also in serious business project meetings, where games and activities help delegates to see things differently and use different thinking styles. Games, exercises and quizzes help to stimulate the brain, improving retention of ideas, learning, and increasing fun and enjoyment. Most of these games can be used or adapted for children's development and education, and many even for kids party games. We cannot accept responsibility for any liability which arises from the use of any of these free team building exercises ideas or games - please see the disclaimer notice below, and see the guidelines for creating and running teambuilding sessions. Always ensure that you have proper insurance in place for all team building games activities, and take extra care when working with younger people, children and if organising kids party games. See also: Experiential Learning - guide to facilitating experiential learning activities. Full activities and exercises are added to the team building ideas page 2 on this website, with brief descriptions and links below. See also the Quizballs quizzes, especially the management and business quiz for aspiring managers and trainers, and anyone interested in managing people and organisations.

team building games - are games appropriate?

Before you decide to use any team building games with a group of people, think about whether the activities are appropriate for the team members and the situation. Kirkpatrick's learning model is a good reference point for this assessment: team members should ideally enjoy the activity, learn something from it, which they can apply, and which will improve results. See the Team-Building Activities Evaluation Form and Outcomes Notes (Excel file).

It's useful also when assessing any team development needs to refer to Bloom's Taxonomy of learning domains, which provides a useful template or checklist for designing and evaluating training and learning activities of all sorts. Ensure that team-building activities comply with equality and discrimination policy and law in respect of gender, race, disability, age, etc. Age discrimination is a potential risk given certain groups and activities. Team-building facilitators should be familiar with the Employment Equality Age Regulations, effective 1st October 2006, (UK and Europe). Note that team building games are not necessarily the best way to improve team morale and attitude if there are problems in these areas. Workshops are often a better starting point for fragile or bruised teams, which need basic bonding, confidence and help to strengthen their sense of responsibility and purpose. If using team building to develop mutual respect, care and compassion, etc., look at the love and spirituality at work section - it explains about bringing compassion and humanity to work and teams. Effective relationships and behaviour at work involve the same principles as everyday life - respect for others, integrity, honesty, compassion, courage - all the good things that we all naturally possess deep down. Sometimes people have insecurities or stresses which create difficulties on the surface, to which others in the team then react. Emotional maturity, or Emotional Intelligence is a useful perspective. However, if you approach a behavioural problem head-on, or try to resolve it with a team building exercise, this can cause people to clam up and become defensive (just like we all tend to do when someone is critical or implies a weakness). Instead, ask the people what they'd enjoy and find helpful for their lives in general. Move the issue away from work and skills and 'team-building' per se. Help the person (and people) rather than treat the symptoms. If you help people with their life-balance and personal fulfilment they become more emotionally mature, tolerant, positive independent, self-sufficient, etc. When the person is okay, so is everything else, including their relationships and communications at work. Developing people involves more than behaviour, relationships, skills, knowledge and processes. It's often more about helping people feel better about themselves; helping the person to feel happy and fulfilled. A good leader can facilitate this. Team building doesn't have to involve games and exercises - team building might be better achieved by arranging other things which appear to be unconnected to work. Perhaps the sort of things that people would otherwise seek out at evening classes. Perhaps lunchtime yoga or reiki or relaxation sessions might be of interest? Maybe go bowling? Horse riding? Ask the people. In the Summer maybe play softball on the park? Or maybe ask if they would like to run a lunch-time barbecue for clients and suppliers. If you focus on the problem it will become a battlefield. Instead focus on fun, new positive experiences and self-fulfilment. The subjects on this website increasingly feature ideas for developing the whole person. In the same way, you are not restricted to providing traditional work skills development.

Explore everything, and show your people that you have a broader view about development - they'll have lots of ideas of their own if you let them see it's okay to think that way. Team building games are just a part of a very wide mix of learning and and development experiences that you can explore and facilitate for your people - try anything. If it helps your people to feel good and be good, then it will help your organisation be good too. On which point, see: abstract images for feelings, challenge and change love and spirituality in management and business - bringing compassion and humanity to work buddha maitreya's japanese garden and meditation centre the Sales Activator games system for sales training and development - a remarkable sales training and team building system free quizzes - questions and answers - trivia, general knowledge, management and business quiz role playing process and tips for role play games and exercises fantasticat - the Fantasticat ideas for motivating, teaching and developing young people - grown-ups too.. team building games ideas and theory, which explains about preparation, organization and training for team building games and exercises free puzzles (and free answers) for quizzes free tips on running teambuilding workshops

free team building games (1)

free team building games - warm-ups, quick games and exercises, ice-breakers, exercises and activities
These free team building games and exercises generally last less than one hour, and can be adjusted to create longer team building activities, depending on team building, ice-breaker, training development required. The development forum gameshow activity is an example of a sophisticated activity that ideally takes two hours or more, but can be adapted to fit into an hour if session time requires this. Ensure exercises are clearly explained, and where appropriate - mostly - that a review takes place afterwards.

Review and discussion are often useful and helpful after exercises which have raised relationship issues, or changed people's perceptions. Plan and practise all unknown aspects of the activities before using them. Logistics, facilitation and especially how you split the group into the numbers of team members per team are factors which have a big effect on how the exercises work and the experience for all. See the team building activities guidelines for tips and techniques.

free games, exercises and activities (1) development forum 'gameshow' activity (beyond team-building games - alignment and development of people and organisation - powerful change enabler)
This might be the most powerful activity for people in organisations on this page. Perhaps ever. Try it and see. It contains some radical and innovative organisational development principles. These ideas will be too much for many organisations to handle, not to mention certain CEO's who will pooh their pants at the very thought of it all. It goes way beyond team-building games and pure team-building activities. See what you think: The activity is particularly ideal for conference or auditorium situations. Big company gatherings to 'motivate' everyone. You know the sort of thing... The CEO says to the HR department, "Guys, we've got this conference coming up. All the staff will be there. I'm going to open it up and give everyone a great big bollocking, I mean pep-talk. Yes, Pep-talk. Get everyone motivated and focused on the new challenges ahead. The need for everyone to learn new skills, to be more customer focused, more joined-up, to be more committed and to adapt to all the changes that we need to make, including the ever-increasing risk of redundancy (so that I can float this baby in a couple of years and make a bloody fortune/so that headquarters/central government can meet its efficiency gains and targets)..." "Go on.." says the HR team, (thinking, "Is he in the real world?...") And predictably the CEO continues: "So, after I've warmed them up - an hour or so should do it - it's over to you guys to put together some activities which will get everyone involved and focused on the changes they need to make, so they can all improve their skills, increase service levels, save time and money, take the burden off their managers, and generally come up with some ideas for becoming more effective. Empowerment they call it don't they? I want to empower them all to be more

productive. And to stop all the whingeing and moaning. That would be good too. Oh, and by the way we've got no money to spend on it; the hotel is costing us a bleeding fortune as it is." And then it's over to you. And here's what you do: First resist the temptation to leave the company. The people need you. And you like a challenge. What doesn't kill you makes you stronger, remember. Second, think about using this activity and then discuss it with your CEO. If he/she likes the idea you've half a chance that they'll allow you to go through with it:

the development forum 'gameshow' activity

It's for a large group - especially at a conference or corporate presentation - group size between about 50 up to 250 people as an ideal maximum, although double this is possible with some organisational and logistical tweaks. Eight teams of fifteen people, ie, 120 people is an example of a workable team structure. Other team sizes and combinations are perfectly possible. The activity can take between two and four hours, although less or more than this is possible with careful facilitation and structuring. The object of this activity is to engage the participants in:

thinking deeply about their own development and how to optimise it, and working together to suggest how the organisation can improve.

The activity, and the planning leading up to it, will hopefully help the CEO and senior managers to understand more about their responsibilities for their people and their organisation, and perhaps to reappraise their leadership philosophy and purpose. Important outcomes of this activity will be that:

people begin to align more closely with the organisation, and crucially: vice-versa people start to think differently about the organisation - "it can be more than a job if you want it to be.." the organisation gets to hear and see what its people are truly capable of

the organisation hears how its people can and want to help improve themselves and the organisation the organisation (and particularly the CEO) commits to supporting its people in doing the above

Make no mistake - this is not for the faint-hearted - this is not for CEO's and organisations who say one thing and then do another. This is not for organisations and CEO's who want to line their own pockets and don't give a shite about their people. This activity is more than a game - it's a philosophy. Split the group into teams of function or job type. Between four and a dozen teams, up to about twenty people per team. If you have more than twenty in a single team split the team into two, for example, 'customer service north' and 'customer service south'. Organise the seating so that team members are sitting together - either around their own team table, or in blocks if the seating is fixed in a theatre or auditorium. Imagine the BBC 'Test the Nation' studio format if you've seen it. Each team contains people of a similar responsibility/role/function, playing together as a team. Teams need to appoint a team leader, and this responsibility can rotate so a number of team members experience the responsibility. Team leaders are responsible for ensuring that everyone in the team has the opportunity to contribute. Setting up sub-teams within teams is perfectly okay if it ensures everyone has greater input. This can be at each team leader's discretion. An optional exercise at this point is to ask each team to design and make their own team flag, representing the strengths/values/philosophy/challenges of their team. Materials and timings at the discretion of the facilitator depending on the event. This is an optional quick introductory exercise - no need to spend ages on it. Don't do it if the people want to get on with the business at hand, which will very commonly be the case. The facilitator (a sort of quiz-master or compere role) must prepare suitable questions in advance, and it is essential to involve the CEO in doing this because there are big implications that need buy-in and support from the top. Failure to do this will expose the facilitator/organiser and disappoint the people when nothing happens afterwards. A central aim for this activity is that outputs must be followed up. The questions must be carefully designed and powerful, to get people thinking about:

their own personal strengths, passions, (including hobbies and pastimes), dreams, ambitions, and how these relate (because they do - believe me) to their effectiveness, happiness, maturity, tolerance, creativity,

resilience, adaptability, and value etc., as people at work, and

their ideas and suggestions for how the organisation - in any and every way - can be improved; from personal development relating to job skills and whole-person development, to customer service and quality of delivery, management, communications and IT, health and safety, ethics and corporate social responsibility the whole shebang.

The basic format of the activity is: The whole gathering is asked a question. Teams confer amongst themselves, and appointed spokes-people give the answers for their own team in turn. All the answers for a question are reviewed, and then voted on to identify which answer(s) are considered best by all teams, or a 1-2-3 ranking of the three best liked answers. Then the facilitator moves on to the next question. Allowing 30 minutes per question (this will vary according to type of question, number of teams, etc), you can see that a two hour event will allow four questions at most, so plan carefully. Careful design of questions is very important. Here's an example of a question: What does each team consider to be its three greatest personal passions, outside work? And how might each of these passions, if developed further, benefit the person at work, the organisation and the customers and suppliers of the organisation? (Obviously a team of fifteen or twenty people will represent more than three 'passions' - in which case guide the teams towards discussing and selecting the best three from within their own team.) Before teams begin to consider the question, the facilitator will need at this point to help people understand and believe the extent to which each person's passion (each person's special capabilities, loves, and they dreams they pursue, typically outside work) relates to their development as individuals, their personal fulfilment, and how valuable and transferable these skills, knowledge, behaviour and experiences are to the organisation and their work. (You will probably need to explain this to the CEO before planning this event as well, and if he doesn't see it then proceed with caution unless you're lucky enough to have a CEO who is blessed in the 'blind faith' department.) The teams are then given a few minutes to confer and consider their answers. To an extent you need to be flexible in how long you allow - there's no point in cutting useful discussion short if you can adjust the schedule accordingly.

After an agreed/suitable time period, each team's spokes-person gives their team's answers in turn, which are recorded by the facilitator on stage or at the front of the auditorium, on a suitable viewing system (flip-chart sheets and blu-tack are perfectly okay if you like to use them) so all teams can see every other team's answers. Review and invite questions and comments from the participants. Then ask the teams to cast votes for each of the other team's answers, by which the facilitator then allocates scores for each team. The scoring system for the activity is flexible at the discretion of the facilitator, but must obviously be consistent and fair. For example ask each team to confer and award three votes for the best answer, two points for 2nd best, and one point for 3rd best. (You have the option to award prizes for teams and individuals during and certainly at the end of the activity. Be creative and think about these prizes - think about some awards which relate to people's personal passions and interests - not just bottles of booze.) Example of next question: Choosing one passion from your team's suggestions, or from another team's suggestions, which relates to significant and valuable personal development and organisational benefit, suggest a way which the organisation can help people to develop that passion, with all the skills, experiences and learning involved. (The organisation must, after the event, consider all of these ideas, and try to help make them happen where possible - so people should try to come up with ideas that are practicable and realistic - and which demonstrate a good result and benefit for people and the organisation, relative to the efforts and costs involved.) You get the idea? It's serious stuff. It extends development way beyond job skills into life skills - develop the whole person - and the organisation must see that this is important too. Follow this format using other carefully designed powerful questions. Here are examples of questions relating to organisational development: Consider and suggest three ways that the organisation can improve its communications and cooperation between departments. Consider and suggest three ways that the organisation could involve its people earlier in responding to the need for organisational change. If you were the CEO how would you treat people differently compared to current practices? In what ways could the organisation reshape its aims so that people find it easier to support and align with them?

Provide three examples of obvious daft management practice that need sorting out desperately, preferably with some suggested remedial actions. What's wrong with this organisation that even a ten-year-old child could see in a day of being here? How can the organisation provide more personal meaning and relevance to you in your work? At the completion of the activity you will have received a vast amount of wellconsidered suggestions, ideas, feedback and information about your people and their capabilities. You will see how different functional teams view each other and the organisation. You will receive and give people the opportunity to contribute significant ideas and suggestions for improving the organisation's weaknesses and failings, in any aspect that you wish to expose (you are asking the questions, remember). If you focus on personal development, you will understand and appreciate, and help your people to understand and appreciate, that the most important characteristics, skills, and experiences are those which people can develop for life, not just to meet the needs of a job skills analysis, or a flaky appraisal process that just goes through the motions. Certain roles offer more obvious opportunities to overlap development for life and development for work - ie, to develop job performance and capability through developing the whole person. Other jobs might initially seem to offer no overlap at all, but be assured, all jobs offer plenty of potential overlap between the person's life development and job/organisational benefit. Truck drivers have dreams too. So do shop-workers. So do labourers, cleaners and soldiers. We all have dreams and passions that we want to follow and related capabilities that we want to develop, many of which are extremely and directly transferable to work performance. In fact I'd challenge anyone to think of a job role that would not gain from developing the jobholder's whole-life passion or dream or true potential. Try me, send me any suggestions where you think no overlap exists and I'll show you where it does and publish the examples here. Aside from transferable capabilities, there is also the effect on a person's general state of well-being and feeling of self-worth. When people develop as people they become more mature and tolerant. They become more peaceful and contented with themselves. They become more self-managing, self-reliant, self-determining, confident, helpful, considerate - you name it, they become better people. Isn't that what we want in organisations - grown-up self-sufficient people who largely manage, motivate and look after themselves? Even the CEO who doesn't give a tuppenny-haypenny shite about the people - he still wants these qualities in his people, doesn't he?

X-Theory directors everywhere - wake up and smell the bleeding coffee - help your people develop as people, in the ways they want to, and your organisation will fly. One day all organisations will achieve sustainable success when they align themselves with their people's whole-person whole-life needs, and when they do everything possible to help people develop as people for life, not just for work. This activity framework will provide a useful and stimulating introduction to that philosophy; for the leaders - even the X-Theory dinosaurs - and the people. Be a pioneer. Make a difference. If you want any help, please ask.

simple train the trainer exercises (training people how to train and coach, writing a simple training plan)
This is a very simple exercise to help people learn how to write training plans, and to learn how to train and coach others. The activity is groups of any size, subject to splitting large groups into teams of 6-12 people. Rotate roles of trainer, trainee(s) and observers. Ask delegates to each write down on a slip of paper a simple task that takes 1-2 minutes to perform, and which can be performed using materials or items available at the session - for example making a paper aeroplane to a specific design, or sending text message - simple things. Delegates must then fold their slips of paper and place in the middle of the table. Then ask delegates to pick (blind) a task, for which they must then write a training, and then (picked at random) use the plan to train one or a number of delegates how to perform the task. Observers and trainees give feedback after the task, as to how well the training plan worked and was delivered. Points to cover in the review are: communication style, listening, clarity of instruction, checking understanding, encouragement, accentuating the positive, giving constructive criticism, transferability of training plan to another trainer who is less familiar with the task, etc. Refer to any or all of these theories and models, depending on the depth and complexity of activity required. Bloom's Taxonomy, and training and developing others theory. Extend the exercise by referring to Kolb's Learning Styles, Gardner's Multiple Intelligences and VAK Learning Model, and to training evaluation and Kirkpatrick's evaluation model.

'maps' game (team-building, ice-breakers, warmups, planning and organising, geography, international business, exporting)

This is a simple activity with lots of variations, to suit many games requirements. For groups of any size, split the group into teams of up to five people per team. This also works as an individual exercise and for pairs and teams of three, although obviously the team-building benefit increases with the size of the teams. Issue each team with a sheet of flip-chart paper, a pencil and a marker pen, and give them five minutes to draw a map of a part of the world, for example, Europe, Africa, South America, the states of the USA, Asia, the counties of England, Scotland, Wales, etc. Anywhere that might relate to the group and its responsibilities or territory. It's a challenging exercise which is a lot of fun when teams display and compare their maps. Increase the degree of difficulty by asking for capital cities or county/state capital towns to be added, or populations estimates, etc. Reduce the level of difficulty by providing a list of countries or states or counties, towns, statistics, etc., which people can then work from. Orientate the exercise to your own organisation or business by asking for information to be mapped relating to your key customers, branches, markets, etc., - anything that's relevant to your purposes. As the facilitator all you need is a copy of the correct version to issue to groups afterwards. The exercise is good for people of all ages, including youngsters.

exercises and ice-breakers for subject-specific training (for example, first aid training, health and safety, customer service, etc)
It is easy to devise exercises, activities, ice-breakers and games for specific subject training, such as first aid, trade-skills, driving, health and safety, etc., by adapting other generic exercises, and particularly the two examples below. Look at generic exercises and insert your particular subject or theme. Simply alter the instructions so that delegates are limited to the subject concerned, be it customer service, safety, or in these examples, first aid: A simple ice-breaker idea for group or team introductions: 1. Ask people to think of two personal first aid (or customer service, health and safety, etc, etc) experiences from their past - one good and one bad. Then ask each person to describe their experiences briefly in turn to the group. Note the key points on a flip chart. Another ice-breaker and participation activity: 2. Put as many different items of first aid (or other items relevant to specific training subject) as there are delegates, into the middle of the table. In turn each delegate must close their eyes and reach out to touch an item. The one they touch they must then briefly describe a personal incident or witnessed incident featuring the item. Note the key points on a flip chart.

In both of these exercises decide before-hand how to review the experiences and examples given, for example, start a brainstorm session with the group, have a group discussion, summarise the key learning points, summarise the key areas of interest among people, discuss the difference between feelings and apparent problem/success/outcome. The simple exercises above will adapt to suit virtually any theme or subject that you wish to teach or train.

statements exercises (ice-breakers, recruitment group selection activities, team-building, identifying coaching needs, attitude and motivational development)
A very flexible activity. For groups of any size. Split the group into teams of four to five members. For larger groups the split teams can self-facilitate provided you explain the exercise and keep an eye on things. If the group size is no more than four or five obviously you facilitate. Prepare a number of 'statement cards' (or pieces of paper) each containing a different statement, (statements to suit your purposes - examples below). Team members then pick (blind) a statement and complete it by adding their own words aloud to the team. Each team member does this for each statement in turn. Then a different team member picks a new statement and the process continues. Encourage the team to discuss briefly the important points arising of opportunity, threat, and consensus (agreement) for each statement, and to 'park' these points on a flip-chart or sheet of paper for review later when all teams reconvene as a whole group. Statements examples:
Statements for a session on general work attitudes and opportunities: I most enjoy about work.... I least enjoy about work.... I hate it when my boss... Working in my Statements for a session about improving service levels: Customers would be happier... Customers cancel... Customers argue... Meetings with Statements for a session about developing and using people's potential: My under-used potential... Staff can help... I could instead... If managers let/help us we could... Statements for a session about ideas for improving morale: Information about the company... People leave... Staff would be more committed... People would attend/want Statements for a session on personal feelings and social views : My favourite food... I like it when... My favourite place... Holidays... Family and

current team... The biggest opportunity...

customers.... We could improve...

To be more effective I'd...

training... A career here....

friends... (ice-breaker only no need for significant review)

You get the idea... Preparation for this activity takes just a couple of minutes: to think of a suitable subject area and purpose, to think of suitable statement beginnings (the less words the better because it enables people more interpretation freedom) and then to type or write them onto a sheet, and cut into separate cards or slips of paper - one statement per card/slip. A variation on the exercise, and even easier to prepare, is to invite the team members to write their own statement beginnings onto a slip of paper each, fold the paper and put into the middle of the table with other people's statements, and have the team pick and speak about each one in turn. When creating (or instructing the team to create) statements, try to accentuate the positive rather than inviting people to be negative, although if there are serious negatives you are best knowing about them than not. (Developed from a suggestion by F Kelly)

'personality tree' exercise (self-awareness, mutual awareness, Johari development, team-building and bonding)
For any group size. This interesting activity will take 30-60 minutes. Split the group into teams of three to five people. Explain first that there is not necessarily any psychological correlation between what you are about to ask the group to do, and the personalities of the group (probably.... it's a bit of fun). The purpose of the activity is to develop personal self-awareness, to develop mutual awareness among the teams' members, to stimulate feedback from other team members, and generally to assist team-building and bonding through getting to know each other better. The activity helps Johari Window development, which is a useful reference model for the teams. The exercise is simple: Issue each team of 3-5 people with coloured pens, markers, or crayons, and a sheet of paper per team member (A4 is fine, bigger sheets are great if there's enough room and some big marker pens or paints and brushes). Each team member's task is to draw or paint a tree on their sheet. The tree must include root system, trunk, branches, leaves, buds, fruit, flowers and thorns. After (or before - the choice is yours) the trees are drawn use this 'key' to ask the participants to think about their trees in terms of their:

roots = their life influences and beliefs trunk = life structure and particularly aspects that are quite firm and fixed branches = relationships and connections, directions, interests, how they spend time leaves = information and knowledge - and sources thereof buds = their ideas and hopes for the future, and their potential fruit = their achievements flowers = what makes them special, their strengths thorns = challenges, threats and difficulties

Ask team members to share and discuss their trees and interpretations with each other within their teams. Emphasise the usefulness of empathic listening and nonjudgemental feedback. The duration of the exercise is flexible depending on the type of people, and the need, benefit and willingness for sharing personal feelings. Adapt the key above to suit the areas of discussion you seek to encourage, for example you could add birds and bees to the situation to represent temporary 'partnerships' or travel or holidays; or you could add windfall dead branches and leaves to represent discarded 'baggage'; or change 'leaves' to mean 'skills', 'buds' to mean opportunities, etc. You can remove items altogether if they are not relevant to the situation. (Ack F Kelly)

the 'dalai lama' personality test (ice-breaker, bit of nonsense, light relief for boring meetings, etc)
The famous 'Dali Lama' personality test seems to have started as a chain letter and email around the year 2000. It has nothing whatsoever to do with the Dalai Lama, and as a psychometrics instrument it has no standing at all, other than being top of the personality testing category loosely referred to as 'a load of nonsense'. The test appears in many varying presentational formats, which commonly promise lifelong happiness, wealth, avoidance of plague and pestilence, plenty of sex, yachts, etc., but the essential 'test' elements are consistent. It's a bit of fun and no more. If you know of any research that says otherwise please send it to me. Meanwhile use it with a pinch of salt and a firm disclaimer..

Question 1. Write down the following five animals in the order of your preference: Cow Tiger Sheep Horse Pig Question 2. Write a word to describe each one of the following (preferably write five different describing words): Dog Cat Rat Coffee Sea Question 3. Write down the name of a different person whom you associate with each of these five colours (each person must be known to you and important to you): Yellow Orange Red White Green Question 4. (In the typical 'Dalai Lama chain letter email, question 4 asks for the person's favourite number and favourite day of the week, and subsequently links the answers to respectively: the number of friends to forward the email/letter to, and the day of the week on which the person's wish will come true, so it's as well to exclude question 4, unless you position it purely as a bit of nonsense.) (At this point the chain letter normally suggests, for extra gravitas..."Be sure that your answers are what you really feel..." and then invites the respondent to make a wish.. world peace, meeting this month's target, a modest win on the lottery, Torquay United to avoid relegtion...) After people have written down and thought about their answers, you can reveal the interpretations.... Question 1 interpretation (Write down the following five animals in the order of your preference: Cow Tiger Sheep Horse Pig):

Cow = CAREER Tiger = PRIDE Sheep = LOVE Horse = FAMILY Pig = MONEY

Question 2 interpretation (Write a word that describes each one of the following: Dog Cat Rat Coffee Sea). The descriptive words are supposedly how you see or feel about:

Dog = your own personality Cat = your partner Rat = your enemy or enemies Coffee = sex Sea = your life

Question 3 interpretation (Write down the name of a different person whom you associate with each of these five colours: Yellow Orange Red White Green). The people whom you identify with each colour are supposedly:

Yellow = a person you will never forget Orange = a true friend Red = a person you really love White = your twin soul or soul-mate Green = a person you will remember for the rest of your life (this is the usual interpretation of the Green person, although observant readers will notice that it is effectively the same as the Yellow person, so for added interest, here is an alternative more interesting Green): Green = someone who can teach you a lot about yourself

Just for interest only, the chain email/letter version added additional incentive for continuing the chain with the promise that by forwarding the message (or 'mantra') to specifed numbers of people "...your life will improve..." according to the following scale:

0-4 persons = slightly (steady now..) 5-9 persons = to your liking 9-14 persons = you will have at least 5 surprises in the next three weeks (presumably nice surprises..) 15 or more persons = your life will improve drastically and "all that you have always dreamed will take shape.." (or words to that effect)

And the chain letter typically ends with a final sign-off: "If someone does not smile at you, be generous and offer your own smile. Nobody needs more a smile than the one that cannot smile to others..." (which in itself is no bad thing to advocate - see Smile). For the more mischievous among you, and especially for an audience who might already have encountered the Dalai Lama test and think they know it all, here is an alternative Dalai Lama personality test and and answer interpretations, which is an even bigger load of nonsense than the one above.

autograph collecting exercise (introductions, teambuilding, ice-breakers, self-expression and creativity)

A simple activity for groups of any size. Eight to twelve is ideal. Groups of more then fifteen should be split, for instance a group of fifty could be split into five groups of ten. The bigger the teams the longer the exercise takes. Issue to each team member a sheet of paper and a different coloured pen or pencil (number of different colours is a factor affective teams sizes - different colours are helpful, but not absolutely essential). Ask each person to draw a matchstick person about two inches high (representing themselves) on their sheet (landscape way around), and to write their name or autograph (legibly) beneath it. Then ask the team members to move around the room among their team, asking other team members to add their matchstick images and autographs, so as to collect matchstick images and signatures. While collecting images and autographs encourage teams to discuss their interests and backgrounds, and to focus on people's names and characteristics, so as to reinforce retention of names. The exercise is complete when all teams have completed their collections of other teams members. See the variation to this exercise below:

'personal logos' exercise variation

To increase the creative and expressive aspects of the above activity, the exercise can be altered by asking first, (instead of using matchstick people images), that team members should devise a personal logo or symbol to represent themselves (something simple, quick, recognisable), which they should use instead of the matchstick person. In all other respects the exercise can be played out unchanged. This adapted version does not necessarily require coloured pens. The activity is for people and teams of any job-roles and ages. Young people will especially enjoy it. The adapted exercise can be extended by discussing the mix of strengths and capabilities in each of the teams or the group as a whole.. Again the Johari Window is a useful reference model. (Adapted from a suggestion by F Kelly)

getting to know you exercise (introductions and ice-breakers, team-building)

An activity for any group size. This simple exercise takes 5-15 minutes and encourages people to get to know each other, and to feel relaxed and involved in group situations. The activity also helps team-building where teams have worked with each other for some while but perhaps do not know each other well. Split the group into teams of threes or fours. Ask them to get to know each other within each team, by giving their names, and to discover a common interest among the members of their team. At the end of the discussion period, say 5 minutes, the facilitator has the option to extend the exercise by asking the teams to each nominate a spokes-person who must then explain briefly the nature and benefit of their own team's common interest. The Johari Window is a useful reference model. Where group members know each other and the emphasis is on team-building, then more emphasis should be put on the requirement to present a common interest in which all team members agree a common benefit. (Ack Fionnghuala Kelly)

toilet roll ice-breaker (for amusing warm-ups, group introductions, icebreakers)

This is a really quick and simple ice-breaker, especially for enabling people in a group to know each other in a fun way. For groups of four to around dozen people; split larger groups into smaller teams (the exercise works just as well), in which case apply these instructions for each of the teams. Pass or toss a toilet roll to one of the group members. Ask the person to tear off as many sheets as they want and then pass or toss the roll to another member of the group to do the same, and then on to another member to include the whole group. (Tossing the roll at random is more fun as it increases fun and expectation). Do not explain the purpose yet. Some will take two or three sheets, some will take more. This, and the interpretations made, will generate a lot of amusement and comment. Be sure to have a spare roll on hand, and obviously if splitting the group into teams ensure sufficient supplies for each team. You then reveal the purpose: each individual must give as many facts about themselves according to how many pieces of toilet roll they have. Those with the most modest requirements will therefore need to say least; those tearing off a couple of dozen sheets will be under a little more pressure... This quick exercise can also be used for deciding sequence, for example the order in which people give presentations (in which case adjust the rule so that each person can tear off a number of sheets within a range equating to the number of people in the team, and not the same number as any other team member). The activity can be used for any situation where people are required to perform a number of actions or focus on a number of subjects. The activity can also be extended to create team building games, for example:

After each person has removed their chosen number of sheets, split the group into the "have's" and "have-less's", and give each side three minutes to prepare a 60 second statement justifying the merits of 'ambition' and 'modesty' respectively. Or for three teams (the "have's" the "have-somes and the "have-littles") to prepare and present respectively on 'adventure', 'pragmatism' and 'caution'. (Ice-breaker idea courtesy Pam Cook, adapted from an original exercise featured in The Encyclopedia of Ice-Breakers by Sue Forbess Green)

personal possessions listening exercises (listening skills, interpreting feelings, telephone listening skills)
A simple quick exercise or warm-up activity for listening skills, particularly for telephone, call-centre and customer service staff. For groups of any size. Ask the group to each think of and select a personal possession which holds some meaning for them individually, which they currently have with them on them - a purse, wallet, piece of jewellery, watch, pen, mobile phone, set of keys, etc. Each person should write down their object and name on piece of paper, fold it up, and place it in the middle of the table. Then the facilitator should ask one of the delegates to pick at random one of the pieces of folded paper. This person named on the paper should then place their selected object in front of them on the table and describe it briefly to the group, and explain what and why it means to them (briefly). The group should be instructed to listen to the person's feelings about the object, so as to comment and discuss their interpretations after the person has spoken. The person and the facilitator can give feedback to the group about how well the group has interpreted what was said and the feelings behind it. Ask the group particularly to listen and interpret what the object means to the owner. Certain objects will be very meaningful; others less so. There are no 'best' objects - all objects will provide useful examples of different feelings and meanings - whether important, personal, functional, disposable, sentimental, priceless or whatever. After the first round of discussion pick another piece of paper and repeat the exercise, progressively exploring how feelings are conveyed, and how to interpret them, with each person's object. Vary the exercise, increase the challenge, and simulate telephone conversations by having people listen 'blind' with eyes closed, so that people cannot see the object or see the speaker's face. For larger groups, split the group into teams of smaller numbers and appoint team facilitators, so that everyone can have their turn at describing their own personal possession, in which case organise team sizes to suit the time available.

'joining instructions' ice-breaker (warm-ups, teamworking, cooperation, virtual team-building, 'joined up' teams)
A really simple activity for ice-breakers and team introductions, and great for demonstrating the need for communications and team-working when developing virtual teams and a 'joined up' approach. For any group size and any ages and level of ability and seniority. Split the group into teams of equal numbers between three and ten people. Ask the teams to stand and form into clusters. The exercise is a test of cooperation, coordination and communication. No materials are required. The facilitator calls out (and displays on a flip-chart) an instruction by which each team's members should join with each other, for example: twelve fingers, three thumbs, two elbows, one shoulder and two knees. Each team must then work out as quickly as possible how to achieve the 'joining instructions'. When properly joined the team can shout out 'joined' for the facilitator to check they've won the round. Scores can be kept and the game played over several rounds. Obviously, different joining instructions will create different pressures on the teams to think and adapt. The facilitator should think about joining instructions to use, mindful of the likely group and team sizes. Ensure the joining instructions given are physically possible, and enable all team members to be involved (which is generally ensured by including lots of fingers in the instructions). It's preferable to state that joined solutions should involve all team members. Other examples of joining instructions, depending on team sizes:

Six knees and twenty five fingers. Four elbows, three ears, ten fingers one thumb. Three hands, three wrists, ten fingers and two ankles. Twenty three fingers, three shoulders, three noses and a chair. Three toes, a thigh, a forehead, thirty fingers, a wall and a table. Ten fingers, ten thumbs, two elbows, two knees, and three credit cards. Six fingers, six thumbs, two ankles, a mobile phone and a calculator.

For the avoidance of (additional) confusion, a hand is just a hand, and cannot also be counted as four fingers and a thumb. Inclusion of inanimate objects is absolutely fine, in which case it's best to confirm that body parts connected to inanimate objects count towards the solution. Extra points for creative solutions can be awarded at the facilitator's discretion. Stipulation of bare skin contact is also at the facilitator's

discretion but if in doubt do not insist on this or even offer the option (we live in a litigious world). And unless using the activity for very intimate gatherings it's advisable to exclude tongues...

confessors and critics (emotional intelligence, EQ, positive emotional responses, relationships, communications, team-working and team-building)
For groups of any size, all ages and all levels of experience. Explain to the group (briefly is okay) the basic principles of emotional intelligence (EQ). Particularly emphasise that negative emotional responses (to all sorts of stimuli, ie., 'emotional triggers') are the things that most commonly prevent and interrupt constructive adult communications, necessary for team-working, relationships (work and life, social and romantic), mutual cooperation, and healthy organizations. Explain the exercise: the aim is to demonstrate that we are able to improve our awareness and control of our own emotional responses, and we can improve our awareness of and control over the extent to which we produce emotional responses in others. "Suffering is optional" (ack Anita Mountain). Causing other people to suffer is optional. We simply need to think about and make a commitment to develop our emotional maturity (which is the essence of adulthood and wisdom). Split the group into pairs. Ask each person to think of a real personal weakness that they possess - for example being prone to behaviours such as: being short-tempered, domineering, too yielding, late, unreliable, disorganised, blaming others, obstructive, not eating properly, smoking, drinking, not taking exercise, sulking, etc, etc. The weakness should be real and significant enough to have some emotional feelings attached to it for the person, but not so serious as would open a can of worms and give rise to the need for several sessions of psychotherapy. One person of each pairing (for the purposes of this explanation let's call him/her the 'confessor') should then explain their weakness to their partner, like an admission and a bit of an explanation or guess as to the cause, for example: "I can be obstructive at times when I could be more helpful - perhaps it's when I'm feeling low and that people don't show me any respect," or "I come in late sometimes because I think 'why should I bother about doing a good job when I should be paid more' ". The other person in the pairing (let's call him/her the 'critic') must then demonstrate giving the 'confessor' a negative critical reaction to their admission (don't go mad - we don't want any tears please). Just a few sentences of blame, judgement, and uncaring reaction (imagine the worst teacher you had at school and how they used to treat kids who'd messed up or misbehaved, or imagine a a bullying boss you've known).

Each pair must then take a moment to think and write down how they feel, especially: the 'confessor' should think how they feel - write down a few key words. The 'critic' should try to think about the role you've just played - where did it come from in you? Can you hear yourself being like that, even to a small extent, in other situations, real situations? How does it affect the other person? If people wish they can briefly explain their feelings to their partner, but not too much because the exercise is not complete: Then the 'critic' should demonstrate giving a positive, understanding, caring, sympathetic reaction to the 'confessor'. Not agreeing with the weakness, but understanding it and listening with your eyes to how the other person feels, and the fact that they've made this admission, which for many people requires a lot of courage. Offer to listen some more, without judgement, try to imagine how they feel, if the 'confessor' wishes to then discuss the behaviour (do not discuss the person unless the person wants to, in which case listen without judgement - it's how the other person feels that matters, not the 'critic's opinions). Then each pause for a moment and think how you feel. What was helpful and what was not? (It's not always easy to be understanding and say the right things). Can we think of real instances where this kind of emotionally sympathetic response would have been more appropriate than the one actually displayed. How can we increase our awareness of other people's feelings and emotional sensitivities? How can we control better what we say to others? How can we control better how we feel when others fail to give us a positive emotional response? Does receiving a negative emotional response change who we are, just because another person is not able to give a positive emotional response? Do we blame others for not giving a positive emotional response? Is blame a helpful emotional response? Imagine how much more effective a team or orgnization is when people's emotional responses are positive, tolerant, understanding ('giving' in other words), rather than negative, blaming, self-indulgent, disinterested ('taking' in other words). If you can make more time for this activity, reverse the roles and re-run the exercise to begin developing greater understanding and abilities in giving positive emotional responses. It is helpful also to look at the Johari Window model, the Transactional Analysis early ideas, and recent TA models especially aspects of 'blame' - the mindset should be: "It's no-one's fault, blame isn't the issue - what matters is how we go forward, improve and develop." Finally it's worth reinforcing the fact that all experiences are opportunities for learning. Failures, weaknesses, problems and mistakes: they enable us to learn and grow wise.

birds, bees, lions and trees activity (the best of all ice-breakers and warm-ups for very large groups?..)
An exercise that is great fun, physical, and full of activity. The exercise for large groups - over 100 people - adults or children. Ask everyone to think for a minute carefully and decide what animal (or extend to living creatures, plants, sea creatures, etc) that they each most associate themselves with (other than a human), but not to tell anyone. ("If you were an animal/living thing other than a human what would you be?...") Then ask people to write their choice on a small piece of paper, and keep it in their pocket. (This is a way of ensuring people do not change their minds later when they see what creatures other people have chosen.) Then ask everyone to think of a behaviour/action/sound they can perform that will represent their chosen creature/living thing (in other words, "Now, act like your chosen creature..."). Encourage people to move around the room, assuming their chosen creature is mobile of course. People choosing to be sea creatures will face extra challenge, as will anyone choosing to be a tree, or a mushroom, and this is all part of the fun. Encourage everyone to practise their action/noise (chaos and fun of course). Again encourage movement around the room (or swaying in the wind for all the beautiful trees and flowers...). Then ask everyone (while still acting out their creature/living thing actions/noises) to look for other group members in the room who are the same as they are, and go and join them to form a group/flock/pride, etc. Suggest to people that eventual group sizes should be no more than 10-12, although if as the facilitator you consider that other purposes will be served by allowing bigger groups sizes than this then feel free to do so. If using the activity for very large groups, for example over 200 people, it is likely that some species groups will be quite large, for example, elephants, lions, bulls, dolphins, dogs, cats - in which case ensure you should ask people when choosing and writing down their species to think about not only their species, but also one or two other characteristics, eg, male/female, young/adult/old, sub-species (eg, Persian cat, farm cat, alley cat, or etc). The facilitator then has the option later if required (ie., if large groups appear to be forming) to ask people to use these detailed characteristics to subdivide large groups of say more than a dozen people, in which case these more detailed characteristics can only be discussed once the main species groups have been formed, and when the facilitator has given the instruction for a formed group to confer and to subdivide.

Then when everyone is formed into groups of the same/very similar species ask each group then to elect a spokesperson (who must not be the most senior person in the group, unless it is the CEO in a pride of male lions, in which case feel free to put him on the spot..). Each spokesperson must then explain (the consensus view of the species group) as to why their particular species members all chose to be that particular creature, what makes them special, and then relate/translate this to the special qualities that they as people bring to the organisation and to their work and colleagues. For a bit of added interest you could refer to or ask the species groups if they know the collective noun for a group of their own particular species (if so it's as well that the facilitator has the answers to the more difficult ones). And if you wish and have time, and if it suits your purposes, you can extend the activity by running a team quiz competition between the species groups (you might need to join/split certain species groups to create teams with similar team numbers) - and obviously questions about species collective noun names are an appropriate source of material for a list of quiz questions (here are some unusual ones). A final couple of points of note about this activity: Before any reorganising team numbers for possible subsequent team quiz contest, the facilitator should use the option to join together any single or very small groups of species if the people concerned might be feeling uncomfortable or isolated and worried about having to explain to the whole group why they chose to be a termite, or a lemming, or a Hoffman's two-toed sloth. But use your judgement, because on the other hand, people finding themselves the single species member of a group of one, will likely have a very interesting perspective, and might quite enjoy telling all the lions and dogs and cats etc., why it's good and special to be different to the crowd, or herd, so to speak. The facilitator of course retains the right to keep isolated in a team of one, the company practical joker who announces that he/she (it will be a he not a she..) is a common cold virus, for the duration of the quiz and for the remainder of the conference.

skills and attitudes exercise (management and leadership training, encouraging self-development, developing confidence and lifting limits)
People commonly believe that skills are the most important attributes and the biggest training priorities. Often they are not. Usually lifting beliefs and changing attitudes have a far greater impact on individual performance and organisational effectiveness. This simple exercise helps to explain the differences between skills and attitude, and why attitude is so much more important than skill. The activity is for groups of any size, although you can split large groups into smaller teams with appointed team leaders to run the exercise in syndicates, and then review the different teams' findings afterwards as a whole group.

First, using a flip chart, brainstorm with the team their ideas of great managers and leaders - can be real and fictional - famous, celebrity, local business personalities whatever. Allow a few minutes to collect a selection of names. Tack this sheet to the wall. Then ask the team to call out what they think are the attributes most associated with the various names on the list, that make them good at what they do. In any order, doesn't matter. Write these attributes on the flip chart. Then ask one of the more dominant delegates to come to the front and circle all the 'skills' on the sheet, with the help of the team, and the facilitator if necessary. There will be hardly any. Next ask a quiet team member to come to the front and circle all the 'attitudes' on the sheet. It will be most of them. The point for discussion is that while a certain skill level is necessary to do a job, the fact is that attitude determines whether the job is done well, and whether the job holder makes a real difference to their organisation, colleagues and environment.

leading or managing exercise (management and leadership development, team development, virtual teams, supervisory development)
Many people confuse or merge the different attributes of management and leadership. This exercise enables people to understand the differences. Anyone can lead, inspire, motivate others. Leadership is not the exclusive responsibility of the CEO, directors and senior managers. Encourage staff at all levels to aspire to and apply the principles of good leadership, and the whole organization will benefit. Everyone, in their own way, can be a leader. In fact organizations which have poor leadership at the top actually provide a great opportunity for ordinary staff and junior managers take responsibility for leading, inspiring and helping to develop others. Don't wait to be led - be a leader yourself! Here is a list of many things that managers and leaders do. Either issue the list, or preferably make (or ask the team to make) separate cards or post-it notes for each word/phrase, which can be given to a group or team. Then ask the participants to identify the items that are associated with managing, and those that are associated with leading. Groups of over five people can be spilt into teams of three, to enable fuller participation and a variety of answers for review and discussion. Each team must have their own space to organise their answers. Different teams can be given different items to work with or a whole set for each team. Manage the quantities and scale according to the situation and time. NB To shorten and simplify the exercise remove items for which similar terms exist, and combine other similar items, for example reporting and monitoring. If shortening the list ensure you keep a balance between management and leadership items.

reporting monitoring budgeting measuring applying rules and policies disciplining people being honest with people developing strategy consulting with team giving responsibility to others determining direction explaining decisions assessing performance defining aims and objectives doing the right thing taking people with you developing successors inspiring others running meetings interviewing organising resources

decision-making mentoring negotiating keeping promises working alongside team members sharing a vision with team members motivating others giving praise thanking people being determined communicating instructions making painful decisions appraising people recruiting counselling coaching problem-solving selling and persuading doing things right using systems getting people to do things

implementing tactics resolving conflict giving constructive feedback accepting criticism and suggestions allowing the team to make mistakes taking responsibility for others' mistakes formal team briefing responding to emails planning schedules delegating reacting to requests reviewing performance time management nurturing and growing people team-building taking responsibility identifying the need for action having courage acting with integrity listening

If using post-it notes or another method enabling items to be stuck to a wall (for example cards and 'blu-tack' putty), you can suggest that items be placed on either side of a vertical line or string (attach headings 'leadership' or 'management' to each side), in which case the strength of association that each item has with either heading can be indicated by how close each item is positioned in relation to the dividing line (items that are felt to be both managing and leading can be stuck on the dividing line). The significance and importance of each item can be indicated by how high up the wall it is positioned. This creates a highly visual of 'map' of management and leadership competencies. The review discussion should investigate reasons and examples for why items are positioned, which can entail items being moved around to each team's or whole group's satisfaction and agreement. Here's the list sorted into suggested categories for the facilitator to use when reviewing the activity. The answers are not absolute as context and style can affect category. There is certainly a justification for some of the 'managing' activities to appear in the 'leading' category if the style of performing them is explained as such, for instance 'reporting the performance of the team in a way that attributes praise and credit to the team' would be an activity associated with leadership, whereas 'reporting' is a basic management duty. You can add tasks, duties, responsibilities and behaviours to the list, and/or invite team members to add to the list with ideas or specific examples, before the exercise. To shorten and simplify the exercise remove items for which similar terms exist, and combine other similar items, for example reporting and monitoring.

managing reporting monitoring budgeting measuring applying rules and policies discipline running meetings interviewing recruiting counselling coaching problem-solving decision-making mentoring negotiating selling and persuading doing things right using systems communicating instructions assessing performance appraising people getting people to do things formal team briefing responding to emails planning schedules delegating reacting to requests reviewing performance time management organising resources implementing tactics

leading team-building taking responsibility identifying the need for action having courage consulting with team giving responsibility to others determining direction explaining decisions making painful decisions defining aims and objectives being honest with people developing strategy keeping promises working alongside team members sharing a vision with team members motivating others doing the right thing taking people with you developing successors inspiring others resolving conflict allowing the team to make mistakes taking responsibility for mistakes nurturing and growing people giving praise thanking people giving constructive feedback accepting criticism and suggestions being determined acting with integrity listening

(Developed from a suggestion by Sheila Caldwell) See the Leadership Theories page for more detail about leadership models and concepts, etc.

telephone roleplay exercises (communications, customer service, call-centre training, telephone call-handling skills, sharing best practice ideas)
These exercises will provide experiential telephone-skills learning as well as encourage people to work in a team and sharing ideas about real communications improvement and skills development. The activities also enable the facilitator or trainer to assess

delegates' abilities in handling telephone calls. The activities are primarily for incoming telephone calls, although the exercises can easily be adapted for outgoing calls scenarios, and can be adapted for face-to-face customer service desk staff. The activities are for any group size, and are ideal exercises for training course syndicates. First brainstorm with the group all the different types of calls can be received (and/or calls made outgoing if appropriate). When you've collected the main call type examples (on a flip chart or wipe-board), number them. Next, ask the delegates to each write down a different type of call example from the list. You can either allocate a number to each delegates or let them choose. Each person should then write clearly on the piece of paper a brief scenario for their chosen or allocated call type. Each person should then fold their piece of paper and put it into the centre of the table, at which each delegate must then pick one of the scenarios, which they will then role-play as a call-handler. Split large groups into teams of three, which means you can run several role-plays at the same time (when and if you think people are ready, since this will create extra noise and distraction, similar to a call centre environment, which puts extra pressure on the teams). Each team of three comprises a call-maker (who must act out the scenario), the call handler, and an observer. Call-makers and call-handlers should sit back-to-back, which is important to replicate voice-only communications. The observer in each three should begin the exercise by saying the word 'ring' (or by demonstrating their own mobile phone's ring-tone - for extra distraction and pressure, and a bit of fun), at which the call-handler makes their response, and the call-maker acts out the scenario, to which the call-handler must respond. After a short time (do not let roleplays go on for more than a couple of minutes - there is no need, and it helps keep people focused if you can keep things moving at good pace), review the experiences with the whole group, inviting the views of the observers and the call-makers and callhandlers. Review after each role-play so that people can remember and share ideas and are able to put them into practice. Then get on with the next role-plays. Rotate the roles so that each delegate gets the chance to deal with their own scenario. If delegates prefer, let them choose a scenario if they feel they'd get particular benefit from role-playing it. Definitely allow and encourage delegates try a particular role-play again if they want to. Be assured that people will adjust to role-plays if you give them time to get over the giggles or initial nerves. Laughter is a perfectly natural defence against nerves which you should allow to run its course. Stick with it, keep things moving, up-beat, and playful, and people will settle down and enjoy and get a lot out of the experience. This activity is a flexible format - adapt it to suit your own situation and the needs of the group. Adapt the role-plays for outgoing calls or for face-to-face discussions if appropriate. You should additionally explain and reinforce the correct procedures and techniques according to your own practices. Obviously use your own communications training and procedural reference points in the reviews, but try to let people experience and learn through experience and feedback rather than spoon-feeding them all the answers. Discovery through experience greatly improves learning, understanding and retention - people feel the experience, which they cannot do if they are simply told things. If helpful also brainstorm ideas about the points to be reviewed with the group

(for example, style, intonation, clarity, process, policy, initiative, taking responsibility, building rapport, diffusing conflict, tolerating abuse, calming upset, using empathy, active listening, facilitative techniques, etc). Refer also to the theory and instructions for role-playing exercises. If appropriate (and if the group is comfortable with the idea) you can record the role-plays and replay the discussions to the group, in which case only one role-play can be performed at a time, which implies having a relatively small group size. For larger group sizes recording is not likely to be feasible, and you should use teams of three as described.

ring tones ice-breaker activity (ice-breaker or johari window awareness exercise)

This is a simple warm-up ice-breaker activity, or can be used as an exercise to provoke discussion about self-image and mutual perceptions within teams. As an ice-breaker the activity adds variety and interest to the normal personal introductions at the start of a training course or session. When introducing themselves in turn to the group, participants must demonstrate their mobile phone ring tones, and (here's the important bit) must explain the reason for their choice of ring tone (or lack of interest in a 'personal' ring tone), and offer some comment as to what this might suggest about their personality and style. The extent to which discussion and feedback among the group is encouraged is at the discretion of the facilitator, depending on the group composition and whether the activity is used simply as an ice-breaker, or for more involved discussion, which could easily be linked with the Johari Window and developing mutual awareness. Ring tones are for many people an expression and extension of personality, as is handwriting, which is also interesting to compare when discussing personality.

observation and awareness exercise (ice-breaker, warm-up, observation, awareness, personal change)
An activity or ice-breaker for teams and groups of any size, even large conferences and seminars. This simple short exercise is adaptable for a wide variety of situations, and illustrates how we tend to go through our lives in a routine manner, not noticing things around us, when we should all be more alive to our surroundings (and our own selves). Awareness is a pre-requisite for response and action - especially effective communications. Self-awareness is essential for personal effectiveness and change. This activity demonstrates that we can all improve in these areas.

The facilitator should prepare a list of 5-20 questions (depending on the duration of activity required) about details of the particular work or meeting environment, (and optionally about the participants' own selves) for example:

what colour are the floor tiles in reception? what was the name of the lady who served you coffee on arrival (it was on her name-badge)? according to the the plaque by the entrance door, who opened the building and in what year? what is featured in the big landscape picture that hangs in the reception? where is the fire extinguisher in the hallway outside this room? what products are featured in the pictures in the elevator? what was the colour of the receptionist's jacket/hair/blouse? what is printed on your room key fob aside from the number? how many plastic cards are in your purse/wallet? and so on..

To give the activity an extra edge you can make it competitive, in which case ask team members to exchange their answer sheets for scoring while the facilitator calls out the answers. You can also award a prize for the most amusing wrong answer. The observation/awareness emphasis of the exercise is slightly different if the situation is a one-off conference venue, compared with the group's normal working environment. Try to make the questions fair for all, especially if participants have quite different familiarity with the location. Select questions, and adjust the positioning of the purpose and review accordingly. Whatever - the exercise is an enjoyable and different way to illustrate the opportunities that we all have for improving our awareness, and therefore responsiveness. As a point of interest you can refer participants to the 'First Law Of Cybernetics', also known as the 'The Law of Requisite Variety', which is: "The unit within the system with the most behavioural responses available to it controls the system." The point being that you need maximum awareness in order to enable maximum responses. Also point out that awareness features in at least three of Gardner's inventory of multiple intelligences, notably spatial/visual, interpersonal, and self-awareness. (Adapted from a suggestion by Laura Feerer.)

the 'hellespont swim' motivation case study and team exercise (motivational theory, performance, achievement and self-development)
Use the Hellespont Swim story as a motivational case study and exercise. Print and issue copies to team members in pairs, syndicates of three, or small teams, and ask the team members to consider the case study in the context of motivational theory, plus other aspects of self-motivation and performance management. There are very many interesting points of reference within the story that relate to motivation and performance - how many points of interest can teams identify? Refer team members to the various motivational and personal development theories, for example, Maslow, Bloom, McGregor, McClelland, Handy, Adams, Johari, etc., and encourage teams also to identify examples of performance and project management within the story. Teams should present their findings to the group after being given a suitable time period for discussion. The presentations and ensuing discussions provide an innovative basis for assessing knowledge levels and developing understanding of motivational theory. Facilitators tip: keep a record of all the suggestions and ideas arising from using the exercise, which you can build into a list of points to help review future activities involving this case study.

'animal kingdoms' metaphors exercises (teambuilding, understanding and development of team dynamics, organisational structures and cultures)
This exercise is very flexible, and will help teams and leaders to develop understanding of team and organisational structures, dynamics, politics, communications, responsibilities, perceptions, relationships, etc. The exercise is for groups of any size, subject to creating syndicate teams of upwards of three people to no more than seven or eight people at most. (Large syndicate teams make it more difficult to ensure full participation by all team members.) Issue each team with a large sheet of paper (for teams of four and over join two sheets of flip-chart paper together to create a big workspace) and some coloured marker pens. The aim of the exercise is for each team create a representation or metaphor of a particular work team, or department, or organisation as if it were an 'animal kingdom' or animal society of some sort. The team(s) can use any living creatures to create their metaphor, for example insects, birds, fish, dinosaurs. The facilitator should stipulate the part of the organisation that is to be represented, ie., translated into a metaphor society of animals and living creatures. The team(s) can choose any form of representation and layout to create their animal kingdom metaphors - for example, names of animals in a hierarchical structure, or drawings of animals, such as a plan view of a jungle, or a section view of a

beehive or ants nest. Really, anything goes. The teams then present their metaphors to the group, and discuss the meanings and feelings about the animal kingdom they've created, which will obviously reflect feelings and attitudes about the real work situation that the metaphor represents. The situation to be represented can also be extended to include customers and suppliers. This exercise will be helpful for inter-connected teams to develop mutual understanding, and will also reveal to facilitators and managers the attitudes and opportunities for improving and clarifying relationships, expectations, responsibilities, politics and organisational culture. Using metaphors, especially those which enable the expression of strong characteristics (such as animals and wildlife), are an excellent way for people to consider, express and discuss views about structure, relationships, behaviours, etc., which otherwise tend not to surface. The Johari Window is a useful reference model for the post-activity review.