14, 15, 16, 17. 18, 19, 20. a1 22. 23, INTRODUCTION 7 THE ACTIVITIES 9 THE GAMES AMES CODES GRID 14 17 Name Page No. Too Many Solutions? 18 24. Relay 19 25. Human Machines 20 26. Garage Sale 21 27. Clear the Deck 22 28. New Ideas 24 29. 1am 25 30. ‘Telling Lies 27 31 AAA of Stress Management 28 32. Introductions 30 33, Signatures 32 34 Join the Dots 33 35. Brain Teasers 38 36. Scavenger Hunt 40 37. Brainstorm Destruction 42 38. Action Plans 43 39. Stretch Monitor 45 40. Tied in Knots 46 41 Common Words 47 42. What’s Your Name? 49 43. Beans 50 44. Pass It On 52 45 Building Blocks 54 46. Name Put Your Jacket On Light Your Cigarette Stepping Ia Manipulation What Do People Want? Capital Punishment ‘The Word Game Spelling Bee Another Spelling Bee ‘Team Task No. 1 Team Task No. 2 3-Minute Test Pass the Microphone The Watch Face Relaxation Note to Me The Numbers Game Puppets No Laughing Shuffling Papers Cleaning Up What Do You See? Smile63. 64. 65, | 66. 67, 68. 69. 70. n 72. 73. Name Stress Budget Negotiation Our Greatest Fears Marooned Signs. Balloon Ball Tortoise, Hare or Thoroughbred Where Are We Now? ‘Overcoming Memory Test say What? Room 703 List of Names Folding Paper Learning by Linking What Is 1? Cireuit Overload Tangrams In-Tray tebahpla ehT How's Your Memory? ‘Tennis Balls Having Fun My Worries Moon Explorer Problem Fall-out Shelter A Case of Labelling, SAMPLE OBSERVER’ BIBLIOGRAPHY AND OTHER REFERENCES 176 89 90 o1 93 94 96 99 100 102 104 105 107 108 109 112 14 116 a9 120 122 124 126 128 130 132 134 79. 80. Follow-up to Murphy’s Law ‘Them and Us ‘The Brainstorm Clasp Your Hands Fold Your Arms Clowns What's My Object? Come Back Post-it 15 Pieces Housie Participant Bingo Pick a Shape 2-Minute Talk Where Did It Go? Post Me a Note Spider's Web Personally The Application Clap Time Line Orientation Quiz People Scavenger Co-operation Paper Planes. Agenda HEEYS 172 Page 135 137 139 141 142 143 144 146 147 148 149 151 152 154 156 157 159 160 161 162 163 164 165 166 168 169 a7 ie ace eelINTRODUCIION {We have all seen and probably participated in various ons of training games, simulations, role-plays, brain leasers, ease studies and other related activities, Just Hiecauve we are aware of them doesn’t mean that we conv use them any time we wish to, the use of these activities should allow the urticipant to discover outcomes, rather than be told everything without uying it, Most of the world's inlines, manufactusing plants, human resource ‘nnpanies, military establishments, small and large ‘companies, psivate and public organisations now use these forms of structured exercises, The ultimate goal should always be improved learning, Australian trainers are a litle different to trainers trom most other parts of the world in the way they vain adults. For this reason I have decided to compile 1 handbook of both new and old games and brain 1 don't like to stereotype people, but 1 have to say ‘hat typically both the Australian trainer or facilitator ind the Australian audience are reluctant to use tesescises that are t00 ‘touchy Feely’ Most of the trainers that I know petsonally don't ng exercises where participants have to stare ach other in the eye or start hugging each other. What these trainers and participants are generally interested in, on top of the information sessions, are structured experiences that they can apply, where no one feels terribly threatened or where they don’t have to touch strangers. ‘The other very important criterion iat almost everyone agrees on is that the experience should be relevant to the training matter or relevant fo the group requirements. All facilitators using structured exercises need to be aware that other things may come out in the use of umes that normally wouldn't come out using other methods of instruction, ‘Games, simulations, role-plays, brain teasers, case studies and other selated activities have been used sucessfully in innumerable training situations for many centuries by countless numbers of trainers, We can actually trace the use of games and simulations back thousands of years. Chess is an excellent example of this For most of us, games, simulations and role-plays part of the growing-up process. earliest schoo! days, we remember playing games such as marbles or hide-and-go-seek. IU is now recognised that dese games are pot only for Fo, but also prepare the child for entry into the social system. If any of you took Home Economies, Woodwork or Metalwork at school, you would probably call them a simulation of the real workplace. Some of us may also remember acting out roles in a game of ‘Mothers and Fathers’—another form of role-play. In a training situation we must be very selective in the use and timing of these methods of instruction, People become bored doing the same thing all the time, even if it i a ‘mind-blowing experience’ the first few times, If you intend using these methods effectively, plan them into your session notes or your outline. ‘This book is aimed at giving new wainers enough information, samples and sources to competently carry out theit function as adult trainers. It focuses primarily fon games and brain teasers, as role-plays and case studies have to be designed by the individual trainer for each separate application. For new trainers | would strongly suggest that they also spend some time looking at my taining handbook titled Basic Training for Trainers (McGraw-Hill Book Company Australia, 1990). Today's trainer can simply wall down to the local shopping centre and purchase any number of games over the counter, I's worth mentioning now that even the simplest child's game can have a place in adult ceclucation if t's applied comectly ‘Training games are now found in all sections of all kinds of education. It's important that the trainer realises, however, that a game is not played just because someone else has said “There should be a ‘game played here. 100 Training Games will firstly look at the academic differences between games, simulations, brain teasers, role-plays and case studies. It will also address the problem of when to use training games. The largest (and most important) section of the book is a selection of favourite Australian training games and brain teasers, Lastly a bibliography is included for ew trainers to use as resource and for further reference, W's worthwhile noting that trainers and facilitatorsthese days tend to call all of these activities ‘structnred experiences’ or ‘structured exercises’. So when you hear these terms being used you will know that they are suill talking about the same things. For the bulk of the information contained in this book I have referred to most games, simuletions, brain teasers and role- plays as exercises, To me it's not that important which term is used as long as the trainer knows what the desired outcome is, Most of the exercises are written as directions, rather than in the third person; however, where necessary 1 refer to the leader as the facilitator rather than as the trainer. In most structured exercises it is mportant for the leader not to be a dominant figure. Generally, if you use the term ‘facilitator’ that lets the group know that they aren't going to be taught by a trainer but rather find out for themselves through experience, With the exercises contained in this handbook, 1 would suggest that the reader/user apply commonsense to using the enlarging facilities on their photocopier to make appropriate size overhead transparencies, This will save presentation time by seducing the amount of writing required, My policy regarding reproducing any material from this handbook is based on encouraging interprofessional networking. Therefore the material contained in this book may be freely reproduced for educational purposes or training activities. You are not required to obtain special permission for such uses. It is requested, however, that the following statement appear on all copies made: Reproduced from: 100 Training Games, Gary Kroehner McGraw-Hill Book Company Australia, Copyright 1991 Sydney, Finally 1 would like to thank all of the authors, game designers and publishers who have allowed me to use their material for the benefit of new trainers. I have attempted to acknowledge the source wherever possible, Where a source hasn't been acknowledged, either the source is unknown to me or imiy colleagues, or itis an original game design. As it's next to impossible to find the source of a story or a game on most occasions, | will now apologise if I have not acknowledged the source, or if it has not been acknowledged correctly.THE ACTIVITIES The differences between. them all Very few trainers agree on definitions for games, simulations and role-plays, case studies, anc so on The following definitions are very broad and are definitions that I have inchided for a new trainer to the more experience a trainer gains, the more they can apply their own definitions Even by looking at some of the examples given here, you will be able to see that it is difficult to even categorise some exercises into one grouping. Chess, or example, ism strictly a game or & simulation, it's a combination of both. For those who are interested chess was developed in sixth-century India and was designed to simulate a contemporary battle, Games A game is an exercise where participants are involved in a contest with someone else (or a group of people) with @ set of rules imposed. Games normally include some type of pay-off. Most training games are now simed at having the individual trainees compete with themselves, rather than another trainee. This avoids the situation of having winners and losers. The term ‘games’ includes psychomotor skills games, intellectual skills games and most games of chance. Some common types of games include dasts, snakes and ladders, football, scrabble, charades and most card games. Games for individuals to play, competing with themselves, include solitaire, patience, crossword puzzles and even poker mnaachines, Simulations A simulation is a mock-up of an actual or imaginary situation, Simulations are generally used to uain future operators where it is impractical or too dangerous for trainees to use real-life equipment or locations. Simulations are normally designed t0 be as realistic as possible so that trainees can leam from theic actions without the financial worries of repairing, or replacing damaged equipment Examples of simulations include flight simulators, chiving simulators, and war games, Brain teasers Brain teasers are in a class of their own, They aren't pure games or simulations but puzzles that either keep participants’ minds busy or highlight key points Brain teasers generally don't have any rules, but they do allow the trainer to design their own rules to suit the individual training session. ‘Typical brain teasers include exercises such as joining the dots and most perception exercises. Role-plays Role-plays are used in training fo see how participants react in certain situations before and after training sessions, Role-plays are very useful for giving participants practice in dealing with other people in any given scenario, Even when the participant does ‘wrong, they still earn, Case studies Case studies are exactly what the name implies. A case (normally from the participants’ workplace) is studied either by the group or by the individual. An in-depth study of a teallife or simulated scenario is undertaken to illustrate cestain outcomes. When the {group oF the individual bas the answer to the problem or situation it can be compared to what really happened and what the outcomes were. When should they be used? ‘Training exercises may be used at any time during the training as long as they are relevant to the point or have been designed with a specific purpose. ‘The ‘specific purpose’ can be to keep the group occupied while waiting for stragglers, and to wake participants up after a lunch break. These purposes are okay as long as they are stated, Its not okay when, they are used simply to fill in time or (@ make the facilitator look like a magician You can also use structured exercises as a means of channelling excess energy or to tiven up the cla ‘The activity can be a means of improving the learning, atmosphere. 9So these types of structured exercises should be selected and used on the basis of their usefulness, for reinforcing the instruction, or improving the learning environment. Facilitator’s responsibilities Regardles lecturer: tha of how good we are as presenters or we shouldn't fool ourselves into thinking cour whole presentation alone is going to keep everyone’s interest for the whole period. The use of games, simulations, role-plays, brain teasers, case studies and other related activities are all applications, of the principles of adult leamning. You, the facilitator, must ensure that the participants do not become so involved in the activity that they actually miss the leaming point) Additionally you must also realise that, if the participants have too high a level of enthusiasm, for the exercises they may become bored with normal, training, This isn’t to say that we don’t want high levels of enthusiasm, but we need to ensure we keep the participants interested with other methods of instruction as well ‘The learning process can be sped up by the use of games, simulations, role-plays, brain teasers, case studies and other related activities. People learn better when they are enjoying themselves. So therefore we need to seriously think about creating or supplying, the appropriate learning atmosphere. You should always select the training method after you have set the learning objectives. The method should respond to the participants’ needs, not the Facilitator's When you decide to use a structured exercise it is important to practise the exercise at least once with a group of people not involved with the immediate presentation. This will help you see if the design is, going to work, and in the expected way with the expected results. Like all types of training, these structured exercises must be evaluated for their worth and effectiveness. If they don't produce what is, needed, scrap or modify them. Do you have a responsibility for entertaining the group during any presentation? You have the responsibility for ensuring clarity and precision of information, You are also responsible for aligning the group and keeping them moving. Another responsibility is to keep yourself animated. (That could be considered the main entertainment value.) ‘This is also what the participants may talk about later (o their friends and colleagues. Ifthe facilitator is in a situation where this type of feedback is required (such as an extemal trainer or consultant), then an assortment of training methods will be required, Games, simulations, role-plays and structured exercises will be of assistance. It is your responsibility to pilot or test all new exercises or exercises that you haven't used in the past. Facilitators must realise that what works for some people doesn’t always work for others. All training exercises will probably have different outcomes every time you use them, So be prepared. Trainers and facilitators must debrief all of the exercises carried out during any type of training session. The purpose of debriefing is quite complicated, Without going into too much detail there are two main reasons for conducting the debriefing session, You have an obligation to put the players or participants back together when the exercise has finished. This means thet if participants have bad feelings about the exercise they should be allowed to get things off their chest while still in the training room and also while things are still fresh in their minds Debriefing also allows the trainer and the participants to talk about the outcomes of the exercise. Was it what everyone expected? Would you do that in the real situation? What would you have done if this had happened? It also allows the trainer @ time where mistakes can be corrected. Probably the most important point is that trainers must be completely honest and open with their participants. This includes not using hidden agendas, ot misleacling participants, not setting anyone up, not deceiving any of the participants and not using the participants’ efforts for your own gain. Training exercises ean be Lots of fun for both thewaince and the facilitator. While people are enjoying themselves in the classroom they are generally letming Detter, $o 1°s up to you fo make a more enjoy abe learning atmosphere. When can these exercises be used? Rather than fully catalogue these exercises and possibly limit their application, I have decided to use 2 coding system. Beside the name of the exercises on the following pages you will see one or some of the following letters and symbols. These have been phiced there to give you suggested applications. These are only guides and can be modified to suit by the individual trainer. Coding I Icebreaker Team-building C co munication, o Pacilitatot/ presentation skills M_ Mid-course energiser L Learning CHEM AlleS| ley Perception BE Evaluation Self-management le A full breakdown of the exercises has been included oon the next few pages of this handbook. Firstly, each of the nine different categories has been given a detailed overview, The second list is an index of the uncked exercises included in this book, with fall cross-referencing for each application for whieh they can be used 1 Icebreaker Almost any exercise can be used as an icebreak The two main purposes of using icebreakers are firstly, to allow the participants to introduce themselves to each other, and secondly, t0 lead into the topic matter. Participants often find that the topic matter is made clearer by the use of appropriate icebreakers, The exercises in this grouping are non-threatening introductory contacts. They are designed to allow participants to get 10 know each other a litle and to lower any barriers that may exist. Experienced facilitators have fourd that the success or failure of & program may hinge on these two points. The more comfortable participants feel with each other, the better the learning environment. If the participants feel comfortable with each orher, they are more likely to participate and 10 generate new ideas, While most facilitators won't see these exercises as too threatening, some participants may. I a participant does see it as threatening, make sure they have a way out of participating. It is a wise decision to let people know at the very beginning of a program that they can pass on any exercise or activity they feel uncomfortable with T Team-building ‘Team-building exercises are used 10 improve the relationship of the individuals and subgroups within a group. The term ‘group’ in team-building normally refers t0 an established work group or a group which will be working together ‘When using team-building exercises you, as well as the group, should be aware that the identification of a conflict or problem between different parties or individuals may be the only outcome of some team- building exercises, However, a conflict or problem ismuch easier to solve or deal with after it has been identified. A teamebuilding exercise should allow the participants to Jet their hair down while they get 0 know each oth 1 is very important that you thoroughly debri. veamn-building exercises to ensure that there isn't any built up hostiliy, anger or frustration, Don't fet the group break until this has been rectified. C Communication Exercises used for communication are designed to let the participants find out where certain communication, skills may be improved. You, as facilitator, have to be very aware of the exact purpose of some communication exercises as it is sometimes very difficulr to sit back and say nothing while things start to go wrong for the participant. You also need 10 be aware that you may be looked at by some participants as a role-model. While conducting @ program on communication skills you must ensure that what you give out is correct. As feedback is a very important part of communication skills it must be used in all communication exercises, Feedback should be specific and aimed at observed behaviours that the individual has some control over. F Facilitator/presentation skills Facilitation skills are aimed at people who may need to develop or improve their up-front, or presentation: ability, The exercises in this category are designed to get the participants thinking about particular aspects Of their own presentation and facilitation skills While using any exercises to improve presentation skills you should take full advantage of the opportunity by using the individuals in the group wherever possible. This may mean getting some of them to run the exercises. It is important that the facilitator ensures the individuals are observed and debriefed by the rest of the group. By this simple observation group members ave able to see things that may or may not work for them. The more styles of presentation they see, the better Some of these exercises can be seen as very threatening to a few group members, so make sure ‘you are prepared 10 offer support and assistance: M Mid-course energiser Mid-course energisers can be used at any time you observe the group losing interest or falling asleep. Mid-course energisers are very similar in design to icebeakers, but they sometimes make the assumption that the group knows each other already. For this reason some of the exercises may appear a little threatening 0 some members of a group. If someone does not want to participate, let them sit back or act in an observer's role. You will normally find that they will join in as soon as they see how much fan the others are having, ‘These exercises are used to wake participants up, to get the blood moving, to keep participants from falling asleep after a lunch break, to simply get people back on line of to think about 2 new approach to 2 problem Experienced facilitators can also use these cenergisers to reduce tensions that may have built up with individuals or the group. L Learning ‘These exercises are designed to let the participants see where their learning styles or attitudes need improvement, They tend to be mose experiential in their application, ‘That is, the participants are normally required Lo do something and come up with some kind of result or answer. After that phase of the exercise the facilitator can normally draw out from the group bewer ways of doing the same thing with Detter results You must ensure that the whole exercise is totally debriefed and that every panieipant can see what the final results or methods should be. You should be aware that there are many different learning styles. Don’t make the assumption that everyone in the ‘group will Ieam the same way. Make certain you get plenty of feedback to check participant understanding. P Perception The perception exercises are generally fun for everyone to use. They sire designed to see how participants perceive different situations or objects ‘Vhe endl result with most perception exercises is that panticipams arc made aware of their need (© use{tera thinking, t0 look at things in different ways, anid 10 try 10 break down any preconceived stereo: lypes that they may be using, As these exercise are fun t0 use, it is not une common (0 see them being used as icebreakers or snju-course energisers. ‘some of the individuals in the group may have uilficulty with perception exercises. If they do have uiliculties, ty to get the rest of the group to explain the different perceptions to them, E Evaluation Most of the evaluation exercises are for participants to evaluate either themselves or the program. An innportant part of the evaluation process needs to be pointed out (0 the participants at the beginning of the exereise, This point is that any evaluation must be consiered as constructive, not destructive. Things can hhe improved or rectified much more easily by using constructive evaluation, Destructive evaluation does nothing but leave ill-feelings with some members: If any of these exercises are used for the purpose of program evaluation, it is a good idea to make sure the patticipants are told of the results, either verbally or in writing, S Self-management Exercises in the category of self-management allow the participants to find where they can improve their ‘own self management techniques. These techniques are the same ay time-management techniques, but with a different name, Here we look at improving the participants’ organisational skills Participants get a lot of information and new ideas from other members within the group, so make sure that the whole group finds out what principles each participant used in these exercisesGames Codes Grid No. Name Page 1. Too 2. Relay the Dots _ Brain Teasers Bi, Beans fa. pass On Stepping In “27, Manipulation 28, What Do People Want? 39. Capital Punishment T 30. The Word Game eecoee Relaxation Note to Me 40. The Numbers Game i, Puppets 2._No Laughing Shufling Papers: 44, Cleaning Up 45,_ What Do You See? TMS TEMIS Ir ‘Marooned aa 93. IM6, 79, RO, BL No 8A 4 45, 16, 87, 8, 89, 90, OL 92. 93, 94 96. 7, os, 99, io, Signs Hialloon Be Tortoise, Hare of arenory IM e ,@ { 5 Thoroughbred 7 Where Are We Now? 99. ‘Ovescoming Fear 100 Memory Test 102__ICMiPS Say What 104 IC Room 703 105 TM List of Names 107 TCPS Folding Paper 108 ICRPE Learning by Linking 309" 1CMS, ‘what Is 1 112 1CFMP Circuit Overload 4s any 7 “Tie RNP in ss tebanpla elt “1201S How's Your Memory? 2 IFCMPS | da 126 8 xploter Problem 130 [-out Shelter 132” TCMP 134 IP 1351 up 16 Murphy's Law 137” IM ‘Them and Us 139 TCP, “The Brainstorm 141M Clasp Your Hands 142 _ICS Fold Your Arms 143_ ICS, Clowns 144 ITCES What's 146 _ICMPS v 1471S Poscit 148 iS Pieces SCD Housie 151 Panicipant Bingo Bick a Shape 2Minute Talk ‘Where Did It Ga? Post Me a Note Spider's Web P 161 162_ 3 163M aH 164 Le @ [ 1 Orientation Quiz 165 People Scavenger 166 I F = Co-operation 168 e Paper Planes 169) el @ a 7 e [ 7 ‘AgendaTHE GAMES1. Too Many Solutions? Overview This game looks at the use of brainstorming with a gr0up Of participants working on 2 given problem: Goals 1. To develop skills in problem-solving. 2. To generate us many ideas as possible from a {gfOup using brainstorming techniques, 3. To introduce and apply synergy. Time required 30-60 minutes (depending on the type of problem: sien). Size of group Unlimited, but needs to be broken into subgroups of 5-7 pasticipants Material required Flipehart paper and felt markers for cach subgroup. Procedure 1. Break the group into veams of 5-7 participants. 2. Give the teams 2 problem to solve. The problem can either be work based or imaginary, For example, how can we get more customers in the store? Or, how do we sell ice to the Eskimos? 3. Rules: Each team is to elect 2 seribe/spokesperson. The sibe is 10 elicit as many ideas as possible from the other team members in a period of 10-15 Tor Zw minutes. No discussion of suggestions is to take place until the 10-15 minute period is up. The scribes are requested to encourage ridiculous ideas from their team members, When the 10-15 minute period is up, each team, is then to evaluate each of the ideas generated by it. It is to decide on the best three ideas. On reaching agreement each spokesperson is to present the team findings to the whole group. ‘Once each team has presented its findings, the whole group is then 10 decide on the single best idea presented Discussion points 1. Which team had the greatest number of ideas? why? 2. Was anyone surprised at the number of ideas generated? 3. Did the ridiculous ideas? 4, Who had trouble with the concept of not discussing each idea as it was generated? 5. Which team members were encouraging other team members for more ideas? ideas lead (0 more productive Variations 1. If the group has a common problem, use it for the exercise. 2. Fach team can be given @ different problem to work on, ‘Trainer's notes 18Overview Panticipants pass cards as quickly as possible in relay suyle. This is used as an icebreaking activity Goals 1. To develop team-building 2. To get the group ‘warmed up’ 4. ‘To open communication within each team, i. To introduce and apply synergy Time required 10-15 minutes (depending on group size) ze of group Unlimited, but needs to be broken into subgroups of 5-7 participants Material required A pacte of playing cards for each group. Procedure 1. Break the group into subgroups of 5-7 participants. 2, Members of each subgroup position their chairs in a line side by side. It's best if the subgroups can all see each other (this sets up competition). 3. Tell the subgroups to be seated and that this is a competitive game. 4. Rules: ‘The players at one end of each line must take one card at a time off their pile of cards which is located on the floor beside their chair. When they have picked the card up they must pass it t0 the closest hand of the team member sitting next to them, The second team member then places the ICM (9 C22) CY (ell card in the other hand and then passes it on to the third team member's closest hand, and so on When the final team member receives a card they ‘must place it on a pile beside their chaie IF a team member drops a card the rest of the team must wait until the card has been picked up again before continuing, Bach team member must not hold more than one card at a time Al 52.cards must be used and are to be counted atthe end of the game will have 5 minutes to plan their strategies before the starting time. 5. The team that completes the exercise fis declared the winner Discussion points 1. How did the winning team win? 2, Who led the S-minute planning session? Why? 3. Who dropped cards? Why? (Due to stress?) 4, Was the planning stage of any value to the groups? why? 5. Can this exercise be related to the workplace? Variation. 1. Blindfolds may be used by all or some of the team members. 2. Coins may be substituted instead of playing cards, 3. The cards may be required to be returned back down the line, Source Adapted from ‘Card Relay’, Sue Forbess-Greene, Tbe Encyclopedia of Icebreakers, University Associates, California, 1983, ‘Trainer's notes3. Human Machines Overview In this exercise the participants are to form teams and build a human machine, Goals 1. To liven the group up alter Junch. 2. To develop team-building, Time required 10-15 minutes. Size of group Unlimited, but broken into teams. Ideally teams should be 8-12 participants, Material required None. Procedure 1, Break the group into teams, 2. Give the teams 5 minutes to design a human machine where the members axe all components 1M of the machine. All of the human components rely on each other for movement, that is, one action Jeads to another 3. When the planning time has ended each team is to demonstrate its human machine’ ‘The whole group is to select the best design Discussion points 1. Didi everyone feel comfortable with the exercise? 2. Has everyone’s hunch now settled? Variations 1. Afier each team has demonstrated its design, all of the *human machines’ may be joined together The design period may be carried out non- verbally 3. ‘The facilitator may have prepared slips of paper with machine titles that each team has to work 10, ‘These machines could inchucle a sausage making machine, a large clock, « fire engine, a bicycle, calculator, a paddle-steamer, a typewriter, a coffee percolator, a concrete mixer, etc ‘Trainer's notesA; Garage Sale Overview Participants select an object from a «abi sroup why they chose it and tell the Goal 1. ‘To get to know each other ‘Time required 10 minutes plus 1-2 minutes for every participant. Size of group Up to 16, Becomes too time-consuming with larger soups Material required ‘A table with a selection of goods that may be seen at garage sale or in a junk’ drawer or cupboard, The number of items needs 10 be more than the number ‘of participants. A lange sheet of paper or a large cloth, is needed to cover all of the items before the exercise commences. Procedure 1, Place all the aiticles on a table and cover them I with a cloth before the group comes into the 2. Tell the participants that when the cloth removed they are to come up and select an item from the table that for some reason appeals (© them, 3. After everyone has selected an item, they are 10 introduce themselves to the group and state why that particular item appealed to them. Discussion points 1. Did anyone see that some of the items selected suited the person who chose if 2. Did anyone sce an item that appeared 40 match other participants? Why? Variation 1, Get a participant to introduce him/herself to the group, Then have another member select an item off the table that they feel suits the person just introduced, Have them explain why they see an association, Repeat for everyone in the group. ‘Trainer's notes5. Clear the Deck Overview This script is designed to get participants to leave any worries they have outside the training room, Goals 1. To get participants steady for learning 2, To introduce a simple stress relieving ex Time required 10-15 minutes. Size of group Unlimited, Material required A copy of the ‘Clear the Deck Guided Rar asy Script Procedure 4. Tell participants to find a comfortable position for this exercise and then close their eyes 2. Ask the members of the group to take & few deep breaths and then read the seript slowly 10 them, 1B Discussion points 1, Does anyone want to describe their box to the group? Did the exercise work? Why? Can this be applied to the workplace or at hon Is anyone surprised that they have the power to stop themselves from worrying with a simple Variations 1. AL the conclusion draw their ‘box’ participant 2, Have the script prerecorded on @ cassette with, background music of the exercise have everyone nd show it to another Source Adapted from ‘Clear the Deck’, Nancy Loving Vubesing and Donald A. Tubesing, Structured Exercises in Stress Management, Volume 1, Whole Person Press, Duluth MN, 1983. Trainer's notesClear the deck guided fantasy script (o be read slowly) I'd like you to take a few minutes to focus on the various concerns, preoccupations and worries that you've brought here with you today. There may be any number of things on your mind: whether you remembered to turn off the electric jug this morning before you left home, (pause) perhaps an unfinished conversation you were having with someone, (pause) maybe you're thinking about the things that you need to do when you get home this afternoon, (pause) or the things that have to be done at the office tomorrow Take a moment to really focus on what these concems are for you right now, (pause) and develop a mental list. ‘These concerns that you have listed are making claims on your energy. These concerns are stopping you from being fully present here today. Probably there is nothing that you can do during the next ( hours/minutes) about these concerns, except to worry, (pause) and that will distract you from all that you can be learning here, (pause) so let’s put those worries away for a while. Td like you to create in your mind a box, (pause) with a lid on it, (pause) and a lock and a key. (pause) The box can be any size and shape that you want it to be, (pause) but it needs to be large enough and strong enough to hold all the concerns that you've identified. (pause) So take 2 moment to visualise this box as clearly as you can. (pause) The box is now in front of you with the lid open. Now I'd like you to put each of your concerns in the box, one by one, (pause) make sure that they all go in. (pause) As you are doing this say to yourself, ‘There is nothing I can do about this for now, (pause) and so I'm going to put these concerns away in this safe, secure box while I'm here, (pause) and I know I can come back later and reclaim all of my concerns’. Now when you've put all of your preoccupations and concerns in the box, I'd like you to close the lid and lock it with your key. (pause) Now Td like you to put the key in your pocket or someplace else for safekeeping, (pause) and remember that at the end of this program, you can unlock your box and pick up where you left off. And when you're ready, I'd like you to slowly open your eyes and come back here.6. New Ideas Overview Participants are given a problem to think about solve. The ideas are rated by other group members Goals 1. To encourage group participation 2 ‘Yo get the panicipams thinking and talking about ‘common problems ‘Time required 5 minutes plus 2-5 minutes for each pasticipant Size of group Unlimited, but subgroups would need to be formed if there are more than about 20 participants Material required 3 sets of scoring cards (cards with numbers 1-10 on them). Procedure 1. At the conclusion of the frst day, give participants 2 problem to think about and ask them to come up with a solution for the next morning. The problem should be relevant to all of the participants. It works best if the topi¢ area is part of the second day's presentation. 2. at the beginning of the second day select 3 judges CEM GAY @ oO (ee) from the group and give each a set of scoring cards. Seat them at the front of the 100m, 3. Participants are then to give their solutions 10 the problem one at a time, As each participant gives & solution the judges show the card they have selecied as a score for that idea, 10 being the highest award by each judge. 4, After all participants have given their sohstions, ‘check the scores and announce the winner. Discussion points 1. Who gained a new solution that they hadn't considered? When people heard other participants’ solutions, did they think of other possible solutions oF ways to improve their ideas? Variation 1. Teams may be formed and given different problems to solve, When each team presents its solution, all other teams then score the solution proposed. Source ‘Adapted from ‘Swap Shop’, John W. Newstrom and Edward &. Scannell, Games Trainers Play, MeGraw- Hill, Inc., New York, 1980. ‘Trainer's notes7. LAg overview Fanicipants write down items about themselves for xihor group members to see. This icebreaker can be sed at the beginning of a course where participants 1 ot know each other Goals To encourage group participation, o get to know each other: Time required (0-40 minutes. Size of group Unlimited Material required A sheet of paper for each participant with “I Am written on the top of it. A pen for each participant ind tape oF pins to attach the sheet to the front of cach participant's shirt or blouse. Procedure 1. Hand out an ‘T Am ..." sheet and a pen to each participant. 2. Tell panticipants they have 10 minutes to write 10 responses to the question. 1k the preparation time has finished tell the participants 10 attach their sheet to the front of their shirt or blouse and then walk around the room reading other participants’ sheets. This phase is carried aut in silence. 4, -Alter 10 minutes the participants are told to talk to. the people whose sheets appeared (0 be interesting or ask any questions they may have thought of while reading the sheets Discussion points 1, Did anyone find people with similar responses to theirs? 2. Did people feel threatened writing the information down, knowing that others were going {© see i? Variations 41, Other phrases such as 1 want 10 be Tike about myself are ..." may be used. 2, Step 3 may be deleted. 10 things Source Adapted from ‘Who am [?: A Getting Acquainted Activity’, J. William Pfeiffer and John E. Jones, 4 Handbook of Structured Experiences for Human Relations Training, Volume 1, University Associates, California, 1975. ‘Trainer's notesa telling Lies Beerviow allows participants to get t0 know each skier 4 tthe better foals |. ‘To introduce the pauticipants to each other © fu allow participants to get to know each other, © forliven people up after a brealk Hine required, {1+ 40 spinutes, depending on group size. aive of group ‘ntinited, Material required A pric Procedure 1 inform the group members that they are going 10 introduce themselves, one at a time, 0 the rest of the group. This introduction is to include things trainer's notes IMP eA SS such as their name, position, interests, hobbies and so on. ‘Yell them that one of the things they about themselves is to be a lie 2. The participants ae now allowed to introduce themselves after the facilitator starts. After each introduction the group has to decide which piece Of information is the lie. 3. Alter everyone has introduced themselves and their lie, ask the group to vote on the best or most imaginative lie. Give the person who wins a sinall prize, Discussion points 4. Which were the best lies? Why? 2. Is it easier to pick when some people lie? 3. Why are some people more convincing? Variation 1. The guesses as to participant lies can be left to the end of the introductions, or until the end of the course, This will mean however that all participants will need to take notes, Pa9. AAA of Stress Management Overview This exercise looks at one technique of stress management. Goals 1. To find @ method of stress management. 2, To apply that technique to a stressful situation Time required 30 minutes. Size of group Unlimited Material required 2'AAA Stress Management Forms’ and a pen for each participant Procedure 1, Ask for some examples of stress-management techniques. Discuss these briefly. 2, Tell the group of the 3 A's used in stress management, These are Alter, Avoid and Accept. Discuss these techniques with the group. (The facilitator bases this information on the ‘AAA Stress Management Form!) 3. Hand out the ‘AAA Stress Management Form’. 4, Read out the following scenario to the group: "You have just been transferred to a new position ina new part of your organisation. Your new supervisor doesn't appear to like you very much. They seem to be giving you all the “diny work" and then avoiding you. The only feedback you are getting from them is when things aren't done comectly. The supervisor obviously thinks that you can't do the job properly. 5. Get all of the pamticipants to use the ‘AAA Stress Management Form for this scenario. TS 6. Afier all participants have completed the form they are to talk in pairs and tell each other why they recommended what they did as the best option 7. After this discussion period get the best 2 or 3 ideas from the group. 8. Now give each participant 10 minutes to think of 1 stressful situation they presently have at home. They are then to use the ‘AAA Stress Management Form’ to see if they can come up with an option for themselves. 9. At the end of this session ask them 0 put the form in their pocket or bag for reference when they get home. When there they should apply their best option, 10. Ask participants at the next session if their solution worked or not. If possible, get at least 2 participants to tell the group how they reduced their stress using their best option Discussion points 1, Does anyone in the group presently use a similar technique? Does it work for them? 2. Can different people have diferent best options for the same stressful situation? Why? Variations 1. The facilitator should write a scenario that is relevant to the group's needs. 2. The group may be broken into smaller groups and given different scenarios, Source Adapted from ‘AAAbc's of Stress Management’, Nancy Loving Tubesing and Donald A. Tubesing, Structured Exercises in Stress Management, Volume 1, Whole Person Press, Duluth MN, 1983. Trainer's notes 28AAA Stress Management Form Scenario: Accept: Best option is: (How could you remove the source of stress?) (How could you get away from or avoid the source of stress?) (How could you live with the stress?) Change self and/or perceptions by ...10. introductions Overview This exercise allows participants to get to know other a little better. 1t has been designed for use at the beginning of a program but may also be used at any stage during the program Goal 1, To get to know each other: Time required 15-20 minutes. Size of group Unlimited Material required A copy of the ‘Introchuction Sheet’ and a pen for each, participant. Pins or tape will also be required to attach the sheet to the front of each participant's shirt or blouse. Procedure 1, Give each participant an ‘Introduction Sheet. 2, Tell participants to write their name at the top and then fill in the next 6 pieces of information. 1 3. When all participants have completed their sheets, they should be pinned ot stuck on the front of their shirt or blouse. 4, ‘Then tell participants to pair up with someone and read their ‘Introduction Sheet’. Participants talk for 2 minutes and then change partners. This is repeated as many times as you feel necessary. Discussion points 1. Did anyone find someone else with a similar ‘Introduction Sheet? 2. Who had the most unusual response in each area? 3. Did everyone meet someone new? Variations 1, You could select other areas of information to be given. 2. Alter the sheets have been completed you could decide to include a non-verbal phase where the participants just walk around reading other participants’ ‘Introduction Sheets’. This would be followed by the 2-minute meeting periods. ‘Trainer's notes 30introduction Sheet Name: My favourite sport is: animal is: country Introduction Sheet Name: My favourite sport is: animal i country person is! food is; hobby is: Introduction Sheet Name: My favourite sport is: animal is: country is: person is: food is: hobby is: Introduction Sheet Name: My favourite sport is: animal is: country is: person is food is: hobby is:11. Signatures Overviews ‘This is a simple exercise to be used as an icebreaker Goal 1, To allow participants to introduce themselves to the group. Time required 10-20 minutes depending on group size. Size of group Unlimited. Material required A flipchart or whiteboard. Procedure 1, Tell the group members that they are going to introduce themselves individually to the group. 2. The participants go up to the whiteboard or IF flipchart one at a time and sign their names. Then they introduce themselves, and hand on the marker to another participant. This is repeated until everyone has been introduced to the group, Discussion points 1, How did people feel standing up the front introducing themselves 2 How do people control nerves in front of a group? Variations 1. You, as facilitator, may start by signing your name and making the first introduction, 2, The order can be preselected, that is, going around the room, 3. If an electronic whiteboard is used for this exercise, you can make a copy of the board after everyone has signed their name. This can then be reproduced and given to ali of the participants as a memento of the program. ‘Trainer's notes 32: _12. Join the Dots Overview Vhis simple but effective exercise gets participants fit the idea of thinking outside of our ‘self-limiting hoses’. It may also be used to fill in time at the hepianing of the day while waiting for latecomers to Goal |. ‘To allow participants to see that the answers 10 some problems lie outside their normal boundary of thinking, ime required 10-15 minutes. Size of group Vnlimited Material required 4 sheets of paper and a pen for each participant, hitcboard or flipchart to draw the dots on, or a prepared overhead transparency. Procedure 1. Yell the participants that ours is a traditional way of thinking for solving problems. Hand out the paper and pens. 2, Give the participants the 9-dot problem, Tell them that they have 2 minutes to join the dots with 4 vonsecutive straight ines and that they are not allowed to lift their pen off the paper or repeat a line. 5. After the 2-minute period show the parti ipants the IMP way that i's done. Reinforce the idea that they have to think beyond the ‘self-limiting boxes’ that ‘we sometimes place on our thinking, 4, Next give them the 12-dot problem, ‘They must join the 12 dots with 5 consecutive straight lines. Again they are not allowed to lift their pen off the paper or repeat a line. 5. For the participants who haven't arrived at the correct solution, show them the answer and again reinforce the idea of thinking outside self-imposec! boundaries 6. Finally give them the 16-dot problem. They must join the 16 dots with 6 consecutive straight lines. ‘They are still not allowed to lift their pen off the paper or repeat a line 7. Show the solution to all of the participants who fare struggling to find an answer. Again reinforce that they must increase their thinking limits 8 Optional: Before concluding this exercise let the group know that there is a second solution to the joining of the 9 dots. Let them have ovemight to find the second solution Discussion points 1. Was anyone able to solve all 3 problems? 2. Can everyone see now that we do impose boundaries on our thinking? 3. Can this application be used in the workplace? Variations 1. ‘The 3 exercises can be used at different times uring the cours 2, Only 1 or 2 of the problems may be used. ‘ainer’s notesJoin the Dots angie.Join the DotsJoin the Dots13. Brain Teasers Overview ‘This mixed bag of brain teasers can be used at any time during taining to liven the group up or simply {0 fill in time while waiting for latecomers to antve. Goals 1, To liven the group up after a break, 2. To see the basic idea of one of the brainstorming principles, 3. To keep the mind occupied while waiting, ‘Time required 5-10 minutes. Size of group Unlimited Material required A prepared handout, overhead transparency or flipchart with the brain teasers appearing, Procedure 1, Let the participants know that you are going 10 show them @ series of brain teasers for them to solve, 2. Display the brain teasers and get the participants to call out what they believe they indicate. You should process this exercise similar to a brainstorming session, ICMP ae 3, When the correct response is given, move straight (on (0 the next problem, Discussion points 1, Who got most of them right? 2. Point out that we all tend! to see differently 3. You may lead into techniques for brainstorming before moving on to the main session Variations 1. Give prizes for corect responses, 2. Break the group into teams of 5~7 participants and have them compete to see which team can solve all of the brain teasers first, Solutions 1. Mixed feelings 2. Horseback riding 3. Up in smoke 4, The price is right 5. Mid-term exam 6. Multiple listing 7, Almost forgotten 8 Stepping out of line 9, Reet first 10, Repeat after me 11, Bee ina bonnet 12, Outgoing person Trainer's notesJaNaNOa LV Aaa BLLOOYOA ONLISIT ONLISIT ONHSIT ONIISIT 9 WUNWXaaL, sod Lag ONG HOUSE sraseay, uleig14, Scavenger Hunt Overview This exercise may be used at any stage of wain liven the group ng to Goals 1. To liven the group up. 2. To see how resourceful team m ‘Time required. 10-15 mir Size of group Unlimited, but there must be enough materia participants to scavenge. Is For all Material required ‘A printed list of items for each group to find and a prize (such as a bag of lollies) for the winning team, Procedure 1. Divide the group into teams of 5-7 people 2. ‘Tell the participants that they are all going to be involved in a scavenger hunt. A prize will be awarded to the winning team. 3. Give the scavenger hunt is them that they are t0 use thei get all of the items. 4, Stop the exercise when the first team collects all of the items required. The group then seassembles for the award presentation. to the teams. Tell ‘own resources to ITCM (KJ Discussion points 1. How close were the other teams to finishing? 2. How do you feel about the winning team? 3. Did any one person in your team appear to be more resourceful or cunning than anyone else? 4, Did anyone in your team take charge? Who? Why? Suggested items for a scavenger bunt 1. A ladies’ aisbrush A paperclip ‘A copy of today's newspaper A handful of dirt A railway ticket 6. Number of entrances to the building, 7. Number of people working on this floor A.cold cup of coffee 9. A street directory 10. A list of the team members’ names Gn full) Note; The facilitator should tailor the list to sult exch group and the surroundings, Harder-to-find items can also be included if time allows, Variation 1, Impose a time Timit ancl make the team with the most items the winner ‘Trainer's notes :Scavenger Hunt Your team is required to collect the following items, The time limits and point system will be explained by the leader,15. Brainstorm Destruction Overview In this exercise participants are to list all the phrases they can think of that will destroy @ br session, instorming, Goals 1, To make participants aware of phrases that are banned from brtinstorming sessions. 2. To stant applying brainstomting techniques, 3, To allow one of the group members to experience the facilitators role. ‘Time required 15-20 minutes. Size of group Unlimited. Material required ‘A whiteboard or flipchart and markers, Procedure 1, Tell the group the nules for brainstorming. Make certain that things such as ‘no judgment’ ‘all to participate’ and “quantity rather than quality’ are reinforced as important principles of brainstorming 2, Teli the group members that, using these techniques, they are to elect their own facilitator to lead session, 3. Tell the elected participant to elicit as many ‘blocking’ brainstorming phrases as possible from the group. Remind them that there is to be no judgment or criticism allowed at all within the Broun, 4, Let the group members brainstorm for 10 minutes (or sooner if they run out of ideas). You may participate as a group member to keep the ideas moving and to suggest any common phrases that they may overlook. 5. Discuss the phrases that they have generated Discussion points 1, Discuss all of the phrases generated, 2, How did they feel not being allowed to comment ‘on ideas given during the exercise? cr AO OD 3. Do they consider that this exercise was brainstorming session? Why? Why now Variations: 1. At the conclusion of the exercise you coulkl copy the group's list for distribution to the members, 2. You could give the elected facilitator the list of ‘Common Brainstorming Blocking Phirases’ and tell that person he/she is responsible for eliciting most ‘of these ideas from the group while still maintaining a facilitator’ role. Common brainstorming blocking phrases ‘The group should generate these phrases. Ensure that the group generates most of these ideas among themselves. A little prompting at times may be required 1, That's ridiculous. 2, We don't have the time. 3. We did all right without it before, 4, Let's form a committee 5. Why change it when it's still working okay? 6. We've never done that before. 7. We're not ready for that 8. That's their problem, not ours. 9. Let's get back to reality. 10, Senior management won't agree to that 11, That's not practical. 12, That will cost too much. 13, We've tried that before. 14, Has anyone else tried it before? 15. It's not in the budget, 16. You can’t teach an old dog new tricks, 17, What will the unfon say? 18 ‘That's not included in our responsibility. 19. Pull the other one, it laughs, 20. You should have passed on that one. ‘Trainer’s notes_1 6. Action Plans bverview sstlon plans will be given to the participants t© note sown ideas or tasks that they want to implement back si the olfice or at home diwals }. To make participants aware of action plans, Fo give participants a method of taking back important ideas or tasks. Hime required aidnutes, Size of group Nolinsited, Material required A copy of the ‘Action Plan’ sheet for each pauticipant Vrocedure 1 Advise the group of the importance of using ideas 4s soon as possible back in the ‘real world’. If these ideas aren’t used within 24 hours they probably will never be used. 2. Give participants a copy of the ‘Action Plan’ sheet wn and tell them that it is for their personal use during the training program 3. Advise participants to write down any idea or task from the training session that they feel is important to them. Also tell participants that it is their responsibility to look at their ‘Action Plans’ when, they get back to their worksplace the next moming. ‘Then anything they have noted down on their ‘Action Plan’ should be implemented, Discussion points 1, How many good ideas have they heard and then forgotten? 2 Isn't it easier for people to find all of their mpostant notes on one piece of paper rather than search through reams of paper tsying to find them? Variations 1. At the end of each training session participants could be asked to share their ‘Action Plan’ with the person sitting next to them 2, The facilitator could take copies of the participants’ “Action Plan’ to follow up with the individuals at a later date. iner’s notes 43Action Plan If you hear any good ideas or ways of performing @ task a beter way, this is the spot for you fo write them down. It has been Found that if new ideas aren't used within 24 hours, they are generally forgouen. When you get back to work put this sheet in a prominent place and make sure that you try all of the things that you have made note of,ile : 17. stretch Monitor iyeerview should be included in the introduction 4 program. It allows the participants to have an. Jajoil to the pace of the program. fecal | Vo pet the group ‘warmed up’ ‘iy allow the participants to have their say about jhe pace of the program or to allow them to set isa fine cequired ‘ine Alve of group Uslinited Material required Procedure 1. During the initial introductions tell the group that they will be responsible for themselves not falling asleep during the program, ™ ele 2. Ask for 2 oF 3 volunteers to take this responsibility Tell the volunteers that they are ‘stretch monio and that if they feel like standing up or having a stretch during the program they are to do so. Tell the other participants that they must do the same as the stretch monitors. 4. Also tell the group that you, as facilitator, don have the power to override the stretch monitors and that you have to remain sifent while the group performs its exercises. Note: You should prompt one of the volunteers to stretch shorty into the session so that everyone can see what happens. Discussion point 1. Can anyone suggest other types of exercises? Variations 1. With small groups only 1 or 2 monitors are required, 2, You can make all of the participants ‘stretch monitors. Trainer's notes18. Tied in Knots is an exercise/icebreaker that energises the group while building team spitit, Goals 1. To liven up the participants 2. 3 fier hunch. To get participants moving and laughing fo increase team spirit through simple problem solving Time required 10-15 minutes. Size of group Unlimited if time permits. Normally used for groups up 10 24 in size Material required None, Perhaps you should warn group members to wear comfortable clothes that they can move around in Procedure 1, Ask the participants to stand and form a circle in the centre of the training room, 2. With the participants standing in a tight cicle, them all to raise their left hand in the air heir 1T™ EY Fight hand is now pointed to the centre of the circle, When all participants have complied with these instructions tell them to lower their left hand and grab someone else’s right hand, Once this contact is made they are not allowed to byeak i. 3, Tell the participants that they are to untangle themselves without breaking their grip on each other. When untangled, they should again form a Je. Tell them not to worry if some of the members are facing away from the centre of the circle at the completion of the exercise. Discussion points 1, Did anyone break contact with the person on either side? 2. Would it have been possible to complete the exercise faster? Why? Should we do it again? 3. Did anyone undertake various roles within the ‘group? Variation 1, Ask if any of the participants would like to wear a blindfold during the exercise, This will lead to other obvious points to cover in the debriefing, ‘Trainer's notes be4) 19. Common Words the vith and his gle ich, ta he he ‘Overview tis exercise may be used during @ writing skills wise oF to demonstrate « decision-making process. Goals To allow participants to identify the 10 most commonly used writen words in the English language. 2, ‘To allow the group to participate in a decision: making process, 4. ‘To energise the group. Vime required 40-60 minutes. Size of group Unlimited. Material required Prepared flipchatt or overhead transparency. Procedure 1, fell the group members that they are going to ave to decide on the top 10 words used in the Trainer's notes ICML KS (et SB) glish language and that the official count nade from a kuge newspaper 2. The participants then have to decide on the 10 most commonly used words, and then the rank order of the words they select as being the most common. Give them 20-40 minutes to make their final decision, 3. Afier the time has lapsed, give the group feedback on their decision-making process. After the debrief has concluded they can be given the correct rankings Discussion points 1. How was the decision reached? 2, Who had the best logic? 3. Who sounded as if they knew the 4. Who were the informal leaders? Why? Variation 1. The group can be broken into smaller groups of 5-7 pamticipants. aThe Top Ten Words the of to Source 1986 counting of words from the Sydney Morning Herald. Information supplied by Professor David Blair, School of English, Macquarie University, Sydney,20. What’s Your Name? Bverview 1 simple icebreaker designed to allow the sioup, as well as the fa to remember everyone's names, Goals {To allow panicipants to recall each other's names © Vo allow the facilitator to recall all. participants’ time required Fo) minutes, Size of group. 40-29 participants, Procedure 1 Yell the group members thar at the end of this exercise they will hopefully know the names of all of the other participants. If name plates have been used, get the participanis to turn them face down. Tell the group that each person will introduce themselves by name and tell the group one unusual thing about themselves. An example could be ‘My name is Jack and 1 have a rose surcen’ ICL GA 3. Then tell the group that the next person is to repeat the previous person's name and the unnsval thing they told the group about themselves. That person then tells the group their name and one unusual thing about themselves, 4,. the remaining participants have to follow the same procedure but recall all names and items from the first person up to the previous person, Discussion points 1. Can everyone now remember all of the other participants’ names? 2. In everyday life we have problems recalling names. This technique can be tried, but people will probably have to think of the unusual thing themselves Variations 1. Ws best if you go first. ‘Then the group can see what it's all about. 2. You can go last, 0 make certain that they have motivation to remember all of the names. 3. Name tags can be used as well with larger groups. The name tag should be covered by the participant’s hand and only shown if the person trying to recall the name can't do 50, Trainer’s notes a,21. Beans Overview In this exercise participants see that identical objects can appear to be different in size, Goal 1. To become aware that what you see may not be right from a perception point of view. Time required 2-5 minutes, Size of group Up to 25. Material required 2 prepared cut-outs Procedure 1. Ask if everyone in the group has a reasonably ‘good iddea of judging sizes. 2. The cut-outs are held up Cone in each hand) so the whole group can see them. The shapes must MP i be held in the same direction facing the group and held about 30 cin apart 3. Ask the group to call out which of the shapes i: the largest in size. 4, Then swap the shapes into the other hands and ask again which shape is the largest. ‘This tin don't expect too many people to call out. 5. Then give the shapes to the group to examine and discuss, Discussion points 1. Why did they appear to be different sizes? 2. Was anyone manipulated at all? 3. Can everyone see that their perceptions may not always be correct? Variation 1. You can ask for 2 volunteers to hold the shapes. After asking the group the initial question, have the volunteers swap places while still holding their shapes, ‘Trainer's notes" Heans / ' Tomplate Cut out two shapes from this template Use frm paper or light boars so that they stand rigid whe being hold up. The two shapes are held in this postion.22. Pass It On Overview This exercise is designed to show how messages can, become distorted Goals 1. To make participants aware of how passed on messages can become severely distorted 2. To show participants that they need 10 improve their communication and listening skills, Time required 5-10 minutes Size of group Unlimited, but needs to be broken into subgroups of about 8-10 participants. Material required A copy of “The Story’ for each group, Procedure 1. Tell the group that stories can get mixed up iP the proper communication and listening skills are not used. Break the group into subgroups of 8-10 par- ticipants. These participants sit next (© each other Duc about a mete apart 3. The person at the front of each subgroup is given copy of “The Story’ to read silently. 4. Afier a couple of minutes they ate told that they ae to pass the story on (verbally, but whispering, CFML (AY 0 (tev) SB) so that others can't hear) to the person next to them in the subgroup. 5. ‘This is repeated swith all of the members, one at time passing the story they have just heard on 10 the next person in their subgroup. 6. When the last person in all of the subgroups been given the final version of their story, they are to tell the total group what they have been ‘old. Discussion points 1. How close was the final version to the original? 2. Does this type of thing happen in the workplace? Variations: 1. You can give each subgroup a different ‘story’ to Pass on, After each final subgroup member has told the whole group what they have been told, the first member from each subgroup should mimediately read out the original version. rhe same ‘story’ may be used with the whole group Forming a chain of communication 3. Take a member from each subgroup outside the training room and read them the ‘story’ to pass on. 4, Write « different and probably more relevant story for each training group. 5. You could give participants different levels of the organisation to represent G.e., General Manager Uhrough to Floor Staff), If this is done, each participant could tell the group the message that they received working from the last person back to the start ‘Trainer's notes 52The Story Memo to: General Manager From: Managing Director Tomorrow evening at approximately 7:30 pm, fireworks will be set off on the eastern side of the Sydney Harbour Bridge. This event has only taken place once before and that was on the 26 January 1988. As a token of goodwill to our employees, I would like you to arrange a bus to take all of your staff to the water- side balcony of the Sydney Opera House so that they may have spectacular views of the event. Before the fireworks commence I have arranged for one of the fireworks designers, Ms Sparky Burner, to give the staff an overview of what the fireworks signify. This will commence at 6:30 pm sharp on the balcony. In the case of rain the fireworks may be cancelled. Should this happen, please arrange to have the staff seated in the cafeteria on the first floor by 7:15 pm so that films of the previous fireworks may be shown instead.23. Building Blocks Overview This is a simple exercise where everyone can see the problems of one-way communication, Goals 1, To allow participants 10 observe one-way communication not working, 2. To allow participants to observe how the same scenario would have gone using two-way communication ‘Time required 20-30 minutes. Size of group Unlimited (as demonstration), long as they can all see the Material required 2 identically shaped sets of buitding blocks; some of the pairs must be different colours to allow extra confusion, Procedure 1. Ask for a volunteer who believes he or she is a good communicator and a volunteer who believes he or she is a good listener 2. The volunteers come to the front of the group and sit at a prepared table. The table should have a chair at each end and a screen or Partition through the centre so that neither can see the other side of the table. The rest of the group should stand around the table so that they can see the different moves. Ask that they remain silent during the communication phases, 3. Give each volunteer 2 bag containing a set of building blocks. Tell them that they both have a set of identically shaped blocks. C FR the ‘communicator’ to build something swith his or her set of blocks. 5. When that has been completed, tell the ‘communicator’ to give verbal instructions to the ‘listener’ on how 10 assemble exactly the same model. 6, Tell the ‘listener’ to follow the instructions given but not to tat back to the ‘communicator’ 7. When the instructions have been completed, allow the volunteers to look at each other's models 8, Then discussion should take place and highlight that two-way communication is essential for good communication. 9. Now get the volunteers to change roles and repeat the exercise, This time the ‘listener’ is (© ‘question any instructions not clearly understood. ‘The ‘communicator should also get feedback as to what has been carried out. 10, At the conclusion the volunteers are again allowed to look at each other's models. This time they should be very similar in appearance. Note; During debriefing you should make suxe that the volunteers are not seen as being poor at these skills due to this performance. Discussion points 1. Can we have good one-way communication? 2, What essentials are required for communication? good Variation 1, The building blocks can be substituted with 2 sets ‘of shaped paper cut-outs. The shapes are to be identical but a different mixture of colours should be used. ‘Trainer's notes 54KG es esiacasciisiatssenannnmoncmenineivie 24, Put Your Jacket On dverview Jhis exercise will show participants that their Jjoiuctions may not be as clear as they think, Goats Vo allow participants to see that their instructions tue not as clear as they think they are. = Yo allow participants to see how a task needs 10 he broken down into small segments for snstructional purposes. 4. ‘Yo allow participants to see that even instructions snust involve two-way communication, time required 1-20 minutes. Size of group Unlimited, as long as everyone can see the demonstration Material required A volunteer with 4 jacket or coat Procedure 1. Before the exercise, brief someone with a jacket or coat to help you, unknown to the rest of the group. Ask for a volunteer to give someone some instructions. 4. Then ask the person with the jacket or coat to come out the front and assist. Separate the 2 participants so that they cannot see each other “Taming their backs on each other will do. 4. Tell the first volunteer to give instructions to the other person on how to remove and replace the jacket ICF (QA 2 5, Finally inform the participants that there will be no communication between them apart from the instructions. ‘They may now start. You will have previously told the vohunteer with the jacket that they are 10 follow the instructions given, but 10 find other ways of interpreting them, for example putting an arm in a sleeve from the cuff or putting the jacket on upside down, et. 6. When the instructions have been finished, allow the 2 participants to turn to face each other. A discussion with the group involved should follow. After the debriefing you could perform the exercise a second time, but this time allowing two- way communication. This will allow the person receiving instructions to ask questions, and for the person giving the instructions (© use feedback t0 see if the instruction has been correctly understood. Discussion points 1. Can instructions be given effectively using one- way communication? 2. Ifan instruction is not carried out correctly, who is at fault? 3. How do we check to see if an instruction has been performed comectly or not? Variation 1. Alter the first demonstration, teams can be formed. fo devise a set of written instructions. The teams present their instructions back to the whole group. ‘Trainer's notes25. Light Your Cigarette Overview An exercise (0 show participants how difficult one- way communication can be. Goal 1. To allow participams to see the difference between one-way and two-way communication, Time required 10 minutes Size of group Unlimited. Material required. ‘A packet of cigarettes and a box of matches, Procedure 1, Ask for a volunteer who believes he or she is a good communicator and a volunteer who believes he or she is a good listener. 2. Ask the volunteers to come to the front of the group. Tell them that one is going to give the ‘other instructions on how to light a cigarette. 3. Ask the volunteers to turn back-to-back so that they cannot see each other. Tell the person crm receiving the information not to ask clarification of instruction, or ask any questions, or speak at all, Then the person giving the insinuctions proceeds, 4, After completion (or attempD of the exercise, you may lead into a discussion on the requirements for giving and receiving proper instructions Note: During debriefing you should make sure that the volunteers are not seen as being poor at these skills due to this performance. for Discussion points 1, Why didn't the instructions work? 2. How do we rectify poorly given instructions? 3. How shoukl we give and receive instructions so that they will work correctly? Variations 1. Other props may be used in place of the and matches 2. You could take the volunteer who is receiving the instructions aside and ask him or her to fallow the instructions exactly as stated, perhaps even misinterpreting some instructions without disobeying them. ‘Trainer's notes 56 ¢ |Re 6. Stepping In eeouview (i qnick exercise will allow the members of the _sny-to become more furniliar with each other. ficals {Te allow the group 10 start interacting with each athe Jo yet the group moving Vine required 510 ovinutes, size of group. Holinmted Material required {oll of coloured tape. Procedure J. Slick four strips of tape to the floor before the session commences. The strips should form a square and it should be large enough for all of the group members to stand inside it ITM ram (eA 2. At the beginning of the session point out the square on the floor an ask the panicipants t0 Ret inside the square, one at a time. You may prefer to make up a story as t0 why they have to get in i 3. When all of the panicipants are inside the square ask them 0 step out again. ‘Then take away one piece of tape and seplace it, making the square sinaller in size. Ask the participants to get inside the square again, one at atime. 4. Continue this procedure until all the panieipants are squeezing in and holding on to each other Discussion points Did anyone feel uncomfortable with the exercise! Why? 2. How does everyone feel about their own personal space? 3. Do some cultures have different views? Variations 1, Do it with group members in silence, 2. Do it blindlolded.27. Manipulation Overview ‘This card game tick can be used to show how easily people can be manipulated. Goal 1. To allow participants to see how easy it can be to. manipulate someone. Time required 5-10 minutes, Size of group Unlimited Material required A deck of playing cards and an envelope with a pr selected card sealed inside it (say, the Jack of Spades). Procedure 1. Ask everyone in the group if they are all familiar with a deck of playing cards; that is, that the deck contains 52 cards of 2 colours, 4 different suits and that there are 13 different face values. 2, Ask for a volunteer or select someone from the ‘group to assist in the next phase of this exercise. 3. Ask the volunteer to mentally select either the red or black cards from the deck and say which they've chosen. If they sclect red, you ask them to mentally discard the red cards. If they say black, you ask them to keep the black cards, ‘They are then asked to select fiom either the spades or the clubs. If they select clubs, you ask them to mentally discard the clubs. If they select spades, you ask them to keep the spades. Now ask them (o select from the group of numbered cards (2-10) or from the picture cards. If they select the numbered cards, you ask them to mentally dis ICMP (2B BS) them. If they say picture cards, you ask them te Keep the picture cards, Now ask them to scleet from the 2 higher value picture cards (the king ob ace) or from the lower 2 cards (ihe jack 01 queen). If they select the king and ace, ask then to mentally discard them, If they select the jack and queen ask them to keep them, Finally volunteer to select from the queen and the they select the queen tell them to discard it, If they select the jack tell them to keep it 4, All going to plan, the card finally left is the Jack of Spades. You now raise the sealed envelope and ask the volunteer to open the envelope. On opening the envelope, ask them to show the card that has been previously sealed inside, It is the Jack of Spades Then you can explain to the group that the volunteer has been manipulated into the selection of the desired card, Although the person made number of selections, the facilitator did what suited the selection—to either keep or discard it Note:'The exercise must be kept moving at a fast pace so that the group and the volunteer cannot see wha is happening. If you are going to use this exercise on more than one occasion, it is best to use the same card. This reduces the chance of errors, or stow sections where you have to think about the response. Discussion points 1, Was this a case of manipulation? 2, Do we see things like this happening in life? Variations 1, Any card may be selected from the deck beforehand and sealed in the envelope. 2. The envelope may be given to one of the group members at the beginning of the exercise, ‘Trainer's notes: _ 28, What Do People Want? Overview Shis is an exercise fo let managers see that their ceptions can be different to those of their staff Sails } To ket participants see that they may have different pesceptions of their staff's needs. Fo sce that different groups may identify people's nweds differently fime required 30 minutes. size of group Linlinyited, Material required, \ copy of the “What Do People Want?" worksheet and » pen for each participant. Procedure } Introduce the exercise by informing the pauticipants that they may not really understand Ueir staff's needs, 2 Mand out copies of the worksheet to the participants 4. Ask them to rank the items in order of importance in the column titled “Your Ranking’, 1 being the most important and 40 the least impostant. 4. When they have completed that task tell them the responses gained from managers duting an earlier stucly. Ask them to write those figures into the column titled ‘Managers’ Rankings. They can now compare their results 4, Alter the comparison has been made and icp Ud discussed, give the participants the “Employees! Rankings’ from the earlier study. Ask them to write these Figures into the appropriate column 6 Now lead a discussion into the different perceptions, Discussion points 1. Is anyone not surprised at the results? Why? 2. Is this a communication problem? 3. Why are the results like this? Variation 1, To start the exercise you may ask the group “Who, knows what their staff are after” Then go to step 2 Study findings: What do people want? Managers’ Employees Moxivators ranking ranking, Money i 5 Interesting work 5 6 Appreciation 8 1 Job security 2 4 Being an ‘insider’ 10 2 Promotion 3 7 Sympathy for problems 9 3 Working conditions 4 9 Loyalty from compa 6 8 “Tactlul disciplining 7 10 Source Unknown, Kovach, Uni Rankings from a study by Kenneth ssity of Maryland, 1980. Yrainer’s notesWhat Do People Want? Your Motivators ranking Managers’ ranking Employees’ ranking Money Interesting work Appreciation Job security Being an ‘insider’ Promotion Sympathy for problems Working conditions Loyalty from company Tactful disciplining