[Abstract] clean language

guide to David Grove's Clean Language

communications methods - examples and sample
questions
Clean Language is a communications methodology, developed by David J Grove, a New
Zealand 'Counseling Psychologist', during the 1980s and 1990s.

While initially used in clinical therapy, Clean Language offers helpful techniques to all
professional communicators, especially those working closely with others.

Clean Language techniques are aligned closely with modern 'enabling' principles of
empathy, and understanding, as opposed to traditional 'manipulative' (conscious or
unconscious) methods of influence and persuasion and the projection of self-interest.

Clean Language helps people to convey their own meaning, free of emotional or other
distracting interpretation from others.

As such Clean Language promotes better clarity of communications, neutrality and

objectivity (absence of emotional 'spin', bias and prejudice), ease of understanding, and
cooperative productive relationships.

These Clean Language materials are written exclusively for Businessballs by Judy Rees,
a UK-based Clean Language expert and author. The text draws extensively on Judy's
co-authored book, Clean Language, Revealing Metaphors and Opening Minds. The
contribution of these Clean Language learning materials is gratefully acknowledged.

Clean language - overview

Clean Language is a questioning and discussion technique used especially for
discovering, exploring and working with people's own personal metaphors.

The word 'metaphor' here refers to thinking or expressing something in terms of a

different concept or image. For example if someone says, "It's like..." or "It's as if…"
then the next thing you'll hear is probably a metaphor.
Expressions such as sick as a dog, over the moon, and ready for battle, are all
metaphors. The person isn't really sick as a dog, or over the moon, or ready for battle.
The expressions are images, partly for dramatic effect, and partly because a metaphor
is often the most natural and easy way to convey a meaning.

A metaphor is the use of imagery, to represent thoughts and feelings. Spoken and
written language is full of metaphors.

Metaphors and imagery are potentially very useful in communications because they
make abstract ideas more tangible, and can wrap large amounts of subtle and complex
information, including emotional information, into a relatively small package. (That's an
example of a metaphor..)

Aside from clinical therapy, Clean Language is most commonly used in executive
coaching, but its relative simplicity and its unusual approach to metaphor make it useful
in a wide range of other contexts, working with individuals and with groups.

For example Clean Language is now being used in:

 recruitment interviews
 team development and motivation
 gathering requirements for projects, like IT development
 market research
 business strategy development
 counselling
 and conflict resolution.

Metaphor and clean language

We use metaphor easily and naturally to communicate complex ideas, and to
understand other people's ideas.

For example, great speeches and written work tend to contain powerful and memorable
metaphors.

Shakespeare's metaphor 'All the world's a stage' is a particularly notable example.

Advertisers too have discovered that metaphors move us in a way that goes straight to
the heart - or to the wallet - because metaphors are such a powerful vehicle for
conveying meanings.
Metaphors are also extremely common in our everyday speech.

Research (Gibbs, Raymond W Jr., 'Categorization and metaphor understanding',

Psychological Review 99 [3]) has shown that we use up to six metaphors per minute in
English, mostly unconsciously and unnoticed. This is because metaphors underpin our
thinking, and bubble to the surface in the words we use. Metaphors are a natural
language of the mind, particularly the unconscious mind.

Clean Language uses the casual metaphors that occur naturally in speech to
reveal the hidden depths of our thought processes.

Clean Language brings thoughts we have not been conscious of into our
awareness, where they can be shared and enjoyed - and understood.

Metaphors are doors to deeper understanding - of self and others. Clean Language
provides the key for unlocking the metaphors.

Clean Language techniques help to translate unconscious feelings into conscious

awareness (for oneself and/or between people).

This significant feature of Clean Language has many practical applications, for example:

1. Have you ever had a hunch or instinct about something important, but been unable
to explain it or convince people around you? Using Clean Language questions can
develop that 'message from your subconscious' into more detailed thoughts, so turning
your 'gut feeling' into something really useful.

2. Clean Language can greatly enhance communication within groups. While metaphors
may often seem to be shared (e.g., 'We're a winning team') the details of each person's
metaphors are unique. Scratch the surface using Clean Language and you'll discover
the surprises behind a person's words - for example, is the metaphorical team a football
team, a Formula 1 team, or a quiz team? A 'team' - with all that the word implies -
means different things to different people. When everyone in a group is enabled to
share their metaphors, a new level of joint understanding and focus can emerge.

3. Clean Language can be used to discover people's motivations at quite a profound

level. People's metaphors reveal their values, and drive their behaviour. If a person
works at their best when they are like a striker in a football team, their focus may well
be on 'scoring goals' in any way possible, perhaps by bending the rules. Another person
may think of themselves as a member of the pit crew in Formula 1 and pay more
attention to combining speed and precision in their work. A third may feel more like a
quiz team member, placing a high value on knowing the facts. In this respect Clean
Language can help us to deal with different personality types, without requiring great
knowledge of personality theory itself.

4. Using Clean Language to explore a person's own metaphors creates a bridge

between the conscious and unconscious minds, enhancing self-awareness and self-
understanding. This is a powerful aid towards helping people achieve a desired change,
for example during the coaching process. Becoming aware of the metaphors around a
difficulty encourages a different kind of thinking, which can lead to transformation.

Clean language - history and origins

Clean Language was devised by a New Zealand-born psychotherapist, David Grove
(1950-2008), while working with trauma cases such as sexual abuse survivors and war
veterans during the 1980s and 1990s.

Grove later extended the fundamental Clean Language method to a number of related
concepts, notably Clean Space, Clean Worlds and Emergent Systems. The full extent of
Grove's work will perhaps take a little while to be interpreted due to his early death at
57.

The term Clean Language represents a distinct 'Clean' questioning method, and also
Grove's the over-arching methodology.

In developing Clean Language, David Grove devised a set of 'Clean' questions.

'Clean' in this context meant that the questions introduced as few of Grove's own
assumptions and metaphors as possible, giving the client (or patient) maximum
freedom for their own thinking.

Grove discovered that the 'Cleaner' the questions were, then the more effectively the
patient's metaphors could be developed into powerful resources (awareness, facts,
understanding, etc) for healing and change.

While David Grove did not publish widely (Grove's only book was Resolving Traumatic
Memories, co-authored with B I Panzer; Irvington, 1989) his methods achieved
outstanding results, which attracted worldwide attention in the therapeutic community.

During the 1990s Penny Tompkins and James Lawley (leading figures in the Clean
Language community) codified and developed David Grove's work, and wrote about it
in their book Metaphors in Mind (2000). Tompkins and Lawley used the term 'Symbolic
Modelling' for their blend of Clean Language, metaphor and modelling.

The model is likely to continue to evolve and be adapted and adopted in work, learning,
personal development, and no doubt beyond, because it is a powerful, appropriate and
useful concept.

Clean language principles

The way that we think has profound implications and powerful effects - on ourselves as
people, and also on our actions, and consequentially the effects of our actions on our
environment and people around us.

Clean Language attempts to enable our thinking (or more particularly the other person's
thinking if viewed from the questioner's viewpoint) to be as pure and clear as possible
so that clarity of awareness, understanding, decision-making and human relations is
optimised.

The fundamental principles of Clean Language are quite simple:

 Listen attentively.
 Keep your opinions and advice to yourself as far as possible.
 Ask Clean Language questions to explore a person's metaphors (or everyday
statements).
 Listen to the answers and then ask more Clean Language questions about what
the other person has said.

There are twelve basic Clean Language questions.

Supplementary specialised questions are used less frequently.

The questions are combined with words from the other person (patient, client,
whatever) - and theoretically no additional words from the questioner. Inevitably there
is sometimes opportunity or need to insert additional questions or words, especially if
using the methodology outside of a clinical environment, in which case the principle
remains that questions must be free of bias or other influencing input from the
questioner.

Very attentive listening is essential to the process - to ensure that the person's words
are accurately repeated in the question.
While at first sight this might seem constraining, once the questions are familiar they
become a flexible, multi-purpose toolkit. Like the notes of the musical scale, they can
be used to create anything - from a nursery rhyme to an orchestral symphony. (That's
another metaphor incidentally..)

If a person is seeking to change, then change may happen naturally as part of the
exploration process.

Clean Language is not a method for forcing people to change. The aim is to help and
enable.

A Clean Language facilitator may repeat back some or all of what the person says in
order to direct the person's attention to some aspect of their metaphor before asking
their next question.

In common with many positively oriented modern behavioural and coaching

methodologies, Clean Language works best when you 'go for the good stuff'.

This means:

Ask the questions about the positive aspects of a person's experience.

Ask about the things that the person wants (more of).

Beginners may find that the most obvious metaphors are metaphors for problems, but
exploring these is likely to be uncomfortable and less effective.

Focus on the positives.

The basic clean language questions (established by

David Grove)
In these questions, X and Y represent the person's words (or non-verbals)

Developing Questions

"(And) what kind of X (is that X)?"

"(And) is there anything else about X?"

"(And) where is X? or (And) whereabouts is X?"

"(And) that's X like what?"

"(And) is there a relationship between X and Y?"

"(And) when X, what happens to Y?"

Sequence and Source Questions

"(And) then what happens? or (And) what happens next?"

" (And) what happens just before X?"

"(And) where could X come from?"

Intention Questions

"(And) what would X like to have happen?"

"(And) what needs to happen for X?"

"(And) can X (happen)?"

The first two questions: "What kind of X (is that X)?" and "Is there anything else about
X?" are the most commonly used.

As a general guide, these two questions account for around 50% of the questions asked
in a typical Clean Language session.

Using clean language in work and business

The Clean Language concept is extremely flexible.

It can be used for all sorts of situations where 'Clean' communications and
understanding are helpful.

The structure below helps to consider different ways of using Clean Language methods
in work and personal development situations:
1. Applications focusing on the Clean Language questions.

2. Applications combining Clean Language and metaphors.

3. Applications using 'Clean' principles, but not necessarily using the Clean Language
questions or using metaphor.

Applications focusing on the clean language

questions
An example of this type of application is the 'Motivation in a Moment' process, which
was devised by UK-based practitioners Marian Way, Phil Swallow, and Wendy Sullivan,
and taught to 1600 leaders of weight management clubs.

Members had just a few minutes of the leader's personal attention each week, so the
organisation wanted the fastest, most effective way to make a real difference.

The process uses just a few of the Clean Language questions to help people to focus on
what they want to have happen, and what steps they need to take to achieve it.

1. What would you like to have happen? (Establishing a desired outcome.)

2. And what needs to happen (for that desired outcome)? (Checking the conditions that
need to be in place.)

3. And can (what needs to happen, happen)? (Checking that they have confidence that
it can be achieved.)

4. And will (you do what needs to happen)? (Checking motivation - note that this is not
a Clean Language question.)

Many research and requirements-gathering applications of Clean Language also take

this approach, capitalising on the ability of the Clean Language questions to reduce bias
in the results.
Applications combining clean language and
metaphor
An example of this kind of application is the use of Clean Language to help people
increase their experience of desirable states of mind (creativity, confidence etc., or the
state they regard as optimal for a particular task).

So, if an executive coach wanted to experience more of their optimal coaching state, a
Clean Language facilitator might ask:

"When you're coaching at your best, that's like... what?" (Encouraging the client to offer
a metaphor for the optimal state.)

The facilitator would then help the person to explore the resulting metaphor, using the
Clean Language questions, in any order, but most frequently using the first two
questions, 'What kind of X (is that X)? and 'Is there anything else about X?'

Other applications in this category include team alignment workshops in which

participants first explore their individual metaphors for working at their best, and then
combine their metaphors to form a team vision. This application was devised by UK-
based practitioner Caitlin Walker of the UK-based Training Attention company under the
name Metaphors@Work.

Applications using clean principles...

(... but not necessarily using the clean language questions or using metaphor)

A number of applications exist which are labelled as 'Clean' but which use neither
metaphor, not the Clean Language questions. These include the 'Clean Feedback Model'
(again devised by the Training Attention company) which offers a structure for
separating what has been observed from the interpretation of the observer.

Clean language - further learning and information

It is possible to use Clean Language based only on the principles in this article.
However, fuller training in the approach will enable you to use it in a more directed
fashion, and to work with more complex situations.

You can learn more about Clean Language at:

www.cleanchange.co.uk - (Judy Rees)

www.cleanlanguage.co.uk - (Penny Tompkins and James Lawley, leading figures in the

Clean Language community.)

Both of these websites have large libraries of articles about Clean Language, and its
applications and training.

www.trainingattention.co.uk has details of Caitlin Walker's work.

Read the book Clean Language: Revealing Metaphors and Opening Minds by Wendy
Sullivan and Judy Rees (introductory) or Metaphors in Mind by James Lawley and Penny
Tompkins (more advanced).

Clean language glosssary

Bind - refers to a 'catch-22' situation, i.e., where two interdependent factors lock
together to impede progress

Developing Question - a Clean Language question intended to uncover more

information about whatever the person is currently paying attention to.

Metaphor - a reference to one kind of thing in terms of another. If you can sensibly
add the words "it's like…" ahead of a statement, then it's probably a metaphor.

Metaphor Landscape - Clean Language questioning typically reveals a network of

linked metaphors within a person's thinking, referred to as a metaphor landscape.

Relationships - the connections between elements in the metaphor landscape.

Symbol - the individual elements within a metaphor landscape.

Judy rees - biography
Judy Rees is a former news reporter and media executive. Based in the UK, and co-
owner/director of Clean Change Company, Judy has been instrumental in highlighting
many potential applications of Clean Language beyond coaching and therapy, and
enjoys devising and developing new ways of using the approach and linking people and
ideas. Judy uses Clean Language with individuals and groups in sales and marketing,
interviewing, online networking, and in personal, team and business development. Judy
Rees can be contacted via www.cleanchange.co.uk.

Judy's contribution of these Clean Language learning materials to this website is greatly
appreciated.

In summary
The world is changing. 'Pull' replaced 'push' a generation ago; now 'help' is replacing
'pull', if you see what I mean.

Instead of 'stick or carrot' there are now far more positive and sophisticated options
available to modern communicators, coaches, teachers, managers, and leaders, for
motivating, helping, and developing people.

The enlightened and the enlighteners now concentrate on helping people achieve
choice and growth by enabling better understanding, awareness, and education.

Clean Language methodology is potentially very relevant tool in the overall process of
working towards positive change.

Like NLP (Neuro-Linguistic Programming), Clean Language theory came originally from
the world of psychotherapy but is increasingly being used in business situations.

In philosophical terms Clean Language is similar to communications concepts such as

Transactional Analysis.

The mutual awareness aspects of Clean Language relate strongly to the Johari Window
theory.

If you use and enjoy working with concepts like NLP, Transactional Analysis, Johari
Window, then you will probably enjoy working with the Clean Language concept.
Clean Language is a very modern methodology. Its aims are rooted in helping people -
not exploiting or manipulating people.

Clean Language is therefore naturally connected to the open and progressive

approaches we see increasingly being used by today's enlightened teachers and
leaders.

See also

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goal-planning and goal-planner template

assertiveness and self-confidence

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Tuckman 'forming storming' diagram - (doc format) - 28 May 2008

Businessballs Herzberg rocket analogy diagram - in powerpoint - see notes

John Fisher's Process of Personal Transition diagram - in powerpoint - 2003 version (ack
J Fisher) - see notes

Actual Total Cost diagram - in powerpoint - for selling and buying, and understanding
actual cost

Porter's Five Forces of Competitive Position diagram - MSWord/doc

Abraham Maslow's Hierarchy of Needs diagram, original five levels - MSWord/doc - and
in colour
Hierarchy of Needs seven levels diagram, adapted from Maslow's original model -
MSWord/doc

Hierarchy of Needs eight levels diagram, adapted from Maslow's original model -
MSWord/doc

J Stacey Adams Equity Theory diagram - MSWord/doc - now in glorious living colour

Douglas Mcgregor XY-Theory diagram - MSWord/doc - and in colour

The Businessballs Herzberg space-rocket diagram - word - simple effective illustration of

Herzberg's motivational theory - a picture tells a thousand words

Johari Window diagram and adapted illustration based on Ingham and Luft's concept -
word - good for all sorts of training and learning - aid to understanding and using the
simple and powerful Johari Window concept

David Kolb's learning styles diagram (mono) - MSWord/doc - illustration of Kolb's

learning styles theory (updated May 2006)

Kolb's learning styles diagram (colour) - MSWord/doc (May 2006)

workplace posture herzberg diagram - word - explains workplace posture from herzberg
theory perspective

Training, teaching, personal development and

training needs and competencies assessment tools
- excel/xls or word/doc format free downloads

new reflective diary template - Sharon Drew Morgen edition - MSWord/doc - with
acknowledgements to Ms Morgen - (Aug 2007)

reflective diary/journal template - MSWord/doc - original businessballs edition including

process and notes
free CV template and guidance notes - MSWord/doc - single sheet format, UK A4 paper
size - into which you can insert your own details - adapt it to suit your purposes

free new mental concentration test - MSWord/doc - mostly for fun - also good for
illustrating the need to read test questions before attempting answers

free multiple intelligences test - based on Gardner's model - in MSExcel/xls self-

calculating format

free induction training checklist working tool with suggested training items -
MSExcel/xls file

free VAK learning styles multiple-choice questionnaire test - MSWord/doc file - (ack V
Chislett)

lesson plan/training session planner and timings calculator (also acts as training
checklist template) - MSExcel/xls file - (ack N Darwent)

team-building activities evaluation form and outcomes notes, based on Kirkpatrick's

Learning Evaluation Model - MSExcel/xls file

quick training evaluation and feedback form, based on Kirkpatrick's Learning Evaluation
Model - MSExcel/xls file

360 degree appraisals form template - MSWord/doc

360 degree appraisals form template - MSExcel/xls

Leslie Rae's excellent before-and-after three-stage training evalution tool - MSExcel/xls -

good tool for all training courses and learning experiences, also for group training
effectiveness evaluation

set of different training evaluation forms and tools - Word - Leslie Rae's excellent set of
training evaluation questionnaires - free to adapt and use

Training planner tool - MSExcel/xls - simple, flexible tool for planning and designing
training courses - good for train-the-trainer courses too - breaks down the training
design process into achievable elements - helps you eat the elephant one bite at a time
manager skill-set assessment tool - (updated Aug 2006) - MSExcel/xls - flexible
individual assessment tool - use to provide input data for group training needs analysis
tool below - see the instructions for use and capability scoring guide

training needs analysis tool - manager skill-set - (updated Aug 2006) - MSExcel/xls - a
simple, flexible and powerful working spreadsheet tool for training needs analysis, jobs
and skills audits, and an easy way to identify, prioritise and plan group training - use in
conjunction with individual assessment tool above - see the instructions for use and
capability scoring guide

management skill-set assessment tool - Serbian Language version! (not such an

obscure thing if you are working in Serbia....) - see the instructions for use and
capability scoring guide

coaching template for skills or capability assessment - MSExcel/xls - flexible coaching

review template tool

template for assessing presentations - MSExcel/xls - good for presentations training,

especially to control and encourage objective and fair group feedback

assessment tool for individuals - commercial/business/sales skill-set - MSExcel/xls -

flexible individual assessment tool - use to assess individual training needs and
priorities, and to provide input data for group training needs analysis tool below - adapt
skill elements for your job roles - see the instructions for use and capability scoring
guide

training needs analysis for groups - working spreadsheet - commercial/business/sales

role simple, flexible and powerful working spreadsheet tool for groups and
organizational training needs analysis, job and skills audits, and for identifying training
needs, priorities and plans for groups - use with above personal assessment input tool -
adapt and add skill elements for your job roles - see the instructions for use and
capability scoring guide

Sales development tools - excel/xls or word/doc

format free downloads
monthly sales report template - MSExcel/xls - adapt and develop for your own situation

sales and business strategic planning tool - MSExcel/xls - for prioritising activities and
customers - good for sales and business workshops and meetings

sales and business development process flow diagram - word - simple effective method
of sales and business development - simple off-the-shelf selling process (see also the
sections on sales training and buying facilitation)

sales funnel planning tool - word - simple tool for sales planning, from targeted
prospect base through sales conversion stages, to sales values and numbers required -
excellent sales planning workshop aid, and sales management tool

Personality tests and other indicators - excel/xls or

word/doc format free downloads

free multiple intelligences test - adult and/or young people - based on Gardner's model
- in MSExcel/xls self-calculating format

free Multiple Intelligences test - manual test in MSExcel/xls

free Multiple Intelligences test - manual test for young people in MSExcel/xls

free VAK learning styles multiple-choice questionnaire test - MSWord/doc file - simple
quick free assessment of personal VAK learning style

leadership and motivation assessment tool - word - are you a truly motivational leader?
- a modern leadership self-test provided by leadership writer Blair Palmer

motivation indicator simple test - MSExcel/xls - flexible individual motivation assessment

tool, loosely based on Herzberg motivators and hygiene factors - good workshop tool

personality profile and motivation test - MSExcel/xls - multi-facet personality test and
discussion document for reviews, appraisals, and career direction dicusssions
graphology (handwriting anlysis) self-test - (doc file) - good for workshops, meetings
and personality profiling awareness and training

management style test based on McGregor's XY-Theory - (doc file) - to assess individual
preferred management style, and actual organizational management style

same free XY Theory test tool - two-page version with clearer layout and scoring - (doc
version)

Management tools - excel (xls) or word (doc)

format free downloads

free profit and loss (P&L) account trading planning template tool (MSExcel/xls) for small
businesses/enterprises/self-employment business plans, accounts and forecasting -
adapt for your own purposes

free SWOT analysis template worksheet version (doc file)

activity management template (MSExcel/xls file) - personal organisation and

management/coaching tool

delegation template tool based on SMART technique - MSExcel/xls - simple, flexible,

powerful aid for effective delegation and agreeing and following up SMART objectives

performance appraisals form - (doc file) - sophisticated modern performance appraisals

form - effectively a process in its own right - including self-assessment section and the
essential appraisal elements - adapt to suit your situation (revised August 2006)

Project Management Tips - (MSWord/doc format) free project management training

materials

Project Management Templates - (MSWord/doc format) free templates for project

management
(With thanks to Ron Rosenhead of The Project Agency for these two project
management materials)

Other training aids and tools - word/doc, excel/xls,

powerpoint/ppt format free downloads

MBTI® function dominance diagram in powerpoint slide format - with thanks to Simon
Pusey - (7 Nov 2006)

time management questionnaire - (doc file) - for time management improvement and
training - use with time log below

time management activity log template - MSExcel/xls - good aid for time management
training

perceptions matrix - (doc file) - fascinating illustration of how different personalities see
each other, based on the 'four temperaments/DISC' personality profiling theory - great
for team building and communications training - includes blank worksheet and answers

short training feedback sheet - (doc file) - simple training feedback form for end of
training course or programme

training certificate template - (doc file) - ready-to-use professional training certificate

template - adapt to suit your training situation

training process flow-chart diagram - (doc file) - illustration of classical training process
for individuals and organizations - use as an example or as a tool to develop and train
your own training processes

win-win game and score-sheet based on the prisoner's dilemma puzzle - (doc file) -
good for team building, workshops, training and collaborative attitudes development
main subjects in categories
browse resources and materials in subject groupings

There's a lot on this website aside from the resources above. Sometimes you can find
things easier in categories, hence this layout below, which attempts to show the main
subject sections in sensible groups.

You can use the Google site-search tool -

which includes the Businessballs Space Search

free publishing/promoting area.

Or browse the main subject sections in the layout below, and see where the pages take
you.

personal management humour, funny

development, and leadership and inspirational
self-discovery, theories, stories, amusing
self-help, models and and inspirational
motivation and gurus quotes
achievement
psychology corporate responsibility
and ethics
air traffic controllers funny
quotes

abstract images for feelings,

david mcclelland - aesop's fables
challenge and change
achievement motivation
company policy analogy -
assertiveness techniques
john adair's action-centred amusing
and self-confidence
leadership
courtroom gaffes
charisma - definitions,
adams' equity theory on
elements, development
job motivation
desiderata - inspirational
change and innovation
decision-making template adizes ten stages - poem and history
corporate life cycle model
cherie carter-scott's rules of do not stand at my grave and
life ansoff matrix weep

clean language - david benziger personality family fortunes funny wrong

grove's questioning assessment model answers
methodology
conscious competence funny letters to a council
coaching - life coaching and learning model
personal coaching
if - the inspirational poem by
decision-making - how to rudyard kipling
emotional freedom
techniques (EFT)
decision-making template insurance claims forms gaffes

emotional intelligence (EQ)

delegation - how to ladder theory of sexual
relationships
empathy
forming storming norming
performing model - murphy's plough - positive
employee motivation and tuckman thinking story
staff motivation surveys
herzberg's motivation free posters - motivational,
erikson's psychosocial
theory inspirational, funny
theory of human
development
albert humphrey's tam® quotes, maxims, rules,
business change model amusing extracts
the four agreements - don
miguel ruiz
charles handy - motivation quotes - inspirational
calculus motivational
graphology - handwriting
analysis
frederick herzberg - rocks in a bucket story
motivation theory
hard questions for an
authentic life - susan piver stories, research findings and
in search of excellence analogies
model - tom peters
johari window model and
free diagrams leadership tips tree swing picture

elisabeth kubler-ross - five kolb's learning styles weakest link funny answers
stages of grief
kotter's change model
life balance
maslow's hierarchy of
pay rises and salary needs
increases
performance management
personal change stages -
john fisher
six sigma® - definitions,
history, overview
personality theories and
types - jung, myers
situational leadership®
briggs®, keirsey, belbin, etc

x-y theory - mcgregor

transactional analysis - eric
berne - early theory
theory z - william ouchi
transactional analysis - eric
berne - recent theory quality management,
history, gurus, TQM,
process improvement, etc
mehrabian's communication
theory - verbal, non-verbal,
body language

motivational theory and

ideas

neuro-linguistic
programming (nlp)

pavlov's dogs
personal development -
modern integrated methods

personal development -
excellent BBC books series

problem-solving - how to

reiki healing, therapy,

training and history

reflective diary template -

sharon drew morgen edition
(msword) or (pdf)

sharon drew morgen -

facilitation model

stress and stress

management

time management tips

time management
techniques, free tools and
templates

"i am" - a script for self-help

and personal change

sales, team building, human resources

marketing, activities, processes,
strategy, exercises and recruitment and
business games, selection,
management working with training
and planning groups
age diversity and age
discrimination
activity management quizballs - 100's of free
template (MSExcel) questions and answers for
pub-quizzes, team games, 360 degree appraisals tips
dinner parties, etc and templates
advanced selling technique -
buying facilitation® - sharon
drew morgen brainstorming for team bloom's taxonomy of learning
building and problem domains
solving - how to
advertising tricks of the
trade employment termination,
brainstorming - advanced dismissal, redundancy, letters
'kaleidoscope' method for templates and style
aida - and other selling
creativity and deep
techniques
teambuilding
exit interviews, questions
examples, tips
balanced scorecard
delegating to a group -
and developing your team
grievance procedures letters
boston matrix
samples for employees
games, tricks, puzzles and
business planning and warm ups for groups
group selection recruitment
marketing strategy - how to
method
write
games and exercises for
team building
induction training checklist,
business strategy
template and tips
implementation and
more team building
realisation
activities and ideas
job interviews - tips,
techniques, questions,
buying techniques and
juggle - how to answers
strategy

meetings - how to plan job descriptions, writing

CRM - customer relationship
and run meetings templates and examples
management

plate spinning instructions multiple intelligences -

customer service - code of
practice and role - how to howard gardner's theory and
development the VAK learning styles
inventory
presentation skills and
environmental management techniques
and resources efficiency performance appraisals -
process and appraisals form
puzzles and conundrums -
template
franchising business - more complex
buying guide
team briefing process
role playing and role play
marketing guide games process and tips
training evaluation processes
needs creation selling 'scrambled words'
technique examples for language, training and developing
communications and brain people - how to
training
negotiation - how to
training and development
tannenbaum and schmidt policy/manual template
project management skills
continuum
and technique
kirkpatrick's learning
workshops - format and evaluation model
sales activator® - training
how to run
and development games
system HR performance evaluation
leadership and motivation
quiz
sales research summary of
key selling success factors
visual aids and props
ideas
sales training and selling
theories
team-building activities
evaluation form and
service contracts and supply
outcomes notes (excel
agreements template and
file)
tips

sostac® - pr smith's
business marketing planning
system
swot analysis - free
template and examples

pest market analysis - free

template

porter's five forces of

competitive position

glossaries, management environment,

dictionaries and and strategy design and
lists of terms diagrams lifestyle
(More diagrams and tools
sales and selling glossary on the free resources climate change implications
section including working for organisations, climate
msword, excel and change levy, agreements, etc
accents and diacritical
marks powerpoint files for free
download.) cosmology and the universe
demographics and lifestyle
classifications and UK porter's five forces ideas to help you go to sleep
population percentages diagram

intelligent buildings and

acronyms finder actual total cost diagram intelligent homes

books for training, self- people performance posture and workstation

development, language, and potential model diagram ergonomics
inspirational ideas (ack j addy - origin
suggestions please)
product design process and
cliches, expressions and tips
words - meanings and Herzberg Motivation
origins diagram
real ale - business, markets,
lifestyle lessons
Herzberg's Motivators
graph
 reiki healing, therapy, training
and history
cockney rhyming slang Johari Window diagram

small business start-ups

contracts and agreements Process of Transition
lessons and examples from
legal terms and definitions diagram
the third world
glossary
Adams Equity Theory
diagrams and tools - free diagram writing and
resources for download communicating
McGregor XY Theory techniques and
financial terms and ratios diagram
explained examples
Maslow's Hierarchy of
gifts and team games prizes Needs diagram advertising tricks of the trade
ideas
Hierarchy of Needs code of practice sample
greek alphabet diagram - adapted 1970's
seven-level model
complaints letters - how to
in search of excellence - write
summary Hierarchy of Needs
diagram - adapted 1990's
responding to customer
eight-level model
industrial classifications - UK complaints
SIC codes
Kolb's Learning Styles
writing a curriculum vitae (cv)
diagram
legal contracts terminology
glossary
writing effective job adverts
Customers/prospects
priority planning matrix
management gurus and
writing job descriptions
books listing
(More on the free
resources section writing a reference letter
metric prefixes table
including working msword,
excel and powerpoint files
writing a resignation letter -
money slang meanings and for free download.)
tips, samples and templates
origins
phonetic alphabet writing a resume

quotes, maxims, rules and writing technique - general

amusing extracts

quotes - inspirational
motivational

SIC codes - standard

industrial classifications

stories, research findings

and analogies

If you can't find what you want among the resources on this page:

look in the alphabetical left-side menu

or browse the category listings above

or use the site search tool at the top of the page.

emotional intelligence (EQ)

emotional intelligence theory (EQ - Emotional
Quotient)

Emotional Intelligence - EQ - is a relatively recent behavioural model, rising to

prominence with Daniel Goleman's 1995 Book called 'Emotional Intelligence'. The early
Emotional Intelligence theory was originally developed during the 1970s and 80s by the
work and writings of psychologists Howard Gardner (Harvard), Peter Salovey (Yale) and
John 'Jack' Mayer (New Hampshire). Emotional Intelligence is increasingly relevant to
organizational development and developing people, because the EQ principles provide a
new way to understand and assess people's behaviours, management styles, attitudes,
interpersonal skills, and potential. Emotional Intelligence is an important consideration
in human resources planning, job profiling, recruitment interviewing and selection,
management development, customer relations and customer service, and more.

Emotional Intelligence links strongly with concepts of love and spirituality: bringing
compassion and humanity to work, and also to 'Multiple Intelligence' theory which
illustrates and measures the range of capabilities people possess, and the fact that
everybody has a value.

The EQ concept argues that IQ, or conventional intelligence, is too narrow; that there
are wider areas of Emotional Intelligence that dictate and enable how successful we
are. Success requires more than IQ (Intelligence Quotient), which has tended to be the
traditional measure of intelligence, ignoring eseential behavioural and character
elements. We've all met people who are academically brilliant and yet are socially and
inter-personally inept. And we know that despite possessing a high IQ rating, success
does not automatically follow.

Different approaches and theoretical models have been developed for

Emotional Intelligence. This summary article focuses chiefly on the Goleman
interpretation. The work of Mayer, Salovey and David Caruso (Yale) is also
very significant in the field of Emotional Intelligence, and will in due course
be summarised here too.

emotional intelligence - two aspects

This is the essential premise of EQ: to be successful requires the effective awareness,
control and management of one's own emotions, and those of other people. EQ
embraces two aspects of intelligence:

 Und
erst
and
ing
you
 rsel
f,
you
r
goal
s,
inte
ntio
ns,
res
pon
ses,
beh
avio
ur
and
all.
 Und
erst
and
ing
oth
ers,
and
thei
r
feel
ings
.

emotional intelligence - the five domains

Goleman identified the five 'domains' of EQ as:

1. Kno
wing
your
emot
ions.
2. Man
agin
g
 your
own
emot
ions.
3. Moti
vatin
g
your
self.
4. Reco
gnisi
ng
and
unde
rstan
ding
other
peop
le's
emot
ions.
5. Man
agin
g
relati
onshi
ps,
ie.,
man
agin
g the
emot
ions
of
other
s.
Emotional Intelligence embraces and draws from numerous other branches of
behavioural, emotional and communications theories, such as NLP (Neuro-Linguistic
Programming), Transactional Analysis, and empathy. By developing our Emotional
Intelligence in these areas and the five EQ domains we can become more productive
and successful at what we do, and help others to be more productive and successful
too. The process and outcomes of Emotional Intelligence development also contain
many elements known to reduce stress for individuals and organizations, by decreasing
conflict, improving relationships and understanding, and increasing stability, continuity
and harmony.

emotional intelligence competence framework,

case studies, examples, tools, tests, information
and related theory references

The following excellent free Emotional Intelligence materials in pdf file format (Acrobat
Reader required to view) are provided with permission of Daniel Goleman on behalf of
the Consortium for Research on Emotional Intelligence, which is gratefully
acknowledged:

The Emotional Competence Framework - a generic EQ competence framework

produced by Daniel Goleman and CREI covering in summary:

 pers
onal
com
pete
nce
-
self-
awar
enes
s,
self-
regu
latio
n,
 self-
moti
vatio
n
 soci
al
com
pete
nce
-
soci
al
awar
enes
s,
soci
al
skills

'Emotional Intelligence: what is it and why it matters'. An excellent information paper

by Dr Cary Cherniss originally presented at the annual meeting of the Society for
Industrial and Organizational Psychology, in New Orleans, April 2000. This is a detailed
history and explanation of Emotional Intelligence.

The Business Case for Emotional Intelligence - a paper by Dr Cary Cherniss featuring 19
referenced business and organizational case studies demonstrating how Emotional
Intelligence contributes to corporate profit performance. The paper is an excellent tool
which trainers, HR professionals and visionaries can use to help justify focus,
development, assessment, etc., of EQ in organizations.

Guidelines for Promoting Emotional Intelligence in the Workplace - a paper chiefly

constructed by Cary Cherniss and Daniel Goleman featuring 22 guidelines which
represent the best current knowledge relating to the promotion of EQ in the workplace,
summarised as:
paving the way

 asse
ss
the
orga
nizat
ion's
nee
ds
 asse
ssin
g
the
indiv
idual
 deliv
erin
g
asse
ssm
ents
with
care
 maxi
misi
ng
lear
ning
choi
ce
 enco
urag
ing
parti
cipat
ion
 linki
ng
goal
s
and
pers
onal
 valu
es
 adju
sting
indiv
idual
expe
ctati
ons
 asse
ssin
g
read
ines
s
and
moti
vatio
n for
EQ
deve
lop
men
t

doing the work of change

 fost
er
relat
ions
hips
bet
wee
n EQ
train
ers
and
lear
ners
 self-
direc
ted
 chna
ge
and
lear
ning
 setti
ng
goal
s
 brea
king
goal
s
dow
n
into
achi
evab
le
step
s
 prov
iding
opp
ortu
nitie
s for
prac
tice
 give
feed
back
 usin
g
expe
rient
ial
met
hods
 build
in
supp
ort
  use
mod
els
and
exa
mple
s
 enco
urag
e
insig
ht
and
self-
awar
enes
s

encourage transfer and maintenance of change (sustainable change)

 enco
urag
e
appli
catio
n of
new
lear
ning
in
jobs
 deve
lop
orga
nizat
ional
cultu
re
that
supp
orts
lear
ning
evaluating the change - did it work?

 eval
uate
indiv
idual
and
orga
nizat
ional
effec
t

More information about Emotional Intelligence, plus details of EQ tests, EQ training and
EQ development in general are available at the Consortium for Research on Emotional
Intelligence in Organizations.

tips on how to explain emotional intelligence -

perspectives and examples

As mentioned above, Daniel Goleman's approach to Emotional Intelligence is not the

only one. The work of Mayer, Salovey and Caruso is also very significant in the field of
Emotional Intelligence and can be explored further on John Meyer's Emotional
Intelligence website.

When teaching or explaining Emotional Intelligence it can be helpful to the teacher and
learners to look at other concepts and methodologies, many of which contain EQ
elements and examples.

Emotional Intelligence tests/activities/exercises books - for young people ostensibly, but

just as relevant to grown-ups - provide interesting and useful exercises, examples,
theory, etc., for presentations and participative experience if you are explaining EQ or
teaching a group. For example '50 Activities For Teaching Emotional Intelligence' by
Dianne Schilling - my copy was published by Innerchoice Publishing - ISBN 1-56499-37-
0, if you can find it. Otherwise look at Amazon and search for 'activities for teaching
emotional intelligence').

There's a very strong link between EQ and TA (Transactional Analysis). To understand

and explain EQ you can refer to the 'adult' aspect of the TA model (for example, we are
less emotional intelligent/mature when slipping into negative child or parent modes). In
this way we can see that one's strength in EQ is certainly linked to personal experience,
especially formative years.

NLP (Neuro-Linguistic Programming) is very relevant to EQ, as is Multiple Intelligences

Theory.

Ethical business and socially responsible leadership are strongly connected to EQ.

So is the concept of love and spirituality in organisations. Compassion and humanity are
fundamental life-forces; our Emotional Intelligence enables us to appreciate and
develop these vital connections between self, others, purpose, meaning, existence, life
and the world as a whole, and to help others do the same.

People with strong EQ have less emotional 'baggage', and conversely people with low
EQ tend to have personal unresolved issues which either act as triggers (see
Freud/Penfield TA roots explanation) or are constants in personality make-up.

Cherie Carter-Scott's 'If Life Is Game' and Don Miguel Ruiz's The Four Agreements' also
provide excellent additional EQ reference perspectives.

Empathy and active interpretive modes of listening are also very relevant to EQ.

Ingham and Luft's Johari Window and associated exercises on the free team building
games section also help explain another perspective. That is, as a rule, the higher a
person's EQ, the less insecurity is likely to be present, and the more openness will be
tolerated.

High EQ = low insecurity = more openness.

A person's preparedness to expose their feelings, vulnerabilities, thoughts, etc., is a
feature of EQ. Again the converse applies. Johari illustrates this very well (see the
Johari Window diagram pdf also).

Maslow' theory is also relevant to Emotional Intelligence. Self-actualizers naturally have

stronger EQ. People struggling to meet lower order needs - and arguably even middle
order needs such as esteem needs - tend to have lower EQ than self-actualisers. The
original 5 stage Hierarchy of Needs explains that all needs other than self-actualisation
are deficiency drivers, which suggest, in other words, some EQ development potential
or weakness.

There is a strong thread of EQ running through Stephen Covey's 7 Habits.

In fact, most theories involving communications and behaviour become more powerful
and meaningful when related to Emotional Intelligence, for example:

Leadership

Buying Facilitation®

Benziger Thinking Styles and Assessment Model

McGregor XY Theory

experiential learning
experience-based learning - guide to facilitating effective experiential learning activities

Experiential learning is also referred to to as

experiential teaching, or experiential training and Different types of learning
development, or experiential activities, and other and development are
variations of these terms. required for different
purposes.
However the word learning is significant, since it
emphasises the learner's perspective, which is Conventional teaching and
crucial to the experiential learning concept. training are based mainly on
knowledge/skills transfer, but
Conversely, the words training and teaching this does not address
significantly reflect the teacher or training individual growth and
perspective (on behalf of the teaching or training potential particularly well.
organisation - e.g., a school or employer).
This is because conventional
Experiential learning is therefore the most skills/knowledge transfer
meaningful name for this concept. usually assumes (wrongly)
what the individual needs to
learn, and the best way in
The word experiential essentially means that
which they can learn it. In
learning and development are achieved
addition, the subject matter
through personally determined experience and
tends to be focused on
involvement, rather than on received teaching or
organisational needs, or the
training, typically in group, by observation, listening,
need to pass an exam, which
study of theory or hypothesis, or some other transfer
are usually a little different
of skills or knowledge.
(sometimes a lot different)
from an individual's natural
The expression 'hands-on' is commonly used to strengths and preferred
describe types of learning and teaching which are to personal direction.
a lesser or greater extent forms of experiential
learning.
Experiential learning is a
powerful way to address
The expression 'chalk-and-talk' (the teacher writes on individual growth and
a board and speaks while learners listen and look and potential, which is commonly
try to absorb facts) refers to a style of teaching or a much neglected approach
training which contains no experiential learning to teaching and developing
aspect whatsoever. people of all ages.

We might also regard experiential learning as Experiential learning is

growing a person from the inside, whereas adaptable for individual style,
conventional teaching and training is the transfer of preferences, strengths,
capability into a person from the outside. direction, etc. As such it is
more likely than conventional
prescribed training or
Experiential learning is determined and controlled by teaching to produce positive
the individual for the purpose of achieving personal emotional effects, notably
development and growth, whereas conventional confidence, self-esteem, and
training and teaching tend to be designed and a sense of personal value
delivered by an organisation for the purpose of and purpose.
developing the capabilities (usually knowledge and/or
skills) of a group of people, necessary to meet
People need learning which
 organisational needs or to achieve a known is adaptable for them as
measurable standard or qualification. individuals, and also the
traditional prescriptive
teaching and training
There is a place for many types of learning and
focused on external needs,
teaching/training, and specifically these two types:
typically of the organisation,
or to pass exams or gain
 conventional prescribed teaching/training - the qualifications.
transfer of pre-determined knowledge/skills - 'from
the outside, usually for an external purpose'.
It is important to use the
 experiential learning - development of people
best sort of learning and
as individuals - 'from the inside, usually for an
development methods for
internal purpose'.
the given situation.

People need certain prescribed skills and knowledge

Only a balance of methods
for their education and their work. But they also need
can satisfy organisational
to be helped to develop as individuals too, which
and external needs, and also
interestingly also carries many benefits for external
help the individual grow as a
purposes.
confident and contented
person.
in work and society most problems stem from people
feeling unhappy or being unfulfilled. Conventional
Organisations and those who
skills/knowledge transfer training/teaching does little
formulate educational
to counter these effects. Individual growth - via
policies should consider that
experiential learning - most certainly offers ways to
organisations and societies
address personal feelings of confidence, fulfilment,
function better when people
sense of purpose, etc.
are fulfilled and growing
according to their natural
In conventional teaching and training the needs of preferences, far more than
the 'organisation' (which might be an employer or they do by being skilled and
school or college, etc) are the primary driver of the measured in the extremely
learning content, design, delivery and assessment. In narrow competencies that
experiential learning the starting point is quite those in authority deem to
different - the starting point is the person, and the be vital.
primary driver is to help the individual grow and learn
and develop in their own direction and in their own
Teaching and training people
way.
must focus on individual
potential and styles, as well
Unfortunately the notion of developing people as as on the needs of the
individuals is regarded by many employers (and much surrounding system.
of the educational establishment) as less efficient and
effective than conventional training and teaching.

This is because employers and educational policy-

makers tend to see training and teaching in terms of
organisational or bureaucratic requirements, or in
terms of qualifications and standards, or in terms of
short-term costs and efficiencies; and given this basic
assumption it's easy to see why so much training and
teaching avoids the costs and time in developing
individuals, when the priority is so strongly to
manage and achieve organisational or systemic
requirements.

The benefits however of developing people as

individuals (in addition of course to transferring
capabilities necessary to pass exams and contribute
to organisational activities) are huge. By developing
people as individuals - rather than simply transferring
arbitrary capabilities - we develop people's
confidence, self-esteem, personal strengths, and
crucially a rounded sense of purpose and fulfilment
which fundamentally improve attitude, life-balance
and emotional well-being. These immensely
important outcomes are just as important for
sustainable productive work and a healthy society as
the essential skills and knowledge typically
represented in conventional education and work-
related training.

Developing people as individuals, which is at the

heart of experiential learning, also implicitly enables
learning methods to fit each person's own preferred
learning styles and natural preferences, because
learners are encouraged and helped to learn and
develop in their own ways, using methods which they
find most comfortable and therefore enjoyable.

When people can be helped to discover that learning

and development itself can be fun and emotionally
rewarding, then we provide a platform for all sorts of
learning and development in the future. Conversely,
when we subject people to inappropriate teaching or
training, which does not interest them or fit their
preferred learning style, we put people off learning
and development, sometimes permanently.

Experiential learning, especially used at the beginning of a person's new phase of

learning, can help to provide a positive emotional platform which will respond positively
and confidently to future learning, even for areas of learning which initially would have
been considered uncomfortable or unnecessary.

Experiential learning also brings into play the concept of multiple intelligences - the fact
that people should not be limited by the 'three Rs' and a method of teaching based
primarily on reading and writing.

Experiential learning is a way to break out of the received conditioned training and
teaching practices which so constrain people's development in schools and work.

It does this because it is centred on the individual - not the training or the surrounding
system. It works on the basis that people can and should be developed from the inside
out, not the other way around. In merely transferring and conveying knowledge to a
person we do very little to help them grow as individuals, and when we starve this need
most people quickly begin to lose confidence and hopes of becoming someone special
in life.

Differences between experiential learning and conventional training and teaching might be represented
simply as:

conventional training experiential learning

training-centred/focused - theoretical learner-centred/focused - really doing it

prescribed fixed design and content flexible open possibilities

for external needs (organisation, for internal growth and discovery

exams, etc)

transfers/explains knowledge/skills develops knowledge/skills/emotions via

 experience

fixed structured delivery/facilitation not delivered, minimal facilitation,

unstructured

timebound measurable components not timebound, more difficult to

(mostly) measure

suitable for groups and fixed outcomes individually directed, flexible outcomes

examples: powerpoint presentations, examples: learning a physical activity,

chalk-and-talk classes, reading, games and exercises, drama and role-
attending lectures, exam study, play which becomes real, actually doing
observation, planning and the job or task, 'outward bound'
hypothesising, theoretical work, unreal activities, teaching others, hobbies,
role-play. pastimes, passions.

I am grateful to Martin Thompson of MTA, an expert in the experiential learning field

for the following detailed explanation of the concept and its core principles, chiefly as
they apply to the facilitation of experiential learning activities and events. The article
below is based on an item written in January 2008 by Martin Thompson called
'Experiential Learning in Action: Beyond the Ropes' which was first published in the New
Zealand Human Resources Institute Magazine.

While mainly focused on organised experiential activities, games, events and exercises,
etc, the principles below can be adapted for other forms of experiential learning and
development, for example job secondments and specially delegated projects, for which
the techniques below offer an immensely helpful alternative approach compared with
conventional methods of task-based review, which tend to ignore many valuable
individual learner opportunities and lessons.

The essence of effective experiential learning is that the entire process is centred
(centered to USA-English speakers, sorry) on the learner - not the task, not the
organisational objective, not the qualification standard, not the group, and certainly not
the trainer's or the teacher's personal opinions. In this respect the underpinning
philosophy of well executed experiential learning has much in common with the
principles of good modern life coaching, and also interestingly in facilitative decision-
making methodology, both of which place the other person at the centre of the issue,
not the coach, seller, or organisation.
experiential learning activities - concept and
principles

The conceptual basis of the process of experiential learning is commonly related to

Kolb's Learning Cycle (Kolb and Fry 1975). This model can be developed for experiential
learning and summarised in the diagram below.

Diagram adapted from Kolb's learning styles and process theory as it might be applied
to experiential learning.

This 'Learning Cycle' provides a helpful simple diagram of the process of experiential
learning, which is broadly:
 1. do
2. re
vi
e
w

3. de
ve
lo
p
an
d
im
pl
e
m
en
t
id
ea
s
fo
r
im
pr
ov
e
m
en
t.

Here follow the principles of experiential learning on greater detail, especially as they
relate to organised activities, events and games, etc.

1 - learner is central

The learner is central to the process throughout, the facilitator provides the learner with
a service. The principle that the success of the experiential approach to learning
depends on the learners is fundamental. Therefore the facilitator must understand that
learners can only make best use of their opportunities if they are ready, willing and able
to become personally involved in the learning process: learners have to be prepared to
actively develop their understanding, critique and evaluate the messages in their
context and then work hard to apply appropriate learning.

2 - facilitation must be light and subtle

Principle 2 Individuals can and do learn without facilitation. Learners learn experientially
by reflecting on their experiences, developing personal insights and understandings
through involvement in intellectual, emotional and physical activity. This can be (and
often is) done by an individual without any external help. A facilitator is not a
prerequisite. Experiential learning involves people in working things through for
themselves and developing their own understanding, so facilitators should always be
seeking ways to enable this to happen. Although effective facilitation can add
tremendous value, facilitators should remember that inappropriate facilitation can
hinder, rather than help learning; they should not instruct, proffer knowledge, proscribe
or offer personal wisdom.

3 - find/create experiential learning opportunities

A facilitator should help create learning opportunities and enable others to recognise
and make good use of these opportunities. The facilitator can provide help during each
element of the learning cycle by creating an appropriate learning environment,
providing an activity that will initiate the learning process, creating an atmosphere and
framework conducive to constructively critical review, (guiding thinking and challenging
to developing understanding) ensuring that any conceptual thinking is progressed to
meaningful conclusions and opportunities for improvement identified. Facilitation is a
complex and skilled process.

4 - reactions to experiences vary so don't pre-judge

You cannot predict the learning an individual will take from an activity. Because
individuals are personally involved in experiential learning individuals can take very
different messages from a single event. An obvious example is one where a person fails
to listen to another. If they are to learn, both individuals need to understand their part
in their failure to communicate, but the causes could be numerous and therefore each
persons learning very different. So for example, behaviours seen in an individual who
isn't heard could be; doesn't express ideas clearly, doesn't check the 'listener has
understood', speaks when the other person isn't ready to listen, doesn't help the
listener understand the significance of the information, fails to develop the idea, backs
down when challenged, etc. Similarly example reasons why a 'listener' doesn't listen
could be; doesn't see the issue as being important, had prejudged the issue, is
distracted by personal thoughts, doesn't respect the other person (and or their views).
Therefore one event can provide the individuals involved with quite different or even
diametrically opposed learning.

5 - single events can enable several different

learning effects

There is potential for the learning to be at several levels. In the example used in note 4
above I gave behaviours for not being heard, but reasons for not listening. Typically
addressing and developing behavioural change is less challenging than addressing the
reasons. Taking the example from above, it can be seen that there is a hierarchy of
challenge that the facilitator can encourage the learner to address: realising the need
(e.g. I won't be listened to if the other person is speaking) developing the skill (e.g.
speaking clearly and concisely) developing the confidence or self esteem (e.g. believing
that I and my views are of value) challenging personal attitudes (e.g. questioning
personal drivers and belief systems).

6 - build confidence before addressing attitudes

and behaviour

Developing basic skills in a supportive environment is relatively simple, changing day to

day behaviour is another matter. After having read this note it might be tempting to go
straight to the fundamentals and target attitudes first. (If you have a positive attitude
and personal confidence it is easier to implement personal change.) However
remembering that the learner has to want to learn, it is far safer to build the learners
confidence through success with skill development and behavioural change in simple or
superficial areas first. When some progress has been made you can consider raising
and tackling more fundamental issues like personal confidence and attitudes to others.
It's worth being aware however, that a knock on effect of individuals beginning to use
new skills and realise their benefits can be a growth in self esteem and personal
confidence.

7 - the activity must be real and engaging - not

based on artificial impact

A learning activity is a means to an end, not an end in itself. The purpose of an

experiential learning activity is to create an opportunity for valuable and memorable
personal leaning. The ideal activity will engage, stimulate and challenge with individuals
becoming absorbed in the task as themselves. It will not involve role play in a
conventional artificial sense. All activities must be designed, managed and facilitated
carefully so that the activity has impact, but it isn't so memorable that these 'activity
memories' override the impact and memory of the learning. If this happens the lasting
memory may be an aspect of the activity, not the learning that was realised.

8 - ensure activities allow adequate and

meaningful reviews

An effective activity provides the opportunities for learning with as few distractions as
possible. It can be great fun to run 'big activities' (although some people hate them)
and there is no doubt that 'ropes' courses (as 'outward bound' activities are referred to
in some parts of the world) and outdoor team challenges can generate real learning
opportunities, but take care. Besides the risk of big events overpowering their intended
lessons, the duration of these activities often means that many learning opportunities
are lost; valuable incidents can get forgotten or overlooked or submerged in the
complexity of the task. Although less memorable in themselves, running several short
activities (10-30 minutes) each followed by its own review will often have far greater
long term impact that one big activity.

9 - carefully reviews of activities are crucial

The learning review is a vital stage of every activity. It should be planned as part of the
design, not left to chance. Reviews can take many forms but all must engage the
learners. The ideal review will involve the learner in personal thought, challenge and
discussion before coming to some form of conclusion. It is often useful if a period of
individual reflection, guided by open-ended or tick-box questionnaires, is followed by a
facilitated discussion. If it is to be of real benefit, the review must be an honest critique
of what happened and the contributions of each individual. Real issues should not be
swept under the carpet, but equally criticism must be constructive.

10 - accentuate the positives

Concentrate learning and reviews on the positives more than the negatives. It is all too
easy to focus on the negatives but this can seriously undermine confidence in the whole
idea of learning and development if the negatives are over-emphasised, especially for
people who are not especially robust. It's obvious that if something goes wrong, or just
doesn't go as well as we hoped, there will be benefit in review and change. It can,
however, be equally beneficial to review what's gone well. It's not only motivating to
recognise and focus on success, but finding out what caused the success and seeking
ways to make greater or wider use of it can reap tangible rewards.

11 - use stimulating questions in reviews,

especially for groups discussions

A review discussion is an opportunity for learners, helped by the facilitator, to develop

their own understanding and draw their own conclusions. The role of the facilitator is to
enable others to learn by drawing out the issues and developing the learning that is
relevant to the individuals. The facilitator should ask questions that will stimulate
thought about relevant issues and enable the group to use answers given to develop
further thought and learning.

12 - resist temptation to give answers - ask

questions only

Don't tell people what they should learn. An observer is in a privileged position, often
seeing aspects that are not obvious to others. If you observe a point that isn't raised
during a review it is legitimate to raise it, but only through questioning. If, despite
questioning, individuals don't relate to the point, there is no benefit in pursuing as any
'learning' will not be theirs. A better option is for you to run another activity designed to
focus more attention on this specific point. Whatever happens, don't be tempted to
provide a 'professional analysis' as this approach takes the ownership of the learning
away from the individual.

13 - have faith in people's ability to learn for

themselves

Believe in the learners: they can and will make experiential learning opportunities work
for them. To be an effective facilitator of experiential learning you have to believe,
really believe, in others. You have to believe that they have the potential to make
progress and be committed to the fact that your role is to provide opportunities for
others to learn and progress.

14 - it's about them not you

Forget your ego. Your success is individuals capitalising on their personal learning. As
an effective facilitator you have to be satisfied with the knowledge that you offer and
develop opportunities for others to learn, many of which will go unused or undervalued.
You have to accept that you are not offering 'tangible and technical' contributions and
therefore will not be able to look back and say 'I taught this person x or y'. If you're
lucky however, every now and again in the years to come you will hear of some far-
reaching consequences that will go way beyond what you might have hoped or
imagined.

15 - getting started

Perhaps not surprisingly the best way to start is to experience facilitating - actually have
a go at it: experience the process. Find a group of people who are happy to be 'guinea
pigs' and just try a simple activity that is tried and tested. Think about the activities
you've experienced yourself in the past. Talk to other people. Ask the potential
delegates if they have ideas and preferences or recommendations.

You might also want to look at the various experiential learning activities developed by
Martin Thompson himself, linked from Martin's biography below.

© Experiential Learning Activities - Concept and Principles, Martin Thompson and MTA,
2008.

martin thompson biography

Martin Thomson studied Experimental Psychology at Cambridge University, where he

achieved a BA hons. and MA. He also has a Diploma in Personnel Management and is a
Fellow of the Chartered Institute of Personnel and Development. As the founder and
CEO of MTA International, Martin has designed and developed practical leadership and
teamwork training packages, which are used in over 100 countries and in 1000's of
organisations.

Martin Thompson's contribution of the core principles facilitating effective experiential

learning is gratefully acknowledged.
For further information about Martin Thompson and MTA's services see the website:
mta-international.com.

experiential learning - footnote

The vast majority of teaching and training in education and work continues to be
conventional, narrow and highly prescribed - not experiential.

Teaching and training is oriented virtually exclusively to meet external needs, not
people's individual needs and potential.

This is largely because in education and work, commonly the needs of the organisations
(whether educational government department or employing organisation) are put
before the needs of the individual.

To a certain extent experiential learning is counter-intuitive, which fools a lot of

supposedly clever people. Administrators and business leaders tend to choose the
quickest fix, the shortest path from A to B. "If someone does not possess the skills or
knowledge, then give it to them," they say, and try to do. Simple. But not so. This
ignores the human and emotional aspects altogether. People are not machines which
can be programmed or filled with new skills or knowledge.

People learn and develop in different ways and in different directions, if they can be
given the chance. One size does not fit all.

In the UK and especially England we also seem to have some paternalistic culture
problems which influence the way that organisations, business, education and
government operate. People in authority tend to think they know best what everyone
else needs, and this arrogance - combined with obsession for cost savings,
measurement and control, and inability to trust others to do a decent job - all tend to
create and sustain highly prescriptive organisation-centred and 'sausage-machine'
methods for teaching and training people.

Training for work continues to be designed and delivered almost exclusively to meet
organisational needs. Teaching in schools, despite society's obvious difficulties and
requirement for a more holistic approach to educating and developing young people,
remains frustratingly fixated on passing bloody exams and gaining entrance to
university, which judging by take-up and drop-out rates manifestly meets the needs of
at most about half of all young people.

In work and in mainstream education the 'whole-life' needs of people are effectively
ignored. No wonder society is 'broken' and so many people are unhappy.

Properly organised and facilitated experiential learning, along with other similar
approaches to developing people as individuals, can help enormously in attaining a
much more useful balance in the ways we teach, train, develop and attempt to give to
people the skills and emotional well-being we all need for a happy productive life.

Whatever your teaching and training responsibilities, give it a try, and you will see how
much more effectively you can begin to address the real personal development needs
of people - young or old - and consequently see improvements in confidence, self-
esteem, personal responsibility and maturity, etc., which are commonly so elusive when
approached through conventional prescriptive teaching and training methods alone.

Again my thanks to Martin Thompson and MTA for the main technical content of this
guide to facilitating effective experiential learning activities.

See also:

teambuilding principles

role-playing theory and methods

love and spirituality at work

coaching

personality theories and models

training and developing people

managing change
and the many other free learning resources.

katherine benziger
dr katherine benziger - personality assessment,
thinking and working styles

Dr Katherine Benziger is a true pioneer and leading expert in her field. Her work has for
the past 25 years focused on the proper and ethical development and application of
personality assessing in the global business environment. Significantly, Dr Benziger
prefers the term personality assessing, rather than personality testing, to
describe her approach. Katherine Benziger is keen to distance herself from the
'personality testing' industry, for which 'falsification of type', and the interests of the
individual - rather than the organisation - are not generally seen as a priority concerns.
For Dr Benziger they are.

See also the Personality Models and Types section which includes more about
Benziger's theory in relation to Jung, Myers Briggs, Eysenck, and other personality
theories.

Also importantly, Benziger's systems are not psychometric tests. Many non-scientific
people now use the term 'psychometrics' to cover the wide range of systems and tools
used in testing, measuring and assessing all kinds of attributes in people, but strictly
speaking this is incorrect. The term 'psychometrics' actually means the psychological
theory or technique of mental measurement. Psychometrics and psychometric tests in
this pure sense are often (and in certain countries necessarily) practised and
administered only by people holding a PhD in psychology. This inherently can cause
'pure' psychometrics theory and testing tools to be less accessible for typical business
and organisational applications.

Benziger's work, model and assessment systems are instead based on the
measurement of brain function and energy consumption in the brain. This
study of brain function is a different science, and a more recent one than psychology
and psychometrics (the study of brain function has for instance been particularly
aided by the advent of recent brain scanning technologies such as PET and MRI). The
accessibility and application of Benziger's work and systems do not suffer the same
restrictions and limitations as pure psychometrics, and as such offer potentially
enormous benefits to organisations.
Benziger is keen to focus on the common tendency of people in work, whether being
assessed or not, to 'falsify type'. She rightly says that when people adapt their natural
thinking and working styles to fit expectations of others, normally created by work and
career, tension and stress results. People are not happy and effective if they behave in
unnatural ways, and much of Benziger's work focuses on dealing with these issues and
the costs of falsifying.

Relating directly to this is the work Arlene Taylor PhD, a leading specialist in 'wellness'
since 1980, and collaborator with Benziger for much of that time.

Arlene Taylor's work has confirmed, and builds on, Benziger's observations about the
cost of falsifying type, notably the identification anecdotally of a collection of symptoms
(in persons who were falsifying type) which Taylor has labelled Prolonged Adaption
Stress Syndrome (PASS).

PASS initially featured in the 1999 Taylor and Benziger paper 'The Physiological
Foundations of Falsification of Type and PASS', and remains central to Benziger's and
Taylor's work.

The complete family of symptoms which Dr Arlene Taylor identified within PASS
(Prolonged Adaption Stress Syndrome), as linked to Benziger's Falsification of Type,
are:

1. Fa
tig
ue
2. H
yp
er
-
vi
gil
an
ce

3. I
m
m
un
e
sy
st
 e
m
alt
er
ati
on
s

4. M
e
m
or
y
im
pa
ir
m
en
t

5. Al
te
re
d
br
ai
n
ch
e
mi
str
y

6. Di
mi
ni
sh
ed
fr
on
tal
lo
be
fu
nc
 tio
ns

7. Di
sc
ou
ra
ge
m
en
t
an
d
or
de
pr
es
si
on

8. Se
lf-
es
te
e
m
pr
ob
le
m
s

Benziger's principal assessment system is called the BTSA (Benziger Thinking Styles
Assessment), and it's also available online as the eBTSA from the Benziger website,
where you can learn more about Katherine Benziger and her ideas. I'd also strongly
recommend you read Katherine's book, Thriving in Mind, available via her website. The
book enables the reader to perform a basic personality assessment using the Benziger
model, which is highly illuminating.

Here is a brief overview of Katherine Benziger's model: The brain has four specialised areas. Each is
responsible for different brain functions (which imply strengths, behaviour and thinking style). The
specialised areas are called 'modes'.

Each of us possesses natural strengths in only one of these specialised areas, which
causes us to favour and use a certain style ahead of others. (Outside of that one style,
we may have strengths and weaknesses which are based on what competencies we
have been exposed to, or developed, and indeed which competencies we have not been
exposed to.) Dr Benziger refers to the natural specialised area as the preferred thinking
and behavioural mode. If you buy the book there's an excellent and simple assessment
to illustrate this point, although it relies on complete honesty when answering - if you
are 'falsifying your type' then you will distort the analysis.

Dr Benziger illustrates a person's brain dominance (preferences and tendencies) in

terms of a brain diagram (viewed from above) when the relative strengths for each
specialised area are plotted using scores from an assessment to produce a rhombus or
kite shape. There is no right or wrong shape. The diagram is simply a way of visualising
the bias of a person's brain, and the parts used more and better than the others.

benziger's model uses this representation of the brain (viewed from above, top is front) and the
definitions below
mode specialised area brain functions response to stimulus

Order and habit

Remembers definitions. What is,
1 basal left Ordered procedures
is as described.
Sequential routines

Picks up emotional tone and the

Spiritual experience presence or absence of
2 basal right Rhythm and feeling harmony (including harmony
Harmony between people). What is, how
we feel about it.
 Internal imaging Sees the essence of things, in
Metaphor and pictures and metaphors. What
3 frontal right
imagination is, is something meaning or
Expressiveness enabling something else.

Structural analysis Converts into logical results or

4 frontal left Prioritising and logic effects. What is, leads to, or
Mathematics produces results.

Benziger says that people can have one and only one natural lead in which their brain is
naturally efficient. They can and often do develop competencies in other modes. When
they do in practice they will be using more areas of their brain, and when they do this
the competencies outside their natural lead are always very draining.

Using the Benziger methodology and descriptions, here are some examples of brain
types (which determine thinking and working styles), starting with the four modes and
descriptions of each, shown as single-brain patterns. If you want to learn what your
own thinking and working style is, get the book Thriving In Mind, or visit the Benziger
website.

Basal left - mode 1

Strong basal left gives good routine,

sequential, process skills. Detailed,
structured, ordered, efficient,
dependable, reliable, builds and
maintains orderly foundations. Follows
instructions, does things by the book,
step-by-step. Communicates in
writing, detailed.

Meets deadlines through following

schedules and processes. Disciplined.
Good attention to detail.

Can appear laboured, bureaucratic, or

obstinate.

Basal right - mode 2

Strong basal right gives good

abilities in intuition, feelings, empathy,
relationships, connecting with people.
Good active listening skills,
understands how people feel,
sensitive, picks up moods and
feelings. Singing, dancing, speaking
and listening with the eyes, touching,
reaching out to people. Caring,
compassionate. Non-verbally able,
notices body-language.
Interpersonally good, attentive to
relationships and people. Internal
language is feelings. Likes to
harmonise with their environment.
Can be a soft-touch, making too many
personal sacrifices, and can find it
difficult to say no. Doesn't like to
upset people.
Frontal right - mode 3

Strong frontal right gives good

spatial and internal imaging,
innovating and adapting. Can
visualise, conceptualise, (eg good at
packing a car boot/trunk. Able to
grasp whole pictures, themes, from
vague outlines or ideas. relates to
cartoons and models and caricatures.
They file visually - where they can see
things, in stacks.

Attentive to new ideas. Uses language

to think out loud. Uses metaphors and
word pictures. Expressive, at times
looking within themselves to find or
examine how best to paint the next
word-picture. Enthusiastic and likes
change. Gets bored. Can appear out
of step, whacky, off-the-wall. Quirky
sense of humour. At times to others
can appear to have 'lost touch with
reality'. Can change for change's sake.
Good starters, not good finishers.
Frontal left - mode 4

Strong frontal left gives good

analytical skills. Good at mathematics.
Uses signage and labels to analyse
and store data Physical and mental
data storage. Nonemotional. Uses
critical analysis to assess causes and
effects, to make decisions and
announce actions to meet goals.
Makes judgements. Results orientated.
Calculates and uses diagnostic
thinking. Logical, good at verbal
argument. tactics, goal-setting and
goal achievement. Manages resources
to achieve objectives. Uses
operational principles.
Communicates in concise no-nonsense
terms.

Can be seen as cold and manipulating,

uncaring, unfeeling. Puts the task
before people. Will bend rules. Will
make new rules. Not strongly creative.
Not good with people directly. Not
strongly supportive or nurturing.

Dual-brained - double left (modes

1 and 4)

Strong frontal left and basal left skills.

Dual-brained - double right
(modes 2 and 3)

Strong basal right and front right

skills.
 Dual-brained - double frontal
(modes 3 and 4)

Strong frontal left and frontal right

skills.
Dual-brained - double basal
(modes 1 and 2)

Strong basal left and basal right skills.

Triple-brained pattern example

Skills of strong frontal right and

double left.

The three other triple brain patterns:

bl/br/fr, br/fr/fl, fl/bl/br.

Triple-brained people are often

'translators', helping people with
single or dual patterns to understand
each other and co-operate.
Whole-brained pattern

Only 5% of people are whole-brained.

Strong in all four modes.

A 'translator', helping others to

understand each other and co-
operate, but can be prone to
indecision, and can dramatically
change direction of career or personal
direction.

Benziger gives examples of jobs that are often comfortable with people who have
developed a particular combination of modes. The list is by no means exhaustive:
double lefts lawyers, physicians, intensive care nurses

double lefts, with accountants, MBA's, electrical engineers, hospital directors,

frontal left leads implementer leaders,

double lefts with

bankers, machine operators, machine repairers
basal left leads

ordering and purchasing clerks, record-keepers, filing clerks,

basal lefts book-keepers, personnel clerks, supervisors, head nurses,
personnel officers, school administrators

receptionists, communications specialists, pediatrics nurses,

basal rights staff nurses, teachers, staff development specialists, trainers,
community and public relations,

double basals teachers, head nurses, supervisors

entrepreneurs, geologists, architects, illustrators,

frontal rights
woodcraftsmen,

organisational development specialists, teachers, emergency

double rights
doctors, dancers, painters, poets,

double rights with counsellors, psychologists, therapists, actors, musicians, interior

basal right leads decorators,

double rights with

counsellors, psychologists, therapists, psychiatrists
frontal right leads

inventors, chemists and chemical engineers, research scientists,

double frontals economists, surgeons, hospital administrators, poets,
composers, painters

basal left/frontal
journalists, librarians, community organisers,
rights
triple-brain double
right (right basal
poets, composers
leads) with frontal
lefts

triple-brain double
left with frontal visionary leaders
right leads

whole-brained leaders of large complex concerns

Benziger model and other systems

Katherine Benziger makes several fascinating comparisons between the Benziger brain
type model and other personality and behaviour systems:

Irwin Thompson's Archetypes in History (c 1970)

Hunter military general frontal left

Leader administrative leader basal left

Shaman spiritual leader basal right

Fool leader in impossible situations front right

DISC/Inscape/Thomas International/Performax etc (common usage in

business since 1980's)

authoritative, decision-making,
Dominance double frontal, extraverted*
results-driven

Influence motivates, inspires, enthuses, double right, extraverted

 leads, persuades

reliable, listens, follows routines

Steadiness double basal, introverted
and rules

Compliance detailed, critical thinking, accurate double left, introverted

*See the Carl Jung definitions below of extraversion and introversion.

Carl Jung - Four Functions (c 1930)

analytic, objective, principles,

Thinking frontal left
standards, criteria, critiques

past, realistic, down-to-earth, practical,

Sensing basal left
sensible

subjective, personal, valuing intimacy,

Feeling extenuating circumstances, humane, basal right
harmony

hunches, futures, speculative, fantasy,

Intuition front right
imaginative

behaviour directed inwardly to

Introversion understand and manage self and
experience

behaviour directed externally, to

Extraversion
influence outside factors and events

brain type, friendships, marriage and mating

Dr Benziger also makes interesting observations about relationships:

Most of us select friends who mirror our brain types. We do this because we feel
comfortable with people whose mental preferences are like our own. If we find a friend
with a near-identical brain type they are likely to become a 'best friend'.

The four most common brain developed patterns are: Double Basal, Double Left,
Double Frontal and Double Right. As a rule people with such developed patterns find
and make friends easiest, because there are simply more of them around than any
other developed brain patterns. Single-brained people and multi-dominant triple- and
whole-brained people find it more difficult to find friends, especially close friends
because, simply there are not many people who have developed so many modes.

The search for a marriage and mating partner is different. Rather than try to 'mirror',
we tend to choose marriage and mating partners with brain types that will complement
our own, that will cover our weaknesses.

Understanding your own brain type, and therefore strengths and weaknesses, is helpful
for self-development, managing relationships, managing teams, and generally being as
fulfilled in life as we can be. Knowing your own strengths gives you confidence to take
on responsibilities and projects in your own skill areas, and knowing your own
weaknesses shows you where you need to seek help and advice.

The Brain Type model also explains very clearly that hardly anyone is good at
everything, and even those who are, have other issues and challenges that result from
their multi-skilled nature.

If you want to know more about Dr Benziger's theory visit Katherine Benziger's website,
where more information and assessments are available.

See also:

Erik Erikson's Psychosocial Theory of Human Development

Personality Models and Types (including more about Benziger's theory in relation to
Jung, Myers Briggs, Eysenck, etc)

NLP (Neuro-Linguistic Programming)

Transactional Analysis

Howard Gardner's Multiple Intelligences theory

Kolb's Learning Styles

Kirkpatrick's Learning Evaluation Model

Bloom's Taxonomy of Learning Domains (Educational Objectives)

360 degree appraisals tips

employment termination, dismissal, redundancy, letters templates and style

exit interviews, questions examples, tips

grievance procedures letters samples for employees

group selection recruitment method

induction training checklist, template and tips

job interviews - tips, techniques, questions, answers

job descriptions, writing templates and examples

performance appraisals - process and appraisals form template

team briefing process

training evaluation processes

training and developing people - how to

fantasticat
Fantasticat - ideas for developing, teaching and
learning - especially children, and for open-minded
grown-ups too

There's this cat character - Fantasticat - he can

do anything...

If you think like Fantasticat does - then you can do anything too.

Fantasticat is a concept for teaching and learning and for helping people - particularly
children, but grown-ups as well - to identify, express and focus on their own unique
personal talent and potential.
Sometimes it's easier to see your dreams through someone else - like a funny cat
character who can do anything.

Fantasticat provides a platform for various ideas for teaching and developing people's
self-belief and confidence. It's a simple method for self-reflection and visualisation.

Fantasticat helps liberate people from limits and negative conditioning, which in many
of us - adults and children children of all ages - are typically imposed by other people
and other external factors.

Using a simple abstract idea like Fantasticat can help bring new clarity to personal
aspirations, improve self-awareness, lift self-limiting beliefs, and contribute towards
defining new personal directions, purposes and goals.

Please note - Fantasticat is essentially an activity for young people and

children. The concept will not suit some adults who prefer to adopt a more
conservative or structured view of life and work. If using Fantasticat with
grown-ups please consider the group and how you position the activity.

"They who dream by day are cognizant of many things which escape those who dream
only by night." (Edgar Allen Poe)

" 'Our deepest fear is not that we are inadequate. Our deepest fear is that we are
powerful beyond measure. It is our light, not our darkness, that most frightens us.' We
ask ourselves, Who am I to be brilliant, gorgeous, talented, fabulous? Actually, who are
you not to be?... Your playing small doesn't serve the world. There's nothing
enlightened about shrinking so that other people won't feel insecure around you. We
are all meant to shine, as children do... It's not just in some of us; it's in everyone. And
as we let our own light shine, we subconsciously give other people permission to do the
same. As we're liberated from our own fear, our presence automatically liberates
others." (Marianne Williamson, author, from A Return To Love, 1992. Ack C Wilson and
J Cooke. The full version includes a couple of references to God, which some people
prefer; others not. Use whichever is appropriate. The other version is on the quotes
page.)
Fantasticat is simply the idea of being fantastic at something: having natural ability and
potential - visualised and expressed through a cat character: Fantasticat.

The reason for thinking about and expressing personal talent and potential in the form
of a cat character is to bring fresh objectivity - a new perspective.

Some people find it hard to think and say that they are fantastic - or even remotely
good - at anything.

As a reflective tool, Fantasticat can help someone to see what's good in themselves, as
if they were Fantasticat, which for some people is a lot easier than seeing it in
themselves.

Fantasticat is primarily a teaching and development concept for young children but it's
fine to use it with grown-ups too, if people are happy to relax and have fun.

There are lots of ways to use the Fantasticat idea.

There is no definitive Fantasticat image - Fantasticat can be anything people want

him/her to be - the pictures on this page are examples of how one school class has
interpreted it.
If using Fantasticat to encourage people to visualise and express their own potential,
talent, passion, etc., it's important that people can represent Fantasticat however they
want to - whether a written or spoken description or a drawing, or any other
representation that is personal and meaningful about individual potential.

Young children should immediately relate to Fantasticat, however for older people and
teams for who maybe don't fancy participating in creating and expressing their own
Fantasticats (people who don't want to play, basically) you can use the Fantasticat
concept by referring to its use as a tool for younger people, and to illustrate the
principles of lifting self-limiting beliefs and making positive personal change: detaching
from day-to-day pressures - finding time and space to imagine what might be - to
visualise and dream - to connect again with one's personal passions and natural talents.
Liberating one's thoughts is often easier using a technique like Fantasticat. Detachment
brings objectivity - which helps to remove subjective self-doubt; it helps to imagine
what could be, rather than what is (usually conditioned, 'owned', and subjective).

People of all ages tend to live according to the imposed conditioning of others - from
schools, parents, society, peers, whatever - instead of focusing on their own individual
special talent, dreams, and potential. Fantasticat can help people see things differently.

Imagine you are Fantasticat - what would you be like? If you were Fantasticat, what
would you be doing?

What can you do?

 W
h
a
t
d
o
y
o
u
l
o
v
e
?
 W
h
a
 t
i
s
y
o
u
r
t
a
l
e
n
t
?
 W
h
a
t
c
a
n
y
o
u
b
e
c
o
m
e
?
 V
i
s
u
a
li
s
e
y
o
u
r
F
 a
n
t
a
s
ti
c
a
t.

fantasticat for grown ups..

I'm not necessarily suggesting you run a fully participative Fantasticat session at your
next regional management conference, however the underlying principles are relevant
to personal growth and development for everyone.

Where grown-ups are concerned, some people discover later in their life that they've
been living their father's life or their mother's life - living out the dreams and
expectations of someone else.

"Why the hell am I accountant?... I wanted to work in music..." (no offence to the
accountancy profession - it could be anything) or "I always wanted to work with
animals - how come I've ended up in an office doing work I hate?" or "I've spent half
my life moaning about my job... I wanted to work at something I love doing... where
did I go off track?"

People go off track and begin to falsify their own selves because of external influences
(often other people's expectations and pressures) and also because of a lack of belief
and support.

When we go off track, or get stuck on a wrong one, it's helpful to look outside of
ourselves - to break the cycle - to revisit and rekindle the things we are truly good at
and which we truly enjoy (which almost always go hand-in-hand since no-one ever
made a million doing something they hate..)

Other factors mean that it makes sense to review our purpose and potential - to find
new enjoyable ways of working and earning a living, and maybe to create or build
something of lasting significance:
 we'r
e
livin
g
long
er
 we'r
e
stayi
ng
heal
thier
and
fitter
 we
no
long
er
have
a
job
or
care
er
for
life -
we
can
chan
ge
our
care
ers
quit
e
fund
ame
ntall
y
 we
lear
n
lots
mor
e
new
thin
gs
and
deve
lop
lots
mor
e
new
capa
biliti
es
than
we
used
to
(alth
oug
h we
com
mon
ly
don'
t see
the
resul
ting
opp
ortu
nitie
s for
posit
ive
chan
ge -
see
Cam
pling
's
Age
Wor
k
 Arc
theo
ry
for
exa
mple
)
 we
prob
ably
coul
d do
with
findi
ng
usef
ul
profi
tabl
e
rewa
rdin
g
thin
gs
to
do
inste
ad
of
retiri
ng
 retir
eme
nt
from
work
for
man
y
peo
ple
is
not
 long
follo
wed
by
retir
eme
nt
from
life

Fantasticat - and this page - are just a simple little idea to help us (and to help others)
to focus on what we love and enjoy and what we are naturally fantastic at - or would
love to be fantastic at.

Where you take it and how you build on it is up to you.

fantasticat in schools - some suggestions and notes

The positive influence and encouragement we receive from great teachers at school is
the most significant influence we ever receive.

Parents are important of course, but in a different way - besides which, what kid ever
listens to their parents even when they do say the right things?..

Most of us remember certain teachers from our school years who inspired us and gave
us belief.

Teachers who helped us recognise and take a pride in something we could do well and
become fantastic at.

When people are helped to focus on what they are good at, their self-belief and
confidence grow.

Aside from finding a meaningful purpose, the resulting confidence and belief then helps
people to address some of the things they are not so good at.
When you help someone to that there is something they are fantastic at - whatever it is
- you give them a foundation for becoming fantastic at other things too. Belief is the
mother of achievement.

some suggested words of explanation

(You'll know far better than me how to position this for your own situations - these are
just some ideas to get you started.)

Fantasticat is a cat who can do anything he/she chooses.

If you were Fantasticat - what would you be?

If you were to describe your own unique talent and potential - what you love to do
and and dream to be - what would it be - what would you be?

How would you draw your own Fantasticat or write about or talk about your
Fantasticat?

Expressing your dreams and self through a Fantasticat can be easier and more
liberating than trying to imagine it as yourself.

We are all conditioned by external expectations - but your Fantasticat can do

anything.

other thoughts and notes

One of the big challenges for young people's education - and adult development too - is
to find ways to 'motivate' people to learn and train and grow; so that they are truly
interested in learning and developing themselves. For themselves, not just because
someone says so.
Everywhere teachers and trainers and managers struggle to 'motivate' people to train
and learn.

Much education and training is wasted, just going through the motions, and in this
respect children are no different to adults.

Moreover, people's behaviours and attitudes and limits can commonly be traced back to
their experiences as children at school. Many grown-up people have difficulty in seeing
themselves outside of received or conditioned roles and limits, and their reluctance to
imagine that their own limits might be lifted, or that their purpose and direction can be
changed, is often formed when they are very young.

Being able to express and develop personal dreams, and to visualise progression
towards something personal and meaningful helps young people create a positive
outlook for life, and helps both old and young to liberate their imagination and break
out of conditioning.

This is where 'motivation' comes from. Not from outside. Motivation must be connected
with something meaningful and personal, and this can only come from inside the
person.

Teaching and developing people should be about bringing out, not putting in.

Young people particularly need help to focus on what they love and are good at,
whatever it is - it really does not matter - anything - rather than be bombarded and
disillusioned by stuff that holds no meaning for them.

People of all ages want to learn about the things that they are naturally good at, and
which they love and enjoy. Tapping into this motivation, and then, later, carefully
building onto it other aspects of development which might not initially be so important
in the person's mind, is the way to develop people. Start with the person - where they
want to go and what they want to do - and then you've a basis for development.

Teaching and training should be firstly about helping people to grow and to develop
their own personal potential. This is the platform onto which all else is built.

With no foundation there can be no development.

On the other hand, when you foster self-belief and a sense of value and purpose, you
enable unlimited development.

A caring positive teacher, trainer, mentor, coach or manager - or friend - can open up
the world for another person by using the principles which underpin the Fantasticat
idea.

You cannot put in. You can only bring out.

ideas for using fantasticat in teaching and personal

development

Here are some suggestions for using the Fantasticat idea. Just a few pointers. You'll
think of others. Obviously some of these ideas are more appropriate for younger people
than adults, however bear in mind that grown-ups like to play too.

 Ask
peo
ple
to
crea
te
(writ
ten/
dra
wn/
mod
elled
,
wha
teve
r)
their
own
pers
onal
Fant
astic
 ats
as a
way
of
visu
alisi
ng/e
xpre
ssin
g/de
velo
ping
their
own
pass
ions
/stre
ngth
s/as
pirat
ions.
 Hav
e
peo
ple
crea
te
stor
y-
boar
ds
(ste
p-
by-
step
cart
oons
or
diag
ram
s or
pictu
res)
sho
wing
how
their
Fant
istic
ats
beco
me/
beca
me
wha
t
they
are
(dev
elop
men
t is
ofte
n
easi
er to
imag
ine
if
you
start
with
whe
re
you
wan
t to
end
up
and
work
back
war
ds
to
whe
re
you
 are
toda
y).
 Mak
ea
reall
y big
Fant
astic
at
pictu
re
and
have
ever
yone
deco
rate
it
with
item
s, or
sym
bols
that
repr
esen
t
their
own
pers
onal
Fant
astic
ats.
 Crea
te a
big
Fant
astic
at
on a
notic
e-
 boar
d or
bulle
tin-
boar
d
and
surr
oun
d it
with
writi
ngs
and
dra
wing
s of
peo
ple's
own
Fant
astic
ats.
(Ack
Andr
ea
Philli
ps).
 Writ
e
and
perf
orm
a
Fant
astic
at
play
or
vide
o in
whic
h
ever
yone
app
ears
playi
ng
the
part
of
their
own
Fant
astic
at.
The
aim
is to
work
toge
ther
to
scrip
ta
stor
y
that
utilis
es
ever
yone
's
stre
ngth
s,
and
has
peo
ple
actin
g
their
drea
ms
also.
 Ask
peo
ple
to
writ
ea
lear
ning
plan
or
train
ing
plan
for
their
own
Fant
astic
at.
 Wha
t
was
Fant
astic
at
like
as a
kitte
n
and
wha
t did
he/s
he
do
to
beco
me
the
expe
rt
Fant
astic
at
that
he/s
he is
toda
y?
This
coul
d be
an
indiv
idual
exer
cise
or a
grou
p
deb
ate,
or a
tea
m
exer
cise
to
help
und
erst
and
abo
ut
early
capa
biliti
es
and
tale
nt
whic
h
can
be
nurt
ured
and
 gro
wn
with
the
prop
er
care
and
supp
ort
and
belie
f,
etc.

If you come up with variations that work well and you'd like to share them please get in
touch.

If you use Fantasticat in your school and have some pictures and written descriptions
that you'd like to share, again please get in touch.

People's ideas and feelings about what they are fantastic at, or want to be fantastic at,
of course change over time. And some people's dreams and passions might not be
fantastic in our eyes, but what's important is giving people the encouragement and
opportunity to think about themselves in these terms - without external persuasion or
influence - and to encourage them to develop their ideas and dreams for themselves.

While chiefly for children and young people, the principles and ideas within the
Fantasticat teaching and development aid can be used with people of all ages.

Fantasticat can be used in conjunction with self-discovery tools such as the Gardner
Multiple Intelligences model and tests, and also VAK learning style tests.

acknowledgements

I am grateful to the Instituto San Roberto school in Monterrey, Mexico, and particularly
class is 2A (second grade) 2003 for providing inspiration and helpful feedback for the
development of the Fantasticat concept. My special thanks to teacher Andrea Phillips
and the teacher's aide, Miss Armida Treviño.

Below are some examples of class 2A's written descriptions of their Fantasticats,
including English-second-language mistakes. The pictures on this page are from the
Instituto San Roberto school and their Fantasticat bulletin-board, used with permission,
which is gratefully acknowledged.

Fantasticat by Priscila Escoto Espinoza:

"I am fantastic at sing. I like to sing
because a person can hear me sing. I
like to dance because I love my mom
see me and clap me. I like to take care
of animals because I can give food and
play special with dogs. I also like to
read because when I not doing
anything I can read."

Fantasticat by Luis Flores Garza: "I am

fantastic at playing Play Station. I
know I am fantastic at that because I
always play that. Doing that makes me
feel bad because it makes my head
hurt. I hope I am always fantastic at
playing play station."

Fantasticat by Daniela Portillo

Hérnandez: "I am fantastic at painting.
I know I'm fantastic at it because
people tell me that I paint very pretty.
Painting makes me feel very good
because I know some people like the
way I paint. I really like to draw and
paint. When I have free time I take
colors, markers, erasers, sharpeners,
papers and pencils to paint. It is very
 fun to paint. I like to see art in places
because it gives me ideas about what I
can paint. I hope when I grow up I can
be a very famous artist."

Fantasticat by Carlos Enrique Canto

Lozano: "I am fantastic at dance
because my sister is in Hip Hop and
she always is dancing. I like doing this
because I am happy to be like that. I
hope I never change and always be
very happy."

"They who dream by day are cognizant of many things which escape those who dream
only by night."
(Edgar Allen Poe, with acknowledgements to Andrea Phillips)

See also:

Passion to Profit - exercise and template - for life change and new direction

How to make a baking foil horse (and other animals)

Erikson's Life Stages Theory

Campling's Age Work Arc Theory - it's never too late to think about your own
Fantasticat..

Self-belief
Assertiveness and self-confidence

Personality Styles Theory - Jung, etc

Gardner's Multiple Intelligences Theory and Learning Styles, including VAK

Kolb's Learning Styles Theory

Bloom's Taxonomy of Learning Domains

Kirkpatrick's Learning Evaluation Model

Maslow's Hierarchy of Needs

McGregor's X-Y Theory

Don Ruiz's Four Agreements

Stephen Covey's Seven Habits

Cherie Carter-Scott's '..These are the Rules'

Transactional Analysis

NLP (Neuro-Linguistic Programming)

Experiential Learning

performance appraisals
performance appraisals, performance evaluation
and assessment of job skills, personality and
behaviour - and tips for '360 degree feedback',
'360° appraisals', 'skill-set' assessment and
training needs analysis tips and tools

Important changes relating to age discrimination in UK employment law became

effective in October 2006, with implications for all types of appraisals and job
performance and suitability assessment. Ensure your systems, training and materials for
appraisals reflect current employment law. It's helpful to understand these recent laws
also if you (young or old) are being appraised. The UK (consistent with Europe)
Employment Equality (Age) Regulations 2006, effective from 1st October 2006, make it
unlawful to discriminate against anyone on the grounds of age. This has several
implications for performance appraisals, documents used, and the training of people
who conduct staff appraisals. For example, while not unlawful, the inclusion of age and
date-of-birth sections on appraisal forms is not recommended (as for all other
documentation used in assessing people). For further guidance about the effects of Age
Equality and Discrimination on performance appraisals, and other aspects of managing
people, see the Age Diversity information. Of course many employment laws, including
those relating to other forms of discrimination, also affect appraisals and performance
assessment, but the age issue is worthy of special not because the changes are
relatively recent.

Here is a basic performance appraisal form template, in PDF and MSWord formats. Feel
free to use and adapt it to suit your purposes.

performance appraisal form (pdf) sample/template - downloadable pdf (revised August

2006)

performance appraisal form (MSWord) sample/template - downloadable MSWord file

(revised August 2006)

For guidance on assessment centres/centers, graduate assessment days and

group selection recruitment see the group selection information on the job
interviews page.

Also on this page:

Individual Skill/Behaviours Assessments and Group Training Needs Analysis (TNA) -
tools, templates, process, tips and guidelines

360 Degree Appraisals - tools, templates, process, tips and explanation

Appraisals timing with pay reviews, and training and planning issues

Probationary reviews appraisals elements and factors

Tips on completing your own self-assessment performance appraisals

performance appraisals purpose - and how to make

it easier

Performance appraisals are essential for the effective management and evaluation of
staff. Appraisals help develop individuals, improve organizational performance, and feed
into business planning. Formal performance appraisals are generally conducted annually
for all staff in the organization. Each staff member is appraised by their line manager.
Directors are appraised by the CEO, who is appraised by the chairman or company
owners, depending on the size and structure of the organization.

Annual performance appraisals enable management and monitoring of standards,

agreeing expectations and objectives, and delegation of responsibilities and tasks. Staff
performance appraisals also establish individual training needs and enable
organizational training needs analysis and planning.

Performance appraisals also typically feed into organizational annual pay and grading
reviews, which commonly also coincides with the business planning for the next trading
year.

Performance appraisals generally review each individual's performance against

objectives and standards for the trading year, agreed at the previous appraisal meeting.

Performance appraisals are also essential for career and succession planning - for
individuals, crucial jobs, and for the organization as a whole.
Performance appraisals are important for staff motivation, attitude and behaviour
development, communicating and aligning individual and organizational aims, and
fostering positive relationships between management and staff.

Performance appraisals provide a formal, recorded, regular review of an individual's

performance, and a plan for future development.

Job performance appraisals - in whatever form they take - are therefore vital for
managing the performance of people and organizations.

Managers and appraisees commonly dislike appraisals and try to avoid them. To these
people the appraisal is daunting and time-consuming. The process is seen as a difficult
administrative chore and emotionally challenging. The annual appraisal is maybe the
only time since last year that the two people have sat down together for a meaningful
one-to-one discussion. No wonder then that appraisals are stressful - which then
defeats the whole purpose.

There lies the main problem - and the remedy.

Appraisals are much easier, and especially more relaxed, if the boss meets
each of the team members individually and regularly for one-to-one
discussion throughout the year.

Meaningful regular discussion about work, career, aims, progress, development, hopes
and dreams, life, the universe, the TV, common interests, etc., whatever, makes
appraisals so much easier because people then know and trust each other - which
reduces all the stress and the uncertainty.

Put off discussions and of course they loom very large.

So don't wait for the annual appraisal to sit down and talk.

The boss or or the appraisee can instigate this.

If you are an employee with a shy boss, then take the lead.

If you are a boss who rarely sits down and talks with people - or whose people are not
used to talking with their boss - then set about relaxing the atmosphere and improving
relationships. Appraisals (and work) all tend to be easier when people communicate
well and know each other.

So sit down together and talk as often as you can, and then when the actual formal
appraisals are due everyone will find the whole process to be far more natural, quick,
and easy - and a lot more productive too.

appraisals, social responsibility and whole-person

development

There is increasingly a need for performance appraisals of staff and especially

managers, directors and CEO's, to include accountabilities relating to corporate
responsibility, represented by various converging corporate responsibility concepts
including: the 'Triple Bottom Line' ('profit people planet'); corporate social responsibility
(CSR); Sustainability; corporate integrity and ethics; Fair Trade, etc. The organisation
must decide the extent to which these accountabilities are reflected in job
responsibilities, which would then naturally feature accordingly in performance
appraisals. More about this aspect of responsibility is in the directors job descriptions
section.

Significantly also, while this appraisal outline is necessarily a formal structure this does
not mean that the development discussed with the appraisee must be formal and
constrained. In fact the opposite applies. Appraisals must address 'whole person'
development - not just job skills or the skills required for the next promotion.

Appraisals must not discriminate against anyone on the grounds of age, gender, sexual
orientation, race, religion, disability, etc.

The UK Employment Equality (Age) Regulations 2006, (consistent with Europe),

effective from 1st October 2006, make it particularly important to avoid any comments,
judgements, suggestions, questions or decisions which might be perceived by the
appraisee to be based on age. This means people who are young as well as old. Age,
along with other characteristics stated above, is not a lawful basis for assessing and
managing people, unless proper 'objective justification' can be proven. See the Age
Diversity information.
When designing or planning and conducting appraisals, seek to help the 'whole-person'
to grow in whatever direction they want, not just to identify obviously relevant work
skills training. Increasingly, the best employers recognise that growing the 'whole
person' promotes positive attitudes, advancement, motivation, and also develops lots of
new skills that can be surprisingly relevant to working productively and effectively in
any sort of organisation.

Developing the whole-person is also an important aspect of modern corporate

responsibility, and separately (if you needed a purely business-driven incentive for
adopting these principles), whole-person development is a crucial advantage in the
employment market, in which all employers compete to attract the best recruits, and to
retain the best staff.

Therefore in appraisals, be creative and imaginative in discussing, discovering and

agreeing 'whole-person' development that people will respond to, beyond the usual job
skill-set, and incorporate this sort of development into the appraisal process. Abraham
Maslow recognised this over fifty years ago.

If you are an employee and your employer has yet to embrace or even acknowledge
these concepts, do them a favour at your own appraisal and suggest they look at these
ideas, or maybe mention it at your exit interview prior to joining a better employer who
cares about the people, not just the work.

Incidentally the Multiple Intelligences test and VAK Learning Styles test are extremely
useful tools for appraisals, before or after, to help people understand their natural
potential and strengths and to help managers understand this about their people too.
There are a lot of people out there who are in jobs which don't allow them to use and
develop their greatest strengths; so the more we can help folk understand their own
special potential, and find roles that really fit well, the happier we shall all be.

are performance appraisals still beneficial and

appropriate?

It is sometimes fashionable in the 'modern age' to dismiss traditional processes such as

performance appraisals as being irrelevant or unhelpful. Be very wary however if
considering removing appraisals from your own organisational practices. It is likely that
the critics of the appraisal process are the people who can't conduct them very well. It's
a common human response to want to jettison something that one finds difficult.
Appraisals - in whatever form, and there are various - have been a mainstay of
management for decades, for good reasons.

Think about everything that performance appraisals can achieve and contribute to when
they are properly managed, for example:

 performance measurement - transparent, short, medium and long term

 clarifying, defining, redefining priorities and objectives
 motivation through agreeing helpful aims and targets
 motivation though achievement and feedback
 training needs and learning desires - assessment and agreement
 identification of personal strengths and direction - including unused hidden
strengths
 career and succession planning - personal and organisational
 team roles clarification and team building
 organisational training needs assessment and analysis
 appraisee and manager mutual awareness, understanding and relationship
 resolving confusions and misunderstandings
 reinforcing and cascading organisational philosophies, values, aims, strategies,
priorities, etc
 delegation, additional responsibilities, employee growth and development
 counselling and feedback
 manager development - all good managers should be able to conduct appraisals
well - it's a fundamental process
 the list goes on..

People have less and less face-to-face time together these days. Performance
appraisals offer a way to protect and manage these valuable face-to-face opportunities.
My advice is to hold on to and nurture these situations, and if you are under pressure to
replace performance appraisals with some sort of (apparently) more efficient and cost
effective methods, be very sure that you can safely cover all the aspects of
performance and attitudinal development that a well-run performance appraisals
system is naturally designed to achieve.

There are various ways of conducting performance appraisals, and ideas change over
time as to what are the most effective appraisals methods and systems. Some people
advocate traditional appraisals and forms; others prefer 360-degree-type appraisals;
others suggest using little more than a blank sheet of paper.
In fact performance appraisals of all types are effective if they are conducted
properly, and better still if the appraisal process is clearly explained to, agreed by,
the people involved.

Managers need guidance, training and encouragement in how to conduct

appraisals properly. Especially the detractors and the critics. Help anxious managers
(and directors) develop and adapt appraisals methods that work for them. Be flexible.
There are lots of ways to conduct appraisals, and particularly lots of ways to diffuse
apprehension and fear - for managers and appraisees alike. Particularly - encourage
people to sit down together and review informally and often - this removes much of
the pressure for managers and appraisees at formal appraisals times. Leaving
everything to a single make-or-break discussion once a year is asking for trouble and
trepidation.

Look out especially for the warning signs of 'negative cascaded attitudes' towards
appraisals. This is most often found where a senior manager or director hates
conducting appraisals, usually because they are uncomfortable and inexperienced in
conducting them. The senior manager/director typically will be heard to say that
appraisals don't work and are a waste of time, which for them becomes a self-fulfilling
prophecy. This attitude and behaviour then cascades down to their appraisees (all the
people in their team) who then not surprisingly also apply the same 'no good - not
doing it' negative attitude to their own appraisals responsibilities (teams). And so it
goes. A 'no good - not doing it' attitude in the middle ranks is almost invariably
traceable back to a senior manager or director who holds the same view. As with
anything, where people need help doing the right thing, help them.

All that said, performance appraisals that are administered without training (for
those who need it), without explanation or consultation, and conducted
poorly will be counter-productive and are a waste of everyone's time.

Well-prepared and well-conducted performance appraisals provide unique

opportunities to help appraisees and managers improve and develop, and
thereby also the organisations for whom they work.

Just like any other process, if performance appraisals aren't working, don't
blame the process, ask yourself whether it is being properly trained,
explained, agreed and conducted.
effective performance appraisals

Aside from formal traditional (annual, six-monthly, quarterly, or monthly) performance

appraisals, there are many different methods of performance evaluation. The use of
any of these methods depends on the purpose of the evaluation, the individual, the
assessor, and the environment.

The formal annual performance appraisal is generally the over-riding instrument which
gathers together and reviews all other performance data for the previous year.

Performance appraisals should be positive experiences. The appraisals process provides

the platform for development and motivation, so organizations should foster a feeling
that performance appraisals are positive opportunities, in order to get the best out of
the people and the process. In certain organizations, performance appraisals are widely
regarded as something rather less welcoming ('bollocking sessions' is not an unusual
description), which provides a basis only on which to develop fear and resentment, so
never, never, never use a staff performance appraisal to handle matters of discipline or
admonishment, which should instead be handled via separately arranged meetings.

types of performance and aptitude assessments,

including formal performance appraisals
 Formal annual performance appraisals
 Probationary reviews
 Informal one-to-one review discussions
 Counselling meetings
 Observation on the job
 Skill- or job-related tests
 Assignment or task followed by review, including secondments (temporary job
cover or transfer)
 Assessment centres, including observed group exercises, tests presentations, etc.
 Survey of opinion of others who have dealings with the individual
 Psychometric tests and other behavioural assessments
 Graphology (handwriting analysis)

None of these methods is mutually exclusive. All of these performance assessment

methods can be used in conjunction with others in the list, depending on situation and
organizational policy. Where any of these processes is used, the manager must keep a
written record, and must ensure agreed actions are followed up. The notes of all review
situations can then be referred to at the formal appraisal.
Holding regular informal one-to-one review meetings greatly reduces the pressure and
time required for the annual formal appraisal meeting. Holding informal reviews every
month is ideal all staff. There are several benefits of reviewing frequently and
informally:

 The manager is better informed and more up-to-date with his or her people's
activities (and more in touch with what lies beyond, e.g., customers, suppliers,
competitors, markets, etc)
 Difficult issues can be identified, discussed and resolved quickly, before they
become more serious.
 Help can be given more readily - people rarely ask unless they see a good
opportunity to do so - the regular informal review provides just this.
 Assignments, tasks and objectives can be agreed completed and reviewed
quickly - leaving actions more than a few weeks reduces completion rates
significantly for all but the most senior and experienced people.
 Objectives, direction, and purpose is more up-to-date - modern organizations
demand more flexibility than a single annual review allows - priorities often change
through the year, so people need to be re-directed and re-focused.
 Training and development actions can be broken down into smaller more
digestible chunks, increasing success rates and motivational effect as a result.
 The 'fear factor', often associated by many with formal appraisals, is greatly
reduced because people become more comfortable with the review process.
 Relationships and mutual understanding develops more quickly with greater
frequency of meetings between manager and staff member.
 Staff members can be better prepared for the formal appraisal, giving better
results, and saving management time.
 Much of the review has already been covered throughout the year by the time
comes for the formal appraisal.
 Frequent review meetings increase the reliability of notes and performance data,
and reduces the chances of overlooking things at the formal appraisal.

performance appraisals process

 Prepare - prepare all materials, notes agreed tasks and records of performance,
achievements, incidents, reports etc - anything pertaining to performance and
achievement - obviously include the previous performance appraisal documents and
a current job description. A good appraisal form will provide a good natural order
for proceedings, so use one. If your organization doesn't have a standard appraisal
form then locate one, or use the template below to create one, or download and/or
adapt the appraisal forms from this page. Whatever you use, ensure you have the
necessary approval from your organization, and understand how it works. Organize
your paperwork to reflect the order of the appraisal and write down the sequence
of items to be covered. If the appraisal form includes a self assessment section
 and/or feedback section (good ones do) ensure this is passed to the appraisee
suitably in advance of the appraisal with relevant guidance for completion. A
sample performance appraisal template is available free below, which you can
adapt and use to create your own form. Part of your preparation should also
consider 'whole-person' development - beyond and outside of the job skill-set - as
might inspire and appeal to the appraisees. Many people are not particularly
interested in job skills training, but will be very interested, stimulated and
motivated by other learning and development experiences. Get to know what your
people are good at outside of their work. People's natural talents and passions
often contain significant overlaps with the attributes, behaviours and maturity that
are required and valued in the workplace. Use your imagination in identifying these
opportunities to encourage 'whole-person' development and you will find appraisals
can become very positive and enjoyable activities. Appraisals are not just about job
performance and job skills training. Appraisals should focus on helping the 'whole
person' to grow and attain fulfilment.
 Inform - inform the appraisee - ensure the appraisee is informed of a suitable
time and place (change it if necessary), and clarify purpose and type of appraisal -
give the appraisee the chance to assemble data and relevant performance and
achievement records and materials. If the appraisal form does not imply a natural
order for the discussion then provide an agenda of items to be covered.
 Venue - ensure a suitable venue is planned and available - private and free from
interruptions - observe the same rules as with recruitment interviewing - avoid
hotel lobbies, public lounges, canteens - privacy is absolutely essential (it follows
also that planes, trains and automobiles are entirely unsuitable venues for
performance appraisals......)
 Layout - room layout and and seating are important elements to prepare also -
don't simply accept whatever layout happens to exist in a borrowed or hired room -
layout has a huge influence on atmosphere and mood - irrespective of content, the
atmosphere and mood must be relaxed and informal - remove barriers - don't sit in
the boss's chair with the other person positioned humbly on the other side of the
desk; you must create a relaxed situation, preferably at a meeting table or in easy
chairs - sit at an angle to each other, 90 degrees ideally - avoid face to face, it's
confrontational.
 Introduction - relax the appraisee - open with a positive statement, smile, be
warm and friendly - the appraisee may well be terrified; it's your responsibility to
create a calm and non-threatening atmosphere. Set the scene - simply explain what
will happen - encourage a discussion and as much input as possible from the
appraisee - tell them it's their meeting not yours. Confirm the timings, especially
finishing time. If helpful and appropriate begin with some general discussion about
how things have been going, but avoid getting into specifics, which are covered
next (and you can say so). Ask if there are any additional points to cover and note
them down so as to include them when appropriate.
 Review and measure - review the activities, tasks, objectives and
achievements one by one, keeping to distinct separate items one by one - avoid
 going off on tangents or vague unspecific views. If you've done your preparation
correctly you will have an order to follow. If something off-subject comes up then
note it down and say you'll return to it later (and ensure you do). Concentrate on
hard facts and figures, solid evidence - avoid conjecture, anecdotal or non-specific
opinions, especially about the appraisee. Being objective is one of the greatest
challenges for the appraiser - as with interviewing, resist judging the appraisee in
your own image, according to your own style and approach - facts and figures are
the acid test and provide a good neutral basis for the discussion, free of bias and
personal views. For each item agree a measure of competence or achievement as
relevant, and according to whatever measure or scoring system is built into the
appraisal system. This might be simply a yes or no, or it might be a percentage or a
mark out of ten, or an A, B, C. Reliable review and measurement requires reliable
data - if you don't have the reliable data you can't review and you might as well re-
arrange the appraisal meeting. If a point of dispute arises, you must get the facts
straightened out before making an important decision or judgement, and if
necessary defer to a later date.
 Agree an action plan - An overall plan should be agreed with the appraisee,
which should take account of the job responsibilities, the appraisee's career
aspirations, the departmental and whole organization's priorities, and the reviewed
strengths and weaknesses. The plan can be staged if necessary with short, medium
and long term aspects, but importantly it must be agreed and realistic.
 Agree specific objectives - These are the specific actions and targets that
together form the action plan. As with any delegated task or agreed objective these
must adhere to the SMARTER rules - specific, measurable, agreed, realistic, time-
bound, enjoyable, recorded. If not, don't bother. The objectives can be anything
that will benefit the individual, and that the person is happy to commit to. When
helping people to develop, you are not restricted to job-related objectives, although
typically most objectives will be.
 Agree necessary support - This is the support required for the appraisee to
achieve the objectives, and can include training of various sorts (external courses
and seminars, internal courses, coaching, mentoring, secondment, shadowing,
distance-learning, reading, watching videos, attending meetings and workshops,
workbooks, manuals and guides; anything relevant and helpful that will help the
person develop towards the standard and agreed task. Also consider training
and development that relates to 'whole-person development' outside of
job skills. This might be a hobby or a talent that the person wants to
develop. Developing the whole person in this way will bring benefits to
their role, and will increase motivation and loyalty. The best employers
understand the value of helping the whole person to develop. Be careful to
avoid committing to training expenditure before suitable approval, permission or
availability has been confirmed - if necessary discuss likely training requirements
with the relevant authority before the appraisal to check. Raising false hopes is not
helpful to the process.
 Invite any other points or questions - make sure you capture any other
concerns.
 Close positively - Thank the appraisee for their contribution to the meeting and
their effort through the year, and commit to helping in any way you can.
 Record main points, agreed actions and follow-up - Swiftly follow-up the
meeting with all necessary copies and confirmations, and ensure documents are
filed and copied to relevant departments, (HR, and your own line manager
typically).

performance appraisal form template guide and

process

This performance appraisal template and process guide has been created to support the
downloadable appraisal forms available from this page, but the process and the forms
can be adapted to suit your own situation.

Here is a free performance appraisal form in pdf format, and here is the same
performance appraisal form in MSWord format. Both versions of the appraisal form
were revised August 2006. These free forms are based on the template and process
below, which also act as instructions and guidelines for the form.

The structure is formal but the process and content does not have to be constrained by
work and job issues. Always be looking for opportunities to help the person develop
beyond their formal work responsibilities. Not everyone is interested in promotion, and
lots of people find job-skills training less than riveting, but nearly everyone has
something in them that they want to pursue and develop. When appraising someone if
you can tap into these desires and help the other person to achieve their own personal
aims, then everyone wins. If the connection with work don't seem obvious at first, the
benefits from personal growth generally produce dramatic and positive benefits for
employers and work performance.

Obviously a certain amount of work-related training is necessary for good work

performance and advancement, but the biggest advantages accrue to the employing
organisation when people grow as people, outside of their job skills sets. In fact most
of the really important attributes for work are distinctly outside of the typical job skills:
factors relating to emotional maturity, self-esteem, relationships, self-awareness,
understanding others, commitment, enthusiasm, resoluteness, etc., are typically
developed far more effectively in people when they follow their own paths and fulfil
their own natural desires, rather than on endless (and for many people somewhat
meaningless) job-skills courses.

So be imaginative and creative. Use the template and process as a structure for the
appraisal process, but don't constrain the areas of personal development to those only
related to the job and work standards and organisational objectives. Be led by the
people about what they love and enjoy, and what they want to develop and experience
in their lives. And then look for ways to help them achieve these things. This is the true
way to develop people.

performance appraisal form template/sample

Remember this is just a structure for the process - the content and the direction of
personal development is as flexible as your organisation allows, or can be persuaded to
allow. Use your imagination to develop people in the way they want to go, not just the
way the organisation thinks it needs people to be.

A free sample appraisal document in this format is available from this site in MSWord or
pdf (acrobat) versions:

performance appraisal form (pdf) sample/template - downloadable pdf (revised August

2006)

performance appraisal form (MSWord) sample/template - downloadable MSWord file

(revised August 2006)

Obviously the first part of a formal document like this needs to contain essential
identifying data:

 organization, division and department

 year or period covered
 name
 position
 location/site/based at/contact details (e.g., email)
 months in present position
 length of service

N.B. The UK (consistent with Europe) Employment Equality (Age) Regulations 2006,
effective from 1st October 2006, make it unlawful to discriminate against anyone on the
grounds of age. As such, while not unlawful, the inclusion of age and date-of-birth
sections on appraisal forms is not recommended (along with all other documentation
used in assessing people). See the Age Diversity information for more details.

Part A (to be completed by the appraisee before the interview and sent to the
appraiser x days before the appraisal)

A1 State your understanding of your duties and responsibilities.

A2 Discussion points: (not exhaustive or definitive - for more ideas look at the
interviews questions)

1. Has the past year been good/bad/satisfactory or otherwise for you, and why?
2. What do you consider to be your most important achievements of the past year?

3. What do you like and dislike about working for this organization?

4. What elements of your job do you find most difficult?

5. What elements of your job interest you the most, and least?

6. What do you consider to be your most important tasks in the next year?

7. What action could be taken to improve your performance in your current position
by you, and your boss?

8. What kind of work or job would you like to be doing in one/two/five years time?

9. What sort of training/experience would benefit you in the next year? Broaden
this question to include 'whole-person development' beyond job skills -
for example: What do you have a personal passion for that we might help
you to pursue? (It's a fact that when person develops interests, talents and
experiences that they truly love and enjoy - even if the area seems completely
unrelated to work - then the person becomes more valuable, mature, and motivated
at work too, because they have grown as a person. Within reason, employers can
and should help people to develop in any way they wish, and often even the most
unconnected development or experiences hold much valuable learning that are
directly transferable and usable at work - all it takes is a bit of imagination.)
A3 List the objectives you set out to achieve in the past 12 months (or the period
covered by this appraisal) with the measures or standards agreed - against each
comment on achievement or otherwise, with reasons where appropriate. Score the
performance against each objective (1-3 = poor, 4-6 = satisfactory, 7-9 = good, 10 =
excellent):

A4 Score your own capability or knowledge in the following areas in terms of your
current role requirements (1-3 = poor, 4-6 = satisfactory, 7-9 = good, 10 = excellent).
If appropriate bring evidence with you to the appraisal to support your assessment.
(This list is not exhaustive or definitive - the list should reflect the
requirements of the job and the career path.) See the skills and behaviours
assessment tools for other aspects to include in this list. Other roles in other industries,
for example technical, engineering, healthcare, legal, finance, leisure, transport,
construction, etc, will require different skill sets. These are examples of a typical
commercial or management skill set.

1. commercial judgement
2. product/technical knowledge

3. time management

4. planning, budgeting and forecasting

5. reporting and administration

6. communication skills

7. delegation skills

8. IT/equipment/machinery skills

9. meeting expectations, deadlines and commitments

10. creativity

11. problem-solving and decision-making

12. team-working and developing/helping others

13. energy, determination and work-rate

14. steadiness under pressure

15. leadership and integrity

16. adaptability, flexibility, and mobility

17. personal appearance and image

18. appreciation and application of social responsibility, sustainability, and ethical
considerations

A5 In light of your current capabilities, your performance against past objectives, and
your future personal growth and/or job aspirations, what activities and tasks would you
like to focus on during the next year. Include in this any 'whole-person non-work-
related development that the person feels would help them to grow and become more
fulfilled as a person.

Part B (to be completed during the appraisal by the appraiser - where appropriate and
safe to do so, certain items can completed by the appraiser before the appraisal, and
then discussed and validated or amended in discussion with the appraisee during the
appraisal.)

name of appraiser:

position:

time managing appraisee:

B1 Describe the purpose of the appraisee's job. Discuss and compare with self-
appraisal entry in A1. Clarify job purpose and priorities where necessary.

B2 Review discussion points in A2, and note the points of interest and action.

B3 List the objectives that the appraisee set out to achieve in the past 12 months (or
the period covered by this appraisal - typically these objectives will have been carried
forward from the previous appraisal record) with the measures or standards agreed -
against each comment on achievement or otherwise, with reasons where appropriate.
Score the performance against each objective (1-3 = poor, 4-6 = satisfactory, 7-9 =
good, 10 = excellent). Compare with the self-appraisal in B3. Discuss and note
points of interest and action, particularly training and development needs
and wishes.

B4 Score the appraisee's capability or knowledge in the following areas in terms of their
current (and if known, next) role requirements (1-3 = poor, 4-6 = satisfactory, 7-9 =
good, 10 = excellent). NB This competencies list is not exhaustive or definitive - the list
should reflect the requirements of the job and the career path. See also the skills and
behaviours assessment tools for other aspects to include in this list. Other roles in other
industries, for example technical, engineering, healthcare, legal, finance, leisure,
transport, construction, etc, will require different skill sets. These are examples of a
typical commercial or management skill set. Compare with the self-appraisal in B4.
Discuss and note points of interest and action, particularly training and
development needs and wishes.

1. commercial judgement
2. product/technical knowledge

3. time management

4. planning, budgeting and forecasting

5. reporting and administration

6. communication skills

7. delegation skills

8. IT/equipment/machinery skills

9. meeting expectations, deadlines and commitments

10. creativity

11. problem-solving and decision-making

12. team-working and developing/helping others

13. energy, determination and work-rate

14. steadiness under pressure

15. leadership and integrity

16. adaptability, flexibility, and mobility

17. personal appearance and image

18. appreciation and application of social responsibility, sustainability, and ethical

considerations

B5 Discuss and agree the appraisee's career direction options and wishes, and
readiness for promotion, and compare with and discuss the self-appraisal entry
in A5. Some people do not wish for promotion, but everyone is capable of, and
generally benefits from, personal development - development and growth should be
available to all, not just the ambitious. Again consider 'whole-person' development
outside of obvious work-related training.
B6 Discuss and agree the skills, capabilities and experience required for competence in
current role, and if appropriate for readiness to progress to the next role or roles. It is
usually helpful to refer to the skill-set or similar to that shown in A/B4, in order to
accurately identify all development areas, whether for competence at current level or
readiness to progress to next job level/type. Consider the connections between a
person's natural talents, personal interests, passions, etc., to their work roles and their
work aspirations. There are often huge overlaps between ' whole-person development'
outcomes (which might not obviously relate to work) and the person's job. A person
who becomes better at anything outside of their work almost always becomes better at
their work too. The big difference of course is that people want to pursue their own
personal passions and interests, whereas many are not so keen to attend job skills
training courses that to them are far less stimulating. Seek to help the person to grow
in whatever direction they want, not just to identify relevant work skills training.

B7 Discuss and agree the specific objectives that will enable the appraisee to reach
competence and to meet required performance in current job. These must adhere to
the SMARTER rules - specific, measurable, agreed, realistic, time-bound, enjoyable,
recorded.

B8 Discuss and agree the specific objectives that will enable the appraisee to move
towards, or achieve readiness for, the next job level/type, or if no particular next role is
identified or sought, to achieve the desired personal growth or experience. Must also
adhere to SMARTER rules.

B9 Discuss and agree as far as is possible (given budgetary, availability and

authorisation considerations) the training and development support to be given to help
the appraisee meet the agree objectives.

NB Appraisers should note that personal development and support must be offered to
all employees, not just the ambitious. Job-skills training isn't restricted to sending
someone on an external course - it includes internal courses, coaching, mentoring
(mentoring someone else and well as being mentored), secondment to another role
(eg, deputising for someone while they are away on holiday), shadowing, distance-
learning, reading books, watching videos, attending meetings and workshops,
workbooks, manuals and guides, researching, giving presentations; anything relevant
and helpful that will help the person develop towards the standards and aims, and as a
person. Training and development should not be restricted to job-skills. Discuss ways to
help the person achieve whatever personal development and experiences that they feel
passionate about, even if initially there seems no relationship or benefit to the work and
the job because almost certainly there will be: often in the skills themselves, and if not,
then almost always in the increased wisdom and maturity that comes from any sort of
personal growth.
Avoid giving commitment to an appraisee for any training expenditure before suitable
approval, permission or availability has been confirmed - discuss likely training and
development requirements with the relevant authority before the appraisal to check on
policies and options and approvals. Raising false hopes is not helpful to the appraisal
process.

B10 Any other issues (it's important to offer the opportunity to the appraisee to raise
any other points, even if they need to be discussed at another meeting, outside of the
appraisal process, which would generally be the case.)

Signed and dated appraiser and appraisee:

(Finally it's advisable to show instructions as to the distribution of copies of the

completed form, a reminder of its confidential nature, and a statement as to the
individual's rights under the data protection laws applicable.)

tools for appraisals, assessments and

individual/group training needs analysis

The following are few examples of tools and materials that relate closely to the
appraisals process, and particularly for identifying and prioritising individual and
collective group training needs, all of which is commonly referred to Training Needs
Analysis, or TNA.

Modern integrated computerised HR/training management systems will offer more

sophisticated functionality than these simple tools, however these templates and
traning needs analysis (TNA) spreadsheets can be useful for basic requirements, and
also for specifying and evolving more modern complex learning and development
management systems.

Bear in mind that these assessments and TNA tools are concerned principally with
conventional work skills and attributes, and how to identify and prioritise group
development needs. You should consider separately how best develop unique
personal potential in every person, since a person's unique personal potential is
usually quite different to the skills implied or required by their job role. See the
'Fantasticat' concept for ideas about nurturing and encouraging development of unique
personal potential.
Various other templates and tools for learning and development which can be used
alongside appraisals processes are available from the free resources section.

The resources below are available as in different file formats including PDF's, MSWord
or Excel working tools.

performance appraisal form sample/template - PDF (revised August 2006)

performance appraisal form sample/template - MSWord (revised August 2006)

360 degree appraisals form template - MSWord

360 degree appraisals form template - MSExcel

see the 360 degree appraisals guide

general role - skill/behaviours individual assessment tool and group training needs
analysis (TNA) tool - MSExcel versions

general role - skill/behaviours individual assessment tool and group training needs
analysis (TNA) tool - PDF versions

see guidelines for use for individual assessments and TNA tools

commercial role - skill/behaviours individual assessment tool and group TNA tool -
MSExcel
commercial role - skill/behaviours individual assessment tool and group TNA tool -
PDF

see guidelines for use

management role - skill/behaviours individual assessment tool and group TNA tool -
MSExcel

management role - skill/behaviours individual assessment tool and group TNA tool -
PDF

see guidelines for use

how to use skills/behaviours assessments and

training needs analysis tools

The skill/behaviours individual assessments and training needs analysis tools (available
in pdf and working file MSExcel versions above and from the free resources section) are
simple, effective and flexible tools for assessing individual training needs and for group
training needs analysis. Adapt them to suit your purposes, which can extend to
specifying and evolving more complex learning and development management systems.

While the word 'training' is used widely on this webpage (mainly because many people
search for and recognise the word 'training'), try to use the words 'learning' and
'development' when structuring your own processes and adapting these tools. The
words Learning and Development capture the spirit of growing people from the inside
out, rather than the traditional approach of 'putting skills in' through prescriptive
training methods, which are less likely to enthuse and motivate people than self-driven
learning and development.

The Training Needs Analysis (TNA) spreadsheet is now available in three different
variations, based on three different individual skill/behaviour assessments for the roles:
 general,
 commercial/sales, and
 management.

The tools, available above, offer a simple, free and very powerful way to identify,
assess, analyse, prioritise and plan training needs, for individuals, small teams, small
companies, and very large organisations.

You can use the tools in the present format or adapt them to suit your situation.
Obviously ensure that the skill/behaviours descriptions are consistent throughout the
individual assessment tool and the Training Needs Analysis tool. It is entirely possible to
include a variety of 'skill-sets' on a single TNA spreadsheet.

You can use whatever scoring system suits you and your situation, although number
scoring (rather than words or letters) is necessary for spreadsheet analysis.

A 1-4 scoring system generally works well, since it gives less opportunity for middling,
non-committal answers. Primarily you need to know simply whether each capability is
adequate for the role or not.

Ensure you identify clear definitions for the scoring, particularly if comparing or
analysing different people's scores, where consistency of measurement is important,
eg:

 1 = little or no competence
 2 = some competence, but below level required for role
 3 = competence at required level for role
 4 = competence exceeds level required for role

Or:

 1 = never meets standard

 2 = sometimes meets standard
 3 = often meets standard
 4 = always meets standard

For self-use: The skills/behaviour set assessments require some interpretation and
ideally discussion with a trusted friend, colleague or boss to establish the 2nd view
validation. As well as encouraging self-awareness development and simply thinking
about one's own feelings and aptitudes, the assessment and reflection are an
interesting and viable basis for assessing/discussing/reviewing personal development
and career focus. When the scoring is completed you can prioritise your development
needs (essential skills with the lowest scores).

For use with others as development tool: The skill/behaviour assessment is an effective
tool for recruitment, appraisals and ongoing development and training. It can be
adapted for different roles, and if used with existing staff ideally the person performing
the role should have some input as to the skill and behavioural criteria listed, and the
importance (essential or desirable) for each characteristic in the role. Working with a
group to adapt the skill-set criteria according to the people's jobs makes an interesting
workshop and team building session: involving people in developing the system creates
a sense of ownership and commitment to using the assessment method itself. The skill-
set/behavioural tests can be used in conjunction with the Training Needs Analysis tool
available from the website as a working MSExcel spreadsheet file. Assessment can be
carried out formally one-to-one as part of an appraisal or review meeting, referring to
evidence if appropriate, or informally in a workshop situation as a group exercise
(assessment in pairs, with partners helping to establish the 2nd view validation for each
other). Whether informally or formally assessed, the results for a group can be
transferred to the corresponding Training Needs Analysis tool, to identify team or group
training priorities. Training priorities are the essential skills with the lowest average
scores.

Informal assessments in a workshop situation also enable an immediate 'straw poll'

analysis of group training needs, and as such provide an excellent method for quickly
identifying and agreeing training and development needs for a group.

tips for using skillset and TNA tools

The skillset tools and related TNA (Training Needs Analysis) spreadsheet tools on this
website provide quick easy adaptable templates for explaining, identifying and planning
group training needs.

The skillset and TNA tools obviously measure the criteria that are detailed within the
tools. Adapt them as required.
The instruments are broad indicators of training and development needs, based mainly
on subjective views, and in this respect are not as sophisticated as more scientific and
complex TNA systems.

You can adapt the criteria (skills/behaviours elements) within the skillset and TNA tools
according to what you believe are important/relevant for your role(s).

So if the tool does not cover what you need to measure then adapt it by changing the
criteria (the skill/attributes/behavioural elements).

Importantly you can involve the group in doing this, and in appreciating the
components and standards of each element.

Generally assessments of all sorts work better when those being assessed feel involved,
in control, fully informed and empowered - rather than allowing a feeling of being
excluded and covertly or secretly measured, which arises commonly in the way that
many work-related assessments are introduced and managed.

The 360 degree feedback tool enables better objective measurement than the Skillset
tool, but entails significantly more set up and administration.

While I have no documented evidence or statistical data for the Skillset tool's use and
effectiveness, in my own experience I have always found it helpful in initially developing
understanding of the different management/role aspects; also for developing
understanding of individual self-awareness of strengths and weaknesses, and to provide
the leader with an overview of individual and group needs.

The skillset tool is especially useful for group training needs analysis methods when
used in conjunction with the TNA spreadsheet, different versions of which are available
and explained in the tools for appraisals, assessments and TNA section.

These are quick broad flexible indicators, not a scientifically validated or very detailed
systems; for example they does not break down elements into smaller sub-elements of
competencies.

While being quick and flexible, a weakness of the tools is the reliance on subjective
opinion, and the looseness with which the criteria can be interpreted, both of which can
be addressed in the way that you present and use and develop the tools.
tips on scoring systems for skills audits, appraisals
and training needs analysis

Scoring and measuring system suitability is critical, especially if you are making big
decisions on the outcomes, which require clear score definitions and implications
(explain to participants the judgements/actions which will stem from the scoring).

Generally a score range of 1-3 is too narrow. Not only because life isn't that simple, but
mainly because the mid-way 2 option encourages fence-sitting which inhibits clarity of
individual and overall results (as any odd number score range tends to do). 1-3 or 1-5
virtually ensures you end up with a cloudy result because so many answers are in the
middle.

If you need to change from a 3 or 5 point system, this objective-scientific angle might
provide you with the best lever to do so. 1-4 is much better because people have to
decide whether the ability is to standard or not - there's not an automatic average or
mid-way for the 'don't knows'.

If you have to stick with 1-3 then ensure the meanings are such as to ensure black or
white answers.

'Grey' answers at number 2 in a 1-3 scale, e.g., average, medium, satisfactory, etc.,
aren't really any help. Nor are the typical definitions found at number three in a 1-5
scale.

A way of making a 1-3 scale acceptable is:

 1 - needs improving
 2 - good
 3 - excellent

Here the 1-3 is effectively turned into a 1-2 (yes/no or is/isn't) scoring system (whereby
1 = below standard; 2 & 3 = above standard) which at least enables a clear decision,
albeit just yes or no, which in actual fact is all that's necessary for many TNA's.
Tight scales are fine - in fact in some ways easier - for a group training needs analysis,
but are not good for individual skills audits or training needs analysis, where the
question of degree is more important for individual task direction and development
planning, and to enable more reliable comparison between individuals.

The accuracy and reliability of any scoring system increases with full
description/definitions, and better still with examples for each score band. This gives
everyone the same objective-scientific reference points, and reduces subjectivity.

360 degree feedback and 360 appraisals tips and

template examples

360 degree appraisals are a powerful developmental method and quite different to
traditional manager-subordinate appraisals (which fulfil different purposes). As such a
360 degree process does not replace the traditional one-to-one process - it augments it,
and can be used as a stand-alone development method.

360 degree appraisals involve the appraisee receiving feedback from people (named or
anonymous) whose views are considered helpful and relevant. The feedback is typically
provided on a form showing job skills/abilities/attitudinal/behavioural criteria and some
sort of scoring or value judgement system. The appraisee should also assess
themselves using the same feedback instrument or form.

360 degree respondents can be the appraisee's peers, up-line managers/execs,

subordinate staff, team members, other staff, customers, suppliers - anyone who
comes into contact with the appraisee and has opinions/views/reactions of and to the
appraisee. Numerous systems and providers are available - I wouldn't recommend any
in particular because my view about this process is that you should develop a process
and materials for your own situation, preferably involving the appraisees in this, which
like all participative approaches, often works well.

You can develop your own 360 degree feedback system by running a half-day or full
day workshop (depending on extent and complexity of the required process) involving
the appraisees or a sample group, during which process and materials can be created
and provisionally drafted. The participative workshop approach as ever will give you
something that's wholly appropriate and 'owned' instead of something off-the-shelf or
adapted, which would be arbitrary, mostly inappropriate and impracticable (in terms of
criteria and process), and 'not invented here', ie., imposed rather than owned.

I would recommend against restricting the 360 feedback to peers and managers only -
it's a waste of the potential of the 360 degree appraisal method. To use the feedback
process for its fullest '360 degree' benefit involve customers (in the broadest sense -
could be patients, students, users, depending on the organization), staff, suppliers,
inspectors, contractors, and others for whom good working relationships and
understanding with the appraisee affect overall job performance, quality, service, etc.

Ensure respondents are aware of equality and discrimination issues, notably the Age
Discrimination legislation and implications which might be new to some people.
Comments such as 'you can't teach an old dog new tricks', or 'not old enough to
command respect' are ageist, discriminatory, unlawful, and will create a liability for the
originator and the employer.

Developing 360 degree appraisals systems process make ideal subjects for a
workshops, which in itself contains some very helpful developmental benefits and
experience for all involved. If you're not able to get everyone together for a workshop
you should solicit input and ideas - particularly about appraisal criteria and respondents
and anonymity - then draft out process and materials - then issue for approval, then
pilot, review, adapt and then implement. Adapt, improve and develop on an ongoing
basis.

It is my view that no aspects of 360 feedback should ever be mandatory for any
appraisee or respondent. Given more than three or four similar role-types being
appraised it's not sensible to produce individually tailored criteria, in which case when it
comes to the respondents completing the feedback not all the criteria will be applicable
for all respondents, nor for all appraisees either. By the same when designing the
feedback instruments (whether hard-copy documents or online materials), it's useful to
allow space for several 'other' aspects that the appraisee might wish to add to the
standard criteria, and space for respondents to add 'other' comments. Open honest
feedback can touch sensitivities, so be sure that appraisees understand and agree to
the criteria, respondents (by type, if not named) and process.

Ensure suitable and sensitive counselling is provided as part of the informing of

feedback results.

If 360 degree feedback results are to be analysed collectively to indicate the

overall/total situation (ie., to assist in determining organizational training and
development needs for instance), think carefully about the feedback form scoring
system and particularly its suitability for input to some sort of analysis tool, which could
be a spreadsheet, and therefore numerically based requiring numerical scores, rather
than words, (words of course are more difficult to count and measure, and while words
and description assessment enables more subtlety, they also allow more room for
misunderstanding and misinterpretation).

For guidance have a look at the skills and behavioural assessment tool - it's not a 360
degree tool, but is an example of the basis of one, and some of the skills elements that
can be included in a 360 degree appraisals form.

Similarly the training needs analysis tool is an example of a collective or organizational

measurement tool, based on the input of a number of individual feedback assessments.
This tool can easily be adapted to analyse a number of 360 degree responses.

See the 360 degree appraisal document, available in MSWord or Excel formats:

free 360 degree appraisals form template in MSWord format

free 360 degree appraisals form template in MSExcel format

introduction of 360 degree appraisals

Here is a simple guide for introducing 360 degree appraisals into an organization (and
any other management system for that matter):

 Consider and decide what you need the 360 degree system to achieve. What
must it be? How must it work? What difference must it make?
 Choose/design a system (or system provider), ie., research and investigate your
options (other local or same-sector companies using 360 already are a helpful
reference point, or your trade association HR group, or a specialist HR advisory
body such as CIPD in the UK if you are a member).
 Check the legal and contractual issues for your sitution - privacy, individual
choice, acceptable practices and rules, training, data protection, individual rights,
adoption guide, etc. (360 degree systems are now well-developed and established.
Best practice and good reference case-studies are more widely available than in
the early years of 360 feedback development.
  When you've decided on a system, pilot it with a few people to make sure it does
what you expect. (It's best to establish some simple parameters or KPI's by which
you can make this assessment, rather than basing success on instinct or subjective
views.)
 When satisfied with the system, launch it via a seminar or workshop, preferably
including role-plays and/or practical demonstration.
 Support the implementation with ongoing training, (include an overview in your
induction training as well), a written process guide/booklet, and also publish
process and standards on your intranet if you have one.
 Establish review and monitoring responsibility.
 Ensure any 360 degree appraisal system system is introduced and
applied from top down, not bottom up, so everyone can see that the CEO is
happy to undertake what he/she expects all the other staff to do. As with anything
else, if the CEO and board agrees to undertake it first, the system will have much
stronger take-up and credibility. If the plan for 360 feedback introduction is likely
to be seen as another instrument of executive domination then re-think your
plans.

360 degree appraisal form design - template

guidelines

Job descriptions are also a useful starting point for (but by no means the full extent of)
establishing feedback criteria, as are customer/staff survey findings in which
expectations/needs/priorities of appraisee performance are indicated or implied.

A 360 degree appraisal template typically contains these column headings or fields, also
shown in the template example below:

 Key skill/capability type (eg communications, planning, reporting, creativity and

problem solving, etc - whatever the relevant key skills and capabilities are for the
role in question).
 Skill component/element (eg 'active listening and understanding' [within a
'communications' key skill], or 'generates ideas/options' [within a
'creativity/problem solving' key skill]). The number of elements per key skill varies -
for some key skills there could be just one element; for others there could be five
or six, which I'd recommend be the maximum. Break down the key skill if there are
more than six elements - big lists and groups are less easy to work with.
 question number (purely for reference and ease of analysis)
  specific feedback question (relating to skill component, eg does the person take
care to listen and understand properly when you/others are speaking to him/her?
[for the active listening skill])
 tick-box or grade box (ideally a,b,c,d or excellent, good, not good, poor, or rate
out of 5 or 10 - N.B. clarification and definitions of ratings system to participants
and respondents is crucial, especially if analysing or comparing results within a
group, when obviously consistency of interpretation of scoring is important)

360 degree feedback form template example

A typical 360 degree feedback form template would look like this. This template allows
a mixture of key skills comprising one, two, three, four, and up to six elements. The
number of elements per key skill/capability would vary of course, so if necessary adjust
the size of the boxes in the first column accordingly to accommodate more or less
elements. See the notes directly above for more explanation about the purpose of each
column and heading, and the feedback scoring method.

Feedback Form headings and instructions: appraisee name, date, feedback

respondent name, position (if applicable) plus local instructions and guidelines
for completion, etc.

key
skill/capability question feedback
skill/capability feedback question
element number score
area

8
 9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

Optional section: for additional feedback comments about the appraisee (if
you provide this option it is advisable to ask respondents to be as constructive
as possible.....)
A working file based on this format is available in MSWord and Excel versions:

free 360 degree appraisals form template in MSWord format

free 360 degree appraisals form template in MSExcel format

You can see from this that the process of designing the feedback document (essentially
a questionnaire) is to build it from the role's key skill areas, break down these into
elements, and measure each via carefully worded questions, which the respondents
answer and thereby grade the performance - ie., give feedback - in respect of the
person in question.

The question as to anonymity of respondents is up to you. A grown-up organization

with grown-up people should be able to cope with, and derive more benefit from,
operating the process transparently - but you need to decide this. Some people are
happier giving feedback anonymously. And some people are not able to deal particularly
well with criticism from a named person. For more information and guidance about
handling and explaining this particular aspect refer to the Johari Window model - it's a
powerful and helpful concept to use alongside the 360 degree feedback/appraisal
process.

As mentioned above, workshops are a good way to devise these questionnaires,

especially the questions to assess each skill or behavioural element.

Analysis of group results is much easier if you use a numerical rating system. The
sample free training needs analysis spreadsheet tool can easily be adapted for analysis
of 360 degree feedback results, which can then feed into the analysis of training needs.
The same training needs analysis tool is also available in pdf format.

appraisals timing with pay reviews, performance

awards, and training planning
Some people advocate separating appraisals from pay review, however this does not
make sense in organizations which require staff to be focused on their contribution to
organizational performance, especially where there are clear accountabilities and
measures (which in my view should apply in all organizations).

Organizations rightly or wrongly are geared to annual performance, and the

achievement of a trading plan. This cascades to departments, teams and individuals, so
it makes sense to assess people over a time period that fits with what the organization
is working to. Put another way, it's not easy to appraise someone on their year's
performance half way through the year. Transparency and accountability are
prerequisites for proper assessment and appraisals.

Arguably 'best practice' is to schedule appraisals close to trading year-end, when year-
end results and full year performance - for individuals and departments and
organizations - can reliably be predicted. By holding appraisals at this time, and staff
knowing that appraisals are focused on this trading period, people's thoughts and
efforts can be concentrated on their contribution towards the organization's annual
trading plan, which is a main appraisals driver and output (as well as individual
development of course). Holding appraisals after year-end means that people start the
year without formal agreed objectives, and also creates bigger delays for financial and
payroll departments in their task to process pay awards and adjustments.

Departmental, team and individual objectives provide the context for the appraisal,
linking clearly to performance bonus and performance-based pay awards, the rationale
for which needs to be transparent and published prior to the start of the year to which
they relate, for the full benefit and effect on staff effort to be realised.

Pay review would also coincide with the trading year, which makes sense from the
planning and budgeting perspective. The business is in a position to know by the close
of the final quarter what the overall pay review position is because the rationale has
already been (it jolly well should have been) established and year-end financials can be
predicted. Moreover the next year's trading plan (at least in outline) is established,
which gives another useful context for appraising people, especially those (most staff
hopefully) who have contributed to the planning process (ie, committed as to what they
can do for the coming year, targets, budgets, staffing levels, priorities, objectives, etc).

The appraising managers can therefore go into appraisals fully briefed and prepared to
discuss and explain the organization's overview results and financials to the appraisees.
And the appraisees can see results and think in terms of their full year performance and
contribution to corporate results, plus what they plan for next year, which provides the
basis of the aims and objectives to be reviewed through the coming year and at the
next year's appraisal.
other guidelines for organizational appraisals
planning

Other than for directors, complex or difficult appraisals, appraisal meetings should not
be 3 hour marathon sessions - this daft situation happens when boss and subordinate
never sit down together one-to-one other than for the annual appraisal. If you only talk
properly with someone once a year no wonder it takes all afternoon...

Boss and subordinate should ideally sit down one-to-one monthly (or at worse,
quarterly, for the more mature, self-sufficient people), to review activity, ideas,
performance, progress, etc., which makes the annual appraisal really easy when it
comes around, and manageable in an hour or 90 minutes maximum.

Use of a good appraisal form including self-assessment elements is essential for well
organised appraisals. See the free templates which are ready to use or adapt for your
own situations and job roles:

performance appraisal form (pdf) sample/template - downloadable pdf (revised August

2006)

performance appraisal form (MSWord) sample/template - downloadable MSWord file

(revised August 2006)

Ensure that appraisers and appraisees understand that they must prepare in advance or
you're looking at 3 hour marathons again.

Training for appraisers and appraisees on how to use the appraisals process properly is
very helpful obviously, especially taking a more modern view of what makes people
effective and valuable to employers, and how to encourage this development, which
relates to developing the whole person, in the direction they want to go, not just job
skills, as explained earlier in this section.

pay reviews and awards

If you want to be regarded as a caring and ethical organization, it's also helpful for the
organization (board) to agree a basic across-the-board inflationary salary increase close
to year end and announce this - everyone gets this. This can be based on a collection of
factors, decided by the board, typically: inflation, the organization's financial position,
demographics and competitor market forces on salary levels.

Individuals can then receive an additional increase on top of this according to criteria
agreed before the start of the year (at their last appraisal) based on performance,
achievement of targets, job-grade advancement, qualifications attained, training aims
achieved, and any other performance levers that it is sensible, fair and practicable to
incentivise.

From 1st October 2006 (UK and Europe) it is unlawful for pay and benefits to be linked
to a person's age, aside from statutory mechanisms such as minimum wage levels. See
the Age Diversity information.

The rationale for these individual awards must be established and budgeted for by the
board, circulated, and explained to all staff via managers.

Whilst not always easy or practicable to design and implement, arguably the best
collective annual pay increase mechanism is one that effectively rewards everyone
directly and transparently for corporate performance, ie, 'profit share' in spirit, based on
the whole organization and a business unit/department to which they relate, plus an
individual performance-linked award based on the sort of levers mentioned above. It's
about people believing that they are all part of the group effort, pulling together, and all
enjoying a share of the success. Profit share deals just for directors are rightly regarded
by most staff as elitist, exclusive, and divisive. If you want your people to give you
100%, include them in as many reward schemes as you can.

appraisals and training planning

Where appraisals coincide with year-end, training department must not rely exclusively
on appraisals data for training planning (the data arrives too late to be used for training
planning for the next year quarter 1 and probably quarter 2).

Training planning must work from data (based on audits, analyses, manager inputs,
questionnaires, market and legislative drivers, etc) gathered/received earlier during the
year.

Training planning by its nature is a rolling activity and thought needs to be given to
how best to manage the data-gathering and analysis (including the vital details from
staff appraisals), training planning activity, and integrating the costs and budgeting
within the corporate trading planning process.

probationary review elements in appraisals

A new employee is often subject to a probationary period - normally three months

although probationary periods vary from a few weeks to a year. Probation must have a
strong link to induction training. Probationers need to be supported properly or the
chances of the new employee struggling or failing will increase. The nature and process
of probationary reviews depend on local methods and policies, however the elements of
the review process (and any documentation or system used) will commonly be:

 nam
e
posit
ion
dep
artm
ent
etc.
 date
s-
com
men
cem
ent
and
revie
w
 basi
s of
revie
w-
clear
expl
anat
ion
of
wha
t
 cons
titut
es a
succ
essf
ul
outc
ome
,
linke
d to
cons
equ
ence
s of
succ
ess
and
failu
re,
acco
rdin
g to
prob
atio
nary
polic
ies
 agre
ed
activ
ities
and
aims
for
prob
atio
nary
peri
od
 clear
and
tran
spar
ent
qua
ntifi
able
mea
sure
s for
each
aim/
activ
ity -
for
acce
ptab
le
prob
atio
nary
revie
w,
and
for
ulti
mat
e
job
perf
orm
ance
stan
dard
if
diffe
rent
(aim
s
mus
t be
SMA
RT -
spec
ific,
mea
sura
ble,
agre
ed,
reali
stic,
time
-
bou
nd -
aims
and
activ
ities
shou
ld
logic
ally
refle
ct
and
repr
esen
t the
core
skills
,
kno
wled
ge,
beh
avio
ur
an
lear
ning
nece
ssar
y for
the
prob
atio
ners
job
 func
tion)
 agre
ed
supp
ort,
train
ing
and
reso
urce
s for
aims
/acti
vitie
s
 nam
es
and
cont
act
deta
ils
for
men
tors,
train
ers,
help
ers
for
each
activ
ity
 self-
asse
ssm
ent
secti
on
for
each
aim/
 activ
ity
 train
er/s
uper
visor
asse
ssm
ent
of
each
aim/
activ
ity
 prob
atio
nary
revie
w
com
men
ts
and
agre
ed
futur
e
actio
ns,
per
aim/
activ
ity
 over
all
revie
w
sum
mar
y,
com
men
t
and
 agre
e
stat
us/a
ction
s
 sign
atur
es
and
date
s of
revie
wer
and
prob
atio
ner

See the SMART task delegation review sheet, which is helpful for agreeing, recording
and measuring aims.

See also the general competencies skill set assessment form, and other examples of
individual assessment tools, which can also help in the probationary review process.

The Multiple Intelligences concept and test and VAK Learning Styles concept and test
are extremely useful tools for appraisals, before or after, to help people understand
their natural potential and strengths and to help managers understand this about their
people too.

There are a lot of people out there who are in jobs which don't allow them to use and
develop their greatest strengths; so the more we can help employees to understand
their own special potential, and find roles that really fit well, the happier we shall all be.

You might also want to look at the Fantasticat concept too - it's mainly for children, but
sometimes it helps to return to where we started when and if things go off track.
Understanding what we are fantastic at is at the very heart of being happy and
achieving great things in our work, and this applies whether you are thinking about this
for yourself, or helping others to do the same.
It is worth re-emphasising the implications of the UK (consistent with Europe)
Employment Equality (Age) Regulations 2006, effective from 1st October 2006, which
make it unlawful to discriminate against anyone on the grounds of age, (in addition of
course to race, religion, gender, disability, etc). New or recent legislation always creates
a vulnerability for trainers and managers, and Age Discrimination particularly has
several implications for performance appraisals, documents used, and the training of
people who conduct staff appraisals. See the Age Diversity information. Understand
about the Age discrimination law also if you are being appraised. Young or old - it
affects very many people and situuations.

tips on completing your own self-assessment

appraisal form, and preparing for your appraisal

Be as truthful as you can without exposing yourself unnecessarily. Obviously if your

company and/or boss does not have a positive and fair approach be careful not to
create vulnerabilities for yourself.

Always be positive, never negative - don't complain, don't point out problems, avoid
making personal attacks on anyone or their abilities. If there are problems express
them as opportunities to develop or improve, an if possible suggest or recommend how
these improvements can be made.

Ask for help and training and coaching and development in areas that you believe will
improve your productivity and value to the organization.

Look for ways to relate personal growth and development of your own passions and
interests outside of work, to your work, and the benefits this sort of development will
bring to your employer. Think about your hobbies and your natural strengths - they will
almost certainly entail using many attributes that will be helpful for your employer -
perhaps beyond the role that you find yourself in currently. If your employer is unaware
of your talents and potential make sure you tell your manager, and if your employer
fails to understand the benefits of helping you to follow your unique personal potential
(which each of us has) then maybe think about finding an employer who places a
higher value on their people.

Use the list or skill categories on the appraisal form to assess your capabilities and
behaviours one by one - be specific, objective and be able to reference examples and
evidence. This is an important area for the appraisal meeting itself so think about it and
if necessary ask others for feedback to help you gather examples and form a reliable
view of your competence in each category listed. If the appraisal for does not have a
list of skills and behaviours create your own (use your job description for a basis).

Assess your performance for the appraisal period (normally the past year) in each of
your areas of responsibility; if there are no specific responsibilities or objectives brought
forward from your previous appraisal or on-going meetings with your manager again
use your job description as a basis for assessing your performance, competence and
achievements.

Identify objectives for yourself for the next year. These should be related to your
current job responsibilities and your intended personal development, and be a mixture
of short, medium and long-term aims (ie, days or weeks, months, and a year or more).
Attach actions and measurable outputs to these aims and objectives -this is a
commitment to change and improve which demonstrates a very responsible and mature
attitude.

If your aims and actions require training or coaching or other support then state this,
but do not assume you have a right to receive it - these things cost money and your
manager may not be able to commit to them without seeking higher approval.

Think about and state your longer-term aspirations - qualifications and learning, career
development, and your personal life fulfilment issues too - they are increasingly
relevant to your work, and also to your value as an employee.

Seek responsibility, work, and tasks within and beyond your normal role. Extra work
and responsibility, and achieving higher things develop people and increase productivity
for and contribution to the organization.

Always seek opportunities to help and support others, including your boss.

Always look upon reward as an economic result of your productivity. You have no 'right'
to reward or increase in reward, and reward is not driven by comparisons with what
others receive. Reward, and particularly increase in reward, results from effort and
contribution to organizational performance. As such, if you want higher reward, seek
first the opportunity to contribute more.
See the other tools and materials related to appraisals, individual assessments, and
learning and development, including:

job interviews and interviewing - the processes are similar to appraisals - many of the
questions are useful and can be adapted for the appraisal meeting or the appraisal form
itself - the information and ideas for group selections and assessment centres also
relate potentially to performance appraisals

personality theory and models

multiple intelligence theory and learning styles

coaching and training process flow diagram

delegation/objectives SMART tool

training planner tool

Kolb learning styles theory and diagram

empathy to build trust and diffuse conflict

transactional analysis - for better communicating and understanding

delegation - how to

Adams equity theory on job motivation and diagram

leadership tips

job descriptions - structure and examples - it's helpful to have the person's job
description at appraisals, or to take yours along if it's your own appraisal...

free team building games (1) (2)

free team building games ideas, exercises and
activities for employee motivation, training and
development, children's games and party games

Free team building games, free team building activities and free team building exercises
for building teams and corporate employee motivation.

Many of these exercises can be adapted for young people and children.

Employee motivation benefits from team building games, exercises, activities, puzzles
and quizzes. Use free team building games and exercises ideas to warm up meetings,
training, and conferences.

These free team building games are also great ice breakers for training sessions,
meetings, workshops, seminars or conferences.

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,
or 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.

New activities and exercises are now being added to the additional team building ideas
page 2 on this website.

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) (more
teambuilding games 2)

face game (non-verbal communications, facial

expressions, ice-breaker)

A simple quick game for any groups interested in communications and relationships.

See the face game on team building games page 2.

picture pieces game (teamwork, departmental

working)

An exercise for groups of any size and ages. Half an hour, or longer if you increase
complexity.

Demonstrates departmental working and its effectiveness in enabling many people to

work towards a single overall aim.

See the picture pieces exercise on teambuilding games page 2.

the takeaway game (planning, analysis, number

skills, ice-breaker, energiser for the brain)

Based on an old numbers game. Adaptable easily for time, level of difficulty, and group
size.
At its simplest the game takes less than a couple of minutes to explain and play.

All you need is a few coins.

Expandable to be very challenging if required.

See the takeaway game on team building games page 2.

the obvious teambuilding game for snowy weather

(teambuilding, fun, etc)

A seasonal activity which requires snow. And a managing director with a decent sense
of humour.

See the Obvious Teambuilding Game on teambuilding games page 2.

project team exercise (graduate recruitment

assessment and selection, internal promotion
assessment centres, business development and
project teams)

For any/all of the following:

 grad
uate
recr
uitm
ent
asse
ssm
ent
days
  inter
nal
pro
moti
on
asse
ssm
ent
cent
res
 deve
lop
men
t of
busi
ness
and
com
mer
cial
man
age
men
t
skills
 iden
tifyi
ng
and
deve
lopin
g
new
busi
ness
initia
tives

See the project team exercise on teambuilding games page 2.

stress exercise (demonstrating stress, ice-breaker,
team-working, teamwork pressures and confusion)

Demonstrating stress and its causes safely and enjoyably is not easy.

Here's a way to do it which can help towards better understanding and dealing with the
causes of workplace stress, especially stress arising from pressurised team-working.

See the stress exercise on team building games page 2.

learning and thinking styles exercise (learning

styles, brain type preferences, self-awareness,
johari awareness)

Quick exercise for exploring and understanding thinking/working/learning style

preferences, without the need for a test instrument.

See the learning and thinking styles exercise on team building games page 2.

alternative christmas and new year exercise (new

year ice-breaker, creative thinking, social values
and true life priorities)

An exercise for any group size and creative thought-provoker for the New Year.

See the Alternative Christmas and New Year Exercise on team building games page 2.
mobile phone game (time management, use tools -
don't let them use you, manage your environment,
communications, addictions to technology and
gadgets)

Demonstrates how mobile phones and emails disrupt effective working, time
management and organisational efficiency.

See the mobile phone exercise on team building games page 2.

the CRITWATNF game (warm-ups, icebreakers, and

for demonstrating that things are rarely as crucial
as they seem)

Simple icebreaker or discussion session to look at the difference between objective

critical decision-making, and decision-making driven by emotion.

See the CRITWATNF game on teambuilding games page 2.

passion to profit exercise (process and template for

enjoyable rewarding work and independence,
career change, business start-ups, self-
employment, redundancy and outplacement
support)

It took Google ten years to achieve world domination from a standing start.

Your own meaningful enjoyable career change, successful self-employment, or new

business would take much less time than that.
What's stopping you?

See the passion to profit exercise on team building games page 2.

quick paper tower icebreaker (warm-up, creative

thinking, and/or teamwork, skills and process
analysis)

A quick simple variation on the old newspaper tower activity.

For individuals or teams, as an icebreaker or more complex exercise to review the

nature of tasks, skills, process and team-working, etc.

See the quick paper tower icebreaker on teambuilding games page 2.

tree swing games (awareness and cooperation

between teams, departments, divisions,
corporations, nations, planets, etc)

A flexible creative exercise (aren't they all?..) for looking at expectations and delivery -
and the gap which usually exists between the two - in a very different way.

See the tree swing games ideas on teambuilding games page 2.

poetry activities (team games with poems,

creativity, icebreakers, johari awareness, thinking
outside of the box, fresh perspectives)
Thursday 9 October is National Poetry Day in the UK, although you can be anywhere in
the world to enjoy poetry.

Helpfully in 2008 the theme of National Poetry Day is WORK.

See the poetry activities ideas on team building games page 2.

the 'what did you learn yesterday' game

(icebreaker, self-development, life attitude, self-
awareness, discussions about what learning and
development means)

Simple and potent activity or quick icebreaker. Very adaptable.

See 'What did you learn yesterday?' on the teambuilding games page 2.

tactical team shove ha'penny (icebreaker,

teamworking, tactics, strategy)

A simple very flexible competitive game for icebreakers or more complex tactical
exercises, which also helps teamworking and team problem-solving.

See the team shove ha'penny activity on team building games page 2.

ageing society exercise (icebreaker, ageism,

trends, predictions, creative thought,
demographics)
An icebreaker or bigger group activity to demonstrate and develop proactive complex
creative analytical forward-thinking, compared to reactive shallow thinking.

The basic idea can easily be adapted into different activities for your own situations,
teams and trends.

See the ageing society exercise on teambuilding games page 2.

political qualification game (job skills, training,

competence - and many other issues relating to
competence and suitability)

An exercise to develop appreciation of job competence and profiling for determining

suitability, training and qualifications.

See the political qualifications game on teambuilding games page 2.

positive behaviour exercise (understanding

positive behaviour/behavior concepts, karma, law
of attraction, etc)

A way of exploring positive behaviour without getting embroiled in issues of religious or

spiritual or universal opinion.

See the positive behaviour exercise on teambuilding games page 2.

('Behaviour' is UK-English. 'Behavior' is US-English.)

'moneygram' activity (creativity, teamworking,
expressing and sharing perceptions about
organizational structures and markets, etc)

A flexible exercise for any ages and all groups. For creativity, developing team working
and mutual understanding, especially about organizational or market structures.

See the moneygram activity on the teambuilding games page 2.

new world exercise (icebreaker, or bigger exercise

for leadership roles, team roles, multiple
intelligences, life skills, analysis and reaction - a
context for using new models and tools of
management and leadership)

A flexible and fascinating scenario-based activity for groups up to 12 people. For all
ages.

Larger groups can be split into teams to add a competitive/diverse aspect to the
exercise.

See the new world exercise on the teambuilding games page 2.

helium stick games (team building, assumptions,

organising tasks, problem-solving)

Ideas and variations for one of the classic teambuilding games. Great for icebreakers.

See the helium stick basic exercise, plus lots of variations ideas on the teambuilding
games page 2.
david davis resignation speech

The remarkable 12 June 2008 David Davis resignation speech provides a wonderful
unfolding case study for all sorts of teaching and training areas.

See the discussion examples, tips and clip on the training clips page.

secrets of success exercises (ice-breaker, success

factors, differences between skills, attitudes,
knowledge, experience)

A quick easy activity for any groups interested in success, teaching, training, etc.

Especially useful for emphasising the importance of attitude, above skills, knowledge,
and experience.

See the secrets of success exercises on team building games page 2.

change exercises (demonstrating and experiencing

the effects of change on people)

Simple fun exercises for working with features and effects of change.

See the change exercises on teambuilding games page 2.

charades icebreaker/exercise (communications,
creativity, icebreaker, conveying messages simply
and clearly, non-verbal communications)

Simple activity to help people think about the importance of identifying central themes
and key messages and how to convey them, especially the value of non-verbal
methods.

See the charades activity on the teambuilding games page 2.

seasonal factors icebreaker (warm-ups and

discussion-starters for various issues)

A quick simple and flexible activity for groups of four and over.

The exercise prompts thinking and discussion about the need to predict and adapt to
changing circumstances.

The activity itself can be adapted for any function or area of interest and development.

See the seasonal icebreaker on teambuilding games page 2.

dice exercise (sales training, effective selling, time

management, planning, maximizing efficiency and
return on effort)

One of the best simple quick exercises for demonstrating the value of good planning,
for sales and selling especially, but for everyone with responsibility for making best use
of their time.

See the dice exercise on the team building games page 2.

shoe-wear (icebreaker ideas, personality types,
discussion and activity)

This is a simple idea which can prompt a lot of discussion and ideas about personality,
self-awareness and mutual awareness.

See the shoe-wear icebreaker activity on teambuilding games page 2.

'a senseable friend' cards activities (icebreakers,

problem-solving, creative thinking, hidden issues,
johari, etc)

Unusual and intuitive tool for icebreakers, problem-solving and more.

See 'A SenseAble Friend' on teambuilding games page 2.

'sell a region' diversity game (diversity awareness,

teambuilding, presentations, research,
understanding other cultures)

For teams, including conference situations, to promote understanding of diversity issues

and good team-working.

See the 'sell a region' game on the team building games page 2.
animal perceptions exercise (self-image, influence
of others, self-awareness, aspirations, johari-type
development)

A fun exercise to stimulate reflection and discussion about self-perception and who we
want to be.

See the animal perceptions exercise on team building games page 2.

christmas quizzes

Free Christmas quizzes - Quizballs 48 (30 questions and answers) and last year's
Quizballs 29 (20 questions and answers)

listening games (listening skills, interpretation,

team working, communications)

Very flexible activity for listening skills and more besides - see the listening game on
teambuilding games page 2.

money exercises (taking a wider view, re-

examining priorities, seeing and understanding
other people's issues)

Simple quick ice-breaker and point-maker for opening our awareness and being less
focused on our own narrow priorities.

See the money exercise/ice-breaker on team building games page 2.

conkers and acorns ideas (various themes -
especially for young people)

Seasonal obviously, although other links between nature and learning can be found
through the year.

See the conkers and acorns ideas on the teambuilding games page 2.

competitor-partner exercises (collaboration v

competition, with all that this implies for
organizations and teams)

For market and competitor strategies, and for team-building and team-working.

See the competitor-partner exercises and grids on the teambuilding page 2.

This is the age of collaboration - what are you doing about it?

questioning games ideas (demonstrating open and

closed questions, developing questioning skills)

Use puzzles and fact-finding scenarios to show and practise the use of open and closed
questions.

See the questioning exercise on teambuilding games page 2.

diversity quiz game (teaching and developing
diversity awareness, addressing local diversity
issues)

Flexible exercise for groups of all sorts to focus on diversity in an entertaining and
enjoyable way.

See the diversity quiz game on team building games page 2.

causes and solutions exercises (discussion or

illustration of problem-solving, dispute resolution,
crisis management and avoidance, solutions-
focused thinking)

Flexible activity - easy to set up - for discussion and teaching of problem-solving, crisis-
management, solution-focused thinking.

See the causes and solutions activity on the team building games page 2.

quiz public survey game (all and any aspects of

communications, plus lots of other applications)

Imagine a cross between a quiz and a treasure hunt... this is it.

See the public research quiz game on the team building games page 2.

bin toss game (ice-breakers, competition and

motivation, fun)
You can probably guess...

See the bin toss game on teambuilding games page 2.

bricks in the wall

An exercise for goals and objectives planning.

The importance of components and process in realising aims and changes.

See the Bricks in the Wall exercise on the teambuilding games page 2.

the ampersand exercise

Quick easy idea for ice-breakers, with potential to adapt and develop for more complex
learning.

Good for explaining difference between knowledge and skill, and why skills and
knowledge need developing differently.

See the ampersand activity ideas on the teambuilding games page 2.

seasonal team games

See the Seasonal Team Activities Ideas on teambuilding games page 2.

christmas quiz
See Quizballs 29 - twenty questions and answers for parties and team games.

cartoon and celebrity role-plays (quick character

profiles and scenarios for role-playing)

Do you struggle sometimes to find or compile case-studies for role-playing activities?

Easy quick ideas for enjoyable role-plays - for appraisals, interviews, counselling,
discipline, coaching and more.

See the cartoon role-play ideas on the teambuilding games page 2.

obituaries (personal destiny, life goals, getting

control of direction and purpose)

For encouraging a deeper review of personal potential and life purpose.

See the obituaries exercise on teambuilding games page 2.

telephone chatting activities (team-building for

home-based staff, telephone skills exercises,
remote teams relationships)

Home-based staff and remote teams miss out on the valuable social contact normally
available to office-based teams.

Personal interaction between staff (typically chatting and engaging in the canteen,
elevator, lounge areas, etc) is crucial for developing relationships and mutual awareness
among teams, so if teams do not meet frequently then the leader must devise ways to
enable this personal interaction to happen.
More background and some ideas in the chatting exercises on the teambuilding games
page 2.

quickies

Ideas you can develop and have fun using. See the quickies on the teambuilding
exercises page 2.

visualisation exercises (lifting limits, identifying

personal potential, direction)

A simple activity for groups or teams of any size - individuals too - for visualising and
imagining doing something different and special with our life.

See the visualisation exercise on the other team exercises page 2.

stress reduction techniques (stress reduction ideas

and understanding, for self or others, or teams)

The quick stress reduction techniques on the stress management page aren't
teambuilding activities as such.

However they can provide interesting ideas for dealing with stress and helping and
teaching others about stress reduction.

The ideas can also be used to reduce tension in certain types of teams and meetings,
for ice-breakers or diversions, to demonstrate aspects of mind-body connection and its
relevance to attitude, frame of mind, self-control, and also aspects of NLP, positive
visualisation, lateral thinking, lifting limits, and no doubt lots more too.
The chief effect of these very simple exercises is to change the environment and
atmosphere, and thereby the 'mindset', which is a basis for all sorts of development,
quite aside from the benefits of reducing someone's stress levels.

The 'I am' page helps to illustrate and explain the power of positive visualisation and
'self-talking' which is a strong element within the second of the three stress reduction
ideas.

team skipping (team-building and just about

anything else)

Looking for something very different, lively and flexible?

With lots of fun and team-work and interaction?

See the team skipping activities ideas on the teambuilding games page 2.

isolation and intuition team exercises

(relationships, bullying and harassment, diversity,
intuitive demonstrations)

Two team exercises for groups of any size exploring intuition and isolation, which
can be used to support learning about relationships and feelings.

The isolation and intuition activities are on the other teambuilding games page 2.

Both activities are highly flexible and can be adapted for local circumstances.
age diversity exercises for teams (age
discrimination training, ageism awareness,
diversity development)

With the introduction of Age Discrimination legislation, (UK October 2006, and
consistent with European law), there is an increased need to raise awareness and to
teach people about ageism and age discrimination.

Ideas for activities and exercises to highlight Age Discrimination and Diversity issues are
on the other team-building games page (2).

We all, irrespective of age, race, religion, gender, disability, etc., have our own special
capabilities and strengths, and it is these capabilities and strengths that good
organisations must seek to identify, assess, encourage and utilise, regardless of age or
other potentially discriminatory factors.

shot at dawn discussion (morality, leadership

integrity, etc)

An emotional subject which enables a variety of discussions about morality, ethics and
integrity in institutions, the pressures on people in authority which cloud decisions, and
the need for us all to take an interest in the humanitarian and ethical conduct of
leaders.

See the 'Shot At Dawn' lessons discussion and ideas on the other team-building
activities page 2.
corporate globalization debate activity (exercise
and warm-up ideas for exploring corporate
globalisation issues)

An entertaining and stimulating way to start any meeting or session involving or relating
to corporate globalisation and/or the influence of the modern digital age and the
worldwide web.

Corporate Globalization Debate Exercise and Ideas are on the other teambuilding
games page 2.

speeches exercises (warm-ups and ice-breakers,

presentation skills and public speaking, motivation,
inspiration and leadership)

A very flexible activity to develop understanding and confidence for speaking to groups,
which can be adapted for many different situations. See the speech exercises on the
other team-building games page (2).

corporate life-cycle exercises (organisational

understanding for selling, management, own-
organisation awareness)

Simple quick exercises ideas for explaining and developing understanding of how
organisations develop and change.
See the Corporate Life-Cycle Exercise on the other team-building page. Based on the
Adizes model.

world cup/major event exercises (debating,

presentation, understanding strategy,
management, etc)

If delegates want to discuss the state of football and England's performance, or the
aftermath of any major sporting or entertainment event, here are a few quick easy
ideas for directing team members' enthusiasms towards useful outcomes for learning,
development and team-building, etc.

See the World Cup Antidote Exercises on the other team-building activities page.

See also the Football quiz questions and answers.

baking foil construction exercises

See the ideas for working with this simulating material in the baking foil games on the
other team building page.

Look also below at the newspaper construction games which provide other ideas for
using baking foil.

triple bottom line exercise (understanding and

developing ethical organisations)
See this empowering profit-people-planet activity on the other team-building page. This
activity can also be used in development workshops. It is a very flexible exercise and
will help bring to life the increasing rhetoric (at last) about ethical organisations,
'Fairtrade', sustainability, corporate social responsibility, and well-being. It sounds
great, but how do you make it happen? Start by understanding what it all means.

fantasticat

This idea is so good that it deserves a section all of its own. See the Fantasticat page.

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:

 thin
kin
 g
dee
ply
abo
ut
thei
r
own
dev
elop
me
nt
and
how
to
opti
mis
e it,
and
 wor
kin
g
tog
eth
er
to
sug
gest
how
the
org
anis
atio
n
can
imp
rov
e.

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:

 peo
ple
beg
in
to
alig
n
mor
e
clos
ely
wit
h
the
org
anis
atio
n,
and
cruc
ially
:
vice
-
vers
a
 peo
ple
star
t to
thin
k
diff
ere
ntly
abo
ut
the
org
anis
atio
n-
 "it
can
be
mor
e
tha
na
job
if
you
wan
t it
to
be..
"
 the
org
anis
atio
n
gets
to
hea
r
and
see
wha
t its
peo
ple
are
trul
y
cap
able
of
 the
org
anis
atio
n
hea
rs
how
 its
peo
ple
can
and
wan
t to
hel
p
imp
rov
e
the
mse
lves
and
the
org
anis
atio
n
 the
org
anis
atio
n
(an
d
part
icul
arly
the
CEO
)
com
mit
s to
sup
port
ing
its
peo
ple
in
 doi
ng
the
abo
ve

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:
 thei
r
own
per
son
al
stre
ngt
hs,
pas
sion
s,
(inc
ludi
ng
hob
bies
and
pas
tim
es),
dre
ams
,
am
biti
ons,
and
how
the
se
rela
te
(be
cau
se
the
y do
-
beli
eve
me)
to
thei
 r
effe
ctiv
ene
ss,
hap
pin
ess,
mat
urit
y,
tole
ran
ce,
crea
tivit
y,
resil
ienc
e,
ada
pta
bilit
y,
and
valu
e
etc.
, as
peo
ple
at
wor
k,
and
 thei
r
idea
s
and
sug
gest
ions
for
how
the
org
anis
atio
n-
in
any
and
eve
ry
way
-
can
be
imp
rov
ed;
fro
m
per
son
al
dev
elop
me
nt
rela
ting
to
job
skill
s
and
who
le-
per
son
dev
elop
me
nt,
to
cust
om
er
serv
ice
and
qua
lity
of
deli
ver
y,
ma
nag
eme
nt,
com
mu
nica
tion
s
and
IT,
heal
th
and
safe
ty,
ethi
cs
and
cor
por
ate
soci
al
res
pon
sibil
ity -
the
who
le
she
 ban
g.

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 well-
considered 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 job-
holder'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' activities (team-building games, ice-

breakers, warm-ups, 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
Statements for Statements for Statements for Statements for
personal
a session on feelings and
a session a session about a session about
social views
general work about developing and ideas for
(warm-up ice-
attitudes and improving using people's improving
breaker only -
service levels: potential: morale:
opportunities: no need for
significant
review):

 I most enjoy  Custome  My  Informati  My

about work.... rs would be under-used on about the favourite
 I least enjoy happier... potential... company... food...
about work....  Custome  Staff can  People  I like it
 help... leave...
rs cancel...  I could  Staff when...
 Custome instead... would be more  My
 I hate it when
rs argue...  If committed... favourite
my boss...
 Meetings managers  People place...
 Working in
with let/help us we would  Holidays.
my current team...
customers.... could... attend/want ..
 We could  To be training...  Family
 The biggest improve... more effective  A career and friends...
opportunity... I'd... here....

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:

 root
s=
their
life
influ
ence
s
and
belie
fs
 trun
k=
life
stru
ctur
e
and
parti
cular
ly
aspe
cts
that
are
quit
e
firm
and
fixed
 bran
ches
=
relat
ions
hips
and
conn
ectio
ns,
direc
tions
,
inter
ests,
how
they
spen
d
time
 leav
es =
infor
mati
on
and
kno
wled
ge -
and
sour
ces
ther
eof
 buds
=
their
idea
s
and
hop
es
for
the
 futur
e,
and
their
pote
ntial
 fruit
=
their
achi
eve
men
ts
 flow
ers
=
wha
t
mak
es
the
m
spec
ial,
their
stre
ngth
s
 thor
ns =
chall
eng
es,
thre
ats
and
diffic
ultie
s

Ask team members to share and discuss their trees and interpretations with each other
within their teams. Emphasise the usefulness of empathic listening and non-
judgemental 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 bollocks'. 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
=
CAR
EER
 Tige
r=
PRI
DE
 She
ep =
LOV
E
 Hors
e=
FAM
ILY
 Pig
=
MON
EY

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
pers
 onali
ty
 Cat
=
your
part
ner
 Rat
=
your
ene
my
or
ene
mies
 Coff
ee =
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:

 Yello
w=
a
pers
on
you
will
neve
r
forg
et
 Oran
ge =
a
true
 frien
d
 Red
=a
pers
on
you
reall
y
love
 Whit
e=
your
twin
soul
or
soul-
mat
e
 Gree
n=
a
pers
on
you
will
rem
emb
er
for
the
rest
of
your
life
(this
is
the
usua
l
inter
pret
atio
n of
the
Gree
n
pers
on,
alth
oug
h
obse
rvan
t
read
ers
will
notic
e
that
it is
effec
tivel
y
the
sam
e as
the
Yello
w
pers
on,
so
for
add
ed
inter
est,
here
is an
alter
nativ
e
mor
e
inter
estin
 g
Gree
n):
 Gree
n=
som
eone
who
can
teac
h
you
a lot
abo
ut
your
self

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
pers
ons
=
sligh
tly
(ste
ady
now.
.)
 5-9
pers
ons
= to
your
likin
g
 9-14
pers
ons
=
 you
will
have
at
least
5
surp
rises
in
the
next
thre
e
wee
ks
(pre
sum
ably
nice
surp
rises
..)
 15
or
mor
e
pers
ons
=
your
life
will
impr
ove
dras
ticall
y
and
"all
that
you
have
alwa
ys
 drea
med
will
take
shap
e.."
(or
wor
ds
to
that
effec
t)

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 bollocks than the one above.

autograph collecting exercise (introductions, team-

building, 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, team-

working, 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
knee
s
and
twe
nty
five
fing
ers.
 Four
elbo
ws,
thre
e
ears
, ten
fing
ers
one
thu
mb.
 Thre
e
han
ds,
 thre
e
wrist
s,
ten
fing
ers
and
two
ankl
es.
 Twe
nty
thre
e
fing
ers,
thre
e
shou
lders
,
thre
e
nose
s
and
a
chair
.
 Thre
e
toes,
a
thig
h, a
fore
hea
d,
thirt
y
fing
ers,
a
 wall
and
a
tabl
e.
 Ten
fing
ers,
ten
thu
mbs,
two
elbo
ws,
two
knee
s,
and
thre
e
credi
t
card
s.
 Six
fing
ers,
six
thu
mbs,
two
ankl
es, a
mob
ile
pho
ne
and
a
calc
ulat
or.
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 decision-making implementing tactics

monitoring mentoring resolving conflict
budgeting negotiating giving constructive feedback
measuring keeping promises accepting criticism and
applying rules and policies working alongside team suggestions
disciplining people members allowing the team to make
being honest with people sharing a vision with team mistakes
developing strategy members taking responsibility for
consulting with team motivating others others' mistakes
giving responsibility to giving praise formal team briefing
others thanking people responding to emails
determining direction being determined planning schedules
explaining decisions communicating instructions delegating
assessing performance making painful decisions reacting to requests
defining aims and appraising people reviewing performance
objectives recruiting time management
doing the right thing counselling nurturing and growing
taking people with you coaching people
developing successors problem-solving team-building
inspiring others
 taking responsibility
selling and persuading identifying the need for
running meetings
doing things right action
interviewing
using systems having courage
organising resources
getting people to do things 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 leading

reporting team-building
monitoring taking responsibility
budgeting identifying the need for action
measuring having courage
applying rules and policies consulting with team
discipline giving responsibility to others
running meetings determining direction
interviewing explaining decisions
recruiting making painful decisions
 defining aims and objectives
counselling being honest with people
coaching developing strategy
problem-solving keeping promises
decision-making working alongside team members
mentoring sharing a vision with team
negotiating members
selling and persuading motivating others
doing things right doing the right thing
using systems taking people with you
communicating instructions developing successors
assessing performance inspiring others
appraising people resolving conflict
getting people to do things allowing the team to make
formal team briefing mistakes
responding to emails taking responsibility for mistakes
planning schedules nurturing and growing people
delegating giving praise
reacting to requests thanking people
reviewing performance giving constructive feedback
time management accepting criticism and suggestions
organising resources being determined
implementing tactics acting with integrity
listening

(Developed from a suggestion by Sheila Caldwell)

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 role-
plays 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 call-
handlers. 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:

 wha
t
colo
ur
are
the
floor
tiles
in
rece
ptio
n?
 wha
t
was
the
nam
e of
the
lady
who
serv
ed
you
coff
ee
on
arriv
al (it
was
on
her
nam
e-
bad
ge)?
 acco
rdin
g to
the
 the
plaq
ue
by
the
entr
ance
door
,
who
ope
ned
the
build
ing
and
in
wha
t
year
?
 wha
t is
feat
ured
in
the
big
land
scap
e
pictu
re
that
han
gs in
the
rece
ptio
n?
 whe
re is
the
fire
 extin
guis
her
in
the
hall
way
outsi
de
this
roo
m?
 wha
t
prod
ucts
are
feat
ured
in
the
pictu
res
in
the
elev
ator
?
 wha
t
was
the
colo
ur of
the
rece
ptio
nist'
s
jack
et/h
air/b
lous
e?
  wha
t is
print
ed
on
your
roo
m
key
fob
asid
e
from
the
num
ber?
 how
man
y
plast
ic
card
s
are
in
your
purs
e/w
allet
?
 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 (team-

building, 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.

negotiation teams scenario exercises (negotiation

skills training, team building, teamwork and
communications, negotiation planning)

In planning and designing negotiation skills training facilitators and trainers commonly
seek ready-made case-studies or off-the-shelf scenarios, to provide a basis for a
negotiation exercise or role-plays. Finding suitable and relevant case-studies is difficult
however. They are rarely free, and even the case-study exercises which come at a price
tend to require some adjustment for the actual training situation. So here's a different
approach to finding negotiation case-studies, that will fit every situation: have the
group themselves design the scenario as part of the negotiation training session, which
they will then use for the negotiation role-play in teams.
First facilitate a brainstorm session with the group to create the scenario, with as many
variables (tradables) as possible for each side. This is a very helpful exercise in itself
since staff and managers needing to learn and practise negotiating rarely appreciate all
the issues and opportunities for negotiation that exists in any particular situation.
Having the group construct the scenario also gives the trainer or facilitator the chance
to guide the development of the scenario, so that it is workable, and to identify the
development needs of the team that warrant most attention later as the session
unfolds. Use a template as a guide for the group for the scenario design brainstorm
session. Here's an example of a template for a negotiation scenario:

 situa
tion
desc
ripti
on
 peo
ple
invol
ved
on
each
side,
their
level
of
influ
ence
,
their
pers
onal
and
corp
orat
e
aims
,
and
com
men
t
abo
ut
pers
 onali
ty
and
neg
otiat
ing
style
s
 varia
bles
(tra
dabl
es)
for
each
side
with
valu
es
or
noti
onal
prior
ity
rank
ing
for
each
side
(bec
ause
each
side
will
plac
ea
diffe
rent
valu
e on
each
varia
ble)
 alter
nativ
e
opti
ons
for
each
side
(co
mpe
titor
offer
s
with
pros
and
cons
,
and
com
men
t on
opp
ortu
nity
for
eith
er
side
to
simp
ly
walk
-
awa
y)
 exte
rnal
pres
sure
s
and
time
-
 sens
itive
fact
ors
(for
exa
mple
seas
onal
or
cont
ract
ual
aspe
cts)
 plus
anyt
hing
else
of
bear
ing
to
eith
er
side

Having constructed the scenario you can then run the negotiation role-play in any way
you choose. The negotiation activity can be organised for individuals or teams, with
stages and responsibilities built in to increase the complexity and challenge. Or simply
run the activity with two teams facing each other across a table, with a suitable time
limit to achieve a creative win-win (collaborative) outcome.

A flip chart is an essential tool for this exercise, because it allows ideas and criteria for
the negotiation to be clearly agreed and shown at all times. As the negotiation role-play
unfolds it is likely that questions will arise which require the facilitator's arbitration, so
expect to have to manage and control the activities closely and pragmatically. In this
respect there is some similarity with real negotiations, which rarely proceed as
anticipated.

The aim of the exercise and the role-play negotiation is not to create a confrontation, or
a winner-takes-all result. The aim - which should be reinforced frequently with the team
members - is for the delegates to seek and develop new ways of arriving at better
collaborative outcomes, by thinking creatively and in collaboration with the other side,
ideally based on a realistic (perhaps historical) work negotiation situation. As such you
can facilitate an enormous amount of learning and ideas with this format, in the way
that the scenarios are developed and discussed, and especially in the way that the
negotiating teams can be encouraged to take a creative and cooperative approach to
finding better solutions than might first appear possible or have historically been
achieved.

Every negotiation, when viewed creatively, entrepreneurially and collaboratively,

provides an excellent opportunity to develop and improve synergies between and
benefiting both sides, within the negotiated outcome.

You and the trainees might find it useful to refer to Sharon Drew Morgen's concepts
regarding collaborative facilitation, which although developed primarily for front-end of
the selling process, are also extremely useful for cooperative negotiating. Each side is
uniquely positioned to see how the other side can more effectively contribute to the
combined solution - it can be a strange concept to appreciate initially, but is extremely
powerful in any situation where two people or sides seek to reach agreement to work
together, which is essentially what negotiation is all about. See also the negotiation
techniques material.

language, grammar communications styles training

activities (english language, grammar,
communications styles, for customer service and
rapport-building)

This is a simple idea for training and developing language and conversational speech
skills (English language - although the format can very easily be applied to other
countries and languages) for staff of all types, including overseas customer services and
call centres, and for sales and communications training. Effective communications
require language and style that is appropriate for the listener - normally a similar
language style to the listener. Good communicators can adjust their language style to
help the listener understand the communication quickly and easily. Using appropriate
'matching' language and style also helps to build rapport with other people. These
language skills are helpful to all staff, not just people in overseas call centres.

The activity is simply to issue different daily newspapers and/or lifestyle magazines to
the group - some tabloids, 'red-tops', broadsheets, for example (in the UK) The Sun,
The Mirror, The Daily Mail, The Daily Express, the Times, The Telegraph, The Financial
Times. Or use magazines, representing a broad social mix.

Split the group into three or four individuals or pairs or teams of three (depending on
group size and time available), and give each a different newspaper or magazine, so
that each is quite different from the others used in the exercise. The team members
then have 20-30 minutes to create an informal presentation and perhaps a simple
communications role-play, which demonstrates important aspects of the language and
communications styles for their given newspaper or magazine.

Involve the group after each presentation, and again after all presentations, in
discussion about the key aspects of the styles they have observed, and the differences
in style, language and words between the different readership/social class styles. Other
discussion points can be extended to include:

 the
moti
ves
and
aspir
atio
ns
of
the
diffe
rent
type
s of
peo
ple,
their
lifest
yles
and
conc
erns
,
and
purc
hasi
ng
driv
ers
 lang
uag
e
and
style
they'
d
resp
ond
to,
and
be
less
likel
y to
resp
ond
to -
typic
al
wor
ds,
gra
mm
ar
and
voca
bula
ry
 the
sort
of
prod
ucts
and
servi
ces
they
buy
(the
adve
rts
in
the
 publi
catio
ns
can
be
help
ful
in
deve
lopin
g
this
und
erst
andi
ng)
 refer
to
dem
ogra
phic
s
and
soci
al
class
ificat
ions
deta
ils,
and
also
to
the
read
ershi
p
profi
les
of
the
publi
catio
ns
 (whi
ch
are
ofte
n
easy
to
obta
in
from
the
publi
catio
ns
the
msel
ves)
 you
can
even
exte
nd
the
activ
ity
to
sho
wing
and
disc
ussi
ng
exa
mple
s of
TV
sho
ws
for a
give
n
type
of
audi
 ence
,
and
expl
orin
g
dem
ogra
phic
s
infor
mati
on
whic
h is
avail
able
to
pote
ntial
adve
rtise
rs
 refer
also
to
non-
verb
al
com
mun
icati
ons
and
the
tone
of
voic
e,
sinc
e
mea
ning
and
feeli
ng
exte
nds
beyo
nd
wor
ds
alon
e
refer
also
to
the
com
mun
icati
ons
and
lang
uag
e
aspe
cts
withi
n
the
theo
ries
of
NLP
(neu
ro-
lingu
istic
prog
ram
min
g),
and
Tran
sacti
onal
 Anal
ysis

object sculpture team exercise (understanding

team dynamics, team-building, team
communications, mutual awareness)

This innovative group activity can be used for exploring the dynamics of a team, and
developing mutual awareness. The exercise can be used with teams of four, up to a
maximum of twenty, although such a large group size increases the time required.
Larger groups can be split into teams (ideally work teams) of 4-10 team members. Each
person must be tasked before the activity session to bring along three objects or items
that have some personal meaning and which also relate to the team. (This is an
interesting exercise in itself if the items are shown and their personal and team
significance discussed by the team). Next, use a suitably-sized table or a piece of cloth
on the floor to act as the base for the sculpture. Team members must then, in their
own time, place their objects either all at once or one at a time onto the base. Team
members should be instructed to place and adjust the position of their objects in
meaningful relation to other team members' objects, and at any time any person can
move any objects on the base provided none is removed altogether. Participants should
be encouraged to move around the sculpture as it is evolving. This is all done in silence
for a period stated before-hand or decided during the activity according to the situation
by the facilitator, which will typically be 20-40 minutes. The sculpture is complete at the
end of the fixed time period when team members have finished moving the objects and
are satisfied with the sculpture. (Alternatively participants can be permitted to discuss
the positioning of the objects, which on one hand encourages active team-working
during the exercise, but on the other hand will reduce the effect of interference and
'violation', which is obviously a potentially interesting discussion area for afterwards, so
choose what you think will be most helpful for the team concerned, or even ask the
team whether they'd prefer the sculpture build to be silent or openly discussed.) The
facilitator then encourages the team to view the sculpture from different angles and
discuss the meaning of the finished work, and how it symbolises the team (dynamics,
personality, strengths, weaknesses, style, relationships, mix, opportunities, threats,
etc). Then the facilitator encourages the participants to talk about the process - the
significance of their personal objects and how they felt about them being moved
around. A significant aspect of this fascinating exercise is to reveal hidden personal
values and needs, plus the risks of unintentional violation, and the opportunities for
nurturing through each person's own needs and desires. This exercise can be used for
fun and creative activity, and certainly to promote increased mutual awareness and
support. Teams which are able to use their imagination, and able to extract meaning
from what is quite an abstract process, should be able to gain substantial insight into
the team's dynamics from this activity. (Ack John Leary-Joyce) See and use the Johari
Window model to help team members understand and get the best out of this activity.

team islands exercise (team-building, team-

working, planning, negotiation inter-personal
skills, creativity, problem-solving and more)

This is a version of the clay islands exercise below (refer to that game for ideas,
facilitating, team sizes, etc). Clay is great but is messy and more difficult to manage
than this version which uses drawing instead. Gather the team around a large sheet of
paper - the bigger the group the bigger the paper - four sheets of flip-chart paper
joined together makes a good work area for a team of four to ten people. Participants
can play as individuals or in pairs. Using felt tip marker pens team members begin by
drawing their own section of coastline for one whole team island, with whatever
features are desired, so that sections are connected with those of adjacent colleagues
to create one big island. Next, team members can mark out the territory working inland
from their own sections of coastline with whatever features are desired - residential,
industrial, transport, geographical and countryside features - try to agree a suitable
scale before this commences, although the facilitator can deliberately leave this vague
so as to demonstrate the challenges of scaling, interpretation and compatibility as the
activity unfolds. As team members begin to meet the intentions and drawn features of
neighbours they will encounter a variety of issues and situations that need discussing,
negotiating, agreeing, etc., just like those of any growing community or organisation.
These will commonly involve issues about boundaries, roads, communications,
resources, culture, environment, cooperation , dispute, factions and decision-making.
Many parallels will be observed - between the game and the actual team's work issues
and dynamics - and life. This exercise can be used as a sand-alone activity, or at the
beginning of a long programme and then repeated at the end to identify the change in
communication and understanding that has occurred as a result of the programme or
session concerned. For larger groups the activity can be extended to involve the
development of a number of islands - one per team - which when completed can then
begin to engage - visit, trade, explore, learn from, attack, build alliances, etc - with the
other teams' islands. Again refer to the clay islands instructions below for more ideas.
This is an excellent exercise for adults in work or training, and also for young people
and children. (Ack John Leary-Joyce)
positive statements exercises (personal change,
attitude development, confidence and
assertiveness, emotional maturity, emotional
intelligence, personal development)

This activity can be varied to suit the situation. It is a simple and yet potent exercise to
encourage and help team members (or children, young adults, anyone really) to think
about and hopefully commit to personal change and development, especially if linked to
a commitment to take action after the exercise. The exercise will also encourage self-
analysis and goal-setting. The sharing of ideas among team members (if the activity is
run so that people discuss their ideas - it can be run 'secretly', so that people keep their
thoughts to themselves) also helps to open 'Johari Window' aspects of mutual
awareness, which is good for team building and effectiveness. First the facilitator or
team leader should refer to the page about relaxation and positive statements or
'scripts' as a method of identifying and achieving personal change. This will give you
and the delegates useful background for the session, and also for the ongoing
implementation of whatever actions people wish to take forward following the activities.

The exercise is then to ask the team members to think about one, two or three aspects
of their own personal character (how many is up to the facilitator) that they would like
to develop, change, or improve. For example, this might be to develop greater
confidence; to manage their time better; to deal with stress better; to be more creative;
to be more accurate; to finish tasks on time; to take more exercise; to spend more time
with their children; to achieve a qualification; or anything about themselves and their
lives, at home or work, that it is reasonable to want to change. Depending on the
group, you can give extra guidance as to particular areas to focus on or avoid. Be
mindful of the group's comfort zone and keep within it in terms of the personal nature
of weaknesses and sensitivities that you expect people to think about, and if
appropriate, to divulge to others. If you wish to ask the team members to think of more
than one aspect for change, you can guide them to select different types of change, for
example, one for work and one for home; or one for now, one for the next month and
one for the next three months. Use your imagination and refine your instructions to fit
the situation. Bear in mind that certain changes that people seek to make will contain
more than one element, which is relevant to the next stage of the exercise.

When people have thought and decided on their aspect(s) for change, you can ask
them to discuss their ideas and feelings in pairs, so as to validate, confirm, reassess
their thoughts. Alternatively you can ask people to keep their thoughts to themselves. It
depends on the group as to whether you make the exercise 'open' or 'secret'.
Next, ask the team members to translate each desired change into a specific positive
statement, which (in keeping with the technique), should be in the present tense. If
a desired personal change contains more than one behaviour then it can help to break
it down into two more more statements. Broadly, the more ambitious and complex the
desired change then the more likely it will need breaking down into separate
statements, which could be different behaviours or steps.

The facilitator should decide and agree with the delegates whether they wish to share
their aims and statements with others. It is helpful to share, because people can then
work in pairs to to give and receive feedback as to the changes and positive statements
which represent the changes desired. People can also then read out their statements to
the group, as a first step towards using the statements in the way described on the
relaxation and positive statements page.

There are various ways to review the exercise, the process, feelings and the outputs,
and various ways to agree follow-up actions and commitments if appropriate, all of
which depend on the group and the situation, and especially the wishes of the
individuals involved.

the big word game (understanding and defining

aims, purpose, culture, etc)

A very simple game for groups of all sizes, and people of all ages and levels of seniority.
People can work as individuals, pairs, or teams of three or more, depending on the
situation and outcomes and development required. Playing the game with individuals
will limit team discussion and cooperation but will produce individual expression;
working in teams will prompt team discussion and generate collective expression.

The object of the exercise is for the team members to embellish or decorate a big word
on a sheet of flip-chart paper. The word can be the same for each person/team or can
be different, and can be chosen by the delegates or the facilitator, depending on the
outcomes and particular focus required. Short words work better than long words.

The word can be pre-prepared - ie., enlarged and printed in a plain font such as arial,
3-6 inches high, preferably in outline, so as to optimise the opportunity for decoration -
and then the printed sheet stuck to the flip-chart sheet, landscape (sideways).
Alternatively agree the word with the delegates/team and instruct them to draw it as a
simple black outline on the flip-chart sheet. The word should be plain and simple - it's
the decoration that matters, and which can be very revealing.

Participants must use materials provided, for example, pens, paints, crayons, glitter,
glue, textiles - anything, use your imagination - to decorate and embellish the word so
as to emphasise what the word means to them, in whatever context the facilitator
suggests. The context can be anything that pertains to the session, for example; the
organisation's values and positioning, the delegate's personal philosophy (if working as
individuals), management culture, customer service effectiveness - any theme will work.
This exercise is also ideal for very young people, as well as people at work.

The exercise gives delegates the opportunity to express their feelings about the given
context, in the way that they choose to decorate the word.

Examples of themes/contexts: the organisation, customers, customer service, inter-

departmental communications, career opportunities, the school, training and
development.

Examples of words for decoration: team, boss, staff, teacher, student, school, service,
talk, hear, ideas, change, me, us, work.

The results of the exercise can easily be displayed, reviewed and discussed, leading to
opportunities for actions, which the facilitator can follow through. See also the flags and
maxims exercises below.

different perspectives exercise (developing mutual

understanding between job roles, departments,
locations, offices; improving cohesion; defining
roles; building virtual teams)

This activity is designed to improve team members' understanding of each other's roles
and responsibilities, and can produce some exciting output actions. It can also be used
in team building workshops and trouble-shooting meetings, also to define roles and
responsibilities, develop virtual teams, and to develop inexperienced people's
presentations skills and confidence. The exercise can be used at inter-departmental
meetings, international conferences where delegates break out into syndicate groups,
or in any situation involving people representing different roles or responsibilities who
will benefit from learning more about other roles or departments in the organisation,
and from the process of building relationships and empathy with other roles (which are
represented in the group). This very flexible activity is therefore particularly suited to
situations where people need to increase their understanding, appreciation and
awareness of other supporting functions. The format is also good for building virtual
teams (ie., people who are brought together for a particular project from a variety of
functions.)

Here are the instructions for the delegates:

Each person (or can be a pair) representing a job role (or department or location)
should prepare a short presentation of their role (or department, office, region, sector,
etc), which they will give to the group, in turn. The presentations can be informal (flip-
chart or discussion style) or more formal (powerpoint), depending on the judgement of
the facilitator, which is based on the capability and confidence of the delegates, and
time available for preparation and delivery. Presenting in pairs is a useful less-
threatening way to introduce novice presenters to the experience. A presentation
template guide can be issued as follows, which you can adjust to suit your situation:

 Here
's
wha
t we
do/c
an
do
(incl
udin
g
pers
onal
intro
ducti
ons)
 Here
's
why
the
func
tion
is
imp
orta
 nt to
our
orga
nisat
ion
and
our
cust
ome
rs/th
e
proj
ect
 Our
chall
eng
es
(for
exa
mple
,
inter
-
dep
artm
enta
l,
strat
egic,
proj
ect
aims
issu
es)
 How
you
can
help
us
(esp
ecial
ly
looki
ng
 at
conn
ectin
g
and
dep
end
ent
func
tions
)
 Any
ques
tions

Allow two minutes after each presentation for initial questions and feedback and to
quickly identify any actions or opportunities for follow-up. The facilitator should 'park'
major issues or questions for later review rather than interrupt the flow of the
presentations.

For more senior people you can increase the time allowed for preparation (which
implies that this be given as a pre-session instruction and prepared by the delegates
prior to the session or meeting), and also a longer period can be allowed for the
presentations themselves.

In any event, calculate and control carefully the time permitted for presentations,
questions and discussion, so that the whole activity fits into the available time-slot.

For light-hearted situations, to add extra perspective/colour/fun to the role explanation,

you can suggest that the presenters should reference a fictional or real character, for
example, from sport, entertainment, cartoons, politics, history; anyone who they feel
symbolises the role. The character reference can be incorporated into the presentation
style and format to whatever extent the presenter wishes.

Depending on the situation and complexity, the facilitator can ask that the preparation
be done prior to the session, in which case use these guidelines to create a pre-session
preparation instruction sheet. If preparation is to be prior the session, presenters should
be encouraged to consult with their departmental/function colleagues if appropriate.

Involving people in this way and 'giving them a voice' encourages presenters to think
about the issues, and improve connections and understanding. The session is
particularly useful in communicating a wide range of perspectives, to a group, up to
date, from the horses' mouths so to speak. The exercise also gives inexperienced
presenters a useful introduction to presenting and speaking to a group since they are
talking about a subject they know well, to a group of peers who will each have to give
their own presentations, which ensures good audience support.

Finally it is essential that the facilitator enables and ensures that all important issues,
questions and actions rising from the session are properly followed up.

If the session is required for project-related reasons (especially involving the formation
of a new team) then it is important to conclude the presentations activities with a group
review discussion and some agreement on an overall action plan.

See also the guidelines on running workshops, running meetings, and creating and
giving presentations.

pass-the-ball exercise (warm-ups, brainstorming

ideas, collecting examples)

This very simple activity format can be used for a wide variety of purposes, for adults in
teams or groups in business and organisations, and also for children. The activity is
useful where a team of people needs encouraging to suggest examples, brainstorm
ideas, or think of words, methods, experiences, etc., and to help people memorise prior
learning. As the exercise is physical as well as mental it is also a great warm-up, and a
method of enabling people to work together and cooperate very quickly, in an
enjoyable way.

Simply organise the group or team into a circle, which can be around a table. Ask them
to stand up. Throw a ball - any type of ball - to one of the group members, and explain
that the ball should be thrown to another team member - in no particular order - upon
which the receiving person must call out his or her suggestion, according to whatever
theme has been nominated by the facilitator at the start of the exercise. The facilitator
should write the suggestions on a flip-chart to review them at the end of the activity.
Participants should throw the ball to the next team member, a random, after calling out
their idea or suggestion. The exercise can also be used to reinforce prior learning, when
participants can be asked to repeat examples or details of what they have learned in a
previous session. This includes calling out stages in a particular process or repeating a
set of rules or instructions.
Possible exercise themes and categories for ideas, examples, suggestions:

 reas
ons
why
cust
ome
rs
cont
act
supp
liers
 caus
es of
stres
s at
work
 idea
s for
this
year'
s
Chri
stma
s
part
y
 thin
gs
that
moti
vate
us/
me/
staff
 idea
s for
a
publi
city
phot
o-
opp
 ortu
nity
 ben
efits
of a
give
n
prod
uct
or
servi
ce
 man
age
men
t
chall
eng
es
that
we
face
(for
man
ager
s)
 way
s to
ask
som
eone
to
do
som
ethi
ng
for
you
 fact
ors
that
influ
ence
 profi
t
 idea
s to
save
cost
 way
s to
impr
ove
quali
ty
 way
s to
delig
ht
cust
ome
rs
outsi
de
of
their
nor
mal
expe
ctati
ons
 posit
ive
inspi
ratio
nal
wor
ds
we
can
use
to
help
othe
rs
 time
man
 age
men
t
tips
and
idea
s
 exa
mple
s of
usin
g
posit
ive
wor
ds
rath
er
than
the
neg
ative
(for
exa
mple
,
opp
ortu
nity
vers
us
prob
lem)

Ideal group size is six to ten people. For larger groups split the people into two or more
groups and nominate facilitators for each group to record the team's suggestions and
ideas.

letting go exercise (illustrating the need to look

ahead, to de-clutter, to let go of useless baggage)
Ask the team members each to put their own brief-case or personal organiser on the
table in front of them. Then ask each to think about the obsolete material in it that
they've been too lazy to throw away (or delete, in the case of a PDA). Then ask them to
actually remove the useless items, to screw them up and to put them into a pile in the
middle of the table along with everyone else's. Where individual team members are
reluctant to admit to keeping hold of any obsolete useless material, ask them to identify
the three oldest pieces of material they are still keeping, and to justify their retention to
the group. If they succeed then they should be running the session...

The act of throwing everyone's collective junk into a bin can be used to symbolise the
'look-ahead' theme, and to reinforce a commitment to de-clutter, to welcome and make
the most of change, and not to dwell on the past, to complain about past issues, or
regret past mistakes.

You can extend or change the exercise to by asking people to produce and scrutinise
their own bunch of keys, or contents of handbags (be mindful of sensitivities), or
wallets, or even the address books of mobile phones, to illustrate how we all keep
unnecessary baggage, which holds us back, weighs us down, and hinders our ability to
stay fresh and welcome change. Almost everyone keeps old material - baggage - which
weighs us down and clutters our lives. Getting rid of clutter is a vital aspect of staying
fresh, looking forward and positively embracing change.

Control the baggage from your past, and you control your future.

You can if appropriate refer people to the Transactional Analysis model, which provides
a useful perspective on how, if we let it, the past can condition our future thinking and
behaviour. More importantly, the model shows us that we have a choice either to let
our past control us, or to take control of our past, and thereby find freedom in the
future. Look also at the personal change page, which provides theory, method and
sample script for extending the 'letting go' exercise.

mnemonics exercises (developing the brain;

learning, reinforcing and memorising key facts and
data)

The word mnemonic (pronounced 'nemonic' )is from Mnemosyne, the Greek goddess of
memory. This is a simple and very flexible activity to help a team of people (or children)
to learn and remember key facts and information - about anything, and certainly
relating to the particular theme or subject of the team meeting or training session. The
exercise is based on the method of memorising through association. Examples of
mnemonics using association are:

 Rich
ard
Of
York
Gav
e
Battl
e In
Vain
(the
initia
l
lette
rs
mat
ch
thos
e of
the
colo
urs
of
the
rain
bow,
Red
Oran
ge
Yello
w
Gree
n
Blue
Indi
go
Viole
t)
 The
wor
d
 'stal
agmi
tes'
cont
ains
an
'M'
for
mou
ntai
n
(whi
ch
poin
ts
up,
as
opp
osed
to
stala
ctite
s,
whic
h
poin
t
dow
n)
 The
wor
d
'stati
oner
y'
(rela
ting
to
pap
er)
cont
ains
an
'er',
 as
does
'pap
er'
(as
opp
osed
to
the
wor
d
stati
onar
y=
'not
movi
ng')
 Num
bers
can
be
rem
emb
ered
by
asso
ciati
on
with
simil
arly
shap
ed
imag
es,
for
exa
mple
:1
=
wan
d, 2
=
swa
n, 3
=
flyin
g
bird,
4=
yach
t, 5
=
hook
,6
=
elep
hant
(tru
nk),
7=
cliff,
8=
spec
tacle
s, 9
=
ballo
on
on a
stick
,0
=
beac
hball
, 10
=
stick
and
a
hoo
p.
Ther
e
are
man
y
othe
 r
alter
nativ
es.
This
me
mor
y
met
hod
ena
bles
long
num
bers
to
be
rem
emb
ered
by
crea
ting
a
stor
y
linki
ng
the
resp
ectiv
e
imag
es.

The exercise itself is simply to ask team members, individually or in pairs, to create
their own mnemonic for a given piece of important information, facts or figures. The
information could be related to the theme of the meeting or not, depending on the
situation. Examples of types of information that are useful to support with mnemonics
are: a process, a theory or model, a formula, technical data, product range, codes and
numbers, procedures and policies, document references, etc. Mnemonics should then
be presented back to the group and discussed as to their effectiveness. Sharing ideas
for memorising key data helps teams on a number of levels: it improves retention of the
particular subject matter used in the exercise; it teaches people how to improve their
memory, and it gets people working together in creative way. There is also always the
likelihood that some particularly good ideas will come out of the exercise, which can
then be conveyed and used to reinforce key information across the wider organisation.
(Thanks M Caroselli for the prompt)

strengths and goals exercise (personal direction,

personal strengths, goal steps, goals, measures)

This exercise helps team members (and individuals) to identify their personal strengths,
direction, aims and goal steps, either in their personal life or for their work-related
development, or for both combined. First ask participants to draw a line on a sheet of
paper, (a large sheet is easier than small one, and a vertical line on a sheet portrait-
ways up is probably easier if you are asked, although it's not critical). Ask them then to
map onto it, (either or both, depending on the purpose and focus of the activity), up to
five major life events and/or the work achievements they have experienced. Then ask
them to list the qualities, skills and attributes that they used, and what experience,
skills, and values they gained as a result, alongside each event or achievement. When
the participants have completed this, ask the individuals to form into pairs or threes,
and to discuss in turn - using the other team members as a sounding board - possible
future direction and aims (career, self-development, or both) that their strengths and
experiences would enable and help them to achieve. (Ack Fionnghuala Kelly)

career review and planning exercise (personal

direction, career path, career counselling)

The purpose of this exercise is to provide participants with an opportunity to reflect on

previous employment, focusing on aspects that satisfied and motivated, or dissatisfied
and demotivated them, so as to assist deciding about future direction and career
choice. The exercise can be given to individuals on a one-to-one basis, or the activity
can be run for a group, in which case you should agree with the delegates before-hand
(having explained the exercise) whether or not they wish to carry out the exercise
privately individually, or to work in pairs, giving and receiving feedback when wanted.
Giving and receiving feedback is very useful, provided people are comfortable. First ask
the group (or individual) to list their past jobs - each on a separate sheet of paper. If
any participant has had more than six jobs ask them to pick their favourite six jobs
involving long-stay employment. Next, for each job, ask the participants to identify and
list on the respective sheets the aspects of each job that satisfied and motivated them,
and in a second column for each job, to list the aspects of the job that dissatisfied and
demotivated them. Explain to the participants that their judgement as to what 'satisfied'
or 'motivated' them can relate to as many different aspects of their lives that they feel
are relevant and important. Encourage people to use their own measures, not ones that
have been imposed or received. Criteria can include things such as culture of the
organisation, the location of the company, duties and responsibilities, tasks,
relationships, rewards, etc. (It can be helpful before the exercise to discuss Maslow,
McGregor, Herzberg, Kolb, etc., with the group, to aid their understanding of
motivation, fulfilment, and personal style. Next ask participants to refer to their
individual job sheet lists, and using these reference points to compile an overall
summary two-column list of 'good aspects of previous employment' and 'negative
aspects of previous employment'. The final stage of the exercise is to ask the
participants to use these good and bad criteria to identify (first in broad terms, and
then more specifically) the type of future job, work, career, etc, which is likely to meet
the needs that the 'good and bad' summary list represents. Logically people should be
identifying future direction and choices which include as many good points as possible,
and exclude as many bad points as possible. (Ack FK)

Related materials include:

Sharon Drew Morgen's Decision Facilitation Process.

Susan Piver's 'Hard Questions'.

Johari Window (especially where people have a lot to learn about themselves).

memory games - remembering names and faces

Remembering people's names and faces is a very useful ability to develop, and a central
part of the technique can form the basis for a simple team exercise. While the full
methodology for remembering names and faces include mental approach, repetition,
visualisation techniques, it is the technique of association that mnemonics (memory
devices) are chiefly based on, and which underpins most memory methods, such as
linking (for remembering lots of objects or items). For example: Richard Of York Gave
Battle In Vain is a mnemonic for remembering the colours of the rainbow (initial letters
are associated with those of the colours, red orange yellow etc.)
Association works best when the mental image is exaggerated or unusual (it makes the
association more memorable), and the same technique can be applied to names an
faces, for example: To remember a person called Graham Smith, you could imagine the
person as a blacksmith, holding a grey joint of ham.

Many names can immediately associated with readily recognisable things, for example,
jobs (turner, wheeler, gardener), places (names of towns, counties, etc), geographical
features (hill, cliff, dyke, brook, etc), colours (brown, green, etc).

Foreign names often produce an image based on their phonetic impression (how they
sound), and in any event it always helps you to remember a name if you ask the person
how to spell it, and particularly for foreign names, to ask for their origins and meanings,
which all help repetition, reinforcement, and the ease by which an association can be
created visually and mentally.

Virtually all names readily translate into an image of one sort or another if you think
about them creatively. Practising the technique increases the speed at which these
associations can be created. Weird impossible images and constructions are often more
memorable than logical ones, which makes it even easier to create a memorable
association for anyone.

When using this as a team activity, explain the principles to the group and then have
them take a few minutes to come up with their own visual associations for all the other
group members' names. The presentation of these ideas is fun and can be revealing
(sometimes needing sensitive facilitation), since, if you wish, it leads to discussion
between team members about perceptions, as in the Johari Window model, which helps
develop mutual understanding and awareness.

An excellent reference book on the subject of developing memory techniques is Tony

Buzan's 'Use Your Memory' (now BBC Books), which contains 20 pages of techniques
for remembering people's names and faces.

playing cards sorting exercise - leadership, team-

building, problem-solving, communications

This simple team exercise requires two decks of cards with different distinctive coloured
backs for each team. Remove the three of spades from one of the decks of each team
and store them in an envelope ahead of the exercise. Shuffle the two decks for each
team in advance of the activity and place them face up on a different table for each
team. (Ensure the teams do not see that the backs are different styles.) Split group into
teams of between four and seven people in each team. Do not allow teams to go near
the tables at this point. Ask one member from each team to step out of the room. The
facilitator then explains to these individuals that their responsibility is to pass on the
instructions for the exercise to their teams. Do not mention leadership or that they are
leaders in any way.

Instructions: The purpose of the task is as follows. Your team has two separate decks
of cards which I want you to sort into suits and display 'ace-high', ie., aces facing up on
the top of the piles followed by king, queen, etc., down to the two, which should be at
the bottom of each pile. You should have eight piles at the end of the activity. You need
to tell me that the task is correct and complete when you are finished. Are there any
questions? Return to the room and inform groups not to talk until told.

Allow the individuals to re-join their teams. Look at your watch, pause and say 'start
now'. Wander between the groups and keep looking at the watch which should be in
your hand rather than on the wrist.

Observations guide for facilitator - points to review after the activity:

 Use
of
phys
ical
reso
urce
s-
Wer
e
the
tea
ms
able
to
gath
er
arou
nd
the
tabl
e
 and
if
not
did
they
repo
sitio
n it?
 Hum
an
reso
urce
s-
How
well
wer
e
tea
m
me
mbe
rs
invol
ved
in
the
task
?
Did
each
have
a
role
to
play,
and
if
not
why
not?
 Tim
e-
Ther
e
 was
no
time
limit
give
n.
Did
they
feel
ther
e
was
one?
Was
this
due
to
body
lang
uag
e?
Did
anyo
ne
ask
abo
ut
time
?
 Com
petit
ion -
Did
the
the
tea
ms
feel
it
was
a
com
petit
ion
bet
wee
n
tea
ms
and
if so
why
?
Wha
t
abo
ut
colla
bora
tion?
If
the
tea
ms
did
not
kno
w
that
the
exer
cise
was
a
com
petit
ion
then
why
did
the
first
tea
m to
finis
h
not
help
the
rem
ainin
g
tea
ms
to
com
plet
e
the
activ
ity?
Was
the
miss
ing
card
iden
tifie
d?
Was
the
infor
mati
on
shar
ed
with
all
me
mbe
rs of
the
tea
m?
Did
tea
ms
infor
m
you
at
the
 end
of
the
exer
cise?
 Card
s-
Wer
e
the
deck
s
sepa
rate
d
first
by
turni
ng
the
m
over
so
the
back
s
wer
e
visib
le or
wer
e
the
deck
s
mixe
d
up?
If so
why
?
 Pass
ing
on
of
infor
mati
on
and
seek
ing
clarif
icati
on -
Did
the
initia
lly
sele
cted
repr
esen
tativ
es
assu
me
the
role
of
lead
ers?
Did
an
expe
rt
lead
er
eme
rge
beca
use
for
exa
mple
they
play
card
s or
 did
lead
ershi
p
rotat
e.
 Typ
e of
lead
ershi
p-
Wha
t
type
of
lead
ershi
p
was
exhi
bite
d?
Facil
itativ
e,
auto
crati
c,
dem
ocra
tic,
etc.,
enco
urag
e
the
tea
ms
to
disc
uss
this.
You will see other aspects to review, depending on your situation and what happens
during the activity. While this team exercise is quick to play, the discussion and review
can take longer. There are very many aspects of team-working, collaboration,
assumptions, communications, leadership, etc., to explore. You can also encourage the
teams to discuss their experiences in their teams and relate what happened to what
happens in the workplace when working in teams.

(With thanks to Fionnghuala Kelly, psychologist and author of the excellent 'Talking The
Talk' book on workplace communications.)

team quizzes

Simple and easy and great for team building, a quiz gets people thinking, is ideal for
warm-ups, and encourages people from different teams and work-groups to appreciate
each other's strengths, and to co-operate. Here's an example of a quick team trivia
quiz, with questions and answers (from the puzzles and games page) in MSWord, ready
to play.

See the Quizballs quizzes for a growing library of quiz questions and answers for tivia,
general knowledge, and specialist subjects, notably the management and business quiz.

the logo game - activity for developing and

illustrating team understanding, team values and
purpose

A simple quick exercise for teams of all sorts and abilities - even very young children,
up to main board directors. Split the group into pairs or teams of three. Teams of more
than three will require some guidance about appointing a leader, so as to ensure full
participation and reach agreement. Teams of three are ideal. Issue each team with a
flip chart sheet of paper and some coloured marker pens or paints. For added texture
and fun you can issue additional decorating materials, for example, glitter, sand, glue,
bits and pieces of any sort, again anything that fits the context and allows people to
express themselves in ways that might normally not come to the surface. Alternatively
issue clear acetate sheets and acetate coloured pens (which will require an overhead
projector to view the work). The exercise is in three stages:
Each team has to discuss and agree a single word that represents the team's (or
teams') values, purpose and style. This instruction could alternatively be to decide
on a single word to represent the mission, positioning, and/or aims of the team or
teams (or of the department, company or school, etc) involved in the activity. The
'theming' of the activity is very flexible and can relate to departments, school classes,
whole organizations, new services, anything for which establishing an agreed platform,
purpose and philosophy is important. The facilitator can decide whether to allow
hyphenated words. Allowing phrases or short maxims is not recommended because this
changes the emphasis and focus of the activity - see the 'maxims' exercise below.
Devising maxims is a different activity.)

The word must then be drawn by each team or pair very large on the sheet of paper, in
such a style, and decorated using whatever design and embellishment the team decides
appropriate, so as to represent visually the values, purpose and style of the team or
organisation in question.

The final stage is for each pair or team to present their decorated logo, and to explain
the reasoning behind their designs, which will inevitably provide a basis for much
discussion, comment, questioning and mutual clarification.

Flip chart sheets are normally better materials for this sort of exercise because they can
be subsequently stuck on the walls for all to see, which of course an OHP format
doesn't allow. This activity is a great way to start a workshop or small conference,
because it immediately opens people's minds, encourages free expression, and enables
a rapid increase in mutual appreciation and understanding.

maxims exercise - another activity for developing

and illustrating team understanding, team values
and purpose

Like the 'logo game' above this is an easily organised exercise for teams of all types and
abilities: from young children to grumpy old directors. Split the group into pairs or
teams of three, depending on the team-building effect you seek to achieve. Teams of
more than three need guidance to appoint a leader, unless you are assessing,
illustrating or developing behaviour in the absence of leadership. Issue each team with
a flip chart sheet of paper and marker pen. Filp chart sheets can be stuck on the walls
to reinforce themes and remind team members of purpose and aims, etc. Alternatively
issue clear acetate sheets and acetate pens (which will require an overhead projector to
view the work). The exercise is in two stages:

Each team has to discuss and agree a maxim or motto (a short catch-phrase) that
represents the values, purpose, style mission, positioning, aims, (whatever is
appropriate to the session) of the team, department, company, school, etc.

The maxim should be written by each team on their sheet of paper or acetate and then
presented and explained to the group by each team in turn, with suitable discussion by
the whole group.

As with the logo game above, the team's ideas about the team's (or department's, etc)
purpose is opened up and made transparent to the group and facilitator, which
promotes discussion and increases mutual appreciation and understanding.

See also the 'flags' exercise for other variations on these exercise ideas.

'the teams-sorter' - activity ideas for warm up

games and energizers

A flexible and physical conference warm-up and energizer for big groups - group sizes
of 30 up to 300 or more. Also a great activity for quick introductions and mixing
different teams. If you have a large group want a lot of running about and people
mixing and meeting, these ideas might help you. You will need plenty of space. If
necessary ask the delegates to move all the chairs to the side of the room (they can
easily move them back again, which also helps the warm-up process).

Ask the group to sort itself into teams according to a set of categories that you call out.
A simple example is for people to sort themselves into teams according to the month of
the year they were born. This would obviously create twelve teams, assume the group
is large enough to produce representatives from each month. If the group size is
smaller, choose a category set with fewer divisions, for example, the number of creases
on the middle knuckle of their dominant hand (which causes people to think in an
unusual and fun way, and is therefore enjoyable and interesting - it's a great 'leveller'
too).
When formed, give the teams a competitive task or tasks, eg: decide a motto which
reflects them as people, which they then shout as a war cry at the other groups
(creative and energizing). Or ask the teams must find a 'champion' or 'expert' -
someone in their team who excels at something or is remarkable in a particular field,
outside of their working life. Each team then announces their 'champion' in turn, at
which everyone can applaud and cheer the champion's (hitherto unknown)
achievements (great for recognition, etc). You can devise all sorts of other team
challenges, perhaps even quick contests or quizzes between teams. (Here's an example
of a quick team quiz, ready to play.)

It creates more purpose if you can award winners 'tokens' or chitties - these could be
anything suitable - paper slips, counters, play money, wrapped sweets, whatever is
easy to obtain or produce for the facilitator.

You can give people tight timescales for each team-sorting activity and team challenges
and tasks, to focus them on quick team-working, decision-making, communications,
etc. The exercises can be used also illustrate many aspects of team-building, chaos,
forming and working in virtual teams, working under pressure, team-working, risk-
taking (especially on the part of non-elected team leaders, champions putting
themselves forward, etc), anticipation, decisiveness, taking responsibility,
communications, especially if you are less than precise about some of the category
descriptions, eg., eye colour (ie., if you don't tell the group whether green = hazel or is
a different colour, then they have to decide for themselves....)

It's important to have a strong facilitator who can see (ideally from a good vantage
point, on top of a table for example, what's going on, and who can make quick arbitrary
decisions (in the style of 'the judge's decision is final and absolute...')

You could offer tokens to the winning teams each round according to speed, motto,
champion etc (decide by quick cheer-based votes from all teams), and then see which
individuals accumulate the most tokens at the end of all the exercises to identify overall
winners.

You can take tokens away from people or teams who are indecisive, or who fail to help
stragglers and waverers, or who generally could do with being taken down a peg or
two, especially the CEO and Finance Director...

Ideas for team categories into which the group should sort itself (each one is a separate
activity, with our without a time limit - you decide):
 mon
th of
birth
(obv
iousl
y
woul
d
crea
te
up
to
12
tea
ms
dep
endi
ng
on
total
grou
p
size)
 crea
ses
on a
give
n
knuc
kle
of a
fing
er,
or
num
ber
of
rings
on
all
fing
ers
 favo
urite
 colo
ur
(dep
ends
on
cate
gory
desc
ripti
on,
if
give
n-
you
coul
d
leav
e it
up
to
the
grou
p to
inter
pret
and
deci
de)
 swe
et,
sour
,
bitte
r,
salt
(fou
r
tea
ms -
the
way
they
inter
pret
 this
is
inter
estin
g,
ie.,
desc
ripti
on
of
the
pers
on
or
their
tast
e in
food
)
 sign
s of
the
zodi
ac
 eye
colo
ur
 hair
colo
ur
 thin
k
wha
t is
and
do
wha
t is,
thin
k
wha
t
coul
d be
do
wha
t is,
thin
k
wha
t is
and
do
wha
t
coul
d
be,
thin
k
wha
t
coul
d be
and
do
wha
t
coul
d be
(an
inter
pret
atio
n of
the
four
tem
pera
men
ts -
very
inter
estin
g
exer
cise
in its
 own
right
)
 favo
urite
food
 days
a
wee
k
that
exer
cise
is
take
n
 car
colo
urs

For a short energiser exercise you can use just one category. Extend and make the
activity more challenging and sophisticated by using several team-sorting sessions, plus
team challenges.

As a facilitator you'll have a lot of fun just thinking of other categories, and you could
certainly include some work-related categories too, although non-work related are often
more interesting and create better mixing of teams. The extent to which you stipulate
and describe the categories is up to you - you can be very specific, or leave it to the
whole group to interpret and decide.

If you are leaving it to the group to decide you can tell them this, or not - it depends
how much freedom, chaos and responsibility you seek to create and assess.

The type of category you nominate by which teams should sort themselves should
obviously relate to the total group size, number of teams, and team member numbers,
that you might wish to create for any particular team activity. Think about how many
teams a particular category is likely to produce, and ensure it fits your purpose.

It's not essential to ask teams to undertake a task each time they sort themselves; the
sorting is an activity in its own right - it all depends on your time available and aims of
the exercise.
Many of the team building activity ideas below can be used as challenges or team
competitions to be given to the formed teams. Select exercises that relate to your
theme or purpose of the conference or training event.

This type of activity would also integrate well with the 'pick a potato' game, where at
the start of the session everyone is given a potato (or apple, orange etc) to memorise
as their own, and then puts them all into a big box. At the end of the session tip all the
potatoes onto the floor, after which the delegates teams must go and find their own
potatoes (against a time limit ideally) and then (optionally) form into teams of some
appropriate category, (for example, favourite potato dish: fries, roasted, baked, boiled,
mashed, etc.) Any delegates unable to agree/find their potatoes must join the potato-
heads group and lose a token (I bet there'll be none).

This is a very flexible game format - use your imagination.

monopoly® variations games (financial

understanding, business and commercial skills,
negotiating, team building, etc)

Using the classic Monopoly® board game, especially if you adapt the rules for your own
training and development purposes, is an exciting and stimulating way to identify, teach
and develop various commercial, financial and business skills.

The game features many business and financial aspects and so provides a fun way to
observe, illustrate and develop lots of skills and techniques that traditional training finds
quite challenging. Financial training can be a dry subject - bring it to life with a game of
monopoly - for individual contestants or people playing in pairs or teams.

Here are examples of Monopoly board game adaptations:

 Own
ing
1/2/
3
prop
ertie
s
 give
sa
right
to
buy
the
rem
aind
er of
the
avail
able
set
at
nor
mal
valu
e/sti
pula
ted
disc
ount
ed
valu
e.
 Neg
otiat
ion
to
buy
prop
erty
from
opp
one
nts
is
allo
wed
at
any
time
/stip
ulat
 ed
'ope
n-
mar
ket'
time
s/wh
en
it's
your
turn
to
roll
the
dice.
 Tim
e
limit
per
'turn
'.
 Incr
ease
mon
ey
alloc
ated
at
gam
e
start
,
and/
or
whe
n
pass
ing
'Go'.
 Allo
w
indiv
idual
s to
 'part
ner'
and
pool
reso
urce
s.
 Plac
ea
time
limit
on
the
gam
e-
winn
er(s)
deci
ded
acco
rdin
g to
mon
ey/t
otal
asse
ts
accu
mula
ted.
Allo
w
gam
es
to
run
from
one
mee
ting
or
train
ing
sessi
 on
to
anot
her
(obv
iousl
y
reco
rd
the
play
ers'
or
tea
ms'
posit
ion
whe
n
play
is
susp
end
ed).
 Allo
w
loan
s to
be
take
n
out
from
the
bank
at
stipu
late
d
rate
s.
 Allo
w
cont
esta
nts
to
act
as
bank
er
for a
stipu
late
d
num
ber
of
'turn
s'
duri
ng
whic
h
time
the
can
loan
mon
ey
to
othe
r
play
ers
at
their
own
term
s,
and
keep
profi
ts
(or
loss
es,
for
 exa
mple
any
bad
debt
s)
arisi
ng
duri
ng
their
tenu
re.
 Enco
urag
e/sti
pula
te
play
ers
to
empl
oy
zero
-
risk/
high
-
risk/l
ow-
risk/
suici
dal-
risk/
strat
egie
s
acco
rdin
g to
pers
onali
ty
type
 or
pref
eren
ce,
or
agai
nst
pers
onali
ty
type
or
pref
eren
ce.
 Stru
ctur
e
tea
ms
usin
g
servi
ce
or
proj
ect
tea
ms
from
the
orga
nisat
ion,
for
who
m
coop
erati
on
and
tea
m-
work
 help
s
perf
orm
ance
.
 Stru
ctur
e
tea
ms
to
repr
esen
t
diffe
rent
dep
artm
ents
, for
exa
mple
Sale
s
vers
us
Acco
unts
,
vers
us
HR,
etc.,
-
obse
rve
and
highl
ight
the
diffe
rent
style
 s
and
strat
egie
s
(pair
s
vers
us
pairs
is
fine;
thre
e is
maxi
mu
m/o
ptim
um
per
tea
m-
four
and
over
per
tea
m
can
crea
te
'pas
seng
ers'
who
get
left
out).
 Req
uire
tea
ms
to
writ
 ea
strat
egy
befo
re
they
start
play,
and
to
be
able
to
chan
ge
strat
egy
only
by
re-
writi
ng it
and
sub
mitti
ng
to
the
facili
tator
for
appr
oval.

You'll be able to devise your own variations. Make sure you clarify the rules and ensure
any reviews cover relevant and appropriate learning points. You can buy Monopoly
online - a decent second-hand game is perfectly adequate for business training and
team building purposes. If the businessballs Amazon link is out of stock, try Ebay or
another online games seller.

(Thanks for prompt J Ludbrook)

coaching role-play game (teach and practise
coaching techniques, promote individual strengths
and values in teams)

This activity is an easy fun role-playing exercise for developing coaching skills and
demonstrating coaching techniques. The key coaching skills are:

 activ
e
(em
path
ic,
inter
preti
ve)
liste
ning
to
und
erst
and
the
pers
on's
abilit
ies,
purp
ose,
mea
sure
s of
succ
ess
and/
or
attai
nme
nt of
a
new
capa
bility
 ,
and
the
pers
on's
best
lear
ning
style
and
met
hod
 helpi
ng
the
othe
r
pers
on
to
see
and
und
erst
and
the
natu
re of
their
lear
ning
nee
d
the
msel
ves
 helpi
ng
the
othe
r
pers
on
to
 iden
tify
and
com
mit
to
sens
ible
achi
evab
le
lear
ning
actio
ns
and
obje
ctive
s
 bein
g
non-
judg
eme
ntal,
and
not
imp
osin
g
the
coac
h's
own
met
hods
unle
ss
abso
lutel
y
welc
ome
and
 appr
opri
ate

So a coaching role-play should logically enable participants to practise and demonstrate

these capabilities. This requires role-playing the coaching of something that the coach
understands, and can perform, and which the 'coachee' does not. For example:

 usin
ga
com
pute
r
prog
ram
me
or
prog
ram
me
func
tion
 perf
ormi
ng a
phys
ical
or
men
tal
task,
not
nece
ssari
ly
work
-
relat
ed
 any
othe
r
spec
ial
abilit
y
that
the
coac
h
has
whic
h
the
coac
hee
does
not,
such
as
perf
ormi
ng a
card
trick
, or
tellin
ga
joke
well,
jugg
ling
som
e
fruit
(frui
t is
muc
h
mor
e
fun
than
tenn
is
balls
), or
playi
ng a
musi
cal
instr
ume
nt
(sub
ject
to
avail
abilit
y of
the
instr
ume
nts -
in
any
grou
p of
ten
the
chan
ces
are
that
at
least
one
will
ba
able
to
play
a
guit
ar or
reco
rder
),
etc.
Participants can be given a couple of minutes to decide their capability to use to coach
someone (everyone is particularly good at something), write it down, then instruct the
'coachees' to pick their coach and task - blind or open choice, whatever will work best.
Group observation and review is a very valuable part of the activity, and should discuss
how well the coaching has performed in the four key coaching areas.

The exercise is also useful for developing a team's knowledge and respect for team
members' otherwise hidden capabilities and talents, which helps the process of team
building, mutual understanding, and thereby communcations and relationships.

For more guidance about organising role-playing activities look at the role-playing
games section.

kaleidoscope brainstorming©

Dr KRS Murthy's advanced method of intensive brainstorming develops deep team

understanding and team-building, as well as generates extensive creative outputs, and
helps reveal Johari Window hidden areas of knowledge of self, others and what others
think of oneself. If you want a team-building activity to really get your team thinking in
depth, and developing enormous mutual understanding see the Kaleidoscope
Brainstorming techniques article.

lessons in chaos game (team building, warm-ups,

illustrating chaos and chaotic systems and their
effects, communications and team member roles,
and lots more)

This activity uses or is based on the PIT card game or home-made game materials for a
card-collecting and energetic trading game using a similar principle to the PIT game.
You can find the actual PIT card game on the web either new or second-hand. It's a
great game of chaos and confusion with lots of different training, learning and team
building uses.

The PIT card game is available via Amazon, on the gifts and prizes ideas page.
The usual object of the game is, after shuffling and dealing out the cards, for teams or
individual players to collect a full set of the same suit/type by 'blind' trading/swapping
cards with opponents, by shouting and holding aloft the number of cards for trade,
without revealing what the cards actually are. See the note about shuffling and dealing
at the end of this game item.

The winning team is the first to collect a set of all the same cards, which they should
claim by shouting (whatever - their team name for example).

You can introduce two or three 'rogue' cards (in the PIT game there is a bull and a
bear) which attract penalty points for teams left holding these when another team wins.
Rogue cards can be exchanged singly or amongst any number of other cards of the
same suit.

A winning team either ignores possession of a rogue card, or you could give a bonus for
this, as in the actual PIT game, which tests the nerve somewhat of retaining one. Using
rogue cards means that when cards are initially shuffled and dealt, some teams will
have a card more than others, and will possess an extra odd card or rogue card when
and if they win by collecting a full set of one suit, which is allowable.

Strictly speaking a player may only swap cards of the same suit, not a mixed batch, but
people often cheat without encouragement at all, which makes the gam ideal for
chaotic demonstrations and learning examples.

The PIT game or especially home-made versions using a similar theme works well with
very big groups, and the atmosphere is enhanced if you offer a suitably appealing prize
to the winners, to bring out the most competitive behaviours in people.
Alternatively/additionally you can threaten the losers with a 'forfeit' or other light-
hearted booby prize.

For more chaos use two sets of PIT, make more cards of each collectible 'suit' - (the
standard PIT game has nine cards in each suit). For bigger teams and groups 12-15 or
even 20 cards enable a bigger game to be played. For still more chaos
encourage/permit cheating, shouting, standing on tables, etc.

You can also introduce special rules to heighten chaos, eg.,

 ring
a
bell
half-
way
thro
ugh
requ
iring
play
ers
to
swa
pa
spec
ified
num
ber
of
tea
m
me
mbe
rs
bet
wee
n
tea
ms
(and
the
card
s
they
hold
)
caus
ing
conf
usio
n to
tea
m
goal
s
and
tea
 m
com
mun
icati
ons.
 instr
uctio
n for
tea
ms
to
exch
ang
e
asse
mble
d
colle
ction
s
with
othe
r
tea
ms
(und
oing
goo
d
work
to
date
and
thre
aten
ing
sens
e of
purp
ose
and
achi
eve
 men
t)
 ann
ounc
ea
peri
od
by
whic
h
card
s
can
only
be
trad
ed
usin
g
forei
gn
lang
uag
e.
 ann
ounc
e
tradi
ng is
only
allo
wed
in 3
or 4
or 6
card
-lots
(wh
atev
er
num
ber
take
s
your
fanc
y-
this
wrec
ks
tea
m
tradi
ng
strat
egy
and
later
in a
roun
d
ham
pers
any
tea
m
whic
h
gets
dow
n to
its
last
thre
e or
fewe
r
card
s
requ
ired,
beca
use
they'
d
then
have
to
 reve
rse
and
trad
e
back
alre
ady
colle
cted
card
s in
orde
r to
mee
t the
3/45
or 6
card
rule)
.
 ann
ounc
e at
the
start
of
the
gam
ea
100
poin
t (or
othe
r
suita
ble
valu
e)
bon
us
for
loud
est
 trad
er
awar
d
each
roun
d
(jud
ge's
deci
sion
is
final
),
and/
or a
100
poin
t
bon
us
for
mos
t
anim
ated
trad
er
per
roun
d.
Etc..
.

Use your imagination. The game provides a great fun basis for illustrating all sorts of
organizational and team-working dynamics, problems and experiences.

You can use the activity with quite big groups, for example, 40-50 people can be split
into teams of say five, six, or seven people - generally the more people per team the
more chaos.

Normally to develop organization and management experience you would suggest

teams elect traders/collectors who go out into the melee to swap cards, and one or two
collector/coordinator/compiler/organizers who give the instructions to the traders as to
what cards to collect. Therefore to maximise chaos and chaotic systems examples don't
give them this advice and start the game giving the teams very little preparation time to
organize team tactics (another lesson: poor preparation = more chaos).

Strictly speaking you should play the game with the same number of collectible 'suits'
(card types) as the number of teams, but for added chaos, and a potentially unwinnable
game have one set less card 'suits' than the number of teams, which dramatically
reduces the chances of any team managing to collect an entire set.

The actual PIT game has seven suits of nine cards each, which is adequate for up to
seven teams of threes, but for larger teams and added interest you could use two PIT
game cards, or make your own larger sets of cards - or simply pieces of paper - with
'suit' symbols or words on them to reflect the players' business or environment.

Teams of three naturally self-organise and self-manage very well, so to demonstrate

chaos use teams of four or more.

As a guide try to allow at least 3 cards per team member, therefore, for example, if
working with six teams of teams five team members make six sets of at least 15 cards.
This way there's plenty to do for each team member.

After the game, or each round, or even during a round, involve all the teams in the
review of the points of note and the experiences and lessons that you want to highlight.
An example of a useful review technique is to ask individuals and teams to talk about or
present their reactions and feelings while subject to chaos and disorganization. You can
also involve the teams in suggesting ways to change the rules to increase or reduce
chaos, or indeed to demonstrate any other aspect of organizational systems.

If you are a team leader, facilitator or trainer seeking to use this sort of exercise for a
big group, the best way to plan the activity - whether for chaos or management
experience - is to get hold of a PIT game or to make your own set of cards, and play a
game with a few friends or colleagues - this will help you to decide how best to use it,
and to decide how to flex the structure and game design to produce the desired effects.

Some other PIT game adaptation pointers:

The more on a team, the more chaos is experienced. However, the bigger the team the
more 'passengers' (team members with nothing to do) there'll be towards the end of
the game/round when the final few cards are being sought. If you can't avoid having
very large teams then issue an extra instruction as to how 'passengers' should assist
card-holding traders towards the end of the game/each round.

If you don't know how many people will be in the total group until the day, you can
decide on the day how to structure teams and suits etc. If in doubt make more cards
per suit than you think you'll need, say 20 or 30 cards per suit, just in case you end up
with very big teams (up to 15 or so) - so that you'll have plenty of team-structure
options and ensure even big teams have plenty to do - It's important to avoid having
passengers, which would result from having too few cards.

Remember: More teams = more chaos, so try to have as many teams as possible (the
lesson is that more teams and relationships need more organizing and
communications). Also: Minimal guidance and organizational advice to the teams =
more chaos (another lesson).

There will be more chaos (resulting from from difficult communications) if the
cardcollector(s)/holder(s)/coordinator(s) are in a different place/room to the trading
area - this will require people to run back and forth and will be very physical as well as
chaotic.

Alternatively the trading area can be in the middle of a large area, surrounded by the
collectors/coordinators for each of the teams.

You can also run the exercise in two different ways during the same activity (firstly
traders and collectors all in the same room, and then the second round put the traders
in a different room to the collector/coordinators). This will emphasise the effect of
communications logistics upon chaos.

You could also have a have a contingency to change it half way through a round of the
game (ie remove the collector/coordinators to a different room to the traders, which
suddenly introduce a big difficulty to the exercise - the lesson is that a change in the
structure requires reorganisation of communications and process).

By separating traders from their team's collectors, the exercise then takes on some of
the communications aspects of the 'communications corridor' exercise, which is more
physical because of the running around, especially if the rooms are on different floors.

The complexities you add depend on how much variety and logistical challenge you
want to include (which of course increase the facilitation burden and risk of course, so
'if in doubt, leave it out').
If during play things threaten to become too 'well managed' you can intervene and
disallow any practices that are enabling smooth activity, for example ban 'runners'
communicating and taking cards between teams's collectors and traders, and insist that
traders need to 'run', or vice versa. On which point you could/should inform teams of
your right to do this (ie., the facilitator's right to move the goalposts) during the
activity. This highlights another lesson: failure to agree sound ground-rules, goalposts
moving = chaos.

If you have time available the activity is best played with a number of rounds - this
enables you to increase the team competition element - you can keep a score on a
blackboard or flip chart. You can award points for 2nd and 3rd if you want - the scoring
is very flexible - however you think it will work best. You can stop the round when a
winner wins and then identify 2nd 3rd 4th etc based on which teams have collected
most cards.

Even when you've run the exact exercise before it is difficult to anticipate length of a
round because the game is so chaotic. Sometimes a team will win quickly, other times it
goes on for ages or gets blocked because a team decides to collect mischievously some
of each suit (another lesson in chaos factors which you can introduce or suggest). 5
minutes is a reasonable maximum to impose per round. If there is no winner in the
time allotted, the winning team is the one with most cards (or points of same, if you are
ascribing points values to the different suits) collected of their chosen suit or set.

As a final pointer, give yourself the right to intervene as the facilitator - this will enable
you to flex the activity while it's happening - you can of course justify this because
intervention and disruption is a perfectly valid factor in chaos, and so it can be in it's
demonstration.

A note about shuffling and dealing before and during the game: Shuffling and dealing
large numbers of home-made cards or pieces of paper can be time-consuming,
especially given last minute decisions about how many sets and cards to use. If so then
think about using a alternative method of distributing the cards - you don't necessarily
have to shuffle and deal per se, provided each team starts with a randon combination
of card types. For example you could place the cards in piles face down on tables and
have each team member or leader go and take blind a certain number equating to the
team's allocation. This could be done between rounds also, when time and facilitation
pressures make shuffling and dealing difficult. Alternatively find a way to involve all
teams returning their collected card sets in a suitable grouping or piles on a table, the
act of which effectively shuffles the cards, ready for the next round.

(Thanks for prompt KW)

turn the tables exercise (warm ups, ice-breakers,
team rotation games)

This is an enjoyable way to introduce a large group of delegates to each other, and also a way of planning
and organising team groupings or syndicate break-out sessions on a rotating basis to ensure that every
person meets, and plays games or completes exercises, with everyone else. This way of organising teams
is a great alternative to simply asking every person to stand up and introduce themselves individually.
Give each person in the group a letter of the alphabet as per the matrix below, which provides a basis for
organising and rotating the membership for teams of five, for a whole group of up to twenty-five people.
The model is contributed by Christopher Barrat, based on maths by the Bernie Batmann, and this
contribution is gratefully acknowledged. Issue the matrix to all team members and explain that it
provides the plan for changing teams and meeting new people, or playing whatever games or exercises
have been arranged. The matrix below has a,b,c,d,e only moving tables once. If you want them to move
tables more than this then alter the table/team numbers in the second column for each round.

table/team 1 a b c d e

table/team 2 f g h i j

round 1 table/team 3 k l m n o

table/team 4 p q r s t

table/team 5 u v w x y

table/team 1 a f k p u

table/team 2 b g l q v

round 2 table/team 3 c h m r w

table/team 4 d i n s x

table/team 5 e j o t y

table/team 1 a g m s y

table/team 2 b h n t u

round 3 table/team 3 c i o p v

table/team 4 d j k q w

table/team 5 e f l r x
 table/team 1 a h o q x

table/team 2 b i k r y

round 4 table/team 3 c j l s u

table/team 4 d f m t v

table/team 5 e g n p w

table/team 1 a i l t w

table/team 2 b j m p x

round 5 table/team 3 c f n q y

table/team 4 d g o r u

table/team 5 e h k s v

table/team 1 a j n r v

table/team 2 b f o s w

round 6 table/team 3 c g k t x

table/team 4 d h l p y

table/team 5 e i m q u

exercise creation pointers (prompts for creating

brainstorming, team building or learning exercises)

When you next want to create a session for brainstorming or teambuilding, try creating
your own, or work with a team to do it. Creating your own exercises and activities just
requires a little imagination. Here are some reference pointers to help the thought
process:

These elements can be selected and combined to act as a kind of formula to help with
the creative process:

 Cho
ose
sens
 e(s)/
medi
a-
sight
,
emo
tion
al
feeli
ng,
touc
h,
smel
l,
tast
e,
soun
d/he
ar,
dra
w,
writ
e,
act,
imag
ine,
disc
ussi
on,
etc.
 Cho
ose
a
the
me -
com
mun
icati
ons,
relat
ions
hips,
crea
tivity
 ,
proc
ess,
plan
ning
,
expe
rienc
e,
influ
ence
s,
barri
ers,
lever
ages
,
opp
ortu
nitie
s,
coun
selli
ng,
prob
lem-
solvi
ng,
etc.
 Outp
uts:
idea
s,
disc
over
y,
plan
s,
actio
ns,
lear
ning
,
ques
 tions
,
relat
ions
hips,
und
erst
andi
ng,
solut
ions.
 Peo
ple
and
logis
tics
(ho
w
the
exer
cise
work
s, is
brief
ed
and
follo
wed
up):
tea
ms,
pairs
,
thre
es,
lead
ers,
scen
arios
,
cont
ext,
mat
erial
 s,
roo
ms,
grou
ps,
timi
ngs,
revie
w,
feed
back
,
actio
n
com
mit
men
ts,
etc.

paper planes and aims game (goal-setting,

visualising success, creativity, team building,
motivation, building belief and commitment)

This exercise is appropriate for any open-minded group and would be especially
beneficial for young people, even children. The activity encourages the team members
to think about and set personal aims, and commit to them in a memorable and
meaningful way. The exercise also enables positive encouragement and mutual support
among the team towards meeting each person's aims. First, ask everyone in the group
to set themselves a personal achievable short term goal. The aims can be to do with
higher performance, quality standards, problem solving or any other challenges in their
work or life. Supply the team some colored paper, marker-pens, glitter, scissors,
stickers and (optionally) directions/instructions for paper airplane models. When all
team members have decided on their goals short term goal(s), ask them to choose a
paper airplane design and make the plane. Ask them to write their goal, with a few
points or steps as to how they will achieve it, on the inside of the paper plane (which
enables people to keep their goals private). Then you, as the facilitator, tutor or team
leader, write a positive encouraging comment on the outside of every person's plane -
the emphasis should be on encouraging comments, for example 'I believe you can do
this', or 'I know this is something you can achieve', etc. Optionally you can involve the
group as well in writing positive inspiring comments on the outside of each other's
planes. Allow the group to continue finishing the decoration of the outside of their
planes. The exercise enables each team member to take pleasure in visualising their
own aims, and to give and receive lots of positive encouragement. Finally, the activity
provides the opportunity to go outside as a team and fly the planes, and maybe to
award a few prizes; longest flight, best design, best trick, etc.

Thanks Laura Feerer for contributing this activity idea for building belief, commitment
and teams. She suggests you can add some additional inspiration by referring to the
song, 'I Believe I Can Fly', which would be appropriate I'm sure for certain groups, and
a relevant quote from which is as follows:

I believe I can fly

I believe I can touch the sky
I think about it every night and day
Spread my wings and fly away
I believe I can soar
I see me running through that open door
I believe I can fly.

life-raft (group selection recruitment game,

negotiation and presentation, relationships,
appreciating other people's strengths, team-
working and decision-making)

A simple but sophisticated game for a team of six to ten people. The scenario is that
the team is stranded in a life-raft which is too small to hold everyone without sinking.
Someone (or you could say two or three people - it's flexible) must to be thrown
overboard (or eaten, if you prefer the really macabre version) - the group must decide
who is/are to be the unfortunate victim(s). First delegates have the opportunity to
present their reasons why they should stay (the facilitator can decide what media is to
be used, but watch out for the time - this part needs to be reasonably brief). Delegates
can be directed either to base their presentations on their own real selves, or if a less
emotive approach is required, to adopt the personality of a character from history, or a
TV soap, etc. The facilitator must decide how best to instruct the team on this aspect.
After presenting their own cases, the group then debates people's relative values and
strengths. Within this debate individuals can continue to argue their own cases if they
wish, after which the group makes its decision. Set a time limit for each presentation,
the debate and the decision, for example 2 mins per presentation; 20-30 mins for the
debate; 5 mins for the decision or vote. The facilitator can guide the group as to the
decision method, for example secret ballot, show of hands, or preferably to leave the
group to decide the decision process, as this highlights other interesting behaviours and
capabilities within the team. This is also an interesting exercise to use in group selection
recruitment as an interaction game. Points to review if used in other than a group
selection context:

 Qual
ity
and
effec
t of
indiv
idual
pres
enta
tions
 How
indiv
idual
s
beh
ave
and
resp
ond
to
thre
at
and
poss
ible
reje
ction
.
 How
diffe
rent
pers
onali
ty
type
s
 withi
n
the
grou
p
reac
t in
diffe
rent
way
s to
the
deb
atin
g
and
deci
sion
proc
ess.
 How
the
grou
p
orga
nise
d
itself
to
man
age
the
diffic
ult
disc
ussi
on
proc
ess.
 The
diffe
rent
perc
epti
 ons
amo
ng
the
tea
m of
relat
ive
stre
ngth
s,
wea
knes
ses,
valu
es,
etc.
 The
way
the
grou
p
deci
ded
on
how
to
mak
e
the
deci
sion
(unl
ess
told
how
by
the
facili
tator
).
 The
reac
tion
 of
the
tea
m
me
mbe
rs
and
colle
agu
es of
the
victi
m(s)
after
the
vote
-
bala
nce
bet
wee
n
relie
f
and
sym
path
y.

Other points to observe, especially if using this as an interactive group selection

recruitment game:

 Indi
vidu
al
beh
avio
ur
and
style
.
 Parti
cipat
ion
level
s.
 Cons
truct
ive,
supp
ortiv
e
inpu
t
("Ho
w
can
we
best
appr
oach
this.
..?")
vers
us
neg
ative
cont
ribut
ions
("Thi
s is
a
stupi
d
gam
e..."
)
 Natu
ral
lead
ers.
 Natu
ral
proc
 ess
chec
kers.
 Resu
lts
driv
en
play
ers.
 Com
pass
ion
and
emp
athy
.
 Pres
enta
tion
skills
.
 Neg
otiat
ion
skills
.
 Awa
rene
ss of
proc
ess
and
cons
ensu
s
prin
ciple
s.
 Logi
cal
and
obje
ctive
asse
 ssm
ent
of
relat
ive
valu
es
and
capa
biliti
es.
 Inte
grity
.
 Awa
rene
ss of
nee
d to
pres
erve
mix
of
tea
m
abilit
ies.
 Bully
ing,
gan
ging
-up,
and
defe
nce
and
reac
tion
to
thes
e.
 Sexi
sm,
racis
 m,
prej
udic
e,
and
defe
nce
and
reac
tion
to
thes
e.

johari window exercise (self-awareness, self-

development, relationships, team understanding,
team building)

For any size group, any age, any role, provided people know or work with each other.
Put the group into pairs or threes. Each person takes turns to find out from their
partner(s) something in the hidden area, known to others but not known to self. Explain
the Johari Window concept first - show and issue the diagram - and explain why it's
positive to open the hidden areas, so that as much as possible can be known to self and
to others. Explain no-go areas such as intimate personal things, things that could be
hurtful or destructive, and subjective judgements. Encourage people to be objective
and non-judgemental, forgiving, and tolerant in the way they approach the exercise,
and in their own self development and in helping others. Review by having people tell
the whole group what they've learned about themselves, and how this might give
opportunity for positive change in the future. You will need to be on hand move among
the teams, keep a watchful eye, to facilitate, interpret and reassure hurt feelings where
necessary. You can extend the exercise by having people tell their partner(s) something
that is known to self (about oneself) and hidden to others (which is also an alternative
and less emotive exercise than opening the unknown to self part of the window). Take
care - Johari is a powerful instrument.
j'accuse (conflict management, johari window
development, developing relationships, mutual
understanding)
use this activity with care!

Use this activity only if you are confident you can control it. Refer to the Johari Window
- it provides a the basis for interpreting and gaining positive development from this
exercise. Ask people to tell each other in pairs, (or two-on-one, three-on-one, if you
wish to create more pressure) about their (the other person's) weaknesses, failings,
dislikable traits, wrong past actions or decisions, etc., (again adjust the brief according
to sensitivities). Arranging the groups beforehand is essential. Having participants and
observers makes the activity more controllable and less likely to result in a free-for-all.
You must plan to make this exercise ultimately positive, in which people get to learn
more about what's in the 'known to others, and unknown to self' Johari quadrant
(which isn't all necessarily bad, but you can ask for only negatives to be pointed out for
the sake of demonstrating conflict). Delegates should also be encouraged to think about
what causes conflict and emotional upset, and how to avoid, avert and diffuse it. During
the exercise the 'victims' can be encouraged to be defensive (rather than tolerant and
absorbent), and the 'accusers' to be aggressive and confrontational, if you want to
create more 'conflict' for people to deal with. Beware of ending up upsetting people -
use a bell or whistle to bring people back to sensible rational adults (and to inject some
timely humour) if things threaten to get too heated. If you wish to de-personalise the
activity ask people to role-play the accusations and defensive reactions. Showing and
explaining the Johari model after rather than before the activity increases the likelihood
of emotional and natural reactions during the exercise (ie., the more you explain and
prepare, the more objective people will be). Afterwards (or before) you could also refer
people to the Emotional Intelligence and Transactional Analysis concepts to
demonstrate how objectivity helps avert conflict. Please don't hold me responsible for
the cost of cleaning the blood off the walls.......

je t'adore (johari window development, team-

building, relationships, emotional intelligence
development)

A positive alternative or supporting exercise for the 'conflict' activity above. Again refer
to the Johari Window model. Ask people in pairs to tell each other something good
about the other person that the other person will not know themselves. It's basically an
activity in which genuine compliments or feedback is given about a person's traits, past
actions, behaviours, etc., - the positive feedback can be about anything. This widens
the Johari quadrant: 'known to others and unknown to self'. The act of giving and
receiving genuine positive feedback is also hugely enriching and motivational. You can
review afterwards how people felt when giving and receiving praise, and contrast this
with the negative effect of giving insensitive criticism. This exercise can be used in
conjunction with the negative feedback activity above to further emphasise the contrast
between praise and blame. Useful reference models are also Transactional Analysis and
Emotional Intelligence.

there ought to be a law.. (creative thinking,

recruitment selection activity, ethics and morality
discussions)

A simple exercise for individuals, pairs, threes or a whole group exercise: the aim of the
activity is to suggest a new law, with reasons for it. The game can be extended into a
clear-communications and writing exercise, by asking the delegates to write the new
law in clear terms that explain it absolutely clearly, with minimum leeway for
misunderstanding or misinterpretation. The clarity of the writing can be tested by group
questions and review. This exercise is particularly relevant for people who will benefit
from improved awareness of communicating, delegating and briefing skills. Also helpful
for people with responsibility for writing instructions and manuals. Also a good
personality and attitudinal indicator exercise when used as an activity for individual
candidates in recruitment group selections.

mottos (warm-ups, ice-breakers, creativity, self-

expression, johari window development)

For teams, whole groups or individuals. Ask the team(s), individuals or work-group to
decide on a motto or maxim that reflects their values and purpose, etc. Individuals or
teams then present their motto to the group, and discussion can take place as
necessary. You can be specific about precisely what the motto must represent, or leave
the brief more open, depending on the session aims. Timings are flexible, to suit the
situation. This is a very flexible activity. As an extension of the exercise, from one
session to the next in a week or a month's time you can ask the individuals or teams to
find the Latin translation.... For inspiration you could show some examples:

 "E
Pluri
bus
Unu
m" -
the
origi
nal
mott
o of
the
Unit
ed
Stat
es
mea
ning
"On
e
from
man
y" or
"On
e
from
man
y
part
s"
 "Sea
rch,
Solv
e
and
Succ
eed"
-
Pion
eer
Prim
ary
 Scho
ol,
Sing
apor
e.
 "Per
Ardu
a Ad
Astr
a"
mea
ning
"Thr
oug
h
Adv
ersit
y to
the
Star
s" -
the
Briti
sh
Roy
al
Air
Forc
e
 "Per
Verit
ate
m
Vis"
mea
ning
"Str
engt
h
Thro
ugh
Trut
h" -
Was
 hing
ton
Univ
ersit
y
 "Sec
urior
Quo
Para
tior"
mea
ning
"The
Bett
er
Prep
ared
,
The
Mor
e
Secu
re" -
Som
erse
t
Ross
iter
famil
y

flags exercise (creativity, self expression, warm-

ups, inter-team or inter-departmental
relationships)

Lots of flexibility in this activity. It can be used for individuals or teams of any sorts. The
object of the exercise is simply to design a flag that symbolises the person or the team
(or group or department, etc). Materials required are just some flip chart sheets and
colouring pens or paints. The exercise can be used as a quick warm up or ice-breaker,
say five minutes to create the flags, and a couple of minutes each to present and
review; or a longer team or group activity, requiring 10-15 minutes discussion,
development of ideas, creating the flag design, and then as much time as is necessary
to present and discuss the reasons and reactions. When invited to express themselves
in a completely new and different medium, people find it easier to really think about
their qualities. The exercise is particularly useful to begin inter-departmental workshops.
Teams have to think about what they stand for, how they wish to be seen, and other
teams have a chance to see and understand colleagues or other departments in a
different way. As an exercise for work groups this is a good prompt for debate within
the team, and then afterwards between teams when flag designs are presented and
reviewed. This exercise is also excellent as an individual activity for children and young
people of all ages. It can also be used for pairs or threes of friends, boys groups, and
girls groups; the possibilities really are endless. As an alternative to flags, a coat of
arms could be given as the design task. Obviously encourage participants to include
symbols and image icons, as well as colours and shapes.

partnership flags (partnership, cooperation,

merging, integrating teams)

If you want to focus still further on cooperation and partnership development, you can
extend the above 'Flags' exercise to require teams or individuals to work together (in
pairs or threes or more - however many parties you want to integrate) to combine their
designs, ie., to produce a 'partnership flag' based on and preserving the essential
themes of the original individual designs of the partnership members.

commitment to change (making things happen,

personal change, etc)

A simple exercise for any size group, and a great warm-up or ice-breaker too. Split
group into pairs. Task each individual to agree with their partner something about
themselves that they would like to change - probably something that they have known
to be in need of improvement or change for some time. Each individual clarifies
understanding of the change action with their partner, with suitable measure and
timescale (use the SMARTER rules as a reference - it's on the acronyms and delegation
sections), and then each person makes a personal commitment to the partner to
make the change. Each partner is responsible for following up this commitment and
checking that the change action has been completed (which happens after the training
course, meeting, gathering, etc). The point of the exercise is to demonstrate the
importance of specifics, accountability and commitment, being the ingredients of
any successful change. Refer to SMARTER again in the review of change actions
committed, so as to confirm the viability of each action committed.

best practice development forum

This exercise builds teams and produces good organizational outputs. The activity can
also be run as a virtual team building game for staff in different locations using a team
conference call or video conferencing. Ideally participants will perform similar roles or at
least perform roles with common aspects (if not participants should have good
facilitative skills). The aims of the exercise is to share and develop best practice, ideas,
and/or solutions to common problems. This provides a useful and collectively enjoyable
experience, with some good outputs for the organization when best practice is
identified or developed, and can then be implemented. Split large groups into teams of
three or four. Over four per team makes full involvement unlikely. For example, if the
total group size is twelve, run four exercises concurrently in four teams of three. At the
end of the exercise each team leader presents results of their discussions and ideas or
solutions development to the whole group. You could then look at implementing most
viable suggestions, create project groups and then pilot groups. Establish an emphasis
on working together to identify and implement constructive change, through the
sharing of ideas and experience. The activity can become a regular development forum;
a place where challenges, opportunities, local problems, etc., can be brought along and
collective ability used to find and apply solutions. Teams can be changed for each team
building session. It's important to clarify the precise aims of each exercise before it
begins. Teams can take a few minutes to do this prior to commencing the activity. Take
special care with explaining and clarifying if people of different nationalities are
involved. Ensure also that team members explain and understand each other's
situations and processes (which in itself is another helpful output from the exercise).
Ensure adequate support for all initiatives taken forward to implementation stage, so
that participants see that their work is resulting in some positive effect. Securing
support from up-line management prior to the process will help this, as will obtaining
commitment from up-line management where possible for initiatives considered worthy
of implementation. See also the notes on workshops, brainstorming, and project
management, which can be relevant to various stages of this activity.

team poker
Here's a very simple and effective game for team-building, team-working, building
cooperation, problem solving, leadership, and decision-making skills. Also great for an
ice-breaker and warm-up activity. The game can be used with with a group of 10 or
more, and requires only a deck of cards. Explain these simple rules of the exercise: One
card will be handed out face down to each delegate. Players must not look at their
cards until the game starts. The aim of the exercise is for each person to put together
the best three-card hand by joining with two other delegates.

Where total group size is not exactly divisible by three, players need not be exclusive to
one group of three, ie., any player is permitted to be part of more than one three-card
hand. When the total group is exactly divisible by three this rule is optional, to be
decided by the facilitator. A requirement for exclusive sets of three will tend to increase
the competitive aspect of the exercise.

Card hands are best ranked according to poker rules, which are open to different
interpretation so it's essential to agree the ranked order of possible hands before the
game starts, to avoid any doubt as to the winners. For three cards, a suggested
example ranking according to statistical odds (thanks DB), which you should circulated
or write on a flip-chart, is, lowest to highest: highest card, a pair, flush (three cards
same suit), straight or run (eg., 8,9,10), three of a kind (eg., three kings), top hand
being a straight or running flush (eg., 5,6,7 of hearts). Also clarify highest suits, (eg.,
lowest to highest: diamonds, clubs, hearts, spades). The best hand possible would
therefore be king, queen, ace of spades.

Set a time limit, by which all delegates must be grouped in threes, each group
representing a three-card hand. A minute creates a pressurised activity; three minutes
less so - generally the larger the total group size the longer the exercise needs, subject
to a five minute maximum for very large groups.

Variations can be used, which makes it more interesting if you want to repeat the
exercise later with the same group, eg:

 Each
dele
gate
recei
ves
two
card
s,
requ
iring
 thre
e
play
ers
to
crea
te a
six
card
han
d
(clar
ify
rules
acco
rdin
gly).
 Instr
uct
the
grou
p to
find
thre
e or
four
othe
r
play
ers,
maki
ng
four-
or
five-
card
han
ds.
 Allo
w
each
play
er to
chan
 ge
their
card
once
with
a
card
from
the
top
of
the
rem
aind
er of
the
deck
,
face
dow
n of
cour
se
(exc
han
ged
card
s go
to
the
bott
om
of
the
deck
).
 Uptu
rn
the
card
at
the
top
of
 the
rem
aind
er of
the
deck
and
stipu
late
that
each
han
d
mus
t
inclu
de
that
card
(in
whic
h
case
thre
e
play
ers
will
crea
te
four-
card
han
ds).
 For
very
larg
e
grou
ps
use
two
deck
s,
 and
stipu
late
tea
ms
of
five,
(this
is a
grea
t
conf
eren
ce
war
m-
up -
you
coul
d
stick
a
card
und
erne
ath
each
dele
gate'
s
seat,
befo
re
dele
gate
s
arriv
e.)
 Plus
any
othe
r
varia
tions
 of
your
own
you
wish
to
try.

Facilitator and delegates can review various behaviours after the activity - eg.,
leadership, teamwork, negotiating, and decision making under pressure. This simple
game will break the ice, and get people out of their seats with minimal input from the
facilitator. Follow up with a group discussion about aspects of the exercise relevant to
the main session or purpose. (Adapted from an idea submitted by S Enter)

For additional interest you can also refer to the fascinating origins of playing cards and
court cards, for example, did you know that the name and symbol of the English
spades card (contrary to most people's assumption that the word simply relates to a
spade or shovel tool) instead developed from the French pike weapon (ie., the shape is
based on the business-end of the spear-like pike), and the name for the Spanish
version of the card, which was 'espados' meaning 'swords'.

newspaper bridge the gap team exercise (planning,

team-working, team building, etc)

Newspaper construction exercises are always reliable, flexible and inexpensive activities
for team building (and planning, leadership, team-working, etc) - see the main
newspaper construction exercises and tips below, and they are very transferable when
you want games activities ideas to cascade or spread usage through organizations or
departments. If your aim is to build teams and relationships, especially inter-
departmental, mix up the groups, so team members don't already know each other. For
an extra twist to the usual towers or bridges exercises below, and ideal for large
groups, work with teams of 6. Split each team in half. The team task is for each half-
team of three (or can be pairs) to build their half of a newspaper bridge so that it
connects and can be joined to the other half of their team's construction, to meet in the
middle between two tables. Preferably (this is at the facilitators discretion) sticky tape
must not be used to fix each end of the bridge to the table - ie., bridges must be self-
supporting. The winning team can be quickest or strongest supporting structure - it's up
to the facilitator - you can add the requirement for the bridge to support an object - a
lemon or a chocolate bar for example. (The secret is to build up and out so that each
side of the bridge supports the other - two horizontal halves generally collapse unless
each is extremely strong. Tightly rolled struts make stronger constructions. Establish
game rules that prevent both halves of the teams simply making a single bridge fixed to
each table with sticky tape, which would defeat the challenge of the exercise. Control
the level of difficulty of the game by the distance between the tables and the number of
sheets issued.) And in similar vein the next activity:

newspaper domes big group exercise (team

building and team working, leadership, creativity
and design)

For one great big group team building exercise, split the whole group into pairs or
threes, the task being to build a dome or roof structure/frame and cover it with
newspaper and sticky tape, between as many tables as there are pairs/threes. This is
not a contest between the teams, it's a task for the whole group to cooperate and work
together. For example, for a whole group size of 12 people, there could be six tables
and six pairs - or five tables and five teams of three - each pair/three building one strut
of a six- or five-strut dome frame; for a group of 9 people, there could be three teams
of three, and three tables, each team of three building a strut for a three-strut roof
frame. Each pair/three should build their strut up and out from the table, connecting in
the centre space with the struts from each of the other pairs/threes. Struts can be fixed
to the tables and joined in the centre-space with sticky tape. For large frames (which
will be required of the tables are placed further away from each other), cross-struts can
be used. The whole group can then cover the dome or roof frame with sheets of
newspaper. Requires a lot of thought, team-working, communication, sharing best-
practice, assessment and feedback along the way, and leadership at key decision
stages. Control the level of difficulty by the distance between the tables and the
number of newspaper sheets issued. (As with many of the newspaper team building
activities, the secret is to agree first on a strut design - typically tightly-rolled sheets -
which can then be used to construct whatever overall design is planned, but let the
delegates work this out for themselves.)

The most effective way to build a dome or covered 'roof' is to create a frame first, using
tightly rolled sheets as struts. The simplest construction would use three tables and
three struts, one from each table-top edge, joining together in the middle at the top to
form a pyramid frame, which can then be covered using newspaper sheets. A round
dome structure is more difficult, takes more time, needs more newspapers, and needs
to have several struts from each table to create a curved shape, and then a number of
lightly formed horizontal strut 'rings' around the the outside of the entire main frame to
create a curved contour. This type of structure must be designed beforehand to have a
good chance of succeeding, and it helps if the group contains someone with a bit of
engineering talent or instinct. There are other ways of making a structure, for instance
flat square frames on 'legs' (short newspaper struts), and if you do not stipulate a
height then people will often be creative (cheat) and simply make a big sheet and
attach it to each table edge, which rather defeats the point. Hence you can clarify the
aim of the exercise by stipulating that the roof must be capable of covering all or a
given percentage of the group members, standing or sitting (at your discretion)
depending on the frame height that you think is reasonable. If in doubt agree the frame
height aim with the group, which means they effectively set their own target. This is a
challenging and enjoyable team activity - encourage team members to enjoy it. For a
simple pyramid allow at least 15 minutes for the 'build'. For bigger constructions and
rounded domes allow at least 10 mins for the design stage and 30 mins for the build.
And remember to provide plenty of plastic rubbish bags for the clear-up afterwards. It
can be helpful for the post-activity review to brainstorm before the activity with the
whole group the expected key performance elements, and for these to be used as the
assessment criteria (see the Training elements/exercise review template assessment
proforma sheet available on the free resources page).

paper-doily exercise (communications,

instructions, interpretation, developing mutual
understanding, active listening, clarifying
questioning techniques)

This exercise can be carried out in pairs with several pairs playing the game at the
same time, or one pair playing and the remainder of the group observing. Two people
sit back to back. Each has a piece of paper (can be any sheet of paper provided it is
rectangular - not square - a large sheet of newspaper works well particular if the
activity is being observed). One player (the instructor) folds and tears his/her sheet of
paper at the same time reading pre-prepared instructions to the other person (the
student) as to how the student is to fold and tear/cut their sheet of paper. For added
interest issue each pair with a hole-punch and a pair of scissors (smaller sheets of
paper are more likely to require scissors). Other than giving the instructions the
delegates cannot discuss or explain anything else. Instructions must be read out exactly
as they appear on the instructions sheet, which is created and supplied by the
facilitator. Neither player must be able to see what the other is doing while the exercise
is under way. After the instructions have been completed, the team members turn and
face each other, unfold their sheets and compare their paper doilies, which will look
quite different, even though each has been made from the same instructions. Here are
examples of instructions for the instruction sheet (you can create your own variations or
use these, or reduce them for a quicker simpler exercise - do not include the bracketed
points, which are facilitators notes and to help with the review):

1. Fo
ld
th
e
pa
pe
r
in
ha
lf
ho
riz
on
tal
ly
(t
hi
s
de
pe
nd
s
on
w
ha
t
w
ay
th
e
sh
ee
t
is
he
ld
an
d
co
ul
 d
be
int
er
pr
et
ed
to
be
fol
de
d
al
on
g
th
e
la
nd
sc
ap
e
or
po
rtr
ait
ax
is)
2. Fo
ld
in
ha
lf
ag
ai
n
di
ag
on
all
y
(a
ga
in,
 thi
s
is
op
en
to
int
er
pr
et
ati
on
-
no
r
m
all
y
an
as
y
m
m
et
ric
al
fol
d
co
rn
er
-
to
-
co
rn
er
).

3. Fo
ld
in
ha
lf
ag
 ai
n
ve
rti
ca
lly
(a
ga
in,
thi
s
is
op
en
to
int
er
pr
et
ati
on
).

4. Fo
ld
th
e
to
p
rig
ht
co
rn
er
so
th
at
th
e
po
int
is
at
th
e
 ce
nt
re
of
th
e
fol
de
d
sh
ee
t
(t
he
fol
de
d
co
rn
er
co
ul
d
be
on
e
of
fo
ur
).

5. Fo
ld
th
e
lo
ng
es
t
po
int
to
th
e
co
 rn
er
fa
rt
he
st
a
w
ay
fr
o
m
it
(c
an
be
op
en
to
int
er
pr
et
ati
on
).

6. Fo
ld
in
ha
lf
ag
ai
n
or
as
cl
os
e
to
tw
o
ha
lv
es
as
po
ssi
bl
e
(it
m
ay
no
t
po
ssi
bl
e
to
fol
d
ex
ac
tly
int
o
tw
o
sy
m
m
et
ric
al
or
ev
en
as
y
m
m
et
ric
al
ha
lv
 es
).

7. Te
ar
or
cu
t
of
f
2c
m
of
th
e
sh
ar
pe
st
co
rn
er
wi
th
a
str
ai
gh
t
cu
t
or
te
ar
.

8. Te
ar
of
cu
t
of
f
1c
m
of
th
e
op
po
sit
e
or
fa
rt
he
st
co
rn
er
to
th
e
ab
ov
e
co
rn
er
wi
th
a
cu
rv
ed
cu
t
or
te
ar
(c
ur
ve
d
w
ha
t
w
ay
 ?-
ag
ai
n
thi
s
is
op
en
to
int
er
pr
et
ati
on
).

9. Pu
nc
h
th
re
e
ho
le
s
al
on
g
th
e
lo
ng
es
t
ed
ge
(w
he
re
ex
ac
tly
al
 on
g
th
e
ed
ge
is
op
en
to
int
er
pr
et
ati
on
).

10. Pu
nc
h
tw
o
ho
le
s
in
th
e
ne
xt
-
to
-
lo
ng
es
t
ed
ge
(w
he
re
ex
ac
 tly
al
on
g
th
e
ed
ge
is
op
en
to
int
er
pr
et
ati
on
).

11. C
ut
a
0.
5c
m
sh
ar
p
'V'
tw
o-
thi
rd
s
int
o
th
e
sh
or
te
st
ed
ge
 (t
hi
s
is
op
en
to
int
er
pr
et
ati
on
).

12. U
nf
ol
d
th
e
pa
pe
r
an
d
co
m
pa
re
yo
ur
do
ily
wi
th
yo
ur
pa
rt
ne
r's
do
ily
.
Points for the debrief and review discussion: How many of you ended up with paper
projects exactly the same? Why were you unable to end with exactly the same doilies?
What instructions were the least helpful and why? How could these instructions have
been made clearer? What clarifying questions would you have asked if permitted to
clarify the instructions? What additional tools or devices would help the reliability of the
instructions and fullness of understanding (the obvious ones are a ruler, and a diagram
for each stage - the point here is that complex instructions often need tools, references,
examples or other devices to enable proper clarity and accuracy, and the responsibility
is with the writer to take the initiative to use and include these aspects if required -
don't assume that words alone are sufficient, because they rarely are).

As an extension of the exercise ask everyone (in pairs of as a group discussion or

brainstorm exercise) to re-write the instructions so as to guarantee producing two
identical doilies.

NB If facilitating this exercise ensure you try out your instructions before using them in
the activity.

(Based on a suggestion from D Smith)

desert island menu

A quick, simple (and often revealing) warm-up, ice-breaker and introductory exercise
for any group up to about a dozen people. (Group size can be larger if the 'show-and-
tell' time per person is controlled tightly). Delegates have a couple of minutes to
consider and decide three types of food that they would choose to live on for a year,
if stranded on a desert island, with nothing else to eat or drink, other than water. After
considering their selection and reasons, each delegate then takes turns to tell the group
what three foods they would chose and why. The facilitator can determine finer points
of the rules, such as if there's anything to cook with, if there are any condiments, and
"Does 'chicken tikka masala' count as one food type?", or "Can we choose processed
ready-made meals as one food type?", etc. The point of the exercise is to get delegates
thinking about something completely different, in a way that allows them to express
their own personality, likes, dislikes, weaknesses, etc, to the group. For large groups
put people into teams of three and have them come up with a selection of three foods
that satisfy each member of their team. Other than obviously daft selections like
'whisky, lager, and magic mushrooms' or 'burgers, chips and eggs' there are no right or
wrong answers - it's simply an exercise in personal preference.
newspaper models (team building, problem
solving, creativity, leadership, planning and project
management)

A variation on the newspaper construction exercises featured below. For bigger teams,
especially comprising engineers and technical team members. Instead of making
newspaper towers or newspaper bridges, the challenge is to make a more complex
model, of a machine, or vehicle or building, again out of newspaper. If the model is to
be a machine it could be a working model. the machine could be one from the
particular work situation. Introduce additional materials as appropriate - string, pipe-
cleaners, rubber bands, stapler, etc. The bigger the team then the more complex and
challenging the task can be. For teams of 5 or more ask that each team appoints a
leader, and state that each team leader is responsible for ensuring full participation of
all team members. Refer to the tips and rules for newspaper construction exercises
below.

the postbag exercise (for group selection

recruitment, time management, planning and
prioritising, and assessing strategic judgement and
initiative, team-working, organization and
decision-making)

This exercise is good for group selection activities. The team exercise is to sort a big
pile of your typical post. Team size 3-5, so if there are more than 5 delegates create
more than one team, and ensure suitable space, materials, and facilitator for each
team. If used as a group selection activity involving more than one team (it would be
suitable for supervisors and clerical staff) observers can move between teams. You'll
need to define the typical destinations/actions - give basic guidelines but not sufficient
for all the answers, so that there's opportunity for teams and team members to use
their own initiative. Define the purpose of the exercise clearly in terms that reflect what
you want the delegates to achieve and the hypothetical situation in which they'll be
working. Also explain to the team(s) that they can ask facilitators about certain items if
required, and include two or three oddball items that definitely need asking about.
Observers will be able to see how the teams organize themselves, people's levels of
initiative and judgement, experience, who has good and less good ideas, input, and
how people work with others in a team situation. You could ask the teams to present
their conclusions as to what should happen with the contents of their postbag. Review
and discussion also will provide useful indicators. For added challenge you could throw
in a couple of 'interruptions' such as phone calls or visitors introducing additional issues
to be sorted, prioritised and actioned. This exercise can also be used for supervisory
management development and assessment. If used with people who already work for
the organization the exercise provides useful indication as to delegates strategic
awareness and prioritisation capabilities and judgement.

SWOT analysis team building exercises (for team

building, decision-making, change-management,
strategy development, direction and motivation)

For a single team or any number of teams. For teams of three or four team members.
Teams of five and over require a team leader. This is a really motivational and
empowering activity that can deliver immediate organizational and business benefits.
The exercise duration is from 30 minutes upwards, depending on the complexity of the
SWOT subjects issued to or agreed with the teams. The SWOT exercise can take a
whole day if the task is complex and big. First refer to the SWOT analysis notes and
template examples on this site.

Ensure all delegates are issued with SWOT analysis instructions, and confirm their
understanding of the process, which makes an ideal initial group exercise.

Identify before the session, or have the teams or team members do so at the start of
the exercise, suitable subjects for SWOT analysis. Have the teams choose a subject
each, and then work as a team to produce the SWOT analysis, which should then be
presented back to the group for discussion and review. It's important that the teams
want the particular subjects.

Prior to the exercise it's important for the facilitator to clarify what will happen after the
exercise to the teams' SWOT analysis findings, so that team members have an
appropriate expectation for where their efforts and recommendations will lead.

This SWOT exercise is very flexible - use it to suit the situation, the group, and what the
organization needs. Examples of SWOT subject areas (have some specific propositions,
opportunities or options handy in case you need them):
 orga
nizat
ional
or
dep
artm
enta
l
chan
ge
opti
ons
 busi
ness
deve
lop
men
t
idea
s
 tea
m
re-
stru
cturi
ng
 prob
lem-
solvi
ng
opti
ons
 cust
ome
r
servi
ce
impr
ove
men
t
idea
s
  prod
uctio
n/di
strib
utio
n/te
chni
cal
supp
ort
effici
enci
es
or
impr
ove
men
ts
idea
s

N.B.

1. Th
e
ab
ov
e
he
ad
in
gs
ar
e
no
t
S
W
O
T
su
bj
ec
 ts,
th
ey
ar
e
ar
ea
s
wi
thi
n
w
hi
ch
yo
u
ca
n
id
en
tif
y
S
W
O
T
su
bj
ec
ts.
2. A
S
W
O
T
an
al
ys
is
ca
n
on
ly
be
us
ed
to
as
se
ss
a
sp
ec
ifi
c
op
tio
n,
pr
op
os
iti
on
,
co
m
pa
ny
,
de
pa
rt
m
en
t
or
id
ea
-
a
si
ng
le
S
W
O
T
an
 al
ys
is
ca
nn
ot
be
us
ed
to
co
m
pa
re
op
tio
ns
or
ev
al
ua
te
a
nu
m
be
r
of
op
tio
ns
or
pr
op
os
iti
on
s
at
on
ce
.

3. Av
oi
d
ag
re
ei
ng
to
S
W
O
T
su
bj
ec
ts
th
at
ar
e
cl
ea
rly
be
yo
nd
th
e
re
mi
t
of
th
e
te
a
m
s
(w
hi
ch
cr
ea
te
s
ex
pe
ct
ati
on
s
th
at
ca
nn
ot
be
m
et
),
un
le
ss
th
e
sit
ua
tio
n
all
o
w
s
fo
r
th
e
gr
ou
p
to
m
ak
e
re
co
m
m
en
da
 tio
ns
.

4. A
S
W
O
T
an
al
ys
is
m
ea
su
re
s
a
bu
si
ne
ss
un
it,
a
pr
op
os
iti
on
or
id
ea
;
a
PE
ST
an
al
ys
is
m
ea
su
 re
s
a
m
ar
ke
t.

PEST analysis team building exercise (for team

building, motivation, direction, strategy
development, gaining buy-in and consensus)

See the PEST analysis article and template. Structure the activity as with the use of
SWOT analysis exercise above. Note that a SWOT analysis is based broadly on half
internal and half external factors. A PEST analysis measures a market; a SWOT analysis
measures a business unit, a proposition or idea. PEST is almost entirely based on
external factors, so ensure at least some members of each team have knowledge of, or
are able to consider, the PEST factors if you intend using this exercise. PEST is a good
exercise for marketing people, and is good for encouraging a business developmant,
market orientated outlook among all staff. If you want to use PEST with staff who are
not naturally externally focused you can have them do some research and preparation
in advance of the exercise. As with the SWOT exercise, it's important to clarify the
subject of the/each analysis.

'my pet hate' exercise (for rapport-building,

empathy, facilitative questioning, active reflective
listening, interpretation, personal development)

An innovative and effective team building exercise for training and practising active and
reflective listening skills, empathy, and facilitative questioning. Also a great team
activity for personal development and personal problem solving. For groups of six or
more in teams of three or pairs.

Ask each delegate to think of a situation or person that they find extremely difficult or
frustrating. The situation can be from work or home life, but nothing so personal as to
cause discomfort when revealed to others. Guide delegates also to avoid criticism of
other people who might be part of identified frustrations, whether these people are
present or not.

For teams of three, the first person is the interviewer, second person is as interviewee,
and third is observer. The first person in each team has 5 minutes (facilitator can allow
longer, depending on total exercise time available, group size and desired intensity) to
question the second person about the second person's difficulty or frustration. The first
person should use rapport-building and empathy, sensitive facilitative questioning,
active listening, reflective listening, and interpretation skills, to encourage and enable
the second person to explain how they feel, why they feel like it, what are the causes
and what might be the remedies, plus any other points of relevance. The second person
should try to respond naturally to the interviewer. The group then reconvenes and the
first person from each team must then briefly (max 2-3 mins) describe, explain and
summarise to the group the second person's difficult situation. The second person from
each team then gives feedback to the group (including to their interviewer) as to the
accuracy of the interpretation and the quality of the interviewing (rapport-building,
facilitative questioning, active listening, reflection, interpretation and empathy) used by
the first person. The third person observer of each team then provides a brief neutral
overview comment, if required and helpful. When each team has completed these
stages, rotate the roles and run the exercise again, so that each person plays the
interviewer, interviewee and observer.

This exercise can also be run in pairs, without the third-person observers, which is
appropriate for small groups of 4-8 people, or if the time available for the exercise
doesn't allow three rotations of the team roles. Use the review sheet to provide a
break-it-down structure for feedback and review. For odd numbers of groups the
facilitator can take part to make teams numbers equal, which is important so as to
avoid creating 'passengers' (inactive team members) at any stage.

Training and review elements of the exercise (optional use of training element review
sheet):

1. ra
pp
or
t
bu
ild
in
g
an
 d
e
m
pa
th
y
(i
nt
uit
iv
e
se
ns
iti
ve
st
yl
e)
2. fa
cili
ta
tiv
e
qu
es
tio
ni
ng

3. ac
tiv
e/
re
fle
cti
ve
lis
te
ni
ng

4. ac
cu
ra
cy
 of
int
er
pr
et
ati
on
an
d
de
sc
rip
tio
n

Exercise duration and activity options typically:

 Facil
itato
r's
intro
ducti
on
and
expl
anat
ion,
in
use
of
train
ing
elem
ent
revie
w
shee
t-5
mins
 Opti
onal
brai
nsto
 rm
of
revie
w
elem
ents
-5
mins
 First
inter
view
s in
tea
ms
of
thre
e-5
mins
 Sum
mari
es
to
grou
p
and
feed
back
-
num
ber
of
tea
ms x
3
mins
 Seco
nd
inter
view
s in
tea
ms
of
thre
 e-5
mins
 Sum
mari
es
to
grou
p
and
feed
back
-
num
ber
of
tea
ms x
3
mins
 Thir
d
inter
view
s in
tea
ms
of
thre
e-5
mins
 Sum
mari
es
to
grou
p
and
feed
back
-
num
ber
of
tea
 ms x
3
mins
 Final
grou
p
revie
w of
activ
ities
and
expe
rienc
es -
5-30
mins
dep
endi
ng
on
exer
cise
dept
h
and
inte
nsity
requ
irem
ent
 Opti
onal
revie
w of
pers
onal
actio
ns
arisi
ng -
5
mins
(def
er
 maj
or
issu
es
outsi
de
exer
cise
sessi
on)
 Tota
l
exer
cise
time
nom
inall
y
30-
45
mins
plus
3
mins
for
each
inter
view
sum
mar
y=
total
dele
gate
sx3
mins
, ie.,
a
grou
p
size
of
fifte
en
 in
tea
ms
of
thre
e
will
take
a
total
of
75-
90
mins
.

If the exercise is run in pairs without observers the third round of interviews and
summaries is obviously not required.

smartie hunt game (team building, ice-breakers,

warm-ups, leadership, delegation, fun)

A fun game for a team building ice-breaker or training warm-up, for leadership and
team motivation, and a great party game for kids or adults. This activity is also a great
leveller and funny to play and observe. For groups of ten to thirty or so people,
dependent on the room size. Split the group into two or more teams - ideally 5-7 per
team - and have each group appoint a leader, which can - if helpful - be the least
confident, most junior member of each team (leadership in this game is fun, and should
help build confidence and status of the leader). Before the session hide the contents of
a tube of smarties sweets (or a box, depending on team numbers and game duration)
around the room. Write down on separate pieces of paper the names of as many
animals as there are team members (or children if its a kid's party). Animals should be
those associated with recognizable noises, eg., pig, horse, cow, donkey, snake, duck,
chicken, monkey, frog, etc., although for an adults party, for extra fun, you can include
one or two animals for which no recognizable sound is commonly known, eg., platypus,
armadillo, hamster, etc. (For very large groups you can double the number of available
animals by prefacing each one 'little'/'large', or 'mummy'/'daddy', and stipulate that the
noises should differ accordingly - high and low of course...) First have each team
member take a piece of paper which shows the animal they are to play in the game.
The object of the game is for team members to find the hidden smarties, and direct
their leader to them by making their own animal noise (actions are entirely optional in
this game, also great fun and virtually inevitable). The team leader who collects the
most smarties wins the game for their team. Team leaders are not permitted to look for
smarties. Team leaders are not permitted to follow the sounds of animals belonging to
other teams, but opposing team members are permitted to follow sounds of animals of
other teams, and then to make their own noises on seeing the smarties. This great
game requires leaders to remember which animals are in their teams, so a minute can
be permitted for this before starting the game. You can also allow a couple of minutes
for teams to prepare game tactics, although this is not essential. Give a time limit - 5-10
minutes is fine - as smartie hunts are tricky to predict. The use of smarties provides a
good link to the SMART and SMARTER acronyms relating to task delegation. As an
alternative to smarties sweets you can use M&Ms instead, which link well to the 3M
mnemonic or MMM acronym: measurable, manageable, motivational, defining the
essential elements of any contracted arrangement or delegated task (see the acronyms
and delegation free materials).

tattoo game (relationships, attitudes and

behaviour perceptions)

A game for dinner parties or team building and bonding, however this game is definitely
not an activity for particularly sensitive people as it involves revealing personal
information, and entails discussion of potentially personal feelings and perceptions.
Seek all team members' agreement before playing this game. This exercise can be used
for fun and relationship-building, or to highlight and challenge assumptions and pre-
conceived judgement about people, class, background, stereotypes, etc. You can
develop different games ideas around this exercise depending on the type of party
game or team building activity required (and the level of intimacy welcomed by the
group), based on the game as follows: ask team members to write down secretly on a
piece of paper each whether they have any tattoos on any part of their body, or for
more daring groups or party games, a description of the tattoos and their locations.
(The amount of detail to be given is a variable factor of the game and must always be
subject to agreement by the delegates.) Team members then fold their pieces of paper
and put each into a container to prevent cheating. Group members then take turns to
pick one of the folded pieces of paper and guess who it belongs to. Team members
should read out what's written on the paper and explain their thought process (which
obviously raises points for comment and reaction during or after the guessing game). If
the person guesses correctly, the paper is removed, if not, it is placed back into the
container. Points can be awarded for correct guesses and/or to team members
incorrectly matched to tattoos. For groups of up to seven the guessing stage of the
game is best played by individuals; groups of eight and over can be split into two teams
for the guessing stage of the game, in which case members of the guessing team are
not allowed to admit or deny ownership of the description. Team members should also
be instructed to disguise handwriting, and to use the same sort of pen or pencil, to
avoid giving clues. Allowance also needs to be made for team members having visible
or known tattoos, the simplest rule being to disregard these tattoos. For the same
reason team members selecting a description that they know already (of a friend for
instance) should return the piece of paper to the container without revealing its
contents and pick another. The point of the game is not the score or who wins, it is the
speculation and guessing, and the ensuing discussion and reaction, particularly people's
reactions when being matched incorrectly, and correctly, to particular tattoos. For more
adventurous activities and variations to this game you can extend the exercise to
include body piercings, which, like tattoos, for the purpose of the game, should not be
known or visible. N.B. Tattoos and piercings are actually a serious and fascinating
aspect of human behaviour, culture and evolution, and have featured in one form or
another across most civilizations throughout the history of human-kind; in a games
context the subject can produce lively and enlightening debate. (As with all of these
games on this team building page please read carefully the disclaimer below - if in
doubt about any team member's vulnerability or sensitivity to any team building game
or activity, don't use it.)

the 'prisoner's dilemma' win-win game (based on

the 'prisoner's dilemma' puzzle, for team building,
and team-working, co-operation skills)

Use this exercise for a great team building game, and to demonstrate the value of
cooperation. Run the exercise as it appears on the sheet or adapt it to suit your
situation (change values and numbers etc, etc). Here's a free 'prisoner's dilemma' win-
win game sheet and scorecard (pdf) and the same game sheet/scorecard in MSWord
format which you can amend to suit your needs.

Ideally split the group into two teams of up to five per team (larger teams require
leaders to avoid chaos or disaffected passengers). The teams must select simply either
'defect' or 'co-operate' in each round. Scoring is based on the selections of both teams.
The point of the game is to game is to demonstrate that poor co-operation leads to
winners and losers, and ultimately everyone loses as a result of retaliation. When the
teams decide to cooperate, everyone wins. The facilitator acts as the 'banker'. Use this
free team building exercise with groups sizes from four (in which case the 'teams' would
be pairs), up to twenty or more, or split teams into pairs and have them play
separately. For details and examples of the prisoner's dilemma look at the puzzles
section.

More guidance for playing the prisoner's dilemma game:

 The
gam
e is
bett
er
with
two
tea
ms,
but
it
will
work
with
seve
ral
tea
ms -
ada
pt
the
shee
t
and
scori
ng
acco
rdin
gly.
 The
gam
e
shee
t
that
is
avail
able
 as a
pdf
or
MS
Wor
d
file
is all
you
nee
d to
give
to
the
tea
ms.
 The
only
'que
stion
'
each
roun
d for
each
tea
m is
to
deci
de
whe
ther
to
'defe
ct'
or
'coo
pera
te'.
 If
dele
gate
s
wan
 t to
start
with
an
imag
iner
y
'floa
t',
rath
er
than
havi
ng
to
cont
empl
ate
bein
g in
debt
,
you
can
agre
ea
smal
l
credi
t
bala
nce
for
each
tea
m.
 The
poin
t of
cour
se is
that
if all
tea
ms
coop
erat
e
they
will
beat
the
bank
er,
but
it
take
sa
whil
e for
the
m to
reali
se
this
- so
don'
t tell
the
m
befo
re
han
d,
just
expl
ain
the
scori
ng
syst
em
and
tell
the
m
the
poin
t is
to
accu
mula
te as
muc
h
'mon
ey'
as
poss
ible
-
tea
ms
then
tend
to
defe
ct
and
try
to
win
at
the
othe
r
tea
m's
expe
nse,
whic
h in
turn
caus
es
relat
iatio
n,
whic
h
prod
uces
 unsu
stain
able
loss
es.
 For
back
grou
nd
refer
ence
,
read
the
expl
anat
ion
of
the
priso
ner's
dile
mm
a on
the
com
plex
puzz
les
pag
e.
 Use
the
gam
e
shee
t
(pdf
or
MS
Wor
d
form
at -
also
avail
able
from
the
free
reso
urce
s
secti
on)
-
one
gam
e
shee
t per
tea
m-
mak
e
sure
all
tea
m
me
mbe
rs
can
see
it - if
nece
ssar
y
issu
e
copy
-
shee
ts or
sho
w
the
shee
 t on
a
scre
en.
 The
facili
tator
shou
ld
prac
tice
the
gam
e
first
with
indiv
idual
s
(eg
famil
y
me
mbe
rs)
playi
ng
the
part
of
the
tea
ms,
so
you
see
how
it
work
s.
 In
early
roun
ds
mak
e
sure
that
tea
ms
do
not
reve
al
their
sele
ction
to
othe
r
tea
ms
until
they
all
sho
w
their
sele
ction
at
the
sam
e
time
- the
best
way
is
have
the
m
writ
e
dow
n on
a
shee
t of
pap
er
and
then
all
sho
w
toge
ther,
or
for
the
m to
hold
up a
pre-
prep
ared
'defe
ct'
or
'coo
pera
te'
card
,
simu
ltan
eous
ly,
whe
n
the
facili
tator
says
to.
As
the
gam
e
prog
ress
 es
allo
w
tea
ms
to
conf
er if
they
ask
to.
 The
facili
tator
nee
ds
to
keep
the
scor
e for
all
the
tea
ms
on a
flip-
char
t or
equi
vale
nt.
 The
gam
e
ends
whe
n
the
tea
ms
get
the
poin
 t
and
are
all
coop
erati
ng
ever
y
roun
d,
whic
h
will
beat
the
bank
er.

team-building workshops (for team building,

change management, performance management,
creativity, train-the-trainer, problem solving,
process development, etc)

Workshops are a wonderful way to motivate and focus teams, as well as breaking down
barriers, and developing performance, confidence and achievement. Workshops are
also ideal for teams and groups who might resist or feel uncomfortable with games or
activities too far removed from their normal work. Workshops can be very quick, and
integrate well within routine team meetings. Workshops also help establish new leaders
into teams whether established or newly formed. The participative aspect of workshops
make them highly effective team building activities. As ever, for any training session,
workshops need clear aims be established and agreed, and the session to be clearly
planned and managed, with useful, relevant outputs, which can be coached later
through implementation. More details about workshops, and a sample format for a 1-2
hour session are on the workshop section.
up in the air (for team building, handling change,
team development, teamwork, listening skills,
illustrating the training and learning process, and
more)

You can use this game to support the training of any new task, particularly if delegates
feel unsure about their ability to learn the new task and apply it along with existing
activities. The game works extremely well, and trainees love it because it's different and
fun. This exercise will also help participants understand and deal with that
uncomfortable feeling when they join a new team, experience change within their own
team, or are forced to adjust to a change in procedure or policies. It emphasises the
understanding of 'what is now new and will soon become the normal' and helps
demonstrate how the transition from new to normal can flow naturally. Amongst other
things, use this great team building game to develop multi-tasking ability, eg., for
people who are unsure of their ability to talk to customers and work on the computer at
the same time. This game is also ideal as a warm-up for training sessions or courses
because it helps delegates remember the names of other people in the group.

How it works: A group of 6 to 20 stand in a circle facing each other. The facilitator must
participate as well. The facilitator explains to the group that they will call out a person's
name and toss a ball (such as a stress ball or juggling ball - any soft object actually,
even fruit or cuddly toys will suffice) to the named person. That person must then call
out another person's name in the circle (who has not yet had the object tossed to
them) and then throw the object to that person. This continues until everyone in the
circle has thrown and caught the object. The facilitator must explain to the group that
each person must remember their catcher. When the object has been thrown to
everyone in the group, the ball returns to the facilitator, and is then thrown around the
circle again, in the same order as before. This cycle continues until the facilitator is
happy that the whole group is comfortable with the exercise. (You'll know this because
people are actually listening for their name to be called out and catching the object.)

When the group is competent with the first ball, the facilitator introduces a second ball
(or suitable object), which must follow the same order as the first, so that two objects
are being passed around the group. When competence is reached with the two objects,
a third is introduced, and still, every thrower must announce the name of the catcher
before throwing.

And so on. At some stage between three objects and saturation point (ie as many
objects being passed as people in the group - it's up to the facilitator) without warning
the facilitator instructs the group to begin tossing the objects in the REVERSE order (ie.,
catchers call out names of, and throw to, the people who previously threw to them.
Chaos at first, but all great fun, and gradually people learn, which after all, is the point
of the game.

Points to review: How did you feel when the exercise began? After you reached a
comfort level with the task, how did you feel when more objects were added? How
soon did you achieve comfort level when new objects were introduced, and did this
timescale change for each new object? Did anyone in the team begin encouraging or
helping others by telling them to just focus on the person tossing the object to them?
When we had the major change of reversing the order the object was tossed, did you
expect it? How did you handle it? Did the group eventually perform well at it and get a
constant flow of objects in the air? You will think of more questions to ask and points to
review, especially when seeing the game played. (Ack. Tori Sarmiento)

team jenga and reverse jenga (team building,

leadership, tactics, planning)

Jenga is the traditional wooden-block tower de-construction game, table-top version or

giant garden outdoors size. In teams of between two and six, play it normally
(removing blocks, each team taking turns to remove a block until it collapses) or in
reverse (building it up, taking it in turns, keeping to a specified pattern or set of rules,
again until it collapses). You can use other suitable building blocks or materials in the
absence of Jenga (snack-size chocolate bars are good). With larger teams (four or
more) allow some planning time for tactics and leadership issues to be developed, and
review afterwards accordingly.

who am i ?

Lots of variations to this one: Can be played individually or in teams. A card on is taped
onto the player's forehead showing everyone the name written on it. The player with
the card on his/her forehead (who does not know the name on the card) must then ask
closed questions (requiring only 'yes' or 'no' answers) to establish his/her identity. The
method of creating name-cards is flexible: the facilitator can prepare in advance, or
have the group think of names and create cards, based on any theme that's
appropriate, including work colleagues, or even the session group members themselves.
Using names of work-colleagues and group members adds a fascinating dimension,
(relationships, reputations, perceptions, emotions), so needs sensitive facilitation and
review.

tyre game

A wonderful team building game for teams of ideally 10 to 15 persons, although a

minimum of six people per team will work, and actually there is no upper limit per team
- it depends on space, and how much emphasis is placed on the planning stage. Total
group size is therefore as many 10-15 person teams that the space will accommodate,
which also makes this team building exercise terrific for conferences and warm-ups of
very large groups. You'll need two bicycle tyres, with different tread patterns, for each
team. Organize each team into a circle, with the team members' hands tightly clasped.
The tyres are introduced by the facilitator at opposite points of the circle by unclasping
hands of two members and hanging the tyres on the arms, which should then be joined
again by clasping their hands. The object of the game is for the team to pass each tyre
in a different direction around the circle, involving two crossings of the tyres, and then
finishing with each tyre at its starting position. The team which finishes first wins the
game. Hands must not be unclasped, and thumbs cannot be used to support or move
the tyres. Allow ten minutes planning and thinking time, (or for very large teams where
a warm-up only is required, give instructions so that the game can start immediately).
Obviously the game must start at the same time for each team. The trick is for the tyre
to be moved up the arm, over the head, down the body, at which point the person
steps out of the tyre, one leg after the other, and the tyre continues down the other
arm to the next team member. The stepping manoeuvre when two tyres cross is the
most difficult and requires some agility, so the planning and team selection is
potentially very important. NB As a facilitator you must practice this game
before using in a team building or conference situation, to prepare for
questions and to demonstrate, if required.

Here are the typical review points for the tyre game team building exercise, usually
based on the performance of the winning team:

 The
tea
m
und
erst
ands
the
task
 and
aim
of
the
tea
m
build
ing
gam
e.
 The
circl
e of
peo
ple
deve
lops
into
a
tea
m
with
a
com
mon
obje
ctive
.
 Tech
niqu
e to
achi
eve
task
is
disc
over
ed
and
refin
ed
by
'stor
min
 g'
(see
the
Tuck
man
tea
m
deve
lop
men
t
mod
el).
 A
tea
m
lead
er
eme
rges
.
 Prac
tice
(ess
enti
al)
deve
lops
tech
niqu
e
and
plan
.
 The
lead
er's
role
beco
mes
stro
nger
as
the
 tea
m
deve
lops.
 Diffi
culti
es
are
iron
ed
out.
 Reso
urce
s
(peo
ple)
are
reor
gani
zed.
 Righ
t
pers
on
for
the
right
job
(not
ably
for
the
two
cros
sing
poin
ts)
 Trai
ning
and
prac
tice
are
carri
 ed
out.
 The
tea
m
beco
mes
incre
asin
gly
moti
vate
d to
perf
orm.
 Perf
orm
ance
impr
oves
,
exce
ls,
achi
eves
and
wins
.

(With thanks to Lt Col Ajay Ukidve (retired), Victory Associates, Pune, India)

table quiz

It's very easy to create a simple quiz - base it on a theme or general knowledge - which
can be use for teams or pairs in competition. See the Big Boys Toys table quiz as an
example of a themed quiz, available as a pdf download (Ack. J Hespe). See also the
puzzles section for quiz questions. The Big Boys Toys table quiz can be given as a
competitive exercise between teams lasting 20-30 minutes plus 10 minutes to review,
or as a quiz to be worked on in breaks or overnight as light relief. Prizes always
increase team-building value and enthusiasm.
Here's a free quick trivia quiz in MSWord.

spaghetti and marshmallow towers

For a variation on the newspaper construction theme....... Issue spaghetti (raw

uncooked) and marshmallows to groups of 4-5, and give them 15-30 minutes to build
the highest structure in the room (or a widest bridge or tallest arch, etc - whatever the
facilitator decides). A really different fun exercise for team-building, motivation and
illustrating many management and organizational principles. Exercise duration, amount
of materials allocated, group sizes, and whether to appoint team leaders are all flexible
aspects of this wonderful game. Excellent for jaded business-people, young people and
schools. The review afterwards can focus on a wide range of issues - team-building,
motivation, time-management, organization, systems, planning, communication,
resources, research and development, etc. If you use this exercise to illustrate a
particular aspect - eg communication - it is helpful for the delegates to discuss and
highlight some of the essential points in the pre-exercise brief, which provides a useful
framework for the review. These unusual materials can also be used instead of
construction kits for the organizational modelling exercise below. (Thanks Kathi Bogue)

Look at the newspaper construction games which provide other ideas for using these
materials in construction exercises, although I should point out that marshmallows are
not a particularly good weight-bearing material, and also are not ideal in very hot
conditions, unless getting messy is part of the fun.

See also the ideas for working with aluminium baking foil in the baking foil games on
the other team building page.

delegate introductions

A very easy warm-up to relax everyone - whether the delegates know each other or not
(surprisingly this is often more fun when they do - and if they don't they'll appreciate
the opportunity to meet and get to know each other early on). This will also take the
early pressure off you as the facilitator by having them do some of the work. Ask the
delegates to pair up - you can simply suggest the person sitting next to themselves, or
something more active, like finding someone with the same colour hair, or same height,
or same colour eyes, anything appropriate for the group. Then ask each person briefly
to interview the other person (say three mins each), and then everyone to present the
other person to the audience, again briefly, say a minute each. This is much more
dynamic than simply asking everyone to introduce themselves. If necessary give people
pointers as to what they should be finding out about the other person (eg - job, home-
life, likes, dislikes, hobbies, why they are there, etc). You can also say that after the
exercise that everyone will have achieved useful experiences and developed useful
skills, ie, questioning, listening, interpreting and then (scary for some) speaking to an
audience of strangers. These aspects of communicating are usually consistent with at
least one theme of the day, so is a relevant and helpful way to start any training
session.

the golf-ball shaker (for creativity and ice-

breaking)

The exercise is great for beginning any creative session as it gets people thinking and
working outside of their known area. It's also a good warm-up for any situation as it
gets people participating, smiling and laughing. It's best done by individuals, although
for a large group it can be done in pairs. Ask the delegates first to design a shoe - any
shoe - making a sketch in 30 seconds. Displaying and reviewing quickly all the ideas is
an important part of the exercise so have the delegates draw on acetate for an
overhead projector, or make a large drawing on a flipchart sheet, using coloured fibre-
tip pens. Quickly review each of the designs. There are no right or wrong answers - the
likelihood is that most people's shoe designs will all be similar and certainly resembling
styles available in the high street, which is because they are thinking about a concept
that already firmly exists - people mostly will be accessing memory and experience
rather than truly creating. Next ask each delegate or pair to design an electric heater,
again in 30 seconds. Review each design quickly. This time there will be some quite
different designs - again no right or wrong answers - the purpose is to show that with
less well-defined pre-conceptions the ideas will be slightly fresher and a lot more varied.
Finally ask each of the pairs or delegates to design a 'golf-ball shaker' - give no other
explanation (what the hell is a golf-ball shaker?.....) - again give 30 seconds for the
task. Review the designs and marvel at the range of interpretations and ideas. The
ideas necessarily are more creative and innovative because there are no pre-
conceptions or existing products in the delegates' minds. The exercise is liberating and
enjoyable, particularly when the ideas are reviewed. You can add more intrigue to the
exercise by asking the delegates to guess who is responsible for each design, which
highlights the aspect of personal flair and style in design and creativity. (Ack. Tony
Wills).
round tables (for delegation, leadership, team
building)

Split the group into three teams of five. Around the room (or building) put five tables
and on each table put three sets of materials and instructions for a task - use things like
newspaper bridge building, newspaper towers, playing card sorting, anything that's
complex enough to create a delegation challenge for a team of four plus leader (lots of
ideas for the tasks appear below).

The game is a contest (or time-based race, depending on the scoring system you prefer
to use) between the three teams to complete all five table tasks in turn, only moving
from one to the next when each task is completed, or when time is elapsed.

Every team member takes it in turn to lead their own team and delegate the task
activities as the team moves from table to table. While leading, the leaders are not
permitted to take part in the task other than speak to their team members.

To prepare, you need three sets of five task materials/instructions. Each exercise should
have a time limit (up to you), and there needs to be a clearly understood scoring
system for each task (easiest would be simply 3pts for winner, 2pts for 2nd and 1pt for
3rd).

As the judge, you reserve the right to deduct penalty points for transgressions (eg
leaders participating, or tasks being incomplete or running over time). There needs to
be a clear way to measure the performance of each team for each task, so there can be
a clear result at the end. The extent to which relative performance is visible to all teams
at the time of doing the tasks is up to you - it's a variable factor that changes the
nature of the activity (the less visible the performance the more test for the leader as to
what's required to win) - some tasks could be clearly visible (eg., tower height), others
might only be revealed at the end of the whole activity (eg playing card sorting). Tasks
don't all need to be physical construction. Tasks can be varied, including mental (eg
puzzles) or creative (finding things out), and they don't necessarily need to be done at
the table (teams might be required to go off in search of things in the building -
information, or obscure items, like a mini-treasure hunt). The tables need only be the
base points for each task, where the leader gets the task instructions.

Prior to the activity you should brainstorm with the whole group the relevant
skills/aspects that will be useful in the whole activity, eg: establishing who's good at
what, timing, resource planning, clear instructions, etc. Use these points as a basis for
review afterwards.
After the activity review with participants how they felt when being delegated to do
things - motivation, consultation, participation, encouragement, clarity of instructions,
style of leadership, etc.

Also review experience of the leaders - what was difficult, what could be improved, why
some things are more difficult to delegate than others.

Refer to the notes on delegation and issue these guidelines before or after exercise.

maslow ads (Maslow's Hierarchy of Needs and

motivation)

In pairs or threes, or brainstorm with a whole group, ask for examples of Maslow's
Hierarchy of Needs motivators in advertising. Ask for explanations as well. You can
issue several glossy magazines and/or show videos, or simply ask for examples. Here
are some pointers:

1. Bi
ol
o
gi
ca
l
a
n
d
P
h
ys
io
lo
gi
ca
l
n
e
e
ds
-
 wi
fe
/c
hil
d-
ab
us
e
he
lp-
lin
es
,
so
ci
al
se
cu
rit
y
be
ne
fit
s,
Sa
m
ari
ta
ns
,
ro
ad
si
de
re
co
ve
ry
.
2. S
af
et
y
n
e
e
ds
-
ho
m
e
se
cu
rit
y
pr
od
uc
ts
(al
ar
m
s,
et
c),
ho
us
e
an
co
nt
en
ts
in
su
ra
nc
e,
lif
e
as
su
ra
nc
e,
sc
ho
 ol
s.

3. B
el
o
n
gi
n
g
n
es
s
a
n
d
L
o
v
e
n
e
e
ds
-
da
tin
g
an
d
m
at
ch
-
m
ak
in
g
se
rvi
ce
s,
ch
at
-
lin
es
,
cl
ub
s
an
d
m
e
m
be
rs
hi
p
so
ci
eti
es
,
M
ac
D
on
al
d,
'fa
mi
ly'
th
e
m
es
lik
e
th
e
ol
d
st
yl
e
O
xo
 st
oc
k
cu
be
ad
s.

4. Es
te
e
m
n
e
e
ds
-
co
s
m
eti
cs
,
fa
st
ca
rs,
ho
m
e
im
pr
ov
e
m
en
ts,
fu
rni
tu
re
,
fa
sh
io
 n
cl
ot
he
s,
dri
nk
s,
lif
es
tyl
e
pr
od
uc
ts
an
d
se
rvi
ce
s.

5. S
el
f-
A
ct
u
al
iz
at
io
n
n
e
e
ds
-
O
pe
n
U
ni
ve
rsi
ty,
an
d
th
at'
s
ab
ou
t
it;
litt
le
el
se
in
m
ai
ns
tr
ea
m
m
ed
ia
be
ca
us
e
on
ly
2
%
of
po
pu
lat
io
n
ar
e
se
lf-
ac
 tu
ali
ze
s,
so
th
ey
do
n't
co
ns
tit
ut
e
a
ve
ry
bi
g
pa
rt
of
th
e
m
ai
ns
tr
ea
m
m
ar
ke
t.

organizational modelling exercises (to prompt

thought and debate about organizational structure
and communications)
Split the group into threes or fours. Issue each team with a good quantity of
components from a particular toy construction kit (Lego, Stickle Bricks, K'nex, or similar
- each team need not have the same as each other). The task for each team is to
create a model which represents the organization that they work for, including other
parts of the organization relevant to service delivery or product manufacture. The
models require thought and discussion about structure, relationships, departments, co-
operation, dependencies, isolation, etc., which can then be reviewed by the whole
group when complete. It's a very enjoyable exercise, illuminating for all, and an ideal
prompt to debate and develop solutions for improving organizational effectiveness,
systems and communications.

You can also use baking foil for this exercise. (The activity is on page two of these
teambuilding exercise ideas)

agenda wall (barriers to team working)

This exercise illustrates the importance of having a clear collective aim for any group,
and how poorly a team or organization functions when individuals (or teams within the
whole) have different aims within it. The parameters of the exercise can easily be
changed according to group numbers. For large groups create pairs or threes to work
together. Issue the group a box of toy building blocks, such as Lego, with various
different bricks (colour, length, features, etc). The group task is to build a wall of
certain dimensions (you as the facilitator state height and width according to time and
group numbers). Issue each group member (or pair or threesome) with their own
'hidden agenda', which they must keep secret and try to achieve. The hidden agendas
can be anything that conflicts with other hidden agendas, which will create conflict
while the main task of building the wall is under way. Check that each hidden agenda is
possible, albeit at the expense of other agendas. Here are some examples of hidden
agendas to issue. It's easy to think of others when you have all the bricks in front of
you.

 ensu
re
ther
e
are
thre
 e
red
brick
s on
each
row
 ensu
re
no
red
brick
touc
hes
a
yello
w
one
 ensu
re a
blue
brick
touc
hes
a
yello
w
brick
on
each
row
 ensu
re
ever
y
row
cont
ains
two
yello
w
brick
s
 ensu
re
 ther
e is
a
verti
cal
line
of
touc
hing
whit
e
brick
s,
one
bloc
k
wide
,
from
top
to
bott
om
 ensu
re
no
row
cont
ains
mor
e
than
thre
e
diffe
rent
colo
ured
brick
s
 ensu
re
one
row
 cont
ains
only
singl
e
bloc
ks
(no
dou
bles
or
trebl
es
etc)
 ensu
re
ever
y
row
cont
ains
at
least
one
dou
ble-
bloc
k
brick

(Adapted from a suggestion by Ruth Fradenburg)

fun and games with video (for team building and

any other subjects)

Video is a great team building and training medium if you use it creatively - not off-the-
shelf stuff which rarely works for specific situations. Instead use home-recorded video
to provide you with unlimited interesting subject matter for exercises, role-plays and
reviews, it's much more fun.
For instance - record on video some scenes with a suitable number of characters
(relative to your team sizes) from famous TV soaps (especially amusing ones with
amusing characters). Then have two teams recreate the scene(s) incorporating your
own key messages or products. Alternatively have the teams critique the behaviour
according to the theme or message of your session.

Using brainstorming before a review or critique session is a great way to establish a

common approach and understanding towards the points for review and why. This
saves you as the facilitator having to do a lot of detailed preparation on the points to
review - get the team doing it instead as they'll learn more that way. A proforma tool
which will help you and the team establish and then refer to the points for review is
available on the free resources page.

Also, video some TV adverts (good and bad) and have each team critique them,
brainstorm first the points you want to look for and review, eg., the AIDCA format (see
acronyms), image, style, relevance to target audience, likely effectiveness or otherwise,
'feel', etc.

Also, video some scenes from the TV show 'The Office' or another show featuring inept
workplace behaviour (the funnier and worse the better) and have teams critique the
behaviour from different aspects, eg Action Centered Leadership, Tannenbaum and
Schmidt, motivation (eg. XY/Herzberg) leadership, culture, quality, Emotional
Intelligence (EQ), Transactional Analysis, etc.

Make sure you establish the review points and then use a review sheet to focus on, to
manage and get the best out of the review or critique session.

Using video in this way creates a lot of fun and interest for any team building or
training session - there's so much you can do with this approach, and it's simple and
very inexpensive.

variables and values (negotiation game)

Two teams - have each team identify as many tradable variables (concessions - real
and perceived) that exist within your product/service offering. You can extent the
exercise by asking the teams next to give real and perceived values to each concession.
Also to identify actual costs to your organization for each. You can award a prize to the
member of each member of the winning team, and maybe a special prize to whoever
thinks up the best variable with the lowest cost and highest perceived value.

sweet traders (negotiation game)

Teams of three - each given an equal amount (as many as you like) of at least six
different types of sweets and/or chocolate snack bars - wrapped preferable or things
get a bit sticky - each type of sweet has a value (eg 1pt, 2 pts, 3 pts, 4 pts, etc.).
Devise a complicated scoring system - something that really makes people think and
has many different possible winning combinations, Eg., bonus points for sets of all one
sort. Bonus points for collections containing one of each, two of each, three of each,
etc., bonus points for biggest collection compared to other teams, etc. Teams must
trade with each other to collect the highest value collection. The purpose is to illustrate
need for planning and trading, and continual search for new ideas and agreements. See
how enthusiastically people plan and how actively they trade - imagine if this dynamism
were applied to business.... (Eating the sweets during the exercise is strictly forbidden
and carries a penalty of 1 million points)

pit (negotiation game, team building, or for warm-

ups, ice-breakers)

The PIT! trading card game - based on collecting a set of the same sort of cards -
normally based on the commodities exchange - wheat, barley, rye etc., If you can get
hold of the game itself do try it, instead but you can base the game cards on anything,
even your own products. Cards need plain backs so value/type can be hidden during
trading. Individuals or teams of three (better). You need 8-12 cards of as many types
as there are teams or individuals (Eg if you have six teams, you'll need six sets of cards,
say ten of each = 60 cards total). The game needs at least five separate playing
individuals or teams. Shuffle cards and distribute evenly. Players swap cards 'blind' (by
shouting how many they wish to swap - not showing or revealing what type of cards
they wish to swap or acquire) - equal quantities of the same sort of card for each trade,
which produces chaotic and enjoyable trading as players hold cards aloft shouting 'two,
two,' or 'three, three', etc, (being the number of cards they are wishing to swap).
Winner is first team to collect all same cards. Illustrates principle of trading, rather than
simply giving away (concessions, discounts, etc). Also demonstrates enthusiasm and
determination, which hopefully can be applied to business. Large teams will need
leaders, and so can be used as a leadership development exercise, including the need
for planning, checking and communication. Teams will sometimes cheat - swapping
cards of mixed varieties - which is technically not allowed, but the strcitness of this rule
is up to the facilitator. Use this point also to illustrate importance of integrity - teams
and players will be reluctant to trade with people who cheat. Also, cheating in this
game can create a cliamte in which other teams begin to cheat as well, with chaotic
results.

bop it (communications, team building, warm-ups, etc)

'Bop-it Extreme' is a terrific hand-held game that was

primarily designed as a children's toy, but it's great fun
and extremely challenging for grown-ups too.

You hold it like a steering wheel and wait for the

robotic voice to shout instructions, to 'flick it', 'twist it',
'spin it', 'pull it', or 'bop it', while a rhythmic drum beat
marks the time allowed. If you get it wrong or are late,
it tells you how many times you got it right - it speeds
up so the challenge never ends.

Bop-it Extreme is great for team warm-ups, and for

contests between individuals or teams, and for
demonstrating how the brain doesn't always do what
you want it to, especially under pressure. It's available
from any big toystore and various online suppliers. Cost
around £20 or $30. It's utterly addictive so beware...

bidding game

Announce to two or more people that you will auction a £20 note to the highest bidder.
The only rule is that the unsuccessful lowest bidder will have to pay you their bid. The
bidders will start off low - maybe at just a penny or two. As they progress higher the
awful trap starts to emerge - but there is nothing they can do about it: no-one wants to
lose and have to pay a few pounds and watch someone else get the prize for a lot less
than it's worth. And so it goes. Eventually you see (if they haven't run away) the
ludicrous spectacle of people bidding higher than the face value of the note. Of course,
the only winning first bid (and this is a good lesson on greed in any aspect of life) is
£19.99... (thanks Rupert Stubbs)

silent touch (listening skills, communications)

If you want something a bit different, here's a great quick one for highlighting and
developing non-verbal awareness.

Each delegate does this in turn:

One person (the 'touchee') stands against a wall facing it. The rest of the group, one by
one, walks up to the person, places a hand on their shoulder and says their name (the
toucher's name not the touchee). The person being touched must not look around to
see the toucher. Then repeat the exercise using a different order for the touchers, this
time without saying their names (you may need to point to people to control the
order).

The person being touched has to use their various senses more acutely to guess the
identity of each toucher (the 'feel' of the shoulder-touch, maybe smell, the sound of the
approach, etc.)

You must explain to the whole group the whole exercise before it starts. You must
instruct everyone not to disguise the spoken touch or the silent touch. The 'winner' is
the person who guesses most of the silent touches, which means you need to keep a
tally of each 'touchee's' correct silent guesses.

Review and discuss only after everyone has had their turn as the 'touchee', otherwise
clues will surface and benefit the later touchees. When reviewing you can refer people
to brain types and styles, and particularly right-side brain strengths, which generally
enable greater sensitivity and awareness for this type of exercise. See the Benziger
theory. (Thanks Chris Baker)

nail puzzle (team building, problem solving, lateral

thinking)
This fantastic puzzle makes a great quick warm-up or teaser for a whole group or for
teams to solve. Details on the puzzles page. Also a great puzzle for reinforcing any idea
or training that involves a theme of 'nailing' something or 'hitting the nail on the head' -
ie emphasising the need to be very specific.

memory exercises (team building, questioning,

information gathering)

Show a picture for a minute with lots going on in it - big comic book cartoons are ideal -
and then ask different questions about what was in the picture (eg what animal was to
the left of the camel?, what colour was the teacher's tie?, etc). A great variation on this
is to have each team to think of a certain number of questions to ask the other teams.
Teams get points for correct answers and for other teams failing to answer.

Put about 20-30 household items on a tray and let people memorise them for a minute,
then have them jot down all they can remember within a time-limit, say 5 minutes.

Draw some geometric/coloured shapes and do the same as above.

Do the same with long numbers.

speed games (team building, mental ability)

Traditional games 'speed versions' - time-limit draughts (chequers) - points for pieces
captured, speed chess - the winner is one to achieve check-mate or take most pieces
(different pieces are worth different points) within a time limit. 'Connect-4' and
'Mastermind' colour or number versions work well too. These are all great mental
challenge games that can be played by individuals or teams, and against the clock if
you introduce a suitable scoring system. Look at the boxed board games and card
games ideas page for more 'speed games' ideas.
sycamore seed game (creativity, team building,
problem solving)

Design and demonstrate a 'wing' or 'spinner' which stays in the air for the longest time
when dropped from a specified height (a sycamore seed is a great example to show
after the exercise to demonstrate a lateral thinking approach). Issue just a small sheet
of paper. Teams of three or pairs are best.

Alternative version is to make a paper aeroplane which glides the furthest from a
specified height, with or without push start (depends on room size). Time allowed can
be as little as 3 minutes, but it's better with 10-15 so that it brings in a planning
element.

the paper girder (team building, planning,

organizing, creativity, problem solving)

Using one sheet of A4 paper and an item issued for a weight (eg a small coin), make
the longest horizontal extension from the edge of the table, to support a paper-clip at
its end (attached or hung within the final ½inch of the end of the girder). The
measurement will be the horizontal distance from the tip of the girder to the table edge.
Scissors, knives or moistening the paper are not allowed. Teams of three are ideal.
Again, time allowed can be as little as 3 minutes, but it's better with 10-15 mins to
bring in a planning element.

playing card sorting (team building, planning,

organizing, creativity, problem solving)

Issue one, two or even three packs of cards to each team (teams of three best). Mix up
all the cards in each team's pack(s). Aim is to sort into packs and suits fastest (display
face up on table). Be aware that if packs are of different designs you will need to state
whether these need sorting too, which obviously increases difficulty. Teams of three
and upwards. Great for organization, especially if large team sizes are possible.
more free activities and ideas here

bigger team building games and exercises

clay islands (team-building, team-working,
planning, negotiation inter-personal skills,
creativity, problem-solving and more)

A wonderful hands-on team exercise that takes people way outside their normal work
comfort zones. It's always different, is full of learning and development, and always a
lot of fun. Group sizes of 6-8 people work well, 8 is ideal. Smaller group sizes of 3-5 will
work, but produce less team dynamics and inter-action than with larger groups. It's
best with three or more groups, but possible with two. Issue each team with a football-
sized lump of clay (the type used for making pottery, available from craft and
educational suppliers), and a suitable flat board or tray on which to work. Clay
modelling implements are optional.

The task for each group is to create an island, which the groups themselves are to
imagine they inhabit, which they will model with the clay. Instruct the groups that for
the first two parts of the exercise the members within each group are to not allowed to
speak to each other. Give 10 minutes for the first two 'silent' parts of the exercise:

1. As
k
th
e
gr
ou
ps
to
cr
ea
te
th
e
ge
og
 ra
ph
ic
al
fe
at
ur
es
of
th
e
isl
an
d
e.
g.
cli
ffs
,
riv
er
s,
inl
et
s/
ha
rb
ou
rs,
m
ou
nt
ai
ns
et
c.
2. As
k
th
e
m
to
cr
ea
 te
sh
elt
er
fo
r
th
e
m
se
lv
es
in
di
vi
du
all
y
eg
.,
a
ho
us
e,
a
ca
ve
,a
m
an
si
on
,a
hu
t.

After these two activities have been done in silence, allow the members of each group
to speak within their own group while creating their own island 'community', which can
be scheduled to go on for 15-30 minutes. Suggest elements that need to be discussed
and established as to how their island operates and what constitutes the 'community'
(some of which may be modeled, others not) such as health care, education,
commerce, defence, food production, transport, infrastructure, governing structure,
decision-making process, etc - all to be discussed and developed by the group. The
group is of course the 'ruling council' for their own island, and they have the
opportunity to define how they will work together, including issues of leadership and
decision-making, etc.

Observing all of this experiential development produces excellent data for review
afterwards with the group, and is particularly useful for training and development
concerning gender, leadership styles, decision-making, personality types, team-working,
etc.

After a further 15-30 minutes tell them there are other islands (they'll probably know of
course, but hitherto will not have given a thought to any islands other than their own).
Tell them that they are not obliged or required to do anything about the other islands -
it's up to each group what they do. Typically the groups will want to take action of
some sort, whether to trade, attack, make friends - whatever.

Again this leads to all kinds of experiences within the group and between groups, which
should be noted by the facilitator(s) for use later in the review.

The exercise needs to be given a finish time or it could go on indefinitely. There is no

winner and no stipulated objectives for individuals, groups, islands - it's meant to be
very open, which enables the relationships, cultures, systems and styles, etc., to
develop very freely.

The review can be conducted in various ways - group presentations, individual

presentations, group discussion, personal experiences 'felt' by people; focus on certain
headings: leadership, decision-making, communications within and outside of the island
groups, good planning, bad planning, issues of morality and integrity, island cultures;
the list obviously is very long, and the extent to which groups are focused on these
issues before and during the exercise is flexible and up to the facilitator.

Using clay is messy, so make sure people have aprons and somewhere to wash. The
use of such an unusual material provides excellent motivation and interest - working
with clay is a very 'earthy' and basic activity and people do not often have the chance
to play with it. It does add another dimension.

This exercise works particularly well as an evening activity on a residential course.

As a guide, allow at least an hour for the exercise and 30 minutes for the review -
obviously longer if it involves presentations. Typically younger people take less time,
but whoever is doing it, if the exercise is providing useful learning experience keep it
going.
The facilitator should look especially for the development of relationships in the island
communities, and how these affect the relationships between the islands. Leaders and
styles emerge, which can all be discussed in the review.

The exercise can be used with all ages and in all situations, whether for, business,
organizational, educational, or behavioural development.

(Ack Judith Jenner)

mini-business project game

Games activities with a real ongoing business purpose - like the website challenge
below - are ideal for training and developing people over a period of a few weeks or
months. The focus should be the products/services that the company offers or are
within strategic intention/capability to do so. Using a series of mini-business projects as
a basis for the 'games' gives the organization some serious business-related output, as
well as developing the delegates' behaviour and skills (creativity, research, planning,
finance, negotiation, selling, design, contracts, buying, management, etc). This type of
project based activity also develops a strong feeling of involvement and responsibility
among the delegates. As an alternative to creating a new website business , which is an
exciting project for most people (see the website challenge below), delegates can
instead be tasked to establish a new distributor or retail outlet, or a new product line,
as a basis for the 'game' activity. The 'game' is essentially to conceptualise and then
implement a mini NPD or new business project. Mentoring, coaching, liaison with other
departments are important support elements during project set-up and as the projects
unfold. There are also potentially big additional benefits for the organization in building
bridges between interested departments - marketing, finance, IT, etc - while
parameters are established and projects develop. Terms of reference need to be clearly
agreed, and adequate consultation and approvals are essential. The business and
training benefits can be huge.

website challenge (team building, creativity,

commercial skills, financial skills, planning and
organizing, technology, presentation,
communicating, etc)
Needs to run over several weeks or months. Great for inter-departmental or regional
competition. Challenge is for the teams to each set up a real website and achieve the
highest traffic to beat the other teams (need to issue some money or allocate a budget
- not much - you don't need much for this - and need to establish clear parameters).
You can introduce lots of variations and complexities depending on how far you want to
take it. You can stipulate the product/service area or leave as open as you wish.

stranded - the team building survival game

You can use this type of exercise with various scenarios for teams/groups of between 3
and 15 people: desert island, jungle, etc. It's also great to use in group selections for
recruiting staff, when the interviewing panel observe the efforts, abilities and attitudes
of the participants.

Here's a mountain survival scenario exercise. It's a very flexible theme provided you
avoid the requirement to establish a definitive correct list of items - there's no definitive
'right answer'; there are other reasons for this too. It's best not to have a definitive list
of items as recommended by experts - what's important is for the group to see the
benefit of group discussion and collective expertise, experience and input, which
produces a generally accepted better list of items than anyone's individual list.

The risk in referring to a supposed definitive 'right answer' list is that:

 it
focu
ses
too
muc
h
atte
ntio
n on
the
outc
ome
rath
er
than
the
 proc
ess,
 it
caus
es
parti
cipa
nts
to
gues
s
wha
t
they
thin
k
the
facili
tator
thin
ks,
as if
it's a
trick
ques
tion,
and
 it
can
und
ermi
ne
the
credi
bility
of
the
exer
cise
and
the
facili
tator
whe
 n
inevi
tably
som
eone
in
the
grou
p, or
wors
e
still,
the
entir
e
grou
p
disa
gree
s
with
the
'righ
t
ans
wer',
as is
likel
y
with
any
hypo
theti
cal
scen
ario.

Position the exercise like this:

After your small light aircraft crashes, your group, wearing business/leisure clothing, is
stranded on a forested mountain in appalling winter weather (snow covered, sub-
freezing conditions), anything between 50 and 200 miles from civilisation (you are not
sure of your whereabouts, and radio contact was lost one hour before you crashed, so
the search operation has no precise idea of your location either). The plane is about to
burst into flames and you have a few moments to gather some items. Aside from the
clothes you are wearing which does not include coats, you have no other items. It is
possible that you may be within mobile phone signal range, but unlikely.

(Other than these facts, he session facilitator may clarify particular questions from the
group(s) as to details of the circumstances and the environment, and these details
remain constant for the duration of the exercise. Other details may simply not be
known - it's at the facilitator's discretion.)

Your (the group's) aim is to survive as a group until rescued. From the following list
choose just ten items that you would take from the plane, after which it and everything
inside is destroyed by fire. First you have five-ten minutes (flexible, this is up to the
facilitator) by yourself to consider and draw up your own individual list of what the
team should have, without consulting with other members of the group. Retain this list
after presenting it briefly to the group. Then you have 30-45 minutes (up to the
facilitator) as a group to discuss and agree a list on behalf of the group. Nominate a
spokesperson and present this new list.

With the facilitator's help, the group(s) afterwards then reviews the benefits of
discussion, teamwork, collective expertise, group communication skills, etc., in the team
approach to compiling the list, compared to each individual working alone to establish a
list, and obviously why the team list is likely to be better than each of the individual
lists.

Choose ten from the following - splitting or only taking part of items is not permitted
(again the list and number of permitted items is flexible to suit the facilitators and
situation requirements. This is a long list and will provoke an enormous amount of
debate. To run a quicker exercise definitely reduce the list or delegates will feel
rushed.)

 Pack
of 6
boxe
sx
50
mat
ches
.
 Roll
of
poly
 then
e
shee
ting
3m
x
2m
 1
crat
e of
beer
(12
litres
in
total
)
 1
bottl
e of
bran
dy
 1
crat
e of
bottl
ed
sprin
g
wate
r
(twe
lve
litres
in
total
)
 Smal
l
tool
box
cont
ainin
g
ham
 mer,
scre
wdri
ver
set,
adju
stabl
e
wre
nch,
hack
saw
and
larg
e
pen-
knife
.
 Box
of
distr
ess
sign
al
flare
s.
 Smal
l
basi
c
first-
aid
kit
cont
ainin
g
plast
ers,
ban
dag
es,
antis
eptic
oint
 men
t,
smal
l
pair
of
sciss
ors
and
pain
-
killer
tabl
ets.
 Tri-
ban
d
mob
ile
pho
ne
with
infra
red
port
and
batt
ery
half-
char
ged.
 Cloc
kwor
k
tran
sisto
r
radi
o.
 Gall
on
cont
aine
r full
 of
fres
h
wate
r.
 Box
of
36 x
50g
m
choc
olat
e
bars
.
 Sho
vel.
 Shor
t
han
d-
held
axe.
 Han
d-
gun
with
mag
azin
e of
20
roun
ds.
 20m
of
200k
g
nylo
n
rope
.
 Box
of
24 x
 20g
m
bags
of
pea
nuts
.
 Bag
of
10
mixe
d
daily
new
spap
ers.
 Box
of
tissu
es.
 Bag
of
20
fres
h
appl
es.
 Elect
ronic
calc
ulat
or.
 Lapt
op
com
pute
r
with
infra
red
port,
mod
em,
unk
 now
n
soft
ware
and
data
,
and
unk
now
n
batt
ery
life.
 Infla
tabl
e 4-
pers
on
life-
raft.
 Com
pass
.
 Larg
e
full
Aero
sol
can
of
inse
ct
killer
spra
y.
 Smal
l
half-
full
aero
sol
can
of
 air
fres
hen
er
spra
y.
 Note
book
and
penc
il.
 Box
of
size
8
wom
en's
pro
moti
onal
pink
'Bar
bie'
bran
ded
fleec
e-
lined
trac
k-
suits
(qua
ntity
is
half
of
each
tea
m/gr
oup
size)
.
 Gift
ham
per
cont
ainin
g
half-
bottl
e
cha
mpa
gne,
larg
e tin
of
luxu
ry
bisc
uits,
box
of 6
minc
e
pies,
50g
m
tin
of
cavi
ar
with
out
a
ring-
pull,
a
300
gm
tin
of
ham
with
out
a
ring-
pull,
 and
a
500
gm
chris
tmas
pud
ding
.
 Trav
ellin
g
gam
es
com
pen
diu
m
cont
ainin
g
ches
s,
back
gam
mon
and
drau
ghts
.
 Sewi
ng
kit.
 Whis
tle.
 Torc
h
with
a set
of
spar
e
batt
 eries
.
 Box
of
50
nigh
t-
light
6hr
cand
les.
 Bag
of 6
larg
e
blan
kets.

cotton reel cars (team building, planning,

organizing, creativity)

Teams need an hour or two to do this justice, so it's great for an evening exercise when
there's an overnight stay. Give each team a set of materials - the more the better within
reason (the exercise becomes more complex and longer lasting with more materials).
Materials could be anything that could be used to make a small car - for example: shoe
box or egg box, wooden kebab skewers, sticky tape, stapler, some wheels - from Lego
or Meccano or cotton reels, plus the basic drive-unit components, (ie at least one cotton
reel, a couple of matchsticks and at least one rubber band - and if you don't know how
to make a cotton-reel 'tank' see the exercise below). The objective is to build a self-
propelled (rubber-band-powered) car that goes fastest, or covers the greatest distance,
or both - it's up to the facilitator. The exercise climaxes with a race/competition in the
bar in the evening. (The exercise has the feel of Robot Wars or Scrapheap Challenge, if
you've seen either on the TV.)

A variation on this theme is simply to issue each team with a box of mixed vegetables -
fresh not frozen please - (eg., cucumber is good for a chassis; sliced carrots make
reasonable wheels) and some cocktail sticks, and there being no obvious vegetable-
based drive-unit, each vegetable car must be launched from a slope. The furthest
distance is the winner.
cotton reel tanks (team building, planning,
organizing, creativity)

You may remember making these as a child. This is a great exercise for teams of three
or pairs, competing against each other.

Materials required per team - 1 cotton reel, any size over about 3 cms diameter and 3
cms length. 1 rubber band the same length (cut and tied if necessary) as the cotton
reel. At least two match sticks (or cocktail sticks or wooden barbecue skewers). A wax
crayon or candle. Sellotape or stapler.

Construction - Thread the rubber band through the reel and anchor the loop around a
stick, which must be cut so as not to protrude wider than the edge of the reel. Fix the
stick in place to the end of the reel with a staple or Sellotape. Cover the opposite end of
the reel and inside the edge of the hole with plenty of wax for lubrication. Insert a
second stick, which should be at least an inch - better 2-3 inches - longer than the
diameter of the end of the reel, though the loop of the rubber band and then 'wind up'
the rubber band using the stick, until it is pulled flat against the waxed end of the reel.
Put the reel on the floor and watch it go... slowly. Then spend the next twenty years
trying to find the perfect specification!

Some people cut notches in the rims of the reels to create a cog effect for better grip.
Different lengths and thicknesses of rubber bands are an important variable affecting
performance and stability. Wax is essential - it won't work without it. The type and
length of stick - other than the one used at the fixed end - also affects performance.

The challenge can be a race, distance travelled or obstacle course, whatever you like.
As the facilitator, ensure you practice it first and establish clear rules about the aim
(what the tanks have to do when they've been made) and the quantity of materials
available.

design a game (creativity, team building)

One of the best activities (and particularly to develop problem-solving/analytical skills)
is to actually set the group the task of designing the activities or games themselves.
You can mix it up any way you want, for example, split group into syndicates of threes
and give them different games or activities to design (communications, team building,
problem-solving etc), which all syndicates will then have to do. Ensure everyone
understands the criteria for designing development activities - brainstorm them to
establish clear understanding of the aims and parameters with the group is a good
starting point. These main criteria can then act as the assessment criteria for each
syndicate to assess the activity designs of their peers. To add extra interest and fun you
can give each of the groups some props and limit their designs to using the props, eg
paper, scissors, string, dice, building bricks, some newspapers and magazines, cotton-
reels, a bucket of water or two, blindfolds, foreign language dictionary, video cameras,
anything. Introduce other rules and constraints - must be outdoors/indoors, must be a
ten minute exercise, 20 minutes, whatever.

treasure hunts (team building, determination,

organizing, problem solving)

There's no better activity for team building than a well-planned 'treasure hunt'.

Treasure hunts can be based on solving clues or finding things, or a mixture. Teams
have a set amount of time to collect a list of items from the hotel/office complex/local
vicinity - eg a restaurant menu with a fish dish on it, a box of matches with a phone
number with a seven in it, an acorn, a brochure with a yacht in it, a sports programme
with green grass pictured in it, etc etc. This is fantastic fun and a supreme leveller.
Obviously ensure participants are warned not to do anything illegal or anti-social. Great
for evening exercises for overnight stays.

If you are planning a big event for more than twenty people or so, it's essential that the
facilitator goes to the location in advance, so that you can sort out the clues and the
route and ensure it all works. It's easy when you're there. It's possible to think up a
certain amount remotely, but the best clues will be specific local ones - that you must
be able to rely on - something of this scale must be planned and tested at the location.

Do some basic preparation remotely before you go there (start point, finish venue,
rough area and route) and then spend a day there to find/create the specifics, design
the whole thing, and be sure that it will all work in practice. Logistics (getting people
from A to B) and timings (how long will it take the first and last to complete) are
crucial.
Timings are always difficult to predict - be aware that tourist venues are very busy in
the Summer, which will affect how quickly people can complete it and the ease with
people can all meet up along the way and at the finish.

If it's an overnight event, how you design the event will also depend on where you're all
staying and what you want to do before and after the treasure hunt. Ideally you don't
want to have to worry about bussing people to and from the hunt, so ideally people
should be staying where the hunt is and all together. If it's for the evening avoid any
necessity for car-driving - it's too risky - on foot is much more fun, people can walk for
miles without complaining provided there's not too far between stops for clues - the
exercise helps too - maybe have them catch a bus at most, but no driving at night.

The local tourist information office and library are always a useful reference points for
ideas about a basic route, best area, plus contact numbers etc. If you're happy with
drinking and can trust people not to be daft than basing the treasure hunt on pubs
works well - pubs will offer good potential for clues, a route and lots of fun, subject to
your view on alcohol playing a part.

Definitely plan an organized gathering for the end of the treasure hunt where you can
give prizes and relax as a group, particularly if the treasure hunt is in the evening. The
finish venue needs to be reliable and under your control - you don't want everyone to
be finally meeting up amongst hundreds of strangers.

For a large group of people it's best to have a few marshals along the route to help the
lost and tardy.

Teams of four, five, or six at most, work best - the bigger the team the quicker they
solve the clues, although teams of seven would be too big and result in one or two
being left out. Teams of five sounds are good.

Think about your team building priorities - if it's to improve inter-departmental team-
working then create inter-departmental teams; if you want to build stronger
relationships within departments create departmental teams. If you've got gender, race
or hierarchy barriers to break down, mix the teams accordingly.

Try to mix the clues so they require different skills and knowledge, which will enable
everyone in each team to shine - some clues very cryptic, some require observation,
some historical, some technical, some mathematical, some requiring good persuasive or
investigative skills, and always preferably with a local location reference/ingredient.
Whatever you do, remember planning is vital.

mime act (creativity, team building, organizing,

presentation skills, and lots more)

Groups have a set time to get/make costumes and mime a performance of a song,
especially something with theatrical potential like Bohemian Rhapsody, or Stairway To
Heaven - the more extravagant or camp the better - props can be begged borrowed or
otherwise purloined, and the whole thing climaxes with a show when each group
performs their mime act. Fantastic leveller, great fun, normally hilarious. Great to video
and enjoy afterwards. House rules are absolutely necessary to avoid serious
inconvenience to hotel or conference centre.

sports challenge series (team building, organizing,

determination, physical ability, and lots more)

Each team can nominate a sport or game (in local house rules) in which it challenges
the other teams. Agree a common weighted scoring system and run it like a weekly or
monthly league. Be very careful and clear on the rules and scoring. Sports can be
anything from softball on the park to chess and stud poker. League updates and prizes
and trophies increase the buzz.

communication corridor (team building,

communicating, physical activity, problem solving,
listening skills and more)

Here's a great one for a conference warm-up. Great for communications too. Have two
rooms with a corridor separating them - the further away the better. Teams of three.
Each team has a 'builder' with a set of building bricks or a construction kit in each
room, and a runner between the rooms. In only one room do the builders have the
instructions for what they're building. As they build, the runners have to run and explain
to the other builder in the other room what is being built and how. Winning team is first
with a correctly assembled construction in each room.

problem-solving tasks

Get the book on lateral thinking puzzles featured on this website at the businessballs
online bookshop page. In it you'll find loads of really great lateral thinking problems you
can use - ideally for syndicates of three - give them four or five at a time. More puzzles
books also on the board games and card games ideas page.

problem solving treasure hunt

Give teams of three a list of challenges and a timescale - anything from an hour to a
week or two - even a month, depending on complexity and type of problem. Great for
overnight stays, and can be integrated with normal treasure hunt for obscure items.
Examples of challenges: Translate a passage of writing or verse from an obscure
foreign language into English; Negotiate the best possible deal for the whole group to
visit somewhere interesting and maybe a bit exclusive - a sports event, the opera, the
zoo, etc. (Need to clarify house rules on dates timings etc, and that the booking should
be provisional.); give them a real problem from your own organization; give them a real
problem from the local council or from the newspapers.

the 'in-tray' time management exercise (time

management, decision making, delegation)

Issue the teams (or have them bring) a typical in-tray of correspondence. Their task is
to decide how and when to deal with each, and then to present their answers to the
group. Get the group to observe and critique the answers.

Things to look out for:

 First
asse
ss
all
item
s
and
prior
itise
the
m
(mo
st
won'
t do
this,
they'
ll
just
deal
with
the
m in
the
orde
r
they
app
ear)
 Trea
t
urge
nt
item
s
diffe
rentl
y
from
imp
orta
nt
ones
(mo
 st
thin
k
they'
re
the
sam
e)
 Only
han
dling
each
item
once
(ie
proc
rasti
nati
on
or
defe
rring
is a
no-
no)
 Opp
ortu
nitie
s to
dele
gate
(tips
on
the
busi
ness
balls
dele
gati
on
pag
e)
 Deci
sion-
 maki
ng
(tips
on
the
busi
ness
balls
deci
sion-
maki
ng
pag
e)
 Com
mun
icati
on
met
hod
and
style
in
resp
ondi
ng
to
me
mos,
requ
ests,
com
plain
ts
etc
(mo
st
spen
d
too
long
writi
ng
too
 muc
h-
han
d-
writt
en
note
s
ofte
n
suffi
ce -
emai
l is
usef
ul -
but
reco
gnis
e
pote
ntial
maj
or
haza
rds
and
mak
e/ag
ree
time
to
deal
with
the
m
prop
erly)
 Avoi
ding
maki
ng
unn
eces
 sary
work
for
ones
elf
(mo
st
mak
e
mou
ntai
ns
out
of
mole
hills)
 Usin
g
the
pho
ne
to
deal
with
sens
itive
com
mun
icati
ons/
relat
ions
hips
issu
es
(mo
st
are
frigh
tene
d,
so
writ
e or
 dela
y,
whic
h
cost
s
mor
e
time
and
prob
lems
)
 Sayi
ng
No
whe
n
calle
d
for,
and
justi
fyin
g
why
it's
No.

Make sure the sample in-tray material is a good mix of issues, otherwise there's no
challenge and people won't see the need for different responses. If you can't be sure
that people will bring suitable material provide it yourself. Best of all is to get your
hands on copies of someone's in-tray who is forever complaining he/she's got no time.

newspaper towers (team building, planning,

organizing, problem solving, time management,
creativity, lateral thinking)

Lots of variations to this one. Adjust to suit group and time available.
Basic exercise:

Split group into pairs or threes (four or more will create 'passengers', who don't get
involved). Issue each group an equal given of newspaper sheets (the fewer the more
difficult, 20-30 sheets is fine for a 10-15 minute exercise), and a roll of Sellotape
(Scotch tape in the US). Task is to construct the tallest free-standing tower made only
of newspaper and Sellotape in allotted time. Point of the exercise is to demonstrate
importance of planning (time, method of construction, creativity), and the motivational
effect of a team task. Facilitator will need tape measure. Instructions need to be very
clear (for instance does tower have to be free standing at completion of time, or can it
be measured before - it doesn't matter which, it matters only that any issues affecting a
clear result are clarified.

See also the ideas for working with aluminium baking foil in the baking foil games on
the other team building page.

newspaper bridge (team building, planning,

organizing, problem solving, time management,
creativity, lateral thinking)

Again, lots of variations to this, including using mterials other than newspapers - See
also the ideas for working with aluminium baking foil in the baking foil games on the
other team building page. These activities are good for reinforcing communications,
support, interdepartmental co-operation themes. In teams (threes are best; teams of
four or five can create 'passengers' unless you brief clearly for everyone to be involved
and/or have each team appoint a team leader) using only the newspaper and Sellotape
(alternatively known as scotch tape) issued, each team must construct a bridge,
including floor-standing supports at each end and a horizontal span. The winning
construction will be the one with the longest span between two floor-standing supports.
If any additional floor-standing support is created, qualifying span measurement will be
the longest length between any two of the floor-standing supports. There must be at
least (say) 20cms clearance between the span and the floor. Any of the span lower
than 20cms clearance will not count towards the measurement. The span must support
certain objects issued (eg apple, chocolate bar, can of drink - consumable items are
more fun) which must be placed (not fixed with Sellotape) on the span. The objects can
be positioned anywhere along the length of the span, but must not touch the floor-
standing supports. The floor-standing supports must be free-standing, ie not attached
to the floor or any other object or surface. The use of Sellotape as 'guys' from the
bridge to the floor or another object or surface is not allowed. Time allowed for
planning and building and placing objects on the span is say 20 (max 45) minutes.

Variations to tower and bridge games:

Tower must support an object (eg a lemon, book, brick, plastic beaker of water, etc).
Measurement is taken to height of supported object. If you issue an object to be
supported at the top of a tower consider the well-being of the flooring and furniture.
Beware safety and mess implications of certain objects, so avoid cups of coffee,
glasses, etc.

Build a newspaper and tape bridge between two tables, to support the greatest weight
(number of given objects).

Build the highest platform to support a person's weight, using only newspaper and tape
- make sure there's plenty of newspaper for this version, ie, three big newspapers for
each team. (Bear in mind that a platform is still a platform if it's only an inch high,
although platforms of a few inches are perfectly feasible.)

Build the longest horizontal pier from a table top, supported with newspaper struts or
not.

tips for newspaper constructions exercises

You can allocate as many sheets as you wish, although it really depends chiefly on the
main purpose of the exercise, and then to an extent the duration and how many team
members per team. As a general rule - the fewer the sheets the smaller the teams and
the shorter the exercise. Lots of sheets and big teams require longer. Short timescales,
big teams, lots of sheets = lots of chaos - which is ideal for demonstrating the need for
leadership and management. Unless the purpose is leadership and managing the
planning stage, avoid small numbers of sheets with large teams. Small teams don't
need lots of sheets unless you make a rule to use all materials in order to put pressure
on the planning and design stage. Examples of main purposes and numbers of sheets:
 Very
stro
ng
emp
hasi
s on
prep
arati
on
and
desi
gn -
1-5
shee
ts -
in
pairs
or
thre
es.
 Desi
gn,
plan
ning
,
prep
arati
on,
tea
m-
work
ing -
5-10
shee
ts -
in
thre
es
or
four
s.
 Tea
m
build
 ing,
time
-
man
age
men
t,
war
m
up,
ice-
brea
ker,
with
som
e
chao
s-
man
age
men
t-
20
shee
ts -
in
four
s,
fives
or
sixes
.
 Man
agin
ga
lot
of
chao
s-
30
shee
ts
and
upw
 ards
-
tea
ms
of
six
or
mor
e.

News paper construction exercises are terrifically flexible and useful. When you decide
the activity purpose and rules, the important thing is to issue the same quantity of
materials to each team.

other tips for newspaper construction activities

 Buil
ding
tips:
It
does
n't
matt
er
how
big
the
shee
ts
are,
but
big
dou
ble
pag
es
offer
the
grea
test
scop
e for
the
 towe
rs.
 Thin
k
abo
ut
how
muc
h
pap
er is
issu
ed
as it
chan
ges
the
type
of
chall
eng
e:
lots
of
pap
er
mak
es it
muc
h
easi
er
and
plac
es
less
emp
hasi
s on
plan
ning
.
Very
few
 shee
ts,
or
even
just
one
shee
t,
incre
ases
the
requ
irem
ent
for
plan
ning
.
 The
main
trick
for
the
brid
ge
and
towe
r
exer
cises
(don
't
tell
the
dele
gate
s
befo
re
the
exer
cise)
is to
mak
e
long
thin
roun
d-
secti
on
strut
s, by
rollin
g
the
shee
ts
and
fixin
g
with
stick
y
tape
-
Sello
tape
or
scot
ch
tape
, or
narr
ow
mas
king
tape
inste
ad.
The
strut
s
can
then
be
conn
ecte
 d
usin
g
vari
ous
tech
niqu
es,
rath
er
like
gird
ers.
The
sam
e
cons
truct
ion
appr
oach
work
s
well
for
the
brid
ge
too.
 Rou
nd
strut
s
(tub
es),
and
any
othe
r
desi
gn
of
strut
s or
 secti
ons,
lose
virtu
ally
all
their
stre
ngth
if
flatt
ene
d or
bent
.
 Very
few
new
spap
er
exer
cise
build
ers
und
erst
and
this
fund
ame
ntal
poin
t,
and
som
e fail
to
reali
se it
even
after
com
pleti
ng
 the
exer
cise,
so
it's
wort
h
poin
ting
out
duri
ng
the
revie
w.
 Squ
are
secti
ons
are
not
very
stro
ng.
Tria
ngul
ar or
circu
lar
secti
ons
work
best
,
alth
oug
h
the
form
er
are
diffic
ult
to
 mak
e.
 It's
poss
ible
to
mak
ea
very
tall
towe
r (8-
10
feet)
usin
ga
teles
copi
c
desi
gn,
whic
h
requ
ires
man
y
shee
ts to
be
stuc
k
toge
ther
end-
to-
end,
rollin
g
toge
ther
and
then
pulli
 ng
out
from
the
cent
re.
 Most
peo
ple
mak
e
the
mist
ake
of
form
ing
big
squa
re
secti
on
leng
ths
or
span
s,
whic
h
are
inhe
rentl
y
very
wea
k
and
unst
able.
This
is
why
the
new
 spap
er
cons
truct
ions
are
such
goo
d
exer
cises
-
each
one
nee
ds
thin
king
abo
ut
and
plan
ning
and
testi
ng
or
peo
ple
fall
into
trap
s
and
mak
e
simp
le
mist
akes
.
 The
stro
nges
t
desi
gn
for
weig
ht-
bear
ing
is
'buil
ding
bloc
ks'
of
hexa
gon
al
tube
s
(six
side
s).
This
is
the
shap
e
that
natu
rally
resul
ts if
lots
of
circu
lar
tube
s
are
com
pres
sed
side
way
s
toge
ther,
and
it's
also
the
shap
e
foun
d in
natu
re's
bee
hive
cons
truct
ion.
Hex
ago
nal
tube
s
are
diffic
ult
to
mak
e
thou
gh
and
it's
unlik
ely
that
peo
ple
will
thin
k to
do
it.
It's
 usef
ul to
mak
e up
a
few
sam
ples
to
dem
onst
rate
in
the
revie
w
how
stro
ng
the
hexa
gon
al
cons
truct
ion
is.
 Less
stro
ng,
but
quic
ker
is to
mak
e is
lots
of
shor
t
rolle
d
circu
lar
 tube
s,
up
to
six
inch
es
high
-
mak
e
sure
ther
e's
eno
ugh
pap
er
for
the
tea
ms
whe
n
usin
g
the
hum
an
weig
ht-
bear
ing
platf
orm
exer
cise.
 Grou
ping
the
tube
s
toge
ther,
 stoo
d on
their
ends
and
placi
ng
suffi
cient
shee
ts
on
top
to
spre
ad
the
pers
on's
weig
ht
usua
lly is
the
easi
est
way
to
com
plet
e
this
exer
cise
to a
winn
ing
stan
dard
.
 Alter
nativ
ely,
roll
 up
lots
of
solid
cylin
ders
,
agai
na
few
inch
es
long
.
Grou
ped
and
fixed
toge
ther
on
their
ends
thes
e
mak
e an
imm
ense
ly
stro
ng
platf
orm.
 The
best
way
of
findi
ng
ans
wers
is to
try it
-
you
shou
ld
be
doin
g
that
any
way
if
you
are
facili
tatin
g
and
runn
ing
the
sessi
on -
you'l
l be
ama
zed
at
how
stro
ng
pap
er
can
be if
it's
fold
ed
and/
or
rolle
d
and
asse
mble
 d
with
a bit
of
thou
ght.
 The
weig
ht
bear
ing
platf
orm
will
only
be a
few
inch
es
high
-
we'r
e
not
expe
cting
to
get
som
eone
up
to
the
ceili
ng.
 If all
else
fails,
if
you
thin
k
abo
ut it,
 at
it's
simp
lest
a
tea
m
me
mbe
r
coul
d
simp
ly
stan
d on
all
of
their
allot
ted
shee
ts of
pap
er.
It'll
only
be a
few
milli
metr
es
high
, but
it's
still
a
platf
orm.
 All
of
thes
e
exer
cises
are
gen
erall
y
tackl
ed
best
by
maki
ng
the
'buil
ding
bloc
k'
elem
ents
,
whe
ther
strut
s or
tube
s or
any
othe
r
shap
es.
And
this
emp
hasi
ses
one
of
the
big
less
ons
from
the
exer
 cises
-
plan
ning
,
and
testi
ng
(tim
e
and
mat
erial
s
per
mitti
ng)
are
esse
ntial
.

See also the ideas for working with aluminium baking foil in the baking foil games on
the other team building page.

juggling (right-side brain, warm-up, team building,

physical activity and lots more)

Juggling is a powerful warm-up and training aid. It's extremely flexible for training and
team building, from a 10 minute warm up to a continuous activity over a few days.
You'll need to learn the three-ball cascade first - it's easy - just follow the juggling
instructions on this site.

To use as a ten minute warm-up, give a summary of the instructions, then issue
juggling items. Loosely 5-10% of people can already juggle, and others soon pick it up.
Emphasise that everyone can do it provided they go through the proper learning
process.

Short warm ups can also be done in pairs, using three balls or bags (or lemons or
potatoes depending on budget!). Pairs can stand side by side or face to face, but
should only use one hand each. One person holds two and starts. The second person
throws their ball before catching the ball thrown by their partner. And so on..

To use juggling as an activity to inter-weave with a training course or workshop, break

down the juggling instructions and sessions to one ball, then two balls, then three balls.
Link to training themes as appropriate (lots of training naturally breaks down into
threes, so it fits well).

Use any existing jugglers in the group to help coach other delegates, or issue them with
four balls and have them learn to juggle four (basically two balls in each hand, not
crossing hand to hand, thrown alternately), or issue them with clubs. For more
information about juggling four balls and clubs please contact us.

Juggling equipment is expensive in the specialist retail outlets, use trade sources
instead. Typically you'll get 'Tri-its' pyramid bean bags at £1.50 ($2) for three. Proper
juggling balls are more expensive, £3-5 ($4-7) for three, but the extra cost is worth it if
you want to print on them to reinforcing a theme or brand, because people keep them.
For details of corporate juggling products, or specialised juggling support/facilitation
please contact us.

plate spinning (right-side brain, warm-up, team

building, physical activity and lots more)

Plate spinning is a great exercise for team building and for warming up delegates for
training sessions and conferences. A plate spinning set comprises a plastic plate and a
'wand' - a plastic rod with a point at one end. You can obtain these from a juggling
equipment trade supplier for about £1-2 ($1.50-3.00) per set - shop around for the best
deal and contact us if you need help. It's easy to teach yourself, which you must do
before you try to teach others! It's possible to pass a spinning plate from one person to
another using the wands, and this gives lots of possibilities for team races. Plates, like
juggling balls, can be branded to support themes, training messages or product
launches, etc. They're also cheap enough to give away without denting the budget.
People will ask for spares for their kids, so make sure you have plenty. Look at the how
to spin a plate page for plate spinning instructions.

diabolo (right-side brain, warm-up, team building,

physical activity and lots more)

The diabolo is another great street performer's skill that you can use for team building
and training activities. The diabolo set comprises a diabolo 'reel' and two sticks,
connected at each end by a length of string. Expect to pay around £5-10 per set
depending on the quality and size of diabolo. The diabolo is easy to get started and
then to do some basic tricks - throwing up in the air and catching again for instance,
after which the diabolo requires quite a demanding level of skill to progress to the more
advanced tricks. For instructions how to use and teach the diabolo look at the diabolo
instructions on this website.

devil stick (right-side brain, warm-up, team

building, physical activity and lots more)

The devil stick is a fantastic piece of equipment, again used by street entertainers the
world over. The devil stick set comprises three parts: the devil stick itself, which is a
rounded wooden stick, about two feet long, two inches wide at each end, with a taper
from each end to a middle 'waist' of about an inch diameter. The other parts are two
wooden dowel controlling rods, each sleeved with rubber for grip, about a half-inch in
diameter. For instructions how to use and teach the devil stick look at the devil stick
instructions on this website.

yoyo (right-side brain, warm-up, team building,

physical activity and lots more)

Yoyos are cheap and easy, and great fun. The new style clutch yoyos are now available
for less than £1 or a dollar due to over-production in the Far East, so shop around. Start
by teaching people how to position the string properly on the yoyo and the finger, then
simply making the yoyo go up and down in a controlled way. Next increase difficulty to
spinning the yoyo on its clutch (the yoyo stays spinning at the bottom of the string
given a fast throw), and then graduate to tricks like 'walking the dog'. Lots more tricks
can be demonstrated and taught if you have time. Most yoyos will have instructions on
the packaging - make sure you learn the basics yourself before you try teaching others
or using yoyos in a warm-up or games activity.

levitron (team building, organizing, lateral thinking, skills development)

 The Levitron is without doubt one of the most
incredible toys ever invented - it's a small precision
spinning-top that with the aid of a repelling magnetic
base and special weights, actually stays spinning
suspended in mid-air, for two or three minutes. And the
Levitron is all the more amazing for the fact that hardly
anyone has ever heard about it. It was launched about
1995, but has never really achieved wide distribution.
The Levitron is a great product for team games,
training and reinforcing concepts about quality,
accuracy, patience, the brain, all sorts.

The Levitron is available online from several internet

retailers. The basic model if you can still get it was
around £20 or $30. There are now more advanced
'easier' models, which in many cases will be better for
team building activities. See the maker's website
levitron.com, or enter 'levitron' into a decent search
engine to find a suitable supplier. The UK distributor for
trade enquiries is Brainstorm Ltd, tel +44 (0)1200
445113.

The use of levitron for team building games and business exercises is restricted only by
your imagination - here are some ideas to get you started:
 in pairs or teams of 3 - a race to spin first.
 in teams of 4 or more - a race to spin first with each team member only able to
handle a stipulated number of items (eg coloured washers, rubber washer, wedges,
the top itself, the perspex plate, the base, etc) - a leader must be elected who
allocates responsibilities after a stipulated time to assess abilities. Option to change
responsibilities after stipulated periods.
 in pairs or teams of 3 - longest spin time competition (increase team size and
add responsibility requirements as above.)
 teams of 3 - use levitron instead of construction kits with communication corridor
exercise.
 in teams of 3-5 - create the most spectacular levitron tricks and demonstration
using items and materials in the training room.
 in teams 3-5 - write a training plan to teach someone how to use the levitron.
 in teams of 5 - role-play the training plan with an individual from the team who
does not know how to use it (1 trainee, plus all other team members to have a
training duty within the training plan).
 in teams of 3 - play with the levitron then create an advert for the levitron for
 the educational physics market.

De-brief and review according to the exercises selected and the local situation and
people, abilities, training or team-building purpose, etc. The best way to create a
framework for de-brief is to brainstorm the headings before the exercise with the whole
group - this also helps people get the best out of the exercise, because they are aware
of the pointers.

more activities and ideas here (teambuilding

activities page 2)

If you like these team building activities, you'll find more ideas for exercises, quizzes
and games on these free pages:

fantasticat - see the Fantasticat ideas for motivating, teaching and developing young
people - grown-ups too..

free motivational, inspirational posters for teambuilding themes ideas

amusing and fascinating origins of words, expressions and cliches

puzzles and games for quizzes and exercises

stories and analogies for training, public-speaking and writing

difficult puzzles for teams

johari window
Ingham and Luft's Johari Window model diagrams
and examples - for self-awareness, personal
development, group development and
understanding relationships

The Johari Window model is a simple and useful tool for illustrating and improving self-
awareness, and mutual understanding between individuals within a group. The Johari
Window tool can also be used to assess and improve a group's relationship with other
groups. The Johari Window model was developed by American psychologists Joseph
Luft and Harry Ingham in the 1950s, while researching group dynamics. Today the
Johari Window model is especially relevant due to modern emphasis on, and influence
of, 'soft' skills, behaviour, empathy, cooperation, inter-group development and
interpersonal development.

Over the years, alternative Johari Window terminology has been developed and
adapted by other people - particularly leading to different descriptions of the four
regions, hence the use of different terms in this explanation. Don't let it all confuse you
- the Johari Window model is really very simple indeed.

free johari window model diagram (pdf -

landscape)
free johari window model diagram (pdf - portrait)

(The Johari Window diagram is also available in MSWord format from the free resources
section.)

Interestingly, Luft and Ingham called their Johari Window model 'Johari' after
combining their first names, Joe and Harry. In early publications the word actually
appears as 'JoHari'. The Johari Window soon became a widely used model for
understanding and training self-awareness, personal development, improving
communications, interpersonal relationships, group dynamics, team development and
inter-group relationships.

The Johari Window model is also referred to as a 'disclosure/feedback model of self

awareness', and by some people an 'information processing tool'. The Johari Window
actually represents information - feelings, experience, views, attitudes, skills, intentions,
motivation, etc - within or about a person - in relation to their group, from four
perspectives, which are described below. The Johari Window model can also be used to
represent the same information for a group in relation to other groups. Johari Window
terminology refers to 'self' and 'others': 'self' means oneself, ie, the person subject to
the Johari Window analysis. 'Others' means other people in the person's group or team.

N.B. When the Johari Window model is used to assess and develop groups in relation to
other groups, the 'self' would be the group, and 'others' would be other groups.
However, for ease of explanation and understanding of the Johari Window and
examples in this article, think of the model applying to an individual within a group,
rather than a group relating to other groups.

The four Johari Window perspectives are called 'regions' or 'areas' or 'quadrants'. Each
of these regions contains and represents the information - feelings, motivation, etc -
known about the person, in terms of whether the information is known or unknown by
the person, and whether the information is known or unknown by others in the group.

The Johari Window's four regions, (areas, quadrants, or perspectives) are as follows,
showing the quadrant numbers and commonly used names:

johari window four regions

1. w
ha
t
is
kn
o
w
n
by
th
e
pe
rs
on
ab
ou
t
hi
m
/h
er
se
lf
an
d
is
al
so
kn
o
w
n
by
ot
he
rs
-
o
p
e
n
ar
e
a,
o
p
e
n
se
lf,
fr
e
e
ar
e
a,
fr
e
e
se
lf,
or
't
h
e
 ar
e
n
a'
2. w
ha
t
is
un
kn
o
w
n
by
th
e
pe
rs
on
ab
ou
t
hi
m
/h
er
se
lf
bu
t
w
hi
ch
ot
he
rs
kn
o
w
-
bl
in
d
ar
 e
a,
bl
in
d
se
lf,
or
'b
li
n
ds
p
ot
'

3. w
ha
t
th
e
pe
rs
on
kn
o
w
s
ab
ou
t
hi
m
/h
er
se
lf
th
at
ot
he
rs
do
no
t
 kn
o
w
-
hi
d
d
e
n
ar
e
a,
hi
d
d
e
n
se
lf,
a
v
oi
d
e
d
ar
e
a,
a
v
oi
d
e
d
se
lf
or
'f
ac
a
d
e'

4. w
ha
t
is
un
kn
o
w
n
by
th
e
pe
rs
on
ab
ou
t
hi
m
/h
er
se
lf
an
d
is
al
so
un
kn
o
w
n
by
ot
he
rs
-
u
n
k
n
o
w
n
 ar
e
a
or
u
n
k
n
o
w
n
se
lf

johari window four regions - model diagram

Like some other behavioural models (eg, Tuckman, Hersey/Blanchard), the Johari
Window is based on a four-square grid - the Johari Window is like a window with four
'panes'. Here's how the Johari Window is normally shown, with its four regions.
 This is the standard
representation of the
Johari Window model,
showing each quadrant
the same size.

The Johari Window

'panes' can be changed in
size to reflect the relevant
proportions of each type
of 'knowledge' of/about a
particular person in a
given group or team
situation.

In new groups or teams

the open free space for
any team member is small
(see the Johari Window
new team member
example below) because
shared awareness is
relatively small.

As the team member

becomes better
established and known,
so the size of the team
member's open free area
quadrant increases. See
the Johari Window
established team member
example below.

johari window model - explanation of the four

regions

Refer to the free detailed Johari Window model diagram in the free resources section -
print a copy and it will help you to understand what follows.
johari quadrant 1 - 'open self/area' or 'free area' or
'public area', or 'arena'

Johari region 1 is also known as the 'area of free activity'. This is the information about
the person - behaviour, attitude, feelings, emotion, knowledge, experience, skills,
views, etc - known by the person ('the self') and known by the group ('others').

The aim in any group should always be to develop the 'open area' for every
person, because when we work in this area with others we are at our most
effective and productive, and the group is at its most productive too. The
open free area, or 'the arena', can be seen as the space where good
communications and cooperation occur, free from distractions, mistrust,
confusion, conflict and misunderstanding.

Established team members logically tend to have larger open areas than new team
members. New team members start with relatively small open areas because relatively
little knowledge about the new team member is shared. The size of the open area can
be expanded horizontally into the blind space, by seeking and actively listening to
feedback from other group members. This process is known as 'feedback solicitation'.
Also, other group members can help a team member expand their open area by
offering feedback, sensitively of course. The size of the open area can also be expanded
vertically downwards into the hidden or avoided space by the person's disclosure of
information, feelings, etc about him/herself to the group and group members. Also,
group members can help a person expand their open area into the hidden area by
asking the person about him/herself. Managers and team leaders can play an important
role in facilitating feedback and disclosure among group members, and in directly giving
feedback to individuals about their own blind areas. Leaders also have a big
responsibility to promote a culture and expectation for open, honest, positive, helpful,
constructive, sensitive communications, and the sharing of knowledge throughout their
organization. Top performing groups, departments, companies and organizations
always tend to have a culture of open positive communication, so encouraging the
positive development of the 'open area' or 'open self' for everyone is a simple yet
fundamental aspect of effective leadership.

johari quadrant 2 - 'blind self' or 'blind area' or

'blindspot'
Johari region 2 is what is known about a person by others in the group, but is
unknown by the person him/herself. By seeking or soliciting feedback from others, the
aim should be to reduce this area and thereby to increase the open area (see the Johari
Window diagram below), ie, to increase self-awareness. This blind area is not an
effective or productive space for individuals or groups. This blind area could also be
referred to as ignorance about oneself, or issues in which one is deluded. A blind area
could also include issues that others are deliberately withholding from a person. We all
know how difficult it is to work well when kept in the dark. No-one works well when
subject to 'mushroom management'. People who are 'thick-skinned' tend to have a
large 'blind area'.

Group members and managers can take some responsibility for helping an individual to
reduce their blind area - in turn increasing the open area - by giving sensitive feedback
and encouraging disclosure. Managers should promote a climate of non-judgemental
feedback, and group response to individual disclosure, which reduces fear and therefore
encourages both processes to happen. The extent to which an individual seeks
feedback, and the issues on which feedback is sought, must always be at the
individual's own discretion. Some people are more resilient than others - care needs to
be taken to avoid causing emotional upset. The process of soliciting serious and deep
feedback relates to the process of 'self-actualization' described in Maslow's Hierarchy of
Needs development and motivation model.

johari quadrant 3 - 'hidden self' or 'hidden area' or

'avoided self/area' or 'facade'

Johari region 3 is what is known to ourselves but kept hidden from, and therefore
unknown, to others. This hidden or avoided self represents information, feelings, etc,
anything that a person knows about him/self, but which is not revealed or is kept
hidden from others. The hidden area could also include sensitivities, fears, hidden
agendas, manipulative intentions, secrets - anything that a person knows but does not
reveal, for whatever reason. It's natural for very personal and private information and
feelings to remain hidden, indeed, certain information, feelings and experiences have
no bearing on work, and so can and should remain hidden. However, typically, a lot of
hidden information is not very personal, it is work- or performance-related, and so is
better positioned in the open area.

Relevant hidden information and feelings, etc, should be moved into the open area
through the process of 'disclosure'. The aim should be to disclose and expose relevant
information and feelings - hence the Johari Window terminology 'self-disclosure' and
'exposure process', thereby increasing the open area. By telling others how we feel and
other information about ourselves we reduce the hidden area, and increase the open
area, which enables better understanding, cooperation, trust, team-working
effectiveness and productivity. Reducing hidden areas also reduces the potential for
confusion, misunderstanding, poor communication, etc, which all distract from and
undermine team effectiveness.

Organizational culture and working atmosphere have a major influence on group

members' preparedness to disclose their hidden selves. Most people fear judgement or
vulnerability and therefore hold back hidden information and feelings, etc, that if moved
into the open area, ie known by the group as well, would enhance mutual
understanding, and thereby improve group awareness, enabling better individual
performance and group effectiveness.

The extent to which an individual discloses personal feelings and information, and the
issues which are disclosed, and to whom, must always be at the individual's own
discretion. Some people are more keen and able than others to disclose. People should
disclose at a pace and depth that they find personally comfortable. As with feedback,
some people are more resilient than others - care needs to be taken to avoid causing
emotional upset. Also as with soliciting feedback, the process of serious disclosure
relates to the process of 'self-actualization' described in Maslow's Hierarchy of Needs
development and motivation model.

johari quadrant 4 - 'unknown self' or 'area of

unknown activity' or 'unknown area'

Johari region 4 contains information, feelings, latent abilities, aptitudes, experiences

etc, that are unknown to the person him/herself and unknown to others in the
group. These unknown issues take a variety of forms: they can be feelings, behaviours,
attitudes, capabilities, aptitudes, which can be quite close to the surface, and which can
be positive and useful, or they can be deeper aspects of a person's personality,
influencing his/her behaviour to various degrees. Large unknown areas would typically
be expected in younger people, and people who lack experience or self-belief.

Examples of unknown factors are as follows, and the first example is particularly
relevant and common, especially in typical organizations and teams:

 an
abilit
y
that
is
 und
er-
esti
mat
ed
or
un-
tried
thro
ugh
lack
of
opp
ortu
nity,
enco
urag
eme
nt,
confi
denc
e or
train
ing
 a
natu
ral
abilit
y or
aptit
ude
that
a
pers
on
does
n't
reali
se
they
poss
ess
 a
fear
 or
aver
sion
that
a
pers
on
does
not
kno
w
they
have
 an
unk
now
n
illne
ss
 repr
esse
d or
subc
onsc
ious
feeli
ngs
 cond
ition
ed
beh
avio
ur or
attit
udes
from
child
hoo
d

The processes by which this information and knowledge can be uncovered are various,
and can be prompted through self-discovery or observation by others, or in certain
situations through collective or mutual discovery, of the sort of discovery experienced
on outward bound courses or other deep or intensive group work. Counselling can also
uncover unknown issues, but this would then be known to the person and by one other,
rather than by a group.

Whether unknown 'discovered' knowledge moves into the hidden, blind or open area
depends on who discovers it and what they do with the knowledge, notably whether it
is then given as feedback, or disclosed. As with the processes of soliciting feedback and
disclosure, striving to discover information and feelings in the unknown is relates to the
process of 'self-actualization' described in Maslow's Hierarchy of Needs development
and motivation model.

Again as with disclosure and soliciting feedback, the process of self discovery is a
sensitive one. The extent and depth to which an individual is able to seek out discover
their unknown feelings must always be at the individual's own discretion. Some people
are more keen and able than others to do this.

Uncovering 'hidden talents' - that is unknown aptitudes and skills, not to be confused
with developing the Johari 'hidden area' - is another aspect of developing the unknown
area, and is not so sensitive as unknown feelings. Providing people with the opportunity
to try new things, with no great pressure to succeed, is often a useful way to discover
unknown abilities, and thereby reduce the unknown area.

Managers and leaders can help by creating an environment that encourages self-
discovery, and to promote the processes of self discovery, constructive observation and
feedback among team members. It is a widely accepted industrial fact that the majority
of staff in any organization are at any time working well within their potential. Creating
a culture, climate and expectation for self-discovery helps people to fulfil more of their
potential and thereby to achieve more, and to contribute more to organizational
performance.

A note of caution about Johari region 4: The unknown area could also include repressed
or subconscious feelings rooted in formative events and traumatic past experiences,
which can stay unknown for a lifetime. In a work or organizational context the Johari
Window should not be used to address issues of a clinical nature. Useful references are
Arthur Janov's seminal book The Primal Scream (read about the book here), and
Transactional Analysis.

johari window example - increasing open area through feedback solicitation

 This Johari Window model
diagram is an example of
increasing the open area ,
by reduction of the blind
area, which would
normally be achieved
through the process of
asking for and then
receiving feedback.

Feedback develops the

open area by reducing the
blind area.

The open area can also

be developed through the
process of disclosure,
which reduces the hidden
area.

The unknown area can be

reduced in different ways:
by others' observation
(which increases the blind
area); by self-discovery
(which increases the
hidden area), or by
mutual enlightenment -
typically via group
experiences and
discussion - which
increases the open area
as the unknown area
reduces.

A team which understands itself - that is, each person having a strong mutual
understanding with the team - is far more effective than a team which does not
understand each other- that is, whose members have large hidden, blind, and/or
unknown areas.
Team members - and leaders - should always be striving to increase their open free
areas, and to reduce their blind, hidden and unknown areas.

A person represented by the Johari Window example below will not perform to their
best potential, and the team will fail to make full use of the team's potential and the
person's potential too. Effort should generally be made by the person to increase
his/her open free area, by disclosing information about his/her feelings, experience,
views, motivation, etc, which will reduce the size of the hidden area, and increase the
open free area.

Seeking feedback about the blind area will reduce the blind area, and will increase the
open free area. Discovery through sensitive communications, active listening and
experience, will reduce the unknown area, transferring in part to the blind, hidden
areas, depending on who knows what, or better still if known by the person and others,
to the open free area.

johari window model - example for new team member or member within a new team

This Johari Window model

diagram is an example of
a member of a new team
or a person who is new to
an existing team.

The open free region is

small because others
know little about the new
person.

Similarly the blind area is

small because others
know little about the new
person.

The hidden or avoided

issues and feelings are a
relatively large area.

In this particular example

 the unknown area is the
largest, which might be
because the person is
young, or lacking in self-
knowledge or belief.

johari window example - established team member example

This Johari Window model

diagram is an example of
an established member of
a team.

The open free region is

large because others
know a lot about the
person that the person
also knows.

Through the processes of

disclosure and receiving
feedback the open area
has expanded and at the
same time reduced the
sizes of the hidden, blind
and unknown areas.

It's helpful to compare the Johari Window model to other four-quadrant behavioural
models, notably Bruce Tuckman's Forming, Storming Norming Performing team
development model; also to a lesser but nonetheless interesting extent, The Hersey-
Blanchard Situational Leadership team development and management styles model
(See both here). The common principle is that as the team matures and
communications improve, so performance improves too, as less energy is spent on
internal issues and clarifying understanding, and more effort is devoted to external aims
and productive output.

The Johari Window model also relates to emotional intelligence theory (EQ), and one's
awareness and development of emotional intelligence.

As already stated, the Johari Window relates also to Transactional Analysis (notably
understanding deeper aspects of the 'unknown' area, region 4).

The Johari Window processes of serious feedback solicitation, disclosure, and striving to
uncover one's unknown area relate to Maslow's 'self-actualization' ideas contained in
the Hierarchy of Needs.

Relevant reading, (if you can find a copy): 'Of Human Interaction' by Joseph Luft,
published in 1969.

There are several exercises and activities for Johari Window awareness development
among teams featured on the team building games section, for example the ring tones
activity.

exploring more ideas for using ingham and luft's

johari window model in training, learning and
development

The examples of exercises using the Johari Window theory on this website which might
begin to open possibilities for you. The Johari Window obviously model provides useful
background rationale and justification for most things that you might think to do with
people relating to developing mutual and self-awareness, all of which links strongly to
team effectiveness and harmony.

There are many ways to use the Johari model in learning and development - much as
using any other theory such as Maslow's, Tuckman's, TA, NLP, etc. It very much
depends on what you want to achieve, rather than approaching the subject from 'what
are all the possible uses?' which would be a major investigation.
This being the case, it might help you to ask yourself first what you want to achieve in
your training and development activities? And what are your intended outputs and how
will you measure that they have been achieved? And then think about how the Johari
Window theory and principles can be used to assist this.

Researching academic papers (most typically published on university and learning

institutions websites) written about theories such as Johari is a fertile method of
exploring possibilities for concepts and models like Johari. This approach tends to
improve your in-depth understanding, instead of simply using specific interpretations or
applications 'off-the-shelf', which in themselves might provide good ideas for a one-off
session, but don't help you much with understanding how to use the thinking at a
deeper level.

Also explore the original work of Ingham and Luft, and reviews of same, relating to the
development and applications of the model.

Johari is a very elegant and potent model, and as with other powerful ideas, simply
helping people to understand is the most effective way to optimise the value to
people. Explaining the meaning of the Johari Window theory to people, so they can
really properly understand it in their own terms, then empowers people to use the
thinking in their own way, and to incorporate the underlying principles into their future
thinking and behaviour.

To assist this, if you've not seen it already:

see, download and print the free detailed johari

window model diagram in the free resources
section (pdf - landscape)
free johari window model diagram (pdf - portrait)

(The Johari Window diagram is also available in MSWord format from the free resources
section.)

quizballs 62 - general knowledge quiz -

questions & answers
free general knowledge quiz questions and answers - for pub
quizzes, pub games, team games, learning and fun
This is a page from the the Quizballs zone of of the Businessballs website. Quizballs provides
free quiz questions and answers for trivia quizzes, team games, pub quizzes, general knowledge,
learning and amusement. Use the quiz and questions and answers to suit your purposes, either as
a stand-alone quiz, or to cut and paste to make your own quizzes.

Quizballs accepts no liability for any arguments, lost bets, or otherwise unfortunate
consequences arising from any errors contained in these quizzes although quite a lot of effort is
made to ensure that questions are clear and answers are correct. Please notify us of any errors, or
questions or answers requiring clarification.

These quizzes are free to use in pub quizzes, trivia quizzes, organisational events and team-
building, but are not to be sold or published, which includes not posting them on other websites,
thank you.

Below are the quiz answers. Here are the quiz questions without answers.

quizballs 62 - free general knowledge quiz - questions and

answers for trivia quizzes and pub quizzes

1. In which country is the city of Stavanger? Norway

2. Which London Bridge designed by John Rennie was opened in 1817? Waterloo

3. A drumhead is what type of vegetable? Cabbage

4. What is the common name for solid carbon dioxide? Dry ice

5. Who played the Sheriff John T Chance in the 1959 film Rio Bravo? John Wayne

6. In which European city is the San Vittore women's prison? Milan

7. A detrusor is a muscle which forms a layer on the wall of which part of the human body?
Bladder

8. What is the score of 40-all called in a game of tennis? Deuce

9. The July Revolution in 1830 was in which European country? France

10. Which English poet died of tuberculosis in Rome in 1821? John Keats

11. Touchstone is a character in which Shakespeare play? As You Like It

12. What is the name of the strait between Australia and Tasmania? Bass Strait

13. What were the first names of English novelist H E Bates? Herbert Ernest

14. Braxy is a fatal bacterial infection in which animal? Sheep

15. What type of plant is a cholla? Cactus

16. Which nation was formerly called British Honduras? Belize

17. Which US lead singer's real name is William Baily? Axl Rose

18. The Ashmolean Museum is in which British city? Oxford

19. A Dobro is what type of musical instrument? Guitar (named from the Dopyera Brothers)

20. How many tiles are in a standard set of dominoes? Twenty-eight

21. Whose autobiography is entitled Steps in Time? Fred Astaire

22. The Cullinan Diamond was presented to which British monarch from the people of the
Transvaal? Edward the Seventh (on his 66th birthday, November 1907)

23. Who is the patron saint of England? St George

24. Which chemical element has the atomic number six? Carbon

25. Mysophobia is the fear of what? Dirt

26. The resort of Yalta is in which country? Ukraine

27. What is the name of the panel used to shield a TV camera lens from direct light, or a microphone
from unwanted noise? Gobo

28. What is the food okra commonly known as? Ladies fingers

29. What is the capital of Columbia? Bogota

30. Under the British Coal Mines Act of 1911 what age did a pit pony have to be before going
underground? Four