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Article text


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Additional Info

  • Duration 1h - 3h
  • Participants More than 10
  • Methodology Virtual or Face to Face
  • Objectives

    Encourage the team's vision and develop the life project.

  • Materials

    A PC with webcam or similar device with conference call capabilities for online collaboration.

  • Procedure

    The aim of this exercise is to get people thinking creatively and analytically.

    Subject: How the increasing proportion of older people in society will change the world.

    • This activity will prompt the use of visioning and imagination, and the consideration of big system changes, consequences, causes and effects. It also encourages people to think about ageism and age equality issues.
    • Ask group members to consider what they believe will be the greatest effects of the ageing population in the next 2, 3 or 5 years on the areas of activity/responsibility/market place.
    • The views of the group members can be discussed or presented or debated depending on the facilitator's objectives.

    Review points can include:

    • collective group decision as to the most perceptive suggestion
    • what suggestions are the most visionary and forward-seeing
    • how different suggestions might impact on each other
    • the extent to which group members suggestions and views differ according to age of the group members
    • early evidence or indicators of the reliability of each/any of the predictions
    • what information is lacking for more reliable predictions
    • where information might be found if required
    • what differs about this type of thinking compared to day-to-day decisions (proactive deeper thinking compared to reactive shallow)
    • whether drawing diagrams and/or discussing and/or any other methods assist this sort of thinking (for example, is this sort of deeper complex proactive thinking easier when more senses are stimulated, or when more people consider and share ideas?)
    • does this exercise teach us anything about the power of thought as a way to anticipate and develop solutions/responses to situations rather than simply waiting for things to happen?
    • do the collective views of the group seem to support (or not) the notion of 'the wisdom of crowds'.
    • is effective forecasting and predicting of far-reaching effects chiefly based on creative imagination or analytical logic, or equally both?
    • to what or particularly relevant or local trends could we usefully apply the same thinking?

    Exercise variables at the discretion of the facilitator:

    • thinking/preparation time (icebreaker requires 2-3 mins - bigger exercises could extent to 30 mins or more preparation time)
    • group members to work individually, in pairs or threes, or as two debating teams
    • people could be asked to suggest two or three effects, not just a single effect
    • method of presenting suggestions - discussion, presentation, debate, diagrams, role-play?... anything else? use your imagination
    • the main subject can be varied to focus on any other significant trend - for example: increasing world population, increasing power of new economies (China, India, Brazil, etc), advancing technology (in any market), energy costs and demand, gender or ethnic trends, etc.
Published in Vision

Additional Info

  • Duration 1h - 3h
  • Participants More than 10
  • Methodology Virtual or Face to Face
  • Objectives

    Care for the team's health and give them a comfortable environment to reduce stress.

  • Procedure

    The main objective of this activity is to use coins to create a picture or diagram of an organizational system relevant to the team.

    • If the activity involves a large group, the room layout must enable people to make a display on a table or floor where others can see the display clearly. There should be ample space for group members to work around.

    • Coins come in various values, sizes, colours, years and designs. Encourage team members to use the different qualities of coins in coming up with their own diagram. Coins may be stacked or placed side by side.

    • This exercise provides a completely different way for people to interpret and present their own view of a particular situation. This enables a tactile, fresh, liberating and more objective way for people to express and share their perceptions.

    • If there are limitations using real money in the exercise then playing cards can be used instead, which offers another perspective and different interpretations.
Published in Ergonomics

Additional Info

  • Duration 30min - 1h
  • Participants More than 10
  • Methodology Virtual or Face to Face
  • Objectives

    Care for the team's health and give them a comfortable environment to reduce stress.

  • Procedure

    Here are some simple quick ideas to help demonstrate the brain's reaction to change. They are based on having to accomplish a simple everyday task in a different way:

    • do left-handed a simple task normally done right-handed (or vice-versa)
    • blindfolded or with eyes shut (be mindful of safety issues)
    • outside (instead of indoors - maybe even in the rain/wind - which tends to create radically different circumstances)
    • in pairs (when normally the task is one person's - like using a pair of scissors - which highlights pressures resulting from team changes)
    • by someone other than oneself, to oneself (which highlights fears around personal control and trust)
    • upside-down against a wall being supported by a colleague (task and trust pressures)
    • turn the task upside-down (for example a keyboard - strangeness, unfamiliarity and re-learning pressures)

    Examples of simple tasks to which the above alternative methods might be applied (where safety and practicability allows):

    • cutting paper shapes with scissors
    • tossing a ball of paper into a bin
    • typing on a keyboard
    • cracking an egg into a bowl
    • making a cup of tea or coffee or a sandwich
    • writing or drawing
    • using mobile phone
    • putting a wristwatch onto the opposite arm
    • applying make-up or tying a neck-tie
    • tasks involving counting, sorting or building things (playing cards are ideal for all of these)

    Not all tasks can be matched with all methods, for example making a cup of tea blindfolded is not very safe. Using a keyboard outside in the rain is neither safe nor practicable. Use your imagination and common sense to devise interesting and memorable combinations.

    Different methods (types of change) create different pressures - on different parts of the brain - and these effects vary according to the individual. It does not matter that the methods are mostly ridiculous - the point is to demonstrate and experience the different pressures of different types of change.

    Observe and review how different people react in different ways to different methods. W

    The tasks and different methods above a just a few examples. You will think of many others more suitable to your own situation.

Published in Ergonomics

Additional Info

  • Duration 30min - 1h
  • Participants More than 10
  • Methodology Virtual or Face to Face
  • Objectives

    Facilitate a cultural exchange between people from different places.

  • Materials

    A PC or similar device with conference call capabilities for online collaboration.

  • Procedure

    Here is an easy exercise which makes use of the quiz format to teach and improve people's response to diversity issues. The activity is for diverse groups (mixed age, race, gender, religion, and/or other types of people), but the exercise will be useful for groups of apparently less diverse nature too. 

    • The exercise is basically for the group members to create a diversity quiz by contributing questions individually (or working in pairs or threes depending on overall group size), and then for the group as a whole to take the quiz (or in the same teams).
    • This process enables discovery of real practical local diversity issues, instead of assuming and announcing what they might be.
    • If appropriate first brainstorm and/or discuss and agree/explain what diversity means.

    Here is a suggested description. Adapt it or use your own explanation to suit the situation.

    "In a social or work context diversity means difference and variation among people. This difference and variation can be characterised by race, gender, age, religion, physical shape and ability, social class and background, personality and ability: any, some, or all of these. Organizations which make the most of the natural diversity in their staff, customers, suppliers and other partners, have a huge advantage over organizations which fail to do so. Making the most of diversity in staff and other people - often called inclusiveness - increases the depth and range of behaviours and capabilities (also skills, knowledge and styles) that the organization can call upon in meeting the needs of the increasingly diverse market place. Recognising diversity in the market place effectively increases the size of the market. Failing to acknowledge diversity within and outside the organization reduces capabilities, causing the organization to be less appealing, and to fewer people, and in some cases creates organizational liabilities for litigation under discrimination laws. Failure to recognise and respond to diversity often equates to discrimination and is regarded by fair-minded people as unethical."

    Instructions:

    • You have five (or 10 or 15) minutes to formulate one (or two or three) quiz question(s) and answer(s) for a diversity quiz. You must do this individually/in pairs/in threes.
    • N.B. Timings, numbers of questions and team size depends on the size of the group, for example: work as individuals for group sizes up to 9 people; in pairs for groups of 8-24 people; or in threes for groups of 15 and above. Very large groups should be spilt into sub-groups with appointed facilitators. Consider time available and number of questions needed when deciding your parameters for the activity.
    • Tell the group: when formulating your questions and answers think about subjects that are significant in reflecting or influencing how you, and people like you act, think, behave, decide, etc. Questions can be about anything - history, lifestyle, culture, media, travel, geography, finance, food and drink, language, politics, leisure and entertainment.
    •  For the effective running of the quiz, questions must be clear and easy to understand, and have clear short answers - facts, figures, etc., not subjective personal opinions that might be subject to wide interpretation.
    • One of the ironies of diversity is that we all tend to assume that people who are different to us understand how and why we think and behave the way we do. We take for granted the way we are, and expect others to sympathise with us, and to see things from our viewpoint. This starts with the simplest aspects of our lives. Therefore in formulating helpful diversity quiz questions and answers, do not strive for complex concepts. Keep it simple, and you will be surprised how revealing and helpful this can be.
    • Hand the formulated questions and answers to the facilitator, who can then run the quiz for the whole group using all questions. The quiz can be run for people competing as individuals or in the same pairs or threes which formulated the questions.

    The diversity quiz exercise seeks to enable people to increase what others know about each other, which is at the root of inclusiveness and making the most of diversity.

    Questions, examples, and adapting exercise into survey

    The questions and answers should be simple - everyday things that we all take for granted, except when it comes to other people, which is the point. Most obvious examples relate to geographical/cultural facts relevant to people's own native/place of birth/parents' country.

    For example:

    • national holidays
    • money/currency
    • capital city
    • language(s)
    • airport(s)/airlines/roads/transport/ports
    • ruling party/government/leaders/opposition parties
    • religion(s)
    • national sports/hobbies/pastimes/music/dance
    • newspapers/TV/media
    • beautiful regions/scenery weather/seasons/climate
    • tourism
    • monuments/buildings/bridges/rivers/lakes
    • wild animals/birds/trees/plants
    • national flag design/national anthem/national history/independence.

    Other diversity issues questions/areas to explore:

    • disabilities and personal physical/mental differences
    • age/generational factors and lifestyle/behaviours/preferences
    • gender/sexuality differences
    • multiple intelligence issue - respecting each other's strengths and weaknesses, preferences and aversions, fears, etc
    • home life attitudes and received/conditioned/inherited views/attitudes - exploring cultural aspects of parental influences.

    Developing quiz questions need not be the most important aspect - it's the discussion and exploration on the way that also holds great potential for mutual understanding, especially in a diverse group.

    The outcome or ostensible 'aim' of the activity can therefore be altered accordingly - maybe not a quiz - maybe 'ten amazing things I never knew about my group', or 'ten amazing things my team partner(s) and I never knew about each other'..

    The concept can also be adapted into/started with a survey - when the group goes out into a busy public area to ask people: "Could you tell me a simple fact about your culture/country that could make a good question and answer for a diversity quiz? (Explain if required: Diversity is understanding and appreciating the differences between people)..."

Published in Cultural exchange

Additional Info

  • Duration 30min - 1h
  • Participants More than 10
  • Methodology Virtual or Face to Face
  • Objectives

    Facilitate a cultural exchange between people from different places.

  • Materials

    A PC or similar device with conference call capabilities for online collaboration.

  • Procedure

    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 train people about ageism and age discrimination. Here are some ideas for activities and exercises which will highlight the issues, including the 'objective justification' rules explaining certain allowable age discrimination subject to robust evidence that it is proportionate and legitimate.

    Organise teams and discussions according to your situation. Here are four separate ideas which can be used for exercises and team games.

    1. Under age discrimination legislation many customary expressions in written and spoken communications are potentially unlawful if they refer to a person's age (any age - not only older people) in a negative way, and/or which could cause a person to feel they are being harassed or discriminated against. Under the law, individuals are liable (for harassment claims) as well as employers' wider responsibilities regarding discrimination, harassment and retirement. Some very common expressions are potentially discriminatory or harassing if directed at someone at work. Ask people to think of examples - there are lots of them, such as:

    • Teach an old dog new tricks
    • An old head on young shoulders
    • Mature beyond his/her years
    • Respect your elders
    • It's a young man's game
    • Too old
    • Past it
    • Over the hill
    • Put out to grass or pasture
    • Dead man's shoes
    • Too young/Not old enough/Not mature enough

    2. Direct age discrimination means treating a person at work less favourably because of their age. Indirect discrimination is more difficult to identify and guard against than direct discrimination, and it is equally unlawful. Indirect discrimination is where policies, criteria, processes, activities, practices, rules or systems create a disadvantage for someone because of their age. These pitfalls can be less easy to identify and eliminate than directly discriminatory behaviour.

    Ask delegates to think of examples of potential indirect discrimination with your own organisation or within other (real or hypothetical) organisations, and/or based on past experience. Here are some examples - there are lots more:

    • job or person profiles or adverts (and advertising media) which stipulate or imply an age requirement
    • application or assessment documentation which includes reference to age or date of birth
    • training or job selection criteria, attitudes, expectations which differentiate according to age
    • job promotion decisions and attitudes
    • pay and grades and benefits policies
    • holiday entitlement and freedoms
    • social activities and clubs which have or imply age restrictions
    • office and work-place traditions of who should do the tea-making, errands and menial tasks
    • organisational and departmental culture, extending to jokes and banter

    3. Age diversity (as other sorts of diversity) offers advantages and benefits to all organisations and employers, especially where a diverse range of people-related capabilities is a clear organisational and/or competitive strength. This is particularly so in all service businesses. In all organisations, age diversity (as other sorts of diversity) is very helpful for management teams, which benefit from having a range and depth of skills, and a broad mix of experience, maturity, and different perspectives, from youngest to oldest. Diversity in organisations relates strongly to the immensely powerful 1st Law of Cybernetics.

    Ask people to suggest specific benefits which age (or any other) diversity brings to organisations. This helps focus on the advantages of encouraging diversity, aside from simply complying with the legislation. Here are some examples - there are lots more:

    • Diverse organisations can engage well with diverse customer groups, markets, suppliers, etc
    • Diversity in management teams can more easily engage with a diverse workforce
    • A diverse workforce has a fuller appreciation of market needs and trends
    • Diverse organisations have more answers to more questions than those which lack diversity
    • Diversity enables flexibility and adaptability - diversity has more responses available to it than narrowly defined systems (Cybernetics again..)
    • Age Diversity in an organisation collectively understands the past, the present and the future
    • Age diversity naturally enables succession and mentoring
    • Age diversity in management helps executives stay in touch with the whole organisation; helps keep feet on the ground (as opposed to heads in the clouds or up somewhere unmentionable)
    • Full diversity in an organisation collectively understands the world, whereas a non-diverse system by its own nature only has a limited view.

    N.B. Beware of promoting age diversity by suggesting particular correlations between age and capability, which can in itself be discriminatory. For example it is not right to say that only older people have maturity and wisdom, nor that only younger people have energy and vitality. Instead make the point that by having a mixture of people and ages, an organisation is far more likely to be able to meet the diverse demands of managing itself, and engaging successfully with the outside world, compared to an organisation which lacks diversity.

    4. If you do not already have an equality policy (stating the organisation's position relating to all aspects of equality and discrimination) why not start the creative process with a brainstorm session about what it should contain. Incidentally the term 'brainstorming' is not normally considered to be a discriminatory or disrespectful term, just in case anyone asks...

    Ask the team(s) or group to list your own or other typical major organisational processes (inwardly and outwardly directed, for instance recruitment, training and development, customer and supplier relationships, etc) and how each might be described so as to ensure equality and to avoid wrongful discrimination.

    Alternatively ask people individually or the team(s) to prepare or research (in advance of the session, or during it if you have sufficient internet connections) examples of other organisations' equality policies, with a view then to suggesting and discussing as a group all of the relevant aspects which could for used for your own situation.


    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.

Published in Cultural exchange

Additional Info

  • Duration 30min - 1h
  • Participants More than 10
  • Methodology Virtual or Face to Face
  • Objectives

    Facilitate a cultural exchange between people from different places.

  • Materials

    A PC or similar device with conference call capabilities for online collaboration.

  • Procedure

    This is a simple exercise requiring no equipment or materials preparation, for groups of any size and age. Split large groups into teams of six to ten people. The activity is quickest when teams are smallest. Minimum team size is four.

    Instruction to group/teams:

    • We all tend to classify and stereotype each other - 'pigeon-holing' is a common expression for this. Usually this sort of classification is subjective, unhelpfully judgemental, and sometimes of course it's unfair to the point of being illegal discrimination.
    • Discuss/introduce yourselves in your team(s).
    • Discover a way to divide or classify yourselves evenly into two/three/four subgroups within your team(s) by using criteria (ways of classifiying/describing people) which contain no negative or prejudicial or good/bad discriminatory judgements.

    Optional briefing:

    Examples of criteria to evenly divide/classify the team according to -

      • late-night people and early-morning people, or
      • what sort of weather we like, or
      • what sort of food we like, or
      • what we like to do for fun, or
      • our fears, or
      • what we would change in the world..

    • If as a facilitator you use these examples feel free to instruct the group to think of their own ideas, and not merely to use one of the examples.

    • More complexity and/or specific focus on a subject can be suggested, for example:

      • what we know/imagine our personality profiles to be, or
      • our own body language, or
      • our strongest capability or learning style
      • The purpose of the exercise is to encourage people to get to know each other better, to collectively consider the nature of all individuals within the team, and to think of each other in ways that are quite different to how people tend usually to classify others.

    Review:

    1. Share and discuss the team'(s') decisions, making notes where helpful on a flipchart (or equivalent hi-tech system).
    2. How easy was it to find out and think about each other in different ways?
    3. How does this thinking differ from potentially negative or subjective judgements?
    4. What sort of classifications can be negative?
    5. What makes a classification positive/helpful rather than negative/prejudicial?
    6. As a facilitator/teacher, you can approach the exercise as a quick ice-breaker, or a more complex longer-lasting learning activity.
Published in Cultural exchange

Additional Info

  • Duration Less than 30 min
  • Participants More than 10
  • Methodology Virtual
  • Objectives

    Care for the team's health and give them a comfortable environment to reduce stress.

  • Materials

    A PC or similar device with conference call capabilities for online collaboration.

  • Procedure

    Game Summary
    The Johari Window was invented by Joseph Luft and Harrington Ingham in the 1950s as a model for mapping personality awareness. By using a fixed list of adjectives, such as bold, confident, extroverted, and energetic to describe yourself and then asking your friends and colleagues to do the same, you can build a grid of overlap and difference.

    This personality awareness can help individual team members learn more about how their teammates see them and can develop teamwide awareness of strengths and weaknesses. This is a great initiative to take with newly formed teams or as a precursor to finding out how to increase team effectiveness by picking best roles for members.

    Setup
    Send the participants to the johari website. You can accelerate the process by selecting unique names to use on this website and then send the links to all of your participants. You can also attempt to do all of this online, and then compile the results into an online presentation and spend time evaluating the results.

    Instructions to the Audience
    The Johari Window was invented by Joseph Luft and Harrington Ingham in the 19505 as a model for mapping personality awareness. By describing yourself from a fixed list of adjectives, then asking your friends and colleagues to describe you using the same list, you can develop a grid of overlap and difference. You'll learn of your Arena (the traits of which you and others are aware), your Blind Spots (those of which you and others are not aware), your Façades (those traits that others are aware of but you aren't), and the Unknown (the traits not known by you and not known by others).
    You'll start by entering your unique name and selecting five to six words that best describe you. Once you've completed that, you can then click through your teammate's links and choose five to six words that describe them. Take only 2 minutes per teammate, and then signal me when you're done. We'll then review each team member's results.

    During the review period, each team member can choose a goal to increase or decrease the size of a pane. For instance, let's say that you choose to diminish your Blind Spot trait (that is, those traits that others are aware of, but you're not). You'll want to seek feedback from the group and take action that utilizes this trait in the next team activity so that you become aware of it.

    Another worthy team goal is learning how to balance the giving and receiving of feedback. The Ideal window would be for each member to have a large Arena window. This represents a high degree of trust and indicates that the group has developed a known group norm by giving and receiving feedback in an effective way.

    Power Tips
    This game can be deceptively difficult. A power tip may allow people more than 2 minutes per teammate to allow more contemplation time per teammate.

    If you have a cynical team or you want to explore the dark side of your team, you can use the inverse The Nohari Window, which describes your failings from a list of adjectives.

    Debrief
    How easy or challenging was it to choose your adjectives? How easy or challenging was it to choose your teammate's adjectives? What were your thoughts on choosing your teammate's adjectives? How did you narrow a person down to 5 to 6 adjectives? What did you learn from this process? What could you do differently based upon seeing the results of your assessment?

    Case Study
    A facilitator named Tim O'Malley introduced this tool to us during one of our own team-building retreats. This exercise helped me discover that although I was able to get one of my top three traits (intelligent) into the Arena, the other two traits (confident and extroverted) were in my Blind Spot. I set a goal of reducing my Blind Spot by attempting to be more confident and extroverted during our next team-led project. I was unaware as a group leader that my confidence was a crucial trait I could use to move a project forward. And although I knew I was extroverted, I also looked to purposefully talk less during some team meetings to make sure other voices could be heard. Taking these actions allowed our next team project to go more smoothly than they had in the past.

Published in Ergonomics

Additional Info

  • Duration 30min - 1h
  • Participants More than 10
  • Methodology Virtual
  • Objectives

    Care for the team's health and give them a comfortable environment to reduce stress.

  • Materials

    A PC or similar device with conference call capabilities for online collaboration.

  • Procedure

    Procedure

    1. Have the group come up with a meaningful phrase that they will type collaboratively. The phrase can be a quote, a slogan, the lyrics to a song, or something else of their own invention. The phrase should consist of 20 to 30 words and can be more than one sentence in length. An example phrase is, "We are the best virtual team on Planet Earth. We boldly go where no team has gone before, and we do it with style!"
    2. Once the team decides on a phrase, have them set a time goal for typing the phrase.
    3. The team will have four attempts to type the phrase as quickly as possible to achieve their time goal.
    4. After each attempt, the team may take up to five minutes to discuss ways to improve their result.

    The team must adhere to the following rules:

    • Every person on the team must type at least one word in the phrase.
    • No one may type more than two consecutive words in a row.
    • You may not use the delete key, the backspace key, or cut, copy, or paste.
    • The team will incur a three-second penalty for:
    • Each typographical error
    • Two or more people accidentally typing at the same time

    Allow five to ten minutes for the team to plan prior to their first attempt. When they are ready, start the team with "On your mark, get set, go!" When they finish typing the phrase, stop the tinier and announce their time, making sure to add time for each penalty incurred by the team.

    Give the team up to five minutes between each round to brainstorm ways to improve their score. If the team achieves its time goal before the fourth attempt, have them decide on a new, more challenging goal.

     

    Discussion Questions

    1. Was this challenge difficult for your team? Why or why not?
    2. How did you organize yourselves to achieve your goal?
    3. What changes did you make along the way in order to improve your result?
    4. Did your team hold one another accountable? If so, how?
    5. What did you learn from this activity that will be helpful to your virtual team?
Published in Ergonomics

Additional Info

  • Duration Less than 30 min
  • Participants More than 10
  • Methodology Virtual
  • Objectives

    Empower teams to reach goals and fulfill their potential.

  • Materials
    • A PC with webcam or similar device with conference call capability for online collaboration.
    • Picture of an island in the middle of a lake
  • Procedure
    • Begin the activity by displaying the picture of an island on a lake.
    • Tell the team that there are four people stranded on the island.
    • Explain that the group was separated from their larger group while hiking on a nearby island waterfall.
    • The rest of their group took a boat across the lake back to the mainland. This stranded group must get off the island and back to the other lake shore before darkness falls, as they are not prepared to spend the night on a remote island. The objective is for the team to plan their escape using only resources found on the island (see list provided).
    • Note that only two of the team members can swim. The distance to shore is too far for one person to swim the entire way. Either of the two swimmers could make it three- quarters of the way before getting too exhausted.
    • The stranded team has just less than two hours before nightfall, which is just long enough to swim across the lake to shore once. Last, the island has wolves, so no one can be left behind.
    • The resources have some rules governing their usage, which must be followed.
    • The game leader should prepare a slide with the provided list of resources.

    The purpose of this game is to brainstorm possible solutions. There is no single answer to this puzzle. Encourage your team to be creative and consider several potential solutions. In the end, your purpose is to engage team members' critical thinking and team problem solving.

     

    Discussion Questions

    1. What was the most important item that someone brought?
    2. What proved to be the most effective skill in coming up with workable solutions?
    3. Do you feel everyone's voice was heard in coming up with potential solutions?

    a. If yes, what did the team do to encourage everyone's input?
    b. If no, what could have been done to increase the level of input?

    4. How does this activity mirror our own team and our process of problem solving?

    Escape from Wolf Mountain List of Resources

    • Chain—the chain cannot be cut as there is nothing strong enough to cut it
    • Ball of twine-3o feet long
    • Gopher—just a brown gopher chilling out on the shore
    • One wooden oar
    • Children's inner tube—can support the weight of one adult
    • Two 3-foot logs—does wood float?
    • A beer bottle—with no cap
    • Duct tape—the only tool you really need
    • Hamster wheel—where the heck did this come from?
    • Four Ping-Pong paddles
    • Bicycle chain
    • Partially deflated beach ball
    • Large beach towel
Published in Empowerment

Additional Info

  • Duration Less than 30 min
  • Participants More than 10
  • Methodology Virtual or Face to Face
  • Objectives

    Care for the team's health and give them a comfortable environment to reduce stress.

  • Materials
    • A PC with webcam or similar device with conference call capability for online collaboration.
    • Telephone or mobile phone
  • Procedure
    • Team members work with partners for this game. Email the rules along with partner assignments and request that before the next team meeting, they take in minutes to play the game and answer the questions.
    • Debrief the entire team at the beginning of your next meeting.
    • Taking turns, partners tell each other a story about themselves. The story could be about a memorable vacation, an interesting story from their past, or some recent experience.
    • As one partner tells a story, the other partner listens, offers feedback, acknowledges understanding, and asks questions to clarify.
    • At some point in the conversation, the listener should read an email while listening to the talker's story. The talker should see if he or she is able to guess when the listener has started to multitask.
    • Once the talker is done with his or her story, the listener retells the talker's story, and the talker evaluates how well the listener listened.
    • The partners switch roles and the listener becomes the talker, and the talker becomes the listener. Again, the new listener must at some point read an email while continuing to give feedback and ask questions.
    • Once the talker is done, the listener retells the story, and the talker evaluates how well the listener listened.
    • The talkers share whether they were able to tell when the other person began multitasking.

    Discussion Questions

    • How accurate were you in guessing the exact moment your listener tuned out?
    • How common is it to multitask while on the phone?
    • How does this impact our communication?
    • In what ways could this lead to conflict?
    • How does this fit in with our norms or "Team Communication Best Practices"?
Published in Ergonomics
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"Managing Virtual Teams (MVT) provided workable solutions that could be implemented right away for long term success. I went into the course hoping to grab a few tips and tricks but instead experienced a hands-on workshop that was tailored to my organization's needs." Megan West, Digital Communications Manager. Private Academic Library Network of Indiana (PALNI)

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