101 games for trainers.doc

7/25/2019 101 Games for Trainers.doc

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101 Games for TrainersA Collection of theBest Activities from Creative TrainingTechniques Newsletter

Bob Pike

Christopher Busse 1995, 2004 by Bob Pike and Lakewood Publications

ll ri!hts reser"ed# ny reproduction in any $edia o% the $aterials that appear in this book without writtenper$ission %ro$ &'( Press is a "iolation o% copyri!ht law#

Published by) &'( Press, *nc#22 $herst 'oad

$herst, + 010021-00-222-01 ./## and Canada41254--4125490 .%a3www#hrdpress#co$

*B) 094210-0

About the Author

'obert Pike has been de"elopin! and i$ple$entin! trainin! pro!ra$s %or business, industry, !o"ern$ent, andother pro%essions since 199# s president o% Creati"e 6rainin! 6echni7ues *nternational, *nc#, 'esources %or8r!aniations, *nc#, and 6he 'esources :roup, *nc#, he leads $ore than 150 sessions each year on topics such asleadership, attitudes, $oti"ation, co$$unication, decision$akin!, proble$sol"in!, personal and or!aniationale%%ecti"eness, con%lict $ana!e$ent, tea$buildin!, and $ana!erial producti"ity#

+ore than 50,000 trainers ha"e attended Pike;s Creati"e 6rainin! 6echni7ues workshops# s a consultant, he hasworked with such or!aniations as $erican


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hen the newsletter be!an, it was lar!ely %ueled by Bob;s 20 years o% e3perience in the %ield and by the best ideasshared by the trainers .$ore than 50,000 in all who had attended his Creati"e 6rainin! 6echni7ues se$inars# sthe newsletter !rew in popularity, it also be!an to draw on ideas sub$itted by its readers# 6oday, the newslettercontinues to search out creati"e approaches %ro$ the $ore than 200 se$inars Bob and the other Creati"e 6rainin!6echni7ues trainers conduct e"ery year, and %ro$ the $ore than 10,000 newsletter readers#

But no $atter where the insi!hts ori!inate, the !oal o% the newsletter re$ains the sa$e) 6o pro"ide trainers aca%eteria o% ideas they can 7uickly absorb, choosin! those that best suit their special needs#

s stated earlier, this series o% books represents the best ideas %ro$ Creative Training Techniques Newsletter;s

se"en years o% publication# *t is our hope that we;"e created a "aluable resource you;ll co$e back to a!ain anda!ain to help address the uni7ue challen!es you %ace daily in your role as a trainer#

incerely,

6he


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lso keep in $ind the Law o% Pri$acy) People re$e$ber best what we do %irst, so choose your openers care%ully#.6o be honest, nearly all o% the e3ercises here could be adapted as so$e %or$ o% opener#

$nergi%ers

(esi!ned to in"ol"e a !roup activel,these $idcourse e3ercises are best used durin! the in%a$ous $ida%ternoonslu$p or anyti$e you %eel a !roup;s attention $i!ht be wanin!#

8%ten, these !a$es take the %or$ o% ener!etic re"iew sessions or sti$ulatin! brainteasers, or e"en a physical

acti"ity that !ets people up and $o"in!# 6he secret here is that these e3ercises aren;t always planned#

6he best strate!y in de"elopin! a course is to ha"e a hand%ul o% rele"ant ener!iers ready to !o at a $o$ent;snotice and i$ple$ent one when you see attention be!in to slip#

Communication

/se these e3ercises to $ake a point to trainees about the i$portance o% co$$unication, or to show where certainco$$unication skills need i$pro"e$ent#


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a debrie%in! session to help participants ease back into the session itsel%, see the transition you;"e atte$ptedto create, and assi$ilate the !a$e;s learnin! points#

Be creative, Ada#t- ada#t- ada#t,othin! about an!a$e in this book is set in stone# 6he trainers to who$these ideas are attributed were success%ul in usin! these !a$es because they adapted the e3ercises to suittheir own needs#

6hou!h you;ll be able to pluck $any o% the$ ri!ht o%% the pa!e and insert the$ into your sessions, * challen!eyou to $ake these !a$es uni7uely your own whene"er you can# 6he result will be an e3ercise that has e"en$ore rele"ance to you, your co$pany, and your classroo$# But $ost i$portant, the result will be an e3ercisethat;s $ore #un(

:a$e G1) The "ther .alf

/ur#ose6o pair participants %or a series o% personal introductions at the outset o% class#

Time 'equired5 $inutes#

i%e of Grou#/nli$ited .but since it calls %or an e"en nu$ber o% participants, you $ay ha"e to take part inyour own !a$e#

2aterials 'equired nu$ber o% s$all inde3 cards, prepared in ad"ance by the trainer#

The $3ercise in ActionEeri

:a$e G2) 2*ster* ho##ing

/ur#ose6o sensitie %rontline e$ployees to the i$portance o% solid custo$er ser"ice, proble$sol"in!, andtelephone skills#

Time 'equired15 $inutes per day durin! a $ultiday workshop on custo$er ser"ice skills#

i%e of Grou#/nli$ited#

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2aterials 'equiredone#

The $3ercise in Action@+ystery shoppin!A and @$ystery callin!A acti"ities help %ocus custo$er ser"ice

trainin!, accordin! to &elen ocha, "ice president at orth Bank > 6rust, orth, *L# 6he %ollowin! twoacti"ities teach %rontline e$ployeesDespecially newhiresDthe di%%erence between !ood and poor custo$erser"ice skills, proble$sol"in! skills, and telephone techni7ues by puttin! the$ in the custo$ers; shoes# or the $ystery shoppin! e3ercise, ocha sends pairs o% participants to @shopA at a local $all with a

checklist o% !ood and bad custo$er ser"ice beha"iors to watch %or# s $ystery shoppers, they obser"eand record the clerks; custo$er ser"ice skills at a %ast%ood restaurant, specialty store, or depart$ent

store# 6he tea$s present their e3periences back in class# ocha then leads a discussion about theire3periences by askin!) hat were the di%%erences in ser"ice between storesI $on! ser"icerepresentati"esI as ser"ice ade7uate, abo"e a"era!e, or e3cellentI hyI

Participants are sent to @$ystery shopA at retail stores instead o% co$petitor banks, ocha says, to keepparticipants %ro$ cloudin! the ser"ice issue by co$parin! products and e7uip$ent instead o%representati"es; beha"iors#

or the $ystery callin! acti"ity, ocha !i"es each participant a list o% businesses and shops to callabout their products or ser"ices# he then conducts a discussion o% the di%%erences a$on! therepresentati"es at each o% the businesses, usin! the sa$e line o% 7uestionin! and discussion as with the$ystery shoppin! acti"ity#

:a$e G) The um of All Fears

/ur#ose6o show participants the conse7uences o% =u$pin! to conclusions and $akin! assu$ptions withoutcare%ul consideration#



2aterials 'equired prepared transparency .see !raphic below#

The $3ercise in ActionEohn


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&e tells the !roup that the ob=ect o% the !a$e is %or the class as a whole to add each nu$ber %ro$ top tobotto$, sayin! the total aloud as he re"eals the subse7uent nu$bers# s he unco"ers the last %i!ure,


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t an appropriate point in the session, ideally =ust be%ore an a%ternoon break, participants are !i"en paper cupsand instructed to "isit the display and take one =ellybean %ro$ each cup that re%lects a characteristic that ispresent in their work !roup#

%ter countin! their =ellybeans and recordin! the nu$ber, participants $ay en=oy the$ as a snack# %ter thebreak, ilson leads a discussion on work%orce di"ersity and how to help di"ersity thri"e, usin! the =ellybeane3ercise to de$onstrate the di"ersity that e3ists e"en in "ery s$all !roups#

*% the cost o% =ellybeans is a proble$, other candies, such as +>+s or kittles, can be substituted#

:a$e G5) equencing

/ur#ose6o initiate a discussion on creati"ity, proble$sol"in!, decision$akin!, or perceptions#



2aterials 'equiredi"e inde3 cards per participant, prepared in ad"ance by the trainer#

The $3ercise in ActionLeo $i!elski, $ana!er o% instructor trainin! and trainin! e"aluations withestin!house &an%ord Co#, 'ichland, , !i"es each participant a set o% %i"e inde3 cards, each listin! oneyear, one letter, and one nu$ber chosen rando$ly %ro$ the %ollowin! subsets) one year %ro$ the chronolo!icalse7uence 1??5, 1??, 1???, 1??-, and 1??9J one letter %ro$ the se7uence, , B, C, (, and


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2aterials 'equiredChairs %or each participantJ a portable C( or audiotape player#

The $3ercise in ActionBelie"e it or not, the childhood !a$e o% $usical chairs enables people to %eel the

e%%ects o% chan!e, but in a nonthreatenin! en"iron$ent, says +ary alter, an education coordinator at &B8 >Co#, tlanta#

6he !a$e is based on the @scarcity pre$ise#A 6here is always one less chair than there are participants inneed o% chairs# *n the wellknown !a$e, $usic is played while the participants $o"e clockwise around a circleo% chairs# hen the $usic stops, e"eryone scra$bles %or a chair# 6he person le%t standin! $ust lea"e the!a$e and beco$e an obser"er# 8ne chair is re$o"ed each ti$e the $usic is stopped# 6his continues untilonly one participant re$ains#

6he %a$iliar e3ercise can take two directions, alter says# *n sessions on chan!e $ana!e$ent, her ob=ecti"eis to brin! out and address e$otional issues that e$er!e durin! chan!e# e"eral rounds into the !a$e, sheasks participants to pay particular attention to the %eelin!s they e3perience durin! the re$ainin! rounds#

%ter the e3ercise, she asks participants to share their thou!hts on the e$otions they %eel and on the beha"iorthey witness in others# 6he con"ersation, alter says, $akes people aware o% %eelin!s they $i!ht nototherwise acknowled!e, and shows the$ that others %eel the sa$e stresses#

*% the %ocus o% the session is co$$unication and its i$portance in an en"iron$ent o% chan!e, she be!ins by$akin! it "ery ob"ious when she is !oin! to stop the $usic# he turns "ery deliberately toward the tape orrecord player and reaches %or the appropriate control#

Later in the !a$e .or in a second round, she takes the opposite tack, keepin! her hand on the controls at allti$es, $akin! no eye contact, e"en usin! $usic with decepti"e pauses to decei"e participants#

6he con"ersation %ollowin! this "ersion o% the e3ercise centers on the di%%erent reactions people e3perience asa result o% the two co$$unication styles# Participants can usually o%%er e3a$ples o% parallel situations ine"eryday corporate li%e#

alter points out the proble$s caused by poor or $ini$al co$$unication, and discusses the ways in which tocreate an at$osphere o% open co$$unication#

:a$e G?) The ecret (ord

/ur#ose6o pro"ide an incenti"e %or participants to listen $ore closely to course content#

Time 'equiredbout 15 $inutes o% trainer preparation ti$e#


2aterials 'equiredCardboardtype $aterial to create placardJ strin!J bri!ht $arkers or paint#

The $3ercise in ActionBe%ore class be!ins, Eac7ueline 8;eill, a trainin! super"isor with hitehall'obins

in &a$$onton, E, han!s a dan!lin!, twosided placard %ro$ the ceilin! near the blackboard area .todiscoura!e peekers# 8n the side %acin! participants she paints bri!htly colored 7uestion $arks o% "arioussies to !rab the !roup;s attention# 8n the side %acin! away she writes one key word or phrase %ro$ thecourse#

8;eill encoura!es the !roup to listen intently throu!hout the session %or particular key words or phrasesrelatin! to i$portant the$es, then =ot the$ on their paper# But she doesn;t let on as to why they;re doin! it,only that it;s i$portant#

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t the close o% the session, 8;eill re"eals the placard;s purpose) on it is written the @secret wordA relatin! toclass content# 'e%errin! to their =otted notes, participants are asked to call out at rando$ what they think theword is# 6he %irst to !uess the word is rewarded with a "oucher %or a %ree lunch or another token !i%t#

:a$e G-) !efining 5!iversit*6

/ur#ose6o broaden participants; de%inition o% @di"ersity#A



2aterials 'equired bo3 o% @$ulticulturalA Crayola crayons# .6he special set, containin! all the colors thatcan be used as skin tones, is a"ailable throu!h Chaselle, *nc#, -00242?55#

The $3ercise in ActionPeople o%ten tend to think o% di"ersity in ter$s o% race or !ender, o"erlookin! theless ob"ious di%%erences, such as a!e, !eo!raphic back!round, and so on, says haron Lo"oy# he starts

di"ersity trainin! sessions with an e3ercise desi!ned to help people reco!nie that e"ery indi"idual is uni7ueand that di"ersity issues o%ten !o beyond the ob"ious#

he pairs o%% participants and asks the$ to work with their partners to list the di%%erences between the$Dhaircolor, education le"el, date o% birth, and whate"er else they notice#

%ter two or three $inutes, Lo"oy stops the e3ercise and locates the tea$ with the lon!est list# he has one o%the$ read their list to the class# 6heir prie is a bo3 each o% @$ulticulturalA Crayola crayons#

:a$e G9) Tug&of&(ar

/ur#ose6o teach participants the i$portance o% clear co$$unication and the dan!ers o% relyin! onpreconceptions#

Time 'equired10 to 15 $inutes#

i%e of Grou#Best in a !roup o% 20, with participants workin! in %our tea$s o% %i"e#

2aterials 'equired+askin! tapeJ %our lon! pieces o% li!ht, sturdy rope or clothesline .at least 10 %eetH$ inlen!thJ a sturdy $etal rin!J a red scar% or other bri!ht $arker#

The $3ercise in Action+ay ka$ine, director o% outpatient ser"ices and chie% nursin! o%%icer at Castle+edical Center in ailua, &*, uses a @tu!o%warA acti"ity to build tea$work and i$pro"e co$$unication skills)

*n the $iddle o% the space %or the acti"ity, use tape to $ark a 1%oot .0c$ s7uare# 6ie the scar% and one endo% each rope to the rin!# Place the rin! in the $iddle o% the tapedo%% s7uare with the ropes e3tended out in %ourdirections .see dia!ra$#

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(i"ide the class into %our tea$s and ha"e each tea$ hold onto a rope# :i"e the tea$s these !uidelines) @6hepurpose o% this acti"ity is to !et as $any points as possible in 0 seconds# point is scored each ti$e the$arker crosses a line# Fou ha"e 0 seconds to talk about it#A

hen the @co$petitionA be!ins, ka$ine says the tea$s usually start tu!!in! at the rope to !et points %or theirown tea$s# %ter 0 seconds, she asks the$ how $any points they ha"e# 6he tea$s usually ha"e %ew or nopoints# ka$ine repeats the acti"ity, !i"in! the !uidelines a!ain, e3plicitly# /sually, she says, the tea$s start toask 7uestions about the !uidelines and the purpose o% the acti"ity# 6he tea$s e"entually realie the acti"ity isa cooperati"e e%%ort, not a co$petition, and that they $ust work to!ether to pile up points by $o"in! the scar%rapidly in a circle o"er the taped bo3#

:a$e G10) tanding Around

/ur#ose6o raise sensiti"ity about custo$ers; resistance to standin! in line#




The $3ercise in Action6eri 'obertson trainin! coordinator %or ea orld o% lorida, 8rlando, L, says thepark uses this e3ercise in custo$er ser"ice trainin! to raise sensiti"ity in e$ployees about a pet pee"e o%$any custo$ers) bein! kept waitin! while workers attend to see$in!ly $ore @i$portantA tasks# Continuin! totalk on the phone while custo$ers wait %or ser"ice is a !ood e3a$ple#

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orkshop participants are %irst told that each o% the$ is responsible %or ensurin! that !uests "isitin! the parkha"e a !ood ti$e# t that point, 'obertson instructs e"eryone to stand up, stand on only one %oot, and not toput down the other %oot until told to do so#

'obertson then proceeds to leisurely pa!e throu!h class notes with her back to participants# he thenannounces she has to $ake an i$portant phone call, and walks out o% the roo$# %ter returnin! a %ew $inuteslater, participants are told, %inally, that they can put down their %oot#

'obertson then $akes the point) while participants ha"e been le%t standin!&hsicall,custo$ers are o%ten le%tstandin! #igurativel(@ny ti$e we !i"e !uests the idea that other thin!s besides their needs take precedence,

we lea"e the$ standin! on one %oot,A 'obertson says#

Like so$e participants, so$e custo$ers will continue to patiently @stand on one %ootA until the e$ployeereturns, but they will probably later tell e"eryone within earshot how unco$%ortable they;"e been $ade to %eel#8ther people will i$$ediately put down that %oot and "ent their displeasure with the %irst e$ployee to happenby, whether he or she is responsible %or the proble$ or not#

@*% all e$ployees realie the i$portance o% !i"in! !uests the attention they deser"e, we can a"oid the M%ootproble$s; we all encounter at public %acilities,A 'obertson says#

:a$e G11) /ersonal 7ifelines

/ur#ose6o help participants !et to know one another beyond na$e and =ob title#


i%e of Grou# to 10#

2aterials 'equiredPaper and writin! utensils %or all participants#

The $3ercise in Action+ichael +eack, director o% continuin! education and associate pro%essor o%

educational psycholo!y and leadership at 6e3as 6ech /ni"ersity, Lubbock, 6N, asks participants to draw a lineon a piece o% paper .or se"eral pieces attached endtoend, i% necessary representin! their li"es to date# tthe %ar le%t end, participants %ill in their year o% birth# 6he other end is $arked with the present date#

Participants then record i$portant li%e e"ents alon! that lineDpersonal, pro%essional, or si$ply interestin!Dwith an eye toward illustratin! what brou!ht the$ to where they are today#

e3t they take turns e3plainin! their li%elines to the !roup# *t $i!ht be wise to set a ti$e li$it per person i% ti$eis a %actor, +eack says# %terward, participants $ay post their charts on classroo$ walls %or others to re"iewat their leisure#

6o !et people started, +eack displays and e3plains his own li%eline, $akin! it clear that people $ay be ascandid or reser"ed as is co$%ortable# 6his techni7ue, he says, is especially use%ul in s$aller !roups, since

e3plainin! the li%elines can take se"eral $inutes per participant#

:a$e G12) Com#etitive 'eview

/ur#ose6o in=ect an ele$ent o% co$petition into re"iew sessions durin! $ultiday courses#

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Time 'equireds lon! as one hour, dependin! on the a$ount o% $aterial bein! re"iewed#

i%e of Grou#/nli$ited, but participants should work in s$all !roups o% three to ei!ht#

2aterials 'equired6est 7uestions prepared in ad"ance by the trainer#

The $3ercise in Action'ather than the standard practice o% !i"in! a test at the end o% each day o% his %i"eday trainin! sessions, !radin! it, and then re"iewin! results the ne3t day in class, (a"id Blunt, internationaltrainin! and sales de"elop$ent $ana!er %or lcon ur!ical Laboratories in ort orth, 6N, uses thistechni7ue)

Blunt cuts out indi"idual 7uestions %ro$ a prepared test and places the$ in an en"elope# 6he en"elope is thenpassed %ro$ s$all !roup to s$all !roup, with each !roup re$o"in! one 7uestion and posin! it to another!roup#


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ittkop%, director o% corporate trainin! and de"elop$ent at Li7uid ir, alnut Creek, C, breaks participantsinto s$all !roups, askin! the$ to brainstor$ the key $ana!e$ent skills o% the best $ana!erHsuper"isor theyha"e worked %or and list those attributes on %lipchart sheets# 6he entire class then "otes %or the 15 $osti$portant attributes# e3t, ittkop% asks participants to rate the$sel"es on each o% the 15 skills on a scale o% 1to 10, with 1 low ratin! and 10 hi!h ratin!# %ter ratin! the$sel"es, participants identi%y their three !reatestchallen!es and three !reatest stren!ths#

Between trainin! sessions, ittkop% has participants ask their $ana!ers, a peer, and three or %our directreports to rate the participant;s $ana!e$ent skills# Participants brin! those ratin!s to class and discuss the$with their peers# t the end o% the $ultisession $ana!e$ent course, participants e"aluate the$sel"es a!ainon each o% the 15 skills to see how they;"e i$pro"ed# ittkop% also encoura!es participants to ask the sa$ework associates to rate the$ a!ain to see how they;"e chan!ed#

6his idea can be adapted to other types o% trainin!, includin! custo$er ser"ice skills, presentation skills, andco$$unication skills, by substitutin! the attributes discussed#

:a$e G15) Taboos

/ur#ose6o break taboos about sol"in! proble$s as a tea$#



2aterials 'equiredPrepared brainteasers#

The $3ercise in Actionhen e$ployees clin! to taboos about sol"in! proble$s as part o% a tea$ ratherthan on their own, co$panies lose opportunities %or si!ni%icant !ains, says Ea$es &ealy, e3ecuti"e "icepresident %or ssociates, *nc#, in Cedar 'apids, *#

&e uses illusionsDsuch as the classic @old wo$anHyoun! wo$anA e3ercise at ri!htDas a tool to encoura!eparticipants to think beyond the ob"ious in sol"in! proble$s in their business en"iron$ents# .Notethe oldwo$an;s nose is the youn! wo$an;s cheek# %ter co$pletin! a %ew o% these on their

(hat do *ou see in this #icture8

:a$e G1) ecret 'oles

/ur#ose6o show participants how di%%erent roles and co$$unication styles a%%ect !roup dyna$ics#


i%e of Grou#/nli$ited, but participants should work in s$all !roups o% %our#

2aterials 'equired


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The $3ercise in ActionPaul Bernard, a corporate $ana!e$ent skills trainer at +art Corp#, in


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:a$e G1-) /hrase Cra%e

/ur#ose6o lead a nontraditional re"iew session and !arner course %eedback#



2aterials 'equiredPaper and writin! utensils %or all participants#

The $3ercise in ActionEulie Boyce, a sel%e$ployed trainer, consultant, and therapist in prin!%ield, +8,closes her sessions by listin! se"eral un%inished phrasesD* learned, * was surprised, * understandDona %lipchart, and askin! each participant to choose and co$plete one o% the sentences# %ter allowin! two$inutes %or participants to write their answers, she asks the$ to share what they;"e written#

6he e3ercise ser"es as a nice su$$ary o% key points, pro"ides !ood %acilitator %eedback, and lea"esparticipants with a positi"e %eelin! about what they ha"e learned, Boyce says#

:a$e G19) The !omino Theor*

/ur#ose6o de$onstrate the i$portance o% listenin! skills#


i%e of Grou#/nli$ited, but participants $ust work in pairs#

2aterials 'equired+any sets o% do$inosJ dia!ra$ prepared in ad"ance by the trainer#

The $3ercise in Actionhari Petrak, a liability clai$s trainin! specialist, ationwide *nsurance, inColu$bus, 8&, pairs o%% participants and desi!nates one person in each pair as the @senderA and the other asthe @recei"er#A

6he sender is !i"en a dia!ra$ showin! a con%i!uration o% 10 do$inos# 6he recei"er !ets a $atchin! set o%do$inos# barrier such as a notebook is placed between the two# 6he sender;s =ob is to "erbally co$$unicatethe pattern shown on her dia!ra$ to the recei"er, who tries to duplicate it# 6he sender is not per$itted to seethe recei"er;s work# Petrak allows si3 to ei!ht $inutes %or the e3ercise, dependin! on the co$ple3ity o% thearran!e$ents#

he %ollows up with a discussion o% barriers to clear co$$unication, such as usin! ter$s un%a$iliar to theother person, !i"in! instructions too rapidly, or %ailin! to listen care%ully to 7uestions#

:a$e G21) The i3&7etter olution

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/ur#ose6o !et participants acti"ely in"ol"ed in thinkin! creati"ely and %ollowin! directions#




The $3ercise in Actionor this e3ercise, Carly +urdy, a trainer with the /H:+ &u$an 'esource Centerin uburn &ills, +*, !i"es these precise instructions) @*n the %ollowin! line o% letters, cross out si3 letters so thatthe re$ainin! lettersDwithout alterin! their se7uenceDspell a %a$iliar


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i%e of Grou#- to 15#

2aterials 'equireda$e tents prepared in ad"ance by the trainer#

The $3ercise in Action8ne or two days into a $ultiday session, Becky ede$eyer, director o% hu$anresources at Chesapeake Bay ea%ood &ouse ssociates in Oienna, O, writes a di%%erent e$otion orpersonality trait on the inside o% each participant;s na$e tent .%or e3a$ple, e3cited, i$patient, shy, bored, tired,incon"enienced, $ad, happy, etc## he then asks participants to stand up and act out their desi!natede$otion %or 5 to 10 seconds# hile one participant @per%or$s,A the others are asked to =ot down which e$otionthey think is bein! acted out and how they ca$e to that conclusion#

%ter each participant has acted out an e$otion, the class discusses results to see how $any !uessedcorrectly# Certain e$otions are in"ariably $istaken %or othersDhurriedHi$patientHincon"enienced, orshyHdisinterested, %or e3a$ple# +ana!ers learn the i$portance o% bein! $ore aware o% the $essa!e they$i!ht be sendin! throu!h their own body lan!ua!e#

6o a"oid puttin! people on the spot, ede$eyer atte$pts to assi!n the easiest e$otions to portray.happyHsad to those who;"e pro"en $ore reser"ed throu!hout the session, and lea"es the tou!her, $oresubtle e$otions to those she thinks won;t e$barrass as easily#

he also su!!ests that participants $i!ht %ind it help%ul to pretend they;re per%or$in! a =ob %unction in which

the e$otion is co$$on#

:a$e G24) .o##ing !own the Bunn* Trail

/ur#ose6o $ake re"iew sessions $ore %un by usin! a color%ul prop#

Time 'equireds lon! as 0 $inutes, dependin! on the a$ount o% $aterial to re"iew#

i%e of Grou#10 to 20#

2aterials 'equireds $any plastic


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hen e"eryoneDti$e per$ittin!Dhas had a chance to participate, &ensel stops the !a$e, has participantsopen their e!!s, and !i"es the$ the nu$bered pries that $atch the nu$bers they %ind in the e!!s#

Participants en=oy the $ethod $ore than a traditional 7uestionandanswer session, &ensel says, and alsobene%it %ro$ %or$ulatin! their own 7uestions# 6he instructor, in turn, !ets a chance to obser"e rather than%acilitate#

:a$e G25) The Fishbowl

/ur#ose6o help participants see the di"ersity issue %ro$ @both sides o% the %ishbowl#A




The $3ercise in Action6his si$ple @%ishbowlA acti"ity spurs interaction and discussion a$on! participantsabout discri$ination, and works well as a leadin %or $ethods to address di"ersity a$on! coworkers,accordin! to ancy 'eece# 'eece, associate e3ecuti"e director at the F+C, ankakee, *L, credits the idea to


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The $3ercise in Action sticky co$bination o% darts and baseball helps l"in 8;eal !et around an e7uallysticky .and co$$on proble$ $any trainers ha"e with prepared re"iew !a$es) participants $i!ht not alwaysa!ree with the point "alues assi!ned to certain 7uestions# &ow o%ten ha"e you read a 7uestion durin! a !a$eand heard so$eone !roan, @Thatwas worth 100 pointsIA

8;eal, national sales trainer %or i!ht'ider 8"ernite Copy er"ice, &ouston, puts the onus o% deter$inin!point "alues on&artici&antsby askin! the$ to toss O


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/ur#ose6o spark creati"e thinkin! skills at the outset .or at any point o% a trainin! session#


i%e of Grou#/nli$ited, but participants should work in s$all !roups o% three to si3#

2aterials 'equiredritin! $aterials %or each participant#

The $3ercise in ActionCurt &ale opens his sessions by askin! each person to write a co$pany slo!an,

o$ittin! the co$pany na$e) or e3a$ple, Che"rolet;s @6he &eartbeat o% $erica,A Char$in;s @7ueeablyso%t,A and Bur!er in!;s @&a"e it your way#A &ale writes the slo!ans on %lipchart pa!es# &e then breaks theclass into !roups and has each !roup try to $atch the correct co$pany na$e to each slo!an# 'esults aretallied to see which !roup !ot the $ost correct answers#

&ale, a 7uality i$pro"e$ent $ana!er %or :eneral +ills, Cedar 'apids, *, then leads a discussion o% what theslo!ans say about the co$panies they represent and has !roups spend %i"e $inutes thinkin! o% slo!ans thatrepresent their own co$pany;s purpose and "alues#

:a$e G29) te# b* te#

/ur#ose6o help participants re"iew the ele$ents o% a $ultistep process#


i%e of Grou#/nli$ited, but participants should work in an e"en nu$ber o% s$all !roups#

2aterials 'equiredConstruction paper#

The $3ercise in Action(a"id Plantier says illustrations are an e%%ecti"e re"iew tool in classes whereparticipants $ust learn $ultistep se7uences, and there;s a si$ple, coste%%ecti"e way to !et those illustrations)

&a"e participants create the$#

&ere;s how the e3ercise works) Plantier, president o% Boiler > Co$bustion e$inars in Bloo$in!ton, +,breaks the class into an e"en nu$ber o% s$all !roups and asks each !roup to draw the steps o% the processon separate pieces o% construction paper# *% there are $ore steps than !roup $e$bers, so$e participants$ust do $ore than one drawin!# &e !i"es each !roup %our $inutes to co$plete their drawin!s# 8nly picturesare allowed, no words can be used#

Plantier then pairs each s$all !roup with an @opponentA !roup and has the !roups stand and %ace each otherin a line# 8ne !roup shows its drawin!s out o% order while the other !roup shu%%les those holdin! the picturesuntil all o% the steps are in the correct se7uence# *% a !roup didn;t co$plete all o% the drawin!s .only %i"e o% asi3step process, %or e3a$ple the opposite !roup $ust still put the %i"e steps in order and then identi%y the$issin! step# &e then has the !roups switch opponents and repeat the e3ercise#

:a$e G0) To Build a Car

/ur#ose6o help !roup $e$bers better understand the "alue o% one another;s contributions#

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i%e of Grou#/nli$ited, but participants should work in s$all !roups o% %our to si3#

2aterials 'equiredlipchart paper %or each s$all !roupJ $arkers %or each s$all !roup#

The $3ercise in Action(a"id +oore%ield be!ins his carbuildin! e3ercise by breakin! the class into !roupso% %our to si3, and !i"in! each !roup a sheet o% %lipchart paper and so$e $arkers#


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/ur#ose6o encoura!e creati"e thinkin! durin! re"iew sessions#



2aterials 'equireda$e tents prepared in ad"ance by the trainer#

The $3ercise in ActionPrior to class, rederick aiks writes two words on the inside o% participants; tentedna$e cards# hen it;s ti$e to re"iew course topics, he has participants turn their ta!s inside out to re"eal thewords# &e then be!ins narratin! a story related to the course the$e, and passes the story o%% to a participant,who $ust continue it while wea"in! in one o% her two rando$ words be%ore passin! the story o%% to anotherparticipant# .


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/ur#ose6o break the ice and show participants how leadership can a%%ect an entire or!aniation#




The $3ercise in ActionLarry Co3, $ana!er o% trainin! and de"elop$ent, CN 6ransportation, Eackson"ille,

L, presents this scenario to s$all !roups at the outset o% a session) 6he president o% our co$pany has =ustresi!ned, and we;re lookin! %or a new leader# e ha"e recei"ed se"eral in7uiries %ro$ people interested in theposition, and the class has been chosen to deter$ine which person should ha"e the =ob#

Co3 then !i"es one na$e to each !roup that he;s prepared in ad"ance and tells the$ to co$e up with %i"eactions or steps the !roup %eels that person would take to brin! the co$pany $ore in line with his or herpersonality and what it would $ean to the %ir$# o$e o% the na$es he has assi!ned to s$all !roups include+adonna, (r# 'uth,


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The $3ercise in Action+ike $os, "ice president o% andia &oldin!s, *nc#, in Phoeni3, S, uses a "ariationon the !a$e @(ictionaryA as an ener!ier in his trainin! sessions# &e breaks participants into !roups andpro"ides the$ with un%a$iliar and obscure ter$s he;s !oin! to co"er later in the class#

:roup $e$bers are asked to write their @best !uessA de%initions o% the words on slips o% paper# 6he slips o%paper are then thrown into a hat, and the correct de%inition is slipped in with those !uesses# 8ne !roup$e$ber reads aloud each de%inition, as others "ote on which they think is correct# Participants who !et peersto "ote %or their @i$posterA de%initions recei"e points, as do the people who select the @ri!htA de%inition#*ndi"iduals with the $ost points in each !roup recei"e a prie#

:a$e G?) First m#ressions

/ur#ose6o help participants !et to know their class$ates while learnin! so$ethin! about %irst i$pressionsand preconceptions#


i%e of Grou#/nli$ited, but participants should work in s$all !roups o% three#

2aterials 'equired6wo %or$s, prepared in ad"ance by the trainer#

The $3ercise in Action(rake Beil, president o% olutions, *nc#, &onolulu, be!ins this e3ercise by di"idin!the !roup into triads#


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i%e of Grou#15 to 20, and !roup should be broken into three s$all !roups#

2aterials 'equiredritin! paper#

The $3ercise in Actionilly shbrook, national sales $ana!er %or (elu3e ales (e"elop$ent yste$s inLakewood, C8, uses this !roup re"iew techni7ue to !et thin!s $o"in! a%ter lunch or at the be!innin! o% thesecond day o% a session) Break participants into three !roups# sk each !roup to %or$ulate two 7uestions pertainin! to $aterials co"ered# 6hey $ay use te3tbooks,

notes, %lipchart pa!es on walls, or any other a"ailable resources# %ter 7uestions are written, put away re%erence $aterials# 6he re"iew is a @closedbookA e3ercise# *nstruct :roup to ask :roup B a 7uestion# 6ell participants their !roup;s answer should be as

thorou!h as possible# &a"e :roup C criti7ue :roup B;s answer, usin! a 10point scale# sk :roup C to e3plain how :roup

B;s answer could ha"e been i$pro"ed to earn a top ratin! o% 10# llow :roup B to pose a 7uestion %or :roup C to answer, then ha"e :roup e"aluate the response

and pro"ide !uidance on how the answer could ha"e been i$pro"ed# 'epeat the process until e"ery !roup has asked one 7uestion o% each o% the other !roups# Pro"ide s$all rewards %or $e$bers o% the !roup with the hi!hest total score, as deter$ined by their

peers#

:a$e G9) /ut a 7id on t

/ur#ose6o sensitie participants to the i$pact o% di%%erin! personalities on !roups#


i%e of Grou#/nli$ited, but participants should work in s$all !roups o% %our or %i"e#

2aterials 'equiredBaseball caps, custo$ied in ad"ance by the trainer .nu$ber depends on sie o%!roup#

The $3ercise in Action6o teach participants the "alue o% reco!niin! and addressin! the sensiti"e issue o%!roup dyna$ics in the workplace, a$antha (oly breaks the class into !roups o% %our or %i"e and assi!ns eacha proble$ that $ust be sol"ed by consensus# he tells the !roups that while they work on the proble$, shewill place custo$ied baseball caps on the heads o% three participants in each !roup# 6he hats are labeled) now *t llD*!nore +e


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/ur#ose6o !et new e$ployees i$$ediately in"ol"ed and %ocused on orientation $aterial#

Time 'equiredbout 2 $inutes per participant#


2aterials 'equired*nde3 cards prepared in ad"ance by the participant#

The $3ercise in Action*n newe$ployee orientation trainin!, where e$ployees o%ten %eel tentati"e aboutaskin! 7uestions, usan Partee, a trainin! assistant with 8;'eillyH8ark uto$oti"e in prin!%ield, +8, writes7uestions concernin! class content on inde3 cards, one 7uestion per card and one card per participant#

%ter class introductions she passes out the cards and e3plains that each participant is responsible %oranswerin!Din writin!Dthe 7uestion on his or her assi!ned card, and assures e"eryone their 7uestion will beco"ered in class be%ore they are called upon %or an answer# 6hen, at 15 to 20$inute inter"als, she asks whohas 7uestion nu$ber one, etc#, .7uestions pertain to areas =ust discussed and the participant with that7uestion reads it aloud and pro"ides the answer#

Partee says the e3ercise also ser"es to capture the attention o% participants waitin! %or an answer to their own

$ost pressin! 7uestions#

:a$e G41) Grou# '9sum9s

/ur#ose6o build a !roup;s sel%estee$ and %oster bonds a$on! participants#


i%e of Grou#/nli$ited, but participants should work in s$all !roups o% at least si3#

2aterials 'equired+arkers and %lipchart paper %or each participant#

The $3ercise in ActionBetty &ert, a consultant %or inde$ere Consultants, nchora!e, , di"idesparticipants into !roups o% at least si3 and asks the$ to co$pose a @!roup rTsu$TA to publicie the !roups;talents and e3periences# &ert chooses a =ob %or the !roups to apply %or, and !i"es each !roup $arkers and asheet o% %lipchart paper to display their rTsu$Ts#

he tells the$ to include data that sells the !roup as a whole, such as educational back!rounds, total years o%pro%essional e3perience, positions held, talents, $a=or acco$plish$ents, etc#


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2aterials 'equiredLottery tickets .inde3 cards, prepared in ad"ance by the trainer#

The $3ercise in Actionaye anders, trainin! coordinator with the Eackson"ille


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/ur#ose6o add a %a$iliar sense o% co$petition to re"iew sessions in $ultiday courses#

Time 'equired15 $inutes on each day a%ter the %irst day;s session#


2aterials 'equiredPrepared 7uestion cardsJ $askin! tape#

The $3ercise in Actionathleen Burkeche%%ler, a trainer with /## est in +inneapolis, says this re"iew!a$e works well in $ultipleday trainin! sessions# t the end o% the %irst day o% class, she has each participantwrite two or three 7uestions deri"ed %ro$ the day;s content# Questions can be in $ultiple choice, trueH%alse, or%illintheblank %or$ats# he collects the 7uestions and, i% necessary, adds a %ew o% her own#

t the be!innin! o% day two, she uses the 7uestions %or a takeo%% on @&ollywood 7uares#A he si$ulates thetictactoe !a$e show %or$at by settin! up three chairs at the %ront o% the class, askin! three "olunteers to siton the %loor in %ront o% the$, three to sit in the chairs, and three to stand behind the$#


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&e then !i"es !roups these instructions)1# &old the washerHstrin! one inch abo"e the center o% the circle, like a pendulu$#2# Close your eyes and think o% the strin! $o"in! %ro$ le%t to ri!ht with the wei!ht actin! as a pendulu$

Dbut don;t $o"e your hand## Concentrate and "isualie it in your $ind and tell yoursel% it will happen auto$atically#

%ter a %ew seconds o% deep concentration, ha"e participants open their eyes andDin $ost casesDthey;ll seethe wei!ht $o"e %ro$ le%t to ri!ht without their hand $o"in!# 6hen


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:a$e G4-) The /ower of magination

/ur#ose6o sti$ulate discussion on the i$portance o% perspecti"e#



2aterials 'equiredPostersied blowups o% uni7ue photos, prepared in ad"ance by the trainer#

The $3ercise in ActionCallin! his acti"ity the @Power o% *$a!ination,A (on llison, national sales trainer %or&all$ark Cards, ansas City, uses photo blowups to illustrate how usin! uni7ue ideas or techni7ues can $akebasic in%or$ation $ore interestin!#

6he photos are taken at an!les that $ake identi%yin! the ob=ects di%%icult# 6he ob=ects are @blown upA lar!erthan li%e, or show a closeup o% only a s$all part o% the sub=ect# llison;s blowups include a donut, a turtle shell,an alli!ator snout, a piece o% !rass stickin! up out o% the snow, a portion o% hair on the back o% so$eone;shead, and the closure at the top o% a purse# Can you !uess the e3a$ple shown abo"eI .6he answer is listedbelow#

&e han!s 20 o% the posters in the $eetin! roo$ and asks participants to try to describe on an entry %or$ whateach poster is# 6he reward %or !ettin! the $ost correct answers is a dinner %or two .you $ay choose so$e

other appropriate reward#

Answer


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/ur#ose6o show !roups the need to care%ully discuss allo% the answers be%ore choosin! which is correct#



2aterials 'equired8ne 7ui per !roup, prepared in ad"ance by trainer#

The $3ercise in Action 7ui with one correct answer and three "ery close answers %or each 7uestion,ser"es as an e%%ecti"e re"iew %or +ark &inkel o% the Con!re!ational Bible Church, +arietta, :#

&inkel breaks the class into !roups and passes out one 7ui per !roup# 8n each 7ui, a sin!le 7uestion is$arked %or that !roup to answer#


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/ur#ose6o en!a!e tea$s in a creati"e proble$sol"in! e3ercise#


i%e of Grou#/nli$ited, but participants should work in pairs#

2aterials 'equired buncho% plastic drinkin! straws and $any rolls o% $askin! tape#

The $3ercise in Actiontraws and $askin! tape are the only tools needed %or this tea$buildin! e3ercise

used by 'ocio


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/ur#ose6o !et participants thinkin! about a session topic e"en be%ore class be!ins#

Time 'equired5 $inutes at outset, then an on!oin! process durin! the course#


2aterials 'equiredPost*t otes .supplied by participants#

The $3ercise in ActionEohn ane, $ana!er o% trainin! and de"elop$ent at 6raco Co#, in arrendale, P,

leads all re!istered participants throu!h a @presession disco"eryA shortly be%ore class be!ins# ane asks the$to write on two separate Post*t otes two ideas related to the class topic that they %eel would be o% $ostbene%it to other participants .%or e3a$ple, %a"orite ti$e$ana!e$ent techni7ues %or a course dealin! with thatsub=ect#

hen participants arri"e at class, they take those two notes and stick the$ on a %lipchart pa!e labeled @6he6echni7ue Bank#A 6hose notes are used later as a bank to @withdrawA techni7ues should participants !etstu$ped in their own !roup discussions about the course;s topic#

ane calls the e3ercise a !reat @le"eler,A since all participants contribute re!ardless o% e3perience# &e says it;salso a !ood $idcourse ener!ier because it %orces physical $o"e$ent, which breaks preoccupation#

:a$e G54) !istorted 2essages

/ur#ose6o illustrate how $essa!es can be distorted throu!h %aulty co$$unication, poor listenin! skills, orinco$plete note takin!#


i%e of Grou#/nli$ited, but participants should work in s$all !roups o% 5 to 10#

2aterials 'equiredlipchart#

The $3ercise in ActionClear co$$unication relies on !ood listenin! skills and note takin!# Brenda ara, a%ood and be"era!e trainer with Pri$e &ospitality Corp# in air%ield, E, uses the %ollowin! e3ercise, a "ariationo% the old party !a$e, @telephone#A

ith participants in !roups o% 5 to 10, she concocts a detailed @$essa!eA %or each !roup# ince herparticipants are in the hotel and restaurant business, the $essa!e si$ulates so$ethin! co$$only heard %ro$custo$ers in their =obs#

$3am#le@*;$ callin! to say that the akison party .or insert own custo$er na$e will be co$in! on 6hursdayni!ht at ?)00 instead o% toni!ht at -)0, and we will need two hi!hchairs and a booster seat#A ll !roups then%or$ a circle, and the trainer co$$unicates the $essa!e to the %irst participant on her le%t, who passes it onuntil e"ery !roup $e$ber has heard it# 6he last participant to recei"e the $essa!e then writes it down on a%lipchart#

hen all are %inished, ara turns o"er a %lipchart pa!e with her ori!inal $essa!e so that !roups can co$parehow distorted or accurate their %inal "ersions are#

ara says na$es are %re7uently chan!ed or ti$es o$itted in these %inal "ersionsD$irrorin! an onthe=obproble$# @e;"e had proble$s in our business where %rontdesk e$ployees distort or don;t write down a

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co$plete $essa!e, and co$$unication is bun!led, resultin! in upset custo$ers,A ara says# Participants arepurpose%ully !i"en no !round rules durin! the e3erciseDthey aren;t told they can;t ask %or a repeat, %ore3a$ple, and ha"e no restrictions on takin! notesDto !au!e the initiati"e taken to accurately retainin%or$ation# ollowin! the e3ercise, ara rea%%ir$s that those retention tools are encoura!ed#

:a$e G55) Tooth#ic+ Tales

/ur#ose6o break the ice in a !roup while a%%ir$in! participants; uni7ueness and their co$$on connections#


i%e of Grou#/nli$ited, but participants should work in s$all !roups o% three to %i"e#

2aterials 'equired6wel"e toothpicks %or each participant#

The $3ercise in ActionPe! Eacobsen, a partner in &'( ssociates in +e7uon, *, di"ides her !roups into

sub!roups, then !i"es each participant 12 toothpicks# he asks the$ to share so$ethin! about the$sel"es inthe !roup .* ha"e a catlike to ski and !i"e a toothpick to anyone with like interests, and take one %ro$those who don;t share the interest# he reshu%%les !roups a%ter %i"e $inutes#

t the end o% the ice breaker, toothpicks are tallied, and Eacobsen $akes the point that e"eryone wins withshared in%or$ation#

:a$e G5) !ivision b* Cand* Bar

/ur#ose6o encoura!e participants to $eet $ore people and %or$ s$all !roups that aren*t$ade up o% their%riends and ac7uaintances#



2aterials 'equiredn assort$ent o% candy bars#

The $3ercise in Action+eetin! people is one o% the !reatest side bene%its o% a trainin! session#

Participants, howe"er, tend to stick close to %riends and ac7uaintances#

6o !et around that, (arlene $ith, a %a$ily ho$e de"eloper with the Casey a$ily Pro!ra$, Baton 'ou!e,L, places a bowl o% $iniature candy bars on each classroo$ table with instructions %or each participant totake one# 6he nu$ber o% candy choices is the sa$e as the nu$ber o% tables# *% there are si3 tables, %ore3a$ple, there are si3 di%%erent types o% candy bars in the $i3#

%ter e"eryone has selected a treat, she asks participants to sort the$sel"es accordin! to the candy chosenDall +ilky ays in one !roup, all Butter%in!ers in another, and so onDand to sit with the others who choselikewise# .Note*t;s i$portant that the total nu$ber o% any type o% candy bar is not !reater than the nu$ber o%seats at a sin!le table#

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:a$e G5?) (hat


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8%ten, ddy says, it takes a couple o% e3a$ples %ro$ hi$ to !et the !roups !oin!# &e o%%ers the %ollowin! as a!ood idea starter)

*n a class on e%%ecti"e public speakin!, the !roup $i!ht $ake an association between the skills they ha"elearned and the word @su!arA by writin!, @u!ar is sweet# eep your audience sweet by preparin! ade7uately,$aintainin! eye contact with e"eryone, and keepin! to your stated ti$e,A or @u!ar is an additi"e sweetener#Oisual aids can add so$ethin! to a presentation, but o"erindul!ence can be a recipe %or indi!estion,A or@u!ar cubes are !i"en to horses as a reward and an incenti"e# 'eward participants by sayin! so$ethin!use%ul, interestin!, or thou!htpro"okin!, thus !i"in! the$ an incenti"e to co$e a!ain#A

hen the !roups are %inished, each $ust %ully describe the associated principle to the entire class#

:a$e G59) The 56 $3ercise

/ur#ose6o help participants !et o%% their %a"orite sub=ectDthe$sel"esDand listen to others#




The $3ercise in Action(an epe, a trainer with olutions, *nc#, aipahu, &*, uses the @*A e3ercise inco$$unication skills courses#

6he e3ercise can be used with lar!e or s$all !roups and takes about two $inutes# epe has all participantsstand and !i"es the$ a topic to discuss with their peers %or two $inutes, such as the di%%erences betweenbein! $arried "ersus sin!le or the di%%erences between $en and wo$en# &owe"er, throu!hout thecon"ersation, they can;t use the words @*,A @$e,A or @$y#A *% they use one o% those words, they $ust sit down#

epe says that all or nearly all participants are seated be%ore the two $inutes are up# &e says the e3erciseshows people how sel%centered they can be durin! con"ersations# 6he only way to be success%ul in thee3erciseDand as a !ood listenerDis to %ocus on the other person by usin! openended 7uestions toencoura!e the other person to speak about their ideas#

:a$e G0) => econds of Fun

/ur#ose6o introduce participants to one another at the outset o% class#

Time 'equired?2 seconds#



The $3ercise in Actione"entytwo seconds is all participants !et %or introductions in courses led by nnOerhaa!en, sales trainer with "on Products, ewark, (


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%ter Oerhaa!en introduces hersel%, she tells participants they ha"e ?2 seconds to $eet as $any people aspossible# he instructs the$ to tell others their na$e, where they li"e, and what co$pany .or depart$ent theyare with# hen ti$e;s up, the class recon"enes#

6his e3ercise, she says, !ets participants on their %eet and i$$ediately in"ol"ed in $eetin! others#

:a$e G1) 7eaderless uccess

/ur#ose6o show tea$s they don;t necessarily need a traditional leader to %unction e%%ecti"ely#




The $3ercise in Actionhen workin! with !roups o% at least 15 or 20 participants in her leadership andtea$buildin! trainin! sessions, Lucia hillito asks the entire !roup to @huddleA to!ether in one corner o% theroo$# he has the$ stand so that they can place a hand on the shoulder o% another participant#

6o!ether, she says, they represent one li%e %or$Dan a$oeba, %or e3a$ple# 6he only way the @a$oebaA can$o"e is by each participant releasin! one person;s shoulder and touchin! so$eone else;s shoulder#


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6here;s only one catch) participants $ay hit their own balloon only twice consecuti"elyJ they ha"e to hitso$eone else;s be%ore hittin! their own a!ain# %ter about a $inute, &olton stops the e3ercise, and the !roupdiscusses what happened#

&olton says the acti"ity can be altered to %it speci%ic topics# 6he %ollowin! 7uestions are e3a$ples o% how sheuses the acti"ity to %acilitate tea$buildin!#

6How are these balloons like the !e!bers o# our tea!78'esponses typically include) %ull o% hot air, di%%erentsiesHshapesHcolors, up and down, hard to control, you lose so$e o% the$, takes work to keep the$ to!ether,etc#

6%id all o# the balloons sta u& at the sa!e rate786he point here is that so$e balloonsD=ust like so$e peopleDare easier to control and deal with than others#

6Can one &erson kee& all o# the balloons u& alone78&ere &olton e$phasies that it takes tea$work# hepoints out that thou!h the !roup tended to run into each other and step on one another;s toes, nobody $indedbecause e"eryone was %ocused on the balloonsDthe grou&!oal#

:a$e G) Blac+ 4ac+

/ur#ose6o elicit answers %ro$ participants and encoura!e the$ to "olunteer throu!hout the course#

Time 'equiredn on!oin! e3ercise#


2aterials 'equired deck o% playin! cards .perhaps two i% the !roup is unusually lar!e or the day isunusually acti"e#

The $3ercise in ActionParticipants can;t help but !et in"ol"ed in @Black EackA as played in courses led by

Chris +cCann, trainin! coordinator with ationwide *nsurance Co#, allin!%ord, C6#


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2aterials 'equired tennis ball#

The $3ercise in Action+e$bers o% a !roup learn one another;s na$es 7uickly with this e3ercise, says

Eudy Clarke, a trainin! o%%icer %or $erican


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The $3ercise in Action


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/ur#ose6o help a trainer 7uickly assess the audience#




The $3ercise in ActionBob Boser, a 7uality en!ineer with


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/ur#ose6o creati"ely and "isually !et participants to introduce the$sel"es#



2aterials 'equired blank @license plate,A prepared in ad"ance by the trainerJ $arkers %or the entire !roup#

The $3ercise in Actiont the be!innin! o% her session, Eeanine (ederich, trainin! $ana!er o% ssociatedBank in +eno$onee alls, *, !i"es each participant a %or$ desi!ned with the likeness o% a blank licenseplate and asks the$ to create their own personalied plates, usin! no $ore than se"en letters or nu$bers#

he then asks participants to introduce the$sel"es to the rest o% the !roup usin! their new @"anityA plate as astartin! point# he asks each participant to !i"e the !roup a %ew $o$ents to @decodeA the plate be%oree3plainin! it, as so$e can be %airly tricky#

o$e sa$ple ideas are)o 72N ? salesman

o (@G2"2 ? wor+ing momo !A!": ? dad of threeo N:T' ? investoro .>0@$' ? water s+ier

:a$e G?1) Get Through the (indow

/ur#ose6o in"ol"e participants in a physical de$onstration o% tea$work#


i%e of Grou#/nli$ited, but participants should work in s$all !roups o% %our to se"en#

2aterials 'equiredlipchart paperJ scissorsJ $askin! tape#

The $3ercise in Action6he @:et 6hrou!h the indowA e3ercise can enhance tea$buildin!, says (ee


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5# hen the tea$ is @throu!h the window,A conduct a discussion on who did what in the process andhow the others reacted to one another;s roles#


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into the ob=ecti"e o% the class by askin! participants what conclusionsHco$parisons they can draw about theoperation, %or$ation, and de"elop$ent o% a tea$#

:a$e G?) !ealing with .arassment

/ur#ose6o help ease the tension durin! trainin! about se3ual harass$ent policies and $ake the $aterial$ore interestin! than a len!thy le!al discourse#



2aterials 'equired6he board !a$e, Harass!ent(

The $3ercise in Actione3ual harass$ent trainin! can be inti$idatin! %or trainers as well as participants,and 6heresa Baybutt, director o% trainin! %or (esi!ns, *nc#, Chestnut &ill, +, says a board !a$e she useshelps#

6he !a$e is called Harass!entand is sold in select retail stores .see in%or$ation below# &ere;s how it works,in brie%)

@narratorADusually the trainerDreads a potential harass$ent situation written on a !a$e card to s$all!roups o% participants, who discuss a$on! the$sel"es whether they %eel the situation is se3ual harass$ent#Cards are pro"ided to "ote with# %ter %urther discussion a$on! the whole class, the narrator pro"ides theanswer#

Baybutt has custo$ied these !eneric !a$e situations to $atch real situations that ha"e occurred in herco$pany, without pro"idin! na$es or places# he bou!ht Harass!ent%or all her %ield trainin! personnel#@e;"e %ound it;s a $ore e%%ecti"e and %un way to teach the $aterial than ha"in! an e3pert lecture about it,Ashe says#

Harass!entis $anu%actured by 6#(#C# :a$es o% *tasca, *L, and sold %or U20# or in%or$ation on where to %indthe !a$e or to order direct, call .-00 292??# 8r write to 6#(#C# :a$es, 14?0 orwood (ri"e, *tasca, *L014#

:a$e G?4) .at Tric+

/ur#ose6o !et sales trainees o"er their %ear o% roleplayin! e3ercises#



2aterials 'equired hat or container to ser"e as an @idea collector#A

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The $3ercise in Action+ost people are unco$%ortable role playin!, e"en with topics they are %a$iliar with#ales trainees o%ten battle the %ear o% not bein! knowled!eable enou!h, $issin! i$portant points, not li"in! upto their peers; e3pectations o% their presentation skills, etc#


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%ter the e3ercise, Eessen holds a discussion with the class about how easy or di%%icult it was to asse$blethe kits based on learnin! styles used#

:a$e G?) 'e#resentative "bects

/ur#ose6o !et participants to think creati"ely at the outset o% class#



2aterials 'equiredPaper and pencil %or each participant#

The $3ercise in Actions participants enter +elanie Casipe;s classes, they are !i"en a sheet o% paper anda pencil# hen e"eryone is seated, Casipe, a co$puterbased trainin! specialist at &udson;s Bay 'etail:roup, 6oronto, 8ntario, asks the$ to consider what ob=ect best represents the$ and to draw it#

%ter all participants ha"e %inished their drawin!s, Casipe asks the$ to show their drawin!s to the class andco$plete this phrase) @*% * were an ob=ect, * would be a* chose this ob=ect because o% its stren!ths in theareas o%&owe"er, it also has so$e weaknesses, such asnd =ust like $e, this ob=ect tends to beA

s a "ariation, Casipe asks participants to think o% an ani$al instead o% an ob=ect#

:a$e G??) 'oc+ Collection

/ur#ose6o show $ana!e$ent trainees the i$portance o% reco!niin! their own support style, theirsuper"isor;s $ana!e$ent style, and how the two work to!ether#



2aterials 'equired lar!e collection o% rocks#

The $3ercise in Actionhat !ood is a pile o% rocks in a trainin! classroo$I Plenty, accordin! to LindaBle"ins, a trainin! specialist at (uPont Corp# in LaPorte, 6N# he uses rocks in her @/nderstandin! tyles o%uper"isionA classes# 6he class is %or people reportin! to super"isors and %or super"isors who report to

super"isors#

t the be!innin! o% the session, Ble"ins places a platter o% rocks o% all shapes, sies, colors, and te3tures inthe center o% a table# he has participants choose a rock that $ost re$inds the$ o% their super"isor and thenhas participants e3plain why they chose that particular rock# 'esponses $i!ht include lar!e and stron!,o"erbearin! and hardheaded, s$all and shiny, or rou!h on one side and s$ooth on the other#

%ter participants ha"e described their super"isors; styles, Ble"ins discusses the three support and$ana!e$ent styles)

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u##ort t*les

7eader*ndependent, risktaker, take char!e person#

FacilitatorPeace$aker, %ollows instructions to the letter#

u##orter(ependent, ea!er to please, passi"e#

2anagement t*les

/artici#ativellows others to $ake decisions, seeks input, wants results, but will ad=ust%actors to !et results#

Tell+akes all decisions, doesn;t ask %or input, resultsoriented, risktaker, doesn;t like ti$ewasted#

!elegative(ecides only when %orced, likes to e$power and trust, !i"es %reedo$ %or peopleto act, wants results, but doesn;t re7uire details, e3pects others to take risks#

he then asks participants to ask the$sel"es) hich style a$ *I hat can * do about where * a$ todayIhat can * chan!eI @People can predict and $ana!e their reactions to super"isors, peers, and =ob pressuresi% they understand their own styles and their super"isors; styles,A says Ble"ins# or e3a$ple, i% your super"isorhas a tell style and you ha"e a leader support style, you;re bound to clash#

Ble"ins says that once participants understand their perceptions o% the$sel"es and their super"isors, they

can work to!ether $ore cooperati"ely# @*t co$es down to the issue o% control# (i%%erent $ana!e$ent andsupport styles either cra"e it or disdain it#A

Participants are in"ited to take their rocks back to the o%%ice with the$ and use the$ as paperwei!hts# Ble"inssays the rocks are a !reat way to open the lines o% co$$unication# Ble"ins encoura!es participants to tell theirsuper"isorsDi% they askDthe si!ni%icance o% the rock# @&onest co$$unication builds respect and trust# ndyou ha"e to ha"e trust to build a !ood workin! relationship#A

:a$e G?-) /ass the .at

/ur#ose6o ensure that participants !et a chance to share what they;"e learned#



2aterials 'equired hat or bo3 to ser"e as an @idea collector#A

The $3ercise in Action%ter a topic is co"ered, or at the end o% a session, 'ick Bennett, a tea$ leadertrainer at C'C, indsor, C, asks each participant to write down one "aluable concept !leaned %ro$ the$aterial and how it can be used# 6he ideas are tossed into a hat, bo3, or other con"enient receptacle# %ter all

ha"e contributed, the hat is passed a!ain, and each participant re$o"es one note, puttin! it back and drawin!a!ain i% it;s the one he or she contributed# 6he ideas $ay be read aloud# 6he result)


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/ur#ose6o help participants re"iew and check their understandin! o% course topics#


i%e of Grou#/nli$ited, but participants should work in s$all !roups o% three to %i"e#


The $3ercise in ActionEi$ +cCoy, area $ana!er with outhwestern Bell 6elephone, *r"in!, 6N, asks eachtea$ to write %i"e or si3 7uestions on the $aterial =ust co"ered#


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*n order to win a prie, the participant $ust also correctly recite the de%inition to each o% the winnin! ter$s# nincorrect $atch o% de%inition and ter$ $eans the !a$e continues#

"ariation is to use 20 ter$s and two boards and ha"e participants %ill in all the s7uares on both !rids#

:a$e G-1) (renching !ecisions

/ur#ose6o show $ana!ers and super"isors the "alue o% coachin! skills#


i%e of Grou#12 to 15, but participants should work in s$all !roups o% to 4#

2aterials 'equired$all tool kits, includin! a si3piece wrench setJ si3 nuts o% "aryin! siesJ prepared@per%or$ance situations#A

The $3ercise in Action'enee Collins, a trainer with :rain!er Co# in Cincinnati, uses all the tools at herdisposalDliterallyDwhen teachin! coachin! skills to $ana!ers and super"isors#


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:a$e G-2) )gl* Chart Contest

/ur#ose6o $ake the process o% creatin! @artworkA less inti$idatin! %or participants#



2aterials 'equiredone, pro"ided each participant has the proper hardware and so%tware#

The $3ercise in ActionCreatin! a @beauti%ulA work o% art can be inti$idatin! %or participants who are not

artists# &owe"er, creatin! so$ethin! u!ly can be a %un challen!e %or participants#

illia$ uttke, a trainer with the ederal "iation d$inistration, uses @/!ly Chart ContestA to encoura!ee3ploration and creati"ity o% participants in co$puter so%tware classes# uttke pro"ides the basics on chartin!a series o% data %or +icroso%t Chart or


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The $3ercise in ActionParticipants in Crai! &auser;s and (ale +orehouse;s trainin! courses at alt(isney orld, 8rlando, L, !et to know one another "ia @antedA posters# &ere;s how it works)

/pon arri"al, participants are !i"en a @antedA poster like the one at ri!ht and asked to %ill it out# 6he trainercollects the posters and tapes the$ to a wall# t the botto$ o% each sheet are a nu$ber o% blanks# Participantsare asked to circulate the roo$, read the posters, and $ark at the botto$ o% each one who they think itdescribes#

6he trainer, $eanwhile, asks each participant to pose %or two Polaroid photos, pre%erably out o% si!ht o% therest o% the class# 6he shots are taken a!ainst the backdrop o% a hei!ht $arker si$ilar to those shown in actual$u! shots# *nstead o% holdin! a serial nu$ber, participants create ta!board si!ns displayin! their %irst na$esand any @known alias,A %or e3a$ple, @ancy a#k#a# 6he ccountant#A

%ter e"eryone has had photos taken and had a chance to !uess who$ the posters belon! to, the trainer asksthe participants to tape their photos in the appropriate places on their posters#

:a$e G-4) 2usical 'eview

/ur#ose6o share the best ideas %ro$ a series o% sessions or course units#

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2aterials 'equirede"eral sheets o% paper and a pen %or each participantJ a C( or tape and $usic player#

The $3ercise in Actionusanne +oore, sales trainin! and $ana!e$ent de"elop$ent specialist %or :reatestern Bank, Chatsworth, C, asks each participant to think o% the $ost power%ul ideas drawn %ro$ thecourse, write the$ on separate sheets o% paper, and tape the$ to the walls throu!hout the roo$#

+oore then turns on so$e $usic and has participants play a $odi%ied "ersion o% $usical chairs, called@$usical re"iew#A he lets the $usic play while participants walk around the roo$ in a clockwise direction tobuild up so$e ener!y# hen she turns o%% the $usic, she has participants read the nearest idea sheet to theothers# Participants re$o"e those ideas %ro$ the wall and repeat the e3ercise until all the ideas ha"e beenreadDand all but one participant has lost their @sheetA and sat down#

@By sharin! so$eone else;s idea, $ultiple ideas are rein%orced,A +oore says# @nd addin! $usic and$o"e$ent creates an ener!iin! re"iew#A

:a$e G-5) Awards Ceremon*

/ur#ose6o re"iew course $aterial and close trainin! pro!ra$s on an entertainin! note#



2aterials 'equired@ward ballots,A prepared in ad"ance by the trainer#

The $3ercise in Action:uy $ith, pro!ra$ de"elop$ent and 7uality assurance representati"e at alt

(isney orld, Lake Buena Oista, L, holds an award cere$ony to celebrate and discuss the $ost $e$orablecourse ideas#

$ith !i"es each participant %i"e ballots %or no$inatin! a winner in each o% these cate!ories) Idea Most /ikelto 9e :sed, 9est Co!!ent Made in Class, 9est ;olunteer,and 9est Activit($ith then holds a brie%discussion about the winners#

:a$e G-) !escri#tors

/ur#ose6o show participants how $uch they ha"e in co$$on with one another#



2aterials 'equired$all slips o% paper with personality descriptors on the$, prepared in ad"ance by thetrainer#

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The $3ercise in ActionEoyce arahan, a trainin! specialist with the /ni"ersity o% 6e3as +edical Branch,:al"eston, 6N, addresses presession stress and breaks the ice at the outset o% class by creatin! s$all stripso% paper with ad=ecti"es written on the$ that describe personality traits#

6he strips $ay include) blunt, sensiti"e, intuiti"e, open$inded, =ud!$ental, happy!olucky, and so on#arahan usually co$es up with 10 to 15 descriptors .dependin! on the sie o% the !roup and repeats eachword indi"idually on se"eral strips#

s participants enter the roo$, they are asked to choose %our words that best describe the$sel"es, tape thestrips to their na$e ta!s, then spend the %irst 15 $inutes o% class $eetin! and talkin! with people who ha"eselected si$ilar words#

*n a "ariation %or !roups that know each other well, arahan asks participants to secretly tape on oneanother;s backs words that best describe their coworkers# %ter %i"e $inutes or so o% that acti"ity, she asksparticipants to re$o"e the strips %ro$ their backs and respond to two 7uestions) (o you a!ree with how others"iew youI ere you surprised by any o% the descriptors you %ound on your backI

:a$e G-?) 5Eou Catch 2ore Flies with .one*6

/ur#ose6o show that %orce is not the $ost e%%ecti"e tool %or co$$unicatin! or %or chan!in! beha"ior#


i%e of Grou#/nli$ited, but participants should work in pairs#


The $3ercise in Action6he old ada!e, @Fou catch $ore %lies with honey than "ine!ar,A rin!s true in (ebieddall;s classes#

eddall, an independent contractorH%acilitator with


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i%e of Grou#/nli$ited, but participants should work in s$all !roups o% 4 to 10#

2aterials 'equirede"eral balls o% twine#

The $3ercise in Action6o $ake her point about tea$work, Becky chae%er, a $ana!er o% e$ployeein"ol"e$ent at /## est, (en"er, !i"es one person in each s$all !roup a ball o% twine# 6hat person holdsonto the end and passes the ball to another tea$ $e$ber, and so on, until e"eryone in the s$all !roup isholdin! the strand at so$e pointDkeepin! it taut without breakin! it# Participants are encoura!ed to loop thetwine around a person or two in the !roup to %urther co$plicate the e7uation, returnin! the ball to the %irstperson to co$plete the circuit a%ter all are connected#

6he tea$s are then asked to e3peri$ent with $o"e$ent# hat happens when one person $o"es her hand tothe le%t two %eetI hat happens i% so$eone sits downI hat sort o% cooperation is necessary %or the !roup to$o"e across the roo$Dall the while adherin! to the ob=ecti"e o% keepin! the strin! taut without breakin! it#

%ter se"eral $inutes, chae%er asks what was learned# (id the strin! e"er breakI *% so, whyI ere so$epeople %orce%ul while others were acco$$odatin!I (id leaders de"elopI 6oo $any o% the$I hat kinds o%co$$unication workedI hat didn;tI

6he $ain point, she says, is to de$onstrate that e"ery action a tea$ $e$ber $akes, no $atter howinsi!ni%icant it $i!ht see$, has an e%%ect on others#

:a$e G-9) Tric+* !rawings

/ur#ose6o de$onstrate to participants that they don;t need to be artists to ha"e pro%essionallookin!"isuals#



2aterials 'equired@6rickA %lipchart pa!es, prepared in ad"ance by the trainer#

The $3ercise in Action+aria Fester, $ana!er o% trainin! and de"elop$ent at est Oir!inia /ni"ersity in+or!anton, O, plays a @trickA on participants in her trainthetrainer classes)

Fester prepares se"eral %lipchart pa!es %or the @trickA be%ore class by %aintly tracin! an intricate cartoon andputtin! a blank %lipchart pa!e in %ront o% each# 6he tracin! is "isible to Fester and not the audience# hen shetalks about usin! %lipcharts in class as an e%%ecti"e teachin! tool, she clai$s that anyone can be a Picasso#he then 7uickly traces a cartoon and %lips to a new sheet o% paper .without a tracin! underneath and asks %ora "olunteer to try drawin! the cartoon# 8% course, the !roup @"olunteersA so$eone#

6he "olunteer atte$pts to copy the cartoon she has drawn# Fester then announces to the !roup that the"olunteer is !oin! to attend a @$ini art school#A he pulls the "olunteer out o% class and e3plains how she didher drawin!# ith another tracin! ready, she instructs the "olunteer to !o back into the roo$ and press thesheet on top o% the tracin! until the %aint pencil $arkin!s show throu!h so that it can be 7uickly traced o"erwith a $arker# 6he other participants are shocked# 8% course, they can see the "ast i$pro"e$ent in the"olunteer;s @abilityA and know there is a trick, but are unsure how it is done# Fester then e3plains andde$onstrates the techni7ue, e$phasiin! that e"en so$eone who can;t draw can easily produce pro%essional%lipcharts#

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:a$e G90) Trading Cards

/ur#ose6o i$pro"e tea$buildin! skills#



2aterials 'equired lar!e supply o% W 5 inch inde3 cards#

The $3ercise in ActionCindy Eones hands out three inde3 cards to each participant# 6hey are asked towrite down three beha"iors they would realistically like to chan!e in their workaday li"esDone beha"ior percard#

Eones then collects, shu%%les, and deals out the cards a!ain so that each participant ends up with three cards#Participants are asked to walk around the roo$ and $ake @trades,A pickin! cards that %it the$sel"es or that are!ood ideas# .Note+ake sure participants are !i"en a$ple ti$e to $ake these trades#

Participants are then asked to choose one card as a @keeper,A co$$ittin! to put that card in a location they willsee on the =ob or at ho$e e"ery day %or at least a $onth, Eones says, @and at the sa$e ti$e co$$ittin! tochan!in! that particular beha"ior#A

:a$e G91) cavenger .unt

/ur#ose6o introduce new e$ployees to other di"isions durin! orientation trainin!#


i%e of Grou#/nli$ited, but participants should work in tea$s o% three to si3#

2aterials 'equired@ca"en!er lists,A prepared in ad"ance by the trainer#

The $3ercise in Actions part o% her or!aniation;s orientation trainin!, +ar!aret heeler, a trainer withthe product and sales di"ision o% 6he Body hop in Chica!o, sends tea$s o% new e$ployees throu!hout theco$pany on a sca"en!er hunt#

6ea$s are !i"en a list o% ob=ects that can be %ound in "arious depart$ents, which heeler has preplanted withthe help o% key people in those depart$ents# hen tea$s report back to class, the ob=ects are used to discuss

the di%%erent di"isions o% the co$pany and how they interrelate# 6ea$s are then asked to create a @work o% artA%ro$ the ob=ects that e$bodies the co$pany;s spirit as they percei"e it#

:a$e G92) A /iece of the /u%%le

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/ur#ose6o %oster co$$unication and networkin! a$on! participants#



2aterials 'equirede"eral di%%erent children;s pules, with the pieces all $i3ed to!ether#

The $3ercise in Action(a"id Plantier, owner o% Boiler > Co$bustion e$inars, Bloo$in!ton, +, uses

this si$ple e3ercise as a $oti"ator in his classroo$)Plantier $i3es the pieces %ro$ children;s pulesDa di%%erent pule %or each table in the roo$Din a ba!# sparticipants enter, he has the$ select a pule piece at rando$#

%ter participants are seated, he asks the$ to show hi$ all the pule pieces at each table# &e !i"es eachtable a %ra$e, and e3chan!es pieces as necessary so that no one has a piece that %its the %ra$e at his or herown table#

hortly be%ore the %irst break, Plantier e3plains his intent)

@s your trainer, * do not ha"e the answers to all your 7uestions# *% li%e is a pule, * do not ha"e all the pieces# *ha"e a %ew, but you ha"e $any $ore# 6o co$plete the pule on your table, you $ust circulate durin! breaksand lunch to %ind the answers .pieces#

@Learnin! is an e3chan!e# 6o !et a piece o% your pule, you $ust e3chan!e in%or$ation with so$eone# harea help%ul hint, ask a 7uestion and %ind the answer, or si$ply tell so$eone how you will use an idea %ro$ these$inar# 6he %irst !roup to co$plete a pule wins#A

*% people look con%used, Plantier de$onstrates by askin! %or so$eone to !i"e hi$ one idea %ro$ the sessionthey plan to use back on the =ob# 6he %irst participant to respond !ets a pule piece .Plantier keeps so$epule pieces so that participants ha"e to co$e to hi$ %or ideas, too#

%ter the break, Plantier !i"es a sack o% candy to the table with the $ost pieces in place#

:a$e G9) To*s in the Attic

/ur#ose6o challen!e participants to think creati"ely and work s$arter#



2aterials 'equired paddle with a ball attached to it by an elastic strin!#

The $3ercise in Action6oys are a staple in $ost trainin! roo$s# Pa$ ooldrid!e enlists the help o% a toyeasily %ound in $ost stores) a paddle with a ball attached to it by an elastic strin!#

t the end o% a day or an indi"idual learnin! unit, she asks %or a "olunteer to re"iew a set o% points $ade inclass while kee&ing the ball in !otion.those are her e3act instructions# +ost try to bounce the ball a!ainst thepaddle, but soon realie that ooldrid!e;s only stipulation was to keep the ball $o"in!# oon, she says,participants are swin!in! the ball until it is wrapped around the paddle or $akin! it sway back and %orth like apendulu$#

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%ter the re"iew, ooldrid!e, a trainin! specialist %or trouds, City o% *ndustry, C, $akes the point that thee3ercise shows that people o%ten try to $ake a task $ore di%%icult than it needs to be, and that by thinkin!creati"ely, they can co$e up with better ways o% doin! thin!s#

Note6he e3ercise can also be used as a session opener or ener!ier, with participants instructed to keep theball in $otion while they introduce the$sel"es# !ain, the e3ercise ulti$ately teaches the$ to work s$arter#

:a$e G94) a* (hat8

/ur#ose6o teach a lesson about the i$portance o% wellor!anied co$$unication#


i%e of Grou#/nli$ited, but participants should work in s$all !roups o% %our to si3#

2aterials 'equiredcissors %or each !roup, and a copy o% a @letter,A prepared in ad"ance by the trainer#

The $3ercise in ActionBy =u$blin! the sentences o% a @si$ple,A si3sentence letter and askin! participantsto arran!e the letter as they think it was $eant to read, Ei$ Chandler $akes a point about clearco$$unication#

&e di"ides the class into !roups o% %our to si3 $e$bers and !i"es each a pair o% scissors and a copy o% therearran!ed letter to each !roup .see e3a$ples on the opposite pa!e# 6he letter can be on any topic related tothe sub=ect $atter at hand, or so$ethin! unrelated and hu$orous to add %un to the e3ercise#

Chandler !i"es the !roups 10 $inutes to co$plete the task, a%ter which he asks each !roup to select a leaderto read the !roup;s pa!e aloud# 6he letters can co$e out with surprisin!ly di%%erent $eanin!s, si$ply by ha"in!one or two sentences switched around#

Chandler, a trainin! consultant with +etropolitan Li%e *nsurance, outh%ield, +*, ori!inally used this e3ercise insessions dealin! speci%ically with writin!, but has %ound it use%ul in a nu$ber o% areas where the i$portance o%clear co$$unication is part o% the $essa!e# Because participants ha"e so $uch %un with it, he says heso$eti$es uses it as an ice breaker in classes where it has no the$atic tiein at all#

Cutting and #asting the same sentences in a different order can conve* a radicall* different message,

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:a$e G95) 2annerisms

/ur#ose6o help new trainers a"oid usin! $anneris$s that can distract a class durin! a trainin!presentation#


i%e of Grou#/nli$ited, but participants should work in s$all !roups o% %i"e to se"en#

2aterials 'equiredlipcharts with easels %or each !roup#

The $3ercise in ActionEohn ane, $ana!er o% trainin! and de"elop$ent %or 6raco Co#, in Selienople, P,uses this %lipchart acti"ity in his trainthetrainer classes)

&e %irst places a nu$ber o% %lipchart easels back to back, with the word @$anneris$sA spelled out in all uppercase letters, "ertically on each pad# Participants are di"ided into tea$s, and each tea$ is positioned in %ront o%a %lipchart easel, blockin! its "iew o% what other tea$s are writin! on their charts#

6ea$s are !i"en 90 seconds to %ill in words or phrases o% co$$on dis

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