Train The Trainers Handouts

Train the Trainers Resources & Materials

- National Trainers Team Belgium 2006-2007 -

UNDERSTANDING THE BASE - Learning.............................................................................3 More about Communication ......................................................................................................7 Body Language ..................................................................................................................7 You can't not communicate.................................................................................................8 Listening skills ...................................................................................................................8 Feedback.............................................................................................................................9 The Role of a Trainer................................................................................................................11 Different Ways to Bring the Message.......................................................................................16 Selecting Instructional Techniques............................................................................................21 More on methods…..............................................................................................................21 Some more tips…..................................................................................................................22 Moderation................................................................................................................................23 How to Design a Session..........................................................................................................27 Use of Tools..............................................................................................................................29 Visualisation..............................................................................................................................31 How to handle difficult delegates.............................................................................................38 Tips & Tricks.............................................................................................................................43 Training & Team Building Bibliography..................................................................................44 Icebreakers................................................................................................................................47

- National Trainers Team Belgium 2006-2007 -

UNDERSTANDING THE BASE - Learning The foundation on which the GLP has been developed When you join AIESEC you want to know what you will get out of it. What is in it for me? Learning tracking system through Insight XP and Communities are ways to visualise this. These ideas allows us to track the learning and development of our members so that they by the end of their AIESEC career will have a CV stating what knowledge and experience they have acquired. This is also something that will allow AIESEC to visualise the achievements of the members in their Local Committee. This visualisation will be particularly useful for the organisations we work with, a clear demonstration that we DO develop individuals. To do this, we need to ask ourselves: 1. How do we define learning? Only when we understand this, can we visualise and measure it. 2. How can we stimulate and track learning in our activities? And find a natural incentive for our members to focus on activities, and thereby increase our results. 3. How can this be done at a national level? How does a “system” like that work? 4. Q1) How we define learning? According to CELEMI…

- National Trainers Team Belgium 2006-2007 -

LEARNING CYCLE

ℵ

⊕ ⊗

Which we...

ℑ ℘

Makes us receptive to...

ATTENTION

ℜ

INFORMATION

Together with prior knowledge until we arrive PROCESS at... And understanding CONCLUSIONS which we then... APPLY

And... And test for confirmation.

EVALUATE

If this is how we define learning, then we must base all learning on activity. Only when we have tried to actually do something can we say that we have learned it. You can understand every intricate detail of how to sell a traineeship, but only when you have done it you can

really say that you have learned how it's done! The Global Learning Process is based on that very principle – increase the expertise of our members, through learning processes built into their roles and responsibilities. Based on this definition of what learning is, we have come to the conclusion that activity is a crucial part of learning. Without it, no real learning will take place. A focus on activity is necessary if we are going to increase both the quantity and the quality of our exchanges.

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With that in mind, it is only natural to start looking at the activities, when trying to define what learning processes we work with. It is not cost effective to train our members for the sake of training them… So what training do they need? To identify that we need to look at the exchange process and identify what a certain member's role and responsibilities are. Create a job description. Based on these responsibilities (as mapped in the Core Work Process) we need to look at what kind of competence the member needs, in order to perform a job effectively. Let's look at a very simple example…  Attention/motivation:

Interest and curiosity: prepare you mentally and make you receptive. You need to be motivated in one way or another if you are going to bother at all. E.g: At the opening plenary, somebody makes a very nice roll call that

Information:

makes you interested. New data and information (that fit the motivation) are added. E.g: You ask him about the steps of the roll call and he teaches you the

Processing:

dance. The brain is searching for new patterns and associations. (Connection to past experiences) E.g: You try to learn it by taking part in his actions, while recalling

Conclusion:

similar dances you've learnt. AHA! A new gestalt is formed.

Application:

E.g: AHA! Four steps to the right, four steps to the left… You act according to your understanding. The learning is reinforced. E.g: At the party you are able to dance it and even teach others the

Evaluation:

steps. Was the learning worth the time and energy spent? E.g: Then you think: “Am I a good dancer?”, “Did I do it right?”

Literature 1 Argyris, Chris: Reasoning, Learning and Action: Individual and Organizational. San

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Francisco u. a. 1982. 2 Bandura, Albert: Sozial-kognitive Lerntheorie. Stuttgart 1979. 3 Dastoor, Barbara: The Psychology of Learning: Speaking Their Language. In: Training & Development Journal. Juni 1993, S. 17ff. 4 Donaldson, Les; Scannell, Edward E.: Human Resource Development, The New Trainer’s Guide. London u. a. 1978. 5 Goleman, Daniel: Emotional Intelligence 6 Hergenhahn, Baldwin R.: An Introduction to Theories of Learning. Englewood Cliffs, N. J. (1982). 7 Herzberg, Frederick: One More Time: How Do You Motivate Employees? In: Harvard Business Review. 1968, S. 53-62. 8 Kolb, David A.: Experiential Learning: Experiences As the Source of Learning And Development. Englewood Cliffs, N. J. 1984. 9 Lefrancois, Guy R.: Psychologie des Lernens. Berlin u. a. 1986. 10 Mandl, Heinz; Reinmann-Rothmeier, Gaby: Auf die Umgebung kommt es an. In: Management & Seminar Jahrbuch 1997, S. 8-10. 11 Megginson,

David;

Joy-Matthews,

Jennifer;

Banfield,

Paul:

Human

Resource

Development. London 1993. 12 Pawlow, Ivan P.: Die bedingten Reflexe. München 1972. 13 Senge, Peter M.: Die fünfte Disziplin. Stuttgart 1996. 14 Skinner, Burrhus F.: The Behavior of Organisms. New York 1938. 15 Staehle, Wolfgang H.: Management: Eine verhaltenswissenschaftliche Perspektive. München 1994. 16 Steinmann,

Horst;

Schreyögg,

Georg:

Management:

Grundlagen

der

Unternehmensführung. Wiesbaden 1991. 17 Thorndike, Edward L.: The Psychology of Learning, Vol. II. New York 1913. 18 Torrence, David R.: Motivating Trainees To Learn. In: Training & Development Journal. März 1993, S. 55-58. 19 Vroom, Victor H.: Work and Motivation. New York u. a. 1964.

- National Trainers Team Belgium 2006-2007 -

More about Communication Body Language Body language is key to the success of your role as a facilitator. There are largely four aspects to body language, which are posture, gestures, movement and eye contact. As well as ensuring that you use the right body language you need to be able to read the body language of other people. Posture There is no formal rule as to whether you should stand or sit when facilitating although experience demonstrates that standing will give you the authority that you may need together with the ability to take control as appropriate and it also demonstrates a clear confidence in yourself. Sitting down may not demonstrate this authority and level of confidence. You may wish to try a combination of the two. For example, standing when you need to be in control and sitting when you are looking to encourage discussion and debate. The main merit of sitting for debate is that people may engage each other more quickly in conversation rather than trying to maintain eye contact with you as they are prone to if you are standing. The advice is to do what is most comfortable for you but to ensure that you are constantly aware of the impact that your position and posture is having on the workshop participants. In general, your posture will be interpreted as what you think about yourself and the participants. You need to be seen to 'walk tall', which means avoiding averted eyes, hunched shoulders and restless hands. You need to feel comfortable with yourself but at the same time give out an air of authority to the group. Gestures We all have our own gestures, which are just a part of the way that we are. However when we are nervous there is a tendency for such gestures to become exaggerated. Positive gestures are fine and probably the most important of these are to look enthusiastic which is often demonstrated through smiling. Also the use of unexaggerated arm movements to make a point or to draw people can also work very effectively. Movement

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Movement in a facilitator is key and can be used effectively to draw people in to the discussion and, as appropriate, shut out others. However, do not move the whole time as people may get dizzy simply watching you! Eye contact 'When the eyes say one thing and the tongue another, a practiced man relies on the language of the first'. (Emerson, 1860) Eye contact is a key tool for a facilitator. You can use it to draw people in and shut people out. You can also use it to retake control of the situation by ceasing eye contact with anyone and moving to the front. You can't not communicate Research has shown that when someone gives a spoken message, the listener's understanding and judgement of that message come from: 7% 38%

WORDS

Words are only labels and listeners put their

PARALINGUISTICS

own interpretation on speakers' words. The way in which something is said (i.e. accent, tone, inflection, etc.) is very important

55%

FACIAL EXPRESSIONS

to a listener's understanding. What a speaker looks like while delivering a message affects the listener's understanding most

Research source - Albert Mehrabian Listening skills One of the key skills that you need to be an effective facilitator is that of active listening. This will enable you to assimilate what is being said and to summarise and move the discussion on. If you need to work on your listening skills consider asking someone from your department who attends meetings with you to give honest feedback - make it a two way process.

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Poor Listener

Effective Listener Thinks and mentally summarizes, weighs the

Tends to "wool-gather" with slow speakers

evidence, listens between the lines to tones of voice and evidence

Subject is dry so tunes out speaker

Finds what's in it for me Fights

Distracted easily

distractions,

communication

habits,

sees knows

past how

bad to

concentrate Takes intensive notes, but the more notes taken, the less value; has only one way to take notes Is over stimulated, tends to seek and enter into arguments

Has 2-3 ways to take notes and organize important information Doesn't judge until comprehension is complete

Inexperienced in listening to difficult material; Uses "heavier" materials to regularly exercise has usually sought light, recreational materials the mind Lets deaf spots or blind words catch his or her Interpret colour words, and doesn't get hung up attention

on them Holds eye contact and helps speaker along by

Shows no energy output

showing an active body state

Judges delivery -- tunes out

Judges content, skips over delivery errors

Listens for facts

Listens for central ideas

Feedback Giving Feedback  Focus feedback on behaviour rather than on the person. Refer to what a person does rather than comment on what we imagine he is.  Focus feedback on observations rather than inferences/interpretations/conclusions. Describe the impact this observable behaviour has on you.

- National Trainers Team Belgium 2006-2007 -

 Focus feedback on description rather than judgement.  Focus feedback on the sharing of ideas and information rather than on giving advice. Leave the person free to decide for himself whether he wants to change or not.  Focus feedback on the value it may have to the recipient, not on the value or „release„ that it provides the person giving the feedback.  Use „I„ statements.  If possible ask people for their assessment before providing yours. People usually appreciate the opportunity to assess themselves first, and are often more critical of themselves.  Confirm that people have understood and encourage them to respond.

Receiving Feedback  I look on feedback as an opportunity to learn and improve.  I acknowledge my emotions. I avoid letting my emotions either prevent me from hearing or distort what I am hearing.  I avoid being defensive, explaining or justifying. I listen, then ask questions and paraphrase to check my understanding.  If not clear, I ask about the impact of my behaviour. The actual impact of my behaviour may be different from my intent.  I thank other people for giving me feedback.

- National Trainers Team Belgium 2006-2007 -

The Role of a Trainer 1. What is a good trainer? A good trainer should possess a whole list of good attributes that qualify him for his mission. Some fundamental attitudes are: - friendliness, it signals a positive attitude towards the topic and the participants - self discipline: give a good example, the trainer should not allow himself moods - fairness: all are treated equally - patience: especially weaker delegates need it to be integrated into the group - eulogy: all good results should be underlined, this can also be done by body language. This list can be carried on eternally, thus only some more points:  flexibility  well organised  humorous  integrates everyone  excellent special knowledge  does not keep people at a distance  motivates  has social competence  enthusiastic in his task  open minded  directs himself to everybody, especially his delegates  keeps an overview over the learn- and group-processes  keeps the run, etc. But why do trainers have to be such "wonder persons? We as trainers have to contribute our part so that the delegates enjoy the seminar, because the trainer is responsible for the fact that the delegates learn something. 1. The

role

of

a

- National Trainers Team Belgium 2006-2007 -

trainer

Every trainer should always keep in mind that he has the function of a role model for the partcipants, because the delegates automatically adjust themselves at him/her. They expect that he sets a clear frame. That means that the trainer has to be well prepared, organised and structured. As he is the formal leader of the group, he is expected to integrate everybody and to direct himself to everyone, especially at the weader delegates of his group. The trainer must not get involved into conflicts between delegates. The group processes under way can only be solved by the delegates themselves, the trainer can only give

his

support.

As a trainer you must bear in mind that all reactions and uttering are observed thoroughly and are judged upon, e.g. how he reacts to questions or interruptions, how he motivates. Other important points are the structure of his training, how interactive, thrilling it is, how the connections are, whether he has enough time. That are the points that determine the quality

of

a

trainer.

A positive behaviour of a trainer shows in the knowledge he has about theories and the practicing by certain methods. The experiences you make there should be centre of a self critical reflection from time to time, e.g. about the inner attitude, the realistic evaluation of situations, the setting of priorities. Only through continuous self-control the trainer can stay up

to

date.

We have a variety of kinds of trainers and that is good, because not everybody can work with everyone. Every trainer has his strengths and weaknesses he should always be conscious of. This is especially true for his weaknesses, but also for his strengths, that are often perfectioned through the experience of success, so that new risks and conflicts can arise. Here are four questions that every trainer should ask himself about his personal preferences: 1. What do I as a trainer see as a success, what gives me satisfaction? 2. How do I get those experiences of success, what behaviour and strategies are important there? 3. What are the advantages of my behaviour in relation to the delegates? 4.

What

may

be

the

- National Trainers Team Belgium 2006-2007 -

disadvantages?

Surely those questions are not easy to answer, maybe you have to talk to someone who has experienced you or you ask yourself with what kind of trainer you do not get along well or which

kind

you

liked

very

much!

Therefore, feedback of the delegates should be taken very seriously, as they have seen you with

their

own

eyes!!

The own style also has to correspond with the learning experiences and expectations of the different groups of delegates. Thus the trainer should be flexible and adjust himself to the situation. Herewith it is important for the delegates that they can orientate themselves at the trainer, i.e. his behaviour should be reliable and transparent.

2. Conflict

situations

(What

happens,

when...)

In our trainings there are not only angels. Thus, in every training there will be situations you would like to avoid. Of course every trainer wishes to act, react or respond in the right way. You should not have too many illusions about this. Many things can be studied in theory, but only experiences in practice let you get more routine.  Blackout/

lost

the

run:

You should always have your notes at hand, also to see where you are, etc. If it does not work after all, stay calm and relax! It is best to make a break. It often helps to repeat or to summarize the last point. If nothing else helps, honesty towards the delegates will help!  Errors

in

words/wrong

pronunciation

Keep on talking in a relaxed way, repeat the mispronounced word. Do not let yourself lose the run!  technical

failures

Either refrain from using the device or make a break in order to find a solution. There are also interruptions that can be caused by single delegates, so that the whole group may suffer from it. But this resistance will only grow stronger if you try to break it with

- National Trainers Team Belgium 2006-2007 -

"force".  The

delegates

are

talking

among

themselves:

This can be a signal that the delegates are not challenged enough or that someone does not dare to speak out loud his feelings and thoughts. Therefore you should seek eye contact with the participants first. If they do not react to this, make a pause and ask if you can participate in the conversation.  Silence Can have different causes, like the basic idea of the discuttion is not clear. The delegates are afraid of exposing themselves in front of the group, the delegates are not challenged enough, their expectations are not fulfilled. The delegates have to be challenged in their seminar, the scale is the weakest part of the chain. The trainer should try to find out the reasons, e.g. through a spontaneous feedback round. If a single participant is silent, you should direct your words dirctly to him/her so that he/she will get into contact with the group again.  Being

bored

The delegates are unhappy in any form that they do not want to express. Mostly they express their anger later, with reproach in front of someone else. For the group this behavior is little satisfying. They do not develop a "we-feeling", but become inquiet. The trainer should in any case treat the topic, e.g. by a check of expectations in order to understand the attitude of the delegate. In this context the feedback rules that have been established are important. If the delegates know how to use them, they can formulate their disgut in a constructive way.  Talk

too

much

If someone holds a monologue, and not only once, but several times, then you should inhibit after a while and point out that others want to be able to talk as well. Too much talking, like silence, can be a sign that someone does not like to be confronted with others. The person feels save in his position in the center of interest as he can now control what is going on.

1. Feedback

oder

criticism

from

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the

trainer?

If the delegates of a group want to work with each other effectively, they have to inform themselves about what kind of behaviour is expected from each participant. If there are no reasonable feedback rules, they do not talk problems within the group but complain outside! The more advanced the delegates are, the easier it is to have feedback. This is especially true for the trainer. He is not only the leader of the seminar, but is often attributed In

special

knowledge.

feedback

we

Consequently

generally

his

distinguish

word

weighs

double.

into

three

forms:

 Evaluative

feedback

contains an evaluation of the other person, e.g. you are lazy, etc. This usually causes a reaction of defence in the concerned person, as he feels attacked personally. The person who gives the feedback does not give tips in how far the receiver should change.  Expressive

feedback

only expresses the personal feelings. It only causes a contra reaction in the receiver and demands a clarification by the sender.  Constructive

feedback

is the most effective of all feedbacks. Here the concrete behaviour of the receiver is addressed and criticised. The sender also defines clearly his own resulting feelings. Only by this feelings and demands can be made explicit without hurting the other. It is important for the group that the delegates have a well developed feedback system in order to treat each other effectively. What you should take into consideration: sender of feedback

receiver of feedback

- objective, do not become personal - directly afterwards, do not wait hours - be open and honest - do not forget positive things - do not exagerate - make clear: personal opinion - talk in the I-form

- accept it - do not comment - be ready for it - make an analysis of yourself - thank the person for it

- National Trainers Team Belgium 2006-2007 -

Different Ways to Bring the Message Information Receiving The Lecture 1. One person systematically presents information. 2. Maximum information is presented in a limited time; diverse materials and ideas can be arranged in an orderly system. 3. This method uses one person’s point of view, one channel of communication, and no group participation. It is strongly influenced by the personality of the speaker. Demonstrations 1. A process is performed before an audience. 2. Processes that illustrate techniques and skills can be visually presented, and results of particular procedures can be shown. 3. This technique provides for limited participation by group members. The Debate 1. Two sides of an issue are presented by speakers under the direction of a moderator. 2. Issue can be sharpened, questions can be clarified, and interest can reach a high level. 3. Debates can easily become too emotional and a good moderator should be present to mediate differences. Dialog 1. Two people informally discuss a topic before an audience. 2. Information is provided in an informal setting, which adds interest and emotional appeal and encourages discussion.

- National Trainers Team Belgium 2006-2007 -

3. A dialog needs careful planning to keep it from becoming disorganized or dominated by the personalities of the participants. Panel 1. Under the direction of a moderator, several people discuss an issue in front of an audience, frequently after all members of the panel have made their initial presentations, a full-panel discussion is held. 2. The different viewpoints stimulate thinking. 3. A skilful moderator is needed to keep the panel on the topic and to keep any of the members from monopolizing the discussion. Discussion Question-and-Answer Sessions

Responses are solicited by inquiries, which can come either from a leader to a member of the audience or from a member of the audience to either a leader of another member of the audience. 1. Clarification can be provided to answer specific needs, and this method is easily combined with other techniques. 2. A question-and-answer session can easily become threatening, embarrassing, dull, too formal, or too informal. Group Discussions 1. To reach an agreement or gain a better understanding, two or more people share knowledge, experiences and opinions; build on ideas; clarify; evaluate; and coordinate. 2. Many needs of group members can be met with this method, because it provides a high degree of interaction, interest, and involvement. 3. Group discussions may not provide authoritative information, nor are they usually helpful when the group is large; they require time, patience, and capable leadership.

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Buzz Groups 1. Large groups are divided into smaller groups (frequently containing five to ten members) to discuss a particular topic and report back to the large group. 2. An opportunity is provided for a maximum discussion in a limited time, thereby promoting involvement and enthusiasm. 3. The discussion may be shallow, disorganized, or dominated by one or two people. Brainstorming 1. Groups identify as many ideas related to a problem or topic as possible without evaluating quality or practicality of the ideas. 2. This technique can produce excellent audience involvement and it encourages creativity; it can be done quickly; and a large group can be divided into small groups for the activity. 3. Creative thinking may be inhibited (and the method fail) unless participants adhere strictly to the guidelines and refrain from making evaluative comments. Symposium 1. Several people with different points of view make presentations; often the presentations are followed by a question-and-answer session directed by a moderator. 2. This method presents several viewpoints on a topic. 3. To work effectively, this technique needs speakers with equal ability and a skilful moderator. Listening Team 1. A team from the audience reacts to a presentation by a resource person in order to raise questions or clarify and summarize the presentation. 2. The audience becomes involved, helping the resource person to meet the needs of the group; this method can be helpful when the content is difficult. 3. This technique can be time consuming, and the quality depends on the team members. Information finding A Field Trip or Tour 1. A visit to a place of interest is arranged for direct observation and study.

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2. This method, which can be highly interesting to the participants, expands their understanding and broadens their interest; at least to a degree, it involves every member of a group. 3. This method is time consuming and requires a great deal of organization; without adequate discussion prior to and following the visit, the learning may be limited. Group Project 1. Group members cooperatively work on a project. 2. This technique can provide first-hand information and practical experience; it can provide interest; and it can provide insights on teamwork 3. Unless sufficient time is allowed for discussing the process, the project tends to become an end in itself. Case Study 1. A description of a situation or an event is supplied, often supported by a handout, and participants are given instructions about dealing with the situation or finding a solution. 2. This technique requires participants to use higher learning processes and helps them to apply principles. 3. A case study may be difficult to develop, especially if adequate data are not available; and it is time consuming for groups to work through the case study and report their discussions. Dramatization Role Playing 1. Roles are assigned, and participants spontaneously act out a situation; usually the roleplay is followed by analysis and evaluation. 2. This method provides opportunities to “feel” human relations situations and to experiment with possible solutions or interactions. 3. Unless carefully handled, role-playing can become merely entertaining or too artificial. Skits 1. The skit is a short, planned, and usually rehearsed performance to convey a message or to pretend or interpret a situation.

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2. This method is entertaining; it can be used to introduce a topic, or it can be interspersed to emphasize certain elements of a training session. 3. Effective skits require advance preparation and adequate processing. Simulation Games 1. Games are fashioned from actual situations in order to explore concepts and to practice behaviour. 2. These games provide a safe environment for practicing new behaviour; they encourage active learning; and they can be fun and challenging. Games may encourage a false sense of confidence in handling a real-life situation, and they may be expensive to develop.

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Selecting Instructional Techniques There are eight major factors that should be taken into consideration when choosing instructional techniques: Learning objectives. Is the focus of the objectives acquiring new knowledge, enhancing thinking skills, developing psychomotor skills, or changing attitudes, values, and/or feelings? Instructors. Are the instructors capable of using the techniques, and do they feel comfortable in doing so? Content. Is the content abstract or concrete? What is the level of complexity and comprehensiveness of the material? Participants. How many participants will there be? What are the characteristics of these participants? What expectations do they have in terms of the techniques to be used – and ate they capable of learning through those techniques? Characteristics of the teaching techniques themselves. What can be realistically be done with the techniques? Time. What time period is available? Cost. Are the costs, if any, associated with the techniques chosen realistic? Space, equipment and materials. Are the space, equipment and/or materials necessary to use the techniques readily available? More on methods… 



LECTURE Structured talk, supported by visual aids: OHP foils, flipchart & slides  Suitable for large audiences where  Lively presentation style is needed participation is not required

 Regular change of pace of media

 Allows content & timing to be planned in  Low level of interaction & feedback detail in advance

 Difficult

to

assess

what

has

been

communicated ROLE-PLAY The enacting of roles in a ‘safe’ training environment  Face-to-face situations  Needs a lot of planning to be realistic  Allow participants to experience a full  If not managed properly, it can lead to - National Trainers Team Belgium 2006-2007 -

range of emotions

embarassment for participants

 Enable rapid trainer and/or co-trainer and/or participant feedback/coaching  Opportunity to try again COACHING A process where a ‘coach’ through discussion helps a couchee to learn to solve a problem or complete a task  Task-oriented approach

 Coaching

demands

high

level

of

interpersonal skills

 Used to develop both individuals

 Results usually take time to be achieved DISCUSSION Free exchange of opinions and information that can be open or controlled. An open discussion follows the member’s priority. A controlled discussion follows the prepared agenda of the leader/trainer.  Can help promote group development or  Can be very time consuming cohesion  Allows for the expressions of ideas and the

development

or

adjustment

of

opinions CASE STUDY Written examination/description of a situation, often based on real life, which encourage learning by analyzing the case, defining the problem(s) & proposing solution(s)  Opportunities of analysis & individual or  Difficult in large group group discussion on key points of case  May oversimplify the true complexity of a and problem solving

situation

ROLE-REVERSAL Enactment of reversed roles by the learners in a simulation so that they can appreciate the other person’s situation and/or feelings  Usually face-to-face where it enables  The same as role plays people to appreciate the other persons position Some more tips… Nobody has learnt how to swim reading guidelines “How to swim effectively” in his/her bed.

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Moderation „I did not know any more what was going on in my workshop, so I concentrated on moderating...„ (Jochen Mez, exNCVPX, about his workshop on WeastCo ’96 in Bayreuth) What is moderation...? When we talk about moderation we generally mean the method of moderation. This is a special kind of organising working in groups, having the following characteristics: • a special behavior of the leader (moderator) • procedure according to certain rules (methods) • using certain tools (materials) A moderation according to this definition is oriented in a certain scheme, the moderation cycle. 1.step INTRODUCTIO N 6.

step

2.

CLOSING 5.

step

COLLECT TOPICS

step

3.

PLAN ACTIONS

step

SELECT TOPIC 4.

step

WORK

ON

TOPIC

The role of the moderator

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The moderator of a group is characterised by a very specific attitude. He is assistant and companion of the group. He dos not say what is right or wrong, what has to be done or has to be avoided. He helps the group to work responsibly, i.e. finding the solutions to its questions and problems and solving them itself. The moderator has the resposability that the group reaches a result. The quality of the result is the responsibility of the group itself. Especially three components influence the interdependence between aparition and work of the moderator: His personality, his methodology and his behavior in or towards the group. The methods of moderation The central method of moderation is the question. Thus the moderator does not appear as a person who makes statements and gives answers, but asks questions. Questions make it possible to: • integrate all participants

• make moods transparent

• make the knowledge of the participants • achieve consensus in the group evident • coordinate steps of work The most important kinds of questions are: • open question

• closed question

• alternative question

• rhetoric question

• contra-question

• reciprocting question

Besides the question there are, of course, more methods, which can be agregated to the phases of moderation: • matrix of getting-to-know

⇒ step 1: introduction/orientation

• personal description

⇒ step 1: introduction/orientation

• expectaion check

⇒ step 1: introduction/orientation

• brainstorming

⇒ step 2: collect topics or ⇒ step 4: work on topic

• questioning with cards

⇒ step 2: collect topics or accoding to the situation in every other step.

• questioning

through ⇒ step 2: collect topics or according to the situation in every - National Trainers Team Belgium 2006-2007 -

acclamation

other step.

• one-point-questioning

⇒ can be used in every step, according to the situation

• several-points-questioning ⇒ At the end of step 2: collect topics ⇒ At the beginning of step 3: select topic • topic memory

⇒ At the end of step 2: collect topics ⇒ At the beginning of step 3: select topic

• mind-mapping

⇒ step 4: work on topic

• peonza

⇒ step 4: work on topic

• plan of actions

⇒ step 5: plan actions

• mood barometer

⇒ can be used at all times

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Tools/material for a moderation The following selection of material is vast, but as we all know you can compensate a lot by improvisation... • flipchart and paper

• pinwall and paper

• markers

• tape

• cards (different formats)

• scissors

• needles

• point stickers

Preparation of a moderation The success of a moderation, how could it be different, depends largely on the preparation. A thorough procedure includes the following points: • prepartion for the target group

• thoughts about the aims

• planning of the methodology

• prepartion of the visualization

• organizational preparation This summary is based on Seifert/Pattay: Visualisieren-Präsentieren-Moderieren.

Literature 1 Seifert, Josef W.; Pattay, Silvia: Visualisieren-Präsentieren-Moderieren. Speyer 1993. 2 Sperling, Jan B.: Führungsaufgabe Moderation. 1996. 3 Neuland, Michele: Neuland-Moderation. Eichenzell 1995 4 Klebert, Karin u. a.: Moderationsmethode. Hamburg 1987.

- National Trainers Team Belgium 2006-2007 -

How to Design a Session

BIG STEPS in the designing process: 1. SEX – find out a. Who? b. Where? c. When? d. How? e. How long? Etc…

2. Objectives of the session 3. Key messages 4. Techniques that you can use a. Presentation b. Brain Storming c. Working Groups d. Simulations e. Show f. Role-Play g. Fish Bowl h. Personal reflection i. Others…. (Museum, Fair, etc…)

5. Structure of session a. Approach: Intro – Body – Ending b. Use the tool called Outline of the session

6. Use logistic – Visuals a. Flipchart - National Trainers Team Belgium 2006-2007 -

b. Beamer c. Overhead Projector

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Use of Tools

Of course the aim of each training is that the delegates remember more easily what was said, so that they can apply when they are preparing and giving presentations. The human brain stores information. Each of us has a preferred channel of remembering data. Experiments show that delegates recall 52% of what they saw, 7% of what they hear and 41% of what they feel/experience, taste or smell. So it is extremely important to use the three aspects in your presentation.

1. Verbal

Brainstorming ◊ Strengths

builds on diversity wealth of ideas

◊ watch-outs

evaluations of ideas time consuming

◊ applications

collecting new ideas

Full group discussions ◊ strengths

Builds on diversity interactive

◊ watch-outs

might end without conclusion time-control strained relations

◊ Applications

Develop ideas, process feedback

Sub-group discussions ◊ Strengths

everybody has contribution

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High learning in subgroup ◊ watch-outs

very time consuming almost no control

◊ applications

different aspects of same subject

◊ Strengths

high volume of correct knowledge

◊ Watch-outs

hand out before or after the presentation

◊ application

as reference

2. Visual Hand-outs

flipchart ◊ Strengths

by build up: interactive, controlled, prepared: correct and organized

◊ watch-outs

location, hiding writing record input literally changing papers is sometimes difficult

◊ applications

training and presentation in not too big groups

overhead ◊ Strengths

catches attention long retention time clarity

◊ watch-outs

6 lines, 6 words, readable at 6 feet keep it simple limit the number and put numbers on each slide

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◊ applications

training and presentation

slides (dia), PowerPoint ◊ Strengths

clarity

◊ watch-outs

keep them simple sleepy while dark software compatibility you need dark room

◊ applications

presentations for larger audience

Some Flip-tips :  if you need to build up a very complicated picture you can draw before on the flipchart in pencil, nobody will notice this  whenever possible prepare the flipcharts in advance (especially when you have a bad handwriting)  put tab sections (post-it) with heading for easy references or cut corners of the flipcharts you need quick access to  leave blank sheets of paper if you want people to listen to something you are going to tell  tape important flipcharts around the room where they can be easily seen and used as a reference  use abbreviations, but don’t forget to explain them  never talk when writing on the flipchart  do not cover the chart with your body when writing → practice writing  important note that you may not forget can be put on the back of the flipchart  KISS Keep it simple stupid : maximum 6 lines of text maximum 6 words Visualisation

Why visualization?: Herewith I aim at the specialisation of both parts of the brain. While the left part is specialised in digital thinking, language, logics, mathematics, verbal communication and thus the memory for words and languages. The right part, on the other hand, specialises in analogical and visual thinking, emotions and experiences. Thus the right part of the brain „thinks in pictures and remembers especially emotions. - National Trainers Team Belgium 2006-2007 -

Because we perceive pictures with our eyes, visual perception stimulates mostly the right part of the brain. This side is mainly responsible for our creativity. If we want to reach our delegates on an analytical level as well as on an emotional level to enable them to have a holistic learning experience, we have to stimulate both parts of the brain => visualization How do I use media correctly?: Well known topic, thus only a few remarks: flipchart: popular in AIESEC events because of its easy handling, use recommended for groups of maximally 15 persons advantages: • transportable • Possibility to prepare charts • Development can be seen step by step • by putting the paper on the wall the result is kept visible disadvantages> • Trainer shows back while writing • changing the paper is difficult (practise before, like how to cut the paper) • result cannot be given directly to the delegates to take them home • correcting is difficult and often looks ugly • good handwriting is vital how to use: • do speak into the direction of the audience, i.e. never speak and write at the same time • do not cover chart with your body (practice writing and the side of your body) • prepare tape at the chart for hanging up the paper • if necessary you can put notes and hints at the back of the flipchart

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Pin board with metaplancards: is sufficient for groups up to 10 persons, often used for the agenda check, group work and brainstorming. In a short time you can collect the ideas of the group and structure them. It is important to make clear how the technique is to be used, because within AIESEC the technique is often used in an incorrect way. After giving the topic it should be clear to everybody that every card is used for one argument only with maximally 3-4 words, use well readable handwriting in printed letters only! After collecting the cards, all cards are read out loud and clustered at the pin board. No criticism (form of brainstorming), only clarifying words by the person who has written the respective card. The writer also decides where the card should be put. All cards are put up, except for the case that it is a big group. In this case it is easily possible that you get the same words several times. But you should ask the group whether it is o.k. that the words that appear double or more times are not put up, using the explanation that the pin board will be hard to overlook with so many cards. With the groups you should not work according the principle: less groups are better. When you use illogical reasons why a card should be put just at that place, you will loose your credibility for the delegates. If something does not fit in, it does not fit in and cannot be talked into it. As last step you search headings for the clusters to make the result easier to overlook. advantages: • very interactive media • integration of all participants is easily possible • relatively anonymous in a brainstorming disadvantages: • when carried out correctly it needs a lot of time how to use: • keep a reserve of cards for participants who want to write a lot • if short in time use harsh timelimit (nevertheless a form of brainstorming) • make clear to every delegate how important the writing is, especially in large - National Trainers Team Belgium 2006-2007 -

groups • reading and clustering should be done by a member of the group OHP: can be used up to the sice of an auditorium, only scarcly at disposition in AIESEC meetings, most of the time you cannot rely on having an OHP, if you really want to use it, clarify with the OC whether you will have one. advantages: • direction of you view is the group, you never lose visual contact with the group • possibility of preparing beautiful slides (greetings from PPT) • by overlaying you can illustrate developments • can be copied=> result can be given fast to the group as a handout • if using non-permanent markers you can correct the writing • slides can be re-used disadvantages: • it has to be possible to dim the light in the room • too much information on one page • own size of writing is hard to calculate • a lot of technic, a lot of blackouts how to use: • the standard position of the projector is „OFF“  • do not use bright colors • when pointing in the slide, put a pen on top, otherwise you can see shivering hands (otherwise use cocktail sticks as pointer) • read from the slide and not from the wall • Overlay-technic • use more than one color • do not put more than 3 pieces of information on one slide (better use a larger font instead)

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How do I use elements of visualization correctly? Best only make a short presentation of this topic, because this part seems to be less interesting for a normal AIESEC-training. Diagrams are hardly used by AIESECtrainers and symbols are used automatically by most people, although mostly standardised symbols. writing: • It is a point of discussion whether or not to use only capital letters, but it should be printed letters. • If you tend to „fall“ with your writing when writing from the side of the flipchart, mark lines on the paper with a pencil or use the paper with the printed lines. • The writing should be structured, i.e. use headings and sub-points, making it clear with colours or underlining, etc. graphics: • to emphasize e.g. writing • to make „dry“ topics more „digestible“ • e.g. frames and clouds diagrams: • are very useful when you want to illustrate the relation of two variables • developments can be shown with line-diagrams • illustrating amounts you can use „diagramas de barras“ How do I put the visualization into the correct order? It is important to treat symmetry and order because that is like the usual flow in AIESEC. Moreover, it shall be made clear that developments from the left bottom corner to the right top cormer are seen as positive and a development from the left top corner to the right bottom corner as negative (think about business administration). Colors should be varied, but do not kill the delegates with too many colors, i.e. not more than 4 colors per flipchart, slide or poster.

How do I prepare myself? • aim: it is not completely clear to most trainers, according to my point of view, what - National Trainers Team Belgium 2006-2007 -

is actually the aim of the training. They often confuse it with the contents. Aims can be e.g. excellent knowledge trasfer or motivation of the delegates. To make an alinement of the whole training towards this aim possible, he has to be clear about his aims first. • topic: the topic, most of the time, is not the problem, because the trainers usually have a high knowledge in thier speciality and thus know much about their topic. • content: To get the content it is useful to ask youself questions like what would have helped me at the beginning of my time as a member of the EB. On the basis of this you should collect information in the respective areas, e.g. in your folders, in the folders of the LC, manuals from the NC or other countries, calling the NC, etc. Having worked through the material you know what you want to use from that yourself. • flow: The flow of a presentation will be treated extensively in the context of the planning of a training. Here you should focus on opening, main part and closing. Do not make it too long. You can compare it to a pilot. He should prepare the start and landing very well (e.g. with notes), but the flight itself should be better done by the autopilot. That means for us: let the delegate work themselves, let them develop their own ideas and do only interfer if the plane seems to be crashing. • preparation: get used to the room. Even if you know the OC, better check you material. Build up the flipchart or the pinboard or whatever you might need or have. Make sure that every delegate can see. Put the chairs as you want them to be. In AIESEC you mostly use a semicircle, open to the trainer, so that the delegates can see each other and thus can discuss better with each other. Opening/ Main part/ closing/ follow-up of a presentation: Although these parts are mentioned individually, I want them to be seen as a unity. • opening: Some possibilities for an opening might be e.g. a story at the beginning (functions as an icebreaker at the same time) a visual tool (a video, a slideshow, an expressive slide at the beginning) a surprising statistic an unknown statistic a promise a short introduction of the main argument or the aim of the session.

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The sense of the opening is to relax the situation and build up curiosity. • main part: The main part should be characterized by a logical structure. This means you should think in advance whether the flow of your agenda has sense and is understandable for everyone. Still there should be so much flexibility that you can react to the needs of your delegates spontaneously. • closing: Some possibilities for a closing might be, e.g. a summary (within AIESEC often useful for a repeated representation of the topic) treating the main point again an extract or a poem (but be careful, it should only be used when it really fits the situation, otherwise it is ridiculous) an appeal, e.g. for activity (often used within AIESEC, as it also has a motivational effect) a visual tool (see above) follow-up: Part of the responsible follow-up for an AIESEC-trainer should be to treat the feedback with responsibility. As feedback in AIESEC meetings is often not given as extremely as it should be, you should learn to read between the lines and visualize again in which situations you think of your own performance as good or bad.. The loss of information is smaller when you introduce your fresh impressions into you concept directly after the meeting and not with a huge time distance.

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How to handle difficult delegates Heckler What is he doing?  Asks questions: Why? How? Etc. - not to get answer, just to make trainer some troubles;  Probably doesn't feel comfortable;  Gets satisfaction from being pain in the neck;  Is aggressive and likes to argue. It's a type of a person which likes to over fuck training. You can feel aggression in him. How to deal with him?  Never show him that you're sad or mad at him;  Tell you agree with him and go on if it's possible;  Wait for something concrete and ask group about it;  Ask him to write on a flipchart, this will give him something to do and can make him quiet;  Use him in some role play or case in front of everybody;  Ask him to wait for you after training for a little conversation;  Try to figure out if he feels comfortable in the group, if they like his behavior - if yes, put them on sides like in school;  Try to find ripostes for his texts - you have to be bright and fast;  If you feel you can make laugh of him, do it, but not to hard;  Play ping-pong with him or the group with his questions;  If you know that this particular person will act like that during training, talk to him before you start a training.

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Talker / Know All What is he doing?  Loves to talk, it's very hard to stop him;  Is asexual exhibitionist – likes to be in the center of attention;  Is well informed and likes to show this. How to deal with him?  Wait when he takes a breath, thank him and go back to the topic;  Interrupt him and ask group to comment it;  Stop him by asking him very hard question;  Ask him to write on a flipchart, this will give him something to do and can make him quiet;  If it occurs he knows something, use his knowledge, e.g. in a case or role-play;  If he is smarter then you on some topic, ask him to lead the group;  Tell to the group: „Ooh! As you can see we have an expert here, maybe he can share his knowledge with us?”;  Show his incompetence and lack of knowledge;  Send him to bring you a cup of coffee or coffee break for the group;  The totally last possible option is to ask him to shut up!!!

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Gripper What is he doing? 

Has attitude like: „we can't do this, it's impossible” - only negative thoughts;

 Is very annoying;  Will try to make you "kozioł ofiarny". How to deal with him?  Don't let him put you out of your nerves! Avoid direct confrontation! You have to feel the situation;  Ask him for facts, ask questions;  Give him your respect (approbation);  Have strong eye contact with him, pay big attention to him but not too much, or give him your attention before training;  Make him tell to all participants what he wants to change to make situation better;  Show him that one of the conditions of this session is having constructive and positive attitude;  Use step by step influencing on him (from small manipulation to bigger);  If this person makes bored positions - lies down, put legs on chairs, yawns - ask him for attention and tell his behavior interrupts you in training, you can add reasons why we met on this training;  Use his statements to make group laugh;  Last possible case: if he is really not interested, ask him to leave the room - give him an ultimatum: "You will calm down or leave the room!!!".

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Whisperer What is he doing?  Doesn't understand what is going on but tries to explain and make it more clear to the others;  Has inputs and tell stories and makes jokes of your training;  Is bored, nervous, sometimes critical;  He's over fucking trainer. There is always one of them but has to talk to someone, so he's looking for a pair. How to deal with him?  Use light-house technique – have eye contact with all the participants of the group including himself;  Stop talking, wait if he notices it and non-verbally ask for permission to continue the training;  Listen to what he says, he may be right sometimes;  Ask him to share his opinion and thoughts with the group;  Try to involve him into training - play role-play solve case (usually people like him have a lot of energy);  When you're talking about something, say the name of this person, as he was just a part of your statement  Say: "I'm very sorry for interrupting but we're having training here...”;  If they are more, put them on sides (whisperer and his pair).

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Silent One Silent One - person which is Bored What is he doing?  Is always bored and not active at all – you can see he doesn't give even 1/16 of what he could. How to deal with him?  Smile on him;  Ask him difficult concrete questions;  Talk to him using his name as to a person which knows a lot - ask him to share his experience with us; let him feel that if he says something it will give benefit to all the group;  Use him as a help with exercises, try to engage him; Silent One - person which is Lost What is he doing?  Doesn't feel safe;  Is shy;  Doesn't believe in himself. How to deal with him?  Ask him simple questions;  Talk to him using his name;  Make him feel comfortable, safe;  Raise his ego;  Be careful and do not pay all your attention to him - otherwise he will get closed;  Avoid asking group to tell their opinion one after another, some people don't like this;  Make interactions in small groups - it's easier to integrate them and make some people open;  Create pleasant atmosphere in group – beer, talks;  Before training, "break ice" first - talk with the group about something not connected with the topic.

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Tips & Tricks 1. Clothes to be comfortable, not to many colors and strange combinations of colors. Last but not least have decent cloths. 2. You have to take into consideration the level of understanding of the audience 3. Include buffer time in your sessions 4. If there is more than one trainer, have pre-meeting 5. Go to toilet before 6. Blow your nose before 7. Take care what you eat/drink and in what quantities 8. In Working Groups address delegates by names (they all have badges) 9. Interact with delegates during the conferences 10. Be in all the plenary (opening and close)

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Training & Team Building Bibliography

Arch, Dave, Tricks for Trainers, Resources for Organizations, Inc., 1993. 57 magic tricks to build into your presentation. Belknap, Martha, Mind Body Magic: Creative Activities for Any Audience, Whole Person Associates, Duluth, MN, 1997. Categories include stretching mind and body, activating energy, opening up creativity, and relaxing into stillness. Cassidy, John & Rimbeaux, B.C., Juggling for the Complete Klutz, Klutz Press, Palo Alto, CA, 1988. Learn to juggle. Then build it into your training. Consalvo, Carmine M., Workplay, Organizational Design and Development, Inc., King of Prussia, PA, 1992. 18 structured activities in a wide range of learning themes. Good for team building, leadership, decision making, resource management, and more. Gardner, Martin, Aha, Scientific American, Inc., New York, 1978. Puzzles and exercises that make people think. Categories include combinatorial, geometry, logic, number, procedural and word aha’s. Jones, Ken, Icebreakers, Gulf Publishing Company, Houston, TX, 1997. A sourcebook of games, exercises, and simulations. Jones, Ken, Imaginative Events for Training, McGraw-Hill, New York, 1993. Categories

include

creativity,

efficiency,

and

personal

exercises

(communication, relationships, etc.). Kinlaw, Dennis, Handbook of Leadership Training Activities, McGraw-Hill, New York, 1998. 50 one-hour designs for leadership training. Kirby, Andy, The Encyclopedia of Games for Trainers, HRD Press, Amherst, MA, 1992. Short and long activities in lots of areas: creativity, icebreakers, communication, people skills, trust, and more. Kroehnert, Gary, 100 Training Games, McGraw-Hill, New York, 1991.

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Categories

include

icebreakers,

team

building,

communication,

facilitator/presentation skills, mid-course energizers, learning, perception, evaluation, and self-management. Lefevre, Dale N., New Games for the Whole Family, Putnam Publishing, New York, 1988. Active and cooperative games you can adapt for small and large groups at work. Naper, Rodney & Gershenfeld, Matti K., Advanced Games for Trainers, The McGraw-Hill Companies, New York, 1998. Detailed instructions for interventions for solving team, group, and organizational problems. Newstrom, John & Scannell, Edward, The Big Books of Business Games, McGraw-Hill, New York, 1997. Includes games for openers, motivators, creative problem solving, managing change, surfacing problems, team building, presentation boosters, and communication. Pike, Robert, Creative Training Techniques Handbook, Lakewood Books, Minneapolis, MN, 1990. The book for every library on how to make training creative in a gazillion ways. Rohnke, Karl & Butler, Steve, Quicksilver, Kendall/Hunt Publishing, Dubuque, IA, 1995. Adventure games, initiative problems, trust activities, and a guide to effective leadership. Shortz, Will, ed., Brain Twisters from The First World Puzzle Championships, B. & P. Publishing Company, Inc., New York, 1993. Puzzles to get people thinking differently. Sikes, Sam, Executive Marbles, Learning Unlimited Corporation, Tulsa, OK, 1998. 35 creative games and activities that address issues including trust, communication, leadership, conflict, problem solving, direction, and process improvement. Sikes, Sam, Feeding the Zircon Gorilla and Other Team Building Activities, Learning Unlimited Corporation, Tulsa, OK, 1995. - National Trainers Team Belgium 2006-2007 -

38 creative games and activities for small, medium, and large groups. Silberman, Mel, 101 Ways to Make Training Active, Pfeiffer & Company, San Diego, 1995. Includes tips for active training and activities for getting participation, teaching information, reviewing information, application planning, and closing. Snow, Harrison, Indoor/Outdoor Team Building Games for Trainers, McGrawHill, New York, 1997. Activities from the world of adventure based team building and ropes courses. Solem, Lynn & Pike, Bob, 50 Creative Training Closers, Jossey-Bass/Pfeiffer, San Francisco, 1997. Activities for reviewing content, action planning, celebration, and motivation. Sugar, Steve, Games That Teach: Experiential Activities for Reinforcing Training, Jossey-Bass/Pfeiffer, San Francisco, 1998. 26 frame games and a detailed explanation of how to implement games. Thiagarajan, Sivasailam, Cash Games, HRD Press, Amherst, MA, 1994. Instructions and examples of games using cold, hard cash. Thiagarajan, Sivasailam, Group Grope, HRD Press, Amherst, MA, 1994. Detailed instructions for using and modifying the "group grope" game – a small group activity that can be played in 30 minutes. Thiagarajan, Sivasailam, Triangles, HRD Press, Amherst, MA, 1994. Detailed instructions for using triangles (also known as tangrams) to explore group interactions. VanGundy, Arthur, 101 Great Games & Activities, Jossey-Bass/Pfeiffer, San Francisco, 1998. Categories include career development, change management, communication, creativity, diversity, energizers, evaluation, goal setting, interviewing, leadership, negotiation, problem solving, team building, and values. Wakeling, Edward, ed., Lewis Carroll’s Games and Puzzles, Dover Publications, Inc., New York, 1992. Lewis Carroll taught mathematics at Oxford University. These are some of the puzzles he used in his teaching.

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Icebreakers GETTING AQUATINTED

Aim:

(1)

To provide opportunities to become acquainted with other members of the group.

(2)

To promote feedback and self-disclosure among participants regarding initial perceptions.

Time:

Approx.35-40 minutes.

Materials:

(1)

12 blank sticky labels or strips of masking tape for each

participant. (2)

A copy of the Labeling Category List for each participant. (See below).

(3)

Pencils or felt-tipped markers.

Procedure:

The group leader distributes a copy of the Labeling Category List to

each participant along with blank name tags. Each participant must copy each category on a separate blank nametag. Participants mill around and choose a person who best fits each category. Stick label onto clothing of the person you select and engage in a one-minute conversation (20 minutes). The group leader forms groups of 5-7 members. Each group must discuss their reactions to being categorized and labeled (or not labeled) by others' first impressions (15 minutes). Labeling Category List: Warm

Intelligent

Shy

Happy

Fun loving Sexy

Friendly Sincere

Mysterious - National Trainers Team Belgium 2006-2007 -

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WORLD TRIP Aims: To find out the names of other members in the group To provide low risk activity To stimulate logical thought Description A game to help group members learn each other's names Approach The group could be sitting on the floor. The teacher enters the group and introduces the game by saying, "None of us knows any other's name. Let's play a game that will help us find them out. My name is Tom, I am going on a world trip and I am taking Tomatoes with me. If you want to come with me you have, to say your first name and what you want to bring. You have to bring the right thing. The first letter of our first name must be the first letter of the thing you bring. The game proceeds until everyone can come. At the end of the game the teacher asks each student two questions. "How many names can you remember?" "Which are they?" Time Could take one session Background

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This activity would be best used at the initial meeting of the group. WHO'S MISSING Materials:

Small prizes, such as sweets.(optional)

Aims: Memory training, concentration, building groups, fun. Procedure:

Group is seated, scattered around the room. One person, A goes out. The

group moves around, changing places, and one more person, B,1eaves by the other door, or hides. A returns and has 30 seconds to guess who's missing. If he does he wins (a small sweet, if you wish to give prizes), if he doesn't B wins. Variations:

Add consequences for the loser

CHINESE WHISPERS Materials:

None

Aims: Positive feedback, good for closing exercise Procedure:

Members mill around. When you see someone you'd like to communicate

with, send them a message via someone else: e.g. 'Tell Joan I said thank you for helping me yesterday.' Continue until messages run out. Variations:

Do as graffiti on large paper on walls. Do with bits of paper being

delivered. Do at a run, speed up, slow motion, etc.

THE NAME OF THE GAME

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Materials:

One ball for every group of about 15 -16.

Aims: Introduction, memorizing names Procedure:

New group sits in a circle of not more than sixteen. One person is given a ball.

The ball is passed around the circle and each person who receives the ball says their name very clearly (usually just the first name). When everyone has been named and the ball is back to the beginning, the person holding the ball throws it to any person. That person must say the thrower's name. The ball is then thrown to someone else who must say the next thrower's name. If a person cannot remember the name of the person who has thrown the ball to him, they must ask and repeat the name before proceeding with the activity. The game continues until everyone can remember the names of the people within their group. Group size is usually about sixteen.

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HUMAN TIC-TAC-TOE Materials:

9 chairs, running space

Aims: Active participation, warm-up, fun Procedure:

At one end of the room, three rows of three chairs each, four feet apart. Teams:

Team 1 is 'Noughts', Team 2 is 'Crosses'; they line up In corners of the room facing the chairs. When the leader calls 'noughts', the first naught runs to a chair and sits with arms circled above head. Runner must sit before Leader counts to 5 slowly. Leader calls 'crosses', first cross runs and sits with arms crossed on chest. Leader continues to call them alternately until one team wins (same rules as paper Noughts and Crosses). Start over, call losing team first. Keep score (optional).

TICK TOCK Materials:

Two small different objects, such as a blue felt pen and a red felt pen.

Aims: Breaking the ice, concentration Procedure:

Leader has pen (or other object), passes it to his right, saying: 'This is a tick'.

Player 1 says: 'A what?' Leader repeats: 'A tick'. 1 then passes it on saying, 'This is a tick'. Player 2 says: 'A what?' to player 1, who says: 'A what?' to the leader. Each time the 'What?' must pass all the way to the leader, and the 'A tick' must pass all the way back, before the pen is passed. When this has been practiced a few times, start over, and at the same time, start another pen to the left, saying: 'This is a tock' etc. Confusion is encouraged and acceptable. Let the group try, as long as desired, to return both objects to the leader without losing the flow or concentration.

FAMOUS PEOPLE - National Trainers Team Belgium 2006-2007 -

Materials:

Famous names on strips of card or paper, straight pins. Could be real

people (Joan of Arc), fictional (Superman), etc. Aims:

Mixing, starting conversation, ice-breaking

Procedure:

As people enter, leader pins a name on each person's back. Each one

must walk around and try to find out who he is by asking yes-orno questions of everyone else. When he knows who he is, he pins the paper on his front and continues to help others. Variations:

Try it non-verbally. Try insisting that everyone must make statements

(e.g. 'I am alive'), and no questions allowed.

MOVE TO THE SPOT Aims Introductory Movement Awareness Relaxation Materials Large, empty room or space Learning to follow simple instructions, movement, warm-u for Drama P Procedure Leader says: 'Find a place to stand by yourself. Now look at and concentrate on a fixed spot on the floor, somewhere across the room. Now, move to that spot in a straight line pacing yourself so as not to have to stop, while avoiding bumping into anyone.' Leader continues to give similar instructions, allowing time for individuals to (A) concentrate on each spot, (B) move at their own pace, and (C) settle into the new spot. Instructions for (B) could include moving to the new spot: backwards in as few steps as possible in as many steps as possible travelling in circles - National Trainers Team Belgium 2006-2007 -

travelling in squares using as few jumps as possible with hands on knees, toes etc. moving along floor without using hands using only two out of four legs Variations Have group invent more instructions. MRS O'GRADY Who: Small Group Where:Inside or outside in roomy area Aids/Equipment

None

Objectives:

To assess social skills, ability to communicate, willingness to participate

To encourage group bonding, relax with each other Leaders Hints:Observe who is enthusiastic, imaginative with suggestions Observe who seems confident, shows group spirit, who becomes competitive. Instructions: 1. The group stands in a circle and tells the story of Mrs O'Grady and accompanies with actions: First person: "Did you hear what happened to Mrs O'Grady?" Second person: " No. What happened?" First person: "She died." Second person: "How did she die?" First person: "She died with her hand on her head" (places hand on head) 2. The second person puts their hand on their head too, says the same speech to the third per son and adds another action, so the person at - National Trainers Team Belgium 2006-2007 -

the end has all the different actions. Conclusion

This is a silly game intended to relax the group and begin group bonding.

TOILET PAPER GAME Group Size

6 - 8 people is most effective, but slightly smaller or slightly larger would also

work. Materials

A roll of toilet paper per group

When and Where

On arrival to an O'Camp or State Conference site where the to use

group will be placed in a situation where they may need toilet paper for the next certain period of time, but do not have access to go and buy any. Procedure

Sit down with designated group and explain to them that in all the rush, we

were not aware that the site does not supply toilet paper. However, each group has one role of toilet paper until tomorrow when we go to the shop. Each group member is to then take as much toilet paper as they feel necessary to last them that amount of time. Once each member of the group has their toilet paper, the leader explains that we do actually have toilet paper and that what each member of the group must do is tell the group one thing about themselves for each piece of paper that they have.

MAKING THE LONGEST CHAIN Group Size

2 teams (or more) of at least 4

Materials

None

- National Trainers Team Belgium 2006-2007 -

Where and When

A fun break in between activities with a group who are familiar with

each other. Procedure

Tell each group that the aim of this game is to make the longest chain. The

chains must be made of only the clothing currently being worn by the people in the group. The aim is that people have to strip down as far as possible to make the longest chain. The team with the longest chain of clothing wins.

SCRAMBLED EGGS Group Size

6 and up

Materials

Chairs for everyone but one person

Where and When

A good game to get to know people or in between sessions when

working with a small to middle sized group. A bonus in some instances as no close physical contact is involved. Procedure

Seat your group in a circle, but make sure that there is one less chair then the

number of people on the group. You stand in the middle of the circle to begin the activity. Explain that you are going to call out a sentence and anyone to whom the sentence applies must get up and change chairs. It is not possible to move to the chair on either side of their present position. Your aim is to occupy one of the vacant places before someone else, so that you are no longer the person in the middle. Then the person who has been caught in the middle must think up a sentence that will cause others to change chairs, so that he/she can get to a chair first. Examples of sentences that can be called out - "All those wearing watches." "All those who had breakfast this morning." "All those with blue eyes." When "scrambled eggs" is called out, everyone must change chairs. - National Trainers Team Belgium 2006-2007 -

- National Trainers Team Belgium 2006-2007 -

BE IT Group Size

Any size

Materials

None

Time

5 minutes

Where and When

Use to break the workload, to use up excess energy, as a getting to

know you activity. Procedure

1. Ask the participants to spread out around the room so that they have plenty

of space to swing their arms about Explain that the activity they are about to do is called "Be It" and is involves a bit of imagination and letting go of your inhibitions. Then explain that you are going to name a series of objects, and each time they should try to shape their bodies into the form of that object. Variations

For a group that is more comfortable with each other, ask them to make a noise

as well as an action. Suggested Ideas

Banana

Tree Snail Bulldozer Elephant Telephone Vacuum Cleaner Paper Weight Food Vending Machine

CAN I COME TO THE PARTY?

- National Trainers Team Belgium 2006-2007 -

Who: Small groups (separated into pairs) Where:Enough room for the group to form a large circle Objectives:

To learn from observation

To communicate non-verbally To motivate and energise the group Leaders' Hints:

Observe how participants react to the cues

Do those who don’t understand become frustrated, determined or “give up”? Instructions: 1. The leaders need to decide the criterion for coming to the party. This can vary and have any degree of difficulty. You may invite: Those who are wearing clothing ending with a consonant Those who have their feet crossed when they are to be invited Those who ask when you have your feet crossed Those who ask you addressing you by name Sit participants in a circle and explain that you are going to hold a party to which they may or may not be able to come. Invite them to ask if they can come to the party. Use the criterion agreed upon, start the game. You can give hints, such as “No you can’t come wearing a bra, but you can come in suspenders” (!) When the criterion has been guessed, invite one of the group to be the “party host”. Conclusion:

This is another activity involving learning through observation. By

exercising these skills, we become better at learning from those cues that people give us.

MEMORY GAME Who: Small teams of people (say 3-5 in each)

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Where:A room large enough for each team to be able to sit in a circle. Aids

A blanket A number of objects (eg a book, a spoon, a phone etc) Pen / Paper / Score Sheet

Objectives

Simple memory test

Leaders Hints Nil Instructions

Place 10-15 objects under the blanket

Everybody has 5 seconds to look at them Then people individually write down what they saw Next collectively write down the objects (within each team) Remove blanket and check that all items were identified If time remaining replace blanket and ask each team to draw a map of objects as laid out under than blanket. Variation

If too easy, ask for more details eg title of book, colour of spoon

Conclusion

Non-threatening team game for new members

- National Trainers Team Belgium 2006-2007 -

THE WORLD Who: Small groups, no real limit on the total number Where:A room Aids

Large sheets of paper An atlas (for the judges) Pens for each group Score Sheet

Objectives

To informally test people’s general knowledge of world geography

Leaders Hints Nil Instructions

Draw a map of the world, showing the borders of each country and the location

of the capital, but not the names of the countries or the capitals See how many countries and capitals each group can identify in a given time period (say 10 minutes) Award 1 point for each country, 1 point for each capital (accuracy is up to the judges) Conclusion

A good game for breaking a large group up into small teams. Particularly

useful for AIESEC, since at the end of the exercise you can identify which of the countries are AIESEC Member Countries.

TEAM HOPSCOTCH Who:

Small groups

Where:Outside on a cement (or other hard) surface Aids

Chalk, Stones

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Objectives

To have fun

Leaders Hints Be careful to explain the rules carefully Instructions

The whole team must travel up and down the hopscotch “board”. Each team

must do several laps or several games, depending on the time allowed.

1

2

3

4

6

5

7

9

8

Each player uses a flat stone; player tosses the stone into square one, then hops over it as far as he/she can ie into square 2,3 etc. Player turns and hops back to square one to retrieve stone, then hops back to square they landed in and throws stone into next square. Process is repeated until person has travelled up and back. Each team member takes a turn. If stone does not land in appropriate square, or player hops into square containing stone of if player touches the ground with hand of foot they must start again. Conclusion

Good team game, may be used in mini-olympics.

TRAIN GAME Who: Large groups (approx 20) Where:Inside or Outside Aids

Nil

Objectives

To get people to mix

To have the person in the centre of the circle try to catch the train - National Trainers Team Belgium 2006-2007 -

Leaders Hints Appoint your most vocal people as stations and crossings Instructions

Group stands in circle with hands joined

One person stands in the middle of the circle The train moves by a squeeze of the hand, so if a person feels a squeeze of the hand on the left side, they must squeeze the hand of the person on their right side Appoint a few people around the circle to be crossings (these people shout “ding-aling” as the train passes through them) and stations (these people shout “Toot” as the train passes through, and they also have the power to change the direction the train is travelling) The person in the middle catches the train by pointing at a person who has received the train on one side but has not passed it on to the other side of them. Conclusion

A good game for groups of people who know each other well enough to feel

comfortable holding hands, or for groups who are beginning to be bonded (eg new directors at a national conference)

ANIMAL NOISES Who:

The more the merrier (at least 20)

Where:

In a large room or outside

Aids

Animal names on slips of paper Blindfolds if you have them

Objectives

To communicate with others without using normal everyday words

Leaders Hints Nil

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Instructions

Each person is given a piece of paper with the name of an animal on it eg cow,

horse, goat, owl, elephant, dog, and turkey. The number of animals you use is up to you, but you want to use each animal at least 4 or 5 times. Everyone has to close their eyes (or be blindfolded) and by making the noise of their animal, find the other cows, horses etc, keeping their eyes closed all the time. Variations

For large groups, just give inform each person of their animal verbally.

Conclusion

Sit back and laugh

WINK MURDER Who: A group of people (preferably 15 – 25) Where:Inside a room big enough for everyone to walk around Objectives

To learn from observation

Instructions

Everyone sits in a circle and covers their eyes.

You choose a murderer (unknown to others) by tapping them on the head Everyone uncovers their eyes and starts to walk around so that they frequently pass each other. The murderer may kill anyone by winking at him or her. If a person receives a wink he/she must wait for 5 seconds and then fall to the ground (shouting “aaagh!” on the way down). That person is now dead and cannot participate in the rest of the game. If a person spots another person winking at someone, he may accuse that person of being the murderer, by pointing at the accused & saying, “I think X is the murderer”. After the accusation has been made, the accuser must have someone else back up his or her claim. If not, the accuser must withdraw from the game. The suspect does not have to comment. A murderer is caught if he/she is accused correctly by tow people, and a new game starts. If an accuser and a supporter are both wrong, they must both withdraw from the game. - National Trainers Team Belgium 2006-2007 -

Conclusion

A good game for a group of strangers, or even friends!

WHO’S CHANGING THE MOVEMENT Who: Groups of people (approx 20) Where:Enough room to sit in a circle, inside or outside Aids

Nil

Objectives

To test people’s powers of observation

Leaders Hints Nil Instructions

Groups sit in a circle facing inwards, one person per group leaves the room.

The others decide who will be the leader. The person comes back into the room and stands in the middle. The leader makes a series of movements eg scratching head, waving arms, lifting leg up and down, bending forward etc and the others in the group have to copy the movements. The person in the middle, by carefully watching the change of the movements has to guess whom the leader is. Conclusion

Good for strangers or friends.

- National Trainers Team Belgium 2006-2007 -

- National Trainers Team Belgium 2006-2007 -

TEAM BUILDING BOMB SHELTER Materials:

None

Aims: Role-playing, group decision-making, group interaction. Procedure:

Divide in groups of 8 - 10. Each group member adopts a specific role, usually

an occupation, e.g. a doctor, an athlete, a teacher, movie-star, mother, housewife, etc. (These can be written out and picked from a hat). Tell groups they are in an air-raid shelter after an atom bomb has fallen, big enough and with enough air and food for only six people, therefore they must get rid of several members. Each group member must argue as to why he should be allowed to survive. A group decision must be reached as to who goes and stays: no suicides or murder allowed. Set a time limit for the decision. Later discuss how the group interacted making the decision, whether each person played an active or passive role, how satisfied each was with his role, etc. Variations:

Instead of an air-raid shelter, have a life raft or desert island or space ship. Add

incidents, accidents, rituals, funerals, ceremonies.

ONE SPECIAL THING This exercise is a good one to use early in the semester because it helps to build a sense of group rapport through the establishment of an environment for self-disclosure. Divide the class into pairs. Instruct the students to carry on a normal conversation for five minutes, each person telling the other as much as possible about himself. Ask the students to pick those things about themselves that they think are important to share. After five minutes ask the class to come back together again as one large group (preferably in a circle). Then ask each student to introduce his partner by stating his partner's name and the one special thing that impressed him as most important about that person.

- National Trainers Team Belgium 2006-2007 -

If you like, you can end the discussion by asking the group to talk about what it was like to talk to the other person and what it was like to be talked about in the group. Every person needs recognition. It is expressed cogently by the lad who says, Mother, let's play darts. I'll throw the darts and you say `Wonderful.' " Educator Handbook of Stories, Quotes, and Humor M. Dale Baughman BODY LIFT Aims: Trust, concentration, group development Procedure:

Group chooses each member in turn and elevates them to a horizontal

position above the heads of the group. The person is held there for a specific period, and then lowered carefully to the floor. The elevated person must relax and close eyes. It is often a good idea to have the groups raise and lower in unison. This often avoids confusion and helps concentration. Variations:

Vary speed and control of lift,- walk, rock, etc.

Have the person involved give instructions to the group. Combine with Backward fall & catch.

SITTING CIRCLE Materials:

Circle of over 25 people

Aims: Trust, fun Procedure:

a) Group stands in a close circle, in queue form, with right shoulders

towards the center of the circle. b) Circle closes so that everyone is touching the person in front and behind them. c) Participants hold the waist of the person in front d Everyone bends their knees until they feel themselves supported on the knee of the person behind.

- National Trainers Team Belgium 2006-2007 -

e) If successful (rare first time) the whole group is self supported, each person sitting on the knee of the person behind. Note:

This can only be successful if the circular shape is maintained throughout and

it is helpful if the group leans slightly towards the center as they are trying to settle down. Variations

After secure sitting position is achieved

1 Everyone leans inwards slightly and raises left leg 2 Try alternate stepping with right and left feet, (very difficult.) TANGLE Materials:

None

Aims:

Group development, trust, warm-up

Procedure:

Whole group links hands into a human chain. First person leads chain through itself, over and under arms, between legs, etc. Extra care must be taken

not to break the chain, to move slowly and to be gentle. Tangle ends when group is too tightly packed to move. One person then untangles the group, giving them directions without touching them.

SPEAKEASY Materials:

One chair

Aims:

Self-validation, group development

Procedure:

A chair is placed in front of the group. Each person has a chance to sit on the

chair and talk to the group. They can develop any subject of their choice. It is often better to start out with descriptions of themselves - group leader setting the pace by going first.

- National Trainers Team Belgium 2006-2007 -

This is very important activity which can become a permanent feature of each drama lesson, especially if a drama lesson is over 60 minutes long. Positive developments can result in group discussion and ways of resolving problems.

Variations:

Speak on controversial subjects, give views, then discuss, argue, do values

continuum, etc.

CONCENTRATION POINTS Materials:

None

Aims: Improvisation, movement Procedure:

Work in pairs or teams: use mime or short improvisations

Compare

silence with noise, running with slow motion (really slow,

almost imperceptible). running and leaping with slow motion, exuberance with sorrow old people - young people tall I people - short people big (expansive and extrovert) - small (nervous and introvert) floating - mud wallowing sleek and darting - slow and ponderous slow witted - quick witted stiff person - loose person rich - poor strong - weak industrious - lazy taciturn person - chatterbox Englishman - Frenchman pompous person - friendly person - National Trainers Team Belgium 2006-2007 -

serious person - silly person school teacher - school child policeman - criminal angel - devil motorist - pedestrian slow people - quick people Variations:

Development into improvisations:

dealing with various situations; people

might be involved in conversation,1etter writing, shopping

TRUST WALK Who: Large Group Where:Walking outside Aids/Equipment: Objectives:

Blindfolds

To develop group and individual trust

To communicate without words Leaders Hints:

Who is willing to trust the person in front of them? (step confidently)

Who communicates with the people behind? Instructions: 1. Everyone lines up in a single row behind the leader.(Group leaders should be spaced every couple of students to ensure they remain safe) 2. Each person puts on a blindfold. 3. Each person puts their hands on the shoulders of the one ahead of them. Explain that when they walk outside, if they need to step up the person in front will tap their right leg, and if they need to step down, the person in front will tap their left leg. They must do the same to the people behind them and pass the message along. 4. The leader leads the line outside and around the grounds. - National Trainers Team Belgium 2006-2007 -

Conclusion

This activity can be used after contemplative reflection (Sunday morning) or

towards the end of the camp, when people are more familiar with each other.

BODY ENGLISH Who: Small Group (with presentation to the whole camp) Where:

Individual groups then in large area or hall

Aids/Equipment

None

Objectives:

To assess emotional expression and adaptability

To motivate and energise students To provide a variety of activity and have the groups working together spontaneously Leaders Hints:

Observe who dominates the group, who comes up with ideas,

who stands away or doesn't contribute Observe who is willing to participate, who keeps everyone involved Observe who is shy in front of the main group or is unwilling to be involved Instructions:

1. Each group is given a proverb/expression and ten minutes to prepare.

The skit is to be quick and similar to charades, where the phrase is spelt or acted out. The main group has to guess the proverb/expression. 2. Leaders can give an example in front of the group before the others begin.

- National Trainers Team Belgium 2006-2007 -

Conclusion

This activity can be used in place of the usual "skit". By giving each

group a different expression, there is more variety and tests the general knowledge of the group. While on exchange, students are often ask or required to do things which are "silly" cr in front of others. This activity provides some initial experience and tests the willingness of the students to do things that think make them appear foolish. Suggestions:

"A bird in the hand is worth two in the bush"

"A rolling stone gathers no moss" "Once bitten, twice shy" "A stitch in time save nine" "Let sleeping dogs lie" "Good things come in small bundles" "Too many cook, spoil the broth" "An apple a day keeps the doctor away"

- National Trainers Team Belgium 2006-2007 -

KNOTS Group Size

7 - 12 (For Larger groups, split up into smaller groups, or use the variation

below) Materials

None

When and Where

This is an activity which requires people to make close physical contact.

Not everyone feels comfortable doing this sort of thing, so keep this in mind, especially with a group who are unfamiliar with each other. Use before, during or after a session of work, to develop group identity. Procedure

Group meets together in a tight circle with arms outstretched in front and eyes

closed. Each person grasps one hand of someone close and one hand of someone further away. Each hand should be linked with only one other hand. Make sure that no two people are holding both of each other's hands. Now, as a group, attempt to unknot the circle. Hand grips are allowed to be changed but not broken. Variation

For a group larger than 12: Form a circle and hold hands. Break the circle at

one point and ask one of the end persons to tie the rest of the group into a knot. When the knot is complete, the person at the other end tries to untangle the knot. Hand grips cannot be changed or broken. STRAW GAME Who:

Small Groups of 5-7

Where:Enough room for each group to have plenty of room around them Aids/Equipment: Objectives:

Lots of drinking straws

To get new participants working as a team

To introduce participants to each other in a non-threatening way - National Trainers Team Belgium 2006-2007 -

Leaders' Hints:

Observe who talks the most, who is quiet, who just does what they are

told Instructions: “Workers sit together on the floor with a pile of straws in the centre. The “workers” are instructed to work as a team & use the straws to make a big beautiful design on the floor. Conclusion:

A simple team building game ideal for groups of strangers. Variations

on this game include giving them teams each 30 rolled up newspapers and seeing which group can make the tallest construction.

THE MACHINE Who: A single group of 5 – 20 people. Where:A room large enough to hold the entire group, or outside (but not with lots of people standing around watching, as participants may get a bit embarrassed). Aids: Nil Objectives:

To use your imagination

To get to know each other Leaders' Hint: This game rewards the people who are the most imaginative Instructions: Participants are to become parts of a large imaginary machine. One person acts out a repetitive motion or sound of a machine part. One by one other arts are added to the machine until the whole groups is involved. An example would be an engine with people playing the roles of: Starter A wheel Pistons Moving Handle etc - National Trainers Team Belgium 2006-2007 -

Variation:

Breaking the group up, one group becomes a machine and the other group has

to guess what sort of a machine it is, then vice-versa. Conclusion:

This exercise requires a fair amount of imagination, but can also be a lot of fun

if the people really get into the acting.

SCRAMBLED Who: Teams of up at least 3 people Where: Aids

Indoors

Scrabble Tablets Score sheet – pen Blu-Tack

Objectives

To learn to work as a team using non-verbal communication

Leaders Hints Observe those who assume the role of team leader Instructions

Each team member chooses one scrabble table. They must not look at the

tablet. They must stick it to their forehead immediately. No team member is allowed to inform another team member of what that person’s letter is. The team must create as many words as possible in the time given. A judge needs to write down each word as the team forms it. The words must be at least 3 letters, although there may be more people in each group. The words created must never be said aloud, since this would allow people to find out their letter too easily. Award one point for each letter used, with a bonus of 5 points for using all the tablets in the group. Variation

1 Make it harder by increasing the minimum number of letters per word.

- National Trainers Team Belgium 2006-2007 -

2

Give everyone a letter, allowing him or her to see it. Shout out words and have

people find other letters and line up as the word as soon as possible. Make it a competition by eliminating people who don’t become part of a word. Conclusion

A good fun team game.

PASSENGER BALLOON Who: Groups of 5 – 6 Where:Inside or outside Objectives

To learn to make an argument about the importance of oneself

To learn to negotiate with other people Leaders Hints Look for those who try to intimidate others Instructions

Groups sit in a fairly small circle, which represents the basket of the passenger

balloon. Each person has to pick an occupation for himself or herself eg plumber, lawyer, doctor etc. Make sure that people have chosen their occupation before you explain the scenario to them. The balloon is slowly losing altitude and in order for some of the people to survive, one person has to jump out. Everyone has to put forward their reasons why they shouldn’t have to jump out and why someone else should. Everyone must agree on who has to jump within 5 mins or everyone will perish Conclusion

This game is a bit like bomb-shelter. It is quite useful since the people don’t

need to know each other to be able to play it.

- National Trainers Team Belgium 2006-2007 -

BLINDFOLD NAVIGATION Who: Small teams (say 4-5 people) Aids

2 blindfolds per team (one for walker, one for next person in line), Chalk,

1

Chair per team, 1 Spoon / box of matches / apple per team Other obstacles (eg bins) Objective

To win by trusting each other

Instructions

Draw course on the ground (including circles for pick up / put down points),

One team member is blindfolded Navigate course with instructions from other team members. Navigate obstacles and pick up / put down objects (judge to return object to pick up point after it is put down) Repeat with other team members Fastest Team wins Commands

Stop, Go

Left, Right

Forward, Back

Down, Up

Pick up, Put down

Yes, No

Sit, Stand Chair Sit Down

Example Course

Pick up Object

Put Down Object Obstacle s

- National Trainers Team Belgium 2006-2007 -

Conclusion

Bit of trust involved, so good for people who at least have met before

- National Trainers Team Belgium 2006-2007 -

PASSED OVER Who: Groups of 30-40 people. Where:Inside a very large room or outside, preferably over a carpet or grass surface. Aids

Nil

Objectives

To build people’s trust in each other

To work together as a large team Leaders' Hints Spread the strong people evenly amongst the two groups Instructions

Form lines of about 30-40 people

Line up in pairs, one pair behind the other With the help of two strong people at the front and back if needed, life a person, life a person up an pass them along the top of the line lying flat and supported by the hands of the people underneath. Conclusion

A good trust, you can also increase the number of people you pass along so that

everyone who feels comfortable can have a go. LINKING UP 1 – 10 Who:

Groups of up between 7 – 12 people

Leaders' Hints Look for the innovators who can solve this problem Instructions

Give each group member a number from 1 – 7 (or 10, or 12 etc)

Make sure that no-one else knows what their number is. They then have to line up in numerical order, but they must close their eyes and not talk. After an appropriate amount of time, stop the game. Discuss how they felt about not being able to do it, and see if they can find ways that may have made it easier eg tapping their numbers on each other’s back. - National Trainers Team Belgium 2006-2007 -

PLAYFAIR COLOURS Group Size

Any Size

Materials

None

Where and When

A good game to play when the group's concentration is fading. It is

quick, gets people's bodies moving, and you can then lead into another session or carry on where you left off. It is not advisable to use this activity on groups who are unfamiliar with each other as it can be threatening. Procedure

The leader calls a part of the body and a colour that can e found in the room.

Everybody must then rush and place that part of their body on that colour eg noses on red. Everyone must stay in that position until another colour has been called. NOTE: be careful not to let this drag on too long or it will become a de-energiser FLYING CARPETS Group size:

Approx ten

Materials:

1 Blanket for each group

Procedure:

Each group has to stand on their blanket and race down to the other end

of the room. They must stay on their blankets at all times. The first group to reach the end is the winner.

KNIGHT; MOUNT; CAVALIER Materials

Large open space

When and Where

Use to release energy and for lots of fun. Excellent in playfairs. - National Trainers Team Belgium 2006-2007 -

Procedure

Ask the group members to pair off, finding a partner roughly the same size.

Explain that this activity is called "Knight; Mount; Cavalier". There are three positions that they need to know. Knight: One person kneels on one knee with their partner sitting on their other knee. Mount: One person gets down on their hands and knees, the other person stands over them. Cavalier: One partner picks up the other person (Demonstrate these positions) Proceed to call out the different instructions in a random order, giving people just enough time to get into one position before you call out the next. NOTE: Don't let this activity drag on - it should be short or people will get sick of it and drop out. Variations

1. Make it Competitive: Anyone doing the wrong position is out.

2. Change the roles around so that the person being picked up is then the one who picks up the partner and so on.

SANDWICH GAME Group Size

10 and up

Materials

None

When and Where

Great for breaks in between sessions and for use in playfairs. However,

close physical contact is involved and may be intimidating for groups who are unfamiliar with one another. Procedure

Divide the participants into 5 equal sized groups. Nominate each group with a

part of the sandwich. There must be 2 groups allocated bread, 1 group allocated meat, 1 group - National Trainers Team Belgium 2006-2007 -

allocated tomato and 1 group allocated lettuce. The aim is to then make the sandwiches. There needs to be a piece of bread on the bottom (one person lies down), a piece of ham (the next person lies on top of the first), the lettuce and ham and then finally the last piece of bread on the top of the pile. On completion there should be a pile of five people making the sandwich. NOTE: This will work most effectively if demonstrated first by people who are familiar with both the leader and the game.

STATUES (MAKE THEM FRIENDLIER) Group Size

7 people (4 boys and 3 girls), plus as many spectators as you want

Materials

None

Procedure

Take 5 people (3 boys and 2 girls) outside and keep 2 inside. Bring in a male,

and tell him take the two people inside and "make them friendlier". After he has finished, get him to swap places with the male. Bring in the next girl. Do the same, and swap with the girl. On the last male do the same, but get him to swap with the girl, leaving the two males in a slightly sexual position. EVOLUTION GAME Group Size

10 and up

Materials

None

Where and When

A good game to begin a session or just generally wake a group up.

Game works most effectively with people who know each other as there is an element of honesty involved. Procedure

There are four stages to this game: Egg, Chicken, Bird and Superman. The idea

is that participants evolve through the four phases.

- National Trainers Team Belgium 2006-2007 -

Everyone begins walking around the room banging their fists on their foreheads chanting "egg egg egg egg egg". Participants pair up and have a game of paper; scissors; rock. The winner of this game evolves to the next stage, the looser stays an egg. The game continues and the participants who evolved walk around like a chicken, flapping their arms and squarking, the eggs continue to be eggs. The chickens pair up with chickens and the eggs pair up with eggs to once again play paper; scissors; rock. Those who win evolve to the next stage where as those who loose remain where they are. The game continues with the birds flapping their arms and supermen soaring around with both arms in the air. When the game works correctly there should be one egg, chicken and bird left and the rest of the players are supermen (or superpeople to be politically correct) WET PANTS Group Size

3 volunteers (but any number of people can watch)

Materials

3 funnels

3 spoons 3 blind folds 3 jugs of water 1 packet of jaffas When and Where

Use on a hot day where people have the opportunity to change their

clothes. Also with people who will not kill the demonstrator. Procedure

Get three people up the front. Put the funnel in the front of their pants and the

spoon in their mouth. Put the jaffa on the spoon, count to three and get them to drop it in the funnel. Easy. Tell them that they will now be blindfolded and will have to do it again. Blindfold them. Count to three, but on two pour water into the funnel. MASTER/SLAVE Group size:

Any size - National Trainers Team Belgium 2006-2007 -

Materials:

None

Procedure:

Divide the group into three groups and form a group of three with one

person from each group. Nominate one person as the leader on the group. This person becomes the Master of the other two people in the group who are now Slaves. The Master then has one minute to command the slaves to do anything they say ( within reason of course). Swap the roles to give every member of the group the chance to be Master STEAMROLLER Group Size

Any Size

Materials

None

Where and When

A trust building, physical boundary breaking activity which can be great

fun for a group who are comfortable with physical contact, but may be awkward with groups who find physical contact more difficult. Procedure

Have the group lie diagonally across the room on their backs, as close to one

another as possible. The person at one end then proceeds to roll over the top of the others to reach the other end, where they lie down next to the last person. When they arrive the next person does the same. Variations

1. Group lies on their backs on the floor, with every person lying in the

opposite direction to the person next to them. Close everyone up so that their heads 'interlock'. Everyone then stretches their hands above their heads. One member of the group lies down along the top of the outstretched arms and is passed along the top of the arms to the other end. NOTE: It is necessary to have someone, preferably the leader at first, at both ends to start each person off carefully and catch the head of each person as they finish. Also, start off with lighter people and gradually build up group confidence in tackling the heavier members.

- National Trainers Team Belgium 2006-2007 -

2. Place a 20 cent piece on the first persons chest. The aim is to pass the 20 cent piece from one person to another without touching it with anyone's hands or dropping it on the floor. This variation requires each person to roll only onto the next person and then back to their original position. The 20 cent piece should make it to the other end of the chain. NOTE: This can be made competitive by having two teams going at once. The winning team has the 20 cent piece arrive at the other end of the chain first. HUMAN TUNNEL BALL Group size:

Three or four groups depending on the size of the group.

Materials:

None

Procedure:

The groups line up one behind the other, facing the same direction each

person about an arms length behind each other. They spread their legs apart and join hands, the right hand going under their legs joining with the persons left hand behind them. The race begins the first person moving under the tunnel and not breaking the linking hands and the tunnel moves under itself until all the group has gone through the tunnel hands always linked. HUMAN PYRAMID Group size:

Approx 10

Materials:

None

Procedure:

Each group must form a human pyramid and walk the pyramid forward

towards the other end of the room. The first group to reach the end wins. The pyramid classically consists of 4 people on the bottom level, three on the next, then two and one person on the top. MUSICAL PARTNERS

- National Trainers Team Belgium 2006-2007 -

Group size:

Any

Materials:

Music (that can be stopped and started)

Procedure:

The group forms into pairs. The pairs then kneel facing each other with their

hands on each others shoulders, forming an inner and outer circle. When the music starts the outside circle stands and begins to move clockwise, the inner circle at the same time works in an anti clockwise direction. When the music stops the circles must re-pair and kneel with their hands upon each others shoulders. The last pair to do so is OUT. The game continues until only one pair remains STRUCTURES Group size:

Groups of between 2 and 8

Materials:

None

Procedure:

The group is split into smaller groups of between 2 and 8 people. The

leader then gives an example of a particular structure which the groups

construct by linking themselves together

Examples, Tree, Crane, Modern building, Bridge, Plane / Helicopter, Car / truck/ Bus, Ship, lighthouse etc HUMAN OBSTACLE RACE Group size:

Approximately six or size to suit Materials-None

Procedure:

The teams line up and the race begins. No.1 moves down the line: Patting No.2 on the head; Going through No.3's legs; Linking arms and spinning twice with No.4; Sitting on No.5's right knee, Blowing in No.6's ear. - National Trainers Team Belgium 2006-2007 -

No.1 then joins the line and No.2 goes down the line carrying out the tasks in the same order, and so on. The list above is only an example of tasks for each number. Use your imagination ARM LINKS Group size:

Any size

Materials:

None

Procedure:

In pairs sit back to back and link arms. Then try to stand up. Do the same in threes, fours, fives etc until you can do it with the entire

group.

- National Trainers Team Belgium 2006-2007 -

BALLOON GAME Group size:

Approx ten

Materials:

1 Balloon per Person String Scissors

Procedure:

Distribute 1 balloon and a piece of string to each person. Instruct each person to blow up their balloon and tie it to their ankle.

Once all balloons are in place, tell the group to burst as many balloons belonging to other people as possible. Sit down when your balloon has been burst. Activity is best if no one is wearing shoes. GROUP SLIME Who: A group of people, between 10 and 20. Where:Inside a large room Objectives Instructions

To coordinate your progress with others Participants lie in a circle on the floor as far from the centre of the room

as possible with all heads toward the centre. Group closes eyes, and slowly crawls into the centre, forming a pile, then each person crosses to the other side of the room. This should take about 5 minutes. Conclusion

A fun activity for people who know each other relatively well.

PEELING THE SNAKE Who:

Large groups of people (up to 50 in each group) - National Trainers Team Belgium 2006-2007 -

Where:

Inside a large room or outside

Instructions: Form single file lines for each group Each person faces the back of the person on his or her right. Bending over, each person places their right hand back between their legs and reaches their left hand to grab the right hand of the person in front of them. The last person in the line lies down, and the snake unpeels by the rest of the line slowly walking backwards, still joined, over the top of that person who has lay down. One by one each person lies down, still holding hands, with the others passing over the top of them. The group who are all lying down first win. CHUCKLE BELLY Who:

Large groups of people (say at least 30 in each)

Where:

Inside a large room or outside.

Objectives

To watch a human chain reaction To test people’s ability not to laugh (in the variation)

Instructions

Instruct each group to lie down so that each person’s head is resting on the

stomach of the person before them. Tell the person at the head of the each line a joke, and they will giggle. When the person with their head on that person’s stomach feels them giggle, they will also giggle and your chain reaction has started. Variation

Have the first person cough, and then each subsequent person cough, but no-

one is allowed to laugh or giggle.

- National Trainers Team Belgium 2006-2007 -

PERSONAL DEVELOPMENT INSIDE OUT Materials:

None

Aims: Developing imagination, self-validation, sensory awareness, awareness, body control. Procedure:

Whole group lies on backs, arms on the floor, legs separate, eyes closed.

Leader talks smoothly and steadily and asks the group to focus their senses within their bodies. Bodies are described as containing blood vessels with blood pulsing through; lungs exchanging oxygen for carbon dioxide (good air for used air); stomachs digesting food, etc. Group is asked to concentrate on one particular function of the body and the leader asks the group to be aware (even synthetically) of the existence of the activity, without feeling for signs with their hands. Real sensations to notice heartbeat pulse breathing indigestion digestion perspiration, etc. Pseudo sensations (to imagine entirely) hair growing nails growing air in the blood food passing to muscles acids attacking the teeth, etc. Variations

1

Concentration through breathing. Take a deep breath. Imagine your ribs

expanding, the air rushing down your throat, filling your lungs, entering your blood and kicking the old air out. (continue with exhaling.) - National Trainers Team Belgium 2006-2007 -

Concentration through heartbeat. Blood sucked into one chamber - expelled into next chamber and then back into vein or artery. Concentration upon the feeling (in rhythm with the beats) of this expansion and contraction. ROAD MAP Materials Aims

Large sheet of paper per person and pencil or felt tip Self-validation

Procedure

Each person is asked to make a road map of their life so far. Beginning

with birth and extending to the present. Each map should somehow show the good places (either scenic or open road, etc.) or the bad places (bumpy spots, etc.), hospital (road works etc.) Also barriers, detours, and the general direction of their present course. Compare life's past course with your imagined future, i.e. goals, etc. How will they be achieved? What has made the good spots? Variations 2

1 Extend and project the map into the future. (conjecture or daydream)

Construct lists of positive and negative problems and events. Decide on points

systems, i.e., + and -, and evaluate your life. 3 Role-play passing detours, etc. TIN SOLDIER Who:

Pairs of people

Where:Inside a large room. Aids

Obstacles eg chairs and tables

Objectives

To learn to trust your partner - National Trainers Team Belgium 2006-2007 -

To feel what it is like to have no power over your own actions Leaders Hints Nil Instructions

In each pair, person A is a tin soldier, person B is their Director

Tin soldiers can only move under directions from B. They have no power to think or make decisions. Tin soldiers walk slowly with stiff legs & arm joints. B’s job is to guide his/her tin soldier to the other side of the room, by giving directions to avoid hitting walls, tables, chairs & other tin soldiers. Now have B’s wind up their tin soldiers & begin giving directions. After a few minutes, stop and reverse roles. Conclusion

A good fun game for friends or strangers. It may have an interesting effect on

people who like to be in control.

- National Trainers Team Belgium 2006-2007 -