Icebreakers, Team Building Activities, and Energizers

Transcription

1 Icebreakers, Team Building Activities, and Energizers Abut this Resurce Whether it is a small gathering at yur hme r a large training seminar, we all want t feel that we have established sme cmmnality with ur fellw Lins. By creating a warm, friendly, and persnal learning envirnment, Lins will participate mre and learn mre. One way t d this is t incrprate grup activities, such as icebreakers, team building activities, and energizers. What is an icebreaker? The term "icebreaker" cmes frm "break the ice", which in turn cmes frm special ships called "icebreakers" that are designed t break up ice in arctic regins. And just as these ships make it easier fr ther ships t travel, an icebreaker helps t clear the way fr learning t ccur by making the learners mre cmfrtable and encuraging cnversatin. Specifically, an icebreaker is an activity designed t help peple t get t knw each ther and usually invlves sharing names and ther backgrund infrmatin. A team building activity is designed t help grups frm bnds and becme a team. Team building activities differ frm icebreakers in that the grup members already have learned each ther s names, and perhaps sme persnal infrmatin, and the fcus is n making the grup becme mre chesive. Energizers are quick, fun activities t liven up a grup. They are particularly useful after a meal, when grups may be getting sluggish, r late in the day when energy is waning and mtivatin is decreasing. Often an icebreaker, a team building activity and an energizer verlap. Fr example, during an activity in which participants are asked t line up in alphabetical rder by first name, participants will learn each ther s names (typical f an icebreaker), they ll wrk tgether as a team t frm the line (teambuilding), and becme invigrated by being able t get up and mve arund the rm (an energizer). As a result, the activities in this resurce are gruped tgether accrding t hw they might be used instead f hw they are defined. Listed n the pages that fllw are activities t facilitate intrductins, t intrduce a tpic, t review cncepts recently learned, t encurage team building, and t energize. There are als sme miscellaneus activities at the end that yu might find interesting r useful.

2 Activities t Facilitate Intrductins These icebreakers can be used t help participants relax and ease int a meeting r training; and t help participants learn each ther's names and persnal/prfessinal infrmatin. When participants are meeting fr the first time, start with an icebreaker that helps everyne t learn names and persnal/prfessinal infrmatin. If yu are facilitating mre than ne sessin, chse a few icebreakers -- yu can use ne t get peple chatting and exchanging persnal infrmatin, anther t help memrize r review names, and anther at a stretch break. Seating Plan Ask participants t arrange their seats: * alphabetically, accrding t first name, r * sequentially, in rder f birthday mnth and date Marned Yu are marned n a island. What five (yu can use a different number, such as seven, depending upn the size f each team) items wuld yu have brught with yu if yu knew there was a chance that yu might be stranded. Nte that they are nly allwed five items per team, nt per persn. Yu can have them write their items n a flip chart and discuss and defend their chices with the whle grup. This activity helps them t learn abut ther's values and prblem slving styles and prmtes teamwrk. Wh s Dne That? Prir t the meeting, make a list f abut 25 experiences r skills that might be useful t individual Lins. Fr example, a list fr a grup f Lins might have sme f the fllwing: Develped a Lins club website Has applied fr an LCIF grant Has attended a Lins Leadership Institute Has visited the LCI website Has taken an nline curse n the Lins Learning Center Has been a club fficer Is gd at using PwerPint Led a cmmunity service prject Ensure there is plenty f space belw each item (3 r 4 lines) and then make enugh cpies fr each persn. Give each persn a cpy f the list and have him r her find smene wh can sign ne f the lines. Als, have them put their jb title and phne number next t their names. Allw abut minutes fr the activity. Give prizes fr the first ne cmpleted, mst names (yu can have mre that ne name next t an item), last ne cmpleted, etc. As a result f this activity, participants will have a list f Lins wh can serve as resurces, and will have learned abut each ther. Alliteratin Intrductins An excellent game fr players t get t knw each ther's names. Ask grup members t stand in a circle, if rm space permits. A player starts the game by intrducing himself r herself by making a gesture, and alliterating his/her name, e.g. "I'm Wnderful Wendy" r "I'm Smart Steve". The next player pints t the first player, repeats the previus player's name, attribute and gesture, and des smething similar abut himself r herself. And s n. The game ends with the first player having t d every ther player's gesture, repeating their names and attributes. Surce:

3 Chas Material Needed: 3-4 sft small bjects (stuffed animals, ksh balls, bean bags) Time Required: 10 minutes Grup Size: 8-20 Purpse: Physical energizer, name game 1. Organize participants int a circle. G arund the circle nce and have each participant intrduce him r herself by name. 2. One persn begins by tssing ne f the bjects t smene else, saying, "Hi, Name f Persn! 3. The persn wh catches the bject then says, "Thanks, Name f tsser!" and repeats by tssing t smene else in the circle. 4. Names must be said each time the item is tssed r caught items may be in place at nce, but make sure t space them secnds apart frm each ther. Gegraphic Lcatin Each grup member is frm a different gegraphic lcatin, but tgether they will frm a map. (Nte: if grup members are nt frm different gegraphic lcatins, assign them ne). Ask each grup member t stand where he/she thinks they belng t make a map as clse t scale as pssible. Name and Number As peple walk int the gathering, put their name n ne side f an index card, and a number n the ther side. As everyne walks arund with their name shwing (n the index card that is taped t their shirt), they have t try t intrduce themselves t as many peple as they can. After a bit f mingling, tell everyne t turn ver his r her name tags, s that the number n each card is shwing rather than the name. Nw give everyne a numbered piece f paper, and see wh can fill in the mst names next t the crrespnding number. Pat n the Back Have everyne draw an utline f their hand n a sheet f paper, then tape it t their back. Have grup members mingle and write things n everyne s back that tells them smething psitive. Meeting Warm-Ups Quick ideas t get peple fcused n each ther and ready t participate! This activity can be dne with a grup f any size. Time Required: The activity can be as lng r as shrt as yu wuld like. Materials: Nne Physical Setting/Lcatin: Needs t be in a lcatin where grup members frm a circle. Instructins: G arund the circle and cmplete ne f these sentences: I became a Lin because The best prject I ever wrked n was Being a Lin has taught me that When peple ask me abut Lins Clubs Internatinal, I tell them This year I plan t Each persn in the circle shuld answer the questin befre a new questin is issued t the grup.

4 "I Have Never" (10 Fingers) Each persn starts ff with sme candy. Ging arund the circle, each persn finishes the sentence "I have never..." Everyne wh HAS dne what they have never dne gives that persn ne f their candies. A fun way t learn things yu might therwise nt find ut abut peple. Tw Truths & A Lie T allw participants t get t knw and appreciate ne anther better, thrugh discvering bth cmmn and unique interests and experiences. T help level the playing field within a grup thrugh making human cnnectins that aren t related t either rganizatinal r pwer structures. T help peple begin t be mre cmfrtable talking and listening with ne anther. Grup Size: This activity can be dne with a grup f any size Time Required: Each persn will take abut 3-5 minutes Materials: Nne Physical Setting/Lcatin: This activity can be dne either inside r utside standing up r sitting dwn. Instructins: 1. Tell participants that they must intrduce themselves t the grup, cming up with tw true statements/facts abut themselves and ne lie. 2. Ask fr a vlunteer t start with their tw truths and a lie have them share all three with the grup. 3. Whever guesses the crrect lie, will g next. 4. Sme participants may want t expand n their truth statements, depending upn hw elabrate they are! Me T This activity wrks best fr small grups r with a large grup divided int smaller grups f 4-6 participants. 1. Everyne in the grup gets 10 pennies/tthpicks/scrap f papers, etc. 2. The first persn states smething he/she has dne (e.g. water skiing). 3. Everyne else wh has dne the same thing admits it and puts ne penny in the middle f the table. 4. Then the secnd persn states smething (e.g. I have eaten frgs' legs). 5. Everyne wh has dne it puts anther penny in the center. 6. Cntinue until smene has run ut f pennies Cmmn Grund This als wrks best fr small grups r fr each small grup sitting tgether as a team (4-6 learners). Give the grup a specific time (perhaps 5 minutes) t write a list f everything they all have in cmmn. Tell them t avid the bvius ("we're all taking this curse"). When time is up, ask each grup hw many items they have listed. Fr fun, ask them t annunce sme f the mst interesting items.

5 Activities t Intrduce a Tpic Smetimes when a grup is meeting fr a wrkshp n a specific tpic, participants already knw each ther well. In these situatins, use an icebreaker that leads int the cntent f the gathering. A tpic lead-in can play a number f functins. It can: generate interest in the tpic f the meeting r training activate participants' prir knwledge f the subject help the facilitatr and participants t identify individual learning needs and gals encurage the sharing f infrmatin and resurces surface resistance t discussin r learning Tpic lead-in questins can be answered cllectively r individually. Use tpic lead-ins liberally: it is apprpriate t use them in every sessin. Individual lead-in questins Individual lead-in questins are designed t identify individual learning needs and gals, encurage the sharing f infrmatin and resurces, and/r surface resistance t learning. Participants can respnd t questins in a predetermined rder (e.g., left t right arund the rm), r by vlunteering respnses in randm rder. If yu let participants speak in randmly, remember that ne f the purpses f this activity is t get peple talking, s try t ensure that everyne in the grup makes a cntributin. Here are sme tpic lead-in suggestins: State ne r tw "burning questins" yu hpe will be answered in this sessin. Describe ne strategy/resurce yu have successfully emplyed recently (relevant t the tpic f the meeting/training). State yur persnal definitin f the tpic (eg., in a sessin n public relatins, "Public Relatins means..."). The fllwing lead-ins are particularly useful when the subject matter challenges established beliefs r practices: State yur pinin n the tpic. ("I think...") Cmplete a phrase r phrases (eg., in a sessin n public speaking, "encurage a persn wh is fearful f public speaking by..."). T encurage free-flw participatin, ask participants t listen t all cntributins, but reserve their cmments fr discussin later in the sessin. Wrd Tree Generate a list f wrds related t the tpic. Fr example, if discussing gal setting, ask participants t give yu wrds related t the tpic. Participants may suggest: 'bjectives,' 'actin plan,' 'targets,' 'planning,' 'achievement,' etc. Write all suggestins n the bard, clustering by theme where pssible. Yu can use this pprtunity t intrduce essential terms, t. Multiple Chice r True/False Quiz Rather than giving participants a multiple chice r true/false quiz at the end f a sessin, try giving it at the beginning. As facilitatr, yu can walk arund and discretely scan participants' respnses -- this can help yu t identify where t fcus yur attentin during the training. Check the answers with the grup at the end f the sessin.

6 Activities fr Reviewing and Applying Learning Cncepts These activities are meant t reinfrce, review r apply material that was recently learned. They are a fun way t highlight key cncepts while getting the participants up and mving arund. Ball Tss This is a semi-review and wake-up exercise when cvering material that requires heavy cncentratin. Have everyne stand up and frm a circle. It des nt have t be perfect, but they shuld all be facing in, lking at each ther. Tss a fam ball r bean bag t a persn and have them tell what they thught was the mst imprtant learning cncept. They then tss the ball t smene and that persn explains what they thught was the mst imprtant cncept. Cntinue the exercise until everyne has caught the ball at least nce and explained an imprtant cncept f the material just cvered. Prcess Ball This is similar t the abve exercise, but each persn tells ne step f a prcess r cncept when the ball is tssed t them. The instructr r learner, in turn, writes it n a chalkbard r flip chart. Fr example, after cvering "Maslw's Hierarchy f Needs," yu wuld start the ball tss by having everyne give ne step in the pyramid f needs, e.g. Safety, Physilgical, Esteem, etc. Traffic Lights The purpse f this activity, suitable fr any grup, is t intrduce the idea f develping an actin plan at the end f a training sessin/seminar. Materials: flipchart paper; pens and/r markers Time: 20 minutes 1. Divide the grup int teams. 2. Draw a traffic light n a flip chart at the frnt f the rm. Explain that the traffic light represents an actin plan: what participants shuld stp ding (red light), what they shuld d less f (yellw light), and what they shuld g frward with (green light). 3. Ask each participant t write dwn his r her wn traffic lights. Allw 5 minutes. 4. G arund the grup and ask each persn t tell the rest f the grup ne f the things they will stp ding as a result f the training sessin/seminar, ne f the things they will d less f, and ne f the things they are ging t g ahead and d. Surce: Barca, Michele and Cbb, Kate. (1993). Beginnings and Endings: Creative Warmups and Clsure Activities. Amherst, MA: HRD Press P.139 Activities t Build Teams Pipe Cleaners This activity allws participants t be creative. At the beginning f the sessin (r during a break) place three pipe cleaners at each persn's place. Dn't tell what they are fr unless asked. When yu are ready tell the grup they are t create a pipe cleaner sculpture. In ther wrds, they can d anything they want with them. At the end f the mrning (r day), ask each grup f five peple t select a winner. Then have everyne select an verall winner. If yur culture encurages peple t wrk in teams make sure t give special recgnitin t any grup that cmbines their pipe cleaners and uses all f them tgether t make smething "better."

7 Blind Numerical Order (20 minutes) Illustrates: Cmmunicatin and listening. a) There is n talking b) Yu must keep yur blindflds n at all times c) Each f yu will have a number whispered int yr ear d) The gal is fr the grup t arrange itself in numerical rder withut speaking and withut the use f sight. Blindfld all the participants. Whisper a number t each f them (d nt allw ther participants t hear). The number shuld be RANDOM (nt just 1-12, etc). After whispering the number, mve the participant t a randm lcatin. Once every participant has a number, they shuld begin. Make sure all participants are safe thrughut the exercise. Prcessing Questins: What was the mst difficult aspect f this exercise? Did yu have a sense f wrking tgether? Why/why nt? Hw frustrating was it when yu culd nt talk? What was necessary in rder fr yu t be successful? Did yu assume that the assigned numbers wuld be in rder (like 1-12)? Hw imprtant is gd cmmunicatin in grups? Hw des this activity relate t ur grup? All Tied Up Material Needed: Bandanas r clth strips, ther items as needed Time Required: minutes, depending n the gal and number f grup members Grup Size: Purpse: Wrk as team t cmplete a cmmn gal 2. Arrange participants int a circle, facing each ther. Ask them t hld ut their arms. 3. Tie the grup tgether s that each persn is tied t bth neighbr's wrists. 4. Nw that the grup is "all tied up", give them a task t d tgether. Sme ideas are: Make rt beer flats fr everyne Wrap packages with gift wrap, bws, and a card Eat lunch Make a snack Create an art prject Pur a cup f water fr each persn in the grup Anything else that is fun and crazy Nte: T make the task mre difficult give the grup a time limit. Debrief Questins r Tpics: 1. Why were yu successful (r unsuccessful) at cmpleting the task? 2. Hw did the time restrictins aid r hinder yur grup frm cmpleting the task? 3. Did everyne in the grup help t get the task dne? 4. What happened when smene didn't help? 5. D yu ever feel like yu are "tied up" with smene else when yu are wrking with them and trying t get a jb dne? If s, why, and hw d yu deal with this feeling? Surce: Jnes, A. (1999). Team -Building Activities fr Every Grup. Richland, WA: Rec Rm Publishing. P

8 Build a Car Material Needed: flip chart paper Time Required: 25 minutes Grup Size: 5-30 Using flip chart paper, draw the utline f a car. Instruct the grup t add cmpnents t the car and explain what it stands fr and hw they can relate that t the team. Give ne example and then let them g. Break team int grups f fur r five. Allw 20 minutes fr the team t draw the car and 5 minutes fr each team t present their vehicle. The ttal time depends n the number f grups yu have. Sme examples: Draw the antennae t make sure we have gd cmmunicatin r the wheels keep us in mtin. Others include a rear view mirrr t keep an eye n where we have been, head lights t help us find ur way, a trunk t stre all ur knwledge and tls, the gas tank t prvide fuel when we need it, etc. Human Machines Have grups f 6 t 8 peple each create a machine ut f humans by imitating the appearance and actin f the machine. Examples include becming a blender, taster, lawn mwer, cpy machine, lamp, r washing machine. Rain Everyne sits in a circle, shulder t shulder. N talking is allwed. The leader starts the exercise and each persn jins in when they hear the sund the persn t their left is making. The leader starts the exercise by rubbing their palms tgether. This cntinues in the circle until it cmes back t the leader wh then changes the sund (snap fingers, clap hands, slap thighs, stmp feet, and then in reverse rder). The sensatins created are akin t the sunds f a rainstrm. Cnsensus Material Needed: Nne Time Required: minutes Grup Size: Purpse: Team building, discussing cnsensus & teamwrk, cmprmise 1. Divide the participants up int 3-4 grups depending n the number f peple. 2. Ask each grup t huddle tgether and create a nise and actin t perfrm fr ther grups. 3. After each has demnstrated nise and actin twice fr ther grups, the facilitatr gives 10 secnds time fr each grup t huddle. 4. The gal is fr all f the grups t be ding the same nise and actin tgether, withut cnsulting ne anther. 5. After the huddle, the facilitatr cunts t three and all f the grups at the same time must perfrm ne f the actin/nise cmbinatins. (It desn't have t be their riginal ne). 6. Keep re-huddling until all grups are ding the same nise/actin. Variatins: If fr sme reasn the grups are successful n the first r secnd try, break participants up int smaller grups and have them repeat the activity. Debrief/ Discussin Questins: 1. Hw did it feel t be successful (unsuccessful) with this activity?

9 2. What made it s hard t reach cnsensus? 3. What was mst frustrating abut this activity? 4. Hw did it feel t have yur nise/ actin nt be chsen by the grup? 5. Did any f yu make any cmprmises during this activity, hw did that feel? 6. Hw did it feel t nt be able t cmmunicate with the ther grups? Phrase Ball Material Needed: A Nerf r ther sft ball Time Required: minutes Grup Size: 5-40 Purpse: Public speaking, adjusting t change, prblem slving 1. Arrange participants int a circle, and tell them they will nw discver hw talented they are at speaking extempraneusly. 2. The members f the circle will tss the ball t ne anther, at the same time speaking a simple, descriptive phrase; ("the placid lake, the little girl, the beautiful city skyline, the terrifying grizzly, the sft Nerf(tm) ball, etc.) Tell them that since there are n rules, there are als n wrng phrases! Have the grup take turns tssing and speaking until everyne has gtten cnfident with their ability t cme with a phrase (this usually takes less than 5 minutes). When yu feel this has happened, wait fr the next time the ball is thrwn t yu and hld nt it. 3. Cngratulate them all n their verbal virtusity, and tell them they have mved ahead t the advanced level with astnishing speed. Tell them they will nw play the game again, this time with nly ne rule: Their phrases must relate t the phrase that came befre. That is, ne persn will say a phrase and tss the ball, and the persn catching it will add nt that phrase. 4. Try a cuple f passes. Tss the ball and say: "the new member..." The persn catching must nw say smething like, "rganizing the carnival." (Applaud him t encurage the rest.) This persn will then thrw the ball t smene else, saying perhaps, "wants t sell ppcrn,..." And whever catches it might say, "and cttn candy". That persn turns and tsses it s smene else, saying, "the little girl..." That persn catches it and says, "wh needs glasses". And s n. 5. D this until, nce again, everyne seems cmfrtable with the ability t speak extempraneusly, at least mst f the time. Express yur admiratin and ask yur learners t sit dwn. Debrief/ Discussin Questins: What were yur thughts r feelings when the ball gt tssed t yu? Did these change as the game prgressed? Hw cmfrtable were yu in cming up with smething t say in the mment? Did yu censr r evaluate yur cntributins? What rund was easier fr yu, rund ne r tw? As a speaker, hw culd yur presentatins imprve if yu fcused n respnding t yur grups instead f impressing them? Hw des all this apply t making yur presentatins? Des being spntaneus mean yu shuldn't carefully prepare yurself? [Answer: N!] KEY POINT: Once yu've prepared- written, rewritten, and rehearsed yur presentatinwhat d yu have t d next? [Answer: Get ready fr the unexpected...because it will happen]. Nte: If yur learners cnsistently have truble with this game, it is because they are pressuring themselves t be clever- t cme up with petic, funny r unusual phrases. Keep reminding them that the pint is t be spntaneus and imprmptu. Tell them they dn't have t wrry abut their

10 riginality. It will shw up by it self; in fact they can't repress it. Fr the mment, their challenge is t just g with the first idea that ccurs t them. Then swallw yur pride and mdel this fr them every time the ball cmes yur way! Surce: Tamblyn, D., Weiss, S. (2000). The Big Bk f Humrus Training Games. New Yrk. McGraw-Hill. P Thanks Giving Material Needed: Paper, envelpes, writing utensils Time Required: minutes, depending n the size f the grup Grup Size: 2-40 Purpse: Team building, recgnitin 1. Explain t the grup that the phrase "thankless jb" is ne that can be applied t many psitins r specific tasks. Explain that smetimes ne simple phrase cming frm the right surce can change that descriptr; the phrase is "thank yu". 2. Distribute blank paper and envelpes. 3. Ask grup members t write their name n their envelpe and place them in a lcatin easily accessible t everyne during the meeting r retreat. 4. Invite grup members t write a nte at any time during the sessin when they remember a particular time, event, r behavir fr which they wuld like t thank anther team member. 5. Thrughut the meeting r retreat tell members they may place the ntes in the envelpes f their team members. 6. Encurage team members t write at least ne thank yu nte fr each individual. Variatins: This activity can be adapted t include cmpliments r encuraging wrds. It can als be as simple as 3 kind wrds t describe the team member. If dne n a retreat, befre hand yu culd create 8 x 11 psters with a picture f the persn and their name and then have peple write directly n the pster thrughut the retreat. Yu can als include an envelpe fr peple t put their nte, in case smene desn't want their nte t be public. Nte: Since these ntes are persnal between sender and recipient, d nt explre them further as a grup. The pwer f this activity is in the result, nt the prcess. Surce: West, E. (1997). 201 Icebreakers. New Yrk: McGraw Hill. P 409. Three Way Cmmunicatin Material Needed: A flip chart, markers, a few bandanas, clipbards, pen and paper Time Required: minutes Grup Size: 6-40 Purpse: Discussing prs and cns f different cmmunicatin methds and styles. Grups physically mimic a specific cmmunicatin type/envirnment t make them aware f the 1. Preface the game with a brief discussin abut the varius ways in which peple cmmunicate with their friends, prfessrs, clleagues, etc. Tell them that in this activity, they will discuss and determine key aspects, prs/cns and guidelines fr a specific type f cmmunicatin. Three different cmmunicatin methds will be explred: Face t face, telephne, and Divide the grup members int three grups. The first grup represents the face t face cmmunicatin envirnment. These peple d nt have any cntrls n their cmmunicatin. They shuld sit in ne area f the rm and use pen and paper t write their findings during the activity.

11 3. The secnd grup represents the telephne envirnment. These grup members shuld be blindflded in rder t replicate the telephne envirnment (in which they cannt see the persn they're talking t). They shuld sit tgether in ne area f the rm. One persn will act as the scribe fr the grup's findings and will nt wear a blindfld. 4. The third grup represents the envirnment. These participants shuld sit back t back and may nt speak. They shuld each have paper, pens, and clipbards. In rder t cmmunicate, they must write ntes and pass them t ne anther. 5. Give them abut 7 minutes and then ask each grup member t make its reprt. (Participants can nw be free f the blindflds, clipbards, and ther cnstraints). 6. Capture the findings and guidelines n a flip chart. Surce: Deming, V.(2004). The Big Bk f Leadership Games. New Yrk, NY: McGraw-Hill. P Activities t Energize Yur Grup Ever feel like yur grup is just running ut f gas? Perhaps it s late, r after a meal, and yur grup desn t seem t have a lt f energy. We have prvided a list f shrt energizers t get yu and yur grup ging. These can be used at any time, s enjy! Animal Rundup Material Needed: Nne Time Required: 10 minutes Grup Size: 5-50 Purpse: Physical energizer 1. Tell grup members t silently think f their favrite animal. 2. Then tell grup members that withut talking, they need t arrange themselves frm largest t smallest animals. 3. Grup members can nly make gestures and the nise f their animal. 4. After they have finished, have grup members g arund and say the animal they were suppsed t be t see if it was accurate. Lins Clubs Internatinal Needs Me Because Material Needed: Nne Time Required: 7 minutes Grup Size: 5-50 Purpse: Physical energizer This exercise brings ut humr, team spirit and reinfrces cmmitment. 1. Ask participants t think f three reasns why Lins Clubs Internatinal needs them, r hw they cntribute t ur assciatin r their club. 2. Then, have participants, all at the same time, either stand up r walk arund the rm shuting ut these reasns with cmmitment and belief. Animal Nises Materials Needed: Ntecards with names f animals n them Time Required: 5 minutes Grup Size: Purpse: Energizer, icebreaker, gd activity fr breaking up peple int subgrups.

12 1. Write the names f animals n nte cards. D at least 2 f each animal, but yu may want mre depending n the size f the subgrup yu want t create. Fr example, if yu want subgrups f 5 peple each, yu ll need 5 nte cards with the same animal n them. 2. Distribute ne card t each participant. Explain there are sme duplicates. 3. Tell participants they must identify their partners (r grup members) within the rm purely by making the nise that they wuld assciate with their animal. There shuld be n talking at this stage, nly animal nises. Miscellaneus Activities Rearrange the Classrm (Change) Prir t class, set the desks up in the ld "traditinal" classrm rw style. Except, that yu shuld set yur stage (pdium, flip chart, etc.) in the back f the class. Start yur presentatin (yu will be behind them, facing their backs). Explain t them that this is hw a lt f change is implemented in rganizatins. The leaders get behind their emplyees and attempt t "push" them int change. And the attempt t change is abut as successful as trying t cnduct a class this way. Als, pint ut that this is hw a lt f traditinal rganizatins are set up, in nice even rws (departments), where it is hard t cmmunicate and learn frm each ther. But, real teams develp when we break ut f ur bxes and design rganizatins that have crss functinal teams wrking with each ther. Ask them t rearrange the rm s that real learning, cmmunicatin, and teamwrk can take place. Depending upn yur learners, yu might have t give them a few pinters t get started, but then get ut f the way. During the next break r after lunch, have them rearrange the rm again, using sme f the techniques that they learned. This can be repeated several mre times, depending upn the length f the presentatin. But, each time they change the setting, it needs t reinfrce a cncept that they previusly learned. Yu re OK Gd fr ending a seminar r an end f the year meeting. Distribute a 3x5 index card t peple and ask them t write their name n it. Cards are passed arund the grup; at which time everyne write a psitive cmment abut the respective individuals. The cards are then returned t each persn.