AIRPLANES:

EXPLORING THE DYNAMICS OF CHANGE

Goal

To offer the participants an opportunity to experience the dynamics of change within a

task group.
To encourage the participants to explore the effects of planning for change.
To identify behaviors that help and hinder in adapting to change.

Group Size
Two subgroups of six participants each. (One participant in each subgroup serves as an
observer. If there are a few more than fourteen participants, more than one observer may be
assigned to each subgroup.)

Time Required
Approximately one hour and fifteen minutes.

Materials

Six copies of the Airplanes Instruction Sheet (three copies for each subgroup). There
should be one copy for each of the first two participants in each subgroup who work on
constructing airplanes plus one copy for each observer.
A set of two Airplanes Role Sheets for each subgroup:
A copy of Role Sheet 1 for the first participant who joins the construction in progress; and
A copy of Role Sheet 2 for the second participant who joins the construction in progress.
A copy of the Airplanes Observer Sheet for each observer.
An assortment of supplies for each subgroup: three sheets of newsprint; three markers in
different colors; one pair of scissors; a roll of transparent tape; and paper clips.
A pencil for each observer.
A yardstick and masking tape for measuring and marking a distance of eight feet on the
floor.

Physical Setting
One room with a table and chairs for each subgroup. This room should have an area that can be
set up to enable the subgroups to fly their paper airplanes a distance of eight feet.
Another room is needed for the participants who are asked to wait and then join the construction
in progress; that room should have movable chairs.

Process
1. The facilitator explains the goals of the activity, forms two subgroups of six members
each, asks each subgroup to choose one observer, and then instructs each subgroup to
choose three people (not including the observer) to come with the facilitator to the second
room. (Five minutes.)

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AIESEC in the Republic of MACEDONIA | Faculty of Economics | Krste Misirkov bb | 1000 Skopje | Republic of Macedonia
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 2. The facilitator takes the chosen participants into the second room and tells them that they
will be spending at least fifteen minutes in this room. They are instructed to discuss their
past experiences with change (in both tasks and personnel) in work teams, their
reactions to those experiences, and what they learned about change as a result. (Five
minutes.)

3. The facilitator returns to the main activity room. Each observer is given a copy of the
Airplanes Instruction Sheet, a copy of the Airplanes Observer Sheet, and a pencil; the
remaining participants are given copies of the Airplanes Instruction Sheet and the
supplies for building paper airplanes. The facilitator asks the participants to read their
handouts, goes over the contents of the instruction sheet, and emphasizes that the
observers may not interact with their subgroups during the upcoming construction period.
Once the participants understand the task, the facilitator responds to all questions by
saying “All you need to know is on the instruction sheet.”1 (Ten minutes.)

4. The subgroups are told to begin constructing their planes. The facilitator designates the
time by which they should be finished.

5. After the subgroups have worked for five minutes, the facilitator goes to the second room
and gives a copy of Role Sheet 1 to one participant from each of the two original
subgroups. The facilitator reviews the content of the role sheet with the two participants
and ensures that they understand their role. Then these participants are invited to join
their respective subgroups in the main activity room. The remaining participants in the
second room are instructed to continue their discussion. After returning to the main
activity room, the facilitator makes sure that the subgroups receive the appropriate
information from the new members.

6. The subgroups continue to work on the task for another five minutes.

7. After the five-minute period, the facilitator goes to the second room and gives a copy of
Role Sheet 2 to one participant from each of the two original subgroups and repeats the
process of step 5. On returning to the main activity room, the facilitator again makes sure
that the subgroups receive the appropriate information from the new members and then
uses the yardstick and masking tape to create an eight-foot distance in the area that has
been set up for flying the airplanes.

8. The subgroups continue working until the original thirty-minute deadline is met.

9. At the end of the thirty-minute period, the facilitator calls time. By this time each subgroup
should have a name as well as three completed paper airplanes, one of which is able to
fly eight feet.

10. The presenters take turns making their presentations to the total group. Each presenter
states his or her subgroup’s name, shows the subgroup’s airplanes to the total group,
and demonstrates that one of the planes can fly the required distance. (Ten minutes.)

11. The facilitator leads a discussion about the impact of continually changing task
requirements and members during the construction period, ensuring that the observers
share their observations. Questions such as the following may be helpful:
What were your reactions when the rules changed? How did you react when new
subgroup members were added?
How did these changes affect the original division of responsibilities within the
subgroup?
How did the changes affect motivation levels within the subgroup?

COMPETENCY MODEL | Learning Sessions by Competencies

AIESEC in the Republic of MACEDONIA | Faculty of Economics | Krste Misirkov bb | 1000 Skopje | Republic of Macedonia
www.mk.aiesec.org | e-mail macedonia@aiesec.net | tel + 389 2 328 68 51 | fax + 389 2 311 87 01
 What conclusions can you draw about the impact of change on work groups?
How do your conclusions compare with your previous experiences with change in
work teams?
On the basis of what you have learned, which behaviors would you say help
team members to adapt to change? Which behaviors hinder adaptation to
change?
What can you personally do to make changes go more smoothly in your own
work team?
(Fifteen minutes.)

Variations

After step 11 the facilitator may present a lecturette on change.

If there are fewer than twelve participants, the facilitator may simply inform the subgroups
of the changes in criteria at the designated time intervals.
The activity may be used with two ongoing work groups. In this case the role sheets need
not be used; people may behave as they normally do in their groups. However, one
member should serve as an observer.
If the subgroups need to explore the issue of intergroup competition, the participants may
be asked to cast votes for the most attractive airplane, the airplane that flies the greatest
distance, the most effective presentation, and so on.

Submitted by Mary A. Brenkus.

AIRPLANES INSTRUCTION SHEET

Your subgroup will be using the supplies given to you to construct a paper airplane. The size,
shape, and appearance of the airplane are strictly up to your subgroup. The members of your
subgroup will decide who will take on the different responsibilities needed:

The leader, who will give direction to the subgroup;

The designer, who will coordinate ideas for designing the paper airplane;
The presenter, who will show your airplane to the total group; and
The remaining members, who will help in whatever way is needed to complete the
project.

One person may assume more than one responsibility.

Your subgroup has thirty minutes to construct the airplane.

COMPETENCY MODEL | Learning Sessions by Competencies

AIESEC in the Republic of MACEDONIA | Faculty of Economics | Krste Misirkov bb | 1000 Skopje | Republic of Macedonia
www.mk.aiesec.org | e-mail macedonia@aiesec.net | tel + 389 2 328 68 51 | fax + 389 2 311 87 01
 AIRPLANES ROLE SHEET 1
You will be rejoining your subgroup as it is in the process of building paper airplanes. Thus far
your subgroup probably will have been working on constructing one plane only.

You are to inform the members that before the end of the construction period they need to decide
on a team name and to make three airplanes. Your role is to stir things up and to antagonize the
subgroup. Be arrogant and resist helping with the project. You may want to criticize the way in
which the planes are being constructed, how many planes have or have not been constructed, or
other aspects of task completion.

AIRPLANES ROLE SHEET 2

You will be rejoining your subgroup as it is in the process of building paper airplanes. You are to
tell the members that before the end of the construction period one of the planes they are making
must fly a distance of eight feet.

Also tell the members that they need to choose a presenter who will show all three planes to the
total group and demonstrate that one can fly the required distance. Play the role of a helpful,
encouraging team member. Be supportive of the work that the members have already completed.

COMPETENCY MODEL | Learning Sessions by Competencies

AIESEC in the Republic of MACEDONIA | Faculty of Economics | Krste Misirkov bb | 1000 Skopje | Republic of Macedonia
www.mk.aiesec.org | e-mail macedonia@aiesec.net | tel + 389 2 328 68 51 | fax + 389 2 311 87 01
 AIRPLANES OBSERVER SHEET
Instructions: Please do not share the content of this sheet with the other members of your
subgroup. Your role is to observe the subgroup members as they construct paper airplanes. As
you observe the changes in subgroup members and in the task itself, write down answers to
these questions:

What happens when the subgroup begins its work?

What happens each time a new member is added?

The first added person:

The second added person:

What happens each time the criteria for the task change?

What behaviors help the subgroup to accomplish the task?

COMPETENCY MODEL | Learning Sessions by Competencies

AIESEC in the Republic of MACEDONIA | Faculty of Economics | Krste Misirkov bb | 1000 Skopje | Republic of Macedonia
www.mk.aiesec.org | e-mail macedonia@aiesec.net | tel + 389 2 328 68 51 | fax + 389 2 311 87 01
 What behaviors hinder task accomplishment?

Below write any additional information that will help to explain the dynamics of change
within your subgroup.

COMPETENCY MODEL | Learning Sessions by Competencies

AIESEC in the Republic of MACEDONIA | Faculty of Economics | Krste Misirkov bb | 1000 Skopje | Republic of Macedonia
www.mk.aiesec.org | e-mail macedonia@aiesec.net | tel + 389 2 328 68 51 | fax + 389 2 311 87 01