Workshop Game Method

Methods
& Simulations
Updated on Mar. 17, 2010

By C/HD-AP
CONTENT
GAME FOCUS PAGE
Catching Fingers Activation 1
Flubas Activation, Change 2
I’m Sitting on the Grass Activation, Group dynamics, Solving problems 3
1, 2, 3! Activation, Livening things up 4
High Moon Activation, Livening things up, Transitions 5
Detective Activation, Perception, Change 6
Night Flight Beginning, Getting acquainted, Trust, Communication 7
Naming Names and Beginning, Getting acquainted, Warming up, Team
Superlatives development 8
Sociometric Arrangement Beginning, Getting to know each other 9
My Personal Picture Frame Beginning, Introduction 10
Info Game Beginning, Introduction, Communication, Transitions 11
Sociometric Sequence Beginning, Opening a topic 12
Anonymous Happy Game Bringing people together 13
Bringing people together, Warming-up, Livening things
Mixed Names up, Change 14
Legosteine Coaching, Mediation, Intervention – Caution, sensitive 15
Donkeys and shepherds Communication 16
Tangram Communication 17
Island Survival Communication, Information sharing 18
Maze Game Communication, Planning, Leadership 20
Clapgame Concentration, In between, Fun 24
Traffic Jam Cooperation, Communication 25
Blindfold - Square of Ropes Cooperation, Communication 26
Quicksand Cooperation, Communication, Concentration 27
Office Office Cooperation, Communication, Information flow 28
Diversity Cooperation, Communication, Problem-solving game 29
Nine Men’s Morris Cooperation, Communication, Solving problems 35
Balancing Duet Cooperation, Trust, Team development 36
Floating Ice Cooperation, Warm-up 37
Passing on Messages Cooperation, Warm-up 38
Planet Course Cooperation, Warm-up 39
Demonstration: How to deal Demonstrate the importance of planning important things
with big Stones and keeping due dates 40
My personal Kite Energizer; a Deceleration Exercise 41
Sociometric Selection Feedback 42
What we all bring to the party Feedback, End 43
Bountiful Harvest Feedback, Review, Opening 44
Sociametric Constellations Getting acquainted, Warming-up, Tuning in 45
Choosing pictures Getting to know each other, Warm-up 46
Square wheels Group work: organizational problems 47
Motivation and Continuous Icebreaker, Motivation 49
Improvement
Broken Squares Icebreaker, Observe team behavior 50
Rush Hour In between 52
Tilting Chairs In between, Cooperation 54
Intelligence Test In between, Fun 55
Robots game In between, Fun 56
“Bumms” game In between, Fun 57
King of the key In between, Fun 58
Fish, chip, prawn In between, Fun, Reactivating 59
Giants Wizards Elves In between, Fun, Reactivating 60
Bridge, mixe4, elephant, photo In between, Fun, Reactivating 62
T. Surf Inc Information flow, Communication in teams 63
Ibex-Eagle-Marmot Livening things up, Activation, Transitions 77
Mayor and Village Idiot Livening things up, Communication, Activation 78
Name Shock Livening things up, Getting acquainted, Activation 79
Mental Experiment Mental resources 80
Cent Power Opening the topic of Change Management 81
Change is the Name of the
Game Opening the topic of Change Management, Warm-up 83
Strange things to do Opening, Cooperation, Getting in contact 84
Our Good Harvest Opening, look back and reflect on achievements 85
Problem-solving game, Communication, Minimizing
What’s That? complexity 86
How Much is That? Problem-solving game, Creativity, Group dynamics 87
Walkie Talkie Reflection, Discussion, Reactivation, End, Feedback 88
What I Like about you Rounding-up, Feedback 89
My Tree Review and Outlook 90
Mariánské Láznê Strategy, Problem-solving 91
Tangram (Marketplace) Strategy, Problem-solving, Leadership 92
Economy in Harmony Team interaction (attention: sensitive) 94
CUP Game Teambuilding 95
Acid River Teambuilding 103
Burning Bad Memories Teambuilding, Transition 104
Blindfold - Guidance for the
Blind Teambuilding, Trust, Bringing people together 105
Blindfold - Blind Parcours Teambuilding, Trust, Bringing people together 106
Flying Carpet Teambuilding, Warm-up 107
Logic Puzzle Teambuilding, Warm-up 108
Inaccurate Observations Teambuilding, Warm-up, Beginning 109
Desert Crash Teambuilding, Communication 110
Colorblind Teambuilding, Cooperation 115
Wagon project Teambuilding, Cooperation 116
Office Process Simulation Teambuilding, Cooperation 117
Zin Obelisk Teambuilding, Cooperation 124
Nasa Game Teambuilding, Cooperation, In between 128
Prisoner Dilemma Teambuilding, Cooperation, Trust 130
Zip Trust 131
Collage Visualization, Energizing, Stimulation 132
Timeline Method Visualization, Reflection 133
Paradigm shift - group activity Warm up for Creative Thinking 134
Machu-Pichu Game Warm up the new group at the beginning of a workshop 135
Fruit Salad Warming-up, Activating, Tuning in 138
A Different Kind of Welcome Warming-up, Livening things up, Change 139
Gordian Knot Warm-up 140
Juggling Scarves Warm-up 141
Quicker, longer, higher Warm-up 142
What are you doing? Warm-up for creative thinking 143
Dice Game Warm-up, In between 144
Folding paper with feet Warm-up, Beginning, Reactivation 145
Mini football/Chair soccer Warm-up, Fun, In between 146
Where is your home? Warm-up, Getting to know each other 147
Sophia Warm-up, Getting to know each other 151
"I am the Only One in this
Room..." Warm-up, Getting to know each other 153
The Marching Game Warm-up, Open the topic of change management 154
Brain race Warm-up, Opening a topic 155
Annex: Debriefing questions 157
Catching Fingers
- Activation -
Material:  Nothing
Preparations:  None
Time:  Short
Participants:  8-50
How does it work?

The participants stand in a circle, the left palm of their hand turned upwards. The right index finger touches
the open hand of the neighbor on the right. On the command: “one, two, three!” everyone tries to catch the
index finger of the left neighbor and at the same time stop their own index finger from being caught. After
the activity has been done 2 or 3 times, change hands- now the right hands is flat and the left index finger
is in action.
1
Flubas
- Activation, Change-
Material:  Flubas
Preparations:  Fit one balloon into the other, and fill in water to the inner one,
blows the outer one. A flubas is done.
Time:  Medium
How does it work?

Flubas in a circle: before throwing, the participants call out their names.
Standing circle: 2 flubas go around at the same time; the second one has to overtake the first one.
Comments, reflection
Preparing oneself for what is about to come, changes can always happen at the last moment….
2
I’m sitting on the Grass
- Activation, Group dynamics, Solving problems -
Material:  Chairs
Time:  Medium
Participants:  Any number
How does it work?

A circle of chairs, one chair remains empty. One person and stands up and sits on the empty chair:” I’m
sitting no the grass”. Rule: either the person on the left or right of the free space (reaction) or the next
person moves along: “I am happy”. The 3rd person moves along: “Because Christine is sitting next to me”.
In this way another chair then becomes free and someone can sit on it. Keep things moving!
Comments, reflection:
Who is the one who has to react quickly? What’s the point of things being chaotic if there is no need to be?
When a new position is filled, then people have to align themselves… which typologies become obvious in
this situation? Quality: react immediately and then relax.
Furthermore: movement, keeping an overview, tactics, contacts.
3
1, 2, 3!
- Activation, Livening things up –
Preparations:  No
Time:  Short, 10 min.
Participants:  Any even number
How does it work?

Two persons form a group, stand opposite to each other and then count from 1 to 3 in turn. Stop them
after a while and ask each group to think about a gesture, as funny as possible. Then people should again
count from 1 to 3 in turn. But this time they should do the gesture instead of saying “1”.
Stop them again after a while and ask them to think about another gesture to stand for 2. Now people can
only say “3”, but do gestures when counting 1 and 2.
Later people will be asked to also find a gesture for 3. So in the end, no one is allowed to speak when
counting from 1 to 3, instead they should do different funny gestures.
Why?
The game is easy to play and no preparation is needed. It’s good for activating and livening things up.
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High Moon
- Activation, Livening things up, Transitions -
Material:  None
Preparations:  Nothing
Time:  Short
How does it work?

High-Noon
Two group members stand opposite each other.
One player begins and draws his/her pistol, and the other person puts his/her hands up in the air. One
person gives the demands and the other person reacts.
If person A puts up his hands, then B draws his pistol.
Variable: “Shooting penalties”
Person A shoots the penalty into the left side of the goal, and Person B (the goalkeeper) moves his hands
to the right corner.
If Person A puts his hands up to the right hand corner, then B reacts by he/her tries to shoot the penalty
into the other corner of the goal…
The game is possible in all kind of indoor situations. Always good for activating and livening things up.
5
Detective
-Activation, Perception, Change -
Time:  Short
How does it work?

Two people stand opposite each other approx. 2 m apart and take note of the appearance of the other
person. Then they turn around and change 5 different things about there own appearance. The aim is to
find out the differences in the person opposite.
Variable: you can also change your posture not just your appearance.
6
Night Flight
- Beginning, Getting acquainted, Trust, Communication -
Time:  Short
How does it work?

Circle: one participant makes contact to another participant who is standing opposite (non-verbal), shuts
his/her eyes and moves towards the person. The person stops him/her with open arms (and says their
name).
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Naming Names and Superlatives
- Beginning, Getting acquainted, Warming up, Team development -
Time:  10 to 15 minutes
Participants:  Up to 20
How does it work?

We have a look around the room. Everyone gives their name and something that differentiates them from
the other group members – a superlative:
e.g. My name is Alfred and I take the biggest shoe size in the room……
Alternatives:
 Number of years working for BOSCH
 Number of years working in general
 Age
 Number of children and pets in the household
 Year of birth
 Shoe size
 Distance to birth place
 Number of phone calls per day
 Distance of dream holiday location
Comments， reflection
If one player can’t think of anything, you can give him/her the chance to do it at a later point. It is
interesting if it is done spontaneously as there are hundreds of kinds of uniqueness.
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Sociometric Arrangement (Soziometrische Aufstellung)
- Beginning, Getting to know each other -
How does it work?

The moderator gives a feature. According to this feature, the participants arrange themselves on an
imagined line on the floor.
Example: The invisible line on the floor represents the letters from A – Z. Now the participants are asked to
position themselves according the first letter of their first name. The line for example starts with Angela
and ends with Zheng.
Alternatives:
 Positioning according to:
 Number of years working for BOSCH
 Number of years working in general
 Age
 Number of children and pets in the household
 Year of birth
 Shoe size
 Distance to birth place
 Number of phone calls per day
 Distance of dream holiday location
Why?
It is a funny and easy way of getting to know each other, getting to know the participant’s names, age etc.
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My Personal Picture Frame
- Beginning, Introduction -
Material:  Small picture frames for all participants or for a group of two/three/four
participants
 Digital cameras one for each group of two/three/four
 Advice to print pictures
 Nice pens to write something on the picture frames
Time:  Ca. 30 minutes before a break; printing of the pictures during the break
(done by someone else); 20 minutes after the break
How does it work?

Participants get together in teams of two/three/four. Each group takes a digital camera and has 20 minutes
to search for nice shots in the surrounding (hotel, garden, building, street) which represent for them the
coming year/month/project. Later they have to choose one shot per team/one shot per team member
which will be printed out. After a short break (during which the shots are printed out), they can create their
personal picture frame. On the picture frame or on a sheet of paper on the back of it, participants write
down why this picture represents to them the coming year/month/project. This can be a poem, some
keywords or simply a description. The result will be presented to the group.
Why?
It is nice to think about the coming year. What is waiting for us, what lies ahead of us? Those thoughts can
be put into the picture and in the words describing the picture. The picture frame can be taken into the
office.
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Info Game
- Beginning, Introduction, Communication, Transitions -
Material:  Presentation cards

Time:  Medium
How does it work?

Cards are placed on a pile facing down. Taking turns, each person takes a card and asks the question
written on the card to the person of his/her choice. The questions should be answered as honestly as
possible or the person questioned should say why he or she can’t answer. Follow-up questions and
discussions regarding their point of view are welcomed and should be encouraged.
Questions:
 What kind of music do you enjoy listening to?
 What do you do in your free time?
 Why did you come to this workshop (expectations)?
 Which 3 characteristics would you say to describe yourself best?
The goal is to have an intensive getting-to-know you session. It can also be turned into a seminar
feedback session with the right questions, as a means of exchanging of opinions or for checking the
participants’ knowledge on a certain topic.
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Sociometric Sequence (Soziometrische Reihe)
- Beginning, Opening a topic -
How does it work?

The moderator gives a statement. According to their opinion to these statement participants positions
themselves on a line. This line symbolized a scale from one to 10; 10 being “I totally agree” (or any other
formulation) and 1 being “I totally disagree”. The middle is forbidden!!!
After the participants positioned themselves, the moderator asked the far left and the far right for the
reasons of their choice of positioning.
Example: Statement: “I think Bosch is going to work without expats within 4 year!” All participants who
totally agree with this statement go to the right, the one who disagree go to the left. The others position
themselves according their opinion between the two extremes. The moderator then asks for the reasons of
positioning.
Alternatives:
 I totally understand the reason for having this workshop!
 We do not have problems in the cooperation with the other department!
 I think the workshop will help us to better cooperate with each other in the future!
…
Why?
It is a good method to get started with a topic, to visualize the status of a situation or as feedback.
Everybody gets to show his opinion.
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Anonymous Happy Game/Secret Angel
- Bringing people together -
Preparation:  None
Time:  Whole training/seminar/workshop
How does it work?

(First activity in the morning)
 Everyone writes their name down on a small piece of paper, put it in a bowl.
 Mix the papers and then ask everyone to draw a paper from the bowl. If you get your own name,
put it back and get another one.
 Whoever's name you get, this person is your responsibility throughout the day. Your job is to
make sure they are well taken care of for the whole day, you are relieved from your service at
midnight. Go way out to please them, massage them, bring them coffee, make them laugh, hug
them, dance for them, do whatever to make sure their day shine because someone is taking care
of them!
Moderators should also join to create the atmosphere.

At the end of the workshop we’ll guess who indulged us!
Why?
It helps people bringing together to get to know each other better.
Enjoy being pampered by a coworker who picked you!
13
Mixed Names
- Bringing people together, Warming-up, Livening things up, Change -
Preparation:  None
Time:  Short
How does it work?

Circle: 2 partners stand next to each other and take on the name of their respective partner. One person is
in the circle without a partner and calls a name from the group. The person is in the circle without a partner
and calls a name from the group. The other person can stop this if he/she reacts quickly enough to holds
his/her partner back. Remember the people have changed names!
Interesting point: which strategy is taken? Holding tight or moving away or Meta-position: which names
crop up (in order to remember the names in this particular situation)? This game is always a lot of fun as
there are lots of “wrong” reactions. The inverse function of the game becomes clear in this situation.
14
Legosteine
- Coaching, Mediation, Intervention – Caution, sensitive!! -
Material:  Lego stones or colored small wooden blocks

Preparation:  -
Time  Depends, up to one hour
Participants:  Equal number (need to work in pairs)
How does it work?

Form teams of two. One partner (A) is the observer, the other (B) is to visualize his or her relationship with
a given group (can be work, can be family, friends…) or a problem by using colored stones, e.g. Lego or
wooden blocks. One form and color represents B himself, the others are used to show where the other
people around stand in relationship to B. In the first half of the process, A only asks questions to make
sure no “player” is forgotten (e.g. who do you usually interact with on a daily basis? Are there any other
people important for your work/problem/situation and where do they stand?). B sets Lego stones around
his own figure/stone until he says he has the complete picture, then explaining the setup with his own
words. A acts as a coach, sharing his observations and asking further questions to help B understand his
situation better and possibly find a way out of his problem.
Why?
Visualizing a problematic situation with “neutral” material helps to unveil what is going wrong in the
interaction of B with a given group of other people.
Attention: The role of A however requires coaching experience. The whole process can be very difficult
for B, so he/she is the one to set the pace.
15
Donkeys and shepherds
- Communication -
Time:  Approx. 20 to 30 minutes

Participants:  12
How does it work?

Formation of 2 equally divided groups of donkeys and shepherds of the donkeys. The donkeys leave the
room with the trainer in order to get a briefing for the exercise, while the shepherds stay in the seminar
room. There are 6 different donkeys that all have different incentives to follow their corresponding
shepherds through the gate on the other side.
1) Donkey 1 only moves, if he receives a proper stroke from his shepherd.

2) Donkey 2 only moves, if the shepherd promises him a better life (e.g. less heavy load, more leisure
time, a better life etc.)
3) Donkey 3 only moves, if the shepherd tells him he was the smartest and best donkey
4) Donkey 4 only moves, if the shepherd tells him he was the prettiest and most beloved donkey
5) Donkey 5 only moves, if the shepherd promises many female donkeys to him
6) Donkey 6 only moves, if the shepherd promises him a mountain of feed (… a single carrot is not
adequate at all …)
The donkeys are not allowed to speak, but should use their body language to give feedback to the offers
of the shepherds. If the shepherd makes an offer corresponding to the donkey’s incentive or if it goes at
least in the right direction, the donkey should walk one or two steps forward.
The donkeys all together follow the trainer into the seminar room and position themselves on one side.
The trainer gives the following instructions to the shepherds: Each of them has to following instructions to
the shepherds: Each of them has to select one donkey. The objective is to get the bull-headed donkey to
follow him to the other side of the room. After 3-5 minutes it will be determined how many shepherds have
had success. Afterwards reflection of the exercise.
Why?
Communication between participants will be trained in this exercise.
16
Tangram
- Communication -
Material:  Puzzle game platform (picture chart and puzzle pieces)

Time:  Approx. 20 minutes
Participants:  Any number, to make groups of two
How does it work?

Build groups of two (A + B) and let them sit back to back. A holds the picture chart while the B holds the
puzzle pieces. The moderator picks a picture and gives the number to he groups.
The responsibilities are the following: A is responsible for explaining how the picture should be combined
and help B only verbally to put the pieces together.
B is responsible for putting the pieces together according to A’s instructions and ask questions when he
doesn’t understand A’s words clearly.
No peeking! No turning around your body! Only talking allowed!
Debriefing-questions:
You may ask the winner or the quickest:
What made them communicate so effectively?
What techniques did they use to help them understand each other quickly and clearly?
Question for all: How to make communication more effective?
Picture chart:
17
Island Survival
- Communication, Information sharing -
Material:  6-12 pieces of foam boards, to substitute as the planks

 One bucket
 3 ping-pang balls or tennis balls
 1 pair of chopsticks, 1 piece of newspaper, 1 tape, 1 egg, 1 pen
 One task list for every team
Preparations:  Print out task lists for every team
Time:  30 minutes
Participants:  Any number to build to three teams
How does it work?

Divide participants into three teams, and place them on ‘three islands’: the “Blind Island”, the “Mute Island”,
and the “Healthy Island”. The objective is to complete the respective given tasks (on task list) and gather
together at a safe place.
Let the participants discuss first, and then each team selects one person to read out their task list.
The team should try to complete the activity successfully within the given time frame. But normally, the
participants are engaged in the activities such as calculating, constructing the egg machine etc, they
almost use up all the time and leave nothing for rescuing.
Blind Island, Mute Island and Healthy Island each has its own advantage and disadvantage. They are
each the bottom level, middle level, and decision level in a team.
Middle level (the Mute) are concentrated on seeking communication from the bottom level (Blind), they
lack communication and reporting to the Decision level (Healthy island). The middle level should timely
report problems they can’t solve to the decision level.
Decision level (Healthy person) is obsessed with trivial matters, and cannot decide logically.
Bottom level (Blind) is helpless in the whole activity. As a team, it is most important to clarify the team’s
goal and tasks.
Task list for every group:

Healthy Island
Task:
1. Equipment: A pair of chopsticks, one piece of newspaper, tape. Requirement: Use the equipment
so that the egg can fall from a high point and will not break.
2. Mathematics: Two towns (A and B) are exactly 20 km from each other. Two cars start at the town
entrances and head towards each other at 8 am. Car A drives with 80 km/h, the other (car B) with
100 km/h. When and at what distance between the towns do they meet?
3. Use principles of physics and the equipment to gather everyone on the most suitable of the
islands:
Time: 20 minutes
Rules:
1.) Rapids around the island make leaving it very dangerous. Any person or objects falling into the
water will be washed to the Blind Island.
2.) There is alluvial sand on the Blind Island and the Mute Island. Too much weight or pressure will
cause the islands to collapse.
Mute Island
Task
Gather all the persons to Healthy Island
Rules:
1.) Only the Mute can assist the Blind to move.
2.) Only the Mute can move the planks (planks are foam boards).
3.) Only after the Blind have finished the first task, the planks can be moved.
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4.) The Mute may not talk.
5.) Rapids around the island make leaving it very dangerous. Any person or objects falling into the
water will be washed to the Blind Island.
6.) There is alluvial sand on the Blind Island and the Mute Island. Too much weight or pressure will
cause the islands to collapse.
Blind Island
Task:
1. Throw one ball into a bucket in the water
2. Gather all persons to Healthy Island
Rules
Only after the first task has been finished, you can leave the Blind Island
Rapids around the island make leaving it very dangerous. Any person or objects falling into the water will
be washed to the Blind Island.
There is alluvial sand on the Blind Island and the Mute Island. Too much weight or pressure will cause the
islands to collapse.
Debriefing-Questions and thoughts:
Guide participants to think about their own role, and connect their role to their place in an organization.
 Does the “three island” situation exist in a real organization?
 What does each island represent in an organization?
As a leader, they should capture useful information and fully utilize the information. Leaders have to pay
attention to the prioritization of tasks and avoid distractions. They are to pay attention to the organization
and selection of information.
Eggs and the math problem is not the most important task! When there is more than one task, leaders are
the ones to find out the right thing to do – and leave the “doing it right” to their people.
The middle level should work out how to balance receiving and distributing information to maintain a
smooth communication flow in the organization.
 They hope their superior treats them in a fair way, but how do they treat their subordinates?
 As a Blind person, the bottom employees, how do they feel?
 Do they know what they are doing? What they should do?
 Do they actively ask, take initiative? Or do they remain in a passive role?
Their main task is to comprehensively collect and openly share information, and co-operate across
borders.
19
Maze Game
- Communication, Planning, Leadership -
Material:  Compass
 Tape to build the maze
 Bell as an alarm
 Flip chart
 Transparencies “Maze objective”, “Maze guidelines “, “Maze
route/dimensions” (see below)
Preparations:  Prepare maze (tape on the floor) before meeting/game
 Print out “Maze objective”, “Maze guidelines “
How does it work?

Let the participant get up and look for a space that allows them to move freely within a radius of 1 meter.
Now, ask them to close their eyes and make up their mind where they suppose “North” is in this room. If
they think they’ve got it, ask them to extend their right arm – eyes still closed! – and point into the direction
of “North”. (Allow some time to let participants find “North” – if all right arms are extended, go on) Now let
them open their eyes. What will happen to a team, if that’s the status quo?
The next exercise provides the participants with a very clear indication, where “North” can be found.
Show and explain transparency “Maze objective” and “Maze guidelines”. Inform participants about
goal of exercise (transparency: Maze objective) and guidelines (transparency: Maze guidelines) –
demonstrate guidelines if necessary.
Allow team 10 minutes to plan the process.
Start exercise, ring alarm immediately, when someone leaves “alarm free” path, send that person back
(and all other persons who successfully crossed Maze). Be strict with guidelines. Visualize on flip chart
alarms, number of words spoken and minutes until last team member reached customer.
Why?
Sometimes teams loose their orientation. What happens, if that’s the case? Priorities can’t be set; work
processes suffer – to name a few of the consequences. This little experiment shows what it means.
Debriefing:
Let participants review whole process: divide team in two halves one focusing on
a. planning phase (pluses and improvement opportunities) the other one
b. action phase (pluses and improvement opportunities)
Let each group elect leader who will present results of their discussion at flip chart
after 10 min.
 How did you use the resources?
 How do the dynamics in this situation reflect your actual job situation?
 What did you learn?
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Transparency “Maze guidelines”
1. Only one member may be on the maze
2. You may move from a square to any adjacent square, but you are not allowed to skip
over a square
3. After having set off an alarm you must return on the same path to the start before you start
over
4. If members successfully crossed the maze and another member actuates the alarm, those
who successfully crossed the maze must return to the beginning side and start over
5. You may not talk after the maze has been activated – unless instructed to do so
6. You may not use any materials that help to indicate the path
7. Budget: 25.000.000 RMB

nd
Costs: 1.000.000 RMB for each word, alarm (starting with each 2 alarm), skipped
square and minute
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For the trainer only!
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Clapgame
- Concentration, In between, Fun -
How does it work?

Participants sit in a circle without tables so that they have enough space to move freely.
First the trainer demonstrates the rhythm and sequence of claps:
1. Both hands claps on both thighs
2. Clap hands on breast height
3. Right middle finger and thumb flip in the air
4. Left middle finger and thumb flip in the air
The trainer should demonstrate this and take care that the participants follow him until the group has the
same clap rhythm. As far as the base rhythm is understood, every participant gets a number:
e.g. 1 for the trainer, 2 for his left neighbor and so on until everyone has a number that he has to keep in
his mind.
Now the exercise is, to get again in the clap rhythm and then the trainer starts: By flipping with the right
hand the trainer calls out his own number, by flipping with the left hand he calls out the number of and
other participant (e.g. 5). This participant has to do the same by the next flip: By flipping with the right hand
call out his own number, by flipping with the left hand call out the number of and other participant.
The rhythm should be consistent and without any pauses, breaks.
The trainer should explain this and do a short training round.
Objective is to keep a consistent rhythm without pauses or mistakes for about 5 minutes.
It’s hard to keep the rhythm because some participants will have problems with their coordination, but this
is what will bring a lot of fun.
Why?
It’s a lot of fun and also very good for the seminar-climate, to make something nonsensical, particularly for
managers.
24
Traffic Jam
- Cooperation, Communication-
Material:  Sticky tape-crêpe

Time:  Medium
How does it work?

Group A Group B
Free
P1 P2 P3 P4 P1 P2 P3 P4
Area
Rules:
1. There is a P in every space.
2. Every participant can only move one space forward in his/her direction.
3. The space in front has to be free or jumped over if there is a member of the other team occupying it
and the next space is free. Aim of the game is that P1 of Group A reaches the position of the
corresponding member of Group B etc.
25
Blindfold – Square of Ropes
- Cooperation, Communication -
Material:  Two flipcharts or metaplan boards and pens

 Sheet of papers and pens for participants
Preparations:  One flipchart as seen below on the left
 One flipchart for scorekeeping (see below on the right)
Participants:  Minimum 4
How does it work?

For this exercise all participants have to get blindfolded. Then the trainer gives them altogether a rope of
about 20 meters length.
The task is the following: They have to form an even square with that rope.
The only condition is that the rope is constantly held by all participants (with at least one hand).
Why？
In this exercise communication and cooperation between the participants will be trained.
26
Quicksand
- Cooperation, Communication, Concentration -
Material:  Playing field

Time:  Medium
How does it work? Why?

There is just one (invisible) way to cross this square playing field. The group must discover this way in just
25 minutes.
Aim: a path should be found through an invisible space (9*6 spaces). There are fixed “spaces” and “non-
safe” spaces.
Rules:
While one person in a space, the other participants are not allowed to talk to each other.
Breaking a rule costs 2 penalty minutes.
You cannot jump over spaces.
As soon as a participant stands on an unsafe space, he/she must leave the playing field immediately and
go to the back of the line.
Planning phase, arrangements, discipline.
27
Office Office
- Cooperation, Communication, Information flow-
Material:  Playing cards, paper

Time:  Long
How does it work?

The participants have the following positioning:
A
B C
D E
From the start of the game, all participants can only exchange written information by means of a carrier.
There are certain sending rules:
Band C tell A but are not allowed to exchange infos between themselves.
A can reach B and C directly; DE and E only visa B or C.
D informs B; both are allowed to exchange written information.
No other form of information exchange is permitted.
Each participant receives an envelope containing cards and no other participant is allowed to see these
cards. You are allowed to give one or two of these cards to your superior but only if he/she asks you and
gives you the same number of cards in return. No participant is permitted to have more than four cards,
apart from when cards are being exchanged.
Written infos are addressed (e.g. B to A or D to B) and are given a consecutive number. Any exchange of
cards or written infos should be operated via the carrier who can be called by means of a hand signal.
Every five minutes use your notebook to make notes on how you fell at the moment and your impression.
(=feeling report)
28
Diversity
- Cooperation, Communication, Problem-solving game -
Time:  Medium
How does it work?

Each participant received 5 cards
Each participant puts his/her cards in a certain order with the one that describe him/her, best placed first
etc.
The participants can now go around and exchange cards with other that are more representative of their
character, each person must always have 5 cards.
Both participants must be in agreement with their card swap.
Each participant takes 2 cards that least describe himself/herself and lay are collected and laid out on a
table.
Then it’s time to exchange again.
At the end the participants have 3 cards in their hands that describe them best.
The cards that best describe the participants are now fixed to a pin board, and it is possible ti recognize
the team constellation.
Which color is dominant, the strengths of the group, what is missing?
Which tasks, projects can be taken on by this group?
29
constructive adventurous
I can put together different elements of an idea I enjoy carrying out daring and risky actions.
or project to form a whole.
discoverer flexible
I like being on new territory and try to find new I am able to see situations and
ideas and concepts. thoughts/attitudes from different angles.
holistic integrating
I see things as a whole. I have the ability to combine and coordinate

parts and elements of ideas, concepts and
situations.
intuitive (thought) conceptual
I often know things without thinking about them I quickly recognize the context of the whole
much and without necessarily having proof or picture when I see individual aspects of a
evidence. thought or project.
creative artistic
I often have unusual and new ideas if I take I love the beauty of the arts such as music,
things out of their normal context and remix painting or poetry and take pleasure in good
them. design and artistic forms.
curious imaginative
I am a person who asks a lot of questions and I have strong powers of imagination that go
likes to be informed about everything. beyond the borders of reality.
willing to take risks simultaneous
I am prepared to make decisions and see I find it easy to concentrate on many things at
opportunities in the decisions. the same time.
spontaneous impartial
I react quickly and effortlessly without having to I am open for and welcome new ideas and
think about things for a long time. views even if they are different from my own.
Yellow
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analytical definitive
I like to look at individual parts of aspects in I think and argue with clarity.
order to investigate how they can form a
solution.
direct factual
I am up front and get to the point quickly. I like to refer to verifiable statements and
issues before I make a judgment or decision.
demanding intellectual
I tend to question issues and like to play the I let myself be guided by objective and rational
advodatus diabolic. thought as opposed to subjective and
emotional attitudes.
critical logical
I check new ideas of projects with skeptical I think logically and conclusively.
care. My behaviors are often observant.
mathematical objective
I like dealing with numbers and data and like I think and deal with things free of prejudice
solving mathematical problems. and seldom let myself be influenced by
personal feelings.
problem solver quanitative
I often see the real core of the problem and am I have the tendency to approach issues based
therefore able to solve it easier. on measurable criteria and use data for
orientation.
rational realistic
I make my choices based on sensible reasons I see things as they are and avoid speculation
and not based on feelings. and presumption.
rigorous technical
My way of tackling problems is thorough and I have knowledge of technology and

detailed. understand how it functions.
Blue
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careful administrative
I am a careful person that considers the I like dealing with the administration of tasks.
consequences of any action I take.
articulate persistent
I express my thoughts clearly and precisely. I am persistent and persevering when reaching
for my goals
detailed disciplined
I value taking small things into consideration if I I am disciplined and absolutely target
am dealing with a problem or project. orientated.
dominant hard-working
I have the tendency to be the one setting the I enjoy work.

tone and can get my own way easily.
controlled organizing
I have my feelings under control and behave I enjoy organizing the steps of a project so that
rather cautiously and self-controlled. it functions as a whole.
planner practical
I like to determine the necessary steps that need / I prefer definite negotiation as opposed to a
to be taken to reach a specific goal. theoretical approach.
procedural punctual
I like to set certain avenues of approach that I It is important for me to keep appointments and
can follow in a procedure. keep an eye on my own time.
sequential structured
I like to take things step by step when dealing I like systematic structures and a specific
with things. framework.
Green
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expressive emotional
I express my views very clearly and strongly. I have a deep sense of things.
obliging enthusiastic
I approach other people openly and warm- I find it easy to get passionate about things.
heartedly.
friendly helpful
I like to be friendly, kind and warm-hearted. I like providing others with my help and support
them in difficult situations.
intuitive (feelings) passionate
I have a feel for how other people are feeling My feelings and ideas can really move me.
and can rely on my feel for empathy and
antipathy.
compassionate musical
I often understand other people and can be I take great pleasure in music, enjoy singing or
responsive to them. play an instrument.
openness spiritual
I am open for suggestions and offers of help I like having contact with things that are outside
from others. the realm of reality, like religious or esoterically
questions.
trusting interpersonal
I have a positive attitude to people and like to Friendship and relationships with other people
rely on them. are of great importance to me.
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Harmononizing Cooperative:
I have the tendency to bring harmony to things I enjoy working with others towards reaching a
that differ.
common goal.
Red
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Nine Men’s Morris
-Cooperation, Communication, Solving problems-
Time:  Medium
How does it work?

2 teams use pictures to try and form a continuous line. Nine chairs are placed in a square. Two teams
designate a Number 1, a Number 2 and a Number 3 respectively. The starting team places its Number 1,
the other team does the same. After that both the numbers 2 and 3 are placed in the same way. The aim
of the game is to have the 3 team members form a continuous line horizontally, vertically or diagonally. If
this doesn’t succeed at the start, then the players have to be moved again to make an order of 1-2-3.
35
Balancing Duet
-Cooperation, Trust, Team development -
Material:  None
Time:  Short
Participants:  2
How does it work?

Two participants stand next to each other, right foot to right foot so that both look into the opposite
direction. They touch hands and lean outwards so that their arms are stretched; now they manage to
balance themselves until they are able to light one leg off the ground. Who manages to balance for 10
seconds, 20 seconds etc?
36
Floating Ice
- Cooperation, Warm-up -
Material:  Same sized boards, for a group of 8, take 6 boards

Participants:  Around 8 people per group – several groups possible
How does it work?

Build groups of 8 participants. Each group gets 6 boards or if you want to make it difficult for them, give
them only 5. (If you build groups of 7, each group gets 5 boards  so always two boards less then
participants per group). The groups step behind a start line. They have to race to a certain point and back
again (see drawing below).
Group 1
Group 2
Start
Introductions to the participants:

 Behind the start line there is only ice. The only way to move forward is by stepping from one ice floe (=
board) to another.
 The ice floes are never to let go – they always need to be touched by hands or feed of the participants.
If the participants let them flow freely on the ice, the ice floe will float away.
 They race against the other team – who comes back fist.
Why?
It is a nice game to warm up after lunch or in the morning.
37
Passing on Messages
Material:  Empty bottle

 Ping-Pong ball
 A story
Preparation:  Think about a nice story that can be passed on
Participants:  Any number, but not too many
How does it work?

You have to pass on a story from the first participant to the last participant. You have 10 minutes to do so.
You are not allowed to ask questions; that also means you will only hear the story once.
One participant leaves the room with the moderator (or better when you have the possibility go outside
and the participants stand in non-hearing distance from one another). The moderator tells the first
participant to pass on the bottle without letting the ball drop (this serves as distraction). Then the
moderator tells the story that the participant is supposed to pass on to the next participant. Then the next
participant steps up and participant no 1 has to repeat the story and hand over the bottle with the ball. This
goes on until the last participant has heard the story. Then see how much details were carried on until the
end.
If you have a big group, it can be boring for the rest of the group to wait until the message finally has
passed from the first to the last…
Why?
It is to see that information that is passed on from one person to another often looses important details or
worse, the whole story is falsified and rumors emerge.
38
Planet Course
Material:  6 juggling balls


Form a circle with chairs and ask the participants to sit down. All the balls remain with the moderator first.
1. Throw the ball to one participant and ask him to throw it to someone else. The next should forward the
ball to another person and so on, until everybody in the group has had the ball once – and once only!
To accomplish this, ask the participants to fold their arms AFTER they have received and forwarded
the ball, so the others can see who had received the ball already. If all participants have received the
ball, the ball is to be thrown back to the moderator. The participants have to remember the person
they threw the ball to and the person who threw the ball to them.
Watch the process.
Is the ball falling down very often?
Thrown too hard?
Does it take very long to finish the first round?
Are people watching when the ball is thrown to them?
Explain to the participants that this game symbolizes the course of a customer order through different
departments. Ask them, how this process could be improved. To move chairs is NOT an option. Points
that come up should be:
- throw cautiously so the other person can actually catch the ball
- make sure, the person to catch is actually paying attention – and if not, make yourself seen or heard
- in return, pay attention to the “department” where the “order” will come from – and do not keep
watching the others dealing with the “order”
2. Play another round with the same sequence. Is it better? Have another short reflection.
3. Start another round with again the same sequence but now the moderator throws slowly all six balls –
one after another.
4. Debrief, reflect on the process:
What was good?
What was not so good?
Did orders get lost – where dropped or rolled away?
Tell them how easy this is to happen if communication lines are not clearly defined.
Balls can be retrieved but spoken words would be lost.
5. To make it even harder you can include a disturbance. Send another object around to be given by one
person to the one sitting next to him clockwise and later anti-clockwise.
6. Finally, ask the participants to get up and now play the same sequence again, this time without balls.
Instead send around the word “you” by pointing at the receiver and saying the word. Send out six
times “you” and watch what happens. Usually one or two “yours” never return to you. This represents
20 % of the available information that never reaches the desired destination.
39
Demonstration: How to deal with big Stones?
-Demonstrate the importance of planning important things and keeping due dates -
Material:  Flipchart
 Very big stones
 Smaller stones
 Sand
 Glass bowl
Preparation:  Flipchart (see below)
How does it work?

Give the participants a short introduction about what the stones stand for (see picture of flipchart below).
Big stones represent things that are of a high importance (low urgency) that we tend to push ahead of us.
We do not like to deal with them. Smaller stones represent those things that are of high urgency (low
importance) that we deal with quickly and usually without difficulty. Sand represents those things of the
daily business that are not that important and urgent and that we easily deal with every day.
Take the glass bowl, put sand inside, then smaller stones and at the end the big stones. Not all the stones
will fit into the bowl. Explain to the participants that we are so busy dealing with our day to day business
that we hardly have time to do the really important things (big stones).
Now demonstrate a different way. First take the big stones that we tend to postpone and push into the
future, then the small stones and finally the sand. Everything will fit perfectly into the bowl. The participants
see that when first dealing with the big stones, they will also have time to do the smaller stones and
besides that deal with sand, the daily business.
Why?
Demonstrate the importance of planning important things and keeping the set due dates even though
issues seem not to be urgent.
40
My personal Kite
- Energizer; A Deceleration Exercise-
Material:  Kites (buy some inexpensive plain kites for self assembly)
 Textile markers
 Glossy pens
Purpose:
Fast pace and acceleration are typical for the business environment we are working in.
Manual work, even with an artistic touch, is a good break in a retreat or workshop to allow participants to
slow down, to decelerate, find peace of mind for a while. Or just use it as energizer or refresher for another
round of group work or workshop tasks.
How does it work?

1. Give 20 minutes to everyone to paint or decorate his or her personal kite.
2. Ask participants to keep silent during painting phase in order to slow them down, calm and relax
their minds and bodies.
3. In the group let each one present and explain their design and meaning.
4. Have a mini-event outside and let the kites fly together.
41
Sociometric Selection (Soziometrische Wahl)
- Feedback -
How does it work?

The group stands in a circle. The moderator asks, for example, the question: “Which characteristics do a
moderator has to have?” Everyone has to think about one characteristic but does not speak it out. Then
the moderator asks: “Which person in this room do you think has this characteristic?” The participants are
asked to put their hands on the shoulder of the person, who has this characteristic. By this a grouping was
created. The moderator goes through this knot and asks for the characteristic participants gave one
another.
Then the participants are asked to put their hand on the shoulder of the participant, of who they think
needs more of this characteristic. The participants are asked to formulate a wish to this person.
Example: “I wish that you will have more patience in the future.”
Alternatives:
 What attitude do you think people in service position should have?
 What characteristic is important when working in a team?
…
Why?
It is a way of giving feedback to people and a way of asking for changes.
42
“What we all bring to the party” –Picture Frame
- End, Feedback -
Material:  Big picture frames

 Cards in different colors and shapes
 Nice pens
How does it work?

All the participants should think about what he or she can bring along for the coming year/month/project.
Which talents, qualities, characteristics, abilities, strengths, experiences, personal attitudes and/or skills
will be helpful and supportive for the team and for oneself in order to reach their targets? Participants take
cards, write them down nicely (including names) and the whole group arranges the cards beautifully in the
picture frame.
Once the picture frame is done, the group sits down and each participant presents the strengths of another
to the group.
Additionally, pictures of the team members can be added. After the workshop, the picture frame will be
hung up in the office or project room as a reminder how strong and talented the (project) team is.
Why?
It is nice that the team can take something with them at the end of a workshop to put in the office. It will
then always be in front of their eyes to remind them on their strengths.
43
Bountiful Harvest/Tree of Achievements
- Feedback, Review, Opening -
Material:  Metaplan poster with tree

 cards in different colors and shapes
 one pen for each participant (different color)
Preparation:  draw a tree on one metaplan poster
Time:  approx. 15 to 20 minutes
Participants:  any number
How does it work?

All participants write down their achievements of last year/month/project/meeting on colored cards and pin
them to the metaplan poster. Then one by one, the participants let the others know about their successes.
Alternatives:
Bountiful Harvest of next year/meeting/workshop/project.
Metaplan poster with a street and streetlamps; achievements can be clued to the lamp poles.
Metplan poster with fishing net; achievements are written on cards formed as fishes. Of course the
preparations would change accordingly.
Why?
Remember great things from the past. Sometimes things that go bad stay in one’s head and things that go
well are forgotten very quickly. With this method those things that went well are remembered and shown to
all the others. The team can see that it has achieved a lot and that all together can achieve much more.
44
Sociametric Constellations
- Getting acquainted, Warming-up, Tuning in -
Preparation:  -
Time  Medium
How does it work?

The participants stand themselves in a particular order and answer questions in this way. Afterwards there
are short interviews.
Questions for the interviews could be:
 How long have you been working at this company?
 Who works with whom? (form groups)
 This topic is interesting, dubious, uninteresting for the participants
 Who comes from where? ( South, North, East, West)
A good kick-off exercise. Important questions can answered in a visual overview. Follow-up questions then
provide additional information.
45
Choosing pictures
- Getting to know each other, Warm-up -
Material:  Postcards/pictures of different views, landscapes, animals,

flowers, buildings, kids, etc. (at least as many postcards as
participants)
Preparations:  Put the postcards/pictures on the floor or on a big table were every
participant can see them
How does it work?

Let the participant stand up and ask them to have a look at the postcards/pictures. Then ask them to
choose one of the pictures with which they can identify, they like best or that represents their current mood.
After every participant chose his picture build a circle and ask them to shortly explain why they chose their
picture.
Why?
It’s a funny and interesting method to get to know each other. People will compare themselves with
animals or flowers, etc.
46
Square wheels
- Group work: organizational problems -
Material:  Big picture of the square wheels picture or handout with the
picture for each group
Preparations:  Print out picture in a big format or handout or use ppt and beamer
How does it work?

Ask participants to find themselves in groups of 4 to 6 people. Give them the picture with the instructions.
Give them 8 minutes to talk about it. Then ask each group to present their ideas to who the person in the
front is whereas the other groups are always asked to add their ideas. Ask the next group about their idea
of the person in the back etc.
Then ask them to discuss about square wheels at their location. Then ask them to generate a list of
potential round wheels solutions. And finally ask them to find ways to test and/or implement round wheel
solutions.
Why?
Debriefing points might include:
The person in front - represents leadership, top and middle management or others focused forward (and
seldom backward). Leaders get insulated by their rope to the bumps and thumps of many realities of the
journey forward. They work hard to pull the organization ahead. And a rope may be so long that the
leaders lose touch with what actually happens. After all, "A desk is a dangerous place from which to view
the world." Leaders can implement bad changes with good intentions; most leaders do have good
intentions but little current "hands-on reality."
The people in the back - represent the front-line employees and supervisors who cannot see far ahead
and feel every bump and pothole in the road. They push but have to trust the leadership to steer the
course of the journey. They have no “big picture” of where the organization (the wagon) is headed, but
work hard to do what is expected of them. They lack perspective and vision. Intentions are positive.
The body of the wagon - The body itself is well made and sturdy, much like the basic core of any
organization. It will do the job for which it was designed. Its nature makes changing direction quite difficult,
but it works like it always has. New wagons are also quite expensive!
The square wheels - These represent the traditions of the organization, the way things have always been
done, the old ways, the systems and procedures to respond to quality and service initiatives or other
issues of relevance to the group. In some organizations, they might represent inter-departmental conflicts
and the common experience of an organization that does not move smoothly forward.
The round wheels - These represent new ideas for innovation or improvement, generally coming from
within the organization itself. Round wheels already exist in the wagon and are used by the exemplary
performers!
Overall, the visions are difficult to effectively communicate to everyone in the work group and continued
motivation is necessary to keep pushing forward. People generally trust leadership to lead the journey. But
after pushing for a long time, people in the back may lose interest in where the organization is going or
needs to go and can become resigned to the fact that the square wheels are a way of life. The
organization clunks along, and everyone knows it.
47
This is how many organizations seem to really operate.
Identify as many of the key issues and opportunities for improvement as you can.
Pay attention to • the person in front • the people in back • the body of the wagon
• the rope • the square wheels • the round wheels
48
Motivation and Continuous Improvement
- Icebreaker, Motivation -
Material:  Flipchart paper, pens

Preparations:  Put a piece of flipchart paper onto the ceiling as high as possible,
give everyone a flipchart pen
How does it work?

Put a piece of flipchart paper onto the wall as high as you can (suggest at the very top of the wall where it
meets the ceiling). Give everyone a pen and ask them to make a mark as high as they can.
Give everyone a chance to do this, then ask them to repeat the exercise but this time place the mark
higher than their original one.
99% of the time they manage to achieve this. If you like give it even a third try!
You can then relate this back to motivation and having something to aim for etc. or just keep it simple.
Why?
This is a simple energizer that gets everyone up and talking etc.
49
Broken Squares
-Icebreaker, Observe team behavior -
Material:  Flipchart
 Puzzle parts (see below)
 5 envelopes per group
Preparation:  Cut the puzzle parts and put them in the envelopes (sign
envelopes with A,B,C,D,E)
Participants:  Groups of 5 people
How does it work?

Each of the participants is given an envelope that contains the pieces of a puzzle. When the OK signal is
given to begin, they try to reach the objective: The team will be successful when there is a perfect square,
each of the same size, in front of each team member.
Constraints for the participants:

1. You may use only the pieces provided.
2. No member may speak or gesture in any way throughout the activity
3. Members may not ask another member for a piece, take a piece from another member or in any way
signal that another person is to give him or her a piece.
4. Members may give pieces to other members.
5. Members may not place their puzzle pieces in the center area for other team members to take.
6. You will have up to 10 minutes in which to meet your objective.
Debrief:
What did you observe in your team/group?
What can you learn from those observations?
Why?
Cooperation – Looking out for each other
Sharing Power and Information
Paying attention to individual as well as team goals
Continued involvement in team process
Impact of individual behavior on team success
Look at big picture
50
51
Rush Hour
- In between -
Material:  Car parking platform (see below)

 Cars in different colors and of different size (see below)
 Flipchart

The goal is to drive the red car step after step out of the traffic jam in the parking lot to the BOSCH
office building or production plant.
1. Build up little teams.
2. Please put the car in the position as the graph below (two possibilities).
3. Every set finished you should move the red car out the exit which is on the top of the graph.
4. Please turn the paper so that the exit is pointed up as the same direction in the BOSCH Parking lot.
5. Every pieces car only can go forward or backward, can not run wild or hold.
Standard develop and process optimization

Process find describe and structuring
 Find the fastest way (as less as possible moves) out of the park chaos.
 Make a generally understandable sketch or description of your optimal process on the flip chart
(the exact way of moves).
To regulate the process and improving it continuously:

 Set the steps in the team (order of moves) (every participant may move only two cars one after
another; every participant must be given a share in the working process at least once).
 Modify your process map appropriately.
 Test and measure (time and false move) this standard in a test run.
Check of the process and settlement of improvement targets

 Set the improvement targets (time, error quote).
 Execute a run again.
Possibility 1 Possibility 2
52
53
Tilting Chairs
- In between, Cooperation -
Material:  One chair for each participant

How does it work?

Participants step behind their chairs and hold them with one hand on their back. They tilt them backwards
so that they just stand on two legs (see picture below). The task is to complete one whole round without
letting any chair drop to the floor. The chairs are not allowed to touch and participants are only allowed to
touch them with one hand. If there is a mistake, everyone has to return to their chairs and the whole
exercise starts all over again.
Why?
The group is forced to cooperate with one another. Leaders will step up; suggestions will be made but are
they going to be heard? With a reflection after the exercise, it is a good tool for group development.
54
Intelligence Test
- In between, Fun -
Material:  one copy of the test for each participant

 Pens for the participants
How does it work?

Hand out the test and ask the participants to fill out the intelligence test without speaking to one another.
Tell them that they have three minutes to do so. Whoever is done with the test turns the paper around. If
someone already knows this game, he or she should turn around the paper immediately.
Why?
You can play this game in the beginning of a phase where the participants need to be particularly attentive.
It leads to a light bulb moment and makes the participants more alert for the next task.
55
Robots game
- In between, Fun -
Participants:  Any number to build groups of three
How does it work?

Let participants build group of three. One is the engineer, the other two his robots. The engineer is
controlling his robots like this:
Tipping on their backs: robot starts to move, going straight ahead
Tipping their left shoulder: robot turns left
Tipping their right shoulder: robot turns right
Tipping their head: robot stops, standing still
When the robots hit a barrier, they stand still and make loud noises until the engineer tips them free.
After a time both robots will depart more and more from each other so that it will be more difficult for the
engineer to control them.
Why?
It’s a lot of fun and offers some variety to the seminar.
56
“Bumms” game
- In between, Fun -
How does it work?

Participants sit in a circle.
Tell them, that any number that contents a 7 or is divisible by 7 is not allowed to be spoken out, instead of
it the word “Bumms” has to be said.
For example: “1, 2, 3, 4, 5, 6, Bumms, 8…” but also 14 and 17 is “Bumms”. The group should agree on a
number, that should be reached, e.g. 69.
A participant or the trainer starts speedy to count followed by his neighbor and so on.
If there is a mistake (number was said instead of “Bumms” or a wrong number) the group has to start over
from the beginning again.
57
King of the key
- In between, Fun -
Material:  One key

How does it work?

Build a circle of chairs. One chair sits less than participants. Participants walk fast around the circle. One
participant has a key. When he drops the key, everyone has to get a chair and sit down.
The one who left without chair gets the key and goes on.
Sounds simple but is a lot of fun.
58
Fish, chip, prawn
- In between, Fun, Reactivating -
How does it work?

Let the participants stand up and form a circle. First explain the actions of every element:
‘Fish’: Fix a direction of the game (clockwise or anti-clockwise). Then simply pass the word ‘fish’ round
from one person to the other in the direction of the game. The ‘passing’ of the word fish is also done at the
same time as making an indication with your hands. The indication is using placing the palms of your
hands flat against each other, pointing to the person beside you.
‘Chip’: When one person says ‘chip’, then the direction of the game changes and ‘fish’ will be passed the
other way round.
‘Prawn’: ‘Prawn can be sent to any person standing in the circle & not only to the person next to you. So,
participants have to be attentive and concentrated so that they don’t miss their instruction.
Do some test rounds so that every participant knows the elements and can practice a little bit?
Start the game. There should be no pausing but quickly go through. A person, who makes a pause, does
the wrong action or says the wrong word will be out. The rest of the group goes on until there is a winner
of the game.
Why?
It’s a funny and reactivating game after lunch with a lot of laughing.
59
Giants Wizards Elves
Material:  A large space, rope to mark the central line and the safe zones
How does it work?

Based on a version of paper scissors stone. Split the participants into 2 groups; ask them to line up facing
each other (use a rope on the ground to separate teams).
Ask each team to choose team names.
Display the following on a flip-chart:

o Giants catch the Elves
o Elves catch the Wizards
o Wizards catch the Giants
o Identical characters are a draw
Demonstrate to the group the action attached to each character:
Giants - Stand tall on tiptoes, hands forming a claw like shape and raised slightly higer than your head and
growl like a giant!
Wizards - Stretch arms out and separate fingers, shake hands as though casting a spell and at the same
time make some sort of wizard noise such as azza cazam!
Elves - Crouch down to the floor, place hands on top of head to represent elf ears and make an elf noise
such as eek!
Give people plenty of practice by calling out the characters and having them instantly become that
character - offer lots of positive encouragement for dramatic effort.
 Explain to the groups that they must decide in their team which character they will all represent in the
first round. Teams facing each other, then the trainer dramatically announces "1....2.....3.....", on the
count of 3 the teams adopt their poses, revealing their identity (everyone in the same team must
represent the same character). Immediately, the winning characters (team) must chase the losing
team and try to catch as many as possible.
Remember:
o Giants catch the Elves
o Elves catch the Wizards
o Wizards catch the Giants
o Identical characters are a draw
The losing characters try to reach a "safe zone" (e.g., over another rope) without being caught
Teams then reconvene and decide on their next character, persons caught are becoming new members of
the winning team
Continue until one team entirely consumes the other.
Why?
Very amusing and brings out the child in everyone.
Active, all-engaging game - fun way to get a group physically and mentally alert.
Encouraging communication and teamwork.
60
Layout
Safe Group Group Safe

Zone 1 2 Zone
Rope Rope Rope
Giant
Elf
Wizard
61
Bridge, mixer, elephant, photo
How does it work?

Let the participants stand up and form a big circle with some space in between so that they can easily
move. In the middle of the circle stands the moderator.
Moderator first explains the actions of every element:
‘Bridge’: When the moderator points at one person and says ‘bridge’, the two persons standing left and
right beside the pointed person have to form a bridge with their hands over the head of the person in the
middle. The person in the middle has to quickly walk round one side of the bridge, which is formed with
one of the two people.
‘Mixer’: By pointing at a participant and saying ‘mixer’, he has to stretch out his arms above the head of
his right and left neighbour. The two neighbours then should quickly rotate once.
‘Elephant’: By pointing at a person and saying ‘elephant’, the person has to form an elephant’s trunk with
his arms. His left and right neighbour form the elephants ears with their arms.
‘Photo’: By pointing at one person and saying ‘photo’, he and his left and right neighbour make some nice
poses, as though they are posing for a photograph.
Do some test rounds so that every participant knows the elements and can practice a little bit.
When playing the game, ensure that you quickly and clearly point at one person, so that the two people
beside him know that they must do them action.
Avoid long pauses in between.
Why?
It’s a funny and reactivating game after lunch with a lot of laughing.
62
T. Surf Inc
- Information flow, Communication in teams -
Material:  Cards to write on

 Pens
Preparations:  Print out instruction lists for A-E and observation task (see below)
 For the second round: 5 envelopes (to give to A-E) with 4 pictures in it,
new instruction lists and observation task (see below)
Time:  10 to 20 minutes (2 rounds)
Participants:  Groups of 8 people
How does it work?

In this exercise there are in total 6 different names available. Everybody finds 5 of the names on the
bottom of his/her instruction. Only 1 of the different names on everybody’s instruction is identical. It is the
groups task to find out what name it is. When they have found out the name, the task is fulfilled.
Distribute the roles A to E to the participant. Nominate two observers; the moderator can act as the
mailman. Only written communication – with cards – is allowed.
Cards will be delivered by the mailman.
Cards have to be labeled with “sender” and “receiver” in order to be transported.
Rules for first round:

“A” and “B” can exchange cards among themselves.
“C”, “D” and “E” can only exchange cards with “B”, not among each other.
Raise your hand when you need the mailman.
Rules for second round:

Participants stay in the same groups, only the roles were new distributed among them:
You were in “Round 1”: You are in “Round 2”:
A D
B E
C A
D Observer
E Observer
Observer B
Observer C
63
Distribute the new instruction list to the participants.
“B” and “C” work for “A”. All three can exchange cards and pictures with symbols among themselves.
“D” works for “B”. Both can exchange cards and symbols among each other. The same is true for “E” and
“C”.
Maximum two symbols can be exchanged together and at the same time.
Only “E” knows the task. On his/her instruction is written:
“It is the task of your group to make sure that at the end everyone of the group has 4 pictures showing
identical symbols.”
64
Instructions for the first round:
A “T.Surf Inc.”
Information flow and communication in teams
1. round
A
Your company:
C D E
Please don’t write on this paper your own notes!
General instruction:
“A” and “B” can exchange written messages.
“C”, “D” and “E” can only exchange written messages with “B”. There is no other way allowed
to communicate.
This instruction must not be shown or given to any other person. If you have questions to ask
the trainer, raise your hand.
Special instruction for “A”:

You are the boss of “B”. To “B”’s department belong 3 people: “C”, “D”, “E”.
You can only exchange written messages with “B”.
In this exercise there are in total 6 different Names available. Everybody finds 5 of the names
on the bottom of his/her instruction. Only 1 of the different names on everybody’s instruction
is identical. It is your task to find out what name this is. When you have found out the name,
the task is fulfilled.
Thea Catherine Julia Sophia Eleanor
65
B “T.Surf Inc.”
Information flow and communication in Teams
1. round
A
Your company:
C D E
to communicate.
Thea Catherine Julia Sophia Eva
66
C “T.Surf Inc.”
1. round
A
Your company:
C D E
to communicate.
Thea Catherine Julia Eleanor Eva
67
D “T.Surf Inc.”
1. round
A
Your company:
C D E
to communicate.
Thea Catherine Sophia Eleanor Eva
68
E “T.Surf Inc.”
1. round
A
Your company:
C D E
to communicate.
Julia Catherine Sophia Eleanor Eva
69
“T.Surf Inc.”
1. round: Task for the observer

Confidential Information for the observer only:
Only “A” knows the task. On his/her instruction is written:
“In this exercise there are in total 6 different Names. Everybody finds 5 names on the bottom of his/her
instruction. It is your task to find out which common name can be found on each instruction.”
On the paper sheets are the names Eva, Eleanor, Julia, Sophia and Catherine. Catherine is the name
which can be found on each instruction sheet.
The task normally should be given from “A” to “B” immediately. “B” should then inform “C”, “D” and “E”, ask
for the names and deliver the list of all names to “A”. What happens in reality? Please note down your
observations!
1. How long did it take until the first messages were sent around which had nothing to do with the
task?
………………….minutes
Take notes to especially unusual messages:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
2. How long did it take, until “A” gave the task to “B”?
3. How long did it take until “B” gave the task to “C”, “D”, “E”?
4. How long did it take, until everybody knew what the goal was?
5. Describe in short your impression during the exercise to:
“A”: ………………………………………………………………………………………………
……………………………………………………………………………………………………
“B”: ………………………………………………………………………………………………
……………………………………………………………………………………………………
“C”: ………………………………………………………………………………………………
……………………………………………………………………………………………………
“D”: ………………………………………………………………………………………………
……………………………………………………………………………………………………
“E”: ………………………………………………………………………………………………
……………………………………………………………………………………………………
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Instructions for the second round:
A “T.Surf Inc.”
2. round
A
Your company:
B C
D E
“A”, “B” and “C” can exchange cards and pictures (symbols) among each other. Also “B” and
“D” as well as “C” and “E” can do this among themselves. There is no other way allowed to
communicate.
You are not allowed to show your symbols to another person.
Only 2 symbols can be exchanged at the same time. During the exercise nobody can keep
more than 4 symbols.
Special instruction for “A”:

You are the boss of “B” and “C”. Both have one staff: “D” respectively “E”.
Every one has an envelope with 4 pictures. The pictures show always one of 5 possible
symbols.
It is now your task to solve the problem of the group. You can exchange cards and symbols
with “B” and “C” – but with nobody else.
71
B “T.Surf Inc.”
2. round
A
Your company:
B C
D E
communicate.
symbols.
72
C “T.Surf Inc.”
2. round
A
Your company:
B C
D E
communicate.
symbols.
73
D “T.Surf Inc.”
2. round
A
Your company:
B C
D E
communicate.
symbols.
74
E “T.Surf Inc.”
2. round
A
Your company:
B C
D E
communicate.
It is the task of your group to make sure that at the end everyone of the group has 4 pictures
showing identical symbols.
symbols.
75
“T.Surf Inc.”
2. round: Task for the observer
Confidential Information for the observer only:
Only “E” knows the task. On his/her instruction is written:

“It is the task of your group to make sure that at the end everyone of the group has 4 pictures showing
identical symbols.”
“E” was in the 1st round a stressed “B” … and probably will expect that all important information comes
from “above”. Does “E” report the task to “C”?
“A” got a clouded instruction: “It is now your task to solve the problem of the group.” Is now “A” being the
boss too shy to ask the others what the task is?
“B” is the only team member with 4 identical symbols in his/her envelope. What happens? Please note
down your observations!
1. Please note the first 3 messages of “A”

……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
2. How long did it take, until “A” asked what the actual task would be?
3. How long did it take until “E” gave the task to “C”?
4. How reacted “C” on this message?

……………………………………………………………………………………………………
……………………………………………………………………………………………………
5. Describe in short your impression during the exercise to:
“A”: ………………………………………………………………………………………………
……………………………………………………………………………………………………
“B”: ………………………………………………………………………………………………
……………………………………………………………………………………………………
“C”: ………………………………………………………………………………………………
……………………………………………………………………………………………………
“D”: ………………………………………………………………………………………………
……………………………………………………………………………………………………
“E”: ………………………………………………………………………………………………
……………………………………………………………………………………………………
76
Ibex-Eagle-Marmot
- Livening things up, Activation, Transitions-
Time:  Short
How does it work?

Standing circle:
Ibex:
One player stands in the middle of the circle, points to another player and says: ibex! His partner to the left
puts his left hand to his head depicting the left horn of an ibex. His partner to the right depicts his right horn.
The person addressed in the middle paws with his right foot.
Eagle:
The player to the left swings is left hand like a flapping wing.
The player to the right does this same with his/her left arm.
The person addressed uses his 2 hands to make a beak and makes the call of an eagle.
Marmot:
The player to the left portrays the ears of the marmot with his/her hands.
The player to the right uses his/her hand as a “look out’.
Can also be used for the emotional preparation for a role play.
Tip: whoever makes a mistake has an advantage in that he/she can look at the whole thing again in
peace-non-stressful situation.
Also see “Bridge, mixer, elephant, photo” in Page 58.
77
Mayor and Village Idiot
-Livening things up, Communication, Activation -
Time:  Medium
How does it work?

Group sits in a circle. One participant is the mayor (boss).
Then it goes around clockwise to the person to the left who is the lowest rank, in this case the village idiot.
The game starts: the mayor begins:” Yesterday I went walking in the village and met Sabine. Sabine gets
up (as she is lower ranked) and says:” Who me?” The mayor remains sitting:” Yes, you”. Sabine:” Not me”.
Mayor:” Then who?” Sabine:” Joachim”. Joachim remains seated as he is if a higher rank:” Who me?” etc.
The person who makes a mistake is then the village idiot and sits to the left of the mayor. All the others
move along one seat.
Parallels can be drawn and discussed with company set-up etc.
78
Name Shock
- Livening things up, Getting acquainted, Activation -
Material:  Large piece of material

Time:  Short
How does it work?

The groups are separated by a large opaque sheet. Dropping the sheet spontaneously, two players (on
either side) have to name the name of the other party as quickly as possible.
The group divides itself into two groups. A large sheet is used as a room divider. One participant from
each group goes to the front. When the sheet falls, then the two participants have to say the name of the
other person – the person who is quicker is the winner.
79
Mental Experiment
- Mental resources -
Time:  Medium
How does it work?

The participants find a spot where they have plenty of space. Both arms are stretched out sideways at
shoulder level. Now the participants turn their upper body as far as they can in one direction. They make a
mental note of the point of the final position and then turn back to their original position.
The 2nd stage is just carried out mentally. The same movement is carried out in the participants’
imagination and the participants are able to turn further with ease.
Then back to starting position
Stage 3rd is then when the participants are mentally relaxed and turn their upper body a bit further, going
over the final position but with ease.
In stage 4th, the whole thing is carried out again physically.
Using mental powers….
80
Cent Power
- Opening the topic of Change Management -
Material:  Cents – one for each participant

 Transparency ‘Cent Power’ (see below)
Preparations  Give every participant a cent, print out Transparency to show to
the participants
How does it work?

“Kaizen” (Japanese) means gradual, incremental change as opposed to dramatic breakthrough. While
pronounced change carries with it pronounced impact in the way things are done, efficiency may suffer as
a result. Breaking down components of change to be implemented may yield better results than attempting
to implement the change in one fell swoop.
“For every complex problem, there is one solution that is simple, neat and wrong.” A manager once
observed. Rather than solve problems by grasping the 1st solution to appear, teams should examine
thoroughly, gradually, perhaps even incrementally. Breakthroughs and “Eureka” solutions do occur and do
have value. However, for the majority of problems – and the changes their solutions create – the gradual
approach is usually more meaningful and more readily accepted.
Let’s illustrate this concept. Let’s assume that one is willing to give you a sum of money each day for one
entire month.
 Would you rather have 1000 € each day for 31 days or
 Would you rather have a cent on the 1st day and a doubled amount for the next 30 days? (Call on a
few persons to share their thoughts)
Give every participant a cent. Let them begin to calculate now. Allow them some time for calculations.
After participants are through with calculations, show transparency to ensure that they calculated correctly.
Point out that 31.000 € is appealing – especially compared to a paltry cent. But the effect of doubling is
much greater than could be imagined. Stress again the significance of the manager’s quote.
Lead a brief discussion about the fact that as leaders, they are change agents. For most people,
gradually introduced change is easier to accept than dramatic change. The end result, however, is
usually warmer embraced due to thorough understanding/acceptance along the way.
Why?
Sometimes we leap at solutions that initially seem quite attractive. After careful analysis these glittering
prospects often pale compared to solutions carefully wrought. Organizational leaders, believing that their
new system or procedure or philosophy is indeed attractive, sometimes attempt to impose it all at once
upon employees. A gradual introduction, while it may take longer to implement, is usually more successful
in the long run. Similarly, problems that are probed from multiple perspectives yield solutions that cannot
come by quick responses.
Debriefing-Questions:
 Think of a change that has recently come about in your business. Was it introduced gradually
or dramatically? How well did you cope with the change?
 What progress has your team or business unit made lately? What change accompanied that
progress?
 What can the organization do to reassure people about change?
81
82
Change is the Name of the Game
- Opening the topic of Change Management, Warm up -
Material:  -
Participants:  Any number that can be put together in pairs
How does it work?

Ask the participants to get up and pair with the person next them. Ask them to face each other and to
observe the partner carefully (what is he or she wearing, has he or she any jewelry etc.). After one minute
ask them to turn around – to stand back to back. They then should change one or two things (unbutton the
shirt, take off jewelry etc.) about their appearance. Then they should turn back and try to figure out what
the partner changed.
Why?
Ask the participants afterwards how they felt being stared at so closely. How did they feel staring at the
other one? How many participants had difficulties to change even a minor thing about them? But the
amazing eye opener is that after a certain time, nearly everybody will go back to the way they were before
(button up the shirt again; put back the jewelry where it was etc.). So ask the question: how many
participants have gone back to the exact way they were before?
Then finish the debriefing by asking: why did we play this game? It is to be seen that change is difficult.
And keeping this change is even more difficult.
83
Strange things to do
- Opening, Cooperation, Getting in contact -
Material:  One envelope for each participant with strange tasks on cards
Preparations:  Print out tasks and put them into envelopes
Time:  During a whole training/workshop and at the end 10 minutes for
the solution
How does it work?

In the beginning of a workshop of several days, every participant receives an envelope. They have to open
it in secret, read the task, tear it apart and throw it away. They are told to accomplish the task within the
next few days.
On the last day, participants guess which participant had which task. It is a great source of laughter!
Why?
This can bring participants closer; they have to interact with each other and loosen up a little bit. In the end
it is great fun to figure out who had which task.
Ideas for strange tasks:

Choose tasks that are not ordinary, that do not belong to the routine of the participants. Choose something
which makes them get out of their normal behavior; that makes them interact with each other.
 Praise everybody at least once per day
 Shake hands with everybody three times per day
 Tell jokes
 Give everybody each day a massage
 Ask everybody at least two times per day how they feel
 Tell everyone something nice at least two times per day
 Help the moderator wherever you can
 Take nice or funny pictures of each participant, print them out (if possible) and give it to them
 Always make sure that everybody has something to drink
 Give compliments
 Give everyone each day a little hug
 Ask participants about their childhood
 Tell participants more about yourself and make them tell more about themselves
 Beijing 2008 Olympic is here! Everyone should prepare for it. So I will organize a 20-minute morning
exercise and ask all colleagues to join
 Pay attention to keeping the meeting room clean and tidy
 Offer everyone a piece of gum twice a day
 Keep telling jokes during lunch and dinner
 Ask the team to sing a song together during lunch and dinner
 Be a very strict time-keeper. You have the responsibility to call everyone back after coffee break. The
ones, who are too late, must be punished by……
 Prepare a small gift for each female colleague in your team and give them out at the end of the
workshop
 Be a very talented poet. Write one poem per day to praise the beautiful sight of where you are and
then read the poem out loudly in front of the team.
 Provide perfect service to your colleagues during lunch and dinner, like offering drinks and alcohol,
and so on …
 Say: I am really very glad to work together with you in this team to everyone twice a day.
 Find out all smokers in your team and try to convince them to give up smoking, at least during these
two days.
84
Our Good Harvest
- A workshop opener to look back and reflect on achievements-
Material:  1 basket with a variety of fruits

Time:  20-30 minutes
Participants:  Min. 5
Purpose:
Attractive and imaginative warm up, a positive & good platform for the work achieved and to be continued.
Reflecting makes us stop in what we are doing and helps to recall our strengths, abilities and past
achievements.
How does it work?

We used this approach as an interesting opener for a recent “Half year review of target achievements”
Management Retreat of RBCT. “Reaping the fruits, or harvesting from the seeds planted earlier”- was the
motto or frame story. All participants were given a little paper, like this….
…and asked to take a few minutes of concentration to fill in the achievements, successes,
major events in this performance sheet. In a circle each one (voluntary sequence) was asked
to recite his/her achievements to the group and to answer questions. So done - they were
asked to pick a fruit of their choice from the floor and explain “why especially this one” and to
put it into the basket.
The Department Head “The Farms Boss” so to speak was asked to wait till the end and be the
last one to speak and pick a fruit.
Once all participants & the HoDs were finished, the moderator hands over the filled basket to
the manager, by saying a few words, like…
“Dear manager, this fruit basket resembles the harvest so far this year, pls. accept it from your
team and be proud that the fields were well tended too, the trees manicured and well cared for.
We wish you the best for an equally successfully harvest in the next half of this year.”
85
What’s that?
-Problem-solving game, Communication, Minimizing complexity -
Material:  Any objects

Time:  Medium
How does it work?

Circle of chairs:
One player starts and passes a felt pen round and says:
This is a flower.
The player to the left says: what is it?
Player A: a flower
Player B passes the pen to C and says: It’s a flower!
Player C asks B: what is it?
Player B asks A. What is it?
A answers: a flower
B answers: flower
C continues
Variable: then another object can start going around in the other direction…
Only when you concentrate on your task and not on everybody else’s can the process run efficiently.
86
How much is that?
- Problem-solving game, Creativity, Group dynamics -
Time:  Short

The game organizer shows a number with his/her fingers. The participants think about which number it
could be.
The number shown is not the given number.
The participants who understand the rules are allowed to join in the game.
Rule: the number given before the game starts is always the next number.
Irrespective of the number shown.
If the solution is not recognized, then the players presume there must be a complicated calculation
involved.
As far as group dynamics are concerned, the situation can show how people who are in the know have fun.
87
Walkie Talkie
- Reflection, Discussion, Reactivation, End, Feedback -
Material:  none
Time:  anywhere between 10 and 30 minutes
How does it work?

Participants form couples (two people) and get the task discuss a given task/question etc. while
simultaneously going for a walk side by side. It is vital that the participants really do move and not sit down
instead taking a break. Tasks or questions in this case could be for example learning partnerships or
debriefing (“discuss with one another what you learned from the last game”), warming up (“discuss with
your partner one of the most important experiences during the past year”), intervention (“please reflect with
your partner what just happened in this group and work out a suggestions how to resolve it…”) etc. It
works very well as a reactivation method after lunch, too.
Why?
Walkie-Talkie is a simple intervention method, created to get stalled teams moving again. If in a workshop
you encounter a situation where the discussion moves in circles and can’t seem to be resolved, walkie-
talkie will most likely help you to break the spell. By moving side by side confrontation is taken out of the
body language and the shared movement forward is usually reflected in the quality of the discussion.
Works very well with mutual feedback rounds as well.
88
What I Like about you
- Rounding-up, Feedback-
Material:  A4 cardboard, rope

Time:  Medium
How does it work?

Personal feedback to the participants.
What I like about you is written on a piece of A4 cardboard and hung over one’s back with a piece of string.
Then each participant can write something wherever he/she wants to.
Music can help create a positive atmosphere.
89
My Tree
- A review and outlook exercise-
Material:  1 Pin board per person

 round or oval cards, different colors for the past and coming 6
months
Purpose:
Create a good atmosphere by having people reflect and talk about their business and personal
achievements. Develop with the group a good and common understanding of what’s lying ahead.
How does it work?
1. Let the participants reflect & note down activities, major events, successes, achievements of the past 6
months on and put on their personal accomplishment tree.
2. Use one color for the past and another for upcoming challenges, tasks, important events of the 6
months ahead.
3. Ask each participant to share openly his/her highlights with the rest of the group.
90
Mariánské Láznê
- Strategy, Problem-solving-
Material:  Matches
Time:  Medium
How does it work?

Objects are set out in a pyramid form: 7-5-3-1.
Players are allowed to remove as many objects as they want. The person who has to take the last object
is the loser.
Strategy game- which constellations don’t work? Exchange of experiences. Goal.
How can I avoid certain situations that lead to defeat?
Coaching analogy
91
Tangram （Market place）
- Strategy, Problem-solving, Leadership -
Material:  Tangram, Coins

Time:  Approx. 50-60 minutes
How does it work?

General description:
One person is chosen to be in charge of the market, another observer chosen if necessary. Participants of
different teams (3-4 people per team) sit in separated tables to work as companies. Produce their product
according to the market demands. Sell the finished product to the market for profit. No set strategy. There
is competition among different teams, therefore, rate the team sequence at the end of the game.
Debriefing for the whole process.
Rules:
1. Give 10 coins as companies’ initial asset, and one set of tangram as initial material.
2. Companies sell their finished product to the market, if it passes the checking, they can get the set
price, if fails, no coin and no material will be back.
Responsibilities:
For trainer:
1. To set shape as required market demands. One shape the first time, keep several shapes on
demand in later process. Keep changing the demands on the market.
2. To set a price below the shape, and keep the price fluctuate (up and down)
3. To help check the quality of finished product the companies sell
4. To interrupt twice to give them 10 minutes for reviews
For teams (Companies):

1. To get the market demands demonstrated on the boards
2. To work out the set shape by using given materials or buying materials from the market
3. To sell the finished products to the market
For the person who is in charge of the market:

1. To sell tangram parts as production materials to each company and get coins
2. To buy finished products from each company as the set shape at the set price and pay coins
3. To work as an observer and to present a feeling report in debriefing time.
92
93
Economy in Harmony?
- Team interaction (attention: sensitive) -
Material:  Two flipcharts or metaplan boards and pens

 Sheet of papers and pens for participants
Preparations:  One flipchart as seen below on the left
 One flipchart for scorekeeping (see below on the right)
Participants:  Minimum 4
How does it work?

Participants get together in pairs. Always two pairs play against another pair. In the pairs, the participants
have to decide whether to choose red or blue – they need to write their decision on a sheet of paper. Their
choice and the choice of the opposing team are compared and the score is written on the score keeping
flipchart. For example if both pairs choose blue, both get 30 points plus. If pair A1 chooses red and pair A2
chooses blue, A1 will become 30 points but A2 will have 30 points less. This goes on for several rounds;
the score is accumulated. After probably four rounds, one member of a team gets a few minutes to talk
with a member of the other team. Then the game goes on. Probably again after four or five rounds,
members of opposing teams get some time to talk with one another, to discuss a strategy.
Why?
Here it is to see that only the win-win situation (both pairs choose blue) is favorable for both teams. It is
interesting to see if the participants understand this and if they can agree with the opposing pair to follow
this strategy.
94
CUP Game
- Teambuilding -
Material:  Job descriptions (see below)

 AIP-Simulation Flow Chart (see below)
 Product Specifications sheet (see below)
 Flipchart for Data Analyst and Rule keeper
 Colored pens (black, red, green, blue)
 2 stop watches (one for Marketing Representative, one for Activity
Timer)
Preparations:  Print out the job descriptions, product specification sheet and
worksheets once

Time:  Approx. one hour
Participants:  At least 10
How does it work?

Build up groups of 6 participants. One Data Analyst/Timekeeper, one Activity Timer (Timekeeper #1), one
Manufacturing Manager (Timekeeper #2), one Marketing Representative, one Quality Representative, one
Manufacturing Representative. Hand out the job descriptions and distribute the needed materials to them:
Colored pens and platform for drawing lines to the Manufacturing Representative, Product specification
and Product Summary for the Quality Representative,
95
AIP-Simulation Flow Chart:
Board of Directors
reprioritizing Statusreport
every 15 seconds every 2 minutes
Marketing active Manufacturing Quality Calculate
projects results
New order
Job descriptions:
Manufacturing Representative
a) Create designs according to the Design Specifications sheets and priority provided by the
Marketing Representative.
b) When the marketing person says “switch” (indicating that the priorities, i.e. marketing requirements
have changed), immediately puts down the product currently being developed and works on
designing the next product, according to its specifications. Working his/her way around the circle of
products (active AlP’s) in numerical sequence. (Note: drawing lines is the development task)
c) When a product has been completed, places it in the incoming work queue for the Quality
Representative and loudly announces that a product has been completed along with its number.
d) When represented by Manufacturing, prepares a Status Report using the form provided by the
Facilitator.
Important! The Manufacturing Representative must put the cap back on the pen immediately when not in
use any more.
96
Quality Representative
a) Together with Marketing, determines criteria for a quality product on the basis of subjective
judgment but not to change the criteria during the exercise - (e.g., a “good” design may be a card
which contains the correct number and color of lines which do not tough each other, while a design
“reject” may be a card that does not have the correct number and/or color of lines which has the
correct number and color but has lines which tough each other).
b) Determines if the completed products meet with specifications.
c) Keeps a record of any product that does not qualify as a good design (rejected products) without
disturbing the Manufacturing Representative.
d) At the end of a Session, when asked by the Data Analyst provides the total quantity of products
completed and the quantity rejected. This data will be used to determine the first pass yield: i.e.,
good output/total output. The Quality Representative Worksheet can be used to keep this record.
Marketing Representative
a) Tells the Manufacturing Representative exactly what the specs mean.

b) Initiates start of work, upon signal from the Facilitator, by telling the Manufacturing Representative
to start with the first product in queue.
c) Demands every 15 seconds that the engineer immediately switches products in response to
market requirements. This is one of the critical drivers of this exercise and has to be done with
imagination so that it generates the hectic work environment found in the real world;
d) Every 110 seconds after completion of a Status Report request that the Manufacturing
Representative prepare another status report, using the Status Report form for all cards in the
active queue. The initial request should occur when some lines have been made on each of the
cards in the initial work queue in front of the Manufacturing Representative.
e) After completion of a Status Report by the Manufacturing Representative, the Marketing
Representative should tell him to resume work and define which design to work on.
Time Keeper #1: Activity Timer
a) Starts the stopwatch when the Marketing Representative begins the Simulation and to have it run
uninterrupted from start to finish of each Session.
b) Records the start and finish times during each Session of:
• Start and end of a Session, i.e., Finish of the first four (4) products (through QT log- in)
• Time to complete first product (from start of exercise through QT log-in)
c) When the Session is ended and all the times per (b) have been recorded on the #1 Timekeepers
Worksheet, calculates the elapsed times, writes them on the Timekeepers Worksheet and reports
the results when asked by the Data Analyst.
97
Timekeeper #2: Manufacturing Manager
a) Every 110 seconds after completion of a Status Report request that the Manufacturing
Representative prepare another status report, using the Status Report form for all cards in the
active queue. The initial request should occur when some lines have been made on each of the
cards in the initial work queue in front of the Manufacturing Representative.
b) Measures the time consumed by the engineer in filling out these reports and marks it on the status
report.
c) At the end of Session, gives total time for status report to Data Analyst.
Data Analyst and Rule keeper
a) Collect the results from the Timekeeper and Quality Representative per their worksheets after
each Session.
b) Calculates the results after each Session and enter them on the Simulation Results Worksheet.
c) Reads the Job Descriptions of each participant before the Simulation starts.
d) During the Sessions, watches the participants and sees to it that they correctly apply the rules and
perform the duties as described in their Job Descriptions.
98
For Quality Representative:
Product Specifications
Draw lines starting between the 2 lines at the bottom and
ending between the 2 lines at the top of paper.
Product #1 5 red lines Product #2 4 blue lines Product #3 2 blue lines
5 blue lines 7 red lines 4 red lines
5 green lines 6 green lines 10 black
lines
5 black lines 3 black lines 2 green
lines
Product #4 8 black lines Product #5 3 black lines Product #6 3 blue lines

5 green lines 4 blue lines 6 green
lines
5 red lines 5 green lines 7 black lines
2 blue lines 8 red lines 4 red lines
Product #7 1 green line Product #8 3 red lines Product #9 4 green

lines
1 red line 7 green lines 4 red lines
9 blue lines 5 blue lines 6 black lines
9 black lines 5 black lines 6 blue lines
Product #10 8 blue lines Product #11 4 green lines Product #12 10 red lines
4 black lines 5 blue lines 7 green
lines
5 red lines 6 red lines 2 blue lines
3 green lines 5 black lines 1 black line
Product #13 2 red lines Product #14 6 red lines Product #15 7greenlines
7 black lines 5 blue lines 3 blue lines
5 green lines 7 green lines 4 red lines
6 blue lines 2 black lines 6 black lines
Product #16 5 green lines Product #17 4 green lines Product #18 3 red lines
4 black lines 5 blue lines 5 blue lines
8 red lines 6 black lines 7 black lines
3 black lines 5 red lines 5greenlines
99
Performance Summary
4 Products with 4 Products with 4 Products with

4 Active AIP’s 2 Active AIP’s 1 Active AIP
Cycle Time for 4 Products

Output completed 4 4 4
Time Per Unit
Quantity Per Hour
First Pass Yield
Good Output per Hour
Status Report Time
100
Worksheet for Timekeeper:
AIP SIMULATION
Worksheet Timekeeper
Period #_______ Number of AIPs______
Event Measured Calculated Result

time (min & sec) spent time timekeeper
Start Period
time difference Start/End
Status report
#1 START
END
#2 START
END
#3 START
END
#4 START
END
Total Status report
#5 START time for #1 to # 5
END B
Used up time since beginning
of this period
time for 1st product
1st product ready = E
2nd product ready
3rd product ready

time for 4 products
4th product ready C
time for key product
Start time key product
End time key product D
used time since beginning
101
For Manufacturing Representative (platform for drawing lines): (print out 20 times)
Example good output: Example for bad output:
good
102
Acid River
- Teambuilding -
Material:  Three heavy wooden planks (same length), 2,20 m

 four steady boxes or similar items
 a suitable (outside) location
Preparation:  place the boxes as described below
Time:  approx. 40 minutes
Instructions for the participants:

All participants have to cross this acid river with the help of those three planks. They have to take the three
planks with them because on them is an important formula that they need to survive. That means neither
the participants nor the planks can touch the ground. Of course they can not move the boxes either.
Usually, there is no time restriction.
How does it work?

Preparations:
The three steady boxes will be put on the ground as follows:
3.
4.
1.
The first three boxes stand so close that the planks are long enough to be put from one box to another.
Just the last box (4.) is too far away. The planks do not reach the last box.
Possible solutions:
a) One plank is between the second and third box. Another plank is then put on this plank and the fourth
box. After all but one participants are in the finish, all but one planks are recovered and the end of the last
plank is put on the 2. or 3. box and the other end is in the hand of the other members. The last participant
can cross and the plank will be recovered.
b) One plank is between the second and third box. Another plank is then put on this plank and the fourth
box. After all but one participants are in the finish, all but one planks are recovered. The last plank is put
with the middle on the fourth box and a few participants step on the one side of the plank. The last
participant can then make a big step and go to the finish.
Why?
This method is great to push team work and team feeling. You really have to work together to achieve this
task. When the team achieves the task, it is a great feeling for the whole team.
103
Burning bad Memories
- Teambuilding, Transition -
Material:  Normal paper and pens

 Lighter
 Metal bucket, large ashtray
 location to burn paper: get away from fire-/smoke detectors
Preparation:  search for the right location
Participants:  any number
How does it work?

All participants get a few sheets of paper and a pen. They have 20 minutes to write down things/situations
that went wrong, that were difficult, that where not achieved last year/month/project. Then all come
together and one by one, they burn their sheets of paper in some kind of ceremony. They can cite some of
their memories or give some comment but don’t have to.
Why?
Often, bad memories of the last year/month/project are in our mind and we take them with us in the next
year/month/project. With this method we want to forget those things and move on. Participants take their
time to think about them, write them down (“write them off their souls”) and finish up with them by burning
them. It can have a deep impact on participants and hopefully participants can move on with more energy.
104
Blindfold – Guidance for the Blind
- Teambuilding, Trust, Bringing people together -
Material:  Blindfolds for half of the number of the participants

 Obstacles to but in the way
Preparations:  Set up the obstacles in the location
Participants:  Usually any number but could be restricted by the size of the
location
How does it work?

Form pairs of two people. One of them gets blindfolded. The other one is leading the “blind” through the
terrain. This could be outdoors, but also indoors, with objects like chairs, boxes etc. put in the way. At first
the blind is led by the hand. After a while, body contact is forbidden and the seeing partner can only guide
by the use of words. After 10 minutes, the partner exchange roles.
Alternative: Instead of talking, the seeing partner guides his blindfolded counterpart by walking so close to
him that only the arms touch – very slightly. You will find it surprising, how little contact and movement is
necessary for making body signals understood.
Why?
The participants experience two important things. One has to do with trust (blind) and responsibility and
the other one with transparency of communication. You will be surprised how much your definition of
“clearly described” can change.
105
Blindfold – Blind Parcours
- Teambuilding, Trust, Bringing people together -
Material:  Blindfolds for all the participants

 Obstacles to set up a parcours (at best outside or in a big area)
Preparations:  Set up the parcours
How does it work?

The moderator sets up a parcours by setting. He uses different obstacles like chairs, tables, flowers etc.
for inside locations or fence poles, bushes etc. for outside locations. Each obstacle (about 6 stations) gets
a number on a sheet of paper to make clear which obstacle is first, second etc. to take.
Once this is done, the participants can check out the parcours and work on a strategy how to walk it - first
with open eyes and afterwards with blindfolds on.
If you can create two similar parcours, this can be done in two teams, otherwise the whole team walks
together.
Why?
The interesting effect is both, teamwork and leadership. Does the person with the best approach really get
the most votes – and what happens once everybody is blind?
106
Flying Carpet
- Teambuilding, Warm-up -
Material:  Bed sheet

Preparations:  Think about an introduction story
Participants:  10 to 20/25?
How does it work?

Start with a story like – “I bought the very last magic carpet but while riding it with you (the whole group) I
realize that the wrong side is up. Now, being in the air, we need to turn the carpet around. And since there
is a lot of wind, it is worthless to talk because you do not understand one another. Of course, when
someone is not with both feet on the carpet, he or she will fall off.”
The story being told, give the group now clear instructions: they have twenty minutes to discuss how to
solve the task. They are not allowed to touch the carpet during this time. When the twenty minutes are up,
the whole group has to get on the carpet and they are not allowed to talk anymore. When someone talks
or when someone drips on the floor, he or she is out of the game. If you want to test the group under time
pressure, you can give them another timeframe for the task itself.
Why?
It is interesting to see how the group works together, who is chosen to be the leader, who gives ideas, who
participates most and least. And finally it is very remarkable to see how they are solving the task. Also
when not talking and not having a leader who can tell the others what to do, the group can solve the task.
107
Logic Puzzle
- Teambuilding, Warm-up -
Material:  Metaplan boards or flipcharts or simply sheets of paper

 Set of cards with 15 hints; one set for each group
 Pens
Preparations:  Print, cut (and laminate) the cards with 15 hints
Time:  Approx. 60 - 90 minutes
Participants:  Any number; enough people to built two groups of 2-6 people
How does it work?

Built two or more groups and provide each group with one set of cards (15 hints). Then you simply tell
them they should find out “To who belongs the fish?”
There are no more instructions necessary but if you want to you can give them the following facts:
 There are five houses standing in one row, each painted in a different color.
 Each house is home to a person of a different nationality.
 Each homeowner has a favorite drink.
 Each homeowner smokes a certain brand of cigarettes.
 Each homeowner owns a specific pet.
 None of the five people drinks the same drink, smokes the same cigarettes or owns the same pet.
The groups compete against each other who will find the solution first. They may use any help they want –
sheet of papers, metaplan boards, flipcharts etc.
Why?
It is a method to promote teamwork. It is also interesting to see how the group works together etc.
The hints:
The British person lives in the red house

The Swedish person owns a dog
The Danish person drinks tea
The green house stands left to the white house
The owner of the green house drinks coffee
The person who smokes Pall Mall has a bird
The person livening in the house in the middle drinks milk
The Norwegian person lives in the first house
The person who smokes Marlboro lives next to the person who owns a cat
The person with the horse lives next to the person who smokes Dunhill
The person who smokes Winfield likes to drink beer
The Norwegian lives next to the blue house
The German smokes Rothmanns
The person who smokes Marlboro das a neighbor who drinks water
The occupant of the yellow house smokes Dunhill
The solution: (Don’t show the participants!)

Yellow house Blue house Red house Green house White house
Nationality Norwegian Danish British German Swedish
Drink Water Tea Milk Coffee Beer
Cigarette Dunhill Marlboro Pall Mall Rothmanns Winfield
Pet Cat Horse Bird Fish Dog
The fish belongs to the German.
108
Inaccurate Observations
- Teambuilding, Warm-up, Beginning -
Material:  Sheet of papers

 pens
Preparation:  -
Time  15 minutes
How does it work?

Form teams of two. Try to put participants together who do not know each other. They get the simple
instructions to small talk for one or two minutes. When the time is up, one member of the team is sent
outside (to a place where they can not see each other). Both members (the one outside and the one inside)
get three minutes to write down how his or her partner looks like, what clothes he or she wears etc. When
the others are back, it will be compared. What did they know; what did they describe wrongly; what did
they not see at all…
Why?
It is a simple method to make the participants see how inaccurate we observe things. For the next task
they will be more careful about that.
109
Desert Crash
- Teambuilding, Communication -
Material:  Sheet of paper with instructions for each participant (see below)
 Sheet of paper with individual decision for each participant (see
below)
 Sheet of paper with result summary (see below)
 One Flipchart or metaplan poster per group
 Pens
 Flipchart with solution and probably explanation of result summery
Preparations:  Print out the instructions etc.
 Prepare flipchart
How does it work?

The moderator divides the participants into groups of 3 to 5 people. Each participant receives a sheet of
paper with the instruction and one sheet of paper with the individual decision making. The moderator
reads the instructions aloud and asks if there are questions about the instructions and explains the items,
if necessary. The participants are then asked to fill in the individual decision making sheet without
speaking to one another – the moderator can ask them to not communicate at all. That is very important. It
is strictly forbidden to consult with the others.
Then the moderator asks them now to discuss in groups and agree on a group ranking. They shall write
their group ranking on a flipchart or a metaplan board. The group has about 20 minutes for that. The group
should pay attention to the rules shown on the sheet with the instructions. When the time is up, the
moderator asks the group for their feedback. Did the groups come to one solution? Are all group members
happy with it? What is the basic decision – will the group try to find help or will the group just stay near the
airplane?
After this feedback round, the moderator explains the result summery sheet. He then reveals the optimal
solution on the flipchart and hands out the result summery sheet. He quickly goes through it and then asks
the participants to calculate the group and the individual result (=sum). Then he asks each group for their
group sum and writes it on the group’s metaplan board. He explains that all the groups would have died
(depending on the score). Then he asks which participants have a result better then the result of their
group (should usually not be more then 1 or 2 people)? Which participants have a result worse than the
result of their group (usually the majority)? Then he can ask the participants why they think it is that way?
Why?
The participants learn that group work usually is better then working individually. It is also interesting to
see how the group reaches the decision. It is also important to point out that when there is an individual
score higher then the group score this means that this person was not heard or did not share his
information.
110
Crash in the desert
Instructions:
You and the rest of your group are the only surviving passengers of a small airliner, which crashed on a
regular flight from San Diego heading south-east for El Paso. A few minutes ago, at around 10.00 a.m.,
your plane crashed when crossing the Gila desert. The plane is a complete wreck and is completely burnt
out. Both crew members are dead.
The scene of the crash is located in a flat part of the desert, with a lot of cacti. You know that flight control
has no knowledge about the exact location of the crash. But shortly before the crash the pilots informed
you, that you were 100 km north-east of a mine in operation. The last weather forecast said that the
temperature will rise to 43°C today. You are all dressed in summer clothing and hats.
With the exception of the 15 items listed below and the clothes you are wearing, there are no other tools or
means of help. What do you do under the given circumstances?
List the 15 items according to their importance with respect to your chances of survival. On No.1 you put
the most important item, on No.2 the second most important item, etc., until you have reached No.15 for
the least important item.
torch (with 4 batteries) / pocket flick knife / flight chart of the area of the crash / large plastic raincoat /
magnetic compass / first-aid kit with gauze bandages / loaded 7,65 mm gun / red-and-white parachute /
bottle with 1000 salt tablets / 1 liter of water per person / book on edible desert animals / 1 pair of
sunglasses per person / 2 liters of vodka 45% / 1 coat per person / 1 pocket mirror
Guidelines for the group decision

For the group decision, each group is asked to draw up the final ranking together. The position of each
item necessary for your survival has to achieve the consent of all the group members. This will not always
be possible. However, please try.
Some guidelines:
 Try not to impose your personal decision on others. Present logical arguments.
 Try not to give way for the sake of unanimity or to avoid conflict. Only support other peoples’ opinions
if they coincide at least partly with your own.
 Try not to use conflict solving techniques, such as majority vote, mean value computation or horse-
trading (e.g. ‘you scratch my back, I scratch yours’).
 Try to perceive the deviating opinions as a useful contribution rather than as a nuisance.
111
Individual decision
Decide on a ranking without discussion with the others.
Item Rank Reasons

torch (with 4 batteries)
pocket flick knife
aviation chart of the area of the

crash
large plastic raincoat
magnetic compass
first-aid kit with gauze bandages
loaded 7,65 mm gun
red-and-white parachute
bottle with 1000 salt tablets
1 liter water per person
book on edible desert animals
1 pair of sunglasses per person
2 liters of vodka 45%
1 coat per person
1 pocket mirror
112
Results Summer
Item Official Individual Ranking Difference Group Ranking Difference
Ranking (from sheet (from your group’s
“Individual Decision”) poster/flipchart)
torch (with 4 batteries) 5
pocket flick knife 10
aviation chart of the area of 11
the crash
large plastic raincoat 9
magnetic compass 12
first-aid kit with gauze 8
bandages
loaded 7,65 mm gun 7
red-and-white parachute 2
bottle with 1000 salt tablets 13
1 liter water per person 1
book on edible desert animals 14
1 pair of sunglasses per 3

person
2 liters of vodka 45% 15
1 coat per person 6
1 pocket mirror 4
INDIVIDUAL RESULT: GROUP RESULT:
113
Solving the desert crash exercise
According to the unanimous opinion of the flight instructors for desert route pilots, it is absolutely
imperative for the situation described above, that you wait at the crash location until you are found by
rescue teams. The humanly understandable desire to do something for your survival, e.g. to walk to the
mine in operation, represents an incalculable risk and reduces your chances of survival substantially.
The flight instructors recommend the following ranking:
Rank Item Reason

1 1 liter of water per person very important to compensate for fluid loss
2 red-and-white parachute sun protection, striking marking
3 1 pair of sunglasses per very important, protection against loss of
person sight
4 pocket mirror very effective signal transmitter, reflection
is visible in a distance of up to 40 km
5 torch (4 batteries) signal transmitter during the night
6 1 coat per person important protection against the cold in the
night
7 loaded 7,65 mm gun acoustic signal transmitter
8 first-aid kit with gauze protection against drying out of facial skin;
bandages treating injuries
9 large plastic raincoat procurement of water
10 pocket flick knife cuts cacti open
11 aviation chart of the region of useless, because you do not know where
the crash you are
12 magnetic compass s. aviation chart
13 bottle with 1000 salt tablets cannot be used due to lack of water
14 book on edible desert animals hardly usable
15 2 litres of vodka 45% unusable, because it increases need for
fluids
114
Colorblind
- Teambuilding, Cooperation -
Material:  6 different shapes of plastic forms in five different colors (see

below)
 Enough blindfolds for each participant
Preparations:  Group members need to be positioned where they can hear each
other clearly and have some working space, e.g. table or floor in
front of them
Participants:  4–28 people (groups of 6-10 people not including observers)
How does it work?

Do not show the other group members the plastic pieces. Ask the group members to put on their blindfolds
and check that they are comfortable.
Tell the group members that:
 The exercise materials consist of a complete set of plastic shapes from which two pieces have been
removed.
 Pieces may not be exchanged or passed between group members.
 The question, “What color is this?” will be answered, correctly, as many times as it is asked by any
participant. No other question will be answered.
 The objective of the exercise is to establish the shape and color of the missing pieces.
Check the group understanding and answer procedural questions.
Remove two pieces at random, distribute the remainder, and inform the group that they may begin.
Why?
Good exercise for teambuilding, to improve communication and problem-solving. It shows the importance
of spoken language as a primary vehicle for communication.
 What was your initial reaction to the task?
 What were your feelings about being blindfolded for the task?
 What particular problems in communication were you aware of?
 What were your strategies as a group for organizing this information?
 How did you ensure your individual understanding of what was happening during the exercise?
 Where there any ideas or suggestions which were particularly helpful in enabling the group to
progress?
 How did the group organize itself to ensure that individual contributions were effective?
 Where they any individuals who developed a particular role in the exercise?
 How did the description of the shapes change and develop during the exercise?
Shape and color of plastic pieces:
115
Wagon project
- Teambuilding, Cooperation –
Material:  10 wooden sticks of 300 mm x 5 mm

 1 stapler with 20 staples
 10 cardboard sheets (DIN A4), stability like postcards
 30 rubber bands
 1 piece of string of 1-m length
 1 piece of string of 30-cm length
 2 Flipcharts
Preparations:  Two separated rooms
How does it work?

Split up the participants in three smaller groups of same number. Two design-teams: ‘Chassis Team’,
‘Body Team’ and one ‘Project control team’. The teams pursue together the target to construct a two-
wheeled, single-axle vehicle, which can transport a load of 500 g provided by the trainer over a test track
of 4m length.
The design encloses two separate elements: (a) the chassis with wheels and axis and (b) the construction.
Each design-team is responsible for one of these 2 elements. The two design-teams work in separate
rooms and communicate when required via the third team which functions as a project control and carries
the responsibility for the coordination of the activity and design details as well as for the handout of
material and the collection & monitoring of costs for the used material.
Team task description:

Task of the Project Control Team
Coordination of the overall activities: In this function you need to co-ordinate the activities between the
two design-teams by holding coordination meetings. Either one design team has to be represented by one
person in such meetings. Both teams can at any point in time also request for such a meeting to be carried
out as soon as possible.
You have to manage the materials to be used by either team. Both teams can order building material;
they have to, however, present construction drawings proving the need for the requested material at the
same time. The project control team approves by signing the construction drawings.
Your third task is cost control. At the end of the project you should have as much material left as possible.
So you should keep track of how much material you had to start with, and how much (in percent of cost) is
left in the end. If there is less than 5 percent value of the original material left, the goal was not achieved.
10 wooden sticks of 300 mm x 5 mm 20 %

1 stapler with 20 staples 20 %
10 cardboard sheets (DIN A4), stability like a 20 %
Postcard
30 rubber bands 30 %
1 piece of string of 1-m length 10 %
1 piece of string of 30-cm length,
to be used to pull the vehicle Without value
Flipchart (exclusively for draft purposes) Without value
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Task of the Chassis Team (design-team one)
You are responsible to design and construct a chassis frame with one axis and two wheels, which is stable
enough to transport a load of 500 grams over a distance to be defined by the trainer. You are responsible
for quality and completeness of your construction.
Task of the Body Team (design-team two)
Your task is to design and construct a body that fits the chassis frame (axis and wheels) of the other team
and is suitable for the transport of a load of 500 grams over a distance to be defined by the trainer. You
are fully responsible for quality and completeness of your construction.
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Office Process Simulation
-Teambuilding, Cooperation -
Material:  9 mail baskets

 2 hole punch’s
 2 staplers + staples
 100 envelopes standard without window
 1 Package of copy paper
 1 Package of paper clips
 Signs for the different stations A to E
 Labels for mail baskets: 4x “inbox”, 3x “Out box”, 1x “Good products”, 1x “Bad
products” (see below)
Preparation:  For the stations A to E arrange 5 tables in line one by one but apart. They simulate
the “production line” where the 5 workers find their work place.
 Station A: one stack of paper and of envelopes
 Station B: paper clips, one hole punch, one Inbox and one Outbox
 Station C: one stapler, one Inbox and one Outbox
 Station D: one Inbox and one Outbox
 Station E: one Inbox, one basket labeled “good products”, one labeled “bad
products”
 Print out the job descriptions for every station (see below)
Participants:  Any number, but not too many
How does it work?

First round:
The participants agree which 5 members of the group will be the workers. The workers get some time to
read through the working description, lying on the workplace, and to prepare themselves.
The other group members are observers who have to take notes about the working process.
The moderator starts the “production”. After about 10 finished products the first round should be stopped
and the result of how many good and bad products were produced as well as the needed time should be
recorded.
After having finished the first round the “workers” together with the observers point out the weaknesses of
the process und develop in a “Workshop to optimize the production process” a concept for an improved
process. They have complete freedom how to reorganize the process and carry out the work. In addition
an extra hole punch and stapler are available.
The participants get 20 to 30 minute’s time to develop the future state.
Second round:
The moderator starts the “optimized production”. The second round should be stopped earlier than the first
one since due to the improved process a lot more material will be used up.
Labels for mail baskets:
Inbox Outbox
Good Bad
products products
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Job description for every station:
Station A:
Take out of the material boxes 10 DIN A4 paper sheets and 5 envelopes and put them into
the “In box” of Station B.
Empty the “Out box” of
Station B  C
C  D
D  E
continuously.
Don’t forget to supply 10 DIN A4 paper sheets and 5 envelopes to Station B as soon as the
material there is used up.
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Station B:
Take out of your “In box” material and punch at a time 2 paper
sheets on the left side.
With a paper clip attach to the 2

paper sheets one envelope at
the left top.
Keep on working until all material out of your “In box” is used
up.
Your finished product:
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Station C:
Take out of your “In box” the delivered material
Staple both of the DIN A4 sheets in the top left

corner neatly together und put them together
with the attached envelope into your “Out box”.
Keep on working until all material out of your “In box” is used up.
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Station D:
Take out of your “In box” the delivered material.
Fold the two stapled sheets as shown and insert them
front
1x this way 1x this way
back
=
into the envelope (please don’t seal it). Pay
front
attention that the folding is done neatly und the folded edges are
accurate.
Place the filled envelope into your “Out box”

Keep on working until all material out of your “In box” is used up.
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Station E:
Take out of your “In box” the delivered material.
Open the envelope and take out the content.
Please check:
Is the staple applied correctly?

Do the paper sheets overlap exactly ?
Are the holes accurate

Are the folding done
one upon the other?
correctly and look nice?
Do the paper sheets lay precisely one upon the other after being folded?
If everything is ok please, insert the folded paper back into the envelope and put it into the
“good products” basket.
Faulty products place in the “bad products” basket.
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Zin Obelisk
- Teambuilding, Cooperation -
Material:  33 cards with information (see below)

 Paper with instructions to read out or to give to the participants
(see below)
Preparations:  Print, cut (and laminate) the 33 cards with information
 Print out the instructions (and the solution)
Time:  Approx. 60 minutes with reflection
Participants:  Any number; if there are a lot, make two teams if it is possible to
separate them
How does it work?

Distribute the cards to the participants – depending on the size of the group each participant gets one, two,
three or four cards. Read out the instructions and make sure that everyone understood them (you could
also print out the instructions for each participant). Then the group has 25 minutes to solve the task. The
group is allowed to do everything they want just not show the cards to each other. At the end, if the group
is not done yet, they may ask for more time which the moderator can grant them.
During the game, write down what you observe concerning the behavior of the group members.
Relate to the following questions: What behavior helped the group to accomplish the task?
What behavior hindered the group in completing the task?
How did leadership emerge in the team?
Who participated most? Who participated least?
When the time is up, sit in a circle again and reflect the behavior of the group with the group. Ask them the
questions as above (in addition you can ask: What feelings did you experience as the task progressed?)
and tell them your own observations. Finally let them discuss about:
What suggestions would you make to improve team performances?
Why?
During this group work, it is interesting to see how the participants work together and how they share
information. Who is the leader, who does the calculations, who gives instructions, who gives up, who gets
stressed, how do they react when conflicts occur or when they are running out of time etc.
Finally with the reflection, you can make them aware about how they behave and what they can improve
about it, to be a better team worker.
Instructions:
In the ancient city of Atlantis, a solid, rectangular obelisk, called a zin, was built in honor of the goddess
Tina. The structure took less than two weeks to complete.
The task of your team is to determine on which day of the week the obelisk was completed. You have 25
minutes for this task.
Do not choose a formal leader.
You will be given cards containing information related to the task. You may share this information orally,
but you may not show your cards to other participants
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Cards:
One member of each gang has religious duties and

The basic measurement of time in Atlantis is a day.
does not lay blocks.
No works takes place on Daydoldrum.

The length of the zin is 50 feet.
What is a cubitt?
The height of the zin is 100 feet.
A cubitt is a cube, all sides of which measure 1

The width of the zin is 10 feet megalithic yard.
The zin is built of stone blocks. There are 3 ½ feet in a megalithic yard.
Each block is 1 cubic foot. Does work take place on Sunday?
Day 1 in the Atlantian week is called Aguaday.

What is a zin?
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Day 2 in the Atlantian week is called Neptiminus. Which way up does the zin stand?
Day 3 in the Atlantian week is called Sharkday. The zin is made up of green blocks.
Green has special religious significance on

Day 4 in the Atlantian week is called Mermaidday.
Mermaidday.
Day 5 in the Atlantian week is called Daydoldrum. Each gang includes two women.
There are five days in an Atlantian week. Work starts at daybreak on Aquaday.
The working day has 9 schlibs. Only one gang is working on the construction of the
zin.
Each worker takes rest periods during the working

There are eight gold scales in a gold fin.
day totaling 16 ponks.
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Each block costs 2 gold fins.
Workers each lay 150 blocks per schlib.
At any time when work is taking place there is a

gang of 9 people on site. There are 8 ponks in a schlib.
There are eight gold scales in a gold fin. An Atlantian day is divided into schlibs and ponks.
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Nasa Game
- Teambuilding, Cooperation, In between -
Material:  Sheet of paper with instructions for each participant (see below)
 Sheet of paper with solution table (see below)
 Pens
Preparations:  Print out the instructions
Time:  Approx. two to two and a half hours
How does it work?

Build groups of 5 to 10 participants. Each participant receives a sheet of paper with the instructions.
There are four rounds.
1. round = individual decision: Each participant tries to solve the task by him-/herself.
2. round = small group decision: the goal is to make a decision which everybody in the group can accept.
That means that the rank of each item on the list must have the approval of all the participants. This
will not be possible for every item but the group needs to discuss and decide in a way that every group
member partly approves.
3. round = big group decision: each group appoints two representatives who will meet with the other
groups’ representatives. They decide in the plenum again on one last ranking. The rest of the group
can listen to them.
4. round = the solution: the different results are compared on the sheet of paper with the solution table.
Why?
The participants learn that group work always is better then working individually. It is also interesting to
see how the group reaches the decision.
Solution:
Rank Item Reason

2 Oxygen tanks For breathing
2 20 liters of water Compensates your loss of water
3 Stellar map Very important for finding directions
4 Concentrated food Necessary food ration
5 Two way radio Emergency equipment to call other ship
6 Rope Good for injured persons and climbing
7 First aid Kit Pills and syringes may save lives
8 Parachute fabric Protection against the sun
9 Rubber boat CO2 Bottles for use as rocket engines
10 Emergency flares SOS calls
11 Pistols Can be used as rocket drives
12 Powdered Milk Food, can be mixed with water
13 Heater Only needed on the dark side of moon
14 Magnetic Compass No magnet poles so unusable
15 Matches No use on the moon
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Instruction-sheet:
You are member of a moon expedition. You have landed on the moon together with a few other astronauts;
however, your space shuttle suffered some defects and can no longer start. And unfortunately you and all
the other astronauts are in no position to repair the ship. You are in luck though, for about 300 km away
another spaceship has landed, which you could use for the trip back to earth. Your chances are good to
reach this ship and there are a number of things that you find in your space shuttle which you might take
along on your journey to reach it.
Rank Reason
1 box of matches
1 can with concentrated food
20 m of rope
30 sqm of parachute fabric
1 portable heater
2 pistols
1 can of milk powder
2 oxygen tanks 50 liters each
1 stellar map (moon constellations)
1 inflatable rubber boat with CO2 bottles
1 magnetic compass
Emergency flares which also burn in vacuum
1 First aid case with sterile syringes
1 Two way radio, solar energy powered
1 20 liter canister with water
You should now try to reach the other spaceship by foot. It is a long way and you can only take along the
absolute necessary. You have to therefore list all items according to priority.
The most important item will get your number 1; the least important will be number 15. Give a reason for
your choice.
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Prisoner dilemma
- Teambuilding, Cooperation, Trust -
Material:  4 white cards, two of them with the word ‘Cooperation’, the other two with the
word ‘Counterwork’
 Sheet of paper with instruction for each participant and result summary
How does it work?

The moderator divides the participants into two groups. Each group selects one team leader. Every team
leader receives one card with the word ‘Cooperation’ and the other card with the word ‘Counterwork’.
There are ten rounds of this game. The team should choose one of the cards: Cooperation or Counterwork
in each round. If both of the two groups chose Cooperation, each group gets 3 points. If both chose
Counterwork, each team gets 1 point. If one group chose Cooperation, while the choice of the other team
is Counterwork, the first group receives no point, but the latter gets 5 points.
Group A Group B
Cooperation +3 Cooperation +3
Counterwork +1 Counterwork +1
Cooperation 0 Counterwork +5
Counterwork +5 Cooperation 0
Team leaders of the two groups go up to the moderator after negotiation with their teams and show their
cards. The moderator records the points on a sheet of paper (like below).
Group A Group B
1
2
3
4
5
6
7
8
9
10
So, if one team decides for ‘Counterwork’, they have the chance to get the highest points, but also the risk
to get only one point (when the other group chose ‘Counterwork’ as well).
Debriefing:
Let the groups discuss their feelings and thoughts about it, first in their own groups. Then the two groups
together.
Let every participant summarize their understanding of cooperation:
The basis of cooperation is…
The most important about cooperation is… (Trust, Win-Win-Situation…)
Why?
The cooperation between teams in a company is very important. If your team wins through the failure of
another team, which might be good for your team, but will definitely have some negative influence for the
interest of the whole company. After the debriefing participants should realize that teams in big companies
should work together and cooperate, so that not only their own team wins, but the whole company.
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Zip
- Trust -
Material:  None
Time:  Short
How does it work?

All participants stand opposite each other as if in a narrow street and stretch out their arms so that the
opposite hand make up a kind of zip. One participant goes through the street while the other participants
lower their arms quickly and put them up at the end of the passage.
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Collage
- Visualization, Energizing, Stimulation -
Material:  Different magazines, newspapers, colored paper,…

 Pens of different colors
 Scissors
 Boards (one for every group)
Time:  Approx. 45-75 minutes
How does it work?

Split up the participants in smaller groups. The objective is to create an exciting advertisement for the
training they are participating in or any other topic that is given by the moderator. They can use magazine
pictures, headlines and other materials and the combination of all of those in the direction of the given task.
Explain to participants that they are allowed to use any material to create an exciting visual to the certain
topic. Ask them to be as creative as possible. Give them 30-60 min to finish their collage. After that ask the
groups to shortly present (15 min) their pictures.
Why?
Teams start to cooperate, fantasy is spurred, brains get hot, and fun is always guaranteed.
Collages helps people to express themselves, tell stories, articulate desire, hopes…
Make sure a thorough debriefing follows, appreciating all visualizations equally as all have been created
with creativity and lots of heart involved.
What is the thought behind their “creation”?
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Timeline Method
- Visualization, Reflection -
Material:  White tape to stick to the ground as timeline

 Cards of different color
 Pens
Preparations:  Stick the timeline on the ground
How does it work?

Stick one timeline to the floor with the tape. Every participant takes a few minutes to write their successful
moments/milestones/achievements of last year/last month/the last project on cards. Then they present
their personal, triumphant timeline to the others. This takes time since participants will present one after
another.
Alternatives: Stick several timelines on the floor. After writing down their milestones, participants get
together in pairs. With their partners, they walk through the timeline and present their milestones to each
other. This alternative is less time consuming.
Participants can also, besides presenting the past, present the future: What do they think will be their
successful moments next year/month/during the next project? For this, they can use cards with a different
color.
Other Alternatives:
Good and bad experiences of last year/period/project.
My life in a timeline with all the memorable highlights.
Why?
Remembering great things of the past or looking forward positively to the future. Everyone should be
aware of their achievements in the past. Sometimes it is easy to remember bad things that happened and
to forget the good things. With this method, everybody should reflect and see how proud they can be of
themselves and each other and look positively in the future.
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Paradigm shift - group activity
- Warm up for Creative Thinking -
Material:  Different shapes/colors/sizes of cards

Or Different shapes/colors/sizes of Lego pieces
Time:  Max. 30 minutes
How does it work?

Begin with everyone in a circle. Place some different shapes/colors/sizes of cards/Lego pieces.
Ask the group: "form two groups from the cards on the ground".
The group will say something like:
- this group is blue, this group is not
- this group is rectangles, this group is not…
-this group is circles, this group is not…
Eventually, they will run out of ideas of this kind.
This is when the paradigm shift will occur…
Someone (eventually!) will say something like:
"this group is in my hand, this group is not" …. They will think of an entirely new way of making the groups.
Why?
This is a good one to play when you are trying to get the group to do some creative thinking of new
solutions to problems and to think outside the square.
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Machu-Pichu Game
- Warm up the new group at the beginning of a workshop -
Material:  Machu-Pichu cards

Preparations:  Print Machu-Pichu cards
How does it work?

. Give a Machu-Pichu card to each person.
. There are 9 different activities on the card.
. Each person receives one card.
. They must find a person in the room who has done that activity, and get them to sign that box.
. First person to get signature on all 9 squares is the winner and can receive a prize.
Examples:
China card
135
Australia card
136
Make your own card
137
Fruit Salad
- Warming-up， Activating，Tuning in-
Time:  Medium
How does it work?

The participants sit in a circle on chairs and each person thinks of a kind of fruit. One participant is in the
middle and calls, e.g. “All local fruits change places!” The participant in the middle tries to get one of the
free seats before the others.
Comments, reflection:
Variable: other topics can be used as part of the game here. For example, team membership qualities……
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A Different Kind of Welcome
- Warming-up, Livening things up, Change -
Material:  Exhilarating music

Preparation:  -
Time  Short
How does it work?

Everybody moves around the room.
Then they notice that other acquaintances are in the room who now greet you this time with a different
greeting.
With a shoulder
With a knee
With both knees
With a little finger
With a big toes
Back to back
Etc.
Introduction can be similar to Market place. Continuative game- for example “Atom 3”. Represents an
unusual beginning.
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Gordian Knot
- Warm-up -
Material:  -
Preparations:  -
Time:  Up to 15 minutes, depending on the number of participants
How does it work?

All participants stand up and get together in a very tight circle. Everyone closes their eyes, stretch their
hands to the middle of the circle and try to grab another hand. It should not be one hand of your neighbor
or both hands of the same person. If this happens, he or she grabs another hand.
The participants shall now try to build a circle again without letting go of the hands.
Why?
It is a quick game for after lunch or just in between to loosen up a little bit.
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Juggling Scarves
- Warm-up -
Material:  Three scarves for a group of 2 to 4 participants

How does it work?

Scarves can be used for juggling. Try it first with three scarves. Throw one, then two scarves in the air,
catch them one by one and instantly throwing them in the air again.
Why?
It is an activating exercise after lunch, making participants move around a little.
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Quicker, longer, higher
- Warm-up -
Material:  A piece of flipchart paper

How does it work?

Put a piece of flipchart paper onto the wall as high as you can (e.g. at the top of the wall where it meets
the ceiling)
Give everyone a flipchart pen and ask them to make a mark as high as they can
Then ask them to repeat the exercise but this time places the mark higher than their original one.
If you like give it even a third try!
Why?
Most of the time people manage to achieve a higher place. You can then relate this back to motivation,
continuous improvement, having something to aim for, stimulating the creativity to reach higher etc. Or you
can just keep it simple as an icebreaker.
142
What are you doing?
- Warm up for creative thinking -
Preparations:  No
Time:  Short, 5 -10 min.
Participants:  Min. 4
How does it work?

Participants form a long line. The first one of the line steps into the room and starts miming an activity. The
second one approaches player 1 and asks: “What are you doing?”
The first one answers something that has nothing to do with what he/she is actually doing. E.g. if player 1
is cutting someone’s hair, when asked what he’s doing he might say "I’m reading the newspaper".
First player moves away, and the second player starts miming the activity stated by the previous player. A
third player comes up to player 2, asks what he is doing, and so on.
Play until everyone has mimed something, and has answered the question
Why?
Warm up the group to do some creative thinking of new solutions to problems. You may also use it just for
fun.
143
Dice Game
- Warm-up, In between -
Material:  Two big dices

 Flipchart and pen for score keeping
Preparations:  Prepare the flipchart (see picture below)
Time:  Approx. 20 to 30 minutes
How does it work?

You divide the whole group in two teams and ask them to form two independent semi-circles with their
chairs. Explain the rules:
The teams take turns to role the dice. They can role it as often as they want. The numbers on the dice of
each turn will be added. Only when they throw a 1, their score for this round goes back to zero and the
other team is up. Otherwise it is up to the team to decide when to stop. The game has five rounds. The
winner is the team with most accumulated points at the end.
When the rules are clear, you take both dices behind your back and the youngest person of the whole
group chooses a hand without seeing the dices. Then, both teams role the dice once. The group with the
higher number begins. While the participants play the game, you can give them the highest score ever
scored to motivate them to gamble. At the end you can tell the group that you are usually successful when
the team stops when they have a score of 10 in one round.
Why?
It is an exciting wake-up/warm-up game for after lunch. It also gives interesting insight into the way a team
works together, about the ability to think strategically, risk assessment or willingness to take risk etc.
144
Folding Paper with Feet
- Warm-up, Beginning, Reactivation -
Material:  1 Sheet of paper per participant (Din A4)
Preparation:  -
Time  10 to 15 minutes
How does it work?
Have everybody sit in a circle and then ask all participants to take off their shoes and socks. The task is
now to take a plain Din A4 sheet of paper and fold it as often as possible by half. Sounds easy? Not, if the
only “tools” allowed are the participants’ bare feet. Now, how often CAN a sheet of paper be folded by half,
using only your feet?
Why?
This is a very simple reactivation game which gets everybody’s attention and usually creates a lot of fun
and giggles in the room.
Attention! This game is not to be played in India or with Hindu participants in general, since paper
represents a deity there and the game would mean to ask the participant to step on or “trample” on
a God.
145
Mini football/Chair Soccer
- Warm-up, Fun, In between -
Material:  One little soccer ball

 Chairs
Time:  As long as it is fun
How does it work?

Ask your participants to form a circle of chairs, leaving space between them and their neighbors. The
target is – like in any football game – to shoot as many goals as possible. The only problem: you have
more goals than participants. The first goal is the chair where the participants are sitting on (guarded by
themselves) and the other goals are the spaces they share with their neighbors (guarded by both), one on
the right and one of the left side of each participant. All together, each participant has to guard three goals.
The participants are not allowed to lift their backside from the chair and the ball should not be shot above
the level of the seat.
Why?
This game is an activating experience after lunch or anytime during the workshop when the energy level is
dropping.
146
Where is your home?
- Warm-up, Getting to know each other -
Material:  Name tags or piece of paper and tape to stick on participants

back, optional token prize
Preparations:  Write the name of a state or province on the name tag or piece of
paper
How does it work?

 Affix a stick-on type name tag to everyone’s back with the name of a state or province on it.
 People roam around the room asking questions that can be answered with a “Yes” or “No” response.
No open-ended questions are permitted.
 The first 5 persons who discover their “home” are awarded a nominal prize.
Alternative: With an international group, you may wish to experiment with countries of the world so that all
participants have a fair chance of at least knowing the name and the pronunciation of the country to which
they have been assigned.
Discussion questions:
1. What kinds of questions were most productive?
2. What kinds of questions led nowhere?
3. Did anyone give any clues or hints that helped you?
4. Did you help anyone else?
Why?
To be used as an icebreaker and get acquainted activity.
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148
149
SOUTH KOREA
150
Sophia
Material:  Envelope with Sophia cards/sheets (see below)

Preparations:  Print out sheets and put them in envelopes
How does it work?

Each participant receives one envelope that he is only allowed to open when the moderator tells him so. In
the envelope is a sheet of paper (or better laminated cards – always useable) with a task. For example:
Find three people who have more than one speeding ticket. Each participant has a different task. That
means you have to prepare as many envelopes with as many tasks as participants.
When asked to, participants open their envelopes and start searching for their three people. The three
people have to be in this room and have to be asked about it. Participants can not simply write down a
name without having talked to that person. Everybody has to get up, talk to other participants and find their
three people.
When time is up or when everyone is finished you can either ask who had troubles finding three people,
who did not have troubles at all etc.
Or you can just say that the target was to get the group talking to one another and this target was reached.
Why?
It is a very simple game that lowers barriers between people, gets people to talk, creates a good mood,
invites to small talk, is easy to prepare and satisfies curiosity.
Please find 3 people who:

have more than one
Have a dog at home
brother or sister
Please find 3 people who: Please find 3 people who:

Like Sichuan food best have kid at home

Have a cat at home like playing cards

don't like pets like playing video game

like to grow plants like singing in the KTV
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have been in cinema
have been in three counties
in the past two months

have been working at BOSCH for
have been in Tibet
more than five years

like smoking and drinking have dinner with his/her boss every week

have cars wear contact lenses

read newspaper everyday don't like to drink coffee

like playing and watching football go to work by bike

like swimming will get married this year

want to loose weight
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“I am the only one in this room…”
How does it work?

The group sits in a circle and everyone thinks for a few minutes about one thing that is special for him or
her. One thing that only he or she did and no one else.
It can be something like: “I am the only one in this room who went to Iceland!” or “I am the only one in this
room who can speak 8 languages!” or “I am the only one in this room who was bit by a snake!”
Then, one after another tells his story. When a participant tells a story and another participant did exactly
the same thing, the participant has to think about a new special story.
Why?
This helps the participants to better get to know each other. Even groups who already know each other will
discover new things about their colleagues. It is amazing what people did that you can not imagine them
having done. ;)
153
The Marching Game
- Warm-up, Opening the topic of change management -
Material:  Metaplan poster or flip chart with instructions

Preparations:  Prepare metaplan board
How does it work?

Ask the participants to stand up and search for a spot where they have space around them.
Tell the participants and show them on posters the rules of the “Old way”:
left = left right = right
forward = forward back = back
Ask them to follow your instructions. Give a series of instructions to step right, left, back etc.
Then introduce the “Changed ways”:
left = forward right = back
forward = right back = left
Give them time to practice and adapt to the new ways. Then give them again instructions which they have
to follow according the changed ways.
Debriefing:
Those new ways had to compete with the old, established patterns.
How did you deal with the new ways?
How was your motivation while the changes took place?
Then give them the following “Old ways”:

up = up down = down
front = front side = side
Those old ways are meant for the arms. Give them once more a series of instructions that they need to
follow: up, down, front, side etc.
Then introduce the “Changed ways” on a metaplan board:
up = front down = side
front = down side = up
They are asked to apply the changed ways from before and from now. Let them practice a little bit –
individually or in groups – whatever they prefer.
Then do the final test. Give them a series of instructions: front, back, right, up, side, back etc. now you
have to give them more time to think or look at the metaplan board before giving the next instruction.
Why?
First of all, the participants shall realize how it is to have to change things that they are used to already
since a long long time. Then they should realize how it is to always receive new instructions. Management
often does not let the first change bed in before introducing yet more changes to an often already
confused workforce.
Ask them if they experienced similar things on their job. Have they been given instructions that left them
confused and demotivated?
154
Brain race
- Warm-up, Opening a topic -
Material:  12 boards
 One pen for every participant
 Additional some pictures according to the topic
Preparations:  Set up three boards in each corner of the room
 Prepare boards with questions and pictures
Time:  Approx. 40 minutes (three rounds each one 12 minutes)
Participants:  At least 8 (each group two members)
How does it work?

The group splits up in small groups. Each small group goes to one of the corner with three boards. After a
starting signal the first board is turned around.
Now each small group has 3 minutes, to write down everything to the question, what’s crossing their minds?
Pictures according to the questions on the boards support the creative process.
After 3 minutes acoustic signal, everybody change clockwise to the next corner and “brain“about the next
question.
After the fourth corner round 1 is over, every group changes to its first corner again.
Then the second round is heralded: the written board are pushed sidewards to the right and a new
question is “brained” on the board.
Round 2 and 3 are the same as round 1.
At the end, each of the 12 boards is put in a circle in the room. So a basis for more work is offered.
Alternative:
The third round is not held like a „race“, but as a „free walkabout“ with more time and at the same time
writing on moderation cards, which are clustered later and can be used again.
Why?
With support of the method a lot of ideas are written down in short time.
Good to warm up for a later dealing with an issue/a topic.
To the questions:
The choice and formulation of the question should be applied to the topics and situation (what position
takes the group up regarding this topic?).
Use four boards with the same type of question per round.
Analogy-, reversal- and provocation-questions support creative ideas; use these kind of questions for
round 1 and 2, use more concrete/“more realistic“ questions in round 3.
A choice of questions:
Analogy Questions:
Analogy well-working supermarket

Why do I like buying there?
Analogy well-attended Restaurant

Why do people like attending us?
Analogy well-working regulation of traffic

What are the critical factors of success?
155
Analogy course of river on which people
like going boating
What’s characteristic for an optimal course of a river?
Provocative questions / Reversal questions:
Hints & tricks to arise DLZ, GEZ, AS/NA

dramatically and at the same time to worsen the production!
BPS as a change process: What do we have to do to boycott the process completely?
What shall we necessarily do to annoy our

costumers effectively?
Your plant has the slogan:

„Production site China – we show how it goes wrong. “ What do we find there?
156
Annex
Debriefing:
Here are some suggested questions for a debriefing discussion after team activities:
Simple Analysis:
 What went well?
 What went wrong?
 What did you learn?
 How does this relate to your workplace?
More detailed:
How did you feel?
 How do you feel about the final outcome of the activity?
 How do you feel about your behaviour during the activity?
 About other group members behaviour?
 What was the most exciting, depressing, or frustrating aspect of the activity?
 How did you feel when the first success came?
What happened?
 What were your experiences during the activity
 During the planning period, what strategies did people suggest?
 Which strategies were or were not implemented?
 What were your experiences while acting?
 Who were the leaders during the activity? The sceptics?
What did you learn?

 State the following generalizations and ask if the participants agree or disagree with each.
 People tend to plan too much
 When you run short of time, you ignore planning
 Effective planning involves a combination of trial and error experimentation and discussion
 It is important to have a structure for the planning process
 Without a leader, most groups flounder
 Not being able to talk to one another makes it difficult for a group to succeed.
 Worrying about failure makes it difficult to focus on a task
How does this relate?

 In what ways does the planning during the maze activity reflect planning in your workplace?
 In what ways did people’s behaviour during the activity remind you of peoples behaviour in your
organization?
 What does this activity signify?
What’s next?
 If we conducted a new activity, how would you behave differently?
 Considering this experience, how would you change your group planning, problem solving, and
decision-making behaviours in the workplace?
157

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Workshop Game Method

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Updated on Mar. 17, 2010

How does it work?

How does it work?

How does it work?

How does it work?

How does it work?

How does it work?

How does it work?

How does it work?

How does it work?

How does it work?

Material:  Presentation cards

How does it work?

How does it work?

How does it work?

Moderators should also join to create the atmosphere.

How does it work?

Material:  Lego stones or colored small wooden blocks

How does it work?

Time:  Approx. 20 to 30 minutes

How does it work?

1) Donkey 1 only moves, if he receives a proper stroke from his shepherd.

Material:  Puzzle game platform (picture chart and puzzle pieces)

How does it work?

No peeking! No turning around your body! Only talking allowed!

Material:  6-12 pieces of foam boards, to substitute as the planks

How does it work?

Task list for every group:

Debriefing-Questions and thoughts:

How does it work?

1. Only one member may be on the maze

7. Budget: 25.000.000 RMB

How does it work?

Material:  Sticky tape-crêpe

How does it work?

Material:  Two flipcharts or metaplan boards and pens

How does it work?

Material:  Playing field

How does it work? Why?

Material:  Playing cards, paper

How does it work?

How does it work?

I see things as a whole. I have the ability to combine and coordinate

intuitive (thought) conceptual

willing to take risks simultaneous

problem solver quanitative

My way of tackling problems is thorough and I have knowledge of technology and

I have the tendency to be the one setting the I enjoy work.

intuitive (feelings) passionate

How does it work?

How does it work?

Material:  Same sized boards, for a group of 8, take 6 boards

How does it work?

Introductions to the participants:

Material:  Empty bottle

How does it work?

Material:  6 juggling balls

How does it work? Why?

How does it work?

How does it work?

How does it work?

Material:  Big picture frames

How does it work?