Basic Moderation Training Booklet

Basic Moderation Training
Booklet
- The Manual for Trainers -
Edition: August 2007
C/HD-AP & RBCN/CIP

Shanghai, China
List of Content
Overview .................................................................................................................................. 3
Timing Day 1 ........................................................................................................................ 3
Timing Day 2 ........................................................................................................................ 4
Timing Day 3 ........................................................................................................................ 5
Booklet ..................................................................................................................................... 6
Day 1 .................................................................................................................................... 6
Day 2 .................................................................................................................................. 25
Day 3 .................................................................................................................................. 41
Annex..................................................................................................................................... 47
Name Poster Questions ..................................................................................................... 47
Warm-up Games ................................................................................................................ 48
Planet Course ................................................................................................................. 48
Gordian Knot................................................................................................................... 49
Chair Soccer ................................................................................................................... 49
Floating Ice ..................................................................................................................... 50
Dice Game ...................................................................................................................... 51
Office Process Simulation................................................................................................... 52
Building groups................................................................................................................... 60
Asking for feedback at the end of a day/the end of a workshop ......................................... 60
Page 2 of 60
Overview
Timing Day 1
All durations are only approximated.
no when item duration
1 Arrival Welcome Poster
2 Photos and Name Poster
3 9:30 Agenda 10 min
4 Introduction Participants (name poster) 15 min
5 Introduction Trainer 10 min
6 Group Work Picture Frame 25 min
7 Presentation Picture Frame 15 min
8 Call-up Question: "Expectation" 20 min
9 Input: How to moderate a call up question 10 min
10 Practical Exercise: Call up question: “Moderator skills” 20 min
11 Input: CIP story 25 min
12:00 Lunch 1 hour
12 13:00 Warm up game/Anit-Footlag Activity 15 min
13 Input: How to work with metaplan 10 min
14 Group Work: Key Messages CIP 30 min
15 Presentation Group Work 20 min
16 Input: Business Process 10 min
15:00 Coffee break 30 min
17 15:30 Office Process Simulation 1 20 min
18 Debriefing 5 min
19 Group Work: Improvements 40 min
20 Input: Presenting a poster 10 min
22 Office Process Simulation 2 15 min
Input: Business Process Design, Working together in seamless
23 10 min
Processes
24 Reflection 10 min
Approx.
Dinner
17:30
(Between lunch and coffee break 30 min buffer for CIP story or similar.)
Page 3 of 60
Timing Day 2
1 9:00 Recap Day 1/Input: Arc of Tension 15 min
2 Statement: "CIP will dramatically change…" 25 min
3 Input: How to moderate a statement 15 min
4 Small Group Work: Develop a good statement in pairs 15 min
5 Prioritization: Which statement do you like best? 5 min
6 Practical Exercise: winners moderate their statement 25 min
7 11:00 Input and Short Exercise: Writing in moderation 15 min
8 Brain Storming including Clustering 60 min
12:15 Lunch 1 hour
9 13:05 Warm up Game/Anti-Foodlag Activity 15 min
10 Input: How to moderate a card question, card reduction method 15 min
11 Mini Brainstorming: good prioritizing question in groups of three 20 min
12 Mini Brainstorming: collecting questions and showing prepared questions 20 min
13 Input: Prioritization Questions 10 min
14 Prioritization of first brainstorming 20 min
Input: Good questions in moderation, good question in a moderation
15 15:00 15 min
sequence
16 Small Group Work: develop a good BS question in pairs 15 min
17 Prioritization: Which BS question do you like best? 5 min
18 Practical Exercise: winners moderate Brainstorming & Clustering 60 min
19 16:50 Practical Exercise: Prioritization 10 min
20 Small Group Work: develop a good lead question 15 min
21 Forming Groups 15 min
22 Reflection 5 min
17:30 End of Day 2
Page 4 of 60
Timing Day 3
1 9:00 Group Work: Scenario Technique 60 min
2 Presentation of Group Work 30 min
3 11:00 Input: Action Plan 20 min
4 Input: Contracting Workshop Agenda 20 min
1h30 - 2 h all
5 Start with Group Work: Workshop
together
12:00 Lunch 1 hour
13:00 Continue with Group Work: Workshop
few minutes
Coffee break
during group work
7 Workshop Feedback: Expectation List 5 min
8 Handouts, Certificates, Mood Poster or Group Feedback 10 min
Approx.
End of Training
15:30
Page 5 of 60
Booklet
Always make clear to the group in which moments you are acting as trainer and when
you are acting as moderator.
Key: P = participants; T= trainer; M = moderator; MPP = Metaplanposter; FS = Flipchart
Day 1
No. Time/ Item Remarks Material

Duration
1 Arrival Welcome Have the poster stand in the z MPP with welcome
Poster middle of the stage indicating note
the topic of the training, the
date and the name of the
trainers.
This welcomes participants and

it will be the first page of the
photoprotocol afterwards.
Participant shall use this as well

in their workhops.
Page 6 of 60
Duration
2 Arrival Photos & Name Participants take Polaroid z MPP with
P Poster pictures, register with it on the headlines, 16-fold
poster and answer to the two z Polaroid camera
questions (ideas for questions z Films
see annex) z Pens
z Glue sticks
This keeps people dropping in
busy and gets them into contact
with each other
Because they will be displayed

during the whole workshop, the
posters help you and the
participants to keep track of the
names of the people.
Page 7 of 60
Duration
3 9:30 Agenda Welcoming and short z MPP with Agenda
T (usually introduction of agenda (squares
start is a definite content, ovals voluntary
bit later) content)
10 min Make clear to participants that

you will switch back and forth
between the role of the
moderator (to show methods)
and the role of the trainer (to
explain background of methods
plus other details)
If you want to set rules, this is

the moment to do it. Make a
little FS or MPP to tell them
what you expect from them
(example see below).
Page 8 of 60
Duration
4 15 min Short Let everyone say a few sentences to z Name
P/T Introduction of what he or she has written on the name Poster
participants by poster.
using the name
poster Explain to participants that this is a tool
that they should use in their workshops.
It is a compact introduction method
where everybody is forced to speak for
the first time in front of everybody. After
this first time, the next time speaking in
the big group will be easier. The
questions on the board should be asked
aligned to the workshop topic.
5 10 min Self Introduction Trainers introduce themselves with help z MPP with
T Poster of a pre-styled poster (keywords self
education, job, hobbies, likes, dislikes, introduction
family…)
Take your time to create it – it can be

used very often. This is especially
important when there is a training of
more then two days.
Explain this to participants. It should be

used in workshops where people are the
main topic – it is not necessary in e.g.
problem solving workshops.
Page 9 of 60
Duration
6 25 min Picture Frame In groups of max. 4, participants fill in z One FS with
P Group Work "picture frame" with at least 3 picture frames
commonalities (middle) and 3 drawn on it.
individual aspects each (sides); This can be
taken by one
Explain that this method is useful for group – the
participants to get to know each other groups
other (better) in the beginning of a have to create
workshop. It is very easy to use, gets FS
people to talk, finds out things about themselves.
one another and makes people
familiar with one another.
Make sure that they not simply

indicate: I’ve brown hair, you are
blond or I am Chinese, you are
German. They must think of
something different, something
special.
7 15 min Presentation of Tell the group that there are two
P Picture Frame ways of presenting the picture frame:
1) One Person facing the audience
and presenting everything
2) the group facing the audience and
everyone is presenting a small part
Let them decide how they want to do
it.
T After their presentation wrap it up by

explaining that this method is an
icebreaker. It makes people talk
since they are split up in smaller
groups.
Page 10 of 60
Duration
8 20 min Call up You are in the role of the moderator z MPP with call
M question: and ask the participants the up question,
expectations question: “What are your 16-fold can
expectations in this training?” help
You collect their ideas without giving
comments and your helper writes
them all down. Ask the participants
to not hold back, to simply shout out
what is on their mind – it should be
very spontaneous. Collect every
single idea, if good or not.
By this you give the participants an

example of how a call up question is
being moderated.
At the end of the training/workshop

use this poster by asking the
participants on each item “fulfilled/a
little fulfilled/not fulfilled” (see page
45).
Page 11 of 60
Duration
9 10 min Input: How to After you have given the example, z MPP with
T moderate a you explain the theory of how to “How to
call-up question moderate a call-up question: never moderate a
comment on an opinion, do not call-up
change the meaning of a sentence; question”
if a formulation is too long, ask the
participant to reformulate the
sentence. More information, see
below.
Explain a 16-fold and 12-fold (used
for name posters).
Call-up questions are used when

generally available knowledge or
experiences towards a certain
topic/subject are to be collected.
If the subject is not critical, i. e.

revealing sensitive information
call-up is suitable as it is a quick
method.
Æ What experiences have you

made with…
Æ What are your expectations…
Æ Elements of good teamwork
are…
Æ Our outing, meeting, project:
“What do we need to bring,
consider, think of?”
The moderator reads the questions and invites all participants to tell what comes to their mind
on the subject.
One by one argument, information is recorded on a 16-fold paper.
Moderator writes himself or dictates to a helper (writer); he observes that no doubles (same
arguments) are written down. The helper only communicates with the moderator and asks
him/her when he did not understand what he needs to write down.
In the end the call-up question has recorded all thoughts of all participants and gives a good
overview of “what knowledge” is available in the room.
Tell them what to do when the whole group doesn’t dare to speak up: Be patient! Wait at least
30 seconds – the participants will feel uncomfortable (show this by just being quite for 10
seconds) and one will speak up to ease this feeling. If this doesn’t help, slowly walk towards
one person, intensely look at him – either he or a friend will come up with something to stop
this uncomfortable situation.
Page 12 of 60
Duration
10 20 min Practical Two members of the group z Plain MPP
P Exercise: Call exercise to moderate a call-up z Plain long stripe
up question question. Give them a card with
the question “What are the roles
and tasks of a moderator?” and
let them take charge. They have
to act as moderators by using the
tools they have just been taught.
At the end ask them how it was
for them and give them a short
feedback. What was good, what
needs to be improved…
Page 13 of 60
Duration
11 25 min Input: For more information see CIP-Story z MPP “reactive
T Introduction of below. vs. proactive”
CIP background To give an overview, tell the z MPP PDCA
at Bosch participants, that CIP as just z MPP with 7
introduced is usually done through basic rules of
workshops. In workshops we need CIP
moderators with good moderation z MPP “Focus
skills to facilitate it. Metaplan Areas of Waste”
boards/posters are the basic tools for z MPP “Field of
moderation. Moderation
MPP
To give them examples of z “Examples of
workshops, built up a info market Workshops”
(posters with pictures of workshops). z MPP “links”
12:00 Lunch
Page 14 of 60
CIP-Story:
In the west, Kaizen or CIP was popularized following the Womack/Jones study on automotive
industry world wide as laid down in their book “The 2nd revolution in the automotive industry”
or “the machine that changed the world”.
Particularly GM, Ford and Chrysler brought the idea of continuous improvement to their
suppliers, also to Bosch.
Bosch started in 1991 with CIP, fist in manufacturing areas, in 1992 also in administrative
areas of the company.
Page 15 of 60
“Problems welcome” was the paradigm shift and moderators were trained and methodically
equipped to solve problems in teams with staff members from all levels. Customer orientation
being a prime goal to fulfill customers wishes, waste on all levels to be identified and attached
(see 7 waste factories and offices).
Moderators are neutral process consultants, skilled in moderation techniques, well versed in
group dynamics, bringing people together and helping them to identify problems and root
causes, developing problem solving ideas and action plans to implement solutions (see also
CIP principles).
Page 16 of 60
Duration
12 13:00 Warm up game Choose from the game z See game
P 15 min collection – see annex. instructions
Input: CIP Story Wrap up of CIP Story if
necessary
13 10 min Input: How to Simply go through the picture z MPP “welcome to
T use metaplan. and point the things out that Metaplan”
you have used so far for the
welcome poster, trainer
introduction poster and the call
up question poster.
Page 17 of 60
Duration
14 30 min Group work: Key Now that the participants have z Plain MPPs
P messages CIP heard an introduction to CIP and and enough
learned how to best work with pens and
metaplan, they shall create a poster cards for every
under the topic “Key message of group
CIP” with nice visualizations. Build
groups of 4 people.
Explain that there are different ways

of building a group (see annex).
Also explain why group work is
important in a workshop: in a big
group are many ideas but only
some people will come to tell theirs.
In a smaller group, everybody will
share their thoughts.
15 20 min Presentation of One or more people from the group
P group work present the result of their work.
Give the people who presented a

feedback. Tell them what they have
to work on, what was good etc.
Especially focus on the use of
metaplan.
Make sure to praise them. It is their
first time using this material and
presenting by the help of metaplan.
Page 18 of 60
Duration
16 10 min Input: Definition Show the participants that z MPP “Business
T of Business scrap, output and change (= Process”
Process difference between before and
after) can be measured.
15:00 Coffee break
Page 19 of 60
Duration
17 20 min Office Process Set up for the simulation during z See instructions in
P Simulation I coffee break. the annex
Ask for five volunteers and z FS for results (see
follow the instructions of the below)
Office Simulation.
18 5 min Debriefing Could that process be
T improved? What waste can be
found?
Page 20 of 60
Duration
19 40 min Group work: Participants (in groups of four/five) z Plain MPP,
P Improvements shall visualise the old process, find pens and
waste, eliminate it and create and cards for all
visualise a new process. groups
Give them a time limit.
20 10 min Input: While going through the poster, z MPP
T Presenting a apply the methods shown on the “Presenting
poster poster; you can also give negative a poster…”
examples to point out the most
common mistakes
Page 21 of 60
Duration
21 30 min Presentation of One or more members of the group
P group work present their ideas. It is to
concentrate on waste they
eliminated and on the new process.
They need to apply the newly
learned moderation skills.
Give feedback. Tell them what they

have to work on, what was good
especially under the aspect of
moderation skills they have just
learned.
Page 22 of 60
Duration
22 15 min Office Process Choose the group with the best z Group has to use
P Simulation 2 new idea and let them set up to the material which
do the simulation with is provided
improvements. Compare the
new result (time, bad products
etc.) with the old result on the
FS of before.
23 10 min Input: Business For more information see z MPP “Targets of
T Process below. Business Process
Design, design”
Working z MPP “Working
together in together in
processes seamless
Processes”
Business Process Design:

Departmental isolation, egoism, lack of cooperation with other people/departments, too many
inter faces or handovers, lack of internal customer: supplier relationship are often cause of
bad business processes.
Business processes are a series of actions or decisions made by various people/departments

to add value to a product/service which a customer in the end is willing to pay for.
Business process design reviews current states of business processes over many interfaces,
tries to reduce those, detects problem areas, minimizes friction, misunderstandings, irritation,
defects in order to “produce” in a short period an excellent product/service with a minimum of
“waste” as defined in the 7 wastes.
Core of the “seamless process” in a newly designed future state process is to overcome
departmental sub optimization and to achieve an overall most effective/efficient process for
the entire company.
Page 23 of 60
Duration
24 10 min Circle: reflection Summarize highlights of the day
T of day 1 and situations in which the group
did a good job. Give also a short
outlook of the upcoming day.
17:30 Dinner with all It is nice to celebrate the group
participants and spirit and also a good start of a
the trainers moderator’s network.
End of Day 1
Page 24 of 60
Day 2

Duration
1 9:00 Recap Day 1 Voluntarily: To give a short z MPP “Arc of
T 15 min and overview/summary of the methods Tension”
Input: Arc of introduced on the first day, ask
Tension participants in a call-up question
“What methods did we use in this
training?”
Then explain the course of a

workshop.
Refer to the arc of tension also on

the next day.
For more information see below.
Arc of Tension
A workshop starts before the workshop with the contracting. In the contracting the one who
wants/needs a workshop (contractor) comes together with a moderator, who will design the
workshop agenda following the discussion, target clearing with the contractor.
Page 25 of 60
The arc of tension is a series of moderation sequences starting from introduction of the
participants at the beginning of a workshop till the feedback at the end.
One moderation element after the other is fitted logically together as the problem/workshop
content demands to help the group to reach a targeted workshop result.
Warm up, introduction, brainstorming, groupwork, problemsolving, action plan measures are
important moderation tools on the way to achieving results.
Groupdynamic activities and energizing or experimental learning actions are the social
learning skills that are employed by the moderator to guide a group.
Page 26 of 60
Duration
2 25 min Statement "CIP will dramatically change the way z MPP with
M we work and cooperate at Bosch" statement
You are in the moderator role and let the z Sticky dots –
people decide by giving them a sticky three for each
dot whether they agree completely/just participant
agree/not agree/absolutely disagree with
the statement.
Let them come up to the board all at
once to avoid people copying other’s
opinion. While they put the dots on the
board you stand next to it and are
prepared to put one dot on the extreme
positive or negative in case the field is
not used by the participants.
Than ask the group what they think
could be the reason for someone
sticking their dot at ++/--/+/-. Collect all
opinions and write them down. Finally
repeat all of them.
Page 27 of 60
Duration
3 15 min Input: How to Explain to participant exactly z MPP “How to
T moderate a what is written above. Let them moderate a
statement know that making a statement statement”
forces the people to make a
judgement on an issue. There
is no middle to choose from.
Then it forces the participants
to think both ways – about the
pros and the cons because they
are asked to imagine why
people have this or that opinion.
For more information see

below.
Statement:
Coming to a workshop people usually bring an opinion regarding the subject with them.
Sometimes only black or white seems to be available.
Statements open a venue for listening to other peoples opinions, even opening up the own
mind to consider “the other side of the coin”.
Page 28 of 60
As most issues are not “either or” but “and” meaning light and shadows, statements are a
wonderful tool to accomplish this looking at both sides.
Done in a protective, moderated way participants do not have to reveal (only with a sticker)
their opinion openly but are motivated to think the “and”, this often adding valuable
information to their firm and initial belief or even allowing a shift of opinion when considering
the pros and cons of an issue.
The moderator provokes with his statement a thinking process which helps a group to warm
up for a subject.
“Our cooperation/teamwork is really excellent”. Even in a group where teamwork is poor,

elements can be found (when thinking about it) which work well and which can be used as
possible examples to use more of, strengthen them = CIP!
Page 29 of 60
Duration
4 15 min Small group Ask the participants to get z MPP “please
P work together in groups of 2. develop a
Have them develop a rattling rattling/provoking
statement and write it on a long statement
card to put up on a poster.
Make clear that statements
should not have negations. This
can be confusing.
Go through each sentence and

decide if they are statements or
only normal sentences. Correct
the normal sentences to make
them a statement.
5 5 min Short Draw boxes next to the z Same MPP then
M Prioritization statements. before
Give each participant two/three z Sticky dots
sticky dots and ask
them：”Which one do you like
best?” They can only give one
dot to a statement.
6 25 min Practical Two participants with the z Plain MPP (the two
P Exercise winning statement can now participants have
practise how to moderate a to prepare it
statement. themselves)
10:40 Coffee Break
Page 30 of 60
Duration
7 11:00 Practical Put the sentence: “Moderation z MPP with heading
P 15 min Exercise: is an excellent tool for efficient “writing technique”
T Writing Part 1 groupwork” up on a poster and z FS or cloud on the
have the participants write the MPP with the
sentence on one card. Do not sentence
give them any tips yet. Put “Moderation is an
them up on the MPP and keep excellent tool for
enough space for a second efficient group
card underneath. Step back work”
and have the group see which z Two cards and a
cards are easy to read, which pen for each
cards are difficult to read. They participant
see by themselves that usually
it is not written big and clearly
enough.
Input: Good Go through the poster, z MPP “Good writing
writing explaining all the mistakes. Tell technique”
technique them that good writing takes
practise.
Show them on a FS how to best
hold the pen.
Practical Let the participants write the z Same MPP then
Exercise: sentence again. Tell them to before
Writing Part 2 apply the learned rules. Put
their second cards right under
their first card. Step back again
and point out the
improvements.
Page 31 of 60
Duration
8 1 hour Brain Storming You ask the question “What are the z One MPP
M and Clustering most common problems you with the
encounter with your foreign brainstorming
colleagues in every day work?” and question,
have the participants write their ideas z One plain
as precise as possible on cards (if it is MPP
a big group, limit the number of z cards
cards). Collect them and shuffle them. z pens
Read each one out loud and put them
in a cluster on the board. The group
tells you how to cluster the cards and
the author of the card takes the final
decision if he wants to be known as
the card’s author.
After this has been done, ask the

participants: what comes now? What
would you do now? Make the
connection to prioritization. Stress
that in workshops moderators need to
make a break after the BS because
they need to think of Prioritization
question.
12:15 Lunch
9 13:05 Warm up game Choose from the game z See game
P 15 min collection – see annex. instructions
Page 32 of 60
Duration
10 15 min Input: “How to Explain that the brainstorming z MPP “How to
T moderate a method used is anonymous. No moderate a call up
card question” one need to out himself of question”
and Card having written the card. z MPP “Card
reduction If the group is very big, you reduction method”
methods should reduce the amount of
cards written by each person.
Another brainstorming version
is the mini-brainstorming which
is less time consuming.
Brainstorming:
Sensitive/problematic issues and topics requiring the participants to dig deep, reveal
problems and frictions (also among people) cannot be dealt with very openly (unless in very
mature and very experienced groups). Brainstorming or “written discussion” allows all
participants to share in the problem or sensitive issue discussion by writing cards. These are
collected, mixed up and openly displayed, sorted into clusters on a metaplanboard.
It is not essential who wrote which card, it is only important that the information is given, no
matter by whom.
“Problems welcome”. We can only work jointly on things which have been brought into the
open and which are not swept under the carpet.
Prioritization helps the group to decide on the further course of action working on
- the most important item
- the most urgent
- the most cost saving
- the most customer oriented or whatever the prioritization question may be.
Page 33 of 60
Duration
11 20 min Mini Divide the participants in groups of two z MPP with a
P Brainstorming to four people; Ask them to develop mini
“Good good prioritization questions. Let brainstorming
Prioritization them discuss for about 10 – 20 question
Questions” minutes to find ideas and ask them to
Part I write them down on any paper.
Reassemble the groups again.
12 20 min Mini Ask the first group to give one idea of z same as
M Brainstorming all their findings and write it down on a above
“Good 16-fold. Then ask others if they have
Prioritization something similar or some additions to
questions” the same idea. Then move on to the
Part II next group and ask for one idea that
has not yet been mentioned. Again ask
the others for similar ideas. Then move
on until all ideas are collected. When
finished read all findings again, apply
prioritization if required.
Here we do not need to prioritize.
Minibrainstorming:
It is a quick, short way of collecting
ideas. It saves cards and time
because the clustering is done
automatically during the collection of
ideas. It is not as anonymous as the
normal brainstorming but still, also
quiet people are going to give their
ideas since they work in small
groups. In the end everybody will
have a better overview over the
result and will be able to identify with
it.
Page 34 of 60
Duration
13 10 min Input: After they have found their own z MPP
T Prioritizing prioritising questions give the input to “prioritizing
Questions it. question”
Make sure that they understand the

sequence of questions in a workshop.
Prioritization question is the second
question asked during a WS.
Page 35 of 60
Duration
14 20 min Prioritization Finally do the prioritization of the first z Cards
M brainstorming. z Pens
Ask the participants to write down (so z sticky dots
they won’t be influenced by others)
which five clusters they want to vote for.
Participants can give one topic two votes
for one cluster.
Collect the cards and shuffle them.
Hand out five sticky dots per participant
(or 30 % of the number of clusters) then
let them step up one by one, give them a
card (which can be his or any other) and
have them put the sticky dots according
to the ranking on the card.
Explain this anonymity method.
Count all sticky dots per cluster and
write down the number. Usually you
have about three to four “winning”
clusters.
14:45 Coffee Break
15min
Page 36 of 60
Duration
15 15:00 Input: good For information see below. z MPP “good
T 15 min questions in questions in
moderation, Moderation”
good question z MPP “a good
in a moderation question in a
sequence moderation
sequence”
Page 37 of 60
Good questions:
The moderator’s foremost “weapon” or tool is the question. As moderation is discussion,
sharing, telling, thinking, and developing solutions together, questions need to follow some
rules.
1. General rules for questions (poster…): open questions

2. Call up questions: collecting thoughts, not sensitive
3. Brainstorming (Cardquestions): problematic topics, sensitive issues
Problemoriented questions are often used to find out:

“Where is the problem?”
“What is the problem?”
“Root causes…?”
While future oriented questions look for remedies, ideas and solutions:
“How can we solve…?”
“Which ideas do we have…?”
“What needs to be done…?”
Therefore future oriented questions come only after the scope of an issue has been
determined by a problemoriented question first.
Page 38 of 60
Duration
16 15 min Small group Participants shall work in pairs z MPP with the
P work and develop a good request of finding a
brainstorming question. Put good brainstorming
them up on a MPP. question.
z Long cards
Go though the questions; give z pens
feedback and correct them if
necessary.
17 5 min Short Again, hand out three to four z Sticky dots
M Prioritization sticky dots and let them decide
which three brainstorming
questions they like best (if there
are questions not suitable for
brainstorming, they can not
vote for them).
18 60 min Practical Winners get to practise how to z At least two plain
P Exercise: do a brainstorming including MPP (participants
Brainstorming clustering. have to prepare
everything
themselves)
z Cards
z Pens
16:35 Coffee break
15 min
Page 39 of 60
Duration
19 16:50 Practical The practical exercise will be z Sticky dots
P 10 min Exercise: wrapped up by prioritisation.
Prioritization
20 15 min Small group Participants work in pairs to develop a z MPP for the
P work lead question out of the highly lead
prioritized clusters from before. Put questions
them up on a board. z Long cards
Explain that leadquestions will later z pens
be used to work in detail on certain
problematic areas that came up
during the brainstorming (clusters
during the brainstorming). Lead
questions shall LEAD to actions.
Go through the lead questions, give

your feedback and correct them if
necessary. Do they really bring along
actions?
21 10 min Forming Groups Ask participants to take round cards, z Round cards
T write their names on top and their two z Pens
favourite lead questions underneath.
Let them stick their cards next to their
most favourite lead question. Create
three groups by shifting the cards if
necessary according to the second
choice.
22 5 min Reflection of Refer to the arc of tension. Give a
Day 2 summery of the methods that
participants learned.
17:30 End of Day 2
Page 40 of 60
Day 3
As a start, you can add to the list “What methods did we use in this training?” that you have
already done the day before.

Duration
1 9:00 Group work: Participants are in the groups z MPP with three
P 60 min Scenario that were built the day before. targets (prepare
Technique Have them work on their one and have the
chosen lead question by groups copy it for
following this procedure: their groupwork)
¾ What exactly do you
observe?
¾ Improvement Ideas
¾ Action/First Steps
Or this:
¾ What exactly do you
observe?
¾ Ideal Situation
¾ What already exists that
helps us?
¾ Action/First Steps
¾ Who needs to be on
board?
2 30 min Presentation One or several members of a
P group present their ideas
10:30 Coffee Break
Page 41 of 60
Duration
3 11:00 Input: Action Go through the poster Action Plan. z MPP “Action
T 20 min Plan Make clear that names must occur Plan”
on the poster. Departments are not
enough. If no one is to be found
who wants to take responsibility for
an action, this action is to be
crossed out – it will not work
anyways. Tell the participants that
this has a big effect on the
workshop participants. They do not
want an action to be crossed out.
If necessary give examples by

using the results of the group work
to work out a sample action plan.
Page 42 of 60
Duration
4 20 min Input: Start with the FS to give them an z FC Problem
T Contracting, overview about the process. Then Owner
Workshop tell the participants that the targets z MPP Workshop
Agenda fixed during the contracting is the Agenda and
only guidance a moderator has and Contracting
he will be measured on if he
reached the short term target or
not. All that depends on how well
he prepared himself; therefore the
contracting is the foundation of
everything.
5 90 min to Group work: Participants shall work out an z Plain MPP for
P 2 hours WS agenda in pairs. They can think of a every group
all topic that is interesting to them. z Cards
together They need to think about a z Pens etc.
background, the short-term target,
long-term target etc. Let them also
formulate a statement, a call up
question or card question = BS
question and probably a
prioritization and lead question.
Page 43 of 60
Page 44 of 60
Duration
12:00 Lunch
5 13:00 Continue with See above z See
P 90 min to Group work: WS above
2 hours
all
together
Coffee Break during group work
6 60 min Presentation Before the presentation ask for feedback:
P “What was most difficult?”
One or both members present their results
to the group.
After each presentation give a short
feedback whether this agenda would work
out or if the timeframe is too short etc.
Page 45 of 60
Duration
7 5 min Workshop Go through the list of z MPP from the first
T feedback: “expectations in this training” day with
Expectation list and “role and skills of a expectations
moderator” from the first day,
tick them off and see if all the
expectations were satisfied and
the roles and skills are
understood
8 10 min Handouts and Hand out certificates and z Certificates
T Certificates handouts z Handouts
Mood Poster or Shortly explain the mood poster z Mood poster

other feedback as feedback method and then z Sticky dots
see annex do it with the participants. Each z Or other material
of them gets five sticky dots see annex
and are asked to place them on
the mood poster. The board is
turned around so that it can not
be seen who sticks the dot
where. Then they are free to
go.
Farewell, probably group picture
Approx. End of Training
15:30
Page 46 of 60
Annex
Name Poster Questions
1. If you had a million dollar, what would you do?
2. If you had a wish free, what would you ask for?
3. I like working in teams because…
4. Where would you like to spend your dream holiday?
5. Which part of your body do you like best?
6. What is the dominating color in your house?
7. 30 years from now, you would like to…
8. What instrument would you like to play and why?
9. Your wish to a fairy godmother is…
10. A failure which really changed something in you was…
11. What do you enjoy especially in your workplace?
12. Which animal would you like to be?
13. Your dream house looks like…
14. What kind of music do you enjoy the most?
15. Your biggest surprise was?
16. Your biggest personal success was…
17. How can others recognize that you are in a bad mood?
18. What is your favorite color and why?
19. If you could spend 5000 US Dollars today, what would you do?
20. Your dream job is…
21. What is your dream car?
22. What is the greatest invention you could dream of?
23. What would you do if you could be invisible for one day?
24. Regarding the color orange, what comes to your mind first and why?
25. What is your favorite TV soap and why?
26. What animals do you like and why?
27. What kind of people do you associate with and why?
28. What makes you sad?
29. Good colleagues do…
30. If you could go back in time, which time period would you choose and why?
31. Surprise! No work tomorrow. What would you do?
32. Your favorite movie for now is…
33. If you are 70 years old, how should people characterize you?
34. What makes you happy?
35. What scares you?
36. If you could influence to change something, what would you change and why?
37. In your eyes, what is the greatest invention?
38. What do your friends like about you and why do they like to be with you?
39. After waking up this morning, what did you think about first?
40. What do/did you like most about your favorite boss?
41. In your free time, the thing you enjoy doing most is…
42. What was your favorite subject at school and why?
43. What is your favorite dish?
44. What do you do on an average Sunday?
45. Surprise! Weeks of holidays starting tomorrow. Where would you go?
46. When was your most recent laugh, and why?
Page 47 of 60
Warm-up Games
Planet Course
Material: z 6 juggling balls

Time: z Approx. 30 minutes
Participants: z Any number
How does it work? Why?
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 yet 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. 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.
4. 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.
5. 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 “yous”
never return to you. This represents 20 % of the available information that never reaches
the desired destination.
Page 48 of 60
Gordian Knot
Material: z -
Preparations: z -
Time: z 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.
Chair Soccer
Material: z One or two little soccer ball

z Chairs
Time: z 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 them) 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.
Page 49 of 60
Floating Ice
Material: z Same sized boards, for a group of 8, take 6 boards

Time: z Approx. 15 minutes
Participants: z 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 Î 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:

z Behind the start line there is only ice. The only way to move forward is by stepping from
one ice floe (= board) to another.
z 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.
z 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.
Page 50 of 60
Dice Game
Material: z Two big dices

z Flipchart and pen for score keeping
Preparations: z Prepare the flipchart (see picture below)
Time: z 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.
Page 51 of 60
Office Process Simulation
Bill of material
z 9 Mail baskets
z 2 Hole punch’s
z 2 Staplers + Staples
z Envelopes standard without window
z 1 Package of copy paper
z 1 Package of paper clips
z A sign for the different stations A to E
z Labels for mail baskets
4 x “In box”
3 x “Out box”
1 x “Good products”
1 X “Bad products”
Inbox Outbox
Inbox Outbox
Good
Inbox
products
Bad
Inbox
products
Page 52 of 60
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.
The necessary material for the workers has to be prepared on the different tables in advance:
Station A: one stack of paper and of envelopes
Station B: paper clips

one hole punch
one Inbox an 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”
Page 53 of 60
How to carry out the simulation
First round
The participants of the roll play agree which 5 members of 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.
Development of an improved production process
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 whole punch an stapler are available.
The participants get 20 to 30 minutes 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.
Page 54 of 60
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 Æ C
C Æ D
D Æ 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.
Page 55 of 60
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:
Page 56 of 60
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”.

is used up.
Page 57 of 60
Station D:
Take out of your “In box” the delivered
material.
Fold the two stapled sheets as shown

and insert them
front
back
1 x this way 1x this way
front
=
into the envelope (please don’t seal it). Pay attention
that the folding is done neatly und the folded edges
are accurate.
Place the filled envelope into your “Out box”

is used up.
Page 58 of 60
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

one upon the other? Are the folding done
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.

Page 59 of 60
Building groups
1. If you need four groups, count all people through always counting from one to four. Then
ask the ones to get together in one group, the twos, the threes and the fours.
2. Ask that employees from different locations get together.
3. Simply take the first three/four/five or any other number to get together.
4. Ask the two/three youngest to go together with the two/three oldest.
5. Find two/three/four people who then select their team members.
Asking for feedback at the end of a day/the end of a workshop

1. Mood Poster: you prepare a poster with several questions asking for feedback and you
either draw squares like for a statement or lines with pictures (see below). Each
participant receives sticky dots (for each question one dot) and they are asked to stick
them either in the square or on the line. You can ask them to get up all at once or the
board can be turned around and one by one or all together can stick their dot without
being seen by the moderator or the others.
2. Talking stick: the group sits in a circle and in the middle or this circle is a stick, the
“talking stick” (you can take whatever object suits this matter). Everybody can take the
stick, but does not have to, to give his/her feedback/opinion to the day or to the workshop.
Rules for this kind of feedback are: no one is allowed to interrupt. Only the person with
the stick talks – the others listen. Valuations are forbidden. Take time for it. Do not rush
people to talk.
3. Ball: the group sits in a circle and the moderator introduces the feedback rules (see
description talking stick). He throws the ball to one participant who gives his feedback.
When he has finished, he throws the ball to another participant. This is done until all
participants gave their feedback and the ball is with the trainer again who will end the day
or the workshop.
4. Feedback Circle: all participants stand in a circle. One after another gives his or her
feedback. Once a participant has finished, he or she steps back. This continues until all
participants stepped back and are in a bigger circle then before.
Page 60 of 60

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Basic Moderation Training Booklet

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Basic Moderation Training

- The Manual for Trainers -

Edition: August 2007

C/HD-AP & RBCN/CIP

8 Handouts, Certificates, Mood Poster or Group Feedback 10 min

Key: P = participants; T= trainer; M = moderator; MPP = Metaplanposter; FS = Flipchart

No. Time/ Item Remarks Material

This welcomes participants and

Participant shall use this as well

Because they will be displayed

10 min Make clear to participants that

If you want to set rules, this is

Take your time to create it – it can be

Explain this to participants. It should be

Make sure that they not simply

T After their presentation wrap it up by

By this you give the participants an

At the end of the training/workshop

Call-up questions are used when

If the subject is not critical, i. e.

Æ What experiences have you

One by one argument, information is recorded on a 16-fold paper.

Explain that there are different ways

Give the people who presented a

Give feedback. Tell them what they

Business Process Design:

Business processes are a series of actions or decisions made by various people/departments

No. Time/ Item Remarks Material

Then explain the course of a

Refer to the arc of tension also on

For more information see below.

For more information see

“Our cooperation/teamwork is really excellent”. Even in a group where teamwork is poor,

Go through each sentence and

After this has been done, ask the

Make sure that they understand the

1. General rules for questions (poster…): open questions

Problemoriented questions are often used to find out:

Go through the lead questions, give

No. Time/ Item Remarks Material

If necessary give examples by

Mood Poster or Shortly explain the mood poster z Mood poster

Material: z 6 juggling balls

How does it work?

Material: z One or two little soccer ball

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

Introductions to the participants:

Material: z Two big dices

z Labels for mail baskets

Station A: one stack of paper and of envelopes

Station B: paper clips

Station C: one stapler

Station D: one Inbox and one Outbox

Station E: one Inbox

Development of an improved production process

The participants get 20 to 30 minutes time to develop the future state.

Take out of the material boxes 10 DIN A4 paper

Empty the “Out box” of

Don’t forget to supply 10 DIN A4 paper sheets and 5

Take out of your “In box” material and

With a paper clip attach to the 2

Keep on working until all material out of your “In box”

Your finished product: