BUILDING MODELS
Building a modelMaterials and Preparation – 2 matching sets of children’s building blocks (e.g. Lego), with 10 blocks and 1 base board in each set. Using one set of blocks, build a random object using the 10 blocks, onto the base board. Optional – 2 bags to contain each set of building blocks.
Time – 45 mins
Group Size – minimum 3 people, up to about 7.
(You can have duplicate exercise running in parallel if group is larger, but will need more sets of building blocks).
There are 4 roles in this communication skills game.
Person A – director
Person B – runner
Person C – builder
Person(s) D – observer(s)
Person A is given the built-up set of blocks, and is the only person who can see the object. It is the director’s job to give clear instructions to person B, the runner, so that person C can build an exact replica of the model.
Person B listens to the director’s instructions and runs to a different part of the room to where person C is sitting. The runner then passes on the building instructions, without seeing the building blocks, to Person C, the builder. The runner can make as many trips as required within the time allowed for the exercise.
Person C listens to the runner’s instructions and builds the object from the set of building blocks. The builder is the only person who can see the object under construction, and building materials.
Person(s) D observe the communication game, and make notes about what works, what doesn’t work, and how people behaved under pressure etc., to pass onto the group later.
Set a time limit for the exercise of 10 minutes.
When the time is up, allow the group to compare the model and the replica, and see how closely it matches. Generally, the replica will bear little resemblance to the original, which usually causes heated discussion!
Allow the group to reflect on how the exercise went, and agree 1 thing they did well, 1 thing that didn’t work, and 1 thing they would do better next time.
Run the exercise again, either switching or keeping original roles, and see if any improvements have been made. Make sure you de-construct the “original” model and create a new design!
This simple communication skills game can be run many times without losing learning potential. Teams can add layers of sophistication to their communication by making use of aids such as diagrams, codes, standard procedures and using active listening techniques. Posted by Najeeb Muhammad
Here are a few other takes on this one:
One that works for both listening and communicating is to divide into two (or more) teams and have each team select a leader. The leader is given a set of tinker toys, blocks or Lincoln Logs and an picture of an item that can be built with them. It is his job to communicate to his team what they need to do to build the object without showing them the picture. It is their job to listen and do. The competition between teams is to see who can get their object done first, and closest to the picture. Same object, but in different parts of a large room…. or different rooms.Posted by Linda Williams
We use Tinker Toys. Have 2 people sit facing away from each other. One (the leader) has a series of photos of an object created with tinker toys. 3-4 photos of the object from different angles. The other person (the follow) has the toys in front of him on a table. The leader must get the follower to make the toy within 10 min without either of them turning around. Be sure to call the time at 5 min and then again at 2 min as many will rush to complete the task. The outcome rarely comes put 100% correctly. Discuss the communication that occurred via observers of what they saw (body language) and heard from the 2 performing the task. Get the 2 doing the task’s input on how it went first. Debrief that even a small error could be an injury, accident, or significant issue to throw off a project or someone’s work. Discuss the various terms used to describe things and how something as simple as explaining the color to someone can devert the outcome. We start the discussion of communication with this exercise and then talk back to it most the week with other things that come up. It can be used as a simple 15 exercise, however, on the importance of communication and that if the outcome isn’t what you wanted (picture = your vision) then it’s generally the leader’s fault for not giving good expectations of what the project should look like in the end and show to sucessfully get there. It’s powerful. It works well with those that “think” they’re great leaders/communicators. Posted online by Barbara Cates
Quoted from Trainers Warehouse
Time – 45 mins
Group Size – minimum 3 people, up to about 7.
(You can have duplicate exercise running in parallel if group is larger, but will need more sets of building blocks).
There are 4 roles in this communication skills game.
Person A – director
Person B – runner
Person C – builder
Person(s) D – observer(s)
Person A is given the built-up set of blocks, and is the only person who can see the object. It is the director’s job to give clear instructions to person B, the runner, so that person C can build an exact replica of the model.
Person B listens to the director’s instructions and runs to a different part of the room to where person C is sitting. The runner then passes on the building instructions, without seeing the building blocks, to Person C, the builder. The runner can make as many trips as required within the time allowed for the exercise.
Person C listens to the runner’s instructions and builds the object from the set of building blocks. The builder is the only person who can see the object under construction, and building materials.
Person(s) D observe the communication game, and make notes about what works, what doesn’t work, and how people behaved under pressure etc., to pass onto the group later.
Set a time limit for the exercise of 10 minutes.
When the time is up, allow the group to compare the model and the replica, and see how closely it matches. Generally, the replica will bear little resemblance to the original, which usually causes heated discussion!
Allow the group to reflect on how the exercise went, and agree 1 thing they did well, 1 thing that didn’t work, and 1 thing they would do better next time.
Run the exercise again, either switching or keeping original roles, and see if any improvements have been made. Make sure you de-construct the “original” model and create a new design!
This simple communication skills game can be run many times without losing learning potential. Teams can add layers of sophistication to their communication by making use of aids such as diagrams, codes, standard procedures and using active listening techniques. Posted by Najeeb Muhammad
Here are a few other takes on this one:
One that works for both listening and communicating is to divide into two (or more) teams and have each team select a leader. The leader is given a set of tinker toys, blocks or Lincoln Logs and an picture of an item that can be built with them. It is his job to communicate to his team what they need to do to build the object without showing them the picture. It is their job to listen and do. The competition between teams is to see who can get their object done first, and closest to the picture. Same object, but in different parts of a large room…. or different rooms.Posted by Linda Williams
We use Tinker Toys. Have 2 people sit facing away from each other. One (the leader) has a series of photos of an object created with tinker toys. 3-4 photos of the object from different angles. The other person (the follow) has the toys in front of him on a table. The leader must get the follower to make the toy within 10 min without either of them turning around. Be sure to call the time at 5 min and then again at 2 min as many will rush to complete the task. The outcome rarely comes put 100% correctly. Discuss the communication that occurred via observers of what they saw (body language) and heard from the 2 performing the task. Get the 2 doing the task’s input on how it went first. Debrief that even a small error could be an injury, accident, or significant issue to throw off a project or someone’s work. Discuss the various terms used to describe things and how something as simple as explaining the color to someone can devert the outcome. We start the discussion of communication with this exercise and then talk back to it most the week with other things that come up. It can be used as a simple 15 exercise, however, on the importance of communication and that if the outcome isn’t what you wanted (picture = your vision) then it’s generally the leader’s fault for not giving good expectations of what the project should look like in the end and show to sucessfully get there. It’s powerful. It works well with those that “think” they’re great leaders/communicators. Posted online by Barbara Cates
Quoted from Trainers Warehouse
DOMINOES
- Have students get in groups of 2.
- Give one of partners a pack of 8 dominoes and the other a shape diagram of rectangles (dominoes) in a random pattern. Only the person without the dominoes should see the pattern.
- Have the partners sit back to back on the floor or the one with the dominoes at a table and the other in a chair back to back. The one with the diagram instructs the other on placing the dominoes to match the diagram.
- The one with the dominoes cannot speak.
- Give them 2 minutes to attempt to complete the task.
- Switch roles, get a new pattern and do the exercise again, this time the person with the dominoes is allowed to speak. 2 min. usually successful.
Diagram Sheets
DRAW WHAT YOU HEAR
- Pair people up and ask your couples to sit back to back.
- One person in each pair should have a piece of paper and a pen or pencil.
- Once everyone has settled, give the other person in the pair an abstract drawing (different shapes maybe joined up together) to describe to the other person in the pair.
- Give them two minutes to describe and draw without asking or answering any questions.
- Then you allow another minute for the drawer to ask questions.
Debrief: When the time is up, ask them to compare the drawing to the original. Discuss why there were differences (there always are!). Was it the describing or was it the listening? Was it because they couldn’t ask questions to clarify what was being described and what about not being able to see the person to get the visual clues of looking for understanding of what one is saying e.g. nodding or frowning etc What about the noise in the room – is it a distraction when you want to listen to someone properly? What should you do to create a good environment for listening; how should you behave to show you are listening? etc . Posted by Sandie Gay
Variation: Conduct the exercise in a series of rounds. In every round the communicator will describe a picture we give them of assorted geometrical shapes. In the first round the listener/drawer can’t ask any questions, just listen and draw based on what they hear. The second round a different picture of geometric shapes is described and the listener/drawer can only asked closed-ended questions. The third round a different picture of geometric shapes is given and the listener/drawer can use his/her active listening skills. We discuss how accurate were the pictures? How well the communicator describes the picture will determine how successful they want to be with a customer. Posted by Annette West
ACTIVITY QUOTED FROM -Source: Trainers Warehouse
GOSSIP
The game is played similar to telephone.
- The leader starts with a secret sentence of two that relates to the content being taught.
- Participants whisper the secret sentences to each other.
- The last participant says it aloud to the group.
- Discuss
- Ask participants to comment on the game.
- What could have been done to make sure the secret sentences didn't change? (document the ideas)
HAPPY & SAD BEHAVIORS
- Split the entire class into two groups.
- Send one group outside the classroom.
- Tell the group (Group 1) inside that classroom that, people from the group outside the classroom will come in and share a happy incident/experience with them. They must not listen to what is being said. Give participants hints about not listening – no eye contact, talking with someone else, fiddling the mobile, writing something in their notebook, playing on phone, asking irrelevant questions, etc.
- Now instruct the group outside the classroom to think of a happy incident in their life and share it with anyone whom they are comfortable with inside the classroom.
- Let the participants interact. Give them about 5 minutes.
- Now ask Group 1 to go out of the classroom. Tell the group (Group 2) inside that classroom that, people from the group outside the classroom will come in and share a sad incident/experience with them. Give participants hints about listening carefully – Eye contact, Body Posture, Rephrasing, Relevant Questions, Empathizing, etc.
- Now instruct the group outside the classroom (Group 1) to think of a sad incident in their life and share it with anyone whom they are comfortable with inside the classroom. They can choose a different partner.
- Let the participants interact. Give them about 5 minutes.
- Now divide the whiteboard into two. On the left side, write Group 2 and right side Group 1.
- Ask Group 2, if they felt their partners listened to them. When they say “NO”, ask them how they found out that their partners did not listen to them. List them down in Group 2 side of the white board.
- Ask Group 1, if they felt their partners listened to them. When they say “YES” ask them how they found out that their partners listened to them. List them down in Group 1 side of the white board.
- Then take real life scenarios from their work place and identify potential situations when they may not be listening actively and the its impact on their work. (Example, when working on an urgent report that has to be submitted and a colleague interrupts them. Ask them do you stop working on the report or do you keep working on the report while asking the colleague to continue talking?)
HEAR IT, SEE IT. DO IT. (Simon Says)
- Tell the group they need to listen to the directions and follow their actions accordingly.
- Tell them to touch their toes etc.
- Note most of the students will watch what you are doing and not listen to what you are saying.
- After a few instructions, tell them to touch their chin, but your action will be to touch your nose.
- See how many get it wrong.... discuss.
Quoted from Trainers Warehouse
PAPER FOLDING
Paper Folding
-fold the lower left corner over the upper right corner
-turn it 90 degrees to the left
-fold it again
-rip a half-circle in the middle of the right side
Source: Trainers Warehouse
- Give everyone a sheet of paper.
- Tell everyone to close their eyes and follow your instructions.
- Start giving instructions about what to do with the piece of paper examples :
-fold the lower left corner over the upper right corner
-turn it 90 degrees to the left
-fold it again
-rip a half-circle in the middle of the right side
- Once you have given quite a few instructions (more then 10 at least for a great success), tell everyone to open their eyes and unfold their piece of paper.
- Even though they all received the same instructions and had the same starting material, pretty much everyone will have a different result.
- We don’t all start with the sames base (some held their piece of paper vertically or horizontally) so we don’t all have the same results
- Some interpreted to rip a piece of paper as removing a big piece, some as a small piece
- Having eyes closed = not receiving feedback on our performance
- Some instructions appear vague to some and clear to others.
- Many other conclusions can be drawn on the fly from this
Source: Trainers Warehouse
PASS the BALL
Class participants had to pass a ball back and forth to one another.
Quoted from Trainers Warehouse
- The group starts being completely blindfolded and speaking is not allowed- the ball then starts to get passed around.
- Next, still blindfolded pass the ball but students are allowed to speak to one another
- Lastly all obstacles to communication are removed, this allows students to pass the ball freely to one another, even clear across the room with great success.
Quoted from Trainers Warehouse
PB&J SANDWICH
- Participants are given recipe cards and instructed to write directions for making a peanut butter and jelly sandwich for someone who has never, ever, made a sandwich before and will be following your instructions “exactly.”
- Pick one or two recipe cards and follow directions “literally.”
Note: I have put a plastic tarp down under table with ingredients, wear a smock and sometimes rubber gloves to follow the directions.
Enjoy taking instructions like: “spread liberally” “a little” “some” “a lot” and my personal favorite….”smash them together,” literally.
Debrief: Discussions about new employees’ need for details, can we have too many details, different ways words can be interpreted, need for measurements (3T vs. a lot)…
Great just before a break…everyone can make themselves a snack. Have plenty of cold milk on hand. Posted by Jeri Mae Rowley
Quoted from Trainers Warehouse
SHHHH. JUST LISTEN.
- Put the class into dyads. One of the two is selected as the listener.
- The listener may make only 3 statements during the 5 to 10 minute time allocation.
- The listener must somehow get the speaker to continue talking without saying much.
- Ask the speaker to relay a situation that should be comfortable (an award, a special event, etc.).
- After the time allocation, ask the dyads to switch roles.
- The discussion that follows concentrates on:
- How the speaker felt when the person just listened and did not exchange information
- How the nonverbal signals encouraged the speaker
- How uncomfortable the silence was
- How it felt to just listen without having the pressure to contribute
- How the speaker felt having the freedom to say whatever he/she felt.
TELLING vs. SHOWING
This quick exercise can be used as a “closer” or as a listening exercise, to reinforce the message that “actions speak louder than words.”
Great example: telling your group to do one thing and showing them another. Interesting to see how they hear your instructions: Posted by Denzal Sunny
- Say: “Please follow my words. Raise your right hand over your head. Keep following my words. Make a fist. Please make sure to follow my words. Round your fist three times and then put your fist on your forehead! (just before this moment, you put your own fist on your jaw!) You would find most of participant would follow your action and put their fists on their jaws! Someone would find their mistakes and reput their fists on their forehead,
- Then you can say: What happend? I’ve asked you to follow my words for three times, but you follow my actions! Why? Posted online by Mark Guo
Great example: telling your group to do one thing and showing them another. Interesting to see how they hear your instructions: Posted by Denzal Sunny
WHISPER GAME
Whisper Game Sentences to use:
Source: Trainers Warehouse
- “A writer writes not because he is educated but because he is driven by the need to communicate. Behind the need to communicate is the need to share. Behind the need to share is the need to be understood”.
- “Hello, I am in Room 701. May I please have the sirloin steak, cooked medium rare, garlic potatoes, and salad with the dressing on the side?” (NOTE: Add in some emotion, such as dissatisfaction by the customer, and it becomes even more challenging…and a wonderful opportunity to practise the more difficult interactions with guests.)
- I have customers requesting different things, all of which include either numbers, sizes, shapes, colours etc. For example, one lady has ordered a special occasion cake of a certain weight and type with specific writing, such as Happy Birthday Joaquim (the names are always of different nationalities and require spelling) and she is asking when it will be delivered and to confirm the price. Another customer has requested a pair of trousers to be shortened and gives details and complains as they are now too short, etc. etc.
- Have approximately six volunteers from the class go outside the room.
- The first person then comes inside.
- Using the prepared script (two long sentences) read to the class and the first volunteer to enter the room and then put the script away.
- The second person returns to the room and ask the first person to tell them what was read out.
- Then the second person invites the third in and repeats the information until all the volunteers have entered.
- Have the class the listen to how the individuals morph the message by leaving bits out or by altering words etc until the end result is very different from the first.
- Share the script with the other volunteers after the end of the exercise for their information, and causes much amusement.
- Discuss the importance of listening and effective ways to become an active listener.
Source: Trainers Warehouse