Leadership exercise in groups, working with practical leadership principles.
This activity helps groups to translate abstract leadership principles into practical on-the-job behaviours. Participants work in groups to come up with real-life application of leadership principles. The groups take multiple rounds to build upon the ideas of each other, and in the end, evaluate the best ideas to identify the most useful behaviours.
Textra Games combine the effective organization of well-written documents with the motivational impact of training games. Participants read a handout, booklet, reprint, or a chapter in a book and play a game that uses peer pressure and peer support to encourage the recall and transfer of what they read.
Here is a fast-paced textra game for reviewing training content from product-knowledge booklets or technical reference manuals.
Organizational life is full of paradoxes. It looks as if you always get contradictory advice. For example, one manager suggests that all your training should be on the Web. Another manager extols the virtues of classroom teaching. In a situation like this, it is useless to ask, “Which is better: online learning or instructor-led learning?” The answer is invariably, “It all depends.” In the complex real world, the effectiveness of any strategy depends on the context. For example, training effectiveness depends on the content, objectives, learners, technology, and facilitators. In order for you to come up with the best strategy, you must explore the advantages and disadvantages of conflicting guidelines.
That's what BOTH SIDES helps you to do.
It is a great activity to show participants that it is plausible to change our automatic behaviours and reactions to annoying situations.
Understanding and analyzing a piece of advice are important activities. Here is a game that requires the participants to analyze the features associated with different pieces of advice.
Hopeful, joyful, peaceful, playful, thankful—these five words are written on the faces of different envelopes to create the five “-ful” envelopes.
According to Barbara Frederickson (and other positive psychologists), these five emotions are among those that contribute to happiness, subjective well-being, and flourishing.
This structured sharing activity helps participants discover how to increase the frequency and intensity of these emotions. This is the first step to increase one's happiness.
To explore how it feels to be excluded—and to be excluding.
The use of lectures for training adults has several advantages and several disadvantages. So does the use of training games. What if we combine these two approaches in a complementary fashion? That is the idea behind interactive lectures.
Interactive lectures involve participants in the learning process while providing complete control to the instructor. These activities enable a quick and easy conversion of a passive presentation into an interactive experience. Different types of interactive lectures incorporate built-in quizzes, interspersed tasks, teamwork interludes, and participant control of the presentation.
One effective approach to adding interactivity to lectures involves requiring participants to review what they heard and summarize the key points. This approach reinforces learning and improves recall.
Missing Sentence provides an intriguing twist to an interactive lecture that is based on the review-and-summary strategy.
One, Two, And More is a flexible structured sharing activity for exploring different topics using different sets of questions. A unique feature of this activity is answering each question in three different modes: individual, pairs, and in teams.
This is a structured discussion activity for exploring a topic by answering questions in three different set-ups: individually, in pairs and in teams.
Open Book is a quiz game that helps participants become familiar with the structure and organization of a reference manual. During the first phase of the game, individual participants review the manual and prepare 10 questions. During the second phase, participants form into teams and select their five best questions. During the third phase, you conduct a quiz program using these questions and some others that you have prepared earlier.
Here's an experiential introduction to this activity:
What is your preferred technique for learning something new?
Write your answer on a piece of paper. If you don't have a piece of paper, just say your answer out aloud.
I am now going to ask you a different question. Once again, write down your answer (or say it out aloud).
What method do you usually use to train other people?
Compare your answers to the two questions. Are they consistent with each other? If not, why is there a discrepancy between the way you like to learn and the way you train others? Should you not help others learn the same way you like to learn?
Does this inconsistency exist because you believe that training is different from learning? Don't you believe that training has to result in learning?
Does this inconsistency exist because you believe that your learning preference is unique only to you? Don't you think that other people may have unique learning preferences? How does your training accommodate these individual differences?