Teambuilding Facilitation Manual. A Guide to Leading and Facilitating Teambuilding Activities

72 Pages·2016·0.45 MB·English

by  Dubrouillet S.

Teambuilding
Facilitation
18 U.S.C. 707 M a n u a l
A Guide to
Leading and
Facilitating
Teambuilding
Activities
College of Agricultural Sciences Cooperative Extension
Contents
3 Chapter 1 17 Chapter 3:
Teambuilding
3 Introduction Activities
4 Facilitator Guidelines
17 Large Group Warm-Ups
25 Small Group Warm-Ups
33 Level I Activities
5 Chapter 2:
Teambuilding 47 Level II Activities
Facilitation
5 Program Planning and Sequening
62 Chapter 4: Games,
7 Sample Sequences
Games, and More
8 Challenge by Choice Games
8 Full Value Contract
10 The Leader’s Role
68 Chapter 5: Appendixes
10 The Experiential Learning Cycle
68 The Facilitator’s Bag of Tricks
11 The Adventure Wave
69 People Bingo Cards
11 Briefing the Activities
70 Resource List
12 Leading the Activities
13 Facilitating the Debrief
14 Experiential Debriefing
16 Safety
16 Spotting
2
Chapter 1
Teambuilding Overview Teambuilding also provides partici-
pants with opportunities for self-
Introduction Teambuilding activities are exercises
exploration and growth. As individu-
that help teams build cohesion and
als push themselves beyond their
This manual is a resource for work through common group issues.
comfort zones, they are able to grow
teambuilding activities for adult They are used as educational tools for
and learn about themselves. Because
and youth leaders with 4-H. a variety of individuals, groups, and
everyone has a different level of
This manual will help you organizations. In addition,
comfort regarding emotional and
effectively lead teambuilding teambuilding activities provide
physical challenges, each person is
programs. However, it is not opportunities for participants to
encouraged throughout the program
exhaustive. Nor is it possible to combine individual talents and
to set their own challenge goals. This
read these pages and expect to abilities with an awareness of the need
notion of “Challenge by Choice”
become an expert in leading to develop cooperation and trust
should be emphasized at the begin-
teambuilding programs. We are within the group.
ning of each teambuilding program.
all lifelong learners and con-
This helps to ensure that while
tinue to add to our methods
individuals are pushing their levels of
and styles as we learn new
comfort they are also being safely
thoughts, ideas, and concepts.
challenged.
In that regard, please use this
manual as a guide as you At the end of each activity, partici-
experiment with your particular pants are given the opportunity to
leadership and facilitation style. reflect on their experiences and relate
them to daily life. This reflection
transforms the one-time experience of
teambuilding into a method for
bringing about long-term, positive
changes.
3
Teambuilding Objectives Skills
Facilitator Guidelines
Increase each participant’s sense of A basic understanding of the
● ●
confidence and create a feeling of benefits and objectives of
These guidelines are suggested skills
accomplishment. teambuilding
and competencies. Each person has a
unique set of skills and experiences
Increase participants’ understand- Ability to introduce the rules,
● ●
and may have different facilitation
ing of themselves and one another. consequences, and safety consider-
training needs.
ations for teambuilding activities
Develop the initiative and responsi-
●
Prerequisites
bilities necessary to accomplish a An understanding of the objectives
●
task through group planning and Good physical and mental health and a knowledge of the
●
teamwork, brainstorming, and teambuilding activities
Completed a facilitator training
problem solving. ●
session from an extension educator ● An understanding of the concepts
● Help facilitate group growth, ease a or volunteer of debriefing
group through a difficult period or
Competencies Ability to demonstrate proper
process, and develop cohesiveness ●
spotting and safety techniques
among group members.
Solid verbal communication skills
●
● Develop respect and acceptance for ● Ability to work with a wide variety
the abilities and limitations of each of people in challenging situations Warning
individual.
Improper use of the adventure
Common sense and good judg-
●
● Use effective communication skills ment activities described in this manual
can result in serious injury. The
in group interactions.
Flexibility in handling multiple activities should not be attempted
●
● Develop the skills necessary for demands of program without the supervision of trained
group interaction. and properly qualified leaders.
An open mind and willingness to
●
● Develop leadership skills. learn The authors, The Pennsylvania
State University, and Outreach
● Clarify the way participants behave ● Ability to remain calm in stressful and Cooperative Extension do not
in various situations and what situations assume any liability for loss or
effects these behaviors have on the damage, direct or consequential,
group. ● Empathy (caring) for others to the reader or others resulting
from the use of the materials
Willingness to play and share a
●
contained in this manual, whether
sense of adventure with participants
such loss or damage results from
errors, omissions, ambiguities, or
Good sense of humor
●
inaccuracies in the materials
contained in this manual or
otherwise.
4
Chapter 2:
Teambuilding Facilitation
Program Schedule Setting the Stage
Program Planning and
Sequencing
Big Group ● Talk about the group members’
All teambuilding programs should be expectations for the program.
Let them know what to expect
designed to meet the needs and What do they want?
objectives of the group. An assessment 2 or 3 large group activities
(warm-ups) ● Help participants generate
should be done in advance so that the
goals and expectations for the
facilitator knows what to expect in program.
Break into
regard to the needs and qualities of
smaller groups ● Challenge by Choice
the group. As a facilitator, choosing
the activities that you feel will best v ● Set the mood and tone: upbeat,
meet the group’s goals is an important confident, compassionate
Small Group
first step in developing a teambuilding
program. Facilitator works on planned
sequence with group
Program Length
(Optional)
The program length and amount of
Back to the
time available will vary depending on big group
your group. v
Group Size Big Group
Final large group activity
One facilitator per 12 participants
(occasionally one facilitator per 15
participants) is the ideal group size.
5
Choosing Activities Sequencing Activities Adjusting the Plan
After gaining an understanding of the After you have chosen the activities Deciding whether to make adjust-
group you will be working with, begin that you feel will help the group meet ments to the activities you plan is a
to plan the program. Keep the its goals and objectives, arrange them skill that takes practice. As a facilita-
following general information in mind in a sequence that will be comfortable tor, watch how the group works
as you select activities: for the group. together and be prepared to substitute
activities that will help them to better
Ages 8–12.
● meet their objectives. The following
You may want to choose activities
Introduce yourself are some general questions that may
that require physical activity to
Expectations for the program be helpful as you make your decision
keep them interested. Experiential
to readjust:
Review safety
debriefs will work best. See pages
14–15. Have fun ● Are there any resistant members?
Challenge by Choice
● Ages 12–16. ● Are they comfortable with physical
You may need to plan more contact needed for some activities?
v
activities for this age, as they will
spend less time on debriefing than Icebreakers ● Are they being sufficiently chal-
lenged?
older students and adults.
Low-risk and fun activities
College-aged and older. ● Do they plan and listen to one
●
another?
Alternate physical and cognitive v
challenges.
Level I activities ● Do you have a participant that is
injured or unable to participate in
Adults.
●
your original plan of activities?
They like to spend time processing v
each activity. Therefore, don’t be
Level II activities ● How’s the weather? You may need
surprised if you don’t get through
to adjust your plan from outside to
all the activities that you had
inside.
v
planned.
Closure For example, if one or two members
See activity pages for ideas.
are resistant, you may not want to
Final debrief
begin with activities that require a
high degree of support and trust. If
the participants are not comfortable
with physical contact, you may need
to move gradually into activities that
require them to physically support
others. If they seem to be disinter-
ested, increase the challenge of an
activity to spark their enthusiasm. If
you find that they are not planning or
listening, you might try some intro-
ductory communication exercises.
6
Sample Sequences
The following are examples of
teambuilding sequences that are 7 hours with lunch break Meeting every once in a while or
appropriate for specified age-groups at regular intervals
Ages: high school–adult
and group sizes according to time
Group that knows one another
allotment. Use your creativity and Big Group size: 20 people
exchange activities that you feel would Big Group or Small Group
Small Group size: 8 people
be better suited for the group that you
are working with. ● Incorporations or Have You Meeting 1 (1 hour)
Ever? (BG)
● Puzzle Pieces
When working with groups that know
one another, simply substitute the name ● Wobble, Wobble (BG) ● Challenge by Choice
games with another activity. ● Adventure Name Game (SG) ● Paper Towers
Typically, you will open a program with ● Challenge by Choice (SG) ● Closing Debrief
a big group and then break into smaller
● Full Value Contract (SG) Meeting 2 (1 hour)
groups after a big group opener. In the
following sequences watch for BG ● Circle the Circle (SG) ● Have You Ever?
which means Big Group or SG which
means Small Group. ● Ball Toss (SG) ● Mosquito Tag
● Interview and Introduction (SG) ● Minefield
One Hour ● Jump Rope (SG) ● Postcard Debrief
Ages: 10–adult ● River Crossing (SG) Meeting 3 (1 hour)
Big Group size: 20 people ● Maps of the World
● Key Punch (SG)
Small Group size: 8–15 people ● Special Friends Opener
● Lunch Break
For groups who don’t know each ● Jump Rope
other ● Mosquito Tag or Partner Tag
(SG) ● Special Friends Closer
Inside or outside
● Toxic Waste Meeting 4 (1 hour)
● Begin with a tag game like
Everybody’s It to get people ● Trust Walk ● Hi, Lo, Yo
warmed up (BG)
● Blind Polygon
● Minefield
● To help to learn names, ● Trust Walk
perhaps Incorporations (BG) or ● Blind Polygon
Adventure Name (SG) ● Postcard Debrief
● Closing: Skit about what you
● Follow this with a learned today Meeting 5 (1 hour)
nonthreatening activity like Ball
● Ball Toss/Warp Speed
Toss (SG) or Line Ups (BG)
● River Crossing
● River Crossing (SG)
● Letter-Writing Debrief
● Closing: Go around: What did
you learn? (BG or SG)
7
Activities to Support Challenge
Challenge by Choice by Choice Full Value Contract
Regardless of how long you have
“Challenge by Choice” is a philosophy A “Full Value Contract” (FVC) is a set
worked with a group, review Chal-
used by teambuilding facilitators—the of values, norms, or ground rules that
lenge by Choice with them. Have
idea that each participant has owner- the group establishes and agrees to use
participants brainstorm what they
ship of his or her experience. If for for their time together. The essential
think Challenge by Choice might
any reason a participant feels uncom- points of the Full Value Contract are:
mean. Draw the diagram below on a
fortable in an activity, he/she may to allow each member of the group to
sheet of paper or a dry-erase board to
choose a different way to be involved have a voice in creating group norms,
discuss the concept.
with the group. to empower participants by allowing
them to create the Full Value Con-
For a more interactive discussion on
Challenge by Choice is often de-
tract, and to ensure that these values
Challenge by Choice, ask participants
scribed using zones. The comfort zone
will allow the group to work toward
to create the different zones on the
is in the center (see diagram). As
their common goals.
ground using a rope, tape, chalk, and
facilitator, encourage your participants
so forth. As you discuss each aspect of
to find their growth zones. This is an The Full Value Contract asks partici-
the comfort zone, growth zone, and
area where a great deal of learning pants to:
panic zone ask the participants to
occurs. When a person remains in the
comfort zone, or when they are move into the various zones. Ask them ● fully value themselves,
for examples of how they might feel in
pushed too far and are in their panic
fully value the other members of
●
each of the zones. To connect Chal-
zone, learning does not occur. the group, and
lenge by Choice zones to other aspects
Recognize that each individual has of life, ask the participants in what fully value the environment—this
●
different comfort zones. It is impor- zone might they find themselves in if includes the physical environment
tant that people respect other’s areas of they were: speaking in front of a large and the group environment.
comfort. group, flying in an airplane, around
Another way to look at a Full Value
snakes, rock climbing, and so on.
Contract is to simply ask your partici-
pants to:
play hard,
●
play safe,
●
play fair.
Panic Zone ●
Growth Zone
Comfort Zone
8
Creating a Full Value Contract Middle Finger move through their experience
Represents the idea that a group will together, they can look back to their
4-H Full Value Contract
agree to not “discount” each other. being to point out things that they are
I pledge my head to clearer thinking, This includes refraining from inappro- doing well and areas where they can
my heart to greater loyalty, priate language and respecting all continue to improve.
my hands to larger service, members of the group.
Hands-On Full Value Contract
and my health to better living,
Pointer Finger
for my club, my community, Equipment Needs
Represents a reminder to the group to
my country, and my world. Large poster board/large sheet of
●
point out the positive outcomes that
paper
The 4-H pledge can be used and the group notices. This reminds
adapted for teambuilding programs. A individuals not to point the finger of Markers or crayons
●
facilitator can expand on the ideas blame on other participants
This Full Value Contract is similar to
that are already a part of the founda-
Thumb The Being, but with a slightly differ-
tion of 4-H.
Represents the idea that the group is ent focus and frame. On the large
I pledge my head to clear group going to have fun! sheet of paper, the participants will
problem solving and participation, trace both of their hands with a
The Being Full Value Contract
my heart to caring for the other marker. In one hand they will write a
members of my group, Equipment Needs strength that they bring to the group
my hands to working with my other Large format paper (ideally large (such as a great sense of humor, being
●
group members toward our common enough for a life-size being) a good listener, and so forth) and in
goals, the other hand they will write one
Markers, crayons, paint, and so
and my health toward keeping a ● thing that they need from the group
forth
positive atmosphere in our group. (for example, support, clear commu-
nication, and so on).
Five-Finger Full Value Contract The Being is a fun and interactive way
to create a Full Value Contract. A
The group members can use this Full
The Five-Finger Full Value Contract is
simple drawing of a person can be
Value Contract as a tool to assess how
a quick and easy way to create group
created on a large piece of paper by
well they are able to use each other’s
values. This tool is particularly
tracing one of the participants. This
strengths. Facilitators can ask their
valuable for younger groups, as well as
being is a representation of the group
participants to write a variety of things
for groups that may only be working
as a whole. Participants individually
in their hands depending on the
together for a short period of time.
contribute values that they think are
group.
Each finger of one hand represents
important to uphold as a group. These
various important group values. values are added to the inside of the Building Blocks/Pyramid/Puzzles
Full Value Contract
being. As the discussion progresses,
Pinky Finger
the group members write aspects of
Represents the need for us all to watch Equipment Needs
group values that they would like to
out for “the little guy/gal,” and serves Poster board
●
leave out of their community (for
as a reminder to a group to watch out
for each other over the course of the example, disrespect, hurtful words, ● Markers
and so on) on the outside of the
program.
This version of a Full Value Contract
being.
can be used with programs that meet
Ring Finger
This is a living, working document over a long period of time. The
Represents a commitment made to
that the participants can take with concept of building blocks or a
the group. Each person has made a
them or display in a place of impor- pyramid is that together the group is
commitment to do their best for the
tance to them. As the group members working on building a community
program and to support other group
members.
9
and a stronger group. As the group
works together they will discover more The Leader’s Role The Experiential Learning
important things to add to their Cycle
The leader’s role is to be a facilitator.
community.
Facilitation comes from the French Many learning models describe how
At different times, group members word facile, meaning “easy.” Your role individuals learn through experience.
add more to the Full Value Contract. as a facilitator is to make the learning Most have four distinct phases:
For example, introduce the base of a process easier for your participants. experience, reflection, processing,
pyramid on the first day, as the group You guide your participants through applying. The Experiential Learning
is just forming. The group will be carefully planned activities, creating Cycle describes the various stages that
creating norms to use throughout metaphors, and understanding the a group or an individual goes through
their experience together. At the mid- feelings and needs of participants. after an experience. As a facilitator
point of the group’s time together your role is to help your participants
One of the most important things for
reintroduce the contract and ask move through this cycle to learn and
a facilitator to remember is that
which learning experiences they would gain meaning from the experience.
facilitating a group is different from
like to add, or perhaps goals that they
instructing them. Even if you have The experience can be anything!
would still like to work on. As a part
little or no background with formally Experiences can be both positive and
of a closing experience, the capstone
teaching a group of people, falling negative, but from all experiences
of the pyramid could include one
into an “instructor mode” during an participants have something to learn.
positive learning activity that each
activity can be easy. As you watch
person had from the group experi-
Reflection occurs within an individual.
your group, you will notice things that
ence.
Facilitators can build reflection time
are obvious to you about why the
into their programs. This is a very
The Puzzle Piece Full Value Contract group is—or is not—successful. Resist
important aspect of the experiential
is similar to the Building Blocks or the temptation to tell the group what
cycle. Participants internalize the
Pyramid. The facilitator incorporates you observed. Your role is to lead the
experiences that they had and begin to
the puzzle metaphor of each indi- group into its own exploration of
see the larger meaning of these
vidual being an important piece of the itself.—In fact, you may find that the
experiences.
group puzzle. The group can work on issues you felt were obvious and
the puzzle at various points in time important don’t come up at all. That’s Processing can occur on an individual
during the group process. okay, as long as the group is gaining basis or as a part of a larger group.
insight through its own experience. Often in a teambuilding program,
The idea behind these Full Value
processing is part of a debriefing
Contracts is to incorporate the The following are some thoughts on
activity. Processing helps find the
thoughts of many different individuals what makes a good leader:
meaning of the activity.
or the progression of one group over a
Although you challenge people;
period of time. ●
The application of new knowledge is a
your primary goal is to help people
key piece to this learning model. The
grow in a supportive environ-
learnings from the experience have
ment—help them “win.”
been distilled through reflection and
Everything you do should lead to processing. The participants begin to
●
an enhanced sense of self-respect think about how they will apply what
and team respect; if a “mistake” or they have just learned to future
difficulty occurs, your job is to experiences in their lives.
frame it as an opportunity to learn
and improve.
10