Activities Communication

8/19/2019 Activities Communication

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Trinity College Dublin Generic Skills Integration Project

Interpersonal Skills

Exercise 1: The Blindfold Game*

In this activity, blindfolded participants must rely on their partners to navigate an

"assault course" successfully.

Uses

This helps to improve communication and listening skills, and to build trust between

partners.

People and Materials

• Any size group works well in this exercise.

•

nough blindfolds for half of the participants.

• A large, private room.

• !urniture and other items that you can use as obstacles.

Time

• Around #$%& minutes.

Instructions

. 'catter furniture and ob(ects around the room before the activity begins. )our

course should be challenging, but still safe to navigate around.

%. *ut team members into pairs and ask them to stand at one end of the room.

+. ne person from each pair should put on the blindfold.

-. The sighted people must guide their partners across the room and give

instructions to help them avoid the obstacles.

#. hen each team reaches the other side of the room, partners should switch

roles and then repeat the exercise.

Exercise 3: Make a Team ith!

In this activity, team members must act /uickly to form small teams based on

instructions that you shout out.

Uses

This activity strengthens communication skills. It also teaches team members how tothink on their feet .

https://www.mindtools.com/pages/article/ThinkingonYourFeet.htmhttps://www.mindtools.com/pages/article/ThinkingonYourFeet.htm


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+. ne partner will blindly choose a card and then speak for three minutes on

how he feels about the topic. As he talks, the other person cannot speak 5 her

goal is to listen.

-. After three minutes, the listener has one minute to recap on what her partner

has said. 'he cannot debate, agree or disagree 5 only summarize.

#. 6ext, the roles switch, and the process starts again.

Nonverbal games

Have you ever made an instant judgment about a person, without

ever speaking to him or her? Can you tell when people are worried,afraid, or angry? Research suggests that very little of ourcommunication is actually verbal. bout !"# of the information wegive and receive is actually nonverbal.

$hrough nonverbal communication, we make all kinds inferencesand decisions%even though we don&t always reali'e it.

(t&s important to be aware of nonverbal messages, so we can avoidsending and receiving unintentional messages.

Nonverbal communication causes us to make many judgments andassumptions. $he e)ercises that follow are designed to help youunderstand how much information we transmit with nonverbalcommunication.

Nonverbal Activity 1: Wordless Acting

*. +eparate students into groups of two.. -etermine one student in each group as student , and one as

student .". /ive each student a copy of the following script.0. +tudent will read his lines out loud, but student willcommunicate his lines in a nonverbal way.1. 2rovide with a secret emotional distraction that is written on apiece of paper. 3or e)ample, student may be in a rush, may bereally bored, or may be feeling guilty.4. fter the dialogue, ask each student to guess what emotion wasa5ecting the student6s partner student .

Dialogue:

7 Have you seen my book? ( can&t remember where ( put it


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7 $he murder mystery. $he one you borrowed.7 (s this it?7 No. (t&s the one you borrowed.. ( did not97 :aybe it&s under the chair. Can you look?

7 ;


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-ivide students into two or more groups. 3or the >rst half of class,some students will be screenwriters and other students will beactors. Roles will switch for the second half.

$he screenwriter students will write a silent movie scene, with thefollowing tips in mind7

*. +ilent movies tell a story without words. (t is important to startthe scene with a person doing an obvious task, like cleaning thehouse or rowing a boat.. $his scene is interrupted when a second actor Aor several actorsBenters the scene. $he appearance of the new actorEs has a bigimpact. Remember that the new characters could be animals,burglars, children, salesmen, etc.". physical commotion takes place.

0. $he problem is resolved.

$he acting groups will perform the scriptAsB. Fveryone sits back toenjoy the show9 2opcorn is a good addition.

$his e)ercise gives students a great opportunity to act out and readnonverbal messages.

http7EEhomeworktips.about.comEodEmindandbodyEaEnonverbal.htm

C$CH $HF CH(C


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!. fter all three volunteers have come into the room and

the traininggame has continued for another minute or so, have the

participants stop this communication game or training game.

*I. eginning with the last volunteer ask her what she thought she

was doing. +he6ll say something like 6cleaning the room6, while the

second last volunteer will say she was 6looking for a lost object6. $he

very >rst volunteer who walked into the room will say something like

6( was swatting a Jy ( think6.

**. y this time the room is echoing with laughter at the responses.

*. 3inally ask the the >rst volunteer what she was doing. 8hen she

reveals that she was 6catching the chicken6, all the participants are

in a split.

*". 8hen they have settled down a little, lead them in a debrief of

thistraining game. (n the debrief draw their attention to how it is

normal for people to interpret the behaviour Anon=verbal

communicationB of a person and respond to it rather than clarifying

the communication.

*0. Remind them that while the people inside were told not to speak

or reveal in any way the training game that was going on, thevolunteers outside were not restricted in any way. Get they chose not

to ask anybody about what was going on, rather they jumped in

right away and started imitating the leader.

http7EEwww.e)periential=learning=

games.comEcommunicationgames.html

Kedi :ind $rick

-irect participants to stand in a circle with one person in the

middle. No one is allowed to talk. $he person in the middle wants totake the place of a person in the circle. 2eople in the circle want toe)change places without becoming usurped by the person in themiddle. $o accomplish this, participants need to use eye contact andother nonverbal cues to communicate and negotiate a move.lphabetically

$his activity challenges a group to say the letters of the alphabetin order without ever having two participants saying the same letterat the same time. ny seLuence can be usedM you may choosemonths, numbers or holidays instead.

Copy Cat -irect participants to stand in a circle. sk each person to silently

choose a leader $hey are not to tell anyone who their leader is

http://www.experiential-learning-games.com/communicationgames.htmlhttp://www.experiential-learning-games.com/communicationgames.htmlhttp://www.ehow.com/holidays/http://www.experiential-learning-games.com/communicationgames.htmlhttp://www.experiential-learning-games.com/communicationgames.htmlhttp://www.ehow.com/holidays/


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position of her leader. efore beginning, ask each person to closeher eyes and assume a pose. Fyes should open on the director6scommand, and position should not be changed e)cept to followone6s leader. (n the end, everyone will be in the same position.8ireless Communication

+tart this activity by placing a rope on the ground. sk the groupto select a listener. ring that person forward I feet and blindfoldhim. He is not allowed to speak for the remainder of the game, andhe cannot move unless directed to do so. sk the group to select acommunicator. ring that person forward *I feet and turn her soshe faces the group, which should be standing on the starting line.

$he communicator may not turn around to look at the listener. +heis the only person in the group allowed to speak. /ive the group aset of instructions involving the use of props. 3or e)ample7 -irectthe listener to put the scarf on his head, the glove on his hand andtake o5 his shoe. $he group must communicate these instructionsto the communicator without speaking, so the communicator cantell the blindfolded listener what to do.-iscussion uestions

3ollow=up discussion is important for these games to be

e5ective. +ome discussion Luestions will be speci>c to the activity7

How did it feel to be the one in the middle of the circle AKedi :ind

$rickB. ;ther discussion Luestions are more general7 8hat nonverbal

cues did you use to accomplish the task? How do nonverbal cues

a5ect group dynamics and leadership? How can you use this

information to communicate more e5ectively? n e)perienced teambuilding consultant can help you get the most out of these games.

http7EEwww.ehow.comEaboutO10"140Ononverbal=communication=

activities=adults.html

http://www.ehow.com/hobbies-games/http://www.ehow.com/about_5435624_nonverbal-communication-activities-adults.htmlhttp://www.ehow.com/about_5435624_nonverbal-communication-activities-adults.htmlhttp://www.ehow.com/hobbies-games/http://www.ehow.com/about_5435624_nonverbal-communication-activities-adults.htmlhttp://www.ehow.com/about_5435624_nonverbal-communication-activities-adults.html


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INTERPERSONAL

SKILLS

MODULE

Exercises & Handouts

Generic Skills Integration Project (GENSIP)Student Counselling Service & Staff Develo!ent "niversit# of Du$lin%rinit# CollegeCo!iled $# %a!ara 'Connor

anuar# **+


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EXERCISES

Professional Skills Checklist

Try Not to Listen

Listening Assessment Questionnaire

Non-Verbal Communication

One- and To- !ay Communication

Pro"iding #eedback $odelling %&ercise

'i"ing #eedback Checklist

Team Skills (e"elo)ment Checklist

(efinitions of a 'rou)

'rou) %&)eriences

'rou) Process Checklist

!orking in 'rou)s

'rou) *ole-Play

*ela&ation Techni+ues


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Oral Presentation Checklist

HANDOUTS

%ffecti"e Listening Skills

'uidelines for *ole-Play #eedback

#i"e !ays to Say ,.

'i"ing / *ecei"ing #eedback

Ten (os and (on0ts

'rou) !ork Plan

'i"ing a Presentation


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*ate yourself on the folloing skills1

1 am very poor at that skill

2 am poor

3 am sometimes good

4 am usually good

am al!ays good

21 ntroducing yourself 2 3 4 5 6

31 Listening - taking in hat )eo)le say 2 3 4 5 6

41 Listening - shoing interest in )eo)le 2 3 4 5 6

51 Communicating feelings 2 3 4 5 6

61 (ealing ith anger7hostility 2 3 4 5 6

81 *es)onding to )raise 2 3 4 5 6

91 *es)onding to e&)ression of an&iety 2 3 4 5 6

:1 *es)onding to negati"e feedback 2 3 4 5 6

;1

Co)ing ith a)athy and e&)ressions of

disinterest 2 3 4 5 6

2


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341 >olding someone=s interest and attention 2 3 4 5 6

351 #inishing con"ersations in a )ositi"e ay 2 3 4 5 6

361 Organising skills 2 3 4 5 6

381 Time management 2 3 4 5 6

391 Liasing ith others 2 3 4 5 6

3:1 *esol"ing conflicts 2 3 4 5 6

3;1 #inishing tasks 2 3 4 5 6


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E"er#ise $ Try Not to %iste&

As' t(e stu)e&ts to *i&) a part&er to !or' !it(+ Ea#( perso& !ill

ta'e it i& tur&s to tal' *or 2 mi&utes, a-out a&y su-.e#t t(ey li'e,

!(ilst t(e ot(er perso& ma'es it #lear t(at t(ey are &ot liste&i&/+

Call t(em A a&) 0, so A tal's *or 2 mi&utes a&) 0 )emo&strates

&ot liste&i&/ a&) #a&&ot say a&yt(i&/+ T(ey t(e& s!ap arou&)

a&) it is 0s tur&+

(e& parti#ipa&ts try to tal' *or 2 mi&utes t(ey usually )ry up

-e*ore t(e 2 mi&utes+ It is )i**i#ult to 'eep /oi&/ !(e& someo&e

is&t ta'i&/ a&y &oti#e o* you+ T(is is a li/(t(earte) start to t(e

a#tivity, so i* it )isi&te/rates i&to (umorous #(aos, it )oes&t

matter, t(e poi&ts !ill &o&et(eless -e ma)e+

(e& -ot( A a&) 0 (ave (a) t(eir tur&, as' t(em *irst o* all (o! it

*elt &ot to -e liste&e) to a&) )is#uss a&) !rite up t(eir imme)iaterea#tio&s o& t(e *lip#(art or -oar)+

T(e *ollo!i&/ list represe&ts t(e a&s!ers t(ey are li'ely to #ome

up !it(

• 5rustrate)

• A&/ry6#ross6livi)• T(at Im &ot importa&t

• (at I !as sayi&/ !as -ori&/

• I #oul)&t /o o& $ I )rie) up

• I *elt i&si/&i*i#a&t+

T(e& as' !(at -e(aviours t(ey o-serve) i& t(e perso& !(o !as

&ot liste&i&/ to t(em+


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• Hea) -e&t )o!& 7loo'i&/ at *loor8

• No eye #o&ta#t

• %oo'i&/ at t(e *loor6#eili&/

• 5ol)e) arms6#rosse) le/s

• 0la&'6-ore) e"pressio&

• 9a!&i&/6!(istli&/6s#rat#(i&/

• :reo##upie)

• No i&tera#tio&+

:oi&t out t(at t(e e"er#ise allo!e) *or e"a//eratio&s -ut, ta'i&/

t(e *irst list, t(is is (o! !e all *eel !(e& ot(ers )o&t liste& to us+I& t(e se#o&) list, t(e ma.ority o* t(ese poi&ts apply to poor

liste&ers a&) most o* us are &ot /oo) liste&ers+

5rom Stu)e&t Cou&selli&/ Servi#e 72;;28, Peer support training

manual +


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%ISTENIN< ASSESS=ENT >UESTIONNAIRE

Rea) t(rou/( ea#( o* t(e stateme&ts a&) t(e& ti#' a -o"+ 9ou maystro&/ly a/ree, a/ree, )isa/ree or stro&/ly )isa/ree !it( ea#(

stateme&t+ 9ou may also i&)i#ate t(at you ?)o&t '&o! a-out a

parti#ular item+ or' *airly @ui#'ly t(rou/( t(e stateme&ts )o &ot

miss a&y+ 9ou may s#ore it -y usi&/ a s#ale !it( ?1 *or stro&/ly

a/ree to ? *or stro&/ly )isa/ree+ Try )is#ussi&/ t(e results !it( a

part&er or *rie&)+

1+ I #o&si)er mysel* a& e**e#tive liste&er+

Strongly

Agree Agree

(on=t

?no (isagree

Strongly

(isagree

Not

Sure

2+ I e&.oy liste&i&/ to ot(er people+

Strongly

Agree Agree

(on=t

?no (isagree

Strongly

(isagree

Not

Sure

41 find listening fairly difficult hen am tired1

Strongly

Agree Agree

(on=t

?no (isagree

Strongly

(isagree

Not

Sure

51 $ost )eo)le can listen ithout any )articular training1

Strongly Agree Agree

(on=t?no (isagree

Strongly(isagree

NotSure


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61 can only listen to )eo)le like1

Strongly

Agree Agree

(on=t

?no (isagree

Strongly

(isagree

Not

Sure

81 t is im)ortant to listen to hat )eo)le @really0 mean hen they s)eak1

Strongly

Agree Agree

(on=t

?no (isagree

Strongly

(isagree

Not

Sure


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91 *eading )eo)le0s non-"erbal communication is as im)ortant as listening

to them1

Strongly

Agree Agree

(on=t

?no (isagree

Strongly

(isagree

Not

Sure

:1 restate the s)eaker0s remarks from time to time1

Strongly

Agree Agree

(on=t

?no (isagree

Strongly

(isagree

Not

Sure

;1 try to ask rele"ant +uestions to encourage the s)eaker hen amlistening1

Strongly

Agree Agree

(on=t

?no (isagree

Strongly

(isagree

Not

Sure

2


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231 need more )ractice in listening1

Strongly

Agree Agree

(on=t

?no (isagree

Strongly

(isagree

Not

Sure


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E"er#ise $ No&Ber-al Commu&i#atio&

T(is e"er#ise is )esi/&e) to irease a!are&ess o* e"presse)

*eeli&/s i& a &o&ver-al !ay+

Divi)e i&to /roups o* t(ree+ Rea) ea#( situatio& )es#ri-e) a&) list

t(e possi-le *eeli&/s t(at may (ave -ee& -e(i&) t(e &o&ver-al

e"pressio&+ Compare your a&s!ers !it( t(e ot(ers i& your /roup+

18 T(e ra)io is playi&/ i& t(e -a#'/rou&) !(ile t!o *latmatesare stu)yi&/+ O&e o* t(em /ives a -i/ si/(, /at(ers (er-oo's a&) /oes to (er room+ (at mi/(t s(e -e *eeli&/

28 T(e tutorial /roup is (avi&/ a lively )is#ussio& !(e& o&emem-er, !it(out e"pressio&, su))e&ly #(a&/es t(e su-.e#t+

(at mi/(t (e -e *eeli&/

4 Some friends are chatting1 As the chat continuesB one friend startsta))ing her feetB drumming her fingers and shifting in her seat1 !hatmight she be feeling


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E"er#ise $ O&e T!oay Commu&i#atio&

Stu)e&ts )ivi)e i&to pairs, sitti&/ -a#' to -a#'+ O&e perso& !ill -e

t(e se&)er, t(e ot(er t(e re#eiver+ Ea#( se&)er /ets a #opy o* a

)ia/ram similar to t(e o&e -elo!+ T(e se&)er )es#ri-es it to t(e

re#eiver !(o must )ra! it as a##urately as possi-le+ T(e re#eiver

may &ot as' @uestio&s or loo' at t(e )ia/ram+ T(e se&)er may &ot

a&s!er a&y @uestio&s or /ive a&y rea#tio&s+ A*ter a *i"e) time

7appro"+ mi&utes8 allo! re#eivers to see )ia/rams a&) (ave pairs

)is#uss (o! t(e messa/es #oul) (ave -ee& improve) to e&(aet(e )ra!i&/s+ As a lar/er /roup #ompare strate/ies *or improvi&/

t(e se&)i&/ o* messa/es 7usually t(i&/s li'e /ivi&/ a& overvie!,

#lear steps, et#+8+ I* time permits )o t(e e"er#ise a/ai&, t(is time

allo!i&/ t!o!ay #ommu&i#atio&+


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E"er#ise =o)elli&/ 5ee)-a#'

Simulate a *ee)-a#' sessio& releva&t to your #lass+ 5or e"ample,

it #oul) -e provi)i&/ *ee)-a#' to a stu)e&t o& a& essay, a ma&a/er

/ivi&/ *ee)-a#' to a& employee, a peer )is#ussi&/ !or' *rom a

/roup, a supervisor to a trai&ee, et#+ Demo&strate t(e various

strate/ies *or provi)i&/ #o&stru#tive *ee)-a#'+ 9ou #oul) use a&

evaluatio& *orm 7*or e"ample see Assessment of Presentation8 as a

starti&/ poi&t+

Alter&atively, (ere is a& e"er#ise *rom Ro--i&s Hu&sa'er 71F,

p+ GG8

A #lass lea)er is to -e sele#te) 7eit(er a volu&teer or

someo&e #(ose& -y t(e i&stru#tor8+ T(e #lass lea)er !ill

presi)e over t(e *ollo!i&/ )is#ussio& a&) per*orm t(e role o*

a)mi&istrator i& t(e *ee)-a#' sessio&+ T(e i&stru#tor is toleave t(e room+

Resear#( (as i)e&ti*ie) seve& per*ormae )ime&sio&s to

t(e #olle/e i&stru#tors .o- i&stru#tor '&o!le)/e, testi&/

pro#e)ures, stu)e&ttea#(er relatio&s, or/a&iatio&al s'ills,

#ommu&i#atio& s'ills, su-.e#t relevae, a&) utility o*

assi/&me&ts+ T(e lea)er is to use t(e #lass as a resour#e i&

(elpi&/ (im or (er provi)e *ee)-a#' to t(e i&stru#tor o&ea#( )ime&sio&+ T(e lea)er (as up to *i*tee& mi&utes to /et

i&put *rom t(e #lass a&) to prepare (is or (er rati&/s+ 7T(e

lea)er s(oul) ta'e &otes *or perso&al use -ut !ill &ot -e

re@uire) to /ive t(e i&stru#tor a&y !ritte& )o#ume&tatio&+8

A*ter t(e *i*tee&mi&ute perio) is up, t(e lea)er s(oul) i&vite

t(e i&stru#tor -a#' i&to t(e #lassroom+ T(e stu)e&ts

o-serve a&) a*ter *ee)-a#' sessio& all parti#ipa&ts )is#uss

pro#ess+


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#eedback can also be )racticed in grou)s of three here one )erson gi"es feedbackB

one )erson recei"es feedback and the third acts as an obser"er using the Guidelines

for ,ole-Pla# .eed$ack 1


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Di) I *i&) out i* my *ee)-a#' !as u&)erstoo)

Di) I )emo&strate support *or my #ollea/ue6peer

Di) I i&vite my #ollea/ue6peer to #omme&t o& my *ee)-a#'


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Team Skills (e"elo)ment Checklist

#rom 'ibbsB '1 D2;;61 /earning in tea!s0 1 tutor guide1 O&fordE O&ford Centre for

Staff (e"elo)ment1

The folloing checklist may hel) you diagnose here to focus your attention to

de"elo) your students0 teamork skills1

-o students feel the need to become better at

working in teams?

re students given advice about working in teams?

re students given e)amples of how e5ective teams

work?

re students given initial training in teamwork?

re students given a chance to practise working in

teams?

(s the practice PsafeQ for students so that they can

e)periment Ae.g. not assessedB?

re students encouraged to e)periment with new

ways of working?

(s attention paid to the emotional climate within

which learning to work in teams operates?

-o students get feedback on their team skills?

-o students get the chance to work in di5erent kinds

of team on di5erent kinds of task?

re students encoura ed to follow a Preci eQ in


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E"er#ise (at is t(e 0est ay to De*i&e a


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E"er#ise


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F+ 5rom your e"periee to )ate, !(at s'ills )o you (ave t(at may#o&tri-ute to !or'i&/ su##ess*ully i& a /roup

G+ 5rom e"periee so *ar, !(at /roup s'ills )o you t(i&' you &ee)to !or'

o&

A)apte) *rom =as'ill Ra#e 71F8, Personal and professional

development for sientists! Unit " , pp+ 4+


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E"er#ise $ or'i&/ i& a"e the grou)s reform and )roduce a 6-2< )oint contractith agreed guidelines for the conduct of grou) ork1 The idea is to try to turnthe negati"es into )ositi"esB so they ant to come u) ith ideas that ould

)re"ent or o"ercome hat they listed initially1

31 A grou) consists of )eo)le ith a range of differing abilities and )ersonalities1The benefit of orking in a grou) is to a"ail of the "arying skills and e&)ertiseof members1 >a"e students think about the strengths and eaknesses of"arious members of a grou)1 >o could each offer something useful !ouldit be better to ha"e members ith similar characteristics or a range of differentty)es

41 Take fi"e minutes to brainstorm ideas on the theme ,>o could reck grou)

sessions and make sure they are an ordeal for the grou) and the tutor.?ee) a list1 Then take fi"e minutes to brainstorm ,f that is ho reck agrou)B ho can make it ork. #rom this a list of ground rules for grou)scan be generated1

51 Team treasure hunt1 >a"e students form teams or else assign to a team andha"e them com)lete some sort of treasure or sca"enger hunt Dthis could bebased on disco"ering the college cam)us for ne students1 Once com)letedeach grou) discusses rele"ant issues like team de"elo)mentB ho they entabout the taskB hat ty)e of decision-makingB ho teamork might a))ly totheir careersB etc1


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%&ercise I 'rou) *ole-Play

This is a grou) role-)lay acti"ity from $askill / *ace D2;;8B Jnit 3B )1 221 The actual

tasks can be altered to suit the subKect matter1 %ncourage structured feedback after

the role-)lay

Presu!e t2at #ou are t2e advisor# anel for a large international co!an# 62ic2 2as recentl# taken over a s!aller 2ar!aceutical co!an#5 %2e 2ar!aceutical co!an# is develoing t6o !ajor ne6 drugs0

Drug A offers to intending arents t2e ossi$ilit# of c2oosing t2e sex of t2eir

c2ild5

Drug # !ig2t ostone t2e aging rocess $# *7 for t2ose over t2e age of 8*5

$ask *

The company can only afford to develop one of these drugs. As a team,

you have to advise the company on the following7

aB 8hich of the two drugs should the company develop andwhy?

$ask

As a team, design an innovative logo and choose a new name for this

pharmaceutical company.


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%&ercise I *ela&ation Techni+ues

-eep reath or uick Release of $ension

!hene"er you feel an&iousB )anicky or u)tight

21 Let your breath go Ddon0t breathe in first1

31 Take in a sloB gentle breathB breathing in through your nose1

41 >old it for a second or to Dcount to four1

51 Let it goB sloly ith a leisurely sigh of relief out your mouth1

61 $ake sure your teeth are not clenched together1

81 *e)eat 5 times1

This e&ercise forces your shoulders don and eases the abdomenB both sources of

tension1 t also gi"es you a short break to think some )ositi"e thoughts and get back

in control1


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E"er#ise $ Oral :rese&tatio& C(e#'list

ASS%SS$%NT O# P*%S%NTATON

*ate the s)eakerDs on the folloing items here 2 is minimal and 5 is ma&imum

)oints1

S)eaker7'rou) NameE MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM

Aims clearly )resented 2 3 4 5

$aterial

*ele"ant to to)ic7audience 2 3 4 5

Structure clear / logical 2 3 4 5

Groken into key elements 2 3 4 5

Ade+uately e&)lained7argued 2 3 4 5

(eli"ery

?e)t to time 2 3 4 5

$i& of in)uts7aids 2 3 4 5

*ele"ant7clear "isual aids 2 3 4 5

A))ro)riate for to)ic7audience 2 3 4 5

>eld audience interest 2 3 4 5

Shoed confidence 2 3 4 5

ProKected "oice7self7content 2 3 4 5

(ealt ith +uestions 2 3 4 5

O"erall assessment 2 3 4 5


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CommentsE


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Effective Listening Skills

Understanding

• se probing in a helpful way to followup

• 2araphrase and summarise to let the

cceptance

• +uspend judgement @ listen withunbiased and open mind

• 3ocus of attention on listener, not onyour ideas or opinions

Non=Serbal behaviour

• Took at the person @ use eye contact

•

+mile and nod in agreement• se open, positive posture

• -isplay interest


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'uidelines for *ole-Play #eedback

T(ere are usually t(ree parti#ipa&ts i& a roleplay situatio&


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1+ :erso& i& t(e ?(ot seat $ as'i&/ t(e @uestio&s, )oi&/ t(ei&tervie!, o**eri&/ (elp, /ivi&/ *ee)-a#', et#+

2+ :erso& re#eivi&/3+ O-server

A*ter a roleplay situatio&, ea#( perso& s(oul) (ave t(e

opportu&ity to re*le#t a&) )is#uss t(e e"periee+ Some

su//este) @uestio&s *or ea#( are liste) -elo!+

:erso& 1

(at !ere your t(ou/(ts a&) *eeli&/s a-out t(e e"periee

(at )o you t(i&' !e&t !ell

(at !ere you less please) a-out (at !oul) you )o

)i**ere&tly

(at (elp or su//estio&s )o you !a&t

:erso& 2

(at !ere your t(ou/(ts a&) *eeli&/s a-out t(e e"periee

(at )i) you *i&) use*ul

(at !as less use*ul

:erso& 3

5rom !(at o-serve), !(at )i) you t(i&' !as positive

(at )o you t(i&' t(ey mi/(t )o )i**ere&tly


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"ive ways to say #$%

n P(Q message can include any or all of the following

>ve parts. $he more you include, the more e5ective

your message.

*. ;bservation. -escribe the facts @ theindisputable, observable realities. $alk about whatyou @ or any one else @ can see, hear, smell, taste,or touch. void judgements, interpretations, oropinions. (nstead of saying, Pyou&re a slob,Q say,PTast night&s lasagne pan was still on the stovethis morning.Q

. 3eelings. -escribe your own feelings. (t is easierto listen to P( feel frustratedQ than PGou never helpme.Q $alking about how you feel about another&sactions can be valuable feedback for that person.

". $houghts. Communicate your thoughts, and usecaution. eginning your statement with an P(Qdoesn&t Lualify it as an P(Q message. P( think youare a slobQ is a PGouQ judgement in disguise.(nstead, say, P(&d have more time to study if (didn&t have to clean up so often.Q

0. 8ants. Gou are far more likely to get what youwant if you say what you want. (f someonedoesn&t know what you want, he doesn&t have achoice about helping you get it. sk clearly. void

demanding or using the word need. :ost peoplelike to feel helpful, not obligated. (nstead of P-o


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#rom %llisB (1 D2;;51 9eco!ing a !aster student3 4 t2 edition1 *a)id CityB S(E

>oughton $ifflin CoB )1 3581


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Giving and Receiving Feedback

&iving

'onstructive "eedback

/ive feedback on others&

behaviour, not personality.

/ive descriptive, not

judgemental feedback.

/ive feedback on others&

actions in a speci>c situation,

not in the abstract.

/ive feedback on immediate

behaviour, not on the past.

+hare your perceptions and

feelings, not advice.

/ive feedback only when other

people ask you to.

-o not give people more

feedback than they can

understand at the time.

3ocus your feedback on

ti th t th

(eceiving

"eedback 'onstructively

sk for feedback on your

behaviour, not personality.

sk for descriptive, not

judgmental feedback.

sk for feedback about your

actions in a speci>c situation,

not in abstract.

sk for feedback in the

immediate situation, not in

past situations.

sk for perceptions and

feelings, not advice.

-o not let people force

feedback on you.

;nly receive as muchfeedback as you can

h d d


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;nly reJect on feedback on

aspects of yourself you canchange.

3rom Kohnson, -. 8. AIIIB. Reaching out: Interpersonal efectiveness

and sel-actualization, 7th

edition. oston7 llyn and acon, p. 4*.


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“Ten ‘Dos’ and ‘Don’ts” for Students Working in a Group

D):

! "ontribute to the group b# putting or$ard ideas and gettinginvolved in discussion

%! "ooperate $ith other &e&bers o the group!'! (elect speci)c roles or ever# group &e&ber *e!g!

(pokesperson, +eader, i&ekeeper, (cribe etc!.! ake on #our given role or the group!

/! 0rganise &eeting ti&es and stick to the&!1! (hare the $orkload e2uall#!7! Respect the values and opinions o others!3! "o&&unicate and share ideas $ith each other!4! 5ncourage others to speak!6! alue diversit#

D) N)*:

! (it back and do nothing!%! hink that others $ill do the $ork!'! ake the lead and ignore others!.! 8e araid to speak!/! 59pect all #our o$n ideas to be used!


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1! +eave people out o the discussion!7! 8eco&e distracted ro& the subect!3! 8e aggressive, interrupt or criticise unnecessaril#!4! Ignore other &e&bers o the group!

6! ;llo$ one person to do&inate!

Compiled using comments made by >rst year /eography undergraduates at

Tiverpool Hope niversityM see Kackson A*!!!B, Geograph# or the ne$

undergraduate.


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Group


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+ub=task *7 OOOOOOOOOOOOOOOOOOOOOOOOO

/roup :ember Responsible7 OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO

-eadline7 OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO

+ub=task 7 OOOOOOOOOOOOOOOOOOOOOOOOO



+ub=task "7 OOOOOOOOOOOOOOOOOOOOOOOOO



+ub=task 07 OOOOOOOOOOOOOOOOOOOOOOOOO



GIVING A PRESENTATION


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PLANNIN$ AND PRESENTATION

:2at are t2e goals of #our resentation; ?noing this ill hel) you to determine hat

information to include and ho you might format the )resentation1

:2o is #our audience; dentifying this ill hel) you to kno hat le"el to )itch the

informationB hat +uestions might be asked and ho to kee) your audience interested1

Ho6 !ig2t #ou structure t2e resentation; #ocus on a fe main ideasB de)ending on the time a"ailable1

(i"ide your talk into three sectionsE ntroductionB Gody and Conclusion

T(e I&tro)u#tio&1 This includes a thesis statement or o"er"ie1 Try to get the

attention of the audience ith an interesting factB a +uestionB something humorous or an eye-catching "isual aid1 The first fe minutes are critical

T(e =i))le1 This )art of your talk co"ers the main )oints Dremember the ?iss

)rinci)leB ,?ee) t Sim)le Stu)id.1 This is here you de"elo) your )osition1 Try tolink your ideas coherently so the )resentation flos and makes sense1

T(e Colusio&1 This is here you briefly sum u) your talk by restating the main

)oints and )resenting your conclusions1 $ake sure to thank )eo)le and ask forcomments7+uestions1

Tell t(em !(at you are /oi&/ to tell t(em+

%ell t2e!


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DELI%ER&

f )ossible check out the room to ensure e"erything orks and you ha"e an idea of the

layout1

Try not to ,read. your talk1 Jse cue cards to )rom)t your memory1 On an inde& card list a

key )oint ith se"eral ords to remind you of hat you ant to co"er or an e&am)le1

Jse a con"ersational tone1 $ake sure you are s)eaking loud enough to be heard1

Ge aare of your body language i1e1 try to maintain eye contact and kee) your hands under

control Done ay is by holding your cards1 #ace the audience and try smiling occasionally

Try to be enthusiastic1

Jse "isual aids only hen making that )oint and remo"e hen finished1 Try not to turn your

back to the audience hile using "isual aids1

$ake sure to )ause beteen )ointsB indicating to the audience a change and hel)s to slo

don your )ace1

DEALIN$ 'IT( NER%ES

Pre)aration and )ractice are the best medicine

Gecome familiar ith the "enue1

Try imagining the room and gi"ing the )resentation in a successful ayB )laying it o"er and

o"er in your mind0s eye1 This ill gi"e you a feeling of confidence and control1

Jse )ositi"e thoughts1

Antici)ate hat might go rong and )re)are aheadB i1e1 a glass of ater in case your mouth

goes dry1


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Take a dee) breathB inhaling through the nose and e&haling through your mouth to relie"e

tension I no one can see you do it

$n,class activity .or inter-ersonal

co++unication: nonverbalThis is a version of the improv game called 'ilent Take. I save this for the end of the semester

when the students know each other well and it consistently shows up on my evaluations as the

students8 favorite activity. It is a little complicated to explain, but here is how it works7

•

reak the students into small groups A=" is bestB. Gou will need an evennumber of groups % for e)ample, a class of I is perfect because it breaksinto *I groups of . (f you have an odd number of students, someone willhave to go twice or you will have to jump in.

• HT3 of the groups get a slip of paper that describes a simple scene that canbe acted out by =" people, like a hypnotist rela)ing a patient or chefs tapinga cooking show. $he other half of the groups do not get a scene.

• Fach group who got a scene will come to the front and brieJy act it out. $hecatch is they :G N;$ +F 8;R-+ when acting out the scene. ( doencourage them to use gibberish Alike blah, blahsB to give the other group

some paralinguistic clues. $his group never tells any of the other groups whatthey are doing.

• fter the group with the scene >nishes, one of the other groups Athose whodid not get a sceneB comes up and copies the actions from the prior groupbut -- $HF 8;R-+. $hey have to make their best guess of what the >rstgroup was doing.


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• fter each set of scenes, ask what clues the second group relied on in orderto guess the activity and ascertain whether they got it correct.

This takes some time 9appx. %& minutes with %& students:, but the students have a lot of fun with

it and even those who are not exactly right will often be very close. It does a great (ob of

illustrating how much information we get from nonverbal clues.

6ote7 )ouTube has many examples of improv groups performing this activity 9without the

gibberish:. 'earch for ;'ilent Take< if you want to see one.

%um&er of Participants: %$+&

Time: &$# minutes

'cti(it) $e(el: 4ow 5 =oderateProps: >lindfolds, Throwables, >uckets, 1ope?Tape for barrier

&+ecti(e: !or every member of the team to place a throwable into the bucket.

,et Up: @reate a large circle barrier with the tape or a rope. *lace a bucket in the middle of the

circle. Toss the throwables randomly inside the barrier.

epending on the amount of people in the group, ask the participants to get into teams of #$B

people. Ask the participants to stand in a single file line and place their hands on the shoulders of

the person in front of them. All participants will be blindfolded except for the person standing inthe very back of the line. This is a no$talking activity, but allow the group to take $% minutes to

pre$plan.

The person in the back of the line will guide the participants around the circle barrier by simply

tapping the shoulders of the person in front of them, who will tap the shoulders of the person in

front of them, and so on, until the person in the front of the line will move towards a throwable.

hen a throwable is approached, the person in the front will grab the throwable and then be

guided to the bucket where they will drop the throwable.

hen a participant drops the throwable into the bucket, they will then remove their blindfold and

move to the back of the line and become the sighted team member. The person who was in the

back of the line then puts on a blindfold.

@ontinue this process until all team members have placed a throwable into the bucket. If there is

more than one team, the first team to finish is the winner and then should encourage the other

teams until they are finished. If the teams are uneven, the team with the least amount of members


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will continue to rotate until they have dropped as many throwables into the bucket as the largest

team would have to drop into the bucket.

1- 'rm .ross / 0o ahead and cross your arms. If you are in a room with other people ask themto do the same. @hances are great that you cross your arms the exact same way every single time.

The interesting thing is that most of the human population is completely split on this matter. !ifty

percent of you will cross with your right hand on top, #& percent of you will cross with left on

top. Cse this to split a group in halfDand talk about comfort zones if time allows.

0- Bu&&le Gum / This team split re/uires a handful of your favorite 9and not so favorite: pieces

of gum. The more variety the better. 0ive each participant a piece of gum and give them a

chance to chew to their heart8s desire. !eel free to even have a bubble$blowing competition. 'plit

the group depending on color, size, or flavor. Eiola, you have a minty fresh split for your group.

3- .lumps / !ourF 'evenF levenF *rovide the group with a number and encourage the large

group to divide into smaller groups. )ou can do this as a high$energy or low$energy activity.

*erhaps even medium energy if you are feeling frisky. ur good friend =ark @ollard explains

this activity very well.

*>ou can learn &ore o these activities ro& ?ark on 2laymeo

"- .olor ,ort / 0o through the office and grab things of different sizes and colors. If you have

loads of extra money buy some colored pencils, paint swatches, or pipe cleaners. 4ay these items

on the floor or table. Invite the participants to grab a color they prefer or particularly en(oy.

0roup up by color.

- .ore Groups / @reate core groups at the beginning of the day by any desired criteria

9experience, age, location, sizeDactually don8t do it by size:. Invite the core groups to create a

handshake and?or symbol for their group so they can find each other later.

2- r- Pepper / The easiest splitting on the list. Instead of doing the classic ;, %, , %, , %<

split, assign each participants as either a r. or a *epper. octors go to one side of the room,

*eppers go to the other side. >oom. one.

4- 5ull 6ouse / 0rab an old deck of playing cards. *ass them out to the entire group. I en(oy

throwing them all in the air ;#% @ard *ick Cp< style. 'plit the students by suit, number, or color.

7- 6and .lasp / This group split re/uires audience participation. 0o ahead and clap your hands

together and keep them in that position. 4ook at your thumbs. hich one is on topG =uch like

http://www.playmeo.com/?hop=ryanellerhttp://www.playmeo.com/?hop=ryaneller


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the Arm @ross split, typically this will split the entire group in half. 1ighties go on one side,

lefties on the other.

8- Mix or Match / )ou have probably seen this one before at a conference, meeting, or camp.

>efore the event begins, place different symbols, letters, colors, or numbers on a name badge to

separate the group later. )ou can also do this on name tents, folders, or foreheads.

19- ,ho Me ;our ,i


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%um&er of Participants: &$#&&

Time7 #$& minutes

'cti(it) $e(el: 2igh

Props: 6one

&+ecti(e: o not be the slowest pair to show off your movesF

escription7 'tudents will pair up in groups of %. It is each group8s (ob to become either a

beautiful princess, a chivalrous knight, or a gallant rider as the facilitator calls out each

scene.The facilitator will call out one of the following + words, and the participants must not be

the last group to strike the pose, or else they are eliminated and must sit down.

Princess: ne participant must (ump into the outstretched arms and stay there until the next

word is called.

=niider: ne participants must ride sidesaddle on the other student8s back until the next word is

called.


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The game continues on and groups are eliminated until there are % groups left. At that point,

sudden$death round begins, and a champion will emerge. >e sure to try out a few practice rounds

before the game actually begins.

?uestion: 2ave you participated in an activity like *rincess, Hnight, 1iderG 2ow did you

facilitate the activityG

/o-corn An ngaging and ntertaining $cebreaker2osted on Kanuary I, I*0

http://myparadigmshift.org/popcorn-an-engaging-and-entertaining-icebreaker/http://myparadigmshift.org/popcorn-an-engaging-and-entertaining-icebreaker/http://myparadigmshift.org/popcorn-an-engaging-and-entertaining-icebreaker/http://myparadigmshift.org/popcorn-an-engaging-and-entertaining-icebreaker/


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4et8s be honest, sometimes we need a fun time$filler that will keep our groups engaged withoutkeeping them bored. *opcorn is (ust the kind of activity you are looking forDit is fun, it is fast,

and it is engaging.

'tephanie >olen, one of the wonderful *aradigm 'hift consultants, explains the instructions for

*opcorn in this /uick video.


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'ince I know some of you are visual learners and want to read the instructions, here are the

written details of *opcorn.

escription7

1ound the group into a circle. Teach the participants how to pop like popcorn kernels. This is

done by hopping into the air while simultaneously clapping your hands and yelling ;pop.<

Take a few minutes for the group to try and pop as loudly or /uietly as possible, as low or as high

to the ground as possible, or even as /uickly or slowly as possible.

hen you think they are ready for competition ask them to try and pop without popping at the

exact same time as someone else. veryone will come to the center and act as if they are

operating a microwave. >e as creative with your microwave operating as possible.

As soon as the popcorn is in the microwave the participants will try to pop without popping at

the same time as someone else. If two participants pop at the same time, both take a seat and

cheer on the other kernels.

This game is played on the honor system. If you even think you popped at the same time as

someone else, you should take a seatF 4ast popper 9or two poppers: popping is the winner and

then the group can play again.

)ou can download a *! of the activity explaining the instructions here.

*rasball A 4eadersi- *ea+ 5uilding Activity "ocused on$ntegrity2osted on Kuly "*, I*"

2ave you ever had a group find the ;gray area< of the rulesG A group that tries to skirt around the

edges of the activity to get a competitive advantageG

I come across groups and teams like this all of the time, and it always comes back to integrityD

doing the right thing when no one is watching. This activity is perfect for processing and

encouraging integrity within a group. on8t give the group any instructions except what is

written below, and then let them play. 4et the play go on longer than they expect, and then call itwhen things get intense. Typically I have groups who will continue throwing even after I ask

them to stop.

It is after this when I can discuss integrity and following the rules with the team. Try it out and

let me know what you thinkF

http://myparadigmshift.org/wp-content/uploads/2014/01/Popcorn-Icebreaker1.pdfhttp://myparadigmshift.org/trashball-a-leadership-team-building-activity-focused-on-integrity/http://myparadigmshift.org/trashball-a-leadership-team-building-activity-focused-on-integrity/http://myparadigmshift.org/trashball-a-leadership-team-building-activity-focused-on-integrity/http://myparadigmshift.org/wp-content/uploads/2014/01/Popcorn-Icebreaker1.pdfhttp://myparadigmshift.org/trashball-a-leadership-team-building-activity-focused-on-integrity/http://myparadigmshift.org/trashball-a-leadership-team-building-activity-focused-on-integrity/http://myparadigmshift.org/trashball-a-leadership-team-building-activity-focused-on-integrity/


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'icken Noodle 'ircle A &reat Way to (ound 6- a &rou-2osted on Kuly *D, I*"

2ave you ever had a hard time getting your group into a circleG e all know that circles are the

best way for a group to communicate, and sometimes we need the group to get into different

sizes of circles depending upon the activity. I picked this fun way to circle up a group on a day atthe ropes course at 'C utdoor Adventure.

I typically will introduce this activity as an opportunity for the group to learn a valuable tool in

group communicationDforming a circle. I will introduce on circle, practice it a few times, and

then introduce a new circle. ach time we playfully form the different circles until the group has

learned the different ways to circle up.

.hicken %oodle .ircle

http://myparadigmshift.org/chicken-noodle-circle-a-great-way-to-round-up-a-group/http://myparadigmshift.org/chicken-noodle-circle-a-great-way-to-round-up-a-group/http://myparadigmshift.org/chicken-noodle-circle-a-great-way-to-round-up-a-group/http://myparadigmshift.org/chicken-noodle-circle-a-great-way-to-round-up-a-group/


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'cti(it) $e(el: =oderate

Props: 6one

&+ecti(e: To get into a circle /uickly and effectively.

escription: Teach the participants these five circles7

*. 'icken Noodle: sk your participants to get into a circle PChicken Noodle+tyle,Q which is a shoulder to shoulder circle Athis is a small circleB.

. 'icken Wing: $he participants place their hands on their hips and elbowsout as they imagine being a chicken wing. $he participants will touch elbowsaround the circle. A$his is a medium circleB

". 'icken in "ligt: 2articipants spread out for this large circle by stretchingtheir arms out wide, standing on one foot, and leaning over like a chicken

Jying through the air. A$his is the largest circleB

0. "ree (ange 'icken: Fveryone >nds their own spot in the room, sticks theirhands straight out to their sides, and spins in a circle. (f they have enoughroom to spin without touching another person, they have oVcially became afree range chicken.

1. *e &reat 'icken *urnabout Fveryone stands in a Chicken 8ing circle,and at count of three everyone turns around and faces the outside of thecircle.

Ask the participants to learn the five circles, and then randomly challenge the group to get into

the circles as /uickly as possible when you yell out the type of circle. At any point in the day you

can ask the participants to get into any of the types of circles depending on the needs of the

group.

I have seen a couple different types of @ircle Cp activities in different books. @heck them out for

new ideas and references.

The 2undredth =onkey by 6ate !olan and friends 5 @ircle Cp pg. #-

1aptor and other Team >uilding Activities by 'am 'ikes 5 The 0reat 1oundup pg. &+

o you have any circle up activities that work with small 5 large groupsG

2osted in (cebreakers U $agged (cebreakers U * Comment U

http://www.pa.org/http://www.wilderdom.com/store/index.php?main_page=product_info&products_id=303http://myparadigmshift.org/category/icebreakers/http://myparadigmshift.org/tag/icebreakers/http://myparadigmshift.org/chicken-noodle-circle-a-great-way-to-round-up-a-group/#disqus_threadhttp://www.pa.org/http://www.wilderdom.com/store/index.php?main_page=product_info&products_id=303http://myparadigmshift.org/category/icebreakers/http://myparadigmshift.org/tag/icebreakers/http://myparadigmshift.org/chicken-noodle-circle-a-great-way-to-round-up-a-group/#disqus_thread


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Avalance A /er.ect Way to Mi7 6- a &rou- During *ea+,

5uilding2osted on Kune 4, I*"

I work with teams of all ages and backgrounds from many different cultures, and I find that all

groups do the same thing7 line up next to their friends while standing in a circle. This activity is a

fun way to break up cli/ues without the participants realizing that it was your ulterior motive.

'(alanche

http://myparadigmshift.org/avalanche-a-perfect-way-to-mix-up-a-group-during-team-building/http://myparadigmshift.org/avalanche-a-perfect-way-to-mix-up-a-group-during-team-building/http://myparadigmshift.org/avalanche-a-perfect-way-to-mix-up-a-group-during-team-building/http://myparadigmshift.org/avalanche-a-perfect-way-to-mix-up-a-group-during-team-building/http://myparadigmshift.org/avalanche-a-perfect-way-to-mix-up-a-group-during-team-building/http://myparadigmshift.org/avalanche-a-perfect-way-to-mix-up-a-group-during-team-building/


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,et Up:

ach participant gets a chair and the group arranges the chairs in a circle. The facilitator or a

volunteer does not have a chair and stands in the middle of the circle.

escription:

The ob(ect of this activity is to switch chairs with another participant after making eye contactwith them. If two participants make eye contact, they stand up and move to each other8s chairs as

/uickly as possible. If the facilitator in the middle sees the participants moving, they will try tosit in an open chair. If successful, the participant in the middle assumes their role and tries to find

an open chair. *lay this as /uickly as possible with as many people switching chairs as they dare.

5acilitator %otes:

• =ake sure your chairs are solid and secure. This game gets lively, and you do not want

your chairs to break.

• >e sure to let your participants know that safety is the number one priority.

• It is often best to make this game a ;walking< activity if your group is a little on the

dangerous side.

:emori'ing Tines

The best single advice for memorizing anything is to study in a way that appeals to as many

senses as you can. >y seeing, hearing, feeling, and even smelling your material, you reinforce it

in your brain.

There are several ways to reinforce information through your senses. )our best bet is to combine

three of these techni/ues. )ou3ll find that some techni/ues are appropriate for your specific

assignment and others are not.
http://teaching.about.com/od/A-ITeachingGlossary/fl/Appeal.htmhttp://teaching.about.com/od/A-ITeachingGlossary/fl/Appeal.htm

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