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Team Tower Turning (with Videos)

3/26/2023

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(About a 10 minute read.)
A friend and fellow team builder, Linda Williams, recently showed me her version of Team Waterwheel (from the book, Cup It Up: Team Building with Cups which Linda edited). She adapted Waterwheel for a training with over 300 people. Her design purpose was to work on the concepts of 'planning' and 'task implementation' with participants from a world-wide organization. I've used it now over a dozen times and I really like the versatility and outcomes. 

Linda provides a set of directions (PDF download below) for each Tower Turning team that includes general info and some goal setting (Tower Height Goal and a Building Quality goal - which is the number of 'collapses' the team will allow themselves along the way), and Team Tower Build Operational Procedures. There is also a Team Tower Turning Reflection Questions handout for you - a variety of questions to choose from to bring out the learnings from the experience (these Reflection Questions could also be given to each group to work through on their own during the designated reflection time). 
Team Tower Turning Participant-Directed Handout
teamtowerturning_2023.pdf
File Size: 81 kb
File Type: pdf
Download File
Large Group Facilitation: When Linda worked with the group of 300, the participants were seating at round tables. All the building supplies and instructional handouts were preset at each table. During her introduction to the activity she used slides to emphasize the main points (some of her slides at the right) - one of the slides had an embedded video of the 'turning' process. My largest 'turning' group so far has been 72. I didn't use technology, just verbalized the instructions and showed them an example of how to start and how the turn is done. 
Picture
Here are the basics of the activity to supplement the handout: 
​
Needs & Numbers: You'll need 12 plastic cups and 15 - 4 by 6 inch index cards for each group of four to six participants. 

Time: This one can take up to 40 minutes depending on the amount of time available for the reflection phase. Breakdown: 5 min. to introduce, 10 min. of 'required' planning time to read through the 'Operational Procedures' and set Goals, 12 min. of building time, and at least 10 (to 20) min. of reflection time. 

Note to Facilitator: It is important to include enough time to debrief the activity with your participants. See the sample Reflection Questions in the handout to consider including in your after-activity discussion. Feel free to modify or add questions that will best suit your participants and the desired outcomes of your session.

Group Reflection: Read through the Reflection Questions in the handout to see the learning possibilities in the activity. 

Why I Like Tower Turning: 
  • ​Easy to find and use props (and there is so much more you can do with CUPS!)
  • Self-Directed instructions provide more decision-making and problem-solving for a group.
  • There is a clear picture of success and failure - when the tower falls, the group has the opportunity to identify and then solve the falling problems. 
  • It can be scaled to almost any size group (if you have the cups and a way to project your voice).
  • When I want to go deeper, I have groups take about 5 to 10 minutes to identify the attributes of a good working team and write these findings on the index cards (you'll need some markers). And then we can use this attribute 'data' to consolidate a take-away list of behaviors the whole group wants to focus on after their team building program. 

​Let us know how this one goes for you! Leave a Comment below. 

All the best, 

Chris Cavert, Ed.D. 
P.S. Tools for Team Builders Bonus Video: Tube Turning
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Fast Ball to Innovation

3/16/2023

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(About a 12-minute read.)
After circling up 12 to 18 people, each standing on their own game spot, and handing a safe tossable to one of the group members, I share four simple rules to Fast Ball:
  1. Every person in the group must toss AND catch the object at least once.
  2. Tosses can be made to anyone other than to yourself, and the player to your left and to your right. 
  3. After tossing the object you must occupy the spot of the person you tossed it to.
  4. No two or more people can occupy the same spot. 
Simple. Right? Not usually. 
If you've been following the FUN for a while (even recently at the OnTeamBuilding blog), you've seen Fast Ball before. I posted the adventure back in October of 2017 connected to an inquiry I received from a friend and fellow team builder related to participants feeling "tricked" by their facilitator during Fast Ball. Go through the OnTeamBuilding link above to find out my three approaches to tricky activities. I wanted to keep the activity here at the FUNdoing blog and revisit it with a deeper dive. 

If all you need is the activity you've got it - give it a try. It's a 'tricky' one. If you're up for growing some dendrites, grab a beverage and join me for the dive. 
All About Fast Ball 
I use Fast Ball with groups of 12 to 18 participants (adults) who are interested in exploring creativity and innovation. Mental Models, assumptions and Phantom Rules become a part of the conversations as well. Groups will form a particular way to 'do' the activity based on how they define one of the Rules, then must redefine (a method of innovation) the rule in order to be successful. 

Fast Ball has turned out to be an interesting discovery. At first the solution seems to be quite straightforward. However, its simplicity “is an outward semblance that misrepresents” (disguises) the true nature of the activity.

Let's look at more specifics about setting up the activity. 

Activity Objective: Move a safe tossable object (e.g., tennis ball) to each person in the group as quickly as possible.

Facilitated Objectives (Concepts you can practice and talk about): Innovation, Creativity, Mental Models, Phantom Rules (false beliefs), Cooperation, Communication, Brainstorming, Problem Solving, Critical Thinking, Goal Setting, Failing Forward (trial & error).

Needs & Numbers: One timing device and one safe tossable object is needed for a group of 12 to 18 participants. If game spots are available, have one for each player. (This one can be done without spots.)

Time: 15 to 30+ minutes (depending on the level of commitment)

Procedure
Circle up your group of players for directions. (Note: A circle formation is not required for the activity, but don’t reveal this fact - let your group discover this.)
 
Explain that everyone is standing on their 'spot.' If physical game spots are not being used, simply tell everyone, “where you are standing when you catch the tossable object is your spot”—and say no more. (Note: This “spot” concept is an important factor for this activity.)

Once participants are standing on their spots, hand the object to someone in the group. Inform the group that this will be a timed activity. The time starts when the first toss is made and stops when everyone is standing in the spot of the player each participant tossed the object to (e.g., if you toss to Peter, you need to end up standing on the spot Peter was standing on when he caught the object).

Safety: I have not observed any physical safety issues during this activity as the solution does not require fast movements. However, I have seen some groups get really frustrated. Be sure to monitor the communication so that you can step in (to facilitate) if emotional safety is being compromised.

Facilitation: Some groups may have a few questions before they get started. Most can be answered by referring back to the rules. When asked, “Do we have to stay in a circle formation?”  I will respond with a question, "Will you be breaking one of the rules if you're not in a circle?" Sometimes I'll make a small card with the rules on it and hand it to my group after explaining them. Then I can refer them to the card, "Check your rules." (The visual resource is also a nice way to connect with the 'visual' learners.)

Sometimes when I hand the tossable to someone in the group, it's a random choice; other times, I choose a person who might benefit from a leadership experience. However, this does not guarantee this person will assume a leadership role.

Spoiler Alert! (If you want to try this one first, do not read on.) You might be asking, “What’s the big deal? Seems like a pretty easy task.” Here’s the rub—if players choose to move to the spot (Rule 3) of the players to which they have tossed immediately after their toss, the activity will not end; it becomes a perpetual loop.

Think about it. No spot can be occupied by more than one player (Rule 4), so movement would have to be continuous. Now, look at Rule 3. It says, “After tossing…” but it does not specify precisely when after tossing. So, the solution, following the rules (as far as I have determined to this point), all tosses should be made first AND THEN everyone moves to their designated spot - time stops! Hmmmm. Tricky? Or simply a 'problem' to solve? (If you think about it even more, all problems are tricky - that's why they're problems.)  
Observations/Questions (Behaviors to look for, then talk about)
  • What was your initial reaction to the activity after it was presented? Did this reaction change over time? Why?
  • How were you limited during this activity? Who gave you those limits? (Note: Limits other than the rules for the activity could be considered “phantom rules.” Who set these rules?)
  • Think back to any of the planning sessions you had, what did they sound like? Look like? How were ideas shared during the planning session(s)? How could the planning session(s) have been more effective?
  • What were some of the challenges you encountered during the activity? What were some of the surprises you encountered? Describe what happened within the group when the challenges and surprises were encountered.
  • Did anyone foresee the solution to this challenge? If so, why was this foresight not shared (or heard)? And if it was heard, why was it not considered?
  • Did anyone feel “tricked” at any time during the activity? Explain how you believe you were tricked? Where do you think this feeling comes from? How might this feeling help you? How might this feeling hinder you?
  • Are we able to foresee the outcomes of all that we plan? (Of course not.) What are some behaviors you would like to consider keeping when unforeseeable instances occur? And, what behaviors would you like to avoid during such instances?
Variations: 
  • Hand everyone a spot. After the directions are given, have the group decide what configuration they want to make. A circle is still a possibility but not a requirement. I have seen two lines facing each other, which avoids possible complications of rule two as tosses are made across to the other line. A scattered formation is also interesting—no one is directly to the right or left if set up with this in mind.
  • Fastball can also be a good group goal-setting activity. There have been instances where I impose a goal of a very low time to (hopefully) get the participants to make a shift in thinking.
We'd love to hear how this goes for you. Leave a Comment below. 

All the best, 

Chris Cavert, Ed.D. 
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Snowball Pick-N-Choose (with Video)

3/2/2023

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(About a 7-minute read.)
'Pick and Choose' was one of my go-to's when I was getting started in the adventure education world. I first discovered it in the 1984 edition of Silver Bullets, by Karl Rohnke (it was the first 'Adventure Games' book I encountered in 1990). Over the years it solidified in one of my mental models that we always use buckets and tennis balls (cause that's how I learned it). Here is the Silver Bullets picture that's imprinted in my mind:
Picture
To make a relatively long story short (and you know I love long stories), I ran into a variation of Pick and Choose involving marbles and tape. I made the jump to 'paper snowballs' after an 'Ask' podcast I did with Michelle Cummings (Episode 57: Team Building with Paper) and a new mental model was born - Snowball Pick-N-Choose.  
Snowball Pick-N-Choose

Set Up: The picture below is the set up in the video (above). This is a good configuration for a group of up to 10 players. IMPORTANT NOTE: I used a combination of targets - hula hoops and masking tape - in order to demonstrate options. If I'm traveling light and playing inside, I'll just bring paper, masking tape, and an activity rope. The hoops are great if you have them on site or if you're okay traveling with them. 
Picture
If you have a larger group of 11 to 14 players, add another Snowball receptacle behind the line and more Snowballs - about 3 Snowballs for every player in the group (e.g., 12 players 36 Snowballs divided between the two receptacles). Then your first target row will have four targets, the second row will have three targets and the third row will have two targets.

Distancing: The first row of targets is about 8-feet from the throwing line, the second row is about 13-feet from the line, the third row is about 18-feet from the line. NOTE: Paper Snowballs do not go very far when thrown. An 18-foot distance to the highest points is doable, but not easy. 

​Scoring: You can choose any combination of scores for your targets. My first row is worth 15 points, my second row is 30 points, and the third row is 50 points (I want to make the farthest target(s) enticing). I put little point markers (index cards) at each distance but it's not necessary.  
Objective: Score as many points as possible in 90-seconds. (Karl's original version is 2-minutes, which can be a good cardio workout if needed.)

Play: 
  • The configuration of the equipment may not be changed. Only the Snowballs can be moved (by being thrown). 
  • A team will require at least two roles to be covered during play - Throwers and Retrievers. (Other roles can be created if needed.) 
  • Throwers must stay behind the throwing line and only the Snowballs (paper) can be thrown. 
  • ​Throwers can only take Snowballs from the receptacles behind the throwing line. 
  • There is no limit to the number of Throwers. 
  • Retrievers can move anywhere - near the targets and behind the throwing line - around the playing area to pick up Snowballs. 
  • Retrievers may not 'influence' Snowballs into the targets.
  • There is no limit to the number of Retrievers. 
Allow time for your group to plan and practice before each attempt. Be sure they understand and follow the rules. You can keep and call the time. And I like to record, in big numbers on flip chart paper, the scores of each round. Three or four rounds work well to notice some change in a groups process. 

Why I like This One
  • The rules are super-simple. 
  • To be successful a group must realize they need a lot more retrievers than throwers (but everyone wants to be a thrower to get points). How do they go about letting go of the glory for the good of the group or goal? 
  • Its high energy in short bursts. Does/Can everyone give their all in that short burst?
  • 'Problems' are easy to identify (there aren't that many) and solve - if people are willing to do the hard work (running around).
  • Hard work is involved. What else is hard work for people? What can be good about hard work? How do we want to handle hard work together? What's possible when we work on something together that is difficult? 

Wonderings
  • Will a group uncrumple the Snowballs (paper) and make paper airplanes to fly into the distant targets? 
  • Will a group uncrumple the Snowballs (paper), tear them in half and double their throwable Snowballs? Will a half-Snowball make it to the farthest target? 

Have fun out there my friend! 

Chris Cavert, Ed.D. 
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Word Circle Puzzles: Self-Guided

2/15/2023

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Picture
(About a 7-minute read, but then there's a little work to be done.) 
If you're a Word Circle Puzzler, you'll pick up on this 'self-guided' version quickly. If you are new to Word Circle Puzzles I suggest you, at least, jump over to the Silent Word Circle Puzzles: Variation FUNdoing Blog post to pick up the basics.

(If you get hooked and want to explore, work through the links below. You could also pick up the Print-n-Play Word Circle Puzzles Starter Kit at the FUNdoing store with 18 ready to print puzzles, 12 ways to use the puzzles during team building programs and detailed directions about everything Word Circles.) 

Self-Guided Word Circles
I like to use this self-guided process with large groups (and it can be done with one small group as well). For example, say I have 118 participants. I ask them to get into groups of 9 or 10 people - no more, no less. Then I ask that every group send me one person to pick up their supplies "for the next activity." 

Supplies: One Word Circle Puzzles kit for each small group (or grouplet). Each kit contains at least three Word Circle Puzzles sets and the self-guided directions sheet (PDF download below). So far I've used a small plastic bag to contain the puzzles sets and directions.
wcpuzzles_selfguidedhandout.pdf
File Size: 129 kb
File Type: pdf
Download File
After the supply pick up, each person returns to their group. Someone in the group opens the kit, removes and reads the directions to their group and the adventure begins.
​
WC Puzzlers, that's all the info you need to carry on as long as you have some numbered puzzles ready to go. 
Need Puzzles? 
​If you are new to Word Circle Puzzles I'm going to set you up with everything you need. Use the links below to access lots of free puzzles from previous FUNdoing Blog posts. When you get to the puzzles you'll need to make the sets. The easiest way to make your sets is to pick up some index cards (any size will work) in a variety of colors. Using a marker of your choice write out one puzzle per color and put the 'number' (of words in the puzzle) down in the bottom right corner. (Imagine the example in the header above is made with index cards.) Put three or four puzzles (of different lengths and colored index cards), into small zip lock bags and your kits are ready. 

Answer Cards You will also need to make an answer card for each circle puzzle set. When groups believe they have the answer to a puzzle they will come to you for the answer card (as noted in the Directions handout). 

If you have a bit more time to invest you can create a digital document of Word Circle Puzzles and then print, laminate and use over and over. (The Circle Puzzles Starter kit - mentioned above - has sets ready to print.) 

There's a little leg-work up front, but then you're set to play for years and years!

Word Circle Puzzles on the FUNdoing Blog
Word Circle Puzzles: January 2013 (Need to figure out the Answers)
Word Circle Puzzles: June 2013 (What's Missing version)
Word Circle Puzzles: December 2013 (Answers Provided)
Word Circle Puzzles: June 2014 (Answers Provided)
Word Circle Puzzles: December 2014 (Answers Provided)
Word Circle Puzzles: July 2015 (Answers Provided)
Word Circle Puzzles: February 2016 (Answers Provided)
Word Circle Puzzles: January 2017 (Answers Provided)
Word Circle Puzzles: April 2019 (Answers Provided)

Advanced Circle Puzzles
Picture Word Circle Puzzles - Collaboration (Answer Provided in the Download)
ICON Circle Puzzle 1 (Answer Provided in Download)
ICON Circle Puzzle 2 (Answer Provided in Download)

Please reach out to me if you have questions.
Have FUN out there. Keep me posted! 

Chris Cavert, Ed.D. 
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Paper Transporter (with Video)

2/1/2023

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This is a long one. Prepare a nice beverage and dive in. Build some dendrites! (About a 15 minute read.)
If you've been following the FUN for a while, you know I love the activity 'Pipeline' (called Half Pipe in FUNN STUFF, Vol. 2, Karl Rohnke, 1996) and all its variants I've bumped into or created (Pipeline: Variations, Bridges & Traits, Immobile Chopsticks [video] and Materials Move). One of the props I've suggested using over the years is paper - each person rolls up a piece of 8.5 by 11-inch paper (either orientation) and you have a tube (or channel) to roll the marble (or other Orby shape) through.

Recently I developed this idea to target the concepts of creativity and change. (If you would like more of the backstory, and my developmental thinking about this activity, I've included it at the bottom of the post. Let's just get right to it....)

Objective: Explore the concepts of creative problem solving and innovation.

​Preparation: I like to have about seven or eight people in a group. This allows for more active participation. So, if you have a larger group divide them into smaller groups. (I would lead this activity with up to 12 small groups of seven or eight participants.)
You'll need one 8.5 x 11-inch piece of paper for each person (and have some extras just in case) and one small Orb (about 1-inch in diameter), like a marble or small rubber 'bouncy' ball for each small group. NOTE: Using the small rubber balls is a bit more challenging because it sticks to some of the paper transporters, like a cone.
Picture
You'll also need one copy of the Paper Transporter (PT) Directions for each group. (Your download of the PT Directions is near the end of this post and a quick view is just below).
 
Time: This one can take about 20 to 30 minutes (depending on the depth of processing).

​Process:
  • Once small groups are formed, ask each group to send up one person to pick up the activity supplies. (It's okay to let the waiting groups talk amongst themselves during this time - maybe ask them a question to answer during the supplies pick up. For example, "Tell each other something you’re looking forward to in the future.")
  • Wait to make sure there is a person from each group standing in front of you.
  • Hand each person a copy of the Paper Transporter Directions, one of the small Orbs and a stack of papers (enough so each person within a small group gets one piece of paper).
 
NOTE: Take a minute right now to read the Directions you (the facilitator) will be providing. (Read it here or print out a copy - PDF download below.)
Picture
  • Before sending people back to their small groups, tell them, 1) to read the Directions for the activity to the group (or someone else in the group can read the directions, 2) then, begin planning and practicing for the first timed round, 3) and, you will call for their attention before the first timed round - all groups will engage in the 60-second timed round at the same time.  
  • Ask and answer any questions before they go back to their groups.
Facilitation Notes 1:
  • During the planning and practice phase before each timed attempt, be sure to wander around among the groups so you can answer questions and clarify anything you see that does not match up with the directions. (NOTE: If you are working with more than four small groups, it is a great advantage to have one or two co-facilitators to help manage questions and confusion. (Suggestion: 1 facilitator to 4 groups is a good ratio.)
  • During each of the three timed rounds, continue to walk around the groups looking for behaviors that will be good to reflect upon after each round (e.g., are they following the rules).
  • Be sure you (the facilitator) have your timing device ready for each timed attempt (e.g., Smart Phone).
  • Get the groups' attention and let them know you are about ready to time an attempt. (I get their attention with my trusty Cow Bell - it saves the vocal cords.)​
  • Ask if anyone has and final questions before they start.
Here is a possible script before the first timed attempt:
  • Just a reminder - your goal as a group, is to get as many points as possible in 60-seconds by following the rules you have been given. When I say GO! the time will start. When I say STOP! please stop counting score.
  • If you are in possession of the Orb, hold it up so I can see your group is ready. [Look around, be sure every group has an arm up.]
  • Okay. On your mark. Get set. GO! [Start timing]
  • Give time checks every 15 seconds, then a 10, 9, 8...countdown to "STOP!"
  • How did you do? Raise your hands up if you got at least 20 points, keep them up if you got at least 25...[keep going by 5 or 10s until you get a high score].
  • We can see what's possible based on each group's skills and abilities at this time. 
  • I'd like to invite you to make a second attempt at this one, with the objective to produce a better, or higher, score, following the same rules. But first, let's do some planning and practice.
  • During this next planning and practice round, each person in your group must change the way their paper transporter is configured - basically, everyone must make a different transporter.
  • [See Facilitation Notes 2 for an option here...]
  • You'll have about 2 minutes to plan and practice for the next timed round. Be sure to change your paper transporter and also identifying something that was slowing you down during the first timed attempt (a.k.a., a problem) and see if you can fix it.
  • Alright, your 2 minutes starts now...[Start the time. Keep an eye on the time and allow for a little more if needed].
Facilitation Notes 2:
​Before I inform the groups about the impending planning and practice session, I encourage everyone to really think about how they can "change" their Paper Transporter. I ask them to go beyond, "just bending over a corner" of their paper. "Go for innovation. Really change it. Try something you might not even believe will work - why not. We're just experimenting, looking for the possibilities." 
Let them know you are ready to time their second attempt:
  • If you are in possession of the Orb, hold it up so I can see your group is ready.
  • Okay. You are all after a higher score. On your mark. Get set. GO! [Start timing]
  • Give time checks every 15 seconds, then a 10, 9, 8...countdown to "STOP!"
  • How did you do? Raise your hands up if you got at least 50 points, keep them up if you got at least 60...[keep going by 5 or 10s until you get a high score].
Before the final timed attempt, I do a quick 'mid-reflection' for a couple of reasons. I'm hoping that a purposeful pause may get them to consider how they want to approach the final attempt and I want to give everyone a little time to talk to each other about 'change' - something I plan to bring up in the final reflection. Here's what I ask everyone to discuss: 

Did your paper transporter changes help or hinder the success of your group's score? [Give them about 2 minutes to talk...] When it feels right to transition, move them into the final timed attempt...
  • We're now going to move into the final timed attempt. During this next planning and practice session, each of you is required to change the way your paper transporter is configured - basically, everyone must make a new transporter that is different from your previous transporters.
  • Take the next 2 minutes to plan and practice. Take some of the time to identifying another problem that is slowing you down. Decide on and practice a solution to fix it before the next timed attempt. The goal is the same, try to get a higher score, following the same rules.
  • Alright, your 2 minutes starts now... [start the clock]
Let everyone know you are about ready to time them...
  • Here we go. This is your final attempt.
  • On your mark. Get set. GO! [start timing]
  • Give time checks every 15 seconds, then a 10, 9, 8,...countdown to "STOP!"
  • How did you do? Raise your hands up if you got at least 30 points, keep them up if you got at least 35 points...[keep going by 5s or 10s until you get a high score].
 
CONTEXT: I led Paper Transporter three different times in one day (three different groups), with college Freshman (more about the backstory below). So the following closure is tailored as such. For a general view, substitute 'college success' with 'life'.

Possible Reflection:
I'd like to invite you to consider this... 

The scores you all achieved were based on your skills & abilities, motivation, and time constraints. Getting through college is going to be the same. Problem-solving skills play a big part in college success.

Consider this - you were asked to change your paper transporter twice during this last activity. What does change have to do with problem-solving during college?
 
Provide a maximum of 5 minutes for this discussion. Be sure to mingle around through your groups and even chime in on some of their discussion when appropriate. 

After the discussion I like to ask for people to shout out some of the insights they shared or heard about what change has to do with problem-solving. 

As you've noticed, I ended with one final question for the final processing session (and there was the other question they talked about before the third timed attempt). This is one way to explore some learning after an activity. This format works well for me when I'm facilitating larger groups. I like to focus in on one concept at a time, let the groups talk for a bit, have some quick sharing of ideas for everyone to hear, then jump right back into another activity. It makes for a good flow with a lot of people. Let me know how this one goes for you. 

Here is the Paper Transporter Directions Handout
papertransporter_directions_2.0.pdf
File Size: 90 kb
File Type: pdf
Download File
Be well my friend! Keep me posted. 

Chris Cavert, Ed.D.
Backstory & Activity Thinking (If you want a little more about my thinking on this one.) 
I was hired to lead a teambuilding/connection program with a large group (up to 120 at one time) of college freshman. One of the objectives was to tie in ideas about college success. In my experience teaching college freshman (and teaching classes on college success), creative problem-solving is right near the top of a college success skills set. 

My thinking then moved to "I've got 120 people divided into groups of about 10 - what resources can I provide that would lead to some creative thinking for each person in the group." It came down to paper - I love using paper as a team building prop. (Check out the 'Ask Michelle & Chris About Teambuilding' podcast Episode #57: Teambuilding with Paper.) 

I remembered the idea I've had about using paper as a 'channel' for pipeline. "What if I let them make their own transportation device. Then, what if they had to change their device three different times? In this way I could force a little creativity and maybe even some innovative thinking," I said to myself. 

The activity formed around the idea that a group would move an Orb around a circle of players with their 'Paper Transporters.' Then it became the question of what type of Orb? After a little testing (wiffle golf ball, a mid-sized marble, a small marble and a small rubber ball), I went with the small rubber ball because it actually was a bit more challenging to move with some of the different paper configurations - it stuck a little bit to the paper. 

So, I had my plan...on to the initial test. 

Footnote: 
More than one person will tell you throughout your career as a team builder, that you should always play-test a new activity with a group of friends or colleagues. I believe the advice is based on the fear of a flop - one might want to know if something is going to work before using it. I certainly do this when I can, when I have a group to play-test with.

When I don't get the chance to test something new, I make my best prediction and give it a try with the next best group. Sometimes I'll even say, "I've honestly never tried this one before, are you up for seeing how it goes?" Every time I've asked, my groups are very open to trying it out and then providing honest feedback over the outcome. It's all about the experience - and there is ALWAYS (again, ALWAYS) something to talk about. 

DON'T FEAR THE FLOP! (And be sure you have other amazing activities you know will work.)
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Number Shuffle (for any Weather)

1/19/2023

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Picture
Since March of 2016 I've posted and used several versions of this simple-to-lead problem-solving activity I love to do at the beginning of a program. (If you want a deep dive into all the versions and why I use them, you'll find links below.) Recently I was planning for a program and was just about to pass on using Name Card Return (one of the versions) because there was snow on the ground (some people use the ground as a resource - the index cards would get wet) and I wasn't going to have access to a table to make the Name Cards.
Before I could move on with my programming thoughts a familiar question showed up for me: What else could I use in the snowy tundra instead of index cards? Easy answer. Vinyl numbered spots (commonly known as livestock tags - see the picture to the right). I pulled out my sets and chose one where the numbers didn't show through the back. I was ready to try Numbers Shuffle for the first time.
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Preparations
Stack your numbered spots (vinyl in damp weather or paper index cards on dry days) in numerical order with number one on the top so you are ready to use the numbers you need. You will also want a timing device of some sort, like a hand-held stopwatch or a stopwatch located on your Smartphone.

Directions
  • Circle up your group and quickly count how many participants you have.
  • Grab the numbered spots you need equal to the number of participants (keep the extras off to the side - if there are late arrivals, you can easily give them numbers so they can play).
  • Give half the stack to the person standing on your left and the other half to the person on your right - tell both people to, "Take one and pass the rest to the person next to you." (It's okay if participants see the number on the spot. And you will not need a number.)
  • When everyone has a number ask them all to line up into a new circle in numerical order with the number one person standing to your left and the highest number to your right.
  • When the new circle is formed, present the challenge something like this:
​First and foremost, don't forget this original number you are holding - this is your number. You are this number. Got it? Okay.
 
In a moment but not yet, I'm going to ask you to shuffle all the numbers in the group. To shuffle you will first hold your numbered spot with the number facing towards the ground so as you are exchanging the spots no one can see the numbers. You'll keep shuffling until you hear me say, GO!. At that time, I will start my stopwatch.

After you hear that magic word, GO!, you will first look at the number you are holding, second, get this number back to the person it belongs to while at the same time be on the lookout for your number, then third, once you have your number reform your numerically ordered circle in relation to where I'm standing - number one is to my left then around sequentially to the highest number to my right. When the numerically ordered circle is reformed, I will stop the time. Do you have any questions about the challenge? [Answer questions here.] Okay, listen for that magic word - you may begin the shuffle.

​Give the shuffle a good 30 to 45 seconds before you shout the magic word. (I like to move around during the shuffle to end up in a different spot from where we first started. I do this every round.)
 
After stopping the time - when the circle has reformed - check for accuracy. Have everyone hold her/his number up so everyone can see if they are in order. If there is a mistake the time will be declared invalid.
 
Typically, I give my groups three or four attempts to see how fast they can complete the challenge. Before each attempt I either give my groups unlimited planning time (this can be good or not so good) during all-day programs or I limit the time (e.g., 3 minutes to plan) when I'm facilitating shorted programs.
Why I like This Activity
This one is easy explain, participants will not need to listen to me for very long. There isn't a lot of waiting to play and each attempt takes less than 90 seconds. Participants are mixing and mingling around talking to each other and they pretty much have to help one another in order to get the numbered spots in the hands of the right people. Then, I always play until there is some notable improvement so we can talk about identifying problems, solving problems and team improvement - and what we 'did' to improve.
 
Number Shuffle or any of the other versions have been a good way for me to start off a program day. Groups can see what is possible and are ready for more.

Links to the Other Versions
Name Card Scramble (The idea that started it all.)
Name Card Return (Part 1 of a What? & Why? three-part series - super deep dive.)
Values Shuffle (A version I tried with a group working on norming.)

Have fun out there! Let us know how it goes. 

Chris Cavert, Ed.D. 
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State of Mind (Perception) Cards (Print-N-Play)

1/4/2023

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(NOTE from Chris: Sorry for the long gap in posting - back with you now for more fun and excitement!)
During some recent research for a program on my radar, I pulled down some of my favorite books from years gone by just to see what I've been missing. It wasn't long before I was thumbing through, "99 of the best Experiential Corporate Games," from Sikes, Evans & Priest (2000). I found a little Post It note reading: "Make a set of these cards!" So, it took me about 20 years, but better late than never. 


Over those 20 years we've all been exposed to the concepts of Emotional Intelligence and Emotional Literacy. I posses a few sets of cards with "feelings" and "emotions" words that I've used a lot. Helping people explore the wide range of feelings we encounter on a day-to-day basis has been a rewarding undertaking. When I ran into the "Perception Cards" (as they are called in the book), I like the subtle re-framing of the chart of words (included in the book). The "Intent" of the written activity is to raise "awareness about people's different states of mind." Using "states of mind" expands into other ways of being in the moment. You will certainly notice some feeling words in the group, and then so much more. 
APPLICATIONS
Since I just made up the set of cards (your Print-N-Play set is below), I haven't used them yet. But now I'm ready. Here are a few ways I'm thinking about applying the cards: 
  • Frontload: When a group arrives I can scatter the cards around on a table and get participants to pick a "state" they are in at the moment. It's worth some time to check in with what some people might need by way of support if they choose one of the 'low energy' states. "How can I, or we, help you as we get started today - what do you need? 
  • Mid-Program: I can see using these state cards as a way to check in with groups during (take a break during) an activity that is not going so well in order to voice some of our states of being (concerns). "What is showing up for each of us and what do we need in order to move forward?"
  • Processing: After an activity, find out what states showed up for people. "What states of mind did you notice in yourself during the activity? Were they helpful? Unhelpful? What did you do with these states?"
  • Closing a Program: Exploring with a group the states of mind that are most helpful to them and the one's that 'slow them down' could be fruitful. And discussing ways the group can check-in with each other about current states and ways of moving forward. "How do you provide space for people to share their state of mind? How could this be beneficial?"
Let us know how you use these cards in your programs!! Add to the Comments section!
perceptioncards_99experientialcorporategames.pdf
File Size: 216 kb
File Type: pdf
Download File
All the best, 
Chris Cavert, Ed.D. 
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Values Shuffle

5/13/2022

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Back in 2016 I wrote about Name Card Scramble - an index card activity I'd been doing for a while with college students. In 2017 I added more specific details in a What? and Why? series called, Name Card Return (Part 1, Part 2, Part 3). This activity, over the years, has helped me with leanring names, introduce challenge by choice and get participants warmed up for the team building activities in their program. 

After some consideration about specific situation, I tried something new. With the groups that knew each other well, a name card activity was not very challenging. So during a recent program I asked each person to create a card with a value on it - something each person brought to their particular group. To help with their consideration I scattered around the tables some Value Cards (print-n-play). (They were not required to choose one of these values specifically, they were provided as a resource if needed.) 

After everyone created a card we gathered in a big circle to see (look at) what everyone chose. Then, I led them through the Name Card Return (Part 1) process. Over the number of rounds we played, it was fun to hear the value-related stories about some of the participants. We also spent some of the discussion time talking about how these same values would help them throughout their program. 

During the program I brought out the cards as a processing tool to see how the values were holding up for them - what values were clear to see and which ones could be better utilized. (NOTE: When I initially considered using value words instead of names, I didn't think about using the cards throughout the program - the realization occurred during the program. Lesson: build it and see what it does and be open to what else it can do.)

Keep me posted! 

Chris Cavert, Ed.D. 
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QWERTY (a.k.a. Hunt and Peck)

4/15/2022

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If you've been following the FUN for a while, you know I like using letter tiles for team building activities (see 26 Word Builder and Pangram Project for just two FUNdoing Blog examples). Recently one of my colleagues introduced me to what she calls, QWERTY. She learned it at a conference from my friends Matthew Broda and Trevor Dunlap (you may recognize the names from the last FUNdoing Blog post Onezies to Fivezies). 

​A few years ago, Matt and Trevor introduced the world to CrowdWords: Do A Lot with A Little (see this Mini Reflective Puzzle post for more about CrowdWords. The letter tiles in the picture above are CrowdWords - about 4 by 4 inches). Basically, CrowdWords is a set of large letter tiles and the "Do A Lot with A Little" activity guide gives us 27 different ways to use the tiles - super-fun stuff. (Get more details and your set of CrowdWords at Training Wheels. This tool is a bit of an investment, but worth it due to all the activities you can program with the cards. And the lamination is heavy-duty, so your letter cards will last a lifetime.) 

A Quick Note: I like the title 'QWERTY' - it rolls off the tongue nicely. It's actually the name of a keyboard type, signified by the first six letters on the left of the top line of letters on the keyboard. Did you know there was more than one type of keyboard? It was news to me just a couple of weeks ago. Anyway. Matt and Trevor call it, "Hunt and Peck" in their CrowdWords activity guide, in case you want a trackable reference. 

QWERTY
Context and Set Up: My introduction to QWERTY involved a group of 11 participants. We used three rectangular tables: One in the center of the area - the Letter Pool - and two others for the Keyboard Tables about 12 feet from the center table (see below). 
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If you are working with more participants (say up to 20), use two tables in the middle of the area, side-by-side, for the Letter Pool and add two more tables at 12 o'clock and 6 o'clock. (The first two tables above are at 3 o'clock and 9 o'clock in the diagram above, just as a reference - but you knew that.) The set of CrowdWords has four complete American Alphabets, so four groups is the limit. (Unless of course you make your own alphabet sets, then more teams are possible. And you also have figured out you can use any alphabet of choice depending on your context.)

​The letter pool looks something like the picture below - have the letters spread out a bit more for Part 1 and then push the extra letters together into the middle of the table(s) for Part 2 - you won't need them anymore.
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Part 1: 
  • Divide your group into teams of four to five participants. 
  • Ask each team in play to create a typing-style keyboard of their choice - any type is fine as long as everyone on the team agrees to it.
  • Give all teams no more than 8.5 minutes to create their keyboards using the 26 letters they need, found in the Letter Pool (remember, a CrowdWords set only has four complete American alphabets).
  • Restrict the use of any outside resource to reference a keyboard - they must create their keyboard from group memory. (NOTE: This part was interesting for me to watch. Pretty much everyone uses a keyboard on a daily basis, but it's difficult to recall where the letters are positioned. Note above, the QWERTY keyboard in the header picture has two errors. But it's the keyboard one team used during my first encounter with QWERTY.)​
  • Reflection: After all the keyboards have been created (within 8.5 minutes), hold a short discussion about their experience recalling keyboard information and how this might be related to recalling other information in their lives. 
  • NOTE: At this point, do not verify the accuracy of the keyboards - the ones created will be the ones used in Part 2.  
Pre-Part 2 Note: In my first experience watching my colleague lead this activity, we spent some time at the beginning of the program asking participants what they believed was an important characteristic of a high quality team (the group was a newly formed team). Each of the participants shared one characteristic - my colleague was taking notes. She used these quality team words in part two of QWERTY. (A very nice tie-in and some additional connection to previous information.) Here are some of the words on the list, from shortest to longest words:
  • Fun
  • Trust
  • Respect
  • Competence 
  • Collaboration
  • Communication
You can also have words pre-chosen that you plan to use for QWERTY. In this case, you can create your index cards ahead of time for the verifyers. I know you're thinking to use words that are related to the group's goals in some way. Great minds!!
Part 2:
  • Preparing for Part 2, have all the teams gather around the Letter Pool table and push all the letters towards the center of the table(s) so they are out of the way. 
  • Each team in play is asked to stand with their backs to their keyboard, each person placing both of his/her hands on the table in front of them. 
  • (My colleague said,) "Remember those words you came up with to describe a quality team, well, now we are going to spell out some of those words using our keyboards." 
  • When a word is called, each team sends one person at a time to 'tap' one letter key on their keyboard. When one person returns to the table and places both of his/her hands back on the table, the next person can go, and so on, until all the letters of the word are tapped out in order. Verbal communication within teams is not limited in any way. 
  • The team whose last person returns to the team table first and places both hands on it, wins a point for his/her team. (Yes, this can be a respectfully competitive activity, so be mindful of how and when you use this one.)
  • (Something I'm adding) Before each new word, one member of each team will be designated to verify the spelling of a word tapped out by another team. This 'verifyer' is sent over to another team's keyboard, standing out of the way, to watch as the letters are tapped. If an incorrect letter is tapped, the verifyer calls "foul" and the tapper must tap the correct letter before returning to his/her table. (NOTE: I'm thinking of writing out words on index cards for the verifyer to relieve some spelling pressure.) 
  • Play out five or six words before calling this one done. (NOTE: playing an odd number of rounds will end up with a 'winner.' Playing an even number of rounds could end in a tie. Just saying.) 
  • Process the experience in relation to the goals of your group. (I'm going with: Roles and Responsibilities; Helping out the team; Making mistakes and fixing them; Competition - how do we compete?; Winning and Not Winning - what does if do for a team?
The "Something I'm adding" part above is in relation to verification. The game I observed moved very fast and errors were made, but not recognized. Since there were two facilitators, we each watched a keyboard. Then, at the end we gave a thumbs up or down to indicate a correct or incorrect spelling of the word. If you are the only facilitator is will be difficult to verify correct spelling (quality assurance). So, a verifyer from another team is my initial solution to this aspect of the game. 

Overall, I really liked watching the interaction of the groups and how they helped each other play the game. The adults I observed were very respectful which made the game fun for everyone - so it appeared to me. So, be mindful about the groups you use this one with. Competition can change the atmosphere and might undermine the "team" work you are doing. 
Variations: 
  • (From Matt and Trevor) After a few Rounds/Words, the group needs to rotate the letter cards in a manner so that no two consecutive letters are in the same orientation before the next words are given. (How do we manage 'difference?')
  • What about a number keyboard, 1 to 24 (using the number sets from your Key Punch activity) and some mathematical symbols. Each team can create whatever keyboard they think will be of use to them. Then, shout out a number for teams to 'solve?'
Let us know how it goes. Leave a Comment and if you can, send us a picture of another kind of keyboard. 

All the best, 

Chris Cavert, Ed.D. 
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Onezies to Fivezies (Macro Tenzi) with Video

3/22/2022

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Speaking of FUN! I have been having so much of it learning how to use some the "board and table-top" games on my shelves in new ways, from the new book, Teambuilding from the Toy Aisle by my friends Matt, Michelle and Trevor!

And recently I attended a fun-tastic ACCT workshop presented by Matt, Michelle and Trevor. We spent 90-minutes playing some of the gems from the book (don't get me started on "Dude!"). 

I grabbed some video (below) of the Macro Tenzi game that was super-fun to watch (don't know Tenzi? HERE are some videos.)
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Onezies to Fivezies (A Competitive Game)
NOTE: For this game you'll need some dice - 10 dice for every group of 4 to 5 people. I loved the large foam dice used during the workshop. However, you'll find, after a quick search, the large foam dice are an investment. You can certainly go with smaller dice. How about this. HERE'S a free die template so you can make your own using card stock. (If this one is no longer there/free, I'm sure there is another one out there on the web.)

Numbers: I plan to play this one with 12 to 50 participants (3 to 10 teams), middle school age and older. (If elementary ages are ready for 'friendly' competition, go for it.) It can take a while to get to the winning team. The game is full of surprise wins - the underdog is never out of the race!

In Teambuilding from the Toy Aisle, the trio calls this one, "Onezies, Twozies, Thumbsies, Singsies." I'm simplifying it a bit. Here's my take - just Onezies to Fivezies:
  • Divide your group up into smaller teams of four or five players.
  • Provide each team with 10 dice. (The dice do not need to be all the same color, but it does help when dice roll astray.) 
  • First Round: When you say, "GO!" all teams begin rolling their dice. Every team is going for 'Ones' in this Round. When a one is rolled it is set off to the side. Non-ones are picked up by anyone on the team and rolled again. When all the dice of one team are ones, they yell, "Onezies!" All rolling stops. If there is a verifiable tie, declare the tied teams winners of the Round. 
  • Next Round: On this next Round, the winning team(s) from the first Round will be rolling for twos - or, Twozies. All the other teams are still rolling for ones - or their Onezies. Teams don't move up a number until they win at the subsequent number. 
  • The Next Rounds After That: I think you get the idea. Comebacks are possible. The journey can be long. Teams don't advance to the next number until they complete the number they are on. When a team calls, "Fivezies" the game is over.
  • Optional Challenge: Change up the way all teams must roll during the Round: Rolls must be tossed from above the hips; Rolls must be tossed from above the shoulders; Rolls must be done with only one hand - the other hand covers one eye; Rolls can only be made with fingers - press your thumbs into your palms... 

"Rematch" they call!! If you've got the time....

Processing Ideas
(Even though this is a competitive game, there can be lots to talk about - if it's part of the plan.) Here are some concepts to consider:
  • Planning and Strategies (what worked and didn't work)
  • Respectful Play (any sabotaging)
  • Team Camaraderie (how did teammates treat each other)
  • Skills and Abilities (was everyone all in, or just partly in)
  • Winning and Losing (how do we manage with the feelings of each)
  • Underdogging (did you hang in there every Round of give up/in)​
The video below was the First Round at the ACCT Conference Workshop. Tons of Thanks to the players and presenters. So much energy. So much FUN!

Keep me posted!

Chris Cavert, Ed.D.  
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    Dr. Chris Cavert is an internationally known author, speaker, and trainer in the area of adventure-based activity programming and its relation to community and pro-social behavior development.

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