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Relationship & Trust Building Cards (Print-N-Play)

2/28/2025

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A recent client wanted me to begin their requested teambuilding program (for six people) with a trust activity. The client was concerned about the trust level in this particular management team. Instead of explaining my belief that every experiential group activity has the potential to focus on the concept of trust I simply agreed to include one.

Serendipitously, I ran across an activity called 'Trust' while searching SessionLab for reflection activities. [The link goes to a post called, '53 team building activities for work (and to have fun!)' – mentioned in the last FUNdoing post. Scroll down to the 'Team Bonding' section in the post to find the details for the Trust activity from the Thiagi Group.] I decided to use this one for a 'Consider & Tag' experience as a way to find out some of the top concepts and behaviors the team of six had about trust in the moment.


Building Relationships & Trust Cards – Consider & Tag (my name for the experience)

Needs & Numbers: One set of 30 R&T Cards (and some blank cards - included in the PDF) for a group of 6 to 24. You'll also need some markers (I like providing Sharpies), some masking or painters tape (easier to remove from the walls and the cards), and some small pads of PostIt notes). 

Set Up: My favorite way to set up the cards is to tape them on an open wall (safe to tape things onto – some places do not like things taped to their walls). I tape the cards with some good distance away from each other (if I have it), so when participants are doing a little 'Gallery Walk' to 'Consider' the information on each card, there is room to move around each other.

In the case of my group of six, I placed the cards around the the edges of the large conference room table in the room (another way to display the cards). I had enough room around the (gigantic) table to spread the cards out enough to make room for viewing. 

There have been Consider & Tag experiences where I scattered the cards around on the floor as well. Be creative with the space you have. Just be sure there's lots of room to move around the cards.  

Process: The basic frontloading I use for any Consider & Tag experience is to present the related concept the cards support and then provide some time for the participants to consider which cards are most important to them. This consideration period can be anywhere from 3 to 10 minutes (or more) depending on the groups objectives and the time you have.

Then, there will be a time for everyone to 'Tag' their top choices. The number of tags everyone gets varies based on the amount of time you have for the experience. For example, I tend to give groups larger that 12 three tags (each person's top three choices), and groups of 12 or less I ask everyone to tag their top five choices.

Tagging shouldn't take too long, participants will have a pretty good idea (after considering) of their top choices once they begin tagging. Before tagging, everyone will need a little pack of PostIts. (I take the standard pack of PostIts and break them up into 4 or 5 little packs and put all these little packs in a convenient place to pick up.)

Then, decide, based on the group, if you would like each person to write their first name on their PostIts or leave them blank. Is the group ready to let everyone know their choices, or will it be better to be (somewhat) anonymous? Once the tagging process is understood by the group, let them tag away.

When someone is done with their tagging, they can return to their seat (if you are set up for sitting), or they can spend more time 'considering' – walking through the cards some more to see if they want to change their mind, or take a little break until everyone is done. 
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When the tagging is complete, it's time to look at the data. Let participants quietly return to some gallery walking to see what was tagged. I like to remind my groups that the data represents what their group members find most important to them in that moment – it doesn't mean cards without tags are not important. There have been a few times, based on a group's objectives, when we also spent a little time talking about diverse perspectives. 
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Processing: After an appropriate amount of time to review the data (gallery walk), the group can discuss the findings. Here are my two favorite questions during this part:
  • What is the data telling you? 
  • What else is the data telling you? 

Of course, there are a variety of ways to discuss the group's experience based on their objectives. I like this process because it brings a BIG concept (in my latest experience with the cards, building trust) into some focus as to what is most important to the group at the time. In my example, my group of six started talking about the top tagged cards (above) and were ready to develop some future actions to put the concepts and behaviors into practice.​
Extending Idea I had a little time to try something with this management team of six to experience some consensus-building. I asked them to rank the six cards shown above in order of importance. I said, "If you were to use these concepts and behaviors as your immediate priorities and put team into action, which one would you start with, then, what would be your second, third, fourth and so on." 

After about 10 minutes, I stopped the group to notice the point that 'deciding' on priorities and actions takes time and commitment, as they already knew. So, I said, "As a group, how do you want to go about allocating the time you need to tackle the goals you have for yourselves in the coming months?" (This was a task I left them to think about and address during the second day of their retreat.) 

If building consensus skills was one of the group's objectives, I would have provided more time for them to work out the priority of the cards. But with the brief encounter with the exercise, the group recognized the point. (And I know I can extend this process with any Consider & Tag activity in the future.) 

Here are the Relationship & Trust Building Cards. Let me know how they work for you. Leave us a Comment. 
relationshiptrustbuildingcards_cavert_2025.pdf
File Size: 421 kb
File Type: pdf
Download File

All the best, 

Chris Cavert, Ed.D. 

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The A-Files (Vol. 4)

2/14/2025

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Here's another installment of The A-Files. I run across short activity snippets in my piles and files (both paper and digital) all the time, from conference workshops to ideas generated in that space between asleep and awake. Some fast (short-form) fun that might catch on. Check out the others volumes: Vol.1, Vol.2, Vol.3 
What You Say – Courageous or Play It Safe

What You Say is a staple icebreaker in my programming repertoire. It's a tell-things-about-yourself experience with some 'challeges' by choice built in. I often use it to frontload a program to talk about the adventures ahead, the opportunities everyone has to choose their level of challenge along the way, and the chance to explore ones comfort zones in a supportive environment. My friend Jon shared another challenge he includes with this one. (Jon told me he calls this Brave or Play it Safe. I use 'courageous' in order to weave in some of the work from Brene' Brown. See below.) 

Using a deck of standard playing cards, take out the face cards and then scatter out the Aces through 10s on top of a table or on the floor, rank side up (making a pool of cards). Before getting into the instructions of the activity, frontload the experience with a discussion about the concepts of courage and playing it safe. (Brene' Brown talks about 'ordinary courage' – the fact that most people make courageous (i.e., brave) decisions every day. Being courageous is not always about epic deeds. Just getting up each morning and facing the day can be a courageous act.) Then, provide the instructions and share this final directive with everyone before they choose a card: "Before you choose a card, I'd like you to make a choice. For this first round, will you choose to play it safe, or be courageous? If your choice to play it safe, and remember this is your truth, your choice, choose a lower number. If you want to step out of your comfort zone a bit, be courageous, choose a higher number. Once you've picked up a card, pair up with someone in the group to share the information about yourself. If there is still some time left after sharing, ask each other questions about what you heard your parter tell you." 

After the first round (e.g., 3 to 4 minutes), discuss with your group some of the reasons people chose the card/number they did. Be mindful about lining up this discussion with the program objectives of the group. After the discussion, collect all the cards, return them to the pool, mix them around, and then ask everyone to choose another card – playing it safe or being courageous. Play out a second round and then discuss the choices they made this time, and why? 

Note: I've used this version of What You Say a few times now. However, I've placed it in the middle of my program sequence, reasoning that participants should have some time interacting experientially with each other before they are given a choice between being courageous and playing it safe. Using this one too early could force them to choose a higher number than they really want in order to 'save face' and not look 'weak' or 'chicken.' Build up some psychological safety and group support behaviors before this didactic choice and make the conversations meaningful. 
Rope Challenge

I love to find (and develop) team building activities using webbing or rope. I found this energizer (my distinction) at the Develop Good Habits website (not a fan of all the adds, but I do run into content I like at this site from time-to-time).

Needs & Numbers: Use a 15-foot webbing (Raccoon) circle with groups of 4 or 5 or a 50-foot ropes circle with one group of 10 to 20.


Process:
  • Make a circle (tie the ends) out of your webbing/rope for each group in play.
  • Each group lays out their circle on the ground or floor.
  • Each group stands inside their circle and sets up their webbing/rope so it is taut on the back of their ankles.
  • The challenge, for each group in play, is to move the webbing/rope up from their ankles to their wrists without touching the webbing/rope with their hands.
  • When the webbing/rope reaches waist level, everyone in the group must raise their arms/hands up over their heads and keep moving the webbing/rope until it reaches their wrists.
'Hummdinger'

My circle of fun grew recently. My new acquaintance Silvio reached out and shared one of his adventures with me – the "Activities and Games by Silvio" YouTube channel. He's just getting started – you know I Subscribed. In his current batch of videos I found 'Hummdinger.' Love it! A nice interactive group clustering activity requiring audio communication – Humming. Do check out Silvio's video and explanation (link above). 

Quick Synopsis: Provide and practice, by humming, four well-known songs like Twinkle Twinkle Little Star; Row, Row, Row Your Boat; The Alphabet Song – "A, B, C, D, E, F, G....; Queen Songs, ABBA Songs, or Songs from musicals – anything popular with your group. Have some fun practicing the songs so everyone is humming loudly in preparation. Then, ask everyone to quietly choose one of the songs – don't tell anyone. When ready, ask everyone to start humming their chosen song, mingle around the group and find others in the group humming the same song. Same songs stay together, humming and gathering up others humming their tune. When everyone is in a group, go around and let each group hum a few lines of their song to identify themselves to everyone – nice and loud.
One Breath Feedback

I'm often asked about how to prevent (or limit) over-sharing (i.e., talking to much), especially during a reflection session when time is limited. Here is a crafty way to set a boundary on talking (click on title above for full details). I found this idea at the SessionLab Post 1/21/25 (This particular activity is way down in the 'Check Out and Recap' section of the page – I thought you might like to see the entire post. LOTS of activity ideas.)

Quick Synopsis: After sitting down for a reflection session, ask your group a question that will highlight some learning from the last activity. Tell everyone to quietly THINK about the question, then SHRINK down their thoughts into the important points, and then (breath deeply and) SHARE their highlights with the group using only one exhaled breath. After everyone has had the opportunity to share, ask another question participants can respond to in one exhaled breath of time.
Thank you for the work you do. Be courageous out there!

Chris Cavert, Ed.D. 

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Rope Script 2.0 (Part 2) Active Processing

6/7/2024

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If you haven't yet, please read Rope Script 2.0 Part 1 (the post below this one) to get the context and basics before diving into Part 2 (You'll want to know all about 'Buddy Rope.')

Active Processing is an interactive way to move into discussions (debrief) about important topics (related to desired outcomes) after a specific activity or at the end of a program. (Michelle Cummings and I talk about this technique in Episode 66 of our podcast.) 

How I Plan to Use This One
During a program I will create small groups (of three or four) after an activity to discuss specific concepts related to the activity. The first time I use Rope Scripts 2.0 (Scripts), I'll have each group spell three-letter words, like 'fun' and 'see' – asking them to discuss these concepts (see below for prompt questions).

After another activity I'll create new groups (of three or four) asking them to discuss (four-letter word) concepts like 'Help,' 'Stop,' and 'Keep' (see prompts below).

At the conclusion of the program I'll create new small groups and ask them to discuss (five-letter word) concepts, like 'Learn,' 'Tough,' and 'Build,' looking back over the entire program (see prompts below).

NOTE: I will use Scripts along with a few other processing tools to keep things fresh and inviting. 
Before I detail this processing idea, I'd like to share a thought. When I choose to use Rope Script 2.0, I will only use one of the versions – the 'team building' activity (Part 1) OR, the 'processing activity' (Part 2). Maybe it would be too much of the same thing doing both – engagement might be diminished? (Just an initial opinion, which could change after I play with Scripts a while.)  
As detailed in Part 1, you'll set up your small groups so each participant has one 5-foot buddy rope – for this version each group will need five buddy ropes no matter the size of the groups. (I'm going with no more than four in a group to increase the likelihood of everyone sharing during the discussion – I think pairs will work just as well.) Teach everyone the square knot (Part 1) before introducing the expectations. 

In this processing version, you will be giving the groups the words they will attempt to make. These words will be related to concepts you would like them to discuss – concepts related to some of the outcomes of the group as much as possible. 

Three-Letter Words: (After an activity.) Ask each group to tie three buddy ropes together, then, working together, spell (Script) and then discuss: 

'Fun' – "Use your three-length rope to spell fun. Once you have it spelled, be sure to admire your good work, and then have a short discussion about some of the fun things that happened during the last activity. Be sure to share why these things were fun for you." 
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(My creative expression of 'fun.')
After a few minutes for the discussions, and if you have planned for the time, give them another three-letter word, like: 
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'See' – "What did you see during the last activity that impressed you about others in the group and discuss why, what you saw, is important to you."

After the 'See' discussion, invite groups to share out some of the important things they saw in other group members so everyone can learn about some of the capacity in the group. Then, you're off to the next activities....
Four-Letter Words: (After an activity.) Ask each group to tie another buddy rope to their three-length section – creating a four-length rope. Then, after an activity experience, Script the word(s) and discuss one or two concepts, like:

'Keep' – "Discuss in your small groups, what you believe we should all keep doing to continue the success we've been experiencing and why you believe what we should keep doing is important." (Share out some of the group findings with the entire group if you have time.) 

'Stop' – "Discuss with your group, what you believe we should stop doing in order to be a better team." [Another good four-letter word to talk about.] (Share out some important points with the whole group.) 

'Help' – "Discuss with your small group how you observed others helping during the last activity and why it was important." And/Or, "In what ways could we help each other more in order to acheive the goals we have for ourselves?" (Share out some important insights before moving on.)
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Five-Letter Words: (At the end of a program.) Ask each group to tie in another buddy rope, making a five-length rope. Then, instruct everyone to consider the overall program experience when answering the questions. Script the words and discuss two or three concepts, like: 

'Build' – "We were team building today. Discuss in your groups: What did we build together after going through all the activities?"

​In the spirit of a 'closing' reflection, be sure to get some input from each group – sharing with the whole group. The idea (for closing reflections) is to facilitate the transfer of learning. How will what they practiced during the program benefit their everyday lives? 

'Tough' – "During our team building, what was tough for you – what made you really think, challenge your patience, or frustrate you?" And, "Why is it important to go through though things?" After the discussion, share out insights with the whole group. 

'Learn' – "Discuss with your small group some of the things you all learned from the experience we had together, and why these learnings are valuable to you."

​Ending with a discussion about learnings can really anchor some of the take-aways (the transfer to everyday life). 
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We would love to hear how this one works for you – and pictures of word Scripts would be fun too!! Leave us a Comment. 

All the best, 

Chris Cavert, Ed.D. 
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Bright - Blurry - Blind (An Information Awareness Activity Using Image Cards Shared by Mike Cardus)

4/27/2023

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(Chiji Image Cards)

(About a 12-minute read)
I was on a 'links-adventure' (a.k.a., rabbit hole) and wound up at an activity from Mike Cardus (an Organizational Development consultant who focuses on a group "progress-focussed process" to help his clients find solutions to their most pressing challenges). Mike is an experiential educator and innovative creator. Over the years I've collected some of Mike's activities to meet the needs of my own groups. Mike - BIG Thank You! for what you do! (Check out Mike's Resources page.) 

Bright - Blurry - Blind is what I call an 'Information Awareness' activity. It involves Image Cards, prompting questions, reflection and discovery.

QUICK NOTES:
  • Mike's description includes the example of facilitating within a corporate setting with specific 'departments' working through this process. After the description I include some commentary about using this one with other types of groups. 
  • Why use Image Cards? Why not just discuss, document and share what's Bright, Blurry and Blind? The brain fires up for some people when they see things. Visuals remind us. We also get to focus on the 'card' when bringing up a thought - "the card reminds me of..." is a reflection away from self which can be more comfortable for some. It's like asking, "Find a useful quote." without providing context versus "Find a useful quote about friendship." Visual images give us some context. 

​Here is Mike's most recent approach: 
Bright - Blurry - Blind
An initiative that highlights the value of cooperation rather than competition.

​Group Size:
5 - 500; participants are asked to work in their existing work teams, i.e., Accounting is together on one team, Human Resources is together on another team, Sales, and so on.

Time Required:
60-120 minutes, depending on group size and the momentum of the discussions.

Materials:
  • Flip chart paper - at least two sheets per functional work group
  • A variety of magic markers
  • Metaphor Cards; cards with images on them with no ultimate meaning. These cards allow participants to discuss and determine the team BRIGHT - BLURRY - BLIND areas.
Goals:
  • Providing an opportunity for the work teams and participants to think and speak about concerns and give accolades to each other creates a powerful learning environment.
  • By illuminating topics within departments and the organization, work teams can brainstorm and strengthen their connection with each other.
  • Facilitating an overall "one team" atmosphere and empowering the participants to share successful information and techniques that may have never been shared in an open forum.

Briefing: (A sample script)
We all know a number of our work teams' and organization's ideas and issues seem obvious to us, not anyone else. Together, it is important to create a culture of transparent and open communication of needs and requirements for our teams and individuals to be their most effective. I ask that one representative from each team come and gather a small stack of metaphor cards, two pieces of flip chart paper, and some markers, then return to their team.

The metaphor cards are general images that will aid your team in clarifying the areas that will be discussed. Metaphor cards have no right or wrong, good or bad, positive or negative meaning. Their meaning will be what you and your team attach to them.

I will ask each work team to choose three metaphor cards with various meanings. Each team must agree on the three cards to use and what each card will symbolize for them. Here's what you'll be looking for in the cards:
One Card will represent BRIGHT - Bright is an issue or topic out in the open, clearly evident to the team about the organization. Bright is common knowledge; everyone knows this is an area of concern for the work team and the organization.

The second card representing BLURRY - Blurry is known and not spoken about enough, a subject that should become Brighter. Blurry is the undercurrent water cooler talk, the area the work team feels insecure about, and its status within the organization. Blurry is a topic or issue; if made brighter, much of the "Gossip" would cease, and questions would be answered.

The third card represents what they feel is BLIND - Blind is not known, missing from the system, or that the work team feels kept from them. Blind issues or topics are ones that the team feels they are the only ones who struggle with, and no other work teams are aware of. When the Blind problems and questions became Brighter, the organization would become transparent and create a paradigm shift towards trust and excellence.


The work teams are then asked to go ahead and choose the three metaphor cards (one for BRIGHT, one for BLURRY, and one for BLIND), write these on flip chart paper and then present the BRIGHT - BLURRY - BLIND to the entire organization and work teams that are present for the activity. [Note from Chris: I'm thinking, I'll have each group stick their cards on the flip chart paper with (light-stick) painters tape and then write out (next to the card), what it represents. It adds a colorful visual to the presentation.]
​Processing:
BRIGHT - BLURRY - BLIND is an initiative that can stir up powerful emotions and discussions. Use this process with a group that is willing to explore and grow - tell them up front what's about to take place to see if they want to go down this road. Be open and prepared for criticizing and touching on topics that create conflict. This initiative's ending can make some real growth and increase trust within the organization.
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After each team has had the chance to present their BRIGHT - BLURRY - BLIND charts, ask them to hang them on the walls. Give participants approximately 15-30 minutes (more time if necessary) to walk around and view the other teams flip chart papers; allow time for some disorderly speaking and questions and answers sessions.
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Following the unstructured viewing, call the participants back into their work teams. Ask them to gather their flip chart papers so they can reference them during the discussion. 

Some possible processing questions:

• How were the metaphor cards chosen for the BRIGHT, the BLURRY, and the BLIND?
• How effective was the group's communication process?
• In what ways were disagreements settled?
• What was the easy part? What made it easy?
• What was the challenging part? What challenges were faced?
• Are there any common themes that we noticed amongst all the departments?
• What BLURRY topics can we discuss right now to make BRIGHT?
• Any surprises that were found amongst teams with the BLIND areas?
• Are the areas BRIGHT to one team BRIGHT to all or other teams?
• What are the causes of BRIGHT BLURRY BLIND topics within organizations?
• How can we as a team minimize the BLIND areas?
• What are you going to do with this information?
Follow Through​
End the day by creating a team of individuals responsible for addressing and developing a system to enhance organizational transparency and communication. The team can use the information gathered as starting points.

DO NOT LET THIS INFORMATION GO UNUSED! Lead this team-building activity and do nothing. You will create a more hostile and subversive environment than before you began.

Variations:
  • Try the activity without the metaphor cards; use plastic animals (sharks, camels, pigs, donkeys), Fruit (real or plastic), or no props ask the questions.
  • Have the participants paint the BRIGHT BLURRY BLIND on canvases using acrylic or latex paints. Then hang the artwork in the lobby, classroom, or office space.
Other Kinds of Groups (from Chris)
After reading this activity I made the assumption that the best scenario would be dividing into 'work teams' that have at least two people in them - everyone will have some support when presenting information. (In other words, I would not facilitate this activity without organizing small teams of some sort.) 

My thinking deviates a bit from Mike's intention on the 'Blind' step since it represents an "issue or topic" that only the specific team struggles with. But I think, overall, we can still keep the spirit of the activity. Here is one way I would set it up: 
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(Climer Cards - my Chiji and Climer Cards are always with me.)
Many organizations, especially non-profit ones, include people who wear multiple hats - they are part of many different 'departments'. Let's say there are nine full time employees who oversee programs populated by seasonal staff (e.g., camps). I would divide the full timers into three groups of three and give them each a set of image cards. (I would make every effort to create small groups that felt comfortable working together during this activity. This effort may involve speaking to the top admin person to find out what groupings could work.) 

I'd set up the activity just like Mike describes (above) with one adjustment to the 'Blind' information. I would simply ask each small group to choose an image that represents something they think their administration team is blind to - something they are not looking at or are hesitant to address. Then the groups would work through the process. 

​For example, one group comes up with the three cards above. They attach these cards (with light painters tape) to a piece of flip chart paper. Next to the cards they write: 
  • We have too many 'open' projects going on in our organization without enough time or resources to get them done. People are counting on these projects to get done - if they don't get it effects our programming and in turn, our clients. 
  • The 'communication' across our organization is not always clear. This creates stress across staff lines. Missed or misunderstood information effects our programming and clients. 
  • There are some things we do together that work out very well (the center area of the Ven). However, many of us are in siloed 'bubbles' which limits the resources we can share with each other (which goes back to communication). How can we make the center of the Ven bigger? 

These flip charts get posted around the room and the process continues (as described above).

Within the spirit of Mike's activity there is the underlying realization that not everything can be addressed at one time. However, using this Bright - Blurry - Blind process can provide data for a list concerns that can be translated into goals for teams to work on and work through together. 
Keep doing the good work out there! It's not always easy, but together we can get it done.

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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Obstacle Reflection Cards (Print-N-Play)

8/29/2021

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What if...embedded inside a problem were certain benefits. Benefits only for you. What would you do with this information?    Ryan Holiday
I recently finished reading Ryan Holiday's, The Obstacle is the Way: The Timeless Art of Turning Trials into Triumphs. Holiday's books fit in with my morning reading routine - short focused chapters with thought provoking stories and ideas to ponder (on my 45-minute morning commute). 

With particular books (like this one), I take 'notes and quotes' to remember. When I finish with a book (I've noted), I go back and read through my notes to anchor in the ideas a bit more. 
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As I was reading through the things I wanted to remember from Holiday I noticed I'd marked a lot of the text as quotes (with a capital Q). The things I mark in this way are transferred into my quotes folder to peruse for inspiration in moments of need. Right away I could see there were more marked quotes than I usually end up with from any one book. So, an idea came to me - and here we are: Obstacle Reflection Cards. 
As team builders we help our groups, all the time, practice working through obstacles (problems) we give them so they can get better at doing it. Holiday shares that overcoming an obstacle is a discipline of three critical steps: 
  • Perception
  • Action
  • Will 
What a great process to share with our groups (and I love things in threes - easy to remember). The information on the cards I put together from the book can enhance the learning of this process. There are three types of cards (so far - we are in Beta Testing mode). 

Critical Steps Cards
These cards are shown above in the header - Perception, Action & Will. I'm thinking, we can frontload a program with the idea of overcoming obstacles and what it takes to do so. Then, bring out the Steps cards. Go over each one and bring up examples/life stories of each. These three cards can also be brought out during a program when there seems to be an 'obstacle' preventing progress - "Which step are we involved with right now?"
And, "What do we need to do in order to make some progress through this obstacle?" An easy check in. 

Concept Cards
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I found these three concepts in my notes - ones that stood out to me as driving reminders when faced with an obstacle. I envision using these cards when moments/emotions arise that connect to these concepts - talking about the concepts when the group is in an emotional moment of recognition. We can also spend a little time defining these concepts in the way the group interprets them. Then, how is the interpretation used during a program. 
Quote Cards
The other 24 cards (three examples in the header above) are filled with quotes that have come from the sections in the book about each critical step in the obstacle-facing process. Here are some ideas I have for these cards: 
  • Frontloading with all the quotes face up on the floor and having participants choose a quote that draws them in. 
  • Frontloading again with quotes that fit a story in participant's lives. 
  • Mid-Processing - take a break, scatter all the quotes down and ask, "What quotes do we need right now to help us move forward?"
  • (Once I know the quotes even better...) Pull out a quote that is directly connected to what is happening with the group. Stop them and ask, "Why did I pull this quote out for you to consider right now?" 
  • At the end of an activity: "What words of wisdom did we follow? What words of wisdom did we miss?" 
  • At the end of a program, set down the Critical Steps cards and challenge the group to place the Quotes Cards under the steps they pertain to. As this is happening, take little learning moments to point out some of the quotes and find out how the group connects them to their program. 
Obstacle Reflection Cards
obstaclecards_set1_2021.pdf
File Size: 1099 kb
File Type: pdf
Download File

Keep me posted! 

Chris Cavert, Ed.D. 

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Liner Quotes: Growth Set - Macro Version (Print-N-Play)

12/3/2020

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This is another generous share from Karen Whittaker (she shared Life Skill Memory Match a couple posts ago). She transformed the Liner Quotes: Growth Set cards (SEE THIS POST for specific details about the Growth Set of Liner Quotes), into a more visually appealing experience. (PDF Download below). In this transformation, she also made each card bigger (full sheet) so the writing is easier to read while we are safely distancing.  
The Growth Set of Liner Quotes cards is one of two sets at the moment. The original Challenge Set (set 1) has been the free processing tool for joining the FUNdoing Fridays email list. You can sign up for FUNdoing Fridays below to get some FREE Team Building Resources delivered to your email every two weeks and get Set 1 of Liner Quotes, FREE. (I do not share or sell emails.) If the information in the emails is not your cup of tea, simply Unsubscribe and keep the Liner Quotes - no questions asked. 

If you're on the FUNdoing Fridays list and have misplaced your free gift (Liner Quotes, Set 1), email me and I'll send you the PDF ([email protected]). 

Below is the full write up for Liner Quotes (either set) so you can see the versatility of the tool. And now, with Karen's version, they are even more engaging!! THANKS KAREN. 
 
linerquotesgrowthset_fromkarenwittaker.pdf
File Size: 614 kb
File Type: pdf
Download File

Welcome to Liner Quotes – a fun insightful way to get your groups talking. If you find this tool useful please tell your colleagues, friends, and family where to find it – available only at FUNdoing.com. Thank you so much for supporting my FUNdoing adventures!
 
Over the past few years I have been listening to music a bit differently. It all started when it occurred to me that certain lines in musical lyrics would be great for previewing, midviewing, and reviewing teambuilding experiences – these lines could inspire/remind participants of important moments ahead or moments that happened during their program. To get these “lines” out there to the masses Liner Quotes: Reviewing Cards emerged. You can also find a more detailed description of the Liner Quotes activity in my book, Portable Teambuilding Activities (2015). For the Print-N-Play version, here is what you’ll need to know about using the cards.
 
Activity Objective: Participants are encouraged to choose and talk about a quote card that, to them, best relates to the experience that is about to take place (previewing), one that is taking place (midviewing), or one that has already taken place (reviewing).  
 
Facilitated Objective: Explore behaviors related to trust, communication, empathy, voice, community, challenge with choice, risk, fear, and rapport.
 
Needs & Numbers: Print and cut out the 32 Liner Quote cards below on light blue paper (I’m suggesting light blue paper to identify the “reviewing” Liner Quotes sets from the “growth” Liner Quote sets that I suggest printing on green paper – green being for growth). For long-term use I advise that you laminated the cards or get the quotes printed on card stock. One set of 32 cards works well with a group of two to 16 participants.
If your pre-planning and/or programming include giving away the Liner Quote cards to the individuals in the group you might not want to incur the lamination cost. When giving away the quotes you could have participants pick a quote that best represents what they want to remember or take away from the program, or you can have the group as a whole, through nomination or another process, pick a card for each person in the group. In any case, when your cards are printed, you’re ready to go.
 
Time: 15 to 20 minutes at any time during a program – maybe a little longer for a reviewing session at the end of a program (depending on the number of players of course and how much they like to talk).
 
Set-Up: Spread out the cards quote side up, on a tabletop or floor, so all the quotes can easily be read.
 
Procedure: Since my initial set of cards was created, here are a few ways I’ve used them:
  • Ice-Breaker: Ask each person to choose a quote that reflects a certain value or belief he or she holds. Ask participants to mingle around the room sharing their quotes and the meanings they have with one person at a time.  
 
  • Previewing a Program: Ask the group to choose, by consensus, an important quote (or two) that will help to remind them of an underlying principle or concept they want to remember throughout their program. You might call this quote the “group motto” or “purpose statement” that will frame the group’s actions.
 
  • Previewing an Activity: Ask each person to choose a quote he or she believes will be something important to remember as they move forward into the next part of the program, or the next activity.
 
  • Midviewing: There might be times when your group could benefit from a discussion/check-in break during an activity. For example, if they are struggling to move forward. Scatter the cards out, quotes up, and see if any of the quotes inspire some thought around what the group is experiencing and/or might consider doing in order to move forward.
 
  • Re-Viewing: At the end of an activity, or your program, ask each person to choose a quote that reminds them of something important/significant that happened during the activity or program. Taking turns, have participants share his or her quote and the meaning it has for them.
 
  • Blind Find Reviewing: (after an activity or program) Set the cards out with the quote sides facing down for this one. At the end of an activity, or your program, ask each person to choose a card that is intuitively “speaking” to them – like picking that fortune cookie that speaks to you. After reading their card each participant is asked to interpret the meaning of his or her quote in relation to the activity just completed (or the overall program) and any relevant learning it may hold. Taking turns, have participants share their quotes and the interpretations. If a participant is struggling to interpret his or her quote it can be opened up to the group for its possible – at-the-time – meaning.
 
Facilitation Notes: The first opportunity I had to put out my complete set (at the time, 52 cards) I found my group more interested in discovering all the quotes than they were at choosing a quote related to their experience. In retrospect there was just too much information to choose from. Minimizing the choices (32 cards) seems to lend more focus to the task.
Be Well!!

Chris Cavert, Ed.D. 

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Life Skills Memory Match (Set 1 & Set 2) Print-N-Play

10/30/2020

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You know those times when you go into a situation with no real expectations and you come out the other side saying, "That was really fun!" Well, I had one of those experiences with Karen Whittaker and some of the Base Camp Challenge Center staff recently. Karen reached out and wanted to give back to the community of Fun Followers that we are. We set up a ZOOM call and I expected that Karen and I were going to simply talk out some of the activities they use during their programs. Well, "little did he know..." (movie reference)...I was surprised with a small group ready to play and 'show' me the activities. Needless to say, I learned a lot from these amazing educators! (Thank you my friends!!) 
Life Skills Memory Match is one of the (processing) activities they shared - one I knew I could get out to you right away (and I know how much some of you like the print-n-plays!). The Base Camp Challenge Center (among other things) team builds with high school ages. During their programs they align activities with the Michigan Technical Education Essential Standards, what we can call life skills. Karen and the staff work from a specific list of traits and skills they can address based on the standards. Life Skills Memory Match is most often used as a processing activity at the end of a series of high school student programs to review many of the traits and skills the students learned and practiced while at the Base Camp Challenge Center.  
Karen provided us with two sets of Memory Match activities (downloads below). Each set includes an answer key. She shared with me that a 4 by 5 grid is a good size to work with - more choices takes longer. And, there is certainly the option to mix the pairs from each set to make another 'set' - just be sure you have an answer sheet for your new set. Thinking through this resource, if I have the same group over different days (like the Base Camp groups), I would put a set of memory match cards together to review the traits and skills we practiced during different parts of the program (e.g. after the second program of four). Then, as a final processing activity I'd put a game together with the most relevant pairs to review in the mix. Lots of potential versions to create with this one.  
Basic Play for Life Skills Memory Match
Karen provide a set of the Memory Match directions (at right). The directions outline a competitive way to play with a review of the pairs after the 'match.' And, I like how it says, "You can allow a team to match 'wrong' as long as they can tell you why they think the cards match, then..." 

basicmemorymatch_directions_competiiotn.pdf
File Size: 104 kb
File Type: pdf
Download File

Of course, you can also play cooperatively and work together to find the matches (...as long as they can tell you why...). When a positive match is found, take a moment to reflect on the learning behind the match. Then, continue to search for the next combination.) ​
Picture
Set Up
As Karen shared, a good size for play is a 4 by 5 grid of cards (10 pairs to find). NOTE: I set up the example images in Google Slides with 'covers' over the cards (and yes, we could play virtually). Please consider the covers to be the backs of a cards so we'll 'flip' the card over, uncovering it in Slides.

Play
Two players go to the grid, either from the same team, if competing, or from the group if playing cooperatively. Each player turns over a card...
Picture
If the cards do not match (and the group cannot "tell you why" they match), the cards are flipped back over (words down - you might need to include this specific phrasing due to the creative nature of some groups - what is a flip?). 
Picture
If the cards do match (correct answer or a good reason why), the 'team' pulls the pair out and play continues (same team plays again, or next team goes? Up to you....), or (as I - Chris - might play), we would take some time to talk about the significance of the pair then take the cards out of the grid, place them off to the side and continue playing. (I like the idea of taking the found pairs out of the grid so it doesn't become distracting as other pairs are found.)  
Picture
Most of us have played a 'Matching' game of some sort, so I'm guessing you know how it plays out over the long run. Be sure to adapt the game to meet your specific needs. Does the grid need to be a 'square/rectangle' grid? No. Could I have some 'distracter' cards in the mix? Yes. Can my grid contain more cards? Yes. Can we jump up and down in celebration when we find a match? Yes!! Reviewing our learning is an important part of what we do as team builders. Make it the best for your situation. 

Another BIG THANKS to Karen and her colleagues for taking the time to share with us. And, there is more on the way from these amazing educators. 

Here are the downloads: 
lifeskills_memorymatch_set1.pdf
File Size: 410 kb
File Type: pdf
Download File

lifeskillsmemorymatch_answersheet_set1.pdf
File Size: 104 kb
File Type: pdf
Download File

lifeskills_memorymatch_set2.pdf
File Size: 479 kb
File Type: pdf
Download File

lifeskills_memorymatch_answersheet_set2.pdf
File Size: 140 kb
File Type: pdf
Download File

NOTE: If you have any questions about the content in the Sets, email: [email protected]

Be well my friend! 

Chris Cavert, Ed.D. 

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See Ya! for Connecting and Processing

10/1/2020

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Recently I led three live workshops sharing, Community Building Activities While Safely Distancing. I pulled See Ya! from one of the Video Replays. It can be used at the beginning of a program as a way to connect players through ice-breaker questions and then it can be used again at the end of a programming to open up discussions with processing questions. 
In the diagramming video, it shows players around a hoop or webbing circle, safely distanced. You can also set out spot-pods safely distanced apart in configurations for three or four players. 

See Ya! can be played with 12 to 100+ people and works well with middle school ages and older. Check it out. And, if you have any questions, let me know. 
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If you'd like a copy of the Assets Package from the workshops, with over 70 safely distancing activity resources (45 described and diagrammed in the three video replays), you can find it over at the FUNdoing Store. 

All the best, 

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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