2. Table of Content
Table of Content ......................................................................................................... 2
Understanding the base: Learning.............................................................................. 3
More about Communication........................................................................................ 7
Body Language ................................................................................................... 7
You can’t not communicate ................................................................................. 8
Listening skills ..................................................................................................... 8
Feedback............................................................................................................. 9
Giving Feedback ................................................................................................. 9
The Role of a Trainer................................................................................................ 10
Different Ways to Bring the Message ....................................................................... 14
Selecting Instructional Techniques ........................................................................... 18
More on methods… .............................................................................................. 18
Tip:........................................................................................................................ 19
Moderation................................................................................................................ 20
How to Design a Session.......................................................................................... 23
Use of Tools ............................................................................................................. 24
Visualization ............................................................................................................. 26
How to handle difficult delegates .............................................................................. 30
Tips & Tricks............................................................................................................. 32
Training & Team Building Bibliography..................................................................... 33
Icebreakers............................................................................................................... 35
2

3. Understanding the base: Learning
The foundation on which the Global Learning Process has been developed
When you join AIESEC you want to know what you will get out of it. What is in it for
me? Learning tracking system through Insight XP and Communities are ways to
visualise this. These ideas allow us to track the learning and development of our
members so that they by the end of their AIESEC career will have a CV stating what
knowledge and experience they have acquired.
This is also something that will allow AIESEC to visualise the achievements of the
members in their Local Committee. This visualisation will be particularly useful for the
organisations we work with, a clear demonstration that we DO develop individuals.
To do this, we need to ask ourselves:
1. How do we define learning? Only when we understand this, can we visualise and
measure it.
2. How can we stimulate and track learning in our activities? And find a natural
incentive for our members to focus on activities, and thereby increase our results.
3. How can this be done at a national level? How does a “system” like that work?
4.
Q1) How we define learning?
According to CELEMI…
LEARNING CYCLE
Makes us receptive
ATTENTION
Πto...
‘ INFORMATION
Which we...
 Together with prior
PROCESS knowledge until we arrive
 Ž at...
And
 CONCLUSIONS understanding
which we then...
APPLY And...
And test for confirmation.
EVALUATE
3

4. If this is how we define learning, then we must base all learning on activity. Only
when we have tried to actually do something can we say that we have learned it. You
can understand every intricate detail of how to sell a traineeship, but only when you
have done it you can really say that you have learned how it's done!
The Global Learning Process is based on that very principle – increase the expertise
of our members, through learning processes built into their roles and responsibilities.
Based on this definition of what learning is, we have come to the conclusion that
activity is a crucial part of learning. Without it, no real learning will take place. A focus
on activity is necessary if we are going to increase both the quantity and the quality
of our exchanges.
With that in mind, it is only natural to start looking at the activities, when trying to
define what learning processes we work with. It is not cost effective to train our
members for the sake of training them…
So what training do they need? To identify that we need to look at the exchange
process and identify what a certain member's role and responsibilities are. Create a
job description. Based on these responsibilities (as mapped in the Core Work
Process) we need to look at what kind of competence the member needs, in order to
perform a job effectively.
4

5. Let's look at a very simple example… ☺
Attention/motivation: Interest and curiosity: prepare you mentally and make you
receptive. You need to be motivated in one way or another if you
are going to bother at all.
E.g.: At the opening plenary, somebody makes a very nice roll
call that makes you interested.
Information: New data and information (that fit the motivation) are added.
E.g.: You ask him about the steps of the roll call and he teaches
you the dance.
Processing: The brain is searching for new patterns and associations.
(Connection to past experiences)
E.g.: You try to learn it by taking part in his actions, while
recalling similar dances you've learnt.
Conclusion: AHA! A new gestalt is formed.
E.g.: AHA! Four steps to the right, four steps to the left…
Application: You act according to your understanding. The learning is
reinforced.
E.g.: At the party you are able to dance it and even teach others
the steps.
Evaluation: Was the learning worth the time and energy spent?
E.g.: Then you think: “Am I a good dancer?”, “Did I do it right?”
5

6. Literature
1 Argyris, Chris: Reasoning, Learning and Action: Individual and Organizational.
San Francisco u. a. 1982.
2 Bandura, Albert: Sozial-kognitive Lerntheorie. Stuttgart 1979.
3 Dastoor, Barbara: The Psychology of Learning: Speaking Their Language. In:
Training & Development Journal. Juni 1993, S. 17ff.
4 Donaldson, Les; Scannell, Edward E.: Human Resource Development, The
New Trainer’s Guide. London u. a. 1978.
5 Goleman, Daniel: Emotional Intelligence
6 Hergenhahn, Baldwin R.: An Introduction to Theories of Learning. Englewood
Cliffs, N. J. (1982).
7 Herzberg, Frederick: One More Time: How Do You Motivate Employees? In:
Harvard Business Review. 1968, S. 53-62.
8 Kolb, David A.: Experiential Learning: Experiences As the Source of Learning
And Development. Englewood Cliffs, N. J. 1984.
9 Lefrancois, Guy R.: Psychologie des Lernens. Berlin u. a. 1986.
10 Mandl, Heinz; Reinmann-Rothmeier, Gaby: Auf die Umgebung kommt es an. In:
Management & Seminar Jahrbuch 1997, S. 8-10.
11 Megginson, David; Joy-Matthews, Jennifer; Banfield, Paul: Human Resource
Development. London 1993.
12 Pawlow, Ivan P.: Die bedingten Reflexe. München 1972.
13 Senge, Peter M.: Die fünfte Disziplin. Stuttgart 1996.
14 Skinner, Burrhus F.: The Behavior of Organisms. New York 1938.
15 Staehle, Wolfgang H.: Management: Eine verhaltenswissenschaftliche
Perspektive. München 1994.
16 Steinmann, Horst; Schreyögg, Georg: Management: Grundlagen der
Unternehmensführung. Wiesbaden 1991.
17 Thorndike, Edward L.: The Psychology of Learning, Vol. II. New York 1913.
18 Torrence, David R.: Motivating Trainees To Learn. In: Training & Development
Journal. März 1993, S. 55-58.
19 Vroom, Victor H.: Work and Motivation. New York u. a. 1964.
6

7. More about Communication
Body Language
Body language is the key to the success of your role as a facilitator. There are largely
four aspects to body language, which are posture, gestures, movement and eye
contact. As well as ensuring that you use the right body language you need to be
able to read the body language of other people.
Posture
There is no formal rule as to whether you should stand or sit when facilitating
although experience demonstrates that standing will give you the authority that you
may need together with the ability to take control as appropriate and it also
demonstrates a clear confidence in yourself. Sitting down may not demonstrate this
authority and level of confidence. You may wish to try a combination of the two. For
example, you stand when you need to be in control and you sit when you are looking
to encourage discussion and debate. The main merit of sitting for debate is that
people may engage each other more quickly in conversation rather than trying to
maintain eye contact with you as they are prone to if you are standing. The advice is
to do what is most comfortable for you but to ensure that you are constantly aware of
the impact that your position and posture is having on the workshop participants. In
general, your posture will be interpreted as what you think about yourself and the
participants. You need to be seen to 'walk tall', which means avoiding averted eyes,
hunched shoulders and restless hands. You need to feel comfortable with yourself
but at the same time give out an air of authority to the group.
Gestures
We all have our own gestures, which are just a part of the way that we are. However
when we are nervous there is a tendency for such gestures to become exaggerated.
Positive gestures are fine and probably the most important of these are to look
enthusiastic which is often demonstrated through smiling. Also the use of
unexaggerated arm movements to make a point or to draw people can also work
very effectively.
Movement
Movement in a facilitator is key and can be used effectively to draw people in to the
discussion and, as appropriate, shut out others. However, do not move the whole
time as people may get dizzy simply watching you!
Eye contact
'When the eyes say one thing and the tongue another, a practiced man relies on the
language of the first'. (Emerson, 1860)
Eye contact is a key tool for a facilitator. You can use it to draw people in and shut
people out. You can also use it to retake control of the situation by ceasing eye
contact with anyone and moving to the front.
7

8. You can’t not communicate
Research has shown that when someone gives a spoken message, the listener's
understanding and judgement of that message come from:
7% WORDS Words are only labels and listeners put
their own interpretation on speakers'
words.
38% PARALINGUISTICS The way in which something is said (i.e.
accent, tone, inflection, etc.) is very
important to a listener's understanding.
55% FACIAL EXPRESSIONS What a speaker looks like while delivering
a message affects the listener's
understanding most
Research source - Albert Mehrabian
Listening skills
One of the key skills that you need to be an effective facilitator is that of active
listening. This will enable you to assimilate what is being said and to summarise and
move the discussion on.
If you need to work on your listening skills consider asking someone from your
department who attends meetings with you to give honest feedback - make it a two
way process.
Poor Listener Effective Listener
Thinks and mentally summarizes, weighs
Tends to "wool-gather" with slow speakers the evidence, listens between the lines to
tones of voice and evidence
Subject is dry so tunes out speaker Finds what's in it for me
Fights distractions, sees past bad
Distracted easily communication habits, knows how to
concentrate
Takes intensive notes, but the more notes
Has 2-3 ways to take notes and organize
taken, the less value; has only one way to
important information
take notes
Is over stimulated, tends to seek and enter Doesn't judge until comprehension is
into arguments complete
Inexperienced in listening to difficult
Uses "heavier" materials to regularly
material; has usually sought light,
exercise the mind
recreational materials
8

9. Lets deaf spots or blind words catch his or Interpret colour words, and doesn't get
her attention hung up on them
Holds eye contact and helps speaker
Shows no energy output
along by showing an active body state
Judges delivery -- tunes out Judges content, skips over delivery errors
Listens for facts
Listens for central ideas
Feedback
Giving Feedback
Focus feedback on behaviour rather than on the person. Refer to what a
person does rather than comment on what we imagine he is.
Focus feedback on observations rather than inferences, interpretations or
conclusions. Describe the impact this observable behaviour has on you.
Focus feedback on description rather than judgement.
Focus feedback on the sharing of ideas and information rather than on
giving advice. Leave the person free to decide for himself whether he wants
to change or not.
Focus feedback on the value it may have to the recipient, not on the value or
„release„ that it provides the person giving the feedback.
Use „I„ statements.
If possible ask people for their assessment before providing yours. People
usually appreciate the opportunity to assess themselves first, and are often
more critical of themselves.
Confirm that people have understood and encourage them to respond.
Receiving Feedback
I look on feedback as an opportunity to learn and improve.
I acknowledge my emotions. I avoid letting my emotions either prevent me
from hearing or distort what I am hearing.
I avoid being defensive, explaining or justifying. I listen, then ask questions
and paraphrase to check my understanding.
If not clear, I ask about the impact of my behaviour. The actual impact of my
behaviour may be different from my intent.
I thank other people for giving me feedback.
9

10. The Role of a Trainer
1. What is a good trainer?
A good trainer should possess a whole list of good attributes that qualify him for
his mission. Some fundamental attitudes are:
- friendliness, it signals a positive attitude towards the topic and the participants
- self discipline: give a good example, the trainer should not allow himself moods
- fairness: all are treated equally
- patience: especially weaker delegates need it to be integrated into the group
- eulogy: all good results should be underlined, this can also be done by body
language.
This list can be carried on eternally, thus only some more points:
flexibility
well organised
humorous
integrates everyone
excellent special knowledge
does not keep people at a distance
motivates
has social competence
enthusiastic in his task
open minded
directs himself to everybody, especially his delegates
keeps an overview over the learn- and group-processes
keeps the run, etc.
But why do trainers have to be such "wonder persons? We as trainers have to
contribute our part so that the delegates enjoy the seminar, because the trainer is
responsible for the fact that the delegates learn something.
1. The role of a trainer
Every trainer should always keep in mind that he has the function of a role model
for the participants, because the delegates automatically adjust themselves at
him/her. They expect that he sets a clear frame. That means that the trainer has to
be well prepared, organised and structured. As he is the formal leader of the
group, he is expected to integrate everybody and to direct himself to everyone,
especially at the weaker delegates of his group. The trainer must not get involved
into conflicts between delegates. The group processes under way can only be
solved by the delegates themselves; the trainer can only give his support.
As a trainer you must bear in mind that all reactions and uttering are observed
thoroughly and are judged upon, e.g. how he reacts to questions or interruptions,
how he motivates.
Other important points are the structure of his training, how interactive, thrilling it
is, how the connections are, whether he has enough time. Those are the points
10

11. that determine the quality of a trainer.
A positive behaviour of a trainer shows in the knowledge he has about theories
and the practicing by certain methods. The experiences you make there should be
centre of a self critical reflection from time to time, e.g. about the inner attitude, the
realistic evaluation of situations, the setting of priorities. Only through continuous
self-control the trainer can stay up to date.
We have a variety of kinds of trainers and that is good, because not everybody
can work with everyone. Every trainer has his strengths and weaknesses he
should always be conscious of. This is especially true for his weaknesses, but also
for his strengths, that are often perfectioned through the experience of success, so
that new risks and conflicts can arise.
Here are four questions that every trainer should ask himself about his personal
preferences:
1. What do I as a trainer see as a success, what gives me satisfaction?
2. How do I get those experiences of success, what behaviour and strategies are
important there?
3. What are the advantages of my behaviour in relation to the delegates?
4. What may be the disadvantages?
Surely those questions are not easy to answer, maybe you have to talk to
someone who has experienced you or you ask yourself with what kind of trainer
you do not get along well or which kind you liked very much!
Therefore, feedback of the delegates should be taken very seriously, as they have
seen you with their own eyes!!
The own style also has to correspond with the learning experiences and
expectations of the different groups of delegates. Thus the trainer should be
flexible and adjust himself to the situation. Herewith it is important for the
delegates that they can orientate themselves at the trainer, i.e. his behaviour
should be reliable and transparent.
2. Conflict situations (What happens, when...☺)
In our trainings there are not only angels. Thus, in every training there will be
situations you would like to avoid. Of course every trainer wishes to act, react or
respond in the right way. You should not have too many illusions about this. Many
things can be studied in theory, but only practice will make you more experienced.
Blackout/ lost the run.
You should always have your notes at hand, also to see where you are, etc. If it
does not work after all, stay calm and relax! It is best to make a break. It often
helps to repeat or to summarize the last point. If nothing else helps, honesty
towards the delegates will help!
Errors in words/wrong pronunciation.
Keep on talking in a relaxed way, repeat the mispronounced word. Do not let
yourself lose the run!
Technical failures.
11

12. Either refrain from using the device or make a break in order to find a solution.
There are also interruptions that can be caused by single delegates, so that the
whole group may suffer from it. But this resistance will only grow stronger if you
try to break it with "force".
The delegates are talking among themselves.
This can be a signal that the delegates are not challenged enough or that
someone does not dare to speak out loud his feelings and thoughts. Therefore
you should seek eye contact with the participants first. If they do not react to
this, make a pause and ask if you can participate in the conversation.
Silence.
Can have different causes, like the basic idea of the discussion is not clear. The
delegates are afraid of exposing themselves in front of the group, the delegates
are not challenged enough, and their expectations are not fulfilled. The
delegates have to be challenged in their seminar; the scale is the weakest part
of the chain. The trainer should try to find out the reasons, e.g. through a
spontaneous feedback round. If a single participant is silent, you should direct
your words directly to him/her so that he/she will get into contact with the group
again.
Being bored.
The delegates are unhappy in any form that they do not want to express. Mostly
they express their anger later, with reproach in front of someone else. For the
group this behaviour is little satisfying. They do not develop a "we-feeling", but
become quiet. The trainer should in any case treat the topic, e.g. by a check of
expectations in order to understand the attitude of the delegate. In this context
the feedback rules that have been established are important. If the delegates
know how to use them, they can formulate their disagreement in a constructive
way.
Talk too much.
If someone holds a monologue, and not only once, but several times, then you
should inhibit after a while and point out that others want to be able to talk as
well.
Too much talking, like silence, can be a sign that someone does not like to be
confronted with others. The person feels save in his position in the centre of
interest as he can now control what is going on.
1. Feedback or criticism from the trainer?
If the delegates of a group want to work with each other effectively, they have to
inform themselves about what kind of behaviour is expected from each participant.
If there are no reasonable feedback rules, they do not talk problems within the
group but complain outside! The more advanced the delegates are, the easier it is
to have feedback. This is especially true for the trainer. He is not only the leader of
the seminar, but is often attributed special knowledge. Consequently his word
weighs double. In feedback we generally distinguish into three forms:
12

13. Evaluative feedback
contains an evaluation of the other person, e.g. you are lazy, etc. This usually
causes a reaction of defence in the concerned person, as he feels attacked
personally. The person who gives the feedback does not give tips in how far the
receiver should change.
Expressive feedback
only expresses the personal feelings. It only causes a contra reaction in the
receiver and demands a clarification by the sender.
Constructive feedback
is the most effective of all feedbacks. Here the concrete behaviour of the receiver
is addressed and criticised. The sender also defines clearly his own resulting
feelings. Only by this feelings and demands can be made explicit without hurting
the other.
It is important for the group that the delegates have a well developed feedback
system in order to treat each other effectively.
What you should take into consideration:
sender of feedback receiver of feedback
- objective, do not become personal - accept it
- directly afterwards, do not wait hours - do not comment
- be open and honest - be ready for it
- do not forget positive things - make an analysis of yourself
- do not exaggerate - thank the person for it
- make clear: personal opinion
- talk in the I-form
13

14. Different Ways to Bring the Message
1. Information Receiving
The Lecture
1. One person systematically
presents information.
2. Maximum information is
presented in a limited time;
diverse materials and ideas can
be arranged in an orderly
system.
3. This method uses one person’s
point of view, one channel of communication, and no group participation. It is
strongly influenced by the personality of the speaker.
Demonstrations
1. A process is performed before an audience.
2. Processes that illustrate techniques and skills can be visually presented, and
results of particular procedures can be shown.
3. This technique provides for limited participation by group members.
The Debate
1. Two sides of an issue are
presented by speakers under
the direction of a moderator.
2. Issue can be sharpened,
questions can be clarified, and
interest can reach a high level.
3. Debates can easily become too
emotional and a good moderator
should be present to mediate differences.
Dialog
1. Two people informally discuss a topic before an audience.
2. Information is provided in an informal setting, which adds interest and emotional
appeal and encourages discussion.
3. A dialog needs careful planning to keep it from becoming disorganized or
dominated by the personalities of the participants.
Panel
1. Under the direction of a moderator, several people discuss an issue in front of an
audience, frequently after all members of the panel have made their initial
presentations, a full-panel discussion is held.
2. The different viewpoints stimulate thinking.
3. A skilful moderator is needed to keep the panel on the topic and to keep any of
the members from monopolizing the discussion.
14

15. 2. Discussion
Question-and-Answer Sessions
Responses are solicited by inquiries,
1. Clarification can be provided to
answer specific needs, and this
method is easily combined with
other techniques.
2. A question-and-answer session
can easily become threatening, embarrassing, dull, too formal, or too informal.
Group Discussions
1. To reach an agreement or gain a better understanding, two or
more people share knowledge, experiences and opinions;
build on ideas; clarify; evaluate; and coordinate.
2. Many needs of group members can be met with this method,
because it provides a high degree of interaction, interest, and
involvement.
3. Group discussions may not provide authoritative information,
nor are they usually helpful when the group is large; they require time, patience,
and capable leadership.
Buzz Groups
1. Large groups are divided into smaller groups (frequently containing five to ten
members) to discuss a particular topic and report back to the large group.
2. An opportunity is provided for a maximum discussion in a limited time, thereby
promoting involvement and enthusiasm.
3. The discussion may be shallow, disorganized, or dominated by one or two
people.
Brainstorming
1. Groups identify as many ideas related to a problem or topic as possible without
evaluating quality or practicality of the ideas.
2. This technique can produce excellent audience involvement and it encourages
creativity; it can be done quickly; and a large group can be divided into small
groups for the activity.
3. Creative thinking may be inhibited (and the method fail) unless participants
adhere strictly to the guidelines and refrain from making evaluative comments.
Symposium
1. Several people with different points of view make presentations; often the
presentations are followed by a question-and-answer session directed by a
moderator.
2. This method presents several viewpoints on a topic.
3. To work effectively, this technique needs speakers with equal ability and a skilful
moderator.
Listening Team
1. A team from the audience reacts to a presentation by a resource person in order
to raise questions or clarify and summarize the presentation.
15

16. 2. The audience becomes involved, helping the resource person to meet the needs
of the group; this method can be helpful when the content is difficult.
3. This technique can be time consuming, and the quality depends on the team
members.
3. Information finding
A Field Trip or Tour
1. A visit to a place of interest is arranged for direct observation and study.
2. This method, which can be highly interesting to the participants, expands their
understanding and broadens their interest; at least to a degree, it involves every
member of a group.
3. This method is time consuming and requires a great deal of organization; without
adequate discussion prior to and following the visit, the learning may be limited.
Group Project
1. Group members cooperatively work on a project.
2. This technique can provide first-hand information and practical experience; it can
provide interest; and it can provide insights on teamwork
3. Unless sufficient time is allowed for discussing the process, the project tends to
become an end in itself.
Case Study
1. A description of a situation or an event is supplied, often supported by a handout,
and participants are given instructions about dealing with the situation or finding a
solution.
2. This technique requires participants to use higher learning processes and helps
them to apply principles.
3. A case study may be difficult to develop, especially if adequate data are not
available; and it is time consuming for groups to work through the case study and
report their discussions.
4. Dramatization
Role Playing
1. Roles are assigned, and participants spontaneously act out a situation; usually
the role-play is followed by analysis and evaluation.
2. This method provides opportunities to “feel” human relations situations and to
experiment with possible solutions or interactions.
3. Unless carefully handled, role-playing can become merely entertaining or too
artificial.
Skits
1. The skit is a short, planned, and usually rehearsed performance to convey a
message or to pretend or interpret a situation.
2. This method is entertaining; it can be used to introduce a topic, or it can be
interspersed to emphasize certain elements of a training session.
3. Effective skits require advance preparation and adequate processing.
16

17. Simulation Games
1. Games are fashioned from actual situations in order to explore concepts and to
practice behaviour.
2. These games provide a safe environment for practicing new behaviour; they
encourage active learning; and they can be fun and challenging.
Games may encourage a false sense of confidence in handling a real-life situation,
and they may be expensive to develop.
17

18. Selecting Instructional Techniques
There are eight major factors that should be taken into consideration when choosing
instructional techniques:
Learning objectives. Is the focus of the objectives acquiring new knowledge,
enhancing thinking skills, developing psychomotor skills, or changing attitudes,
values, and/or feelings?
Instructors. Are the instructors capable of using the techniques, and do they feel
comfortable in doing so?
Content. Is the content abstract or concrete? What is the level of complexity and
comprehensiveness of the material?
Participants. How many participants will there be? What are the characteristics of
these participants? What expectations do they have in terms of the techniques to
be used – and ate they capable of learning through those techniques?
Characteristics of the teaching techniques themselves. What can be realistically
be done with the techniques?
Time. What time period is available?
Cost. Are the costs, if any, associated with the techniques chosen realistic?
Space, equipment and materials. Are the space, equipment and/or materials
necessary to use the techniques readily available?
More on methods…
LECTURE
Structured talk, supported by visual aids: OHP foils, flipchart & slides
Suitable for large audiences where Lively presentation style is needed
participation is not required Regular change of pace of media
Allows content & timing to be planned Low level of interaction & feedback
in detail in advance Difficult to assess what has been
communicated
ROLE-PLAY
The enacting of roles in a ‘safe’ training environment
Face-to-face situations Needs a lot of planning to be realistic
Allow participants to experience a full If not managed properly, it can lead to
range of emotions embarrassment for participants
Enable rapid trainer and/or co-trainer
and/or participant feedback/coaching
Opportunity to try again
COACHING
A process where a ‘coach’ through discussion helps a couchee to learn to solve a
problem or complete a task
Task-oriented approach Coaching demands high level of
Used to develop both individuals interpersonal skills
Results usually take time to be
achieved
18

19. DISCUSSION
Free exchange of opinions and information that can be open or controlled. An open
discussion follows the member’s priority. A controlled discussion follows the prepared
agenda of the leader/trainer.
Can help promote group development Can be very time consuming
or cohesion
Allows for the expressions of ideas
and the development or adjustment of
opinions
CASE STUDY
Written examination/description of a situation, often based on real life, which
encourage learning by analyzing the case, defining the problem(s) & proposing
solution(s)
Opportunities of analysis & individual Difficult in large group
or group discussion on key points of May oversimplify the true complexity
case and problem solving of a situation
ROLE-REVERSAL
Enactment of reversed roles by the learners in a simulation so that they can
appreciate the other person’s situation and/or feelings
Usually face-to-face where it enables The same as role plays
people to appreciate the other
persons position
Tip:
Nobody has learnt how to swim reading guidelines “How to swim effectively” in
his/her bed.
19

20. Moderation
„I did not know any more what was going on in my workshop, so I concentrated on
moderating...„
(Jochen Mez, exNCVPX, about his workshop on WeastCo ’96 in Bayreuth)
What is moderation...?
When we talk about moderation we generally mean the method of moderation. This
is a special kind of organising working in groups, having the following characteristics:
• a special behavior of the leader (moderator)
• procedure according to certain rules (methods)
• using certain tools (materials)
Moderation according to this definition is oriented in a certain scheme, the
moderation cycle.
1.step
INTRODUCTIO
N
6. step 2. step
CLOSING COLLECT TOPICS
5. step 3. step
PLAN ACTIONS SELECT TOPIC
4. step
WORK ON
TOPIC
The role of the moderator
The moderator of a group is characterised by a very specific attitude. He is an
assistant and companion of the group. He does not say what is right or wrong, what
has to be done or has to be avoided. He helps the group to work responsibly, i.e.
finding the solutions to its questions and problems and solving them itself.
The moderator has the responsibility that the group reaches a result. The quality of
the result is the responsibility of the group itself.
Especially three components influence the interdependence between apparition and
work of the moderator: His personality, his methodology and his behaviour in or
towards the group.
The methods of moderation
The central method of moderation is the question. Thus the moderator does not
appear as a person who makes statements and gives answers, but asks questions.
Questions make it possible to:
20

21. • integrate all participants • make moods transparent
• make the knowledge of the participants • achieve consensus in the group
evident
• coordinate steps of work
The most important kinds of questions are:
• open question • closed question • alternative question
• rhetoric question • contra-question • reciprocating question
Besides the question there are, of course, more methods, which can be aggregated
to the phases of moderation:
• matrix of getting-to- ⇒ step 1: introduction/orientation
know
• personal description ⇒ step 1: introduction/orientation
• expectation check ⇒ step 1: introduction/orientation
• brainstorming ⇒ step 2: collect topics or
⇒ step 4: work on topic
• questioning with cards ⇒ step 2: collect topics according to the situation in
every other step.
• questioning through ⇒ step 2: collect topics or according to the situation in
acclamation every other step.
• one-point-questioning ⇒ can be used in every step, according to the situation
• several-points- ⇒ At the end of step 2: collect topics
questioning
⇒ At the beginning of step 3: select topic
• topic memory ⇒ At the end of step 2: collect topics
⇒ At the beginning of step 3: select topic
• mind-mapping ⇒ step 4: work on topic
• peonza ⇒ step 4: work on topic
• plan of actions ⇒ step 5: plan actions
• mood barometer ⇒ can be used at all times
Tools/material for moderation
The following selection of material is vast, but as we all know you can compensate a
lot by improvisation...
• flipchart and paper • pin wall and paper • markers
• tape • cards (different formats) • scissors
• needles • point stickers
21

22. Preparation of moderation
The success of a moderation, how could it be different, depends largely on the
preparation. A thorough procedure includes the following points:
• preparation for the target group • thoughts about the aims
• planning of the methodology • preparation of the visualization
• organizational preparation
This summary is based on Seifert/Pattay: Visualisieren-Präsentieren-Moderieren.
Literature
1 Seifert, Josef W.; Pattay, Silvia: Visualisieren-Präsentieren-Moderieren. Speyer
1993.
2 Sperling, Jan B.: Führungsaufgabe Moderation. 1996.
3 Neuland, Michele: Neuland-Moderation. Eichenzell 1995
4 Klebert, Karin u. a.: Moderationsmethode. Hamburg 1987.
22

23. How to Design a Session
BIG STEPS in the designing process:
1. SEX – find out
a. Who?
b. Where?
c. When?
d. How?
e. How long? Etc…
2. Objectives of the session
3. Key messages
4. Techniques that you can use
a. Presentation
b. Brain Storming
c. Working Groups
d. Simulations
e. Show
f. Role-Play
g. Fish Bowl
h. Personal reflection
i. Others…. (Museum, Fair, etc…)
5. Structure of the session
a. Approach: Intro – Body – Ending
b. Use the tool called Outline of the session
6. Use logistic – Visuals
a. Flipchart
b. Beamer
c. Overhead Projector
23

24. Use of Tools
Of course the aim of any training is that the delegates remember more easily what
was said, so that they can apply when they are preparing and giving presentations.
The human brain stores information. Each of us has a preferred channel of
remembering data. Experiments show that delegates recall 52% of what they saw,
7% of what they hear and 41% of what they feel/experience, taste or smell. So it is
extremely important to use the three aspects in your presentation.
1. Verbal
Brainstorming
◊ Strengths Builds on diversity
Wealth of ideas
◊ Watch-outs Evaluation of ideas
Time consuming
◊ Applications Collecting new ideas
Full group discussions
◊ Strengths Builds on diversity
Interactive
◊ Watch-outs Might end without conclusion
Time-control
Strained relations
◊ Applications Develop ideas, process
Feedback
Sub-group discussions
◊ Strengths Everybody has a contribution
High learning in subgroup
◊ Watch-outs Very time consuming
Almost no control
◊ Applications Different aspects of same subject
2. Visual
Hand-outs
◊ Strengths High volume of correct knowledge
◊ Watch-outs Hand out before or after the presentation
◊ Application As reference
24

25. Flipchart
◊ Strengths By build up: interactive, controlled,
Prepared: correct and organized
◊ Watch-outs Location, hiding
Writing
Record input literally
Changing papers is sometimes difficult
◊ Applications Training and presentation in smaller groups
Overhead
◊ Strengths Catches attention
Long retention time
Clarity
◊ Watch-outs 6 lines, 6 words, readable at 6 feet
Keep it simple
Limit the number and put numbers on each
slide
◊ Applications Training and presentation
Slides, PowerPoint
◊ Strengths Clarity
◊ Watch-outs Keep them simple
Sleepy while dark
Software compatibility
You need dark room
◊ Applications Presentations for larger audience
Some Flip-tips:
if you need to build up a very complicated picture you can draw
before on the flipchart in pencil, nobody will notice this
whenever possible prepare the flipcharts in advance (especially when
you have a bad handwriting)
put tab sections (post-it) with heading for easy references or cut
corners of the flipcharts you need quick access to
leave blank sheets of paper if you want people to listen to something
you are going to tell
tape important flipcharts around the room where they can be easily
seen and used as a reference
use abbreviations, but don’t forget to explain them
never talk when writing on the flipchart
do not cover the chart with your body when writing → practice writing
important note that you may not forget can be put on the back of the
flipchart
KISS Keep it simple stupid : maximum 6 lines of text maximum 6
25

26. Visualization
Why visualization?:
Herewith I aim at the specialisation of both parts of the brain. While the left part is
specialised in digital thinking, language, logics, mathematics, verbal communication
and thus the memory for words and languages. The right part, on the other hand,
specialises in analogical and visual thinking, emotions and experiences. Thus the
right part of the brain „thinks in pictures and remembers especially emotions.
Because we perceive pictures with our eyes, visual perception stimulates mostly the
right part of the brain. This side is mainly responsible for our creativity. If we want to
reach our delegates on an analytical level as well as on an emotional level to enable
them to have a holistic learning experience, we have to stimulate both parts of the
brain => visualization
How do I use media correctly?
Flipchart: Well known topic, thus only a few remarks:
Popular in AIESEC events because of its easy handling, use recommended for
groups of maximally 15 persons
Advantages:
• transportable
• Possibility to prepare charts
• Development can be seen step by step
• by putting the paper on the wall the result is kept visible
Disadvantages
• Trainer shows back while writing
• changing the paper is difficult (practise before, like how to cut the paper)
• result cannot be given directly to the delegates to take them home
• correcting is difficult and often looks ugly
• good handwriting is vital
How to use:
• do speak into the direction of the audience, i.e. never speak and write at the same
time
• do not cover chart with your body (practice writing and the side of your body)
• prepare tape at the chart for hanging up the paper
• if necessary you can put notes and hints at the back of the flipchart
Pin board with meta-placards: is sufficient for groups up to 10 persons, often used
for the agenda check, group work and brainstorming. In a short time you can collect
the ideas of the group and structure them. It is important to make clear how the
technique is to be used, because within AIESEC the technique is often used in an
incorrect way.
After giving the topic it should be clear to everybody that every card is used for one
argument only with maximally 3-4 words, use well readable handwriting in printed
letters only!
26

27. After collecting the cards, all cards are read out loud and clustered at the pin board.
No criticism (form of brainstorming), only clarifying words by the person who has
written the respective card. The writer also decides where the card should be put. All
cards are put up, except for the case that it is a big group. In this case it is easily
possible that you get the same words several times. But you should ask the group
whether it is o.k. that the words that appear double or more times are not put up,
using the explanation that the pin board will be hard to overlook with so many cards.
With the groups you should not work according the principle: less groups are better.
When you use illogical reasons why a card should be put just at that place, you will
loose your credibility for the delegates. If something does not fit in, it does not fit in
and cannot be talked into it. As last step you search headings for the clusters to
make the result easier to overlook.
Advantages:
• very interactive media
• integration of all participants is easily possible
• relatively anonymous in a brainstorming
Disadvantages:
• when carried out correctly it needs a lot of time
How to use:
• keep a reserve of cards for participants who want to write a lot
• if short in time use harsh timelimit (nevertheless a form of brainstorming)
• make clear to every delegate how important the writing is, especially in large
groups
• reading and clustering should be done by a member of the group
Over Head Projector: can be used up to the size of an auditorium, only scarcely at
disposition in AIESEC meetings, most of the time you cannot rely on having an OHP,
if you really want to use it, clarify with the OC whether you will have one.
Advantages:
• direction of you view is the group, you never lose visual contact with the group
• possibility of preparing beautiful slides (greetings from PPT)
• by overlaying you can illustrate developments
• can be copied=> result can be given fast to the group as a handout
• if using non-permanent markers you can correct the writing
• slides can be re-used
Disadvantages:
• it has to be possible to dim the light in the room
• too much information on one page
• own size of writing is hard to calculate
• a lot of technical requirements, a lot of blackouts
How to use:
• the standard position of the projector is „OFF“ ☺
27

28. • do not use bright colours
• when pointing in the slide, put a pen on top, otherwise you can see shivering
hands (otherwise use cocktail sticks as pointer)
• read from the slide and not from the wall
• Overlay-technic
• use more than one colour
• do not put more than 3 pieces of information on one slide (better use a larger font
instead)
How do I use elements of visualization correctly?
This part seems to be less interesting for a normal AIESEC-training. Diagrams are
hardly used by AIESEC-trainers and symbols are used automatically by most people,
although mostly standardised symbols.
Writing:
• It is a point of discussion whether or not to use only capital letters, but it should be
printed letters.
• If you tend to „fall“ with your writing when writing from the side of the flipchart,
mark lines on the paper with a pencil or use the paper with the printed lines.
• The writing should be structured, i.e. use headings and sub-points, making it clear
with colours or underlining, etc.
Graphics:
• to emphasize e.g. writing
• to make „dry“ topics more „digestible“
• e.g. frames and clouds
Diagrams:
• are very useful when you want to illustrate the relation of two variables
• developments can be shown with line-diagrams
• illustrating amounts you can use „diagramas de barras“
How do I put the visualization into the correct order?
It is important to treat symmetry and order because that is like the usual flow in
AIESEC. Moreover, it shall be made clear that developments from the left bottom
corner to the right top corner are seen as positive and a development from the left
top corner to the right bottom corner as negative (think about business
administration). Colours should be varied, but do not kill the delegates with too many
colours, i.e. not more than four colours per flipchart, slide or poster.
How do I prepare myself?
• Aim: it is not completely clear to most trainers what is actually the aim of the
training. They often confuse it with the contents. Aims can be e.g. excellent
knowledge transfer or motivation of the delegates. To make an alignment of the
whole training towards this aim possible, the trainer has to be clear about his aims
first.
• Topic: the topic, most of the time, is not a problem, because the trainers usually
28

29. have a high knowledge in their speciality and thus know much about their topic.
• Content: To get the content, it is useful to ask yourself questions like what would
have helped me at the beginning of my time as a member of the EB. On the basis
of this you should collect information in the respective areas, e.g. in your folders, in
the folders of the LC, manuals from the MC or other countries, calling the NST,
etc. Having worked through the material you know what you want to use from that
yourself.
• Flow: The flow of a presentation will be treated extensively in the context of the
planning of training. Here you should focus on opening, main part and closing. Do
not make it too long. You can compare it to a pilot. He should prepare the start and
landing very well (e.g. with notes), but the flight itself should be better done by the
autopilot. That means for us: let the delegate work themselves, let them develop
their own ideas and do only interfere if the plane seems to be crashing.
• Preparation: get used to the room. Even if you know the OC, better check your
material. Build up the flipchart or the pin board or whatever you might need or
have. Make sure that every delegate can see. Put the chairs they way you want
them to be. In AIESEC you mostly use a semicircle, open to the trainer, so that the
delegates can see each other and thus can discuss better with each other. Several
types of room arrangements are possible.
Opening/ Main part/ closing/ follow-up of a presentation:
Although these parts are mentioned individually, they must be seen as a whole.
• Opening: Some possibilities for an opening might be e.g.:
a story at the beginning (functions as an icebreaker at the same time),
a visual tool (a video, a slideshow, an expressive slide at the beginning),
a surprising statistic,
an unknown statistic,
a promise,
a short introduction of the main argument or the aim of the session.
The sense of the opening is to relax the situation and build up curiosity.
• Main part: The main part should be characterized by a logical structure. This
means you should think in advance whether the flow of your agenda has sense
and is understandable for everyone. Still there should be so much flexibility that
you can react to the needs of your delegates spontaneously.
• Closing: Some possibilities for a closing might be, e.g.
a summary (within AIESEC often useful for a repeated representation of the
topic),
treating the main point again,
an extract or a poem (but be careful, it should only be used when it really fits
the situation, otherwise it is ridiculous),
an appeal, e.g. for activity (often used within AIESEC, as it also has a
motivational effect) ,
a visual tool (see above),
follow-up.
Part of the responsible follow-up for an AIESEC-trainer should be to treat the
feedback with responsibility. As feedback in AIESEC meetings is often not given
as extremely as it should be, you should learn to read between the lines and
visualize again in which situations you think of your own performance as good or
29

30. bad.. The loss of information is smaller when you introduce your fresh impressions
into you concept directly after the meeting and not with a huge time distance.
How to handle difficult delegates
What is he doing?
Asks questions: Why? How? Etc. - not to get answer, just to make trainer some troubles;
Probably doesn't feel comfortable;
Gets satisfaction from being pain in the neck;
Is aggressive and likes to argue.
It's a type of a person which likes to over fuck training. You can feel aggression in him.
How to deal with him?
Never show him that you're sad or mad at him;
Tell you agree with him and go on if it's possible;
Wait for something concrete and ask group about it;
Ask him to write on a flipchart, this will give him something to do and can make him quiet;
Use him in some role play or case in front of everybody;
Ask him to wait for you after training for a little conversation;
Try to figure out if he feels comfortable in the group, if they like his behavior - if yes, put
them on sides like in school;
Try to find ripostes for his texts - you have to be bright and fast;
If you feel you can make laugh of him, do it, but not to hard;
Play ping-pong with him or the group with his questions;
If you know that this particular person will act like that during training, talk to him before you
start the training.
What is he doing?
Loves to talk, it's very hard to stop him;
Is asexual exhibitionist – likes to be in the centre of attention;
Is well informed and likes to show this.
How to deal with him?
Wait when he takes a breath, thank him and go back to the topic;
Interrupt him and ask group to comment it;
Stop him by asking him very hard question;
Ask him to write on a flipchart, this will give him something to do and can make him quiet;
If it occurs he knows something, use his knowledge, e.g. in a case or role-play;
If he is smarter then you on some topic, ask him to lead the group;
Tell to the group: „Ooh! As you can see we have an expert here, maybe he can share his
knowledge with us?”;
Show his incompetence and lack of knowledge;
Send him to bring you a cup of coffee or coffee break for the group;
The totally last possible option is to ask him to shut up!
30

31. What is he doing?
Has attitude like: „we can't do this, it's impossible” - only negative thoughts;
Is very annoying;
Will try to make you "kozioł ofiary".1
How to deal with him?
Don't let him put you out of your nerves! Avoid direct confrontation! You have to feel
the situation;
Ask him for facts, ask questions;
Give him your respect (approbation);
Have strong eye contact with him, pay big attention to him but not too much, or give him
your attention before training;
Make him tell to all participants what he wants to change to make situation better;
Show him that one of the conditions of this session is having constructive and positive
attitude;
Use step by step influencing on him (from small manipulation to bigger);
If this person makes bored positions - lies down, put legs on chairs, yawns - ask him for
attention and tell his behaviour interrupts you in training, you can add reasons why we met
on this training;
Use his statements to make group laugh;
Last possible case: if he is really not interested, ask him to leave the room - give him an
ultimatum: "You will calm down or leave the room!".
What is he doing?
Doesn't understand what is going on but tries to explain and make it more clear to the
others;
Has inputs and tell stories and makes jokes of your training;
Is bored, nervous, sometimes critical;
He's over fucking trainer.
There is always one of them but has to talk to someone, so he's looking for a pair.
How to deal with him?
Use light-house technique – have eye contact with all the participants of the group including
himself;
Stop talking, wait if he notices it and non-verbally ask for permission to continue the
training;
Listen to what he says, he may be right sometimes;
Ask him to share his opinion and thoughts with the group;
Try to involve him into training - play role-play solve case (usually people like him have a lot
of energy);
When you're talking about something, say the name of this person, as he was just a part of
your statement
Say: "I'm very sorry for interrupting but we're having training here...”;
If they are more, put them on sides (whisperer and his pair).
1
Scape goat
31

32. Silent One - person which is Bored
What is he doing?
Is always bored and not active at all – you can see he doesn't give even 1/16 of what he
could.
How to deal with him?
Smile on him;
Ask him difficult concrete questions;
Talk to him using his name as to a person which knows a lot - ask him to share his
experience with us; let him feel that if he says something it will give benefit to all the group;
Use him as a help with exercises, try to engage him;
Silent One - person which is Lost
What is he doing?
Doesn't feel safe;
Is shy;
Doesn't believe in himself.
How to deal with him?
Ask him simple questions;
Talk to him using his name;
Make him feel comfortable, safe;
Raise his ego;
Be careful and do not pay all your attention to him - otherwise he will get closed;
Avoid asking group to tell their opinion one after another, some people don't like this;
Make interactions in small groups - it's easier to integrate them and make some people
open;
Create a pleasant atmosphere in the group – beer talks;
Before training, "break ice" first - talk with the group about something not connected with
the topic.
Tips & Tricks
1. Clothes to be comfortable, not to many colors and strange combinations of
colors. Last but not least have decent cloths.
2. You have to take into consideration the level of understanding of the audience
3. Include buffer time in your sessions
4. If there is more than one trainer, have pre-meeting
5. Go to toilet before
6. Blow your nose before
7. Take care what you eat/drink and in what quantities
8. In Working Groups address delegates by names (they all have badges)
9. Interact with delegates during the conferences
10. Be in all the plenary (opening and closing).
32

33. Training & Team Building Bibliography
Arch, Dave, Tricks for Trainers, Resources for Organizations, Inc., 1993.
57 magic tricks to build into your presentation.
Belknap, Martha, Mind Body Magic: Creative Activities for Any Audience, Whole
Person Associates, Duluth, MN, 1997.
Categories include stretching mind and body, activating energy, opening up
creativity, and relaxing into stillness.
Cassidy, John & Rimbeaux, B.C., Juggling for the Complete Klutz, Klutz Press,
Palo Alto, CA, 1988.
Learn to juggle. Then build it into your training.
Consalvo, Carmine M., Workplay, Organizational Design and Development, Inc.,
King of Prussia, PA, 1992.
18 structured activities in a wide range of learning themes. Good for team
building, leadership, decision making, resource management, and more.
Gardner, Martin, Aha, Scientific American, Inc., New York, 1978.
Puzzles and exercises that make people think. Categories include
combinatorial, geometry, logic, number, procedural and word aha’s.
Jones, Ken, Icebreakers, Gulf Publishing Company, Houston, TX, 1997.
A sourcebook of games, exercises, and simulations.
Jones, Ken, Imaginative Events for Training, McGraw-Hill, New York, 1993.
Categories include creativity, efficiency, and personal exercises
(communication, relationships, etc.).
Kinlaw, Dennis, Handbook of Leadership Training Activities, McGraw-Hill, New
York, 1998.
50 one-hour designs for leadership training.
Kirby, Andy, The Encyclopedia of Games for Trainers, HRD Press, Amherst,
MA, 1992.
Short and long activities in lots of areas: creativity, icebreakers,
communication, people skills, trust, and more.
Kroehnert, Gary, 100 Training Games, McGraw-Hill, New York, 1991.
Categories include icebreakers, team building, communication,
facilitator/presentation skills, mid-course energizers, learning, perception,
evaluation, and self-management.
Lefevre, Dale N., New Games for the Whole Family, Putnam Publishing, New
York, 1988.
Active and cooperative games you can adapt for small and large groups at
work.
Naper, Rodney & Gershenfeld, Matti K., Advanced Games for Trainers, The
McGraw-Hill Companies, New York, 1998.
Detailed instructions for interventions for solving team, group, and
organizational problems.
Newstrom, John & Scannell, Edward, The Big Books of Business Games,
McGraw-Hill, New York, 1997.
Includes games for openers, motivators, creative problem solving, managing
change, surfacing problems, team building, presentation boosters, and
communication.
Pike, Robert, Creative Training Techniques Handbook, Lakewood Books,
Minneapolis, MN, 1990.
The book for every library on how to make training creative in a gazillion ways.
Rohnke, Karl & Butler, Steve, Quicksilver, Kendall/Hunt Publishing, Dubuque,
IA, 1995.
33

34. Adventure games, initiative problems, trust activities, and a guide to effective
leadership.
Shortz, Will, ed., Brain Twisters from The First World Puzzle Championships, B.
& P. Publishing Company, Inc., New York, 1993.
Puzzles to get people thinking differently.
Sikes, Sam, Executive Marbles, Learning Unlimited Corporation, Tulsa, OK,
1998.
35 creative games and activities that address issues including trust,
communication, leadership, conflict, problem solving, direction, and process
improvement.
Sikes, Sam, Feeding the Zircon Gorilla and Other Team Building Activities,
Learning Unlimited Corporation, Tulsa, OK, 1995.
38 creative games and activities for small, medium, and large groups.
Silberman, Mel, 101 Ways to Make Training Active, Pfeiffer & Company, San
Diego, 1995.
Includes tips for active training and activities for getting participation, teaching
information, reviewing information, application planning, and closing.
Snow, Harrison, Indoor/Outdoor Team Building Games for Trainers, McGraw-
Hill, New York, 1997.
Activities from the world of adventure based team building and ropes courses.
Solem, Lynn & Pike, Bob, 50 Creative Training Closers, Jossey-Bass/Pfeiffer,
San Francisco, 1997.
Activities for reviewing content, action planning, celebration, and motivation.
Sugar, Steve, Games That Teach: Experiential Activities for Reinforcing
Training, Jossey-Bass/Pfeiffer, San Francisco, 1998.
26 frame games and a detailed explanation of how to implement games.
Thiagarajan, Sivasailam, Cash Games, HRD Press, Amherst, MA, 1994.
Instructions and examples of games using cold, hard cash.
Thiagarajan, Sivasailam, Group Grope, HRD Press, Amherst, MA, 1994.
Detailed instructions for using and modifying the "group grope" game – a
small group activity that can be played in 30 minutes.
Thiagarajan, Sivasailam, Triangles, HRD Press, Amherst, MA, 1994.
Detailed instructions for using triangles (also known as tangrams) to explore
group interactions.
VanGundy, Arthur, 101 Great Games & Activities, Jossey-Bass/Pfeiffer, San
Francisco, 1998.
Categories include career development, change management,
communication, creativity, diversity, energizers, evaluation, goal setting,
interviewing, leadership, negotiation, problem solving, team building, and
values.
Wakeling, Edward, ed., Lewis Carroll’s Games and Puzzles, Dover Publications,
Inc., New York, 1992.
Lewis Carroll taught mathematics at Oxford University. These are some of the
puzzles he used in his teaching.
34

35. Icebreakers
GETTING AQUATINTED
Aim: (1) To provide opportunities to become acquainted
with other members of the group.
(2) To promote feedback and self-disclosure among
participants regarding initial perceptions.
Time: Approx.35-40 minutes.
Materials: (1) 12 blank sticky labels or strips of masking tape for each
participant.
(2) A copy of the Labelling Category List for each participant. (See
below).
(3) Pencils or felt-tipped markers.
Procedure:
The group leader distributes a copy of the Labelling Category List to each participant
along with blank name tags. Each participant must copy each category on a separate
blank nametag. Participants mill around and choose a person who best fits each
category. Stick label onto clothing of the person you select and engage in a one-
minute conversation (20 minutes). The group leader forms groups of 5-7 members.
Each group must discuss their reactions to being categorized and labelled (or not
labelled) by others' first impressions (15 minutes).
Labelling Category List:
Warm, Intelligent, Shy, Happy, Fun loving, Friendly, Sexy, Sincere, Mysterious
WORLD TRIP
Aims:
To find out the names of other members in the group
To provide low risk activity
To stimulate logical thought
Description
A game to help group members learn each other's names
Approach
The group could be sitting on the floor. The teacher enters the group and introduces
the game by saying, "None of us knows any other's name. Let's play a game that will
help us find them out. My name is Tom, I am going on a world trip and I am taking
Tomatoes with me. If you want to come with me you have, to say your first name and
35

36. what you want to bring. You have to bring the right thing. The first letter of our first
name must be the first letter of the thing you bring. The game proceeds until
everyone can come. At the end of the game the teacher asks each student two
questions. "How many names can you remember?" "Which are they?"
Time
Could take one session
Background
This activity would be best used at the initial meeting of the group.
WHO'S MISSING
Materials: Small prizes, such as sweets.(optional)
Aims: Memory training, concentration, building groups, fun.
Procedure: Group is seated, scattered around the room. One person, A goes out.
The group moves around, changing places, and one more person, B,leaves by the
other door, or hides. A returns and has 30 seconds to guess who's missing. If he
does he wins (a small sweet, if you wish to give prizes), if he doesn't B wins.
Variations: Add consequences for the loser
CHINESE WHISPERS
Materials: None
Aims: Positive feedback, good for closing exercise
Procedure: Members mill around. When you see someone you'd like to
communicate with, send them a message via someone else: e.g. 'Tell Joan I said
thank you for helping me yesterday.' Continue until messages run out.
Variations: Do as graffiti on large paper on walls. Do with bits of paper being
delivered. Do it at a run, speed up, slow motion, etc.
THE NAME OF THE GAME
Materials: One ball for every group of about 15 -16.
Aims: Introduction, memorizing names
36

37. Procedure: New group sits in a circle of not more than sixteen. One person is given
a ball. The ball is passed around the circle and each person who receives the ball
says their name very clearly (usually just the first name). When everyone has been
named and the ball is back to the beginning, the person holding the ball throws it to
any person. That person must say the thrower's name. The ball is then thrown to
someone else who must say the next thrower's name. If a person cannot remember
the name of the person who has thrown the ball to him, they must ask and repeat the
name before proceeding with the activity. The game continues until everyone can
remember the names of the people within their group. Group size is usually about
sixteen.
HUMAN TIC-TAC-TOE
Materials: 9 chairs, running space
Aims: Active participation, warm-up, fun
Procedure: At one end of the room, three rows of three chairs each, four feet apart.
Teams: Team 1 is 'Noughts', Team 2 is 'Crosses'; they line up in corners of the room
facing the chairs. When the leader calls 'noughts', the first naught runs to a chair and
sits with arms circled above head. Runner must sit before Leader counts to 5 slowly.
Leader calls 'crosses', first cross runs and sits with arms crossed on chest. Leader
continues to call them alternately until one team wins (same rules as paper Noughts
and Crosses). Start over, call losing team first. Keep score (optional).
TICK TOCK
Materials: Two small different objects, such as a blue felt pen and a red felt pen.
Aims: Breaking the ice, concentration
Procedure: Leader has pen (or other object), passes it to his right, saying: 'This is a
tick'. Player 1 says: 'A what?' Leader repeats: 'A tick'. 1 then passes it on saying,
'This is a tick'. Player 2 says: 'A what?' to player 1, who says: 'A what?' to the leader.
Each time the 'What?' must pass all the way to the leader, and the 'A tick' must pass
all the way back, before the pen is passed. When this has been practiced a few
times, start over, and at the same time, start another pen to the left, saying: 'This is a
tock' etc. Confusion is encouraged and acceptable. Let the group try, as long as
desired, to return both objects to the leader without losing the flow or concentration.
FAMOUS PEOPLE
Materials: Famous names on strips of card or paper, straight pins. It could
be names of real people (Joan of Arc), or fictional (Superman), etc.
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38. Aims: Mixing, starting conversation, ice-breaking
Procedure: As people enter, leader pins a name on each person's back.
Each one must walk around and try to find out who he is by asking yes-or-
no questions of everyone else. When he knows who he is, he pins the paper on his
front and continues to help others.
Variations: Try it non-verbally. Try insisting that everyone must make
statements (e.g. 'I am alive'), and no questions allowed.
MOVE TO THE SPOT
Aims:
Introductory Movement Awareness Relaxation
Materials:
Large, empty room or space
Learning to follow simple instructions, movement, warm-up for Drama P
Procedure:
Leader says: 'Find a place to stand by yourself. Now look at and concentrate on a
fixed spot on the floor, somewhere across the room. Now, move to that spot in a
straight line pacing yourself so as not to have to stop, while avoiding bumping into
anyone.' Leader continues to give similar instructions, allowing time for individuals to
(A) concentrate on each spot, (B) move at their own pace, and (C) settle into the new
spot.
Instructions for (B) could include moving to the new spot:
backwards
in as few steps as possible
in as many steps as possible
travelling in circles
travelling in squares
using as few jumps as possible
with hands on knees, toes etc.
moving along floor without using hands
using only two out of four legs
Variations
Have group invent more instructions.
MRS O'GRADY
Who: Small Group
Where: Inside or outside in roomy area
Aids/Equipment None
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39. Objectives: To assess social skills, ability to communicate, willingness to
participate.
To encourage group bonding, relax with each other
Leaders Hints: Observe who is enthusiastic and imaginative with suggestions.
Observe who seems confident, shows group spirit and who
becomes competitive.
Instructions: 1. The group stands in a circle and tells the story of Mrs O'Grady and
accompanies with actions:
First person: "Did you hear what happened to Mrs O'Grady?"
Second person: “No. What happened?"
First person: "She died."
Second person: "How did she die?"
First person: "She died with her hand on her head" (places hand on
head)
2. The second person puts their hand on their head too, says the same
speech to the third per son and adds another action, so the person at
the end has all the different actions.
Conclusion This is a silly game intended to relax the group and begin group
bonding.
TOILET PAPER GAME
Group Size 6 - 8 people is most effective, but slightly smaller or slightly larger would
also work.
Materials A roll of toilet paper per group
When and Where
On arrival to an O'Camp or State Conference site where the to use group will be
placed in a situation where they may need toilet paper for the next certain period of
time, but do not have access to go and buy any.
Procedure Sit down with designated group and explain to them that in all the rush,
we were not aware that the site does not supply toilet paper. However, each group
has one role of toilet paper until tomorrow when we go to the shop. Each group
member is to then take as much toilet paper as they feel necessary to last them that
amount of time.
Once each member of the group has their toilet paper, the leader explains that we do
actually have toilet paper and that what each member of the group must do is tell the
group one thing about themselves for each piece of paper that they have.
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40. MAKING THE LONGEST CHAIN
Group Size 2 teams (or more) of at least 4
Materials None
Where and When? It’s a fun break, in between activities within a group where
members are familiar with each other.
Procedure Tell each group that the aim of this game is to make the longest chain.
The chains must be made of only the clothing currently being worn by the people in
the group. The aim is that people have to strip down as far as possible to make the
longest chain. The team with the longest chain of clothing wins.
SCRAMBLED EGGS
Group Size 6 and up
Materials Chairs for everyone but one person
Where and When A good game to get to know people or in between sessions when
working with a small to middle sized group. A bonus in some instances as no close
physical contact is involved.
Procedure Seat your group in a circle, but make sure that there is one less chair
then the number of people on the group. You stand in the middle of the circle to
begin the activity. Explain that you are going to call out a sentence and anyone to
whom the sentence applies must get up and change chairs. It is not possible to move
to the chair on either side of their present position. Your aim is to occupy one of the
vacant places before someone else, so that you are no longer the person in the
middle. Then the person who has been caught in the middle must think up a
sentence that will cause others to change chairs, so that he/she can get to a chair
first. Examples of sentences that can be called out - "All those wearing watches." "All
those who had breakfast this morning." "All those with blue eyes." When "scrambled
eggs" is called out, everyone must change chairs.
BE IT
Group Size Any size
Materials None
Time 5 minutes
Where and When Use to break the workload, to use up excess energy, as a getting
to know you activity.
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41. Procedure 1. Ask the participants to spread out around the room so that they have
plenty of space to swing their arms about. Explain that the activity they are about to
do is called "Be It" and is involves a bit of imagination and letting go of your
inhibitions. Then explain that you are going to name a series of objects, and each
time they should try to shape their bodies into the form of that object.
Variations For a group that is more comfortable with each other, ask them to make
a noise as well as an action.
Suggested Ideas
Banana
Tree
Snail
Bulldozer
Elephant
Telephone
Vacuum Cleaner
Paper Weight
Food Vending Machine
CAN I COME TO THE PARTY?
Who: Small groups (separated into pairs)
Where: There must be enough room for the group to form a large circle.
Objectives: To learn from observation
To communicate non-verbally
To motivate and energise the group
Leaders' Hints: Observe how participants react to the cues
Do those who don’t understand become frustrated, determined or
“give up”?
Instructions: 1. The leaders need to decide the criterion for coming to the party.
This can vary and have any degree of difficulty. You may invite:
Those who are wearing clothing ending with a consonant
Those who have their feet crossed when they are to be invited
Those who ask when you have your feet crossed
Those who ask you addressing you by name
Sit participants in a circle and explain that you are going to hold a party to which they
may or may not be able to come. Invite them to ask if they can come to the party.
Use the criterion agreed upon, start the game.
You can give hints, such as “No you can’t come wearing a bra, but you can come in
suspenders” (!)
41

42. When the criterion has been guessed, invite one of the group to be the “party host”.
Conclusion: This is another activity involving learning through observation.
By exercising these skills, we become better at learning from those cues that people
give us.
MEMORY GAME
Who: Small teams of people (say 3-5 in each)
Where: A room large enough for each team to be able to sit in a circle.
Aids A blanket
A number of objects (eg a book, a spoon, a phone etc)
Pen / Paper / Score Sheet
Objectives Simple memory test
Leaders Hints Nil
Instructions Place 10-15 objects under the blanket
Everybody has 5 seconds to look at them
Then people individually write down what they saw
Next collectively write down the objects (within each team)
Remove blanket and check that all items were identified
If time remaining replace blanket and ask each team to draw a map of objects as laid
out under than blanket.
Variation If too easy, ask for more details eg title of book, colour of spoon
Conclusion Non-threatening team game for new members
THE WORLD
Who: Small groups, no real limit on the total number
Where: A room
Aids Large sheets of paper
An atlas (for the judges)
Pens for each group
Score Sheet
Objectives To informally test people’s general knowledge of world geography
Leaders Hints Nil
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43. Instructions Draw a map of the world, showing the borders of each country and the
location of the capital, but not the names of the countries or the capitals
See how many countries and capitals each group can identify in a given time
period (say 10 minutes)
Award 1 point for each country, 1 point for each capital (accuracy is up to the
judges)
Conclusion A good game for breaking a large group up into small teams.
Particularly useful for AIESEC, since at the end of the exercise you can identify which
of the countries are AIESEC Member Countries.
TEAM HOPSCOTCH
Who: Small groups
Where: Outside on a cement (or other hard) surface
Aids Chalk, Stones
Objectives To have fun
Leaders Hints Be careful to explain the rules carefully
Instructions The whole team must travel up and down the hopscotch “board”. Each
team must do several laps or several games, depending on the time allowed.
4 7
1 2 3 6 9
5 8
Each player uses a flat stone; player tosses the stone into square one, then
hops over it as far as he/she can i.e. into square 2,3 etc. Player turns and hops back
to square one to retrieve stone, then hops back to square they landed in and throws
the stone into the next square. Process is repeated until person has travelled up and
back. Each team member takes a turn. If stone does not land in appropriate square,
or player hops into square containing stone of if player touches the ground with hand
of foot they must start again.
Conclusion Good team game, may be used in mini-olympics.
TRAIN GAME
Who: Large groups (approx 20)
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44. Where: Inside or Outside
Aids Nil
Objectives To get people to mix
To have the person in the centre of the circle try to catch the train
Leaders Hints Appoint your most vocal people as stations and crossings
Instructions Group stands in circle with hands joined. One person stands in the
middle of the circle. The train moves by a squeeze of the hand, so if a person feels a
squeeze of the hand on the left side, they must squeeze the hand of the person on
their right side. Appoint a few people around the circle to be crossings (these people
shout “ding-a-ling” as the train passes through them) and stations (these people
shout “Toot” as the train passes through, and they also have the power to change the
direction the train is travelling). The person in the middle catches the train by pointing
at a person who has received the train on one side but has not passed it on to the
other side of them.
Conclusion A good game for groups of people who know each other well enough to
feel comfortable holding hands or for groups who are beginning to be bonded (e.g.
new directors at a national conference).
ANIMAL NOISES
Who: The more the merrier (at least 20)
Where: In a large room or outside
Aids Animal names on slips of paper
Blindfolds if you have them
Objectives To communicate with others without using normal everyday
words
Leaders Hints Nil
Instructions Each person is given a piece of paper with the name of an animal on it
eg cow, horse, goat, owl, elephant, dog, and turkey. The number of animals you use
is up to you, but you want to use each animal at least 4 or 5 times. Everyone has to
close their eyes (or be blindfolded) and by making the noise of their animal, find the
other cows, horses etc, keeping their eyes closed all the time.
Variations For large groups, just give inform each person of their animal verbally.
Conclusion Sit back and laugh
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45. WINK MURDER
Who: A group of people (preferably 15 – 25)
Where: Inside a room big enough for everyone to walk around
Objectives To learn from observation
Instructions Everyone sits in a circle and covers their eyes. You choose a murderer
(unknown to others) by tapping them on the head. Everyone uncovers their eyes and
starts to walk around so that they frequently pass each other. The murderer may kill
anyone by winking at him or her. If a person receives a wink he/she must wait for 5
seconds and then fall to the ground (shouting “aaagh!” on the way down). That
person is now dead and cannot participate in the rest of the game. If a person spots
another person winking at someone, he may accuse that person of being the
murderer, by pointing at the accused & saying, “I think X is the murderer”. After the
accusation has been made, the accuser must have someone else back up his or her
claim. If not, the accuser must withdraw from the game. The suspect does not have
to comment. A murderer is caught if he/she is accused correctly by tow people, and
a new game starts. If an accuser and a supporter are both wrong, they must both
withdraw from the game.
Conclusion A good game for a group of strangers, or even friends!
WHO’S CHANGING THE MOVEMENT
Who: Groups of people (approx 20)
Where: Enough room to sit in a circle, inside or outside
Aids Nil
Objectives To test people’s powers of observation
Leaders Hints Nil
Instructions Groups sit in a circle facing inwards; one person per group leaves the
room. The others decide who will be the leader. The person comes back into the
room and stands in the middle. The leader makes a series of movements eg
scratching head, waving arms, lifting leg up and down, bending forward etc and the
others in the group have to copy the movements. The person in the middle, by
carefully watching the change of the movements has to guess whom the leader is.
Conclusion Good for strangers or friends.
45

46. TEAM BUILDING
BOMB SHELTER
Materials: None
Aims: Role-playing, group decision-making, group interaction.
Procedure: Divide in groups of 8 - 10. Each group member adopts a specific role,
usually an occupation, e.g. a doctor, an athlete, a teacher, movie-star, mother,
housewife, etc. (These can be written out and picked from a hat). Tell groups they
are in an air-raid shelter after an atom bomb has fallen, big enough and with enough
air and food for only six people, therefore they must get rid of several members. Each
group member must argue as to why he should be allowed to survive. A group
decision must be reached as to who goes and stays: no suicides or murder allowed.
Set a time limit for the decision. Later discuss how the group interacted making the
decision, whether each person played an active or passive role, how satisfied each
was with his role, etc.
Variations: Instead of an air-raid shelter, have a life raft or desert island or space
ship. Add incidents, accidents, rituals, funerals, ceremonies.
ONE SPECIAL THING
This exercise is a good one to use early in the semester because it helps to build a
sense of group rapport through the establishment of an environment for self-
disclosure.
Divide the class into pairs. Instruct the students to carry on a normal conversation for
five minutes, each person telling the other as much as possible about himself. Ask
the students to pick those things about themselves that they think are important to
share. After five minutes, ask the class to come back together again as one large
group (preferably in a circle). Then ask each student to introduce his partner by
stating his partner's name and the one special thing that impressed him as most
important about that person.
If you like, you can end the discussion by asking the group to talk about what it was
like to talk to the other person and what it was like to be talked about in the group.
Every person needs recognition. It is expressed cogently by the lad who says,
Mother, let's play darts. I'll throw the darts and you say `Wonderful.' "
Educator Handbook of Stories, Quotes, and Humor
M. Dale Baughman
BODY LIFT
Aims: Trust, concentration, group development
Procedure: Group chooses each member in turn and elevates them to a horizontal
46

47. position above the heads of the group. The person is held there for a specific period,
and then lowered carefully to the floor. The elevated person must relax and close
eyes. It is often a good idea to have the groups raise and lower in unison. This often
avoids confusion and helps concentration.
Variations: Vary speed and control of lift,- walk, rock, etc.
Have the person involved give instructions to the group.
Combine with Backward fall & catch.
SITTING CIRCLE
Materials: Circle of over 25 people
Aims: Trust, fun
Procedure: a) Group stands in a close circle, in queue form, with right
shoulders towards the centre of the circle.
b) Circle closes so that everyone is touching the person in front and behind them.
c) Participants hold the waist of the person in front. Everyone bends their knees until
they feel themselves supported on the knee of the person behind.
e) If successful (rare first time) the whole group is self supported, each person sitting
on the knee of the person behind.
Note: This can only be successful if the circular shape is maintained
throughout and it is helpful if the group leans slightly towards the center as they are
trying to settle down.
Variations After secure sitting position is achieved
1 Everyone leans inwards slightly and raises left leg
2 Try alternate stepping with right and left feet, (very difficult.)
TANGLE
Materials: None
Aims: Group development, trust, warm-up
Procedure: Whole group links hands into a human chain. First person leads chain
through itself, over and under arms, between legs, etc. Extra care must be taken not
to break the chain, to move slowly and to be gentle. Tangle ends when group is too
tightly packed to move. One person then untangles the group, giving them directions
without touching them.
47

48. SPEAKEASY
Materials: One chair
Aims: Self-validation, group development
Procedure: A chair is placed in front of the group. Each person has a chance to sit
on the chair and talk to the group. They can develop any subject
of their choice. It is often better to start out with descriptions of themselves - group
leader setting the pace by going first.
This is very important activity which can become a permanent feature of each drama
lesson, especially if a drama lesson is over 60 minutes long.
Positive developments can result in group discussion and ways of resolving
problems.
Variations: Speak on controversial subjects, give views, then discuss, argue, do
values continuum, etc.
CONCENTRATION POINTS
Materials: None
Aims: Improvisation, movement
Procedure: Work in pairs or teams: use mime or short improvisations
Compare silence with noise, running with slow motion (really slow,
almost imperceptible).
running and leaping with slow motion, exuberance with
sorrow
old people - young people
tall I people - short people
big (expansive and extrovert) - small (nervous and introvert)
floating - mud wallowing
sleek and darting - slow and ponderous
slow witted - quick witted
stiff person - loose person
rich - poor
strong - weak
industrious - lazy
taciturn person - chatterbox
Englishman - Frenchman
pompous person - friendly person
serious person - silly person
school teacher - school child
policeman - criminal
angel - devil
48