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Toobeez
Training with a Twist:
Communication
and Team Building
Abigail R. Kies and
Michelle Tillis Lederman
Edited by
Victoria Anderson
Cover designed by Mark Broomell of mbDesignworks

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Contact:
Toobeez@ExecutiveEssentials.org
Toobeez@PlayToWinCoaching.com
Joseph A. Donahue
Project Connect Joint Venture Manager and Contact:
inventor of the Toobeez  giant construction Connectable Color Tubes, LLC
building system. It is our mission to develop c/o Educational Products
innovative and thought-provoking educational Division
products for kids and adults. Please visit us for 1204 Thomas Road
more information at www.project-connect.net Wayne, PA 19087
877-TOOBEEZ
877-866-2339
Tom Heck
Team and Leadership Coach and author of The
Official Toobeez Teambuilding Games and Activity Guide
and Multimedia Training CD. Through my new
easy-to-use website, I train all types of educators in
over 70 countries how to lead fun and engaging
Contact:
team building games. Free team building games e-
World Headquarters
book and newsletter are available.
P.O. Box 1831
Asheville, NC 28802
The authors would like to acknowledge Tom
828-665-0303
Heck for inspiring the ideas behind several
www.TeachMeTeamwork.com
activities, specifically: Drawbridge, Get
Connected, and Modeling Success.

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INTRODUCTION
What is this book?
It is training with a twist. This book is about communication,
“To be an outstanding leadership, teamwork, and fun ways to learn about the roles
leader, one must first be they play and the impact they have. Inside, you will find easy-to-
an effective follow facilitation guides for designing and delivering interactive
communicator.” and innovative training programs that encourage insights,
Michelle Tillis increase learning, develop skills, inspire action, and always
Lederman create a fun experience. While some of the activities may at
first seem familiar, as they are adapted from common activities,
the debriefs and applications are the interpretation and work of
the authors.
Who is this book for?
“Leadership is having a
You, of course! If you are in a Human Resources department,
vision and empowering
learning and development role, or are an independent corporate
others to join you in
trainer, this book is full of ideas for you. Customize on or off-site
realizing it. It’s about
workshops that incorporate fun with the specific skill
knowing yourself, how
development you desire.
your behavior affects
others, and motivating
How do you use the book?
action.”
With ease. Starting with the Activities Matrix, select an activity
Abigail R. Kies
based on your learning goals and follow the guide through set
up, facilitation, and most importantly, the debrief discussion. The
debrief section of each activity provides you with opening, goal-
specific, and concluding questions. We also threw in some tips
and ideas for how to make each session your own.
So what are the results?
The possibilities are infinite. Our programs enhance
communication, create leaders, and engage your workforce.
The results – increased productivity, improved morale, and
ultimately, higher profits.
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INTRODUCTION
HOW TO USE THIS BOOK
THE ACTIVITY The Activity Matrix on page 18 is designed to summarize the
MATRIX primary and secondary Learning Intentions for each activity. It
allows you to quickly skim for the learning objectives you want to
focus on and choose activities accordingly.
THE ACTIVITIES The fun stuff. This book is organized by activities, which are the
trainer’s way of creating a learning environment while the
participants think they are just having fun. The activities are
designed for flexibility, and they guide the trainer through set up,
facilitation, and discussion. Each one focuses on specific
Learning Intentions, designated as Primary and Secondary. The
matrix on page 18 will assist you in selecting activities to
highlight the areas you’re looking to impact. The structure of the
activity section is described in detail below.
The Learning Intention (LI)
The point of the activity. The Primary Learning Intentions (LI)
are what the activity requires in order to successfully complete
the task. The Secondary LIs (S) are additional areas of
expertise that may contribute to the outcome of the exercise and
can be the focus of the debrief discussion as well. It is the
facilitator’s choices as to which ones and how many are used
depending on how much time you have and how in depth you
want to go on the topics.
Topics Include…
(cid:1) Communications (cid:1) Leadership
(cid:1) Cooperation (cid:1) Negotiations
(cid:1) Creative Thinking (cid:1) People Development
(cid:1) Decision Making (cid:1) Project Management
(cid:1) Diversity (cid:1) Strategic Thinking
(cid:1) Ethics (cid:1) Teamwork
(cid:1) Influence
The Overview
A quick peek summarizing the activity, time, space and
materials required, as well as the suggested group size.
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INTRODUCTION
The Activity/The Task
What you and the participants are doing – plain and simple.
Along with the necessary set up, the activity provides the
facilitator with directions for opening and closing the activity,
optional variations, and observations to note during the
exercise.
Setup
What to do before everyone shows up. Along with the
materials noted in the Overview section, look here for
how to prepare the space and supplies.
Instructions/Facilitator Script
What to say. This book provides you with specific
language to kick off the activity.
Observations and Modifications
What keeps you, the facilitator, busy while the activity is
underway. Often, your primary task will be to observe.
This section not only tells you what to look for but how
and when to modify the activity based on those
observations.
Conclusion
Wrap it up. Should you abruptly end the activity or let it
play out until the participants accomplish the task
assigned? The best option is indicated in this section of
the activity description.
Variations
The activity with a twist. Here is where you can have
some fun with your participants - mute them, blindfold
them, or make them decide the rules. Use variations to
add new challenges to the activity and highlight
additional Learning Intentions.
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INTRODUCTION
The Debrief
Where the work gets done. During the debriefing session,
learning is achieved through directed questions and an open,
guided discussion. Effectively using this section is your key to
success. First, answer the following questions:
(cid:1) How much time do you have for discussion?
(cid:1) What do you want your participants to learn by the end
of the session?
(cid:1) What else do you want to accomplish?
The basic discussion consists of the Opening and Closing
sections of the debriefing session. At the end of the activity, we
also provide the Key Take-Aways. Depending on your answers
to the above questions, you will determine which LIs to include
and at what depth. Use the table as a guideline for how many
brief or in-depth Learning Intentions (LI) can be included in
addition to the Opening and Closing sections.
Brief LI: Pick one or two questions from the list.
In-Depth LI: Raise all of the questions for that topic.
Debrief Time Number of Number of
Available Brief LIs In-Depth LIs
30 minutes None None
1 – 2 hours 2 – 3 1 – 2
2 – 4 hours 4 – 5 2 – 3
4+ hours All 4 – 5
Tip
A heads up. These comments come from the experiences of
seasoned trainers.
Facilitator’s Choice
Make it your own. How you implement the instructions is up to
you, and here are a few more options.
Transitions
What’s next? The choice is yours. Look here for basic
transitions to other discussion topics.
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INTRODUCTION
EXECUTING THE TRAINING
THE Facilitator – “Someone who makes progress easier”1. Sounds
FACILITATOR’S simple, but to be a successful facilitator, you must manage
ROLE many roles including…
The Motivator – Inspire your participants to engage in,
value, and contribute to the experience. It is your energy
that will elevate or deplete the energy in the room.
The Observer – Watch the interactions and modify the
activity to create the greatest application of the learning.
The Discussion Leader – Ask the questions that will
generate open discussion and highlight the Key Take-
Aways when the opportunity arises.
The Safety Coordinator – Ensure the participants
execute the task safely.
THE IMPORTANCE Training day is day one. The results are immediate and short-
OF FOLLOW UP lived. In order to create lasting results, make the follow-up an
integral part of your training. Consider these five components of
effective follow up when creating your plan.
1. Get feedback from participants
2. Communicate the desired long-term results
3. Develop and monitor progress on action plans
4. Create accountability to reinforce desired behaviors
5. Make timely corrections
In each activity you will find an opportunity for participants to
create action steps and design their accountability plan within
the workshop. Look for ways to support the follow-up. For
example, pair people to work together as buddies/small groups
that will meet or speak on a regular basis. Then have
participants determine the changes they would like to implement
after the program, and make sure they are specific, measurable
and actionable.
1 Source: WordNet ® 2.0, © 2003 Princeton University
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INTRODUCTION
Explain how to create goals with these criteria:
SPECIFIC – The what, when, and how of what you want
to accomplish.
MEASURABLE - How do you know if you have
accomplished your goal? You measure it! Choose
concrete criteria so you can track your progress.
ACTION - ORIENTED – What will you do to make it
happen? These are the specific steps you will take to
get it done.
If your participants are challenged in creating specific action
items, provide some ideas. See the following page for examples
for the follow up.
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ACTIVITY FOLLOW
UP
ACTION ITEMS
Communication
Creative
Thinking
Decision
Making
Diversity
Ethics
Leadership
Influence
Negotiations
and
Development
People
Management
Project
Strategic
Thinking
Cooperation
Teamwork
and
Give credit to a
1 X X X
member outside
yAosukr fiomr mfeeeddibaatec k
2 X X X X
from your
sTuryp ear vnieswor ,
3 X X
influencing strategy
eAadcohp tw oeneek bfoerh aav ior
4 X X X
you admire in
sBoemfoereo nreea ecltsineg b tyo
5 something X X X X X
someone said, ask
ySotaurrts ae lf, “How else
6 X X X X
conversation with
tChrreeaet ep eao npelew y ou
7 X X X
format for a
rCehcouorrsineg a m coeuertisneg .o f
8 X X X X
action for a
dSepceiasiko nto ysotura hteagviec
9 X X X X
partners regarding
hInocwo rypooura ctea na 10-
10 X X X X
minute
bRreavinieswto crmominpga ny
11 X X
policies to ensure
cAocmcepplita nce.
12 responsibility for X X X X
something that did
not turn out as

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INTRODUCTION
THE CORPORATE While the lessons from these activities apply to all aspects of
ANGLE life, as a corporate trainer, it is your job to help the participants
relate them to their professional lives. In each activity, we
provide suggestions of the areas that may be impacted and
raise questions to elicit this connection. Use the table below for
examples.
TOPIC IDEAS
Strategic 1. Are there new people/groups
Partnerships with whom you can now
envision working in
partnership?
2. How will you approach them?
Feedback and 3. Are there people you can ask
Performance for feedback?
4. Are there people you can
give feedback to in a new
way so they experience the
maximum benefit?
Interviewing and 5. How do you communicate
Hiring with a candidate?
6. What biases do you bring to
the interview?
7. What’s important to you in a
new employee and what
questions can you ask to
solicit that information?
Teams 8. What new roles can you now
assume when you work on
teams?
9. How can you lead and
influence others even when
you’re not in a “leadership”
position?
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INTRODUCTION
A WORD ON SAFETY
Keeping the participants safe, both physically and emotionally,
is critical to success. You should develop your own safety
procedures with the following points in mind.
(cid:1) Have participants engage at their own level
(cid:1) Encourage participation, but do not force it
(cid:1) Ensure the space is free of dangers
(cid:1) Inspect all props before and after use
(cid:1) Discuss safety before beginning the program
(cid:1) Keep a First Aid kit accessible
You are responsible for the safety of everyone using these
activities. Make safety a priority and manage the risk.
The authors and publisher of this book assume no
responsibility or liability for the use of the information
presented in this guide, including, but not limited to, errors due
to misprinting or omission of detail.
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INTRODUCTION
ABOUT THE Abigail R. Kies, MBA,
AUTHORS Founder, Play To Win Coaching
www.PlayToWinCoaching.com
Abigail R. Kies is the founder of
Play To Win Coaching, a
leadership development company
committed to empowering people
in all of their relationships -
professional and personal - and
contributing to businesses,
communities, and families in an ongoing and results-driven
basis. Combining her business background and powerful
coaching skills, Abigail works closely with individuals, teams,
and organizations from diverse backgrounds in varied
situations... entrepreneurs, managers, Fortune 500
executives, artists, teachers, lawyers... to enhance
communication, enrich relationships, develop leadership, and
realize visions.
Prior to professional coaching, Abigail worked in investment
management (Sanford C. Bernstein and Co., Inc.),
management consulting (Mitchell Madison/marchFIRST and
freelance), and marketing (Peaceworks LLC, American
Express Company). She also has extensive volunteer
experience including serving as Treasurer of her NYC co-op
(243 unit apartment building), fundraising and event
coordination for Project Sunshine, tutoring/mentoring with the
East Harlem Tutorial Project, teaching with Junior
Achievement, and building for Habitat for Humanity.
Abigail has a BA in Anthropology and Art History from Johns
Hopkins University, an MBA from Columbia Business School,
and is a graduate of Newfield Network, Inc., an International
Coaching Federation accredited school.
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INTRODUCTION
Michelle Tillis Lederman, CPA, MBA, CEC
Founder, Executive Essentials, LLC
www.ExecutiveEssentials.org
Michelle Tillis Lederman is the
founder of Executive Essentials,
a training company that provides
communications, leadership, and
team building programs as well
as executive coaching services.
She has delivered seminars
internationally for corporations,
universities, high schools, and
non-profit organizations including: JPMorgan Chase,
Deutsche Bank, Columbia Business School, and The Museum
of Modern Art. Michelle is an Adjunct Professor at NYU’s
Stern School of Business in the Management
Communications department and serves on the faculty of the
American Management Association.
Michelle spent ten years in finance, beginning her career as a
Certified Public Accountant in Arthur Andersen's audit
practice, and she later joined Primedia as a mergers and
acquisitions analyst. Her experience ranges from venture
capital to hedge funds and includes positions as a financial
strategist with Deloitte Consulting and an alternative
investment advisor for HypoVereins Bank.
Michelle is involved in extensive volunteer and community
advocacy. She is developing a life skills curriculum for high
school students to increase their likelihood of success. As an
animal advocate, she has organized multiple benefits to raise
awareness and donations for New York City animal rescue.
She received her BS, Summa Cum Laude, in Accounting and
Communications from Lehigh University, her MBA, with
honors, from Columbia Business School, and her coaching
certification from the Institute for Professional Empowerment
Coaching.
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INTRODUCTION
ONSITE TRAINING Need a Trainer – We’ll Come to You!
Executive Essentials, www.ExecutiveEssentials.org, and Play
To Win Coaching www.PlayToWinCoaching.com, have come
together to bring you comprehensive training programs with
follow-up coaching to ensure the long-term impact of training.
Need a trainer to deliver the programs? The authors of this
book can custom design and deliver programs onsite.
For more information email training@toobeez.com.
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Toobeez: Training with a Twist
Communication and Teamwork
Abigail. R. Kies and Michelle Tillis Lederman
TABLE OF CONTENTS
Activity Page #
1 BUILDING BRIDGES 19
2 DRAWBRIDGE 33
3 FIND YOUR WAY 43
4 GET CONNECTED 53
5 HOMELAND SECURITY 63
6 MODELING SUCCESS 73
7 SHAPE UP 83
8 TRADING GAME 93
9 UNSEEN OBSTACLES 113
“Teamwork is the ability to work together toward a common vision. The
ability to direct individual accomplishments toward organizational
objectives. It is the fuel that allows common people to attain uncommon
results.”
Andrew Carnegie
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ACTIVITY MATRIX
ACTION ITEMS
Communication
Thinking Creative
Decision
Making
Diversity
Ethics
Leadership
Influence
Negotiations
and
Development
People
Management
Project
Thinking Strategic
Cooperation
Teamwork
and
1 Building Bridges P S S S S S P
2 Drawbridge S S P P
3 Find Your Way S P
4 Get Connected S S P P
5 Homeland Security S P
6 Modeling Success P P S S
7 Shape Up P S P
8 Trading Game S P P S S
9 Unseen Obstacles P P P S S

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#1 BUILDING BRIDGES
THE LEARNING Primary Teamwork and Cooperation
INTENTION Communication
Secondary Influencing Others
Decision Making
Creative Thinking
People Development
Diversity
THE OVERVIEW Description The group is split into two teams and
instructed to build the longest bridge
possible in the time allotted with the
“Keep away from people Toobeez provided.
who try to belittle your
ambitions. Small people Time Setup: 10 minutes
always do that, but the Required Activity: 20 minutes
really great make you Debrief: 30 minutes (minimum)
feel that you, too, can
become great.”
Space 20 x 40 (minimum room size)
Mark Twain
Open space – no chairs, tables, etc.
Group Size 10 – 40 participants
Materials (cid:1) One (or more) Toobeez set(s): split
in two equal groups
(cid:1) Blank nametags or stickers (for
variations only)
(cid:1) Flip chart
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BUILDING BRIDGES
THE ACTIVITY Facilitator Script
Instructions In this activity, you will be divided into two teams, Team A and
Team B (divide the room). Each team will be given a set of
Toobeez. Your instructions are to win by building the longest
bridge with the materials provided in the time allotted. You will
have 20 minutes to complete this activity.
Any questions on the material covered? (Answer any questions,
and get the teams situated with their Toobeez). Begin.
Facilitator’s Choice…
1) The language you choose may influence how the
instructions are interpreted. Consider using “group” or no
distinction, “A’s over here, B’s over there” instead of using
the word “team”.
2) How the teams are chosen may impact this activity.
There are many ways to divide the room (i.e., counting off,
using characterizations such as hair color, company level
or division, gender, etc. or picking random individuals).
Observations and Once the time allotted begins, your role as facilitator is to observe
Modifications until the time is up. During the activity, listen and look for the
following: How people communicate, cooperate, and work in
teams. The questions below, based on the primary Learning
Intentions, are provided to guide your observations.
Communication
In this activity, people get to communicate with their body, as well
as with language. People may have open discussions about what
the point of the activity is, or they may jump right in without even
questioning their interpretation of the instruction. Listen and watch
to notice:
(cid:1) How are people addressing, listening, and working with
each other (orderly, respectfully, differentially, and/or
confrontationally)?
(cid:1) How have people interpreted the instructions and how to
win?
(cid:1) How do people influence each other?
(cid:1) What tactics do they employ?
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BUILDING BRIDGES
(cid:1) What non-verbal communications do you notice – facial
expressions, people stepping away or disengaging?
Teamwork and Cooperation
People will have different ideas of what their “team” is – whether it
is the group they are in, a subgroup within that, or all of the people
participating in the activity. The possibility here is for people to see
that they can all work together creating a bigger possibility of
“winning” than either team can create on its own. During the
activity, observe:
(cid:1) Levels of competitiveness – within teams and with the other
team
(cid:1) Roles and alliances
(cid:1) Whether anyone mentions or approaches working with the
other team
(cid:1) Impact of the restrictions in the variations
(cid:1) Variation 3: Whether everyone votes each time or if anyone
stops the process by refusing to vote
Concluding the When the time has passed, stop the activity abruptly. If they have
Activity not yet used all their pieces and “completed” a bridge, stop them
wherever they are and ask them to take a seat. If one or both
teams have “completed” before the time, let the time pass and
observe how participants use the time. Notice whether it occurs to
anyone to join together with the other team.
Variations Variations are optional and will highlight additional skill sets.
1. Highlighting: Creative Thinking, Diversity, Influencing
Others, People Development
In addition to the instructions above, there will be limited
communication for certain members of your team.
Specifically, the designated group will be mute (that is, not
able to speak throughout the entire exercise). They must
participate fully and communicate without using spoken
words.
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BUILDING BRIDGES
TIP…
To see skills in others, choose individuals who have so far
been talkative, outgoing, or emerged as leaders and mute
them.
2. Highlighting: Creative Thinking, Decision Making
In addition to the instructions above, there will be limited
direct contact with the Toobeez. Those individuals chosen
on each team will be the only ones who may touch the
round connector spheres. Everyone else may only touch
the tubes. No one will be able to touch both the connector
spheres and the tubes.
3. Highlighting: Decision Making, Influencing Others
In addition to the instructions above, as a team you must
choose by vote a design/building strategy before putting
the bridge together. The team must determine what
guidelines (%) constitute a “passing” vote. You may not
proceed with building until everyone votes. In order to
change the design of the bridge once building has
commenced, a new vote must be taken and counted – the
same voting guidelines apply to any additional votes.
TIP…
By not voting, any individual may stop the process. This
tool could empower an otherwise quiet person to be heard,
but only if that person has listened carefully to the
instructions.
4. Highlighting: Diversity, People Development
In addition to the instructions above, divide the room by
age or gender.
TIP…
When using variations #1 and #2, use nametags or color
stickers to differentiate people. For instance, put a
sticker/nametag on the people who are mute or connector
spheres, so everyone is clear as to who is in which
category.
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BUILDING BRIDGES
THE DEBRIEF The debrief should be an interactive discussion. Lead it by offering
a series of questions and soliciting responses from the
participants. To begin, ask questions about the activity itself and
continue with specifics related to the skills you want to address or
highlight. You may stick to one area of focus or choose to cover
many topics. Suggested questions are offered below to guide you
as you facilitate this debrief.
The debrief is organized with an Opening and Closing and then by
Learning Intention, and it may be used in a variety of ways. You
may use just the Opening and Closing for a basic debrief or add
the Learning Intention-specific debriefs in between. To include the
Learning Intention specifics in your debrief, either pick one or two
questions from each areas in order to touch on many topics or
work in depth on one or more area of learning and go through all of
the questions for that topic(s). Look through the questions, TIPs,
FCs, and Transitions prior to the training session in order to
choose which ones you will cover (See “How to Use this Book”).
Opening The intention of this activity is to enhance communication among
team members and encourage and realize the value of
cooperation. This activity provides participants with an opportunity
to see how they work together, whether they lead or follow, what
roles they assume, how they influence and are influenced by
others, and how they interact in a potentially competitive situation.
The activity offers an alternative to competition - the win/win.
This activity offers many lessons, so let the participants share with
you what they learned and think the activity is about. As you ask
questions about the instructions, listen to the responses to be sure
the participants understand the instructions (i.e., someone can
repeat them word for word, answers precisely, or there are no
hands remaining in the air.
(cid:1) What was the point of this exercise?
(cid:1) Who knows what the instructions were?
(cid:1) What was the longest bridge possible?
(cid:1) How did you play the game?
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BUILDING BRIDGES
TIP…
People may use the restrictions in the variations as
excuses or explanations for why they did what they did and
their levels of leadership, cooperation, and communication.
Challenge them on those assumptions. Ask: “Is there an
alternative?”
Closing This activity is a platform for new actions. In all variations, the way
to build the longest bridge is for Team A and Team B to cooperate.
Any other solution leaves both teams with, at most, half of what
they could have created by working together.
Concluding Questions
(cid:1) What did you learn about communication, cooperation, or
teamwork?
(cid:1) What could have been done differently?
(cid:1) Where else in your professional life do you behave in a
similar manner? Is it working?
(cid:1) What traits or behaviors did you admire in your teammates?
(cid:1) How will you apply what you learned from your teammates?
Action Plans
(cid:1) How many ways can you apply what you learned in this
activity to:
(cid:1) Strategic partnerships
(cid:1) Feedback and performance reviews
(cid:1) Interviewing and hiring decisions
(cid:1) Based on your new experiences and insights, what could be
different in going forward?
(cid:1) Which skills will you now adopt and develop?
(cid:1) What three action steps (with specific, measurable results)
will you take this month to begin incorporating what you’ve
learned into your daily routine?
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BUILDING BRIDGES
LI: People are always engaged in many levels of communication. The
Communication following questions offer participants the opportunity to become
aware of their communication, the impact it has on others, and the
results it creates. Through this awareness, people will then get to
choose the alternatives that serve their goals.
Speaking
(cid:1) How quickly did you speak up when you had ideas?
(cid:1) Were you clear on the instructions and how to win?
Facilitator’s Choice…
Anonymity may impact people’s willingness to be open and
honest. Have people close their eyes and ask them to raise
their hands indicating their answers to questions regarding
being listened to, satisfaction with the results, etc. Use a
scale of 1-5 (represented by holding up fingers) as
appropriate to facilitate this process.
Listening
(cid:1) Who did you listen to or follow? Why?
(cid:1) Who thinks they followed the instructions and came up with
an acceptable result?
Non-verbal
(cid:1) What body language did you notice in yourself and others?
(cid:1) How did your body language change as decisions were
made and actions were taken?
When using Variation #1
(cid:1) If you were mute, how did you communicate? Was it
effective? Did you participate fully?
(cid:1) If you weren’t mute, did you include the people who were?
How?
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BUILDING BRIDGES
Summary Script
We’ve just had the opportunity to recognize how each of us has
been communicating as well as to identify role models and pitfalls.
Now you can put that information into action to create clear and
comprehensive mutual understanding. So, what do you think the
results will be in your organization?
Transition to Cooperation and Teamwork…
“Now that we have an idea of the impact of our
communications, we’re going to get into more depth
regarding how we work together by focusing on Cooperation
and Teamwork.”
Transition to Creative Thinking…
“One of the outcomes of excellent communication is an
environment which fosters creativity and generates new
ideas. Now that we’ve spent some time on the
communication piece, let’s turn our attention to creative
thinking and what you’ve learned about yourself and others
from this activity.”
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BUILDING BRIDGES
LI: Teamwork and Teamwork and cooperation includes how people interact with
Cooperation each other, the roles people take in group settings, and how
people perceive situations – as competitive or collaborative.
Teamwork
(cid:1) How did your team work together?
(cid:1) What roles did you/people assume?
(cid:1) If you didn’t get your way, how did you participate?
(cid:1) Where in your job and career do you limit your definition
of “your team”? How else could it look?
Cooperation
(cid:1) Did anyone consider working with the other team?
(cid:1) What would it have taken to work together, and what’s the
possible impact?
(cid:1) What is preventing or blocking you from expanding your
idea of team, and how could you overcome it?
When Using Variation #2
(cid:1) How did you coordinate putting the pieces together?
(cid:1) Did the pieces you had affect the roles you took on?
Summary Script
When people work together in an empowering way – one in
which everyone is listened to and respected as a contributing
member of the team – results are impacted. We often interpret
situations as “us versus them,” when all parties would benefit by
working together. As we expand our interpretation of “our team”,
we also expand the possibilities for success and achievement.
Transition to Influencing Others…
“What happens when we want to work in a cooperative
manner and other people resist? How do you create a
team amidst resistance? There are many ways to
influence others. Think again about the activity we just
completed, this time reflecting on what influenced you
and how you influenced others in your group.”
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BUILDING BRIDGES
LI: Influencing It is useful to examine what influencing tactics you’re currently
Others using, what tactics you respond to in others, and expand the
(S) options to include other influencing strategies. (For a
comprehensive discussion of specific influencing methods, see
Activity 8: Trading Game.)
(cid:1) Do you ever think about how you get your way?
(cid:1) Are you aware of how you influence and are influenced by
others and when and why it varies?
(cid:1) How did you influence others in this activity?
(cid:1) How does this impact your organization?
LI: Decision How we make decisions has an impact on others and the
Making organization. Empowering decisions, those that value others’
(S) opinions and leadership abilities, allow you to collectively move
forward with direction and purpose.
(cid:1) Were decisions made in an efficient and/or empowering
way?
(cid:1) What criteria did you use?
(cid:1) What decisions did you make as an individual versus as part
of a group?
When Using Variation #3
(cid:1) How did you decide what counts as a passing vote?
LI: Creative While we may share many similarities, each of us thinks in a unique
Thinking way. Encouraging people to listen to and share their own ideas
(S) keeps organizations fresh and innovative. Use the following
questions to generate a discussion about creativity, its value, and
how to tap into each individual’s creative ideas.
(cid:1) How did you come up with ideas?
(cid:1) Did you share all of your ideas? Why or why not?
(cid:1) What behaviors contributed to/hindered creativity?
(cid:1) How did you react to a “different” idea?
When Using Variation #3
(cid:1) How did the voting work?
(cid:1) What could you have done to stop everything and make
people listen to you?
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BUILDING BRIDGES
Transition to People Development…
“Whose creativity surprised you? Did you tell them? Why or
why not? How would you feel if someone told you your
thinking impressed them? How often do you share feedback
with your colleagues?”
LI: People The fundamental tool for successful people development, including
Development for ourselves, is feedback. Excellent managers carefully observe
(S) people and communicate clearly. Outstanding employees are those
that look for and listen to feedback on their own as well.
(cid:1) What did you notice about how other people participated in
this activity?
(cid:1) What did you admire and want to encourage?
(cid:1) How can you support people to optimize what’s working?
(cid:1) How can you provide feedback and guidance effectively?
(cid:1) What are personal pitfalls you discovered, and how can you
avoid them?
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BUILDING BRIDGES
LI: Diversity The term diversity suggests a mix of people with perceived
(S) differences. There are many ways a group can be similar and many
ways it can be diverse. For instance, a group of investment bankers
may all have MBAs and six-figure salaries. At the same time, they
may be different ages, different genders, different religions,
different nationalities, have different likes and dislikes, and different
political ideologies. Everyone interprets “diversity” a little differently;
so begin by exploring what it means to this group. Encourage
people to listen to each other openly as they consider differing
points of view.
(cid:1) What types of diversity were present?
(cid:1) On what criteria are you basing being different?
(cid:1) What assumptions did you have about the people with whom
you were working?
(cid:1) What was your initial reaction to being put in the group in
which you were placed? Why?
(cid:1) How did you work with people you thought were
similar/different?
(cid:1) What is the benefit of working in “mixed” teams?
When Using Variation #4
(cid:1) What was your experience of initially being placed in a single
gender group?
(cid:1) Did your assumptions and preconceived notions support or
inhibit your contribution?
(cid:1) What is the risk here?
TIP…
It is valuable for people to recognize that, in general,
groups of men and women have different dynamics.
However, it is also important to caution people against
over-generalizing. This is an opportunity to identify
possible differences and explore ways to communicate
with others, not an invitation to apply them to all individuals
or groups of men or women.
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BUILDING BRIDGES
Key Take-Aways
(cid:1) When people cooperate and work together,
results are possible that individuals or
individual teams could not produce on their
own.
(cid:1) Winning can include everyone – it doesn’t
have to be at the expense of another team or
individual.
(cid:1)
Communication directly affects our results:
clear, respectful communication encourages
people to work together and creates a
common understanding of a situation.
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BUILDING BRIDGES
FACILITATOR
NOTES
32

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#2 DRAWBRIDGE
THE LEARNING Primary Teamwork and Cooperation
INTENTION Project Management
Secondary Communication
People Development
THE OVERVIEW Description The group is split into two teams and
instructed to build half a bridge on their
respective sides of a visual divider. When
“Everything that the divider is removed at the end, the two
irritates us about teams must connect their bridges to
others can lead us to complete a bridge with the addition of only
an understanding of one more Toobeez tube.
ourselves.”
Carl Jung Time Required Setup: 10 minutes
Activity: 20 - 45 minutes
Debrief: 30 minutes (minimum)
Space 20 x 20 (minimum room size)
Open space – no chairs, tables, etc.
Group Size 4 - 10 participants per set of Toobeez
Materials (cid:1) One Toobeez set, split in two equal piles
(cid:1) Tarp, blanket, or opaque sheet to divide
space
(cid:1) Tape
(cid:1) Flip chart
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DRAWBRIDGE
THE ACTIVITY Hang a large sheet, tarp, or curtain in the middle of the room.
Set Up On each side, measure out the length of one long Toobeez plus
one short Toobeez from the divider and mark the floor with a
line of visible tape. Divide the Toobeez in half. Each team will
have half a set.
NOTE: Since one piece
is withheld as the
connecting piece, divide
the Toobeez into two
identical piles of 25
pieces of Toobeez. You
will have one piece
leftover which is not
used in this activity.
Instructions Clearly outline the instructions and answer any questions before
the activity begins. Once the time allotted begins, your role as
facilitator is to observe until the time is up.
Facilitator Script
In this activity, you will be divided into two teams and situated on
either side of this divider. (Divide the room and keep teams
separate for the remainder of instructions and activity.) Each
team will be given the same number of Toobeez. Each team is
to build half a bridge on their side of the divider. In order for the
activity to be successfully completed, teams must be able to
complete the bridge with only one additional Toobeez tube upon
removing the divider. Following are some specific guidelines:
(cid:1) No supports may be on the ground between the tape and
curtain
(cid:1) Teams may not look at the other side of the curtain
(cid:1) Nothing may touch or support the Toobeez (rope, divider,
wall, etc.)
(cid:1) Only verbal communication is allowed with the people on
the other side of the divider
(cid:1) The tape and curtain may not be moved or altered
(cid:1) If any guidelines are broken, start over
Any questions on the material covered? (Answer any questions
and get teams situated with their Toobeez on separate sides of
the divider). You will have approximately 30 minutes to complete
this activity. Begin.
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DRAWBRIDGE
Observations and During the activity, listen and look for the following: How people
Modifications work together, manage the project, and communicate. The
questions below, based on the primary Learning Intentions, are
provided to guide your observations.
LI: Teamwork and Cooperation
In this activity, people will have different ideas of what their
“team” is – whether it is the group they are in, a subgroup within
that, or all of the people on both sides of the divider. The only
way to successfully complete this activity is to work together and
communicate effectively with the other team. During the activity,
observe:
(cid:1) How are people working together (or not)?
(cid:1) Are there roles and alliances?
(cid:1) How do the teams interact with each other?
LI: Project Management (PM)
This activity provides two opportunities for people to assume
project management responsibilities, a) managing the team on
your side of the divider, and b) managing the overall project and
coordination with the other team. During the activity, observe:
(cid:1) Who (if anyone) steps into the Project Manager role?
How is this decided?
(cid:1) Is the PM doing everything or is he/she really managing
the process and including others?
(cid:1) How does the PM communicate with others to create
results?
Concluding the After 30 minutes, regardless of where the team is, conclude the
Activity exercise.
Facilitator’s Choice…
You may choose to wait until there is a possible solution
to test instead of going by time.
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DRAWBRIDGE
Variations Variations are optional and will highlight additional skill sets.
1. Highlighting: Communication
In addition to the instructions above, both sides of the
bridge must be exact mirror images of the other.
2. Highlighting: People Development
Assign particular people to be the Project Managers.
Instruct the teams that only the Project Managers or
other particular individuals can communicate with the
other team so all other communications must go
through those individuals.
Facilitator’s Choice…
Role assignment may be based on developing specific
people, selecting the “quiet” people, or in reverse of
current positions. If there is no specific intention around
roles, random or self-selection will also work.
THE DEBRIEF The debrief should be an interactive discussion. Lead it by
offering a series of questions and soliciting responses from the
participants. To begin, ask questions about the activity itself and
continue with specifics related to the skills you want to address
or highlight. You may stick to one area of focus or choose to
cover many topics. Suggested questions are offered below to
guide you as you facilitate this debrief.
The debrief is organized with an Opening and Closing and then
by Learning Intention, and it may be used in a variety of ways.
You may use just the Opening and Closing for a basic debrief or
add the Learning Intention-specific debriefs in between. To
include the Learning Intention specifics in your debrief, either
pick one or two questions from each area in order to touch on
many topics or work in depth on one or more areas of learning
and go through all of the questions for that topic(s). Look
through the questions, TIPs, FCs, and Transitions prior to the
training session in order to choose which ones you will cover
(see “How to Use this Book”).
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DRAWBRIDGE
Opening The intention of this activity is to develop teamwork,
cooperation, and project management skills. It requires
extensive coordination among participants, and no one can do
this one alone.
This activity offers many lessons. Let the participants share with
you what they learned and think the activity is about.
(cid:1) What was the point of this exercise?
(cid:1) Where in your professional life are there dividers? How
do you deal with them?
(cid:1) What was the biggest challenge of this activity?
(cid:1) What did you learn? How can you apply that to your
professional life?
Closing This activity is a platform for new actions. We work “blindly”
across dividers (e.g., telephones, offices, geography) everyday.
Sometimes we aren’t even aware of the dividers. Cooperation,
teamwork, and effective project management are vital to
successfully working together regardless of the barriers among
us.
Concluding Questions
(cid:1) What did you learn about trust, cooperation, teamwork,
and project management?
(cid:1) What could have been done differently?
(cid:1) Where in your professional life are there barriers and
dividers? What can you now do differently to overcome
those challenges?
Action Plans
(cid:1) How many ways can you apply what you’ve learned in
this activity to:
(cid:1) Everyday management
(cid:1) Dealing with conflict
(cid:1) Business relationships
(cid:1) Based on your new experiences and insights, what could
be different in going forward?
(cid:1) What three action steps (with specific, measurable
results) will you take this month to begin incorporating
what you’ve learned into your daily routine?
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DRAWBRIDGE
LI: Teamwork Teamwork and cooperation includes how people interact with each
and Cooperation other, the roles people take in group settings, and how people
perceive situations - as competitive or collaborative.
Teamwork
(cid:1) How did your team work together?
(cid:1) What roles did you/people assume?
(cid:1) If you didn’t get your way, how did you participate?
(cid:1) As you were working, who did you consider to be on your
team?
(cid:1) Where in your job and career do you limit your definition of
“your team”? How else could it look?
Cooperation
(cid:1) How much did you work with the other team?
(cid:1) What did it take to work together? What did it require from
each side of the divider?
(cid:1) How did you coordinate or assume leadership among your
team and those on the other side of the divider?
When Using Variation #1
(cid:1) How did you coordinate putting the pieces together?
When Using Variation #2
(cid:1) What was the impact of assigned roles?
(cid:1) How does your interpretation of reporting structures influence
how you work with others or contribute your ideas?
Summary Script
When people work together in an empowering way – one in which
everyone is listened to and respected as a contributing member of
the team – results are impacted. We often interpret situations as us
versus them, or our side and their side, when all parties would
benefit by working together. As we expand our interpretation of “our
team”, we also expand the possibilities for success and
achievement. By putting this expanded notion of cooperation and
teamwork into action, what do you think the results will be in your
organization?
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DRAWBRIDGE
LI: Project Everyone working on a project uses “project management” skills.
Management Sometimes people are in official PM roles. Other times, people are
part of the project team. Regardless, learning to manage a project
and your piece of it effectively impacts everyone and forwards your
personal and collective results.
(cid:1) What was the “project” in this activity?
(cid:1) What role did you assume in relationship to others?
(cid:1) How did you manage the project overall?
(cid:1) What were the challenges in managing this project?
(cid:1) How did you coordinate and share management with people
on the other side of the divider?
(cid:1) What tasks did you interpret to be the PM’s responsibility
versus yours?
(cid:1) If you did not take the PM role, how did you feel the PM did?
Summary Script
Project Management is both a set of skills and professional
mannerisms that anyone in any role in a project can assume. When
people take responsibility for the outcome of a project, clearly
communicate steps and outcomes, keep track of the status, and
empower others to continue working and meet commitments, they
are managing the project regardless of their official role or title.
Successful organizations cultivate project management in everyone
while also supporting and empowering those in official project
management roles. How would your organization be impacted if
everyone took on project management while also accepting that only
certain people have that official role?
Transition to People Development:
“Now that we have an idea of what project management is and
how it affects results, we’re going to look more in depth at the
people side of things. Specifically, we’re going to look at how
we impact the performance and growth of others by focusing
on their development.”
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DRAWBRIDGE
LI: Communication impacts how people work together and the results
Communication they create. Use the following questions to begin a discussion on the
(S) role communication played in this activity, especially if teams used
Variation #2.
(cid:1) How did you communicate across the divider?
(cid:1) What was the biggest challenge in creating mirror image
bridges?
(cid:1) What did you learn about assumptions you make and how
your communication incorporates them?
(cid:1) How can you enhance your clarity and effectiveness as a
communicator based on what you’ve learned in this activity?
LI: People The fundamental tool for successful people development, including
Development for ourselves, is feedback. Excellent managers carefully observe
(S) people and communicate clearly. Outstanding employees are those
that look for and listen to feedback on their own as well.
(cid:1) What did you notice about how other people participated in
this activity?
(cid:1) What did you admire and want to encourage?
(cid:1) How can you support people to optimize what’s working?
(cid:1) How can you provide feedback and guidance effectively?
(cid:1) How is asking for feedback a means of developing others?
(cid:1) What are personal pitfalls you discovered, and how can you
avoid them?
When Using Variation #2
(cid:1) How did you react to the role you received? How did it impact
your behavior and participation?
(cid:1) What did it mean to you to be the Project Manager?
(cid:1) What was it like to be in a new position (either managing or
being managed by particular individuals)?
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DRAWBRIDGE
Key Take-Aways
(cid:1) It doesn’t matter what role or position you
have, you can manage a project from
wherever you are.
(cid:1) We don’t need to see all sides of a project
to work with others and reach our goals.
(cid:1)
When we expand our idea of “our team”, we
optimize results for everyone.
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DRAWBRIDGE
FACILITATOR
NOTES
42

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#3 FIND YOUR WAY
THE LEARNING Primary Teamwork and Cooperation
INTENTION
Secondary Communication
THE OVERVIEW Description The group must figure out the correct way
through the maze and get as many
participants through it in the time allotted.
“Many attempts to
communicate are Time Required Setup: 10 minutes
nullified by saying too Activity: 25 - 45 minutes
much.” Debrief: 20 minutes (minimum)
Robert Greenleaf
Space 20 x 20 (minimum room size)
Open space – no chairs, tables, etc.
Group Size 4 – 24 participants
Materials (cid:1) One Toobeez set
(cid:1) One maze map (included on page 45),
(cid:1) Beeper or whistle
THE ACTIVITY Place the Toobeez on the
Set Up floor in the pattern indicated
in the diagram. The Toobeez
pieces will act as the frame.
The maze is the path they
must follow to navigate
through it. See picture at left
for the layout of frame. You
will need:
(cid:1) 8 green tubes on the
outside
(cid:1) 4 gold tubes for the inside
(cid:1) 8 red tubes make the x's on the outer squares
(cid:1) 2 blue tubes make the x on the middle square
(cid:1) 12 connector spheres
Choose a maze map from page 45 (you will need to have a sketch
or copy of the map maze in your hand during the activity).
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FIND YOUR WAY
Instructions Clearly outline the instructions and answer any questions before
the activity begins.
Facilitator Script
There is only one correct way through this Toobeez maze from
point A to point B (indicate beginning and end to the participants).
The object of the activity is for you to determine what that correct
path is and then have as many of you go through the maze as
possible in the time allotted.
You must adhere to the following guidelines:
1. You may not write anything down or mark the maze in any
way during this activity.
2. As a group, you will establish an order to go through the
maze, one at a time, and that order will be set for the
remainder of the activity.
3. As participants move through the maze, a facilitator will be
checking your movements against the maze map. If you
make an incorrect move, the facilitator will “beep” or blow
the whistle, indicating the incorrect movement. At this point,
your turn is over and you will return to the back of the line.
4. You will only go through the maze successfully once until
everyone else has also successfully traversed the boxes.
Form a new line of completed participants.
5. You may speak only during the planning phase. Once
people enter the maze, only nonverbal communication is
permitted.
6. Participants may not see the maze map (which will be held
by a facilitator).
You will have 30 minutes to complete this activity. As a group you
may decide how much of that time to use for planning before the
first person enters the maze. (Thirty (30) minutes is based on using
a medium difficulty maze for 12 people)
Any questions on the material covered? (Answer any questions).
Begin.
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FIND YOUR WAY
AAAA BBBB CCCC
DDDD EEEE FFFF
“Maze maps” – pick one route to follow, beginning at either end.
TIP…
The timeframe is meant to create a sense of urgency. If
you find participants are moving too quickly, reduce the
time. You can excuse it with, “Another unexpected
obstacle, the time has been cut by X minutes, there are
now Y minutes remaining.”
45

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FIND YOUR WAY
Observations and Once the activity begins, your role as facilitator is two-fold. For
Modifications that reason, this activity works best with an assistant or co-
facilitator in the room. One of you will observe behaviors while
the other can hold the maze map and beeper. The person with
the maze map and beeper needs to stand with a clear view of
the map, the actual maze, and the participants as they work
through the maze. Anytime you see someone make a move that
is not in accordance with the maze map being used, beep that
person and send them to the back of the line.
For the person observing, listen and look for the following: How
people cooperate, work together, and communicate. The
questions below, based on the primary Learning Intentions, are
provided to guide your observations.
Teamwork and Cooperation
People will have different ideas of what their “team” is and
whether they “need” a team. The possibility here is for people to
see that they can all work together creating a bigger possibility
of “winning” than any individual can create on his/her own.
During the activity, observe:
(cid:1) Levels of competitiveness – are people more interested in
getting through the maze themselves or assisting others?
(cid:1) Do people take time in the beginning to coordinate or plan
a group strategy?
(cid:1) Whose advice are people following?
Communication
In this activity, communication is controlled by the guidelines of
the exercise. People may strategize before beginning or they
may jump right in. Once anyone has begun to go through the
maze, everyone is limited to nonverbal communication. How do
they exchange ideas with their teammates? Listen, watch, and
notice:
(cid:1) How are people communicating (orderly, respectfully,
deferentially, or confrontationally)?
(cid:1) How do people deal with and communicate around a
failed attempt?
(cid:1) Is there any discussion in the beginning regarding how
they will communicate once they are silenced while in the
maze?
(cid:1) What nonverbal communication do you notice?
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FIND YOUR WAY
Concluding the When the time has elapsed, stop people where they are and
Activity bring the participants together to debrief.
THE DEBRIEF The debrief should be an interactive discussion. Lead it by
offering a series of questions and soliciting responses from the
participants. To begin, ask questions about the activity itself and
continue with specifics related to the skills you want to address
or highlight. You may stick to one area of focus or choose to
cover many topics. Suggested questions are offered below to
guide you as you facilitate this debrief.
The debrief is organized with an Opening and Closing and then
by Learning Intention, and it may be used in a variety of ways.
You may use just the Opening and Closing for a basic debrief or
add the Learning Intention-specific debriefs in between. To
include the Learning Intention specifics in your debrief, either
pick one or two questions from each area in order to touch on
many topics, or work in depth on one or more areas of learning
and go through all of the questions for that topic(s). Look
through the questions, TIPs, FCs, and Transitions prior to the
training session in order to choose which ones you will cover
(see “How to Use this Book”).
Opening The intention of this activity is to enhance communication, trust,
and cooperation among the participants. However, this activity
offers many lessons, so let the participants share with you what
they learned and their comments as to the purpose of the
activity.
(cid:1) What was the point of this exercise?
(cid:1) Where was your focus during the activity? Was it on
going through the maze yourself or getting everyone on
your team through?
(cid:1) Were you concerned with looking good or being right?
(cid:1) What was the biggest challenge of this activity?
Closing This activity is a platform for new actions. We navigate “mazes”
without maps all the time. Clear communication, a team focus,
responsibility for everyone’s outcome, and openness to
guidance are critical to everyone’s success.
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FIND YOUR WAY
Concluding Questions
(cid:1) What did you learn about teamwork or communication?
(cid:1) What could have been done differently?
(cid:1) Where in your professional life are you uncertain of your
next step? What can you now do differently to address
those challenges?
Action Plans
(cid:1) How many ways can you relate what you learned in
today’s activity to:
(cid:1) Everyday management
(cid:1) Client relationships
(cid:1) Professional development
(cid:1) Promotions/advancement
(cid:1) Based on your new experiences and insights, what could
be different in going forward?
(cid:1) What three action steps (with specific, measurable
results) will you take this month to begin incorporating
what you’ve learned into your daily routine?
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FIND YOUR WAY
LI: Teamwork Teamwork and cooperation includes how people interact with
and Cooperation each other, the roles people take in group settings, and how
people perceive situations - as competitive or collaborative.
Teamwork
(cid:1) How did your team work together?
(cid:1) What roles did you/people assume?
(cid:1) How did you define success?
(cid:1) If you knew how to get through the maze, how did you
participate?
(cid:1) How did you choose whose advice to follow? How did that
impact the performance of your team?
(cid:1) Where in your job and career does your resistance to
trusting and working with others limit your performance?
How else could it look?
Cooperation
(cid:1) Were you more concerned with getting through the maze
yourself or getting your teammates through it?
(cid:1) What would it have taken to focus on team success first,
and what’s the possible impact?
(cid:1) What is preventing or blocking you from expanding your
idea of “team”? How could you overcome it?
Summary Script
When people work together in an empowering way – one in which
everyone is listened to and respected as a contributing member of
the team – results are impacted. We often interpret situations as
us versus them, when all parties would benefit by working
together. As we expand our interpretation of “team”, we also
expand the possibilities for success and achievement.
Transition to Communication…
“Now that we have an idea of the impact of Cooperation and
Teamwork, we’re going to look in depth at one of the main
building blocks – excellent Communication.”
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FIND YOUR WAY
LI: People are always engaged in many levels of communication.
Communication The following questions offer participants the opportunity to
(S) become aware of their communication, the impact it has on
others, and the results it creates. Through this awareness,
people will then get to choose the alternatives that serve their
goals.
Speaking
(cid:1) During the planning phase, did you speak up?
(cid:1) Were you clear and specific when describing or asking
questions?
Listening
(cid:1) How did you listen?
(cid:1) To whom did you listen? Why?
Nonverbal
(cid:1) What body language did you notice in yourself and
others?
(cid:1) How did your body language change as the activity
progressed? How about with failed attempts?
(cid:1) How did you communicate with the rest of your group
once you were in the maze?
Summary Script
Research has shown that 90% of human communication is
nonverbal, yet we rarely focus on it. This activity provides an in-
depth look at nonverbal communication and how powerful and
effective it can be. Now you can put that information into action
to create clear and comprehensive mutual understanding. How
will this impact your organization?
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