Monthly Leadership Activity: “Step Up and Lead”
Objective
Help high school student leaders understand the value of taking initiative, practice proactive leadership skills, and identify areas where they can step up to make an impact in their school or community.
Activity Overview
- Name: “The Initiative Challenge”
- Duration: 60–75 minutes
- Group Size: Adaptable for small or large groups
- Materials:
- Chart paper or whiteboards
- Markers and sticky notes
- Printed scenarios (optional)
- Timer
Activity Breakdown
1. Icebreaker: “Spot the Initiative” (10 minutes)
- How to Play:
- Divide students into small groups.
- Give each group a list of scenarios where someone took (or didn’t take) initiative (e.g., a student sees trash in the hallway, a peer struggles with a project, or a new club idea is discussed but no one acts).
- Groups discuss and decide whether initiative was taken, and if not, how they would step up.
- Debrief:
- What stood out about the examples?
- Why do some people hesitate to take initiative?
2. Mini-Lesson: What Does Taking Initiative Look Like? (10 minutes)
- Discussion Topics:
- Define initiative: Recognizing what needs to be done and taking action without being asked.
- Traits of leaders who take initiative: Proactivity, creativity, courage, and responsibility.
- Examples from real-life leaders (e.g., starting a community project, solving a problem in school).
3. Group Activity: “Take Charge” Challenge (30 minutes)
- How to Play:
- Split students into small groups (4–6 per group).
- Assign each group a school-related challenge to solve. Examples:
- A lack of student participation in school events
- A need for better peer-to-peer support during exams
- Creating a more inclusive school environment
- Groups brainstorm actionable ideas, focusing on:
- What initiative they can take (specific action).
- Resources or support they need.
- A step-by-step plan.
- Have each group present their ideas in 2 minutes.
- Debrief Questions:
- What was the biggest challenge in coming up with a solution?
- How did your group demonstrate initiative in brainstorming solutions?
- How can you take this idea and apply it in real life?
4. Individual Reflection: “My Initiative Plan” (15 minutes)
- How to Play:
- Hand out a worksheet or prompt students to journal.
- Reflection questions:
- What is one area in my school or community where I can take initiative?
- What’s holding me back?
- What small step can I take this week to move forward?
- Optional Extension: Create a Taking Initiative Goal for the month and revisit it in the next meeting.
5. Closing and Recognition (5–10 minutes)
- Have students share one takeaway or commitment to action.
- Recognize students who have recently taken initiative in their roles or encourage peers to share examples of classmates stepping up.
Activity: “Discovering Your Why: A Leadership Reflection and Action Plan”
Objective:
- To help students identify their own “Why” or sense of purpose.
- To encourage students to connect their “Why” to their leadership roles and actions within their school or community.
Duration:
- 45-60 minutes
Materials:
- Journals or notebooks
- Pens or pencils
- Large sheets of paper or whiteboards
- Markers or colored pens
- “Why” statement examples (can be printed or projected)
Instructions:
- Introduction and Recap (5-10 minutes):
- Start by discussing the key points from Simon Sinek’s TED Talk.
- Focus on the concept of starting with “Why”—the underlying purpose or belief that drives individuals and organizations.
- Ask students to share any immediate thoughts or reflections they had while watching the talk.
- Start by discussing the key points from Simon Sinek’s TED Talk.
- Personal Reflection (10-15 minutes):
- Give students time to individually reflect on and write about their own “Why.” Prompt them with questions such as:
- What motivates you to get involved in school or community activities?
- When have you felt most passionate or fulfilled? What were you doing?
- What impact do you want to have on others?
- Encourage students to think deeply and honestly. Remind them that their “Why” doesn’t have to be grand or world-changing; it just needs to be meaningful to them.
- Give students time to individually reflect on and write about their own “Why.” Prompt them with questions such as:
- Pair and Share (10 minutes):
- Have students pair up with a partner to discuss their reflections.
- Instruct them to share their “Why” statements and offer each other feedback:
- Does the statement feel authentic?
- Can they see how this “Why” might drive their actions and decisions?
- Encourage pairs to help each other refine and clarify their statements.
- Group Discussion (10 minutes):
- Bring the group back together for a larger discussion. Ask:
- What common themes emerged from your “Why” statements?
- How can understanding your “Why” help you be a better leader?
- How might you use your “Why” to inspire and motivate others?
- Discuss how different “Whys” can complement each other within a team or organization, contributing to a shared mission.
- Bring the group back together for a larger discussion. Ask:
- Action Plan Development (10-15 minutes):
- Have students create an action plan to align their leadership activities with their “Why.” Provide them with a template or ask them to structure their plan as follows:
- My Why: (A brief statement of their purpose)
- How I Will Lead: (Specific actions or behaviors that align with their “Why”)
- Challenges to Overcome: (Potential obstacles and how they’ll address them)
- Support System: (Who or what will help them stay true to their “Why”)
- Impact Goal: (What change or difference they hope to make)
- Have students create an action plan to align their leadership activities with their “Why.” Provide them with a template or ask them to structure their plan as follows:
- Sharing and Commitment (5-10 minutes):
- Allow students to share their action plans with the group, or in smaller breakout groups.
- Encourage students to make a commitment to live out their “Why” in their leadership roles, both in and out of school.
- Consider having students write their “Why” and action plan on a poster or board that can be displayed as a reminder of their commitment.
Curriculum Lesson: The FISH Philosophy
The FiSH! Philosophy is a set of simple, practical tools to help students and staff, build stronger relationships and face challenges more effectively. It was developed by a man studying what made the Pike Place Fish Market extraordinary and “World Famous”.
- BE THERE – is being present for people. It a powerful message of respect for each other by doing the simple action of listening.
- PLAY – is our way of being creative, enthusiastic and having fun while we are learning
- MAKE THEIR DAY – is finding simple ways to serve or delight people in a meaningful, memorable way without needing to get something for it. Often times this is encouraged to be an anonymous act.
- CHOOSE YOUR ATTITUDE – means taking responsibility for how you respond to what life throes at you. Good day or bad day, you have the power to make the decision on how you react to it.
Check out the “Happiness Kit” and learn more about the FISH philospohy
Curriculum Lesson: Student Advocacy!
10 Things to Consider:
1. What issue do you want to address?
2. What is the cause of the issue, who is responsible?
3. What is your long-term goal?
4. What are you asking for?
5. What decision-makers can help you?
6. What is the decision-maker’s title, role in
the decision-making body, and position on the issue?
7. Who are your key opponents and what influence do they have on decision-makers?
8. Is your group the only one working on this issue?
9. How many people do you need to help? How many can you get?
10. Who are your allies?
The key to influencing your principal, Board of Education, legislators, and other governing bodies is correspondence!
So, be sure that your student council communicates with the local Board of Education and lawmakers by offering itself as a source of input, advocating its views, and always saying thank-you to those who support youth-friendly legislation and the student voice!
Modes of Communicating
Letters- Very formal, respectful, can contain an abundance of information
Emails- Less formal, can contain just as much information as a letter, but in many cases is easier to overlook, as it is perceived as an “easier” mode of communication, lacking the time and effort of a “snail mail” letter.
Phone Calls- Less formal, but allows for discussion. Allows the “tone” of the communication to come through. Also, allows the use of a “cheat sheet” with important points, phrases, etc., already written out. If you are comfortable with a back-and-forth conversation, this is a good communication mode to use.
Face to Face- Can be very formal, can be very informal; depends on the situation. Must be very confident in your position and knowledge if you are going to use this mode of communication. Allows for the tone of the message with body language as a valuable tool. It is immediate back and forth communication. You can leave a handout with facts/resources.
In view of the public- Includes rallies, letters to the editor, and public testimony. Puts pressure on the Board of Education and law-makers, but often may create tension and resentment – MUCH depends upon the content, tone, and delivery of the message. Speaker should be well prepared and know their Subject!
Visiting a Legislator, County Council or Board of Education Member?
What’s the secret?
Looking nice is crucial – we’re not saying you need to rock the heels or the suit, but it is important to dress professionally. Wearing jeans to the state house makes you seem like you just don’t care about the situation, which can put you at a disadvantage. So, make sure to go for the khaki pants, the polo, the dress and cardigan combo – whatever it is, you shouldn’t look like you’re going to sleep, or involve jeans or flip flops. Be careful about going wrong at the other end too – know the difference between business formal and what you would wear to a social event. That means your homecoming dress probably doesn’t belong in the senator’s office any more than your sweatpants do, so keep it appropriate!
Don’t get caught off-guard! Know everything you can about an issue before advocating! Students are generally seen as naïve, so we must prove that erroneous through our actions and knowledge!
Speaking like you mean it – This is one of those little things that end up making a big impact on your credibility. Good public speaking skills – like not using filler / “um” words, good eye contact, voice fluctuation, positive body language, volume – allows them to focus on your words and confidence, instead of your distracting habits.
Positive attitude is slightly less noticeable to us, but it tends to stick with your audience long after they’ve forgotten what you said. Accusing or yelling at legislators isn’t going to make them want to help you, so by taking a more open stance, they’ll automatically be more willing to listen to you. It’s also important to be confident, but not overconfident. It’s important to stand strongly on your opinions, but nobody wants to listen to that kid that thinks he’s the best thing since Velcro!
3-Part content sounds complicated, but it’s pretty simple. In your argument, you want to mention these three things: you want facts and statistics that support your point, a personal story (usually explaining why it matters to you), and what this legislator can do to help.
Curriculum Lesson: Leadership is Listening
Space and Materials
- Chairs facing each other, a few inches between knees
- No tables
- No additional materials
Introduction
- Invite participants to tell a story to a partner about a time when they felt that they were not heard, seen, or respected.
- Ask the listeners to avoid any interruptions other than asking questions like “What else?” or “What happened next?”
How Participation Is Distributed
- Everyone has an equal amount of time, in turn, to participate in each role, as a storyteller and a listener
Steps
- Introduce the purpose: to practice listening without trying to fix anything or make any judgments.
- One at a time, each person has 5 minutes to share a story about NOT being heard, seen, or respected. – 10 min.
- Partners share with one another the experiences of listening and storytelling: “What did it feel like to tell my story; what did it feel like to listen to your story?”
- In small groups (two sets of pairs) participants share reflections about the experiences, why it is important, shared experiences, listening
WHY? Purposes
- Reveal how common it is for people to experience not being heard, seen, or respected
- Reveal how common it is for people to behave in a way that makes other people feel they are not being heard, seen, or respected
- Improve listening, tuning, and empathy among group members
- Notice how much can be accomplished simply by listening
- Rely on each other more when facing confusing or new situations
- Offer catharsis and healing after strains in relationships
- Help managers discern when listening is more effective than trying to solve a problem
Additional Notes:
- Say, “Your partner may be ready before you. The first story that pops into mind is often the best.”
- Make it safe by saying, “You may not want to pick the most painful story that comes to mind.”
- Make it safe by saying, “Protect carefully the privacy of the storyteller. Ask what parts, if any, you can share with others.”
Suggest, “When you are the listener, notice when you form a judgment (about what is right or wrong) or when you get an idea about how you can help, then let it go.”
Curriculum Lesson: Leadership is using your voice (megaphone leadership)
Materials: 2 index cards per student
Objectives: Learn how to use your strengths and weaknesses to be a better leader and delegator. Students will be challenged to introspectively find their strengths and weaknesses. Then, they will learn how to lead by using their own and others strengths to create a more comfortable environment for everyone. Everyone has their different expertises, how will knowing these help you work toward a common goal?
Key take-aways:
- It’s important to wear your strengths and weaknesses on your sleeve.
- Open yourself up to others about what YOU are passionate/excited about doing.
- Live your truths. Don’t hide your truths (strengths/weaknesses) because it may be seen as a burden to others etc.
Description:
- Give each student two index cards
- Have them write one thing a lot of people know about them on one of the cards, and something most people don’t know on the other.
- Advisor reads one stack at a time.
- Read the ones most people know about them first.
- Ask students to share what they put
- Active listening skills, safe space environment
- Ask students to share what they put
- Go to the “no one knows” stack
- Ask students to share what they put
- Active listening skills, safe space environment
- This helps explore why students are unwilling to share about themselves and lived experiences.
- Ask students to share what they put
Potential Debrief Questions
- How can what you shared make you a better leader in the long run?
- Strengths and weaknesses conversation.
- Leaders must be open with their followers with their strengths, experiences, weaknesses, and discomfort.
- What are the differences and similarities between what students see that everyone knows and what no one knows about?
Curriculum Lesson: Leadership is creating a ripple effect
Materials:
Part 1 of Activity: Two clear glasses, filled with water, Medium sized rocks (for every student), Permanent marker
Part 2 of Activity: Tub of water, 3 packs of different colored food coloring.
Location: Your Leadership Classroom!
Objectives: Learn about the importance of ripple effects. Students will recognize creating change cannot be done overnight through visual representations. Creating change can be as small or as large as you want. No matter your age, gender, race, financial status, ability, you can change the world. Since anyone can change the world, how will you be today?
Key take-aways:
- Ripple effects cannot be undone. It can be started by one person that inspires someone else, which inspires even more people
- Ripple effect creates lasting change. Not one person can change everything. 3. Video if interested, touches on Kid President’s guide to “How to Change the World?”. The video touches on ripple effect in how that can make a big impact on people.
Description:
Activity #1:
- Give everyone a pebble/mid size rock. Have them write their name on it.
- In the front of the room, have 2 glasses of water filled equally.
- Explain that the water represents your school, community, the world etc.
- In one of the glasses:
- Create a scenario where I say I am going to change the world myself (say things like “I need no one else” “I can do it myself”.) Then, I drop my pebble into the glass of water. Ripple slowly stops.
- In the other glass:
- Have one camper start by putting their rock in the water, each camper follows them by putting their rocks in the water. Remind them to really look at the ripple of the persons before putting theirs in. Eventually, this will make it overflow.
- This represents that once someone creates a ripple effect for change, it creates an increase in followers, which creates even more ripples -> more change etc.
Activity #2
- Go to a big tub of water.
- Put a dot of food coloring into the water.
- This shows ripple effects cannot ever be stopped or go back to normal.
- Other students would then be asked to put food coloring into the tub, making it darker in multiple different colors. This shows, with passion and the drive to do more creates even more people to do something.
Potential Debrief Questions:
After Activity #1:
- What happened in this activity?
- When you saw the person in front of your rock drop, what did you see?
- How did the water overflow?
- How did your rock impact others?
- Created more people to follow
- Created a higher water level in the big picture
- As a leader, we think we need to single handedly create change, why can this be harmful?
After Activity #2:
- What happened in this activity?
- What did this activity allow you to see?
- How do you see this represented in your life?
“Effective Communication”
Materials: Paper and writing utensils
Purpose: To demonstrate that effective communication comes directly from the source rather than through the grapevine or through lots of different mouths.
Activity: Have small groups of students (4-6) stand in a straight line. Each student should have a writing utensil and a blank piece of paper. Pull up a simple image and show it to the person at the back of the line. They will be the only person to see the original image. Then have that person place their paper on the back of the person in front of the. They can begin to draw the image they were shown. Once the drawer is finished, continue up the line by having the next person try to replicate what they felt drawn on their back on the next person. Previous drawings should not be looked at, and new drawings should only be based on what was felt on their back. Once the final drawing is completed, the first and last drawing should be compared and looked at by the group. Hold any conversation until the group discussion/debrief afterwards.
Debrief Questions:
• Did your groups first and last drawings look the same?
• If they differed, why do you think that happened?
• How can situations like this present themselves in our everyday lives?
• What can we do to ensure that we always end up with similar drawings? Or in normal terms, how can we ensure that we are effectively communicating within our community?
• What are some places in your life that effective communication comes in helpful?
Find a Passion (or At Least an Engaging Activity)
One of the characteristics of “gritty” people is that they are especially motivated to seek happiness through focused engagement and a sense of meaning or purpose. So identify a passion and understand that practice, hard work and perseverance are the surest way to achievement.
Recognize That Frustration, Confusion and Practice Are Par for the Course
Those who believe that diligence and perseverance pay off beat out their less optimistic, and often more talented, counterparts. People with “growth mindsets” are more resilient and tend to push through struggle because they believe that hard work is part of the process and they understand that failure is not a permanent condition. Those with “fixed mindsets” on the other hand, believe that success stems from innate talent and tend to give up easily – why work hard at something if you don’t believe you can change anything?
Take Risks
Grit demands risk taking. Successful people are willing to step out of their comfort zones and risk failure in order to learn something new or pursue a long-term goal. And while, by definition, a risk may end in failure, successful people don’t give up.
Failure Is Not the End
Grit means maintaining the hope and vision to change even under the most challenging circumstances.
Want more? Check out this inspirational TedTalk by Angela Lee Duckworth
“Emotional First Aid: Toolkit”
Materials: Resources and discussion questions
Lesson Overview:
With all of the back to school activities, assignments and events; our educators and students have a lot on their plates! Our friends with Work2BeWell have TONS of resources and curricular items to help students reinforce their skillsets and navigate this busy time of year. In the Work2BeWell Self-Care and Mindfulness lesson, students will create their own emotional first-aid kit. Their kit will include sounds, sights, touches, smells, trusted contacts (humans), and journaling (take action). The first-aid kit will help youth practice self-care and mindfulness, helping them reduce stress in tense situations and proactively care for their mental health.
Download the Self-Care and Mindfulness module PPT
“Grade Board Portfolio”
“8 Traits Successful People Have”
Materials: Video below and discussion questions
Lesson Overview:
How might focus help you succeed? Using examples of famous people from disparate fields, such as James Cameron, Quincy Jones, and Larry Page, Richard St. John suggests why focus is one of eight traits common in successful people.
Q1: What are some ways you can eliminate distractions when you need to concentrate?
Q2: What are common techniques that you have used and found successful?
Q4: What gets in your way the MOST when trying to stay focused?
Q5: Whats one NEW technique you would like to try?
Q6: How can you begin to incorporate these 8 traits into your daily life?
“Making Meaning”
Materials: Video below and quick reflection worksheet
Lesson Overview:
Our culture is obsessed with happiness, but what if there’s a more fulfilling path? Happiness comes and goes, says writer Emily Esfahani Smith, but having meaning in life — serving something beyond yourself and developing the best within you — gives you something to hold onto. Learn more about the difference between being happy and having meaning as Smith offers four pillars of a meaningful life.
“3 Questions to ask yourself about everything you do “
Materials: Video (below)
Lesson Overview:
How you respond to setbacks is what defines your character, says Stacey Abrams, the first black woman in the history of the United States to be nominated by a major party for governor. In an electrifying talk, she shares the lessons she learned from her campaign for governor of Georgia — and some advice on how to change the world.
Digging Deeper:
Although navigating our inner emotions was not something that was taught to many students in school, it should be, contend a number of researchers. They believe emotional skills should rank as high in importance in children’s education as math, reading, history, and science. Dig into why emotions and soft skills matter with this article.
“Vision Boards”
Materials: cardstock paper, magazine clippings, pictures, newspaper clippings, markers (can include a range of these items)
Lesson Overview:
The purpose of this lesson is to allow yourself to visualize the goals you want to achieve. During this holiday time it can be easy to lose track of the things that we need as individuals and what is most important to us. Take this time to reflect on your priorities by actively shaping a reminder for yourself for something to work towards every day. As you create your vision board, consider your goals for 2021. Also consider any long or short term goals you have set for yourself. Think about goals in different areas of your life.
Research shows that visualizing your goals helps you stay on track to achieve your goal. In this curriculum lesson, students will create a vision board to help set their goals and track their goal setting. Vision boards will serve as a daily reminder to work on what you want to achieve and to be better everyday! Create a collage of pictures and words that inspire you and connect directly to the things that you want. For example if you wanted to prioritize physical health, you could add an image of your favorite healthy food. Focus on the areas of your life that you want to improve on and the things you want in your future: family time, relationships, school, places to live, new things to try, career path, or even just things you enjoy. If there is limited access to images or paper clippings, a word collage with markers or on a document works great too
“Unicorns vs. Rhinos”
Materials: Video below and activity worksheet from Navigating Politics
Lesson Overview:
The purpose of this lesson is to explore how having a limited perspective complicates our capacity for critical empathy and collaborative problem solving. This lesson allows students to work together to negotiate for their side of the story in a mock council meeting and then debrief how their stories connect to the essential elements of dignity and modern politics. Watch the video below and have students engage in the activity worksheet linked above.
“Muse Movement”
Materials: webcam/iphone, passion!
Lesson Overview:
To bring forth the importance of having a muse, and developing a muse. To rekindle the joy of doing fun activities that we love. To promote the joy of being human. To look at interesting words, ideas and innovations and how they can inspire us. To engage in thoughtful communication about the human spirit, and to examine how we can be engaged in the inspirations of others. To look at the question of what brings us joy, and to understand that one of the components of happiness is to be inspired by others.
That’s what the Muse Movement is all about! Not only does this activity create an opportunity for students to explore and share their passions, but it also creates dialog on the value and interpretation different muses have on one’s development. We are all impacted and inspired differently – but how does that translate into the development of interests, future life choices, leadership styles and developing a sense of balance in your life? How much thought have we given to those driving “muses” and how can we use these lessons in other areas of our lives?
Muse Movement Curriculum Directions
Discussion Prompts:
- What was it like for you to create your submission
- What was it like for you to put it out into the world for others to see?
- Did you experience any apprehension or anxiety when you were creating your video?
- Why do you think you did or didn’t?•What did you feel when you submitted your video?
- How many of you think it is interesting that a lot of us experienced the same feelings?
- What was it like for you to see the muses of others? How did you feel?
- What do you think this entire experience of creating and sharing a muse was designed to
- Teach?
- What do you want to take from this experience into your life?
Lesson: Time Management-Self Assessment
Time: 30min
Materials: Survey, pens
Instructions: Self-assessment of your study time patterns allows you to explore and evaluate the range of decisions you make each day with regard to time management. Managing time is a very complex process and self-assessment provides some measures of your strengths and weaknesses.
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Total for the ODD numbers minus the total for the Even numbers = ______
Understanding your Score
Odd numbered items in the inventory reflect positive components of time management that can contribute to effective use of time. Even numbered items reflect negative components that can take away from effective time management. Therefore, if you have a positive total score, this indicates a proactive approach to managing time. If your score is negative, your time management strategies can be improved. However, remember that there is not one right way to manage time. You need to find the right approach for you that will allow for tasks to be completed on time, without necessitating a superhuman effort. It will also ensure that your stress level is reasonable.
Initial Goals
Look back to your completed self-assessment. Of the 20 items on the inventory, select five items that you feel are important issues for you. These may be typical behaviors that are currently detracting from you personal satisfaction and potential as a student. What would you like to chance for the better?
Action plan to improve time management
Use a planner or calendar- Write down everything you have to do for the day in your planner. By doing this, you can visualize all of the tasks and events you have to accomplish for every day. You can use the calendar on your phone to list where you need to be during what time. This way you can see exactly where you are spending your time throughout the day.
Prioritize- Prioritize your daily tasks on is the most important to accomplish to the least important. By prioritizing, you have a definitive object to start with and have an action plan on how you can cross everything off your list for the day.
Eliminate Distractions- A great way to eliminate your distractions is by putting your phone on do not disturb and deleting/locking social media apps. Your phone is one of the biggest distractions and time consumers in your life. It is important to keep it out of sight when working to not distract you.
Stay Organized- By staying organized and having a clean workspace, you are less likely to waste time looking for something and spend more time being productive. Keep your classwork organized in separate binders/folders in your backpack and keep your locker clean from clutter to create a positive work environment.
Designate a specific study area- Where you study is crucial to how well you will end up studying. Find a place that works for your study habits and make it a priority to do all of your work there. When thinking of a location, it is important that you find a work area that is clean and free from clutter. By working at a table or desk, you are less likely to get distracted by outside factors.
Lesson: Follow the Leader
Time: 30min
Materials: 20 paper plates, tape
Instructions:
- Place the paper plates on the floor similar to the image shown above. It is your choice how to position the numbers. The choice can influence the difficulty level of the exercise.
- Use masking tape to mark up the area. You should also use the masking tape to tape the plates down so they don’t get kicked around easily.
- Divide the delegates to two teams of about 10 people or less.
- Explain that the objective of the exercise is that each team needs to enter the area and visit the numbers in sequence. The rules are as follows:
- Team A should start from Location X and end in Location Y. Everyone must be behind the marked line at the end. Team B should do the reverse.
- Team A should approach the box and start from 1 and visit the sequence until 20. Team B should go through the reverse sequence starting at 20 and down to 1.
- Each team should form a line where members hold each other’s hands for the duration of the exercise.
- For Team A, the leader of the line should enter the area and aim for plate 1 and touch it with his foot. He should then aim for plate two. The next person in line should also touch plate 1 and so do all others in the team in sequence while the leader is reaching for plates 2, 3, and so on. Hence, by the end of the exercise each team member should touch the entire sequence from 1 to 20.
- Teams should hold hands at all times.
- Teams cannot go through each other and will need to find their way around each other. This makes the exercise much more challenging as they get blocked by each other and adds to the dynamic nature of the exercise.
- If you made mistakes, simply correct it. The time lost would be your penalty.
- Explain that the team that finishes first wins. This is the first team that come off the area completely where everyone has touched the numbers in sequence.
- On your mark start the exercise.
- Observe how each team approaches the problem and makes decisions.
- Allocate 10 to 20 minutes for this exercise depending on the size of the area and the number of delegates.
- Even if one team finishes completely, let the other team continue to finish the sequence as well.
- Declare the winning team
Discussion Points:
- How did you approach the problem?
- Did you plan ahead or just start to go through the sequence?
- Was it easy to hold the formation as you went through the sequence?
- How was team communication and coordination?
- Did you assign anyone specific as the leader of the group who was at the front of the line or did this happen randomly? Was the choice of the person good for the purpose of this task?
- Did you get blocked by the other team? Was it easy to find your way around them?
- Did you use the blocking as a strategy to slow down the other team while not slowing down yourself?
- Did your team make any mistakes?
- Overall, how do you rate your own team’s performance? If you had a chance to go through this exercise, what would you do differently?
(Credit: Skills Converged LTD)