Retreat & Scenarion Based Games

8/2/2019 Retreat & Scenarion Based Games

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Retreats&Corporate games

Youcanlearnmoreaboutamaninanhourofplaythanina yearofconversation." Plato,fromTheRepublic

Enhance your corporate teams bonding using creative experiential learning. Through selected

scenarios and simulation conditions your executives or your management team will strengthen

their power of:

Strategic decision making Crisis and emergencies management Developing leadership, cooperation, communication, and team working skills Experience the importance of a powerful united team in surviving and winning

In its entirety the human potential of your company, in individual departments of company or the

managerial executives. Modifying the rules of game we achieve each time the appointment of

different dexterities, depending on the profile and the labour objects participating.

Games-based Learning enables learners to;

undertake tasks and experience situations which would otherwise be impossible, undesirable for

cost, time, logistical and safety reasons.

We also provide contact games that require balance, tactics and using ones disadvantage to an

advantage. Take Baton battle, a long plastic pole with sponged ends on a raised 1 foot plank asthe arena, the objective is to make your opponent fall off using your Baton, in this size andstrength plays a role, but balance and timing can equally win, a game that can have the David

and Goliath effect. We can provide self defense courses, moreover methods to avoid

confrontation.

We can plan in consultation a range of games with specific objectives you feel is required are

best needed for your staff.

Paintball Examples:

FIELD NASA In our insertion and extraction based Scenario game, a paintball Hostage rescue,

you are unable to make it to your extraction point because of flooding, The helicopter knowsyour approximate location and is sweeping the area, to be extracted you need to send a signalover a tree canopy. All you have is a Plastic bottle, duct tape, foil, a bicycle pump, a cork, and

you need to clear 60 ft to allow a projectile to be seen, what do you do? Well, we give you

instruction and teach you as a team to build various plastic bottle rockets, this is competitive andonly those who clear the distance can be extracted and a added pressure, you have a time limit

before the rescue crew need to leave.


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BUILDING BRIDGES a Project based ending in another interactive problem solving task. Yourteam have just escaped the enemy, you are in a village of friendly natives, but to reach the safety

of the boarder, and deliver the information your team extracted, you need to cross the river, its

too deep and fast to cross.

For centuries this area had a foot bridge uniting two tribes for trade and commerce. About 3

months ago, the bridge was demolished up by the rebels. No one wants to rebuild in case ofreprisals. Your team must use the maximum participation from both tribes and also maximum

communication. You need to also explain that if its built you can bring Aid and protection to

gain the confidence.

One problem: The tribes no longer speak the same language.

OPERATION FLAME

Your team has managed to end a skirmish, and evacuate the area, the area has possible

contamination and needs destroyed, because of the contamination risk a black box beacon for

the air force to burn the area needs to be placed near the Lab building, you need to improviseand build a catapult with material available to launch the Black box into the effected zone, you

are time constrained due to a explosive device in the Lab building, if this explodes it will releasea toxic gas, killing your whole team and the local villages.

Examples challenges/games without Paintball:

Tattoo game (relationships, attitudes and behaviour perceptions)

A game for Team building and bonding, however this game is definitely not an activity forparticularly sensitive people as it involves revealing personal information, and entails discussion

of potentially personal feelings and perceptions. Seek all team members' agreement before

playing this game. This exercise can be used for fun and relationship-building, or to highlightand challenge assumptions and pre-conceived judgment about people, class, background,stereotypes, etc. You can develop different games ideas around this exercise depending on the

type of party game or team building activity required (and the level of intimacy welcomed by the

group), based on the game as follows: ask team members to write down secretly on a piece ofpaper each whether they have any tattoos on any part of their body, or for more daring groups or

party games, a description of the tattoos and their locations. (The amount of detail to be given is

a variable factor of the game and must always be subject to agreement by the delegates.) Teammembers then fold their pieces of paper and put each into a container to prevent cheating. Group

members then take turns to pick one of the folded pieces of paper and guess who it belongs to.

Team members should read out what's written on the paper and explain their thought process

(which obviously raises points for comment and reaction during or after the guessing game). Ifthe person guesses correctly, the paper is removed, if not, it is placed back into the container.

Points can be awarded for correct guesses and/or to team members incorrectly matched to

tattoos. For groups of up to seven the guessing stage of the game is best played by individuals;groups of eight and over can be split into two teams for the guessing stage of the game, in which

case members of the guessing team are not allowed to admit or deny ownership of the

description. Team members should also be instructed to disguise handwriting, and to use thesame sort of pen or pencil, to avoid giving clues. Allowance also needs to be made for team


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members having visible or known tattoos, the simplest rule being to disregard these tattoos. Forthe same reason team members selecting a description that they know already (of a friend for

instance) should return the piece of paper to the container without revealing its contents and pick

another. The point of the game is not the score or who wins, it is the speculation and guessing,and the ensuing discussion and reaction, particularly people's reactions when being matched

incorrectly, and correctly, to particular tattoos. For more adventurous activities and variations tothis game you can extend the exercise to include body piercings, which, like tattoos, for thepurpose of the game, should not be known or visible. N.B. Tattoos and piercings are actually a

serious and fascinating aspect of human behaviour, culture and evolution, and have featured in

one form or another across most civilizations throughout the history of human-kind; in a games

context the subject can produce lively and enlightening debate. (As with all of these games onthis team building page please read carefully the disclaimer below - if in doubt about any team

member's vulnerability or sensitivity to any team building game or activity, don't use it.)

'My pet hate' exercise (for rapport-building, empathy, facilitative questioning, active

reflective listening, interpretation, personal development)

An innovative and effective team building exercise for training and practising active and

reflective listening skills, empathy, and facilitative questioning. Also a great team activity for

personal development and personal problem solving. For groups of six or more in teams of three

or pairs.

Ask each delegate to think of a situation or person that they find extremely difficult or

frustrating. The situation can be from work or home life, but nothing so personal as to cause

discomfort when revealed to others. Guide delegates also to avoid criticism of other people who

might be part of identified frustrations, whether these people are present or not.

For teams of three, the first person is the interviewer, second person is as interviewee, and third

is observer. The first person in each team has 5 minutes (facilitator can allow longer, depending

on total exercise time available, group size and desired intensity) to question the second person

about the second person's difficulty or frustration. The first person should use rapport-building

and empathy, sensitive facilitative questioning, active listening, reflective listening, and

interpretation skills, to encourage and enable the second person to explain how they feel, why

they feel like it, what are the causes and what might be the remedies, plus any other points of

relevance. The second person should try to respond naturally to the interviewer. The group then

reconvenes and the first person from each team must then briefly (max 2-3 mins) describe,

explain and summarise to the group the second person's difficult situation. The second personfrom each team then gives feedback to the group (including to their interviewer) as to the

accuracy of the interpretation and the quality of the interviewing (rapport-building, facilitative

questioning, active listening, reflection, interpretation and empathy) used by the first person. The

third person observer of each team then provides a brief neutral overview comment, if required

and helpful. When each team has completed these stages, rotate the roles and run the exercise

again, so that each person plays the interviewer, interviewee and observer.


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This exercise can also be run in pairs, without the third-person observers, which is appropriate

for small groups of 4-8 people, or if the time available for the exercise doesn't allow three

rotations of the team roles. Use the review sheet to provide a break-it-down structure for

feedback and review. For odd numbers of groups the facilitator can take part to make teams

numbers equal, which is important so as to avoid creating 'passengers' (inactive team members)

at any stage.

Training and review elements of the exercise (optional use of training element review sheet):

1. rapport building and empathy (intuitive sensitive style)2. facilitative questioning3. active/reflective listening4. accuracy of interpretation and description

Exercise duration and activity options typically:

Facilitator's introduction and explanation, in use of training element review sheet - 5 mins Optional brainstorm of review elements - 5 mins First interviews in teams of three - 5 mins Summaries to group and feedback - number of teams x 3 mins Second interviews in teams of three - 5 mins Summaries to group and feedback - number of teams x 3 mins Third interviews in teams of three - 5 mins Summaries to group and feedback - number of teams x 3 mins Final group review of activities and experiences - 5-30 mins depending on exercise depth

and intensity requirement

Optional review of personal actions arising - 5 mins (defer major issues outside exercisesession)

Total exercise time nominally 30-45 mins plus 3 mins for each interview summary = totaldelegates x 3 mins, ie., a group size of fifteen in teams of three will take a total of 75-90 mins.

If the exercise is run in pairs without observers the third round of interviews and summaries is

obviously not required.

life-raft (group selection recruitment game, negotiation and presentation, relationships,

appreciating other people's strengths, team-working and decision-making)

A simple but sophisticated game for a team of six to ten people. The scenario is that the team is

stranded in a life-raft which is too small to hold everyone without sinking. Someone (or you

could say two or three people - it's flexible) must to be thrown overboard (or eaten, if you prefer


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the really macabre version) - the group must decide who is/are to be the unfortunate victim(s).

First delegates have the opportunity to present their reasons why they should stay (the facilitator

can decide what media is to be used, but watch out for the time - this part needs to be reasonably

brief). Delegates can be directed either to base their presentations on their own real selves, or if a

less emotive approach is required, to adopt the personality of a character from history, or a TV

soap, etc. The facilitator must decide how best to instruct the team on this aspect. After

presenting their own cases, the group then debates people's relative values and strengths. Within

this debate individuals can continue to argue their own cases if they wish, after which the group

makes its decision. Set a time limit for each presentation, the debate and the decision, for

example 2 mins per presentation; 20-30 mins for the debate; 5 mins for the decision or vote. The

facilitator can guide the group as to the decision method, for example secret ballot, show of

hands, or preferably to leave the group to decide the decision process, as this highlights other

interesting behaviours and capabilities within the team. This is also an interesting exercise to use

in group selection recruitment as an interaction game. Points to review if used in other than a

group selection context:

Quality and effect of individual presentations How individuals behave and respond to threat and possible rejection. How different personality types within the group react in different ways to the debating

and decision process.

How the group organised itself to manage the difficult discussion process. The different perceptions among the team of relative strengths, weaknesses, values, etc. The way the group decided on how to make the decision (unless told how by the

facilitator). The reaction of the team members and colleagues of the victim(s) after the vote - balance

between relief and sympathy.

Other points to observe, especially if using this as an interactive group selection recruitment

game:

Individual behaviour and style. Participation levels. Constructive, supportive input ("How can we best approach this...?") versus negative

contributions ("This is a stupid game...") Natural leaders. Natural process checkers. Results driven players. Compassion and empathy. Presentation skills.


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Negotiation skills. Awareness of process and consensus principles. Logical and objective assessment of relative values and capabilities. Integrity. Awareness of need to preserve mix of team abilities. Bullying, ganging-up, and defence and reaction to these. Sexism, racism, prejudice, and defence and reaction to these.

Different perspectives exercise (developing mutual understanding between job roles,

departments, locations, offices; improving cohesion; defining roles; building virtual teams)

This activity is designed to improve team members' understanding of each other's roles and

responsibilities, and can produce some exciting output actions. It can also be used in team

building workshops and trouble-shooting meetings, also to define roles and responsibilities,

develop virtual teams, and to develop inexperienced people's presentations skills and confidence.

The exercise can be used at inter-departmental meetings, international conferences where

delegates break out into syndicate groups, or in any situation involving people representing

different roles or responsibilities who will benefit from learning more about other roles or

departments in the organisation, and from the process of building relationships and empathy with

other roles (which are represented in the group). This very flexible activity is thereforeparticularly suited to situations where people need to increase their understanding, appreciation

and awareness of other supporting functions. The format is also good for building virtual teams

(ie., people who are brought together for a particular project from a variety of functions.)

Here are the instructions for the delegates:

Each person (or can be a pair) representing a job role (or department or location) should prepare

a short presentation of their role (or department, office, region, sector, etc), which they will give

to the group, in turn. The presentations can be informal (flip-chart or discussion style) or more

formal (powerpoint), depending on the judgement of the facilitator, which is based on the

capability and confidence of the delegates, and time available for preparation and delivery.

Presenting in pairs is a useful less-threatening way to introduce novice presenters to the

experience. A presentation template guide can be issued as follows, which you can adjust to suit

your situation:

Here's what we do/can do (including personal introductions) Here's why the function is important to our organisation and our customers/the project


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Our challenges (for example, inter-departmental, strategic, project aims issues) How you can help us (especially looking at connecting and dependent functions) Any questions

Allow two minutes after each presentation for initial questions and feedback and to quicklyidentify any actions or opportunities for follow-up. The facilitator should 'park' major issues or

questions for later review rather than interrupt the flow of the presentations.

For more senior people you can increase the time allowed for preparation (which implies that

this be given as a pre-session instruction and prepared by the delegates prior to the session or

meeting), and also a longer period can be allowed for the presentations themselves.

In any event, calculate and control carefully the time permitted for presentations, questions and

discussion, so that the whole activity fits into the available time-slot.

For light-hearted situations, to add extra perspective/colour/fun to the role explanation, you cansuggest that the presenters should reference a fictional or real character, for example, from sport,

entertainment, cartoons, politics, history; anyone who they feel symbolises the role. The

character reference can be incorporated into the presentation style and format to whatever extent

the presenter wishes.

Depending on the situation and complexity, the facilitator can ask that the preparation be done

prior to the session, in which case use these guidelines to create a pre-session preparation

instruction sheet. If preparation is to be prior the session, presenters should be encouraged to

consult with their departmental/function colleagues if appropriate.

Involving people in this way and 'giving them a voice' encourages presenters to think about the

issues, and improve connections and understanding. The session is particularly useful in

communicating a wide range of perspectives, to a group, up to date, from the horses' mouths so

to speak. The exercise also gives inexperienced presenters a useful introduction to presenting and

speaking to a group since they are talking about a subject they know well, to a group of peers

who will each have to give their own presentations, which ensures good audience support.

Finally it is essential that the facilitator enables and ensures that all important issues, questions

and actions rising from the session are properly followed up.

If the session is required for project-related reasons (especially involving the formation of a newteam) then it is important to conclude the presentations activities with a group review discussion

and some agreement on an overall action plan.

Leading or managing exercise (management and leadership development, team

development, virtual teams, supervisory development)


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Many people confuse or merge the different attributes of management and leadership. This

exercise enables people to understand the differences. Anyone can lead, inspire, motivate others.

Leadership is not the exclusive responsibility of the CEO, directors and senior managers.

Encourage staff at all levels to aspire to and apply the principles of good leadership, and the

whole organization will benefit. Everyone, in their own way, can be a leader. In fact

organizations which have poor leadership at the top actually provide a great opportunity for

ordinary staff and junior managers take responsibility for leading, inspiring and helping to

develop others. Don't wait to be led - be a leader yourself!

Here is a list of many things that managers and leaders do. Either issue the list, or preferably

make (or ask the team to make) separate cards or post-it notes for each word/phrase, which can

be given to a group or team. Then ask the participants to identify the items that are associated

with managing, and those that are associated with leading. Groups of over five people can be

spilt into teams of three, to enable fuller participation and a variety of answers for review and

discussion. Each team must have their own space to organise their answers. Different teams can

be given different items to work with or a whole set for each team. Manage the quantities and

scale according to the situation and time. NB To shorten and simplify the exercise remove items

for which similar terms exist, and combine other similar items, for example reporting and

monitoring. If shortening the list ensure you keep a balance between management and leadership

items.

reporting

monitoring

budgeting

measuring

applying rules and policies

disciplining people

being honest with people

developing strategy

consulting with team

giving responsibility to

others

determining direction

explaining decisionsassessing performance

defining aims and objectives

doing the right thing

taking people with you

developing successors

inspiring others

decision-making

mentoring

negotiating

keeping promises

working alongside team

members

sharing a vision with team

members

motivating others

giving praise

thanking people

being determined

communicating instructionsmaking painful decisions

appraising people

recruiting

counselling

coaching

problem-solving

implementing tactics

resolving conflict

giving constructive feedback

accepting criticism and

suggestions

allowing the team to make

mistakes

taking responsibility for others'

mistakes

formal team briefing

responding to emails

planning schedules

delegatingreacting to requests

reviewing performance

time management

nurturing and growing people

team-building

taking responsibility


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running meetings

interviewing

organising resources

selling and persuading

doing things right

using systems

getting people to do things

identifying the need for action

having courage

acting with integrity

listening

If using post-it notes or another method enabling items to be stuck to a wall (for example cards

and 'blu-tack' putty), you can suggest that items be placed on either side of a vertical line or

string (attach headings 'leadership' or 'management' to each side), in which case the strength of

association that each item has with either heading can be indicated by how close each item is

positioned in relation to the dividing line (items that are felt to be both managing and leading can

be stuck on the dividing line). The significance and importance of each item can be indicated by

how high up the wall it is positioned. This creates a highly visual of 'map' of management and

leadership competencies. The review discussion should investigate reasons and examples for

why items are positioned, which can entail items being moved around to each team's or wholegroup's satisfaction and agreement.

Here's the list sorted into suggested categories for the facilitator to use when reviewing the

activity. The answers are not absolute as context and style can affect category. There is certainly

a justification for some of the 'managing' activities to appear in the 'leading' category if the style

of performing them is explained as such, for instance 'reporting the performance of the team in a

way that attributes praise and credit to the team' would be an activity associated with leadership,

whereas 'reporting' is a basic management duty. You can add tasks, duties, responsibilities and

behaviours to the list, and/or invite team members to add to the list with ideas or specific

examples, before the exercise. To shorten and simplify the exercise remove items for which

similar terms exist, and combine other similar items, for example reporting and monitoring.

managing leading

reporting

monitoring

budgeting

measuring

applying rules and policiesdiscipline

running meetings

interviewing

recruiting

counselling

team-building

taking responsibility

identifying the need for action

having courage

consulting with teamgiving responsibility to others

determining direction

explaining decisions

making painful decisions

defining aims and objectives


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coaching

problem-solving

decision-making

mentoring

negotiatingselling and persuading

doing things right

using systems

communicating instructions

assessing performance

appraising people

getting people to do things

formal team briefing

responding to emails

planning schedulesdelegating

reacting to requests

reviewing performance

time management

organising resources

implementing tactics

being honest with people

developing strategy

keeping promises

working alongside team members

sharing a vision with team membersmotivating others

doing the right thing

taking people with you

developing successors

inspiring others

resolving conflict

allowing the team to make mistakes

taking responsibility for mistakes

nurturing and growing people

giving praisethanking people

giving constructive feedback

accepting criticism and suggestions

being determined

acting with integrity

listening

TEAM BUILDERS

Tyre game (It can use a lighter Hula Hoop)

A wonderful team building game for teams of ideally 10 to 15 persons, although a minimum of

six people per team will work, and actually there is no upper limit per team - it depends on space,

and how much emphasis is placed on the planning stage. Total group size is therefore as many

10-15 person teams that the space will accommodate, which also makes this team building

exercise terrific for conferences and warm-ups of very large groups. You'll need two bicycle

tyres, with different tread patterns, for each team. Organize each team into a circle, with the team

members' hands tightly clasped. The tyres are introduced by the facilitator at opposite points of

the circle by unclasping hands of two members and hanging the tyres on the arms, which should

then be joined again by clasping their hands. The object of the game is for the team to pass each

tyre in a different direction around the circle, involving two crossings of the tyres, and then


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finishing with each tyre at its starting position. The team which finishes first wins the game.

Hands must not be unclasped, and thumbs cannot be used to support or move the tyres. Allow

ten minutes planning and thinking time, (or for very large teams where a warm-up only is

required, give instructions so that the game can start immediately). Obviously the game must

start at the same time for each team. The trick is for the tyre to be moved up the arm, over the

head, down the body, at which point the person steps out of the tyre, one leg after the other, and

the tyre continues down the other arm to the next team member. The stepping manoeuvre when

two tyres cross is the most difficult and requires some agility, so the planning and team selection

is potentially very important. NB As a facilitator you must practice this game before using in

a team building or conference situation, to prepare for questions and to demonstrate, if

required.

Here are the typical review points for the tyre game team building exercise, usually based on the

performance of the winning team:

The team understands the task and aim of the team building game. The circle of people develops into a team with a common objective. Technique to achieve task is discovered and refined by 'storming' A team leader emerges. Practice (essential) develops technique and plan. The leader's role becomes stronger as the team develops. Difficulties are ironed out. Resources (people) are reorganized. Right person for the right job (notably for the two crossing points) Training and practice are carried out. The team becomes increasingly motivated to perform. Performance improves, excels, achieves and wins.

Giant team jenga and reverse jenga (team building, leadership, tactics, planning)

Jenga is the traditional wooden-block tower de-construction game, table-top version or giant

garden outdoors size. In teams of between two and six, play it normally (removing blocks, eachteam taking turns to remove a block until it collapses) or in reverse (building it up, taking it inturns, keeping to a specified pattern or set of rules, again until it collapses). You can use other

suitable building blocks or materials in the absence of Jenga (snack-size chocolate bars are

good). With larger teams (four or more) allow some planning time for tactics and leadershipissues to be developed, and review afterwards accordingly.

Retreat & Scenarion Based Games

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