Games That Boost Performance phần 8 docx

The coach then directs walker to place her left foot into same square.. The coach directs the walker to place her right foot behind her left foot.. The coach directs the walker to place

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RESPONSE SHEET FOR PROXY

an Imprint of Wiley www.pfeiffer.com

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Rear View Mirror

• PURPOSE

• To demonstrate the importance of team trust and communication

• To demonstrate and practice one-on-one coaching skills

• To demonstrate the dynamics of “walking the talk.”

• One or more rolls of masking tape

• Overhead projector (if using transparencies) or a newsprint ﬂip chart andfelt-tipped markers

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• One Obstacle Grid Sheet for each team.

• Noisemaker (optional)

• Stopwatch or timer (optional)

• PREPARATION

Create a ﬂoor grid (four-by-four Tic-Tac-Toe grid) as follows:

• Using masking tape, outline a six-foot square on the ﬂoor

• Divide the square into four sections by placing three six-foot strips of tapevertically

• Complete the sixteen 18-inch squares by placing three six-foot strips of tapehorizontally

Prepare one Obstacle Grid Sheet for each team (See Obstacle Grids at the end ofthis game.)

• GAME PLAY

1 Divide the group into two to four teams

2 Have each team select one ﬂoorwalker—it is the “walker’s” task to safelywalk backwards through the obstacle course

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3 Have each team select a coach—it is the coach’s task to talk or guide thewalker safely through the grid.

4 Explain the following rules:

• The coach may not touch the walker

• The coach issues a set of verbal instructions to the walker

• The walker cannot talk with the coach

• The walker must cross within the grid by using diagonal or side or backmoves

• The walker may move only one square at a time—jumping over squares isnot allowed

Round 1

1 Distribute one Obstacle Grid to the ﬁrst coach

2 While the coach is familiarizing himself or herself with the grid, have thewalker step to the front of the ﬂoor grid

3 When the coach approaches the grid, have the walker face away from thegrid—that is, the walker should be in front of the grid so that any steps he orshe takes are backwards and onto the grid The coach should be facing thewalker

4 Without touching the walker, the coach has 1 minute to verbally guide thewalker through the grid

5 If the walker steps on an obstacle square, the team must start over

6 Call time at the end of 1 minute or when the walker safely transverses thegrid

7 Play is the same for all rounds

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• What speciﬁcally would we like him or her to do so that the coaching would

be of greatest help to us?

Once the exercise is complete, ask the walkers, whose job was to “walk the talk”:

• What is the most useful feedback you received?

• What happened when you got contradictory advice?

• Did the quality of coaching or feedback you received improve over time?What changed?

• If you were to “coach your coach” what would you have him or her dodifferently in leading you through the grid?

Ask the coaches, whose job was to “talk the walk”:

• What were the challenges you faced in trying to help others?

• How did you go about trying to ﬁnd out what the walker needed?

• How did you explain the task to yourself before you tried to explain it tosomeone else?

• Were you open or resistant to the idea of anyone else providing feedback orcoaching?

• What did you do as a result?

• GENERAL COMMENTS

• We all know that it’s harder to back up than it is to drive forward Yet it’s acliché of history that military planners seem to prepare to ﬁght the last war.Similarly, some people in the workplace are so focused on what has been thatthey appear to drive by looking in their rear view mirrors Rear View Mirrorturns the planning process on its head by asking teams to ﬁgure out how tocommunicate with each other in order to proceed backwards

• Rear View Mirror is a very “hands on,” physical demonstration of theimportance of good coaching and timely feedback—talking the walk—inorder to ﬁgure out initially what we are supposed to do and then to improveour performance over time In this exercise participants must rely on coachingand feedback in order to move at all because the maneuvers they must followare literally out of sight behind them

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• Rear View Mirror presents rich opportunities to discuss what it is like when

we are expected to work “in the dark,” “wearing blinders,” or with an quate vision of where we need to go Like any novice worker, participantscannot foresee all the things they must do in order to complete the assignedtask The only one who can help them succeed is their coach The ﬁrst timeany of us attempts a new task we need to rely on coaching and feedback fromothers to understand what is needed and how best to accomplish it Thisgame clearly demonstrates the importance of coaching to help both individu-als and teams succeed

inade-• In setting up this game, take a few minutes up-front to engage the group indiscussing how we ﬁnd out what we are supposed to be doing Probableresponses include:

Read the regulations

Take a class

Do what the boss tells you

Observe what others do

Figure it out on your own

Have your teammates explain what to do

• A common denominator of successful performance—whatever the source ofinstruction—is that once you start doing a thing, it helps to have someonewho is ready, willing, and able to point out what you are doing right, whatyou are doing wrong, and where you might improve Without feedback, all of

us are literally “blind.” Explain that, in this exercise, the point is to discoverjust how critical it is to be able to ask for and receive timely, speciﬁc, helpfulfeedback on what needs to happen and how you are doing as you go along

• If you see that your coaches seem “stuck,” call a time out and inquire whetherthe coaches have established a reference for the Obstacle Grid to help themwith the walk Introduce this simple grid pattern to help your coaches “talkthe walk.”

1 2 3

5 6 7

9 10 11

4 8 12

13 14 15 16

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• SAMPLE PLAY

1 Group is divided into two sets of ﬁve-player teams

2 Team A selects a walker, who is led to the start position

3 Team A’s coach receives an Obstacle Grid, as shown below:

Starting Position

4 The coach directs walker to place her right foot back into the ﬁrst opensquare.*

5 The coach then directs walker to place her left foot into same square

6 The coach directs the walker to place her right foot behind her left foot

7 The coach then directs the walker to place her left foot back into the samesquare

LR LR

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8 The coach directs the walker to place her left foot diagonally back one square.

9 The coach then directs the walker to place her right foot back into the samesquare

10 The coach directs the walker to place her left foot diagonally back one square

11 The coach then directs the walker to place her right foot back into the samesquare

12 The coach directs the walker to step off of the grid, left foot back one square

13 The coach then directs walker to place her right foot next to her left foot

14 Team A has successfully walked through the Obstacle Grid

15 The facilitator notes that it took 53 seconds and posts “53” on the ﬂip charteasel

LR LR LR

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• CUSTOMIZING REAR VIEW MIRROR

Size of Group

• For groups six or fewer, play as one team

• For larger groups:

• Play separate rounds of one team completing the grid while other playersobserve Each new round should consist of a different Obstacle Grid Whenteams observe others in play, they have a greater appreciation for thecommunication procedures required in the walk

• Conduct simultaneous exercises on multiple grids Playing multiple gridsmay increase competition

Time of Play

• Shorten the time to 30 seconds or lengthen the time to 2 or 3 minutes, ing on the difﬁculty of the Obstacle Grid or the skill of the audience

depend-Method of Play

• If the walker steps on an obstacle square, that team is eliminated

• Allow the walker to converse with his or her coach before and during the gridmaneuver

• Select a team of walkers and have the coaches guide the walkers through oneObstacle Grid Then have the walker and coach trade roles to see how theywould perform in the other role

• Play background music that may assist or even detract from the grid ver Debrief the distracting music as players getting cues from two differentand sometimes conﬂicting sources

maneu-• Have walker select his or her own personal coach

• Have coach select his or her own personal walker

• Create an “impasse,” where walker is blocked in by obstacles Observe howthe coach attempts to deal with the obstacle—shut down, negotiate a change,

or make his or her own rules, such as stepping off and then onto the grid toget around the obstacle

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• Award 25 points to each team that successfully crosses the grid within theprescribed time

• Award 25 points for the most “creative” crossing moves

• Award 1 bonus point for each second that a team crosses the grid under theallowed time

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PLAYER INSTRUCTIONS FOR

Rear View Mirror

• Divide the group into two to four teams.

• Select one coach and one walker.

• Walker stands in front of the ﬂoor grid,

facing the coach.

• Coach verbally guides the walker to

safely go backwards through the obstacle

in less than 1 minute.

• The team that crosses the grid in the

shortest time wins.

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OBSTACLE GRID #1 FOR

Rear View Mirror

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Rear View Mirror

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Rear View Mirror

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Rear View Mirror

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Rear View Mirror

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OBSTACLE GRID #6 (IMPASSE!) FOR

Rear View Mirror

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• Paper and pens or pencils for each team.

• Flip chart and set of felt-tipped markers

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• An overhead projector (if using transparencies).

• Masking tape (optional)

• Stopwatch or timing device

• GAME PLAY

1 Divide the group into teams of three to ﬁve players

2 Have each team sit at its own table

3 Distribute paper and pens or pencils to each team

4 Have each team select a team name

5 Explain that you will provide each team with a mini-word and that the teamswill then have 5 minutes to create as many word “sandwiches”—words usingthe mini-word as a preﬁx, sufﬁx, or sandwiched in the word—as possible

6 Say that to qualify, all “sandwich” words must be found in a standarddictionary

7 Present the following example: Using the mini-word “out” Preﬁx outward, outrageous

Sufﬁx lockout, aboutSandwich southern, couture

8 Ask all teams to write their team names on their papers

Round 1

1 Post the new mini-word on a ﬂip chart or overhead transparency

2 Inform the teams that they have 5 minutes to write as many “sandwiches” asthey can on the pieces of paper

3 Call time after 5 minutes

4 Collect the pieces of paper from each team

5 Award 2 points for each word created by the team Award a 5-point bonus for

an “orphan” word, any word NOT listed on any other team’s sheet

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6 All rounds are played the same Post a new mini-word and have teams create

as many “sandwiches” as they can in 5 minutes

7 Make sure each team has a blank sheet of paper on which to write for eachround

8 Declare the team with the most points the winner

• SAMPLE PLAY

1 Class is divided into two teams, Team A and Team B

2 Each team is given paper and pens or pencils

3 Each team selects and writes its name on the paper

Round 1

1 The mini-word “ant” is written on the newsprint easel

2 Give teams 5 minutes to list as many “ants” as possible

3 After 5 minutes, the facilitator calls time and collects a list from each team

Review of the Word Lists

1 Team A created twenty-one words:

Preﬁx—anteater, antelope, antenna, antic, anticipation, antifreeze, antipasto,antiseptic, antisubmarine, antlers, anthrax

Sufﬁx—buoyant, giant, instant, pant, vibrant, wantSandwiches—frantic, mantle, panther, wanton

2 Team B created twenty-two words:

Preﬁx—antacid, Antarctica, antenna, anterior, anthem, antichrist, anticipation,antifreeze, antipasto, antique, antiseptic, antlers, anthrax

Sufﬁx—buoyant, giant, vibrantSandwiches—gigantic, mantle, panther, pants, unwanted, wanted

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(Another way to check the list for words and orphans is to have each team create alist of its words on a piece of newsprint A volunteer then reads his or her team’sword list and the other team marks through any duplicates on its list; when thereare no duplicates, the word is identiﬁed as an “orphan,” and scored accordingly.)

Scoring

• Team A scoring:

21 words @ 2 points per word; total 42 points

7 orphan words @ 5 points per word; total 35 points (anteater, antelope,antic, antisubmarine, frantic, instant, wanton)

77 points

• Team B scoring:

22 words @ 2 points per word, total 44 points

8 orphan words @ 5 points per word, total 40 points (antacid, Antarctica,anterior, anthem, antichrist, antique, gigantic, unwanted)

After Round One, ask each team:

• Which “ants” did you identify ﬁrst?

• Who was the ﬁrst to break free of the insect “ant”?

• Did you do any categorization of ideas once you generated them?

• What was the reaction of the team?

• Did one idea by one person lead to another idea by someone else?

• As you went through Round One, what assumptions did you ﬁnd about whatconstituted a “right” answer?

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After Round Two, ask each team:

• What was different in this round than the way you approached Round One?

• Did you attempt any division of labor (for example, a couple of peoplethinking of words beginning with ant and some focusing on endings with ant),

or did you continue with everyone simply contributing whatever words theythought of?

• Did you change anything about how you captured ideas?

• Did you change anything that enabled you to generate a larger volume ofideas?

• Did you reject any ideas?

• Think of the word “sandwich” as ﬁtting between the letter (regular sandwich)and going before or after the other letters (open-faced sandwich) This exerciseunderscores the different paths that participants take to solve problems

• Creativity is not simply a matter of coming up with a new idea; it also involvesthinking about old ideas in new applications Sandwiches demonstrates thepower of simply focusing on generating a volume of ideas before exercisingjudgment about which are acceptable, right, or wrong

• The instructions place no constraints whatsoever on players By listening toeach other’s lists of “ants,” it quickly becomes obvious that there are manyways to approach this task and a wide range of completely acceptable answers.The concept of Sandwiches ﬁts our work philosophy of adapting and usingthe best available combinations of material and human resources

Antoinette

Tiêu đề	Games that boost performance
Trường học	Pfeiffer University
Thể loại	Bài viết
Năm xuất bản	2005
Thành phố	Macon

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