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• Team A selected “b,” the most appropriate response, and advances threespaces.. • Team C selected “a,” the second most appropriate response, and advancesone space.. • Team B selected “c

3 The facilitator collects one Answer Sheet from each team.

4 The facilitator presents the correct response

• Team A selected “b,” the most appropriate response, and advances threespaces

• Team C selected “a,” the second most appropriate response, and advancesone space

• Team B selected “c,” the least appropriate response, and stays put

5 The facilitator discusses the reasons for the ranking of the choices

6 This ends play for Round 1

Round 2

1 The facilitator presents the second case study

2 Each team records its response on the Answer Sheet

3 The facilitator collects one Answer Sheet from each team

4 The facilitator presents the correct response

• Teams B and C had the most appropriate response

• Team A had the least appropriate response

5 The facilitator advances the icons for Teams B and C three spaces and leavesTeam A’s icon on the third space

6 This ends play for Round 2

Rounds 3 to 5

1 Play continues in this fashion until the facilitator has presented five scenarios

2 The first team to cross into “finish” wins

3 If time runs out, the team that has advanced the farthest on the Game Chart isdeclared the winner

Size of Group

• Divide smaller groups into two or three teams

• Divide larger groups into five teams You will need to add two tracks to theGame Chart Be sure to allow for more time to discuss and evaluate the listeditems and be sure to review the results of the game with the entire group

Time of Play

• Shorten or lengthen the time for a round of play depending on the difficulty

of the question material or the understanding level of the group

• Expand or contract the number of rounds of play

• Conduct as a “whole course” game by continuing play in the succeedingmodules

• Create a multiple-choice question format and award three spaces for themost correct, one space for the second most correct, and no spaces for the leastcorrect.

• Create a case study offering four choices, making sure that at least two choicesreceive the same number of spaces—choice 1: advance three spaces, choice 2and choice 3: advance one space, and choice 4: stay put

• Create a set of “RISK” questions where the icon moves UP a specified number

of spaces for a correct response and DOWN for an incorrect response

Games That Boost Performance Copyright © 2005 by John Wiley & Sons, Inc Reproduced by permission of Pfeiffer,

an Imprint of Wiley www.pfeiffer.com

PLAYER INSTRUCTIONS FOR

Hard Case

• Form two or t hree teams.

• Each team selects a track on the Game Chart.

• The facilitator presents a case study.

• Record your response on the Answer Sheet.

• Scoring: If your response is

Most Appropriate, your icon is advanced three

spaces.

Second Most Appropriate, your icon is advanced

one space.

Least Appropriate, your icon stays put.

• The first team to reach finish wins.

Games That Boost Performance Copyright © 2005 by John Wiley & Sons, Inc Reproduced by permission of Pfeiffer,

an Imprint of Wiley www.pfeiffer.com

GAME CHART FOR

Hard Case

Finish # 1 Finish # 2 Finish # 3

Start # 1 Start # 2 Start # 3

ANSWER SHEET FOR

Games That Boost Performance Copyright © 2005 by John Wiley & Sons, Inc Reproduced by permission of Pfeiffer,

an Imprint of Wiley www.pfeiffer.com

Games That Boost Performance Copyright © 2005 by John Wiley & Sons, Inc Reproduced by permission of Pfeiffer,

an Imprint of Wiley www.pfeiffer.com

SAMPLE CASE STUDY FOR

Hard Case

Email Privacy

One of your employees reports that the computer in the work area next to her isreceiving offensive material, including pornographic pictures, and wants you tomonitor the offending employee’s messages

Which of the following is the most correct?

a You may always read your employees’ messages because the companyprovides the computers to the employees

b You may read any messages only if the company provides the email system

c You may never read an employee’s email

Choice b  Most Appropriate, advance three spaces

(If messages are maintained on a system provided by the employer.)*

Choice a  Second Most Appropriate, advance one space

(If employee has a separate email, the rights of the employer are more limited.)*Choice c  Least Appropriate, stay put

(This approach could create a liability for the company Company may want toadvise employees that it maintains the right to monitor the system, which shoulddiscourage misuse.)*

Games That Boost Performance Copyright © 2005 by John Wiley & Sons, Inc Reproduced by permission of Pfeiffer,

an Imprint of Wiley www.pfeiffer.com

*Federal Employee Communications Privacy Act

Having a Bad Hair Day

• One sheet of flip chart paper and felt-tipped markers for each team

• Newsprint flip chart and felt-tipped markers to track the voting

• An overhead projector (if using transparencies).

• One index card per player

• Paper and pencils

2 Distribute paper and pencils to each player

3 Have each player record one or two annoying events he or she experienced inthe past week (Remind players not to identify specific people.) Provide someexamples from the List of Annoying Events if you choose

4 Call time after 1 minute

5 Distribute one sheet of flip chart paper and felt-tipped markers to each team

6 Have players join their teams and share their annoying events

7 Have each team (a) Select its most common or top-ranking annoyance and(b) Produce a list of creative responses to avoid, eliminate, or mitigate thisannoyance

8 Call time after 7 minutes

Then give each team another 3 minutes select the five most creative ways ofdealing with the annoying event

3 Have each player select his or her favorite creative response from any OTHERteam’s list.

Scoring

1 After 3 minutes, call time and collect the ballots

2 Award 1 point for each selected response

3 The team’s response that receives the most votes wins

Having a Bad Hair Day is also an opportunity to introduce the “Question Behindthe Question”—that is, when we ask “who, “when, or “why” questions, what weare really asking is permission to play the victim When we ask “Who is responsi-ble?” we are getting into the blame game rather than focusing on “What can we doabout this situation to fix it?” When we ask, “When is this going to be resolved?”

we are avoiding the question, “How can I act to do something about it right now?”When we ask “Why me? Why us? Why is this horrible thing happening?” what weare really asking is “How long shall we continue to wallow in glorious self-pity?”There are really only two responsible questions:

• “What can I do to help?”

• “How can I make a difference right now?”

For Facilitators with Advanced Group Skills Have groups develop responses to one or

more annoying experiences that are specific to this group Use the discussion to

“clear the air” of some underlying issues or logistical problems facing the group.Having a Bad Hair Day is one way to shine a light on the choices we make aboutassuming personal responsibility and accountability for doing what needs to bedone and our thinking process about how to make a difference in a particular situ-ation Here are some questions to stir up that conversation:

• When you encounter an annoyance, how many of you typically decide toIgnore it?

Call the problem to someone else’s attention?

Write a complaint?

Call to complain?

Deal directly with the person causing the annoyance?

What are the pros and cons of each of these choices?

• When you are annoyed at someone else, are you more likely toBlame it on him or her?

Blame it on the system?

Wonder whether it is just a matter of miscommunication?

Blame it on yourself?

Take it on yourself to straighten this person out?

What are the pros and cons of each of these choices?

• Annoyances are, for the most part, a function of not getting what we expected

to get To what extent do you find that your colleagues:

Have a good grasp of each other’s responsibilities?

Understand what gets in the way of satisfying others?

Take time to negotiate expectations?

Capture (in writing) what each person is supposed to do?

• As you compared your reactions with those of others on your team, wouldyou say that you typically:

Underreact to the situation?

Overreact to the situation?

Act appropriately, given the provocation?

• What we choose to do in any given situation is a function of what we see asbeing within our control, within our influence, or outside our control orinfluence

What situations did you see as being within your control?

What situations did you see as being within your sphere or influence?

What situations did you see as being outside your control or influence?What are your strategies for dealing with situations you neither control norinfluence?

• GENERAL COMMENTS

• Having a Bad Hair Day is an excellent way for intact work teams to uncoverpetty annoyances and to deal with them in an open and humorous way Asyou debrief the game, you can focus the group on identifying practical solu-tions to these petty annoyances By generating a basic list of annoyances—

“pet peeves” if you will—groups can create protocols to avoid annoying eachother unnecessarily as they go about their tasks

• Having a Bad Hair Day can be used to explore the “hidden elephant” aspects

of organizational culture that annoy many people, but which they feel less to change A hidden elephant is a problem that is apparent to everyone,but which everyone is reluctant to discuss For example, an organization thatconsiders itself “prudent” may, in fact, be pathologically averse to risk in anyform whatsoever An organization that prides itself on being “flexible” may, infact, be incapable of following through on any given plan and strongly resistsustained commitment in any form

power-• Introduce some perspective on the relative importance of some annoyances bybuilding on humorous and creative responses to underscore that perhaps, justperhaps, we may overact to petty annoyances For example, one participantresponded to “being cut off in traffic” by “calling in an air strike.” The groupsavored this moment and then concluded that traffic headaches, while annoy-ing, were petty compared to other real-world problems

Size of Group

• For groups of six to ten, divide into two teams Have players vote for anyfavored response from either team Facilitator may serve as tiebreaker, asrequired

• For larger groups of twenty-five or more, play as prescribed, but allowadditional time for the presentations and voting periods

Time of Play

• Shorten or lengthen the time for a round of play depending on the size of theaudience

• Shorten the top number of creative responses to three.

• Lengthen the top number of creative responses to seven

Method of Play

• Create an ongoing list of annoying events Write each event on a card, placethe cards in a container, and have each team select one of the “bad hair cards”

to build its responses around

• Select one common annoying event, either from past group input or fromyour own personal list Have teams create lists of creative responses to theevent

• Create a wall chart of annoying events Allow players to record an ongoing list

of their creative reactions and other remarks during breaks

• Have all the teams select one common event Have each team present its list ofresponses and then have the players select the most humorous, creative, orappropriate response

• Have groups move to another team’s posted responses and develop tional responses to the list

addi-• Use this exercise as a fun way to get into more serious problems of work siteand plant safety, personal and team conflict, computer security, and so on

• Post a list of “favorite annoying events” and encourage participants to addtheir own favorites From the final list select two or three favorites andproduce a list of creative responses (See List of Annoying Events.)

Scoring

• Award bonus points for the presenter who most convincingly presents his orher team’s list of responses

• Change the scoring system

• Dots Issue one red dot and one blue dot to each player Have players use

these dots to award “first choice” (red) and “second choice” (blue) Tally thepoints by multiplying all first choices by 5 points and all second choices by

3 points The team with the most total points wins

• Chips Issue one red and one white chip to each player Have players

deposit their chips into a paper cup or container underneath each specificresponse Tally the points the same as above

PLAYER INSTRUCTIONS FOR

Having a Bad Hair Day

• Divide into three or more teams.

• Players record one or more annoying events.

• Teams select one event and produce five creative responses.

• Teams present the event and list of responses to the entire group.

• Players vote for their favorite response.

• The team with the response that receives the most votes wins.

Games That Boost Performance Copyright © 2005 by John Wiley & Sons, Inc Reproduced by permission of Pfeiffer,

an Imprint of Wiley www.pfeiffer.com

LIST OF ANNOYING EVENTS FOR

Having a Bad Hair Day

Here are sample events you can reference or use to give your players a jumping offpoint:

• Getting Cut Off in Traffic

• Gridlock

• Out of Coffee

• Someone Parking in Your Parking Space

• Locking Keys in Your Car

• Wrong Telephone Number at Midnight

• SPAM

• Bad Email Protocol

• Inconsiderate Neighbors (Noisy)

• Litterbugs

• Unruly Children in Public Places

• Dogs Off the Leash

• Facial Jewelry

• Tattoos

• Men in Baggy, Baggy Pants

• Slow Restaurant Service

• Cell Phones While Driving

• Cell Phones in Public Places

• Boom Boxes in Public

• Loud Car Stereos

• Unattended Barking Dogs

• Cursing in Public

• Spitting in Public

• People with Attitudes

• Whining Children

• Misbehaving Children in Public Places

• Cars with Muffler Problems

• Elvis-Itis

• People with No Life

Games That Boost Performance Copyright © 2005 by John Wiley & Sons, Inc Reproduced by permission of Pfeiffer,

an Imprint of Wiley www.pfeiffer.com

The Hello Effect

• To demonstrate that it’s not just what you say, but how you say it that counts

• To promote dialog about the effect of managerial behavior on a workplaceenvironment

• One sheet of flip chart paper, masking tape, and felt-tipped markers

• A newsprint flip chart and felt-tipped markers

• One set of three Mood Cards for each team, prepared in advance by thefacilitator

• Six Response Sheets for each team (assuming three rounds and three teams;

if more of either, then more Response Sheets will be needed)

• An overhead projector (if using transparencies)

• One Score Sheet, shown on flipchart or overhead

1 Divide into three teams of three or more players each

2 Distribute three Mood cards to the first team

3 Distribute a Response Sheet to each of the other two teams

4 Teams select one card and a presenter

5 The presenting player must say:

“Hello, how are you doing today?” in the mood presented on the card

Team One

1 The Team One representative player presents a greeting

2 The other two (observing) teams have 1 minute to guess the mood They mayask the presenter to repeat the greeting

3 Both observing teams write down the mood and three characteristicsportrayed during the greeting onto the Response Sheet

4 Collect the Response Sheets

Scoring

1 For each observing team that identifies the correct mood the

Observing team receives 15 points.

Presenting team receives 25 points.

2 For each characteristic matched by the two observing teams, both observingteams receive 5 points

3 Facilitator records the scores on the flip chart.

4 This completes play for Round One

Teams Two and Three

1 Play is the same for each presentation

2 Play continues in this fashion until teams have presented all of their MoodCards or facilitator calls time

3 The team with the most points is declared the winner

The Hello Effect is an excellent way to demonstrate that “It’s not WHAT you saybut HOW you say it.” Some participants may not be aware of the effect normalday-to-day conversations have on recipients As the game proceeds, players maydiscover a distinct disconnect between what was “meant” and what was “heard.”This game offers players an interesting way to discover differing perspectivesbetween what was said and what was meant The following questions help spurthe discussion:

• As you think back on how the presenter said, “Hello,” what did you weighmost heavily?

• Does your boss routinely say “Hello” first thing in the morning?

• How important is it to you that the boss greet you in the morning?

• What do you listen for if he or she does say “Hello”?

• What, if any, effect does how the boss says “Hello” have on the office?

• How do you judge the boss’s mood?

Size of Group

• For groups of six to ten, divide into two teams

• For moderate groups of fifteen to thirty, play as described

• For larger groups over thirty-five, play separate rounds of one set of teamswhile other players observe

Time of Play

• Shorten or lengthen the time for a round of play depending on audience sizeand skill level

Method of Play

• Short Straw Have teams select their presenter in a random draw (Note: If

pre-senter is extremely reluctant, have group select another prepre-senter.)

• Allow the observing teams to ask up to three questions of the presentingteam—questions that can only be responded to by “yes” or “no.”

• Have presenter introduce him- or herself to at least one member of each team

Scoring

• Award bonus points for any presenter who convincingly or uniquely strates the mood