Group
Dynamics
for
Why group dynamics activities?
The stages of group formation
Specific exercises for each stage:
Problems with games
Information for effectively processing of teambuilding activities
Table of content
Group dynamics activities for the FFS
List as many objects as you can
I Am . . .
The Boat is Sinking (Titanic)
Finding One's Group (Animal Sounds)
Water Brigade
Drawing Without Lifting the Pen
Tag Team Game
Winner Takes All
Building Towers
Building a Bridge
Pic – Pac - Boom
Tiger - Hunter - Lawyer
Battle of the Sports
Group dynamics activities for the FFS
1. Why group dynamics activities?
In the FFS a lot of attention is given to group dynamics activities. This is because the FFS relies a lot on group work and group dynamics activities help participants understand the importance of co-operation among them. Besides, they are fun and will help in creating a relaxed and positive atmosphere. For many aspects of farming it is beneficial when farmers cooperate and support each other. By starting the process of group building in the FFS, it is hoped that farmers will continue to work together after the FFS.
2. The stages of group formation
Not each gathering of people can be considered a group. For example: It does not mean that people sitting in a car are in the same group. A group is a number of people who have the same goal and desire to work together to achieve that goal. The participants in a FFS are not automatically members of a group. They can only become a group if they have passed the following developing process:
Co-ordinate with each other Link with
each other Support each
other Co-operate with each other Accept each
other Respect each other Getting to know each other
3. Specific exercises for each stage:
For each stage of this process trainers can use group dynamics exercises to strengthen the groups during that particular stage. For each stage 1-2 exercises are given, with their reference to Part 2 of this Facilitators Guide.
1. Getting to know each other
For a group to start, its members have to know more about each other. Exercises for this purpose are I Am … (#2), Name Cards (#3), Ball Toss (#4) and Line Up (#5).
2. Respect each other
4. Co-operate with each other
Participants can work together in a group with more effectiveness. At this stage, people can work together disregarding the limitation of each individual. The exercise to help farmers to understand this stage is Water brigade (#10) and Drawing without Lifting the Pen (#11).
5. Support one another
The group members will be ready to support one another to build up an efficient working group. Or, in other words, people will "fill up" each others' limitations. For example, when one member of the group feels ill, the others will help to do his/her part of the work. An exercise for this purpose is Tag Team Game (#12) and Winner Takes All (#13).
6. Link to one another
At this stage, the participants accept that though each individual in the team has different characteristics and opinions, all members are needed in order to reach the common goal. An exercise for this purpose is Building Towers (#14), Building a Bridge (#15,) Pic-Pac-Boom (#16).
7. Co-ordinate with one another
At this stage, participants realise that they should work together in a team with the same goal. It means that they have a goal to approach and have a motivation to encourage each other to continue to corporate with one another. (Note: different teams may have a different motivation). The exercise for this content is Tiger - Hunter - Lawyer (#17) and Battle of the Sports (#18).
4. Problems with games
Trainers often state that it is very difficult to insert group dynamics exercises into a FFS. Reasons they give for it are time limitations, participants find them boring, participants are not active, etc.. Below is a response to these statements of the trainers:
§ In fact, do not take much time and can easily be combined with other contents in the training programme.
§ If the trainers understand the purpose of the group dynamics activities, they will insert them into the training programme and use them to strengthen farmer groups.
§ The technical part of the FFS is important, but the part to build up farmer groups and to make them understand the importance of working together in groups is not less important. It is especially important when we want to develop strong farmer groups, in which people are willing to work together once the FFS is completed.
§ Trainers should pay attention to the timing of each training activity. For example: the time for the ecosystem drawing should be limited to 30 - 45 minutes. Drawing is only a tool to help farmers summarise their field data and to facilitate the group discussion. Some farmers will spend much time on making a very beautiful ecosystem drawing but they do not realise that making the drawing is not an "end", but only a "means" to make the discussion and analysis easier.
5. Information for effectively processing of teambuilding activities
Though we included some processing questions specific to each exercise, below you will find other important tips for successfully facilitating these types of discussions:
§ Begin the discussion with questions related to “What happened?” (From beginning to end, what occurred as you were working through the problem together?)
§ You should then ask questions related to “Why?” (Why do you think these things happened, Why was your group successful/unsuccessful, Why did you all complete the activity the way you did, etc.)
§ Now that you have discussed the process that occurred and its results, you should ask questions about individual's feelings during the exercise (How did you feel throughout this activity, What felt difficult to you about this activity, How did you feel about the group's behaviour and performance, etc.)
§ Finally, ask questions related to “What does this mean?” (How does this apply to your current situation or group, what are some ways you can apply lessons from this activity in the future, what will you do differently in the future as a result of this experience, etc.)
§ Avoid yes/no and close-questions, and do not let one individual monopolize the discussion.
§ Verbally acknowledge people's feelings, expect a wide-range of reactions, and make sure that everyone realizes there is no right or wrong answer.
§ Have everyone use “I” statements when they speak, reiterate ground rules as necessary, and be firm in ensuring that all group members' opinions are respected.
Sources:
1. IPM field school preparation and follow-up activity planning. A Referential manual for IPM trainers (1996) - CIDSE/PPSD Bac Thai, Hanoi/Bac Thai, Vietnam.
Descriptions of exercises
Exercise 1. List as many objects as you can
Before describing the exercises supporting the development of effective groups, first an exercise for participants to realize the advantages of working in a group.
Introduction
In a farmer field school, we often have activities where farmers work in groups. Rather than having the participants working alone, we make them work in a team. With good teamwork the work gets done in a shorter period, the outputs will be better and the work spirit will increase. Gradually it will help to empower all the members of the group, as nobody is left to struggle alone.
Objectives
Ÿ To demonstrate the advantage of working in groups.
Materials
Ÿ Poster paper or piece of cloth Ÿ Notebook and pen
Ÿ Twenty-five small objects (for example: pen, paperclip, stone, cup, bulb, flower, soap, tomato, spoon,
comb, 5 Taka note, plastic bag, leaf, carrot, etc.)
Make sure that the participants don't see the objects.
Put the 25 objects on a small table and cover them with papers (or a piece of cloth) so that they cannot be seen.
Invite the participants (maximum 25 persons in a group) to stand around the table. Ask the participants to be quiet and attentive.
Remove the paper or the cloth for exactly one minute so that the participants can see the objects. Cover the objects again to make them invisible to the participants.
Now ask each of the participants to write down, within 3 minutes, as many items as they can recall. No discussion between participants is allowed.
Ask who was able to list more items (but don't let them talk or mention the objects)
Now ask the participants to work in pairs, and give them again 3 minutes to complete the task. Ask which pair was able to list more items.
Finally, ask them to work in groups of 5 persons and give them 3 minutes to do the same.
If there is a time constraint then the work in pairs (points 9 and 10) can be omitted.
Some guidelines for discussion
Were you able to list more items when you worked alone or when you worked in pairs? Was it even better to work in a bigger group of 5 persons?
Why is this so?
Ask if they can give some examples of their own experience, which shows that group work has advantages.
Try to relate this exercise to growing a crop. Ask if they think it is better to work in teams rather than working alone.
Ask how the FFS can benefit from group work? Discuss how group work can continue after the FFS (e.g. in a farmer club).
Exercise 2. I Am . . .
Objectives
Ÿ Introduce one's self
Materials
Ÿ None
Methodology
1. Ask members of the group to stand in a circle. Each participant thinks of an action that she will execute or do as she introduces herself. Each participant introduces herself to the group in the following manner:
Objectives
Ÿ Greet the whole group.
Ÿ Greet the person immediately to her left while imitating the action that person earlier made. Ÿ Introduce herself to the group while doing her action.
2. The next person introduces herself following the same procedure.
When the activity is most appropriate
Introducing one's self to a group during the first field school session is always difficult. It is more difficult for farmers who have not had an opportunity to stand and speak in front of a group of people. When people use actions while introducing themselves, it takes the fear off the task. The funnier the action done, the more fun people have introducing themselves. This activity is most appropriate during the first field school session and people are not very familiar with each other yet.
Exercise 3. Name Cards
Objectives
Ÿ Describe one's self
Materials
Ÿ Pieces of paper, markers or crayons
Methodology
1. 2. 3.
Distribute one piece of paper each to participants. If there are not enough markers for everyone then they can just share.
Each participant writes their first name on the piece of paper. For every letter in the name the participant should write an adjective that s/he feels describes her/him.
When everyone has completed the task, ask participants to sit in a circle and ask each to present her/his name and the selected adjectives.
When the activity is most appropriate
Exercise 3. Ball Toss
Objectives
Ÿ To recall as many names of group mates
Materials
Ÿ (Imaginary) ball
Methodology
1. 2. 3.
Ask the members of the group to stand in a circle.
One person can start the activity by calling out another person's name as she throws the imaginary ball. The person who catches the ball then calls out another person's name as she throws the ball. Members of the group toss the ball to as many different people as possible to call out names of as many people as possible.
People catch the ball depending on the manner by which others throw it. If somebody throws the ball strongly then the person catching it should exert effort to catch it. On the other hand, if a person throws the ball lightly then the person catching it should demonstrate less effort.
When the activity is most appropriate
This activity is appropriate for use on the second or third field school session when people do not yet remember all the names of people in the group. After one session in the field school it will not be possible to remember the names of all the members of the group. An exercise to help people remember names may be necessary. It can also be fun.
Exercise 5. Line up
Objectives
Ÿ To acquaint the participants with one another with regard to both physical and personal
characteristics
Ÿ To exercise group collaboration.
Materials
Ÿ None
Methodology
1. 2. 3. 4.
The participants form two groups. If the number of participants is odd, the smaller group should be complemented by one of the facilitators.
Before starting, the facilitator explains the rules and makes sure that everyone understands them. The two groups will compete with each other to see which can line up most quickly according to personal or physical characteristics following the instructions of the facilitator.
After giving the instructions for how to form the line (e.g. the characteristic is height: line up from shortest to tallest, or the characteristic is age: line up from old to young), the facilitator will blow the whistle and the competition starts. The facilitator counts very slow to 10.
Introduction
Exercise 6. Say Something Nice
Objectives
Ÿ To stimulate participants to respect each other.
Materials
Ÿ Pieces of paper, markers or crayons
Methodology
1. 2. 3.
Get all group members to sit in a large circle, and give each one a sheet of paper.
Have each person write his name at the top of the page, and pass the sheet around the group. At the bottom of the paper, each person writes one thing he values about the person whose name is on the sheet, folds it so the next person cannot see what he has written, and passes it on. This continues until everyone receives back the sheet with their name on it.
Have each person silently read what others have written, and encourage them to preserve this list and look at it any time they feel their self-respect or confidence go down.
5. 6. 7. 8.
The group who has finished the task first (before reaching the count of 10) will indicate this by raising their hands (or agree on another movement to make).
The first group to finish will be the first to check whether the sequence they made is correct. The facilitator checks with each group if the sequence they made is correct.
The group that lined up most quickly and with the fewest errors is the winner.
Exercise 7. Different, Yet Same
Objectives
Ÿ To create respect as people realize their commonalities, learn something new about each other, and
focus on their uniqueness.
Materials
Ÿ Pieces of paper, markers or crayons
Methodology
1. 2. 3. 4.
Create groups of five people and give each group two sheets of paper.
On one sheet, ask the group to list something the entire group has in common, other than traits that they can see, such as all having hair. On the other sheet of paper, ask the group to list at least two unique qualities of each person in the group. Again, it should not be something which is obvious or that everyone can see, but a characteristic.
Groups present what they have written on their two cards.
Exercise 8. The Boat is Sinking (Titanic)
Objectives
Ÿ To demonstrate the need of accepting others in a group Ÿ To show the importance of following a good leader
Materials
Ÿ None
Methodology
1. 2. 3. 4. 5.
Explain to the participants that they are on a ship in the middle of the ocean. One person (a facilitator or a volunteer) should serve as the captain of the ship.
The captain calls out: “The boat is sinking! Go to the lifeboats in groups of X persons”. (The X is a number which the captain can select before he/she calls out)
As a number is called out, the participants quickly group themselves accordingly (they form a circle holding each other). Persons who did not find a group of the right size to join are eliminated, because they could not find a place in the lifeboats.
The game will be continued and ends when there are only one or two people left.
Introduction
To work in a group, everybody needs to be accepted by others. This exercise shows the importance of accepting other group members and the importance of following the command of the leader.
1. 2. 3. 4. 5. 6.
Did you enjoy the game?
How did you feel when you could not be accommodated in any group? Did anybody take the lead in forming the groups?
What is the significance of following commands of the leader?
Do you think farmers will want to come back to the FFS if they do not feel accepted? How can we make farmers feel that they are accepted in the FFS?
Exercise 9. Finding One's Group (Animal Sounds)
Objectives
Ÿ Illustrate individual's need to belong, i.e., need to be accepted
Materials
Ÿ Small pieces of paper (as many as the number of participants) and pencil or ball pen
Methodology
1. 2. 3. 4. 5. 6.
Think of five different kinds of animals. These may be: dog, cat, duck, pig, water buffalo. Write down one kind of animal on each piece of paper. Make sure to have the same number of pieces of paper for all the kinds of animals.
After writing on the pieces of paper, fold each one. Mix the folded pieces of paper together. Then ask each participant to pick one but not to open the paper that s/he picked.
When each participant has picked a piece of paper, ask them to look at the kind of animal written on it. Nobody should let anyone else know what was written on his paper.
Now all participants will have to find their group members (i.e., having the same animal written on their paper). Nobody should speak to anyone else!!! Nobody should make any sound at all!!! Participants can only do the action of the animal that they picked and find their group by looking at the actions made by the other members.
Process the activity when each participant has found his group.
Suggested questions for discussion
1. 2. 3. 4.
Did you enjoy the game?
How did you feel when you could not find your group?
Do you think farmers will want to come back to the Farmers' Field School if they feel they do not belong?
How can we make farmers feel accepted in the Field School? Accept all answers.
Accepting all answers will encourage participants to share in the discussion as well as give them the feeling of respect. Emphasize individual's need to belong or the need to be accepted.
Exercise 10. Water Brigade
Objectives
Ÿ To show the importance of planning and cooperation.
Materials
Ÿ Two buckets with water, two basins, water measurer / beaker
Methodology
Introduction
4. 5. 6. 7. 8.
Explain that the water has to be taken by the first person in the line from the bucket, using his hands. Then the water should be passed to the next person in the line until it reaches the end. The last person puts the water in the basin.
Give a signal to start and let the process continue for 3 minutes, or until one of the groups has filled up the basin.
Measure the water, discuss the process and ask if they could do better a second time. Repeat the procedure.
Allow the group members to measure the water again.
Some guidelines for discussion
1. 2. 3. 4. 5.
Ask the winning group, why do they think that they finished first? Did they have any plan or strategy? What was this?
Ask the other group, why do they think that they were not able to win? Do they think that they could improve the second time?
Discuss which factors determine the success of group work.
Exercise 11. Drawing Without Lifting the Pen
Objectives
Ÿ To show the importance of good planning.
Ÿ To show the importance of cooperation among group members.
Introduction
Some guidelines for discussion
How did the first drawing look? How did the second drawing look?
What was the difference and why is this so? How did you plan your second drawing?
What attitudes or behaviour did each group member show?
Are you happy with the result of the first drawing? And the second drawing? What is the reason for the success of the second drawing?
Exercise 12. Tag Team Game
Materials
Group the participants into 5 smaller groups. Instruct them not to talk.
Then explain that, within 3 or 4 minutes, they should draw a farmer without lifting the pen/marker of the paper. Give a small demonstration on how to do this. Each participant will have 20 seconds to do a part of the drawing.
After giving these instructions, start the game. Blow the whistle every 20 seconds to change to the next person.
After completing this first drawing ask the group to discuss for 5 minutes and to make a planning for a new drawing.
Start the game again and let each group complete the second drawing. Evaluate the two drawings of each group.
Objectives
Ÿ Understand that as a group, individuals are capable of having more strengths and positive attributes
then they would have working solo.
Ÿ This understanding will help individuals to adapt to weakness they feel or feel about other team
members.
Materials
Ÿ Large sheets of paper, writing paper, pens, and markers
Methodology
1. 2. 3.
Participants are broken up into groups of 4-8 people and instructed to share with their group their individual strengths and the positive attributes they feel would lend to the success of their group. They are to write these strengths and attributes down on a piece of paper.
After their group discussion, each team will be given one large sheet of paper, writing paper, markers, and a pen. The groups should then be instructed to make the “ultimate team member” by combining each team member's strengths and positive attributes into one imaginary person. This “person” should also receive a name, have a picture drawn of them, and have their different attributes labelled.
Exercise 13. Winner Takes All
Objectives
Ÿ To assess strengths and weaknesses of the group
Ÿ To enumerate things to do to overcome weaknesses of the group
Materials
Sets of objects that are non-functional unless they are used together. For example:
Ÿ betel nut, tobacco leaf, lime, a can to be used as a spittoon Ÿ left shoe, right shoe, left sock, right sock
Ÿ ballpen cap, ballpen ink (filler), ballpen body, piece of paper
Ÿ hot water in a cup (Tape a piece of paper labelled hot water to the cup. The person who picks this may
then get the hot water for himself.), pack of coffee, pack of sugar, teaspoon
Methodology
1. 2. 3. 4. 5. 6. 7.
Prepare enough items so that each person in the group may pick one. Put all items in a bag or box and mix them up. Go around the room asking each person to pick one object from the bag or box without looking. When each one has picked an item, give the instructions.
Without speaking to anyone, they should look for their groups.
No one can ask for anything but any one may offer her object if she finds her group mates.
When a group has assembled all the items, they should use or consume the object. Otherwise, their group does not win. For example, the group that gets the betel nut, tobacco leaf, lime and spittoon should share the items and therefore, chew the mixture. The group that gets the ballpen parts should put all the parts together and each member should use the pen to write on the piece of paper. Process the activity when all the groups have used or consumed their objects.
Ask which group finished first and why. Ask which group finished last and why.
Discuss strengths and weaknesses of groups in terms of factors that contributed to getting their objects completed and eventually being used. Certain behaviours/attitudes of group members contribute to make a strong team or group. Ask them what behaviours/ characteristics among group members hindered the completion of the groups' outputs.
After discussing weaknesses of the groups, they might want to suggest things to do to overcome weaknesses.
When activity is most appropriate
The activity is appropriate for a session focussing on behaviours that contribute to and which hinder team building. Because participants talk about their teams in terms of the objects they completed and used, it does not become threatening to talk about behaviours/attitudes that normally may not be comfortable to discuss.
Exercise 14. Building Towers
Objectives
Ÿ State behaviours/attitudes which contribute to and which hinder team building
Materials
Ÿ 30 pieces of plastic straw for each group
Procedure:
1. 2. 3. 4. 5. 6. 7.
8. 9.
Ask participants to group themselves into five smaller groups. Give each group 30 pieces of plastic straw.
Tell them that they are given 20 minutes to build a tower.
Do not give any elaboration about the tower they are to build. The groups have to discuss among themselves how to go about building their towers.
Put a roll of masking tape and scissors in front of the room for everyone to see. However, do not call their attention to these materials. The objective of this is to see how the groups make use of resources that might be available to them.
As each group finishes its tower, write down the time it took to complete their output. After 20 minutes, announce that the time is up. Ask all the groups to put their towers in the centre of the room so that everyone gets a good view of all the outputs.
Process the activity.
Tell the group that the towers reflect the teams or groups. Certain behaviours/attitudes of group members contribute to make a higher/stronger tower, i.e. a better/stronger team or group. Ask participants what factors contributed so that they completed their towers. Ask them what behaviours/characteristics among group members hindered the completion of the groups' outputs. After discussing weaknesses of the groups, they might want to suggest things to do to overcome weaknesses.
To add fun to the discussion, the towers may all be lined up and an electric fan turned on to see which one will fall down first. It follows that the tower with a wider base will fall last, if it falls at all. Liken this to teams with individual members providing strong support to their respective groups. Another point to process is how groups used resources, i.e., masking tape and roll of scissors, which were made available. It is interesting to discuss how some groups did not want to share, some groups were very generous and some groups grabbed the materials from other groups. Discuss sharing of resources/materials in terms of establishing linkages between and among groups to maximized resources.
When activity is most appropriate
The activity is appropriate for a session focussing on behaviours that contribute to and which hinder team building. Because participants talk about their teams in terms of the towers they built, it does not become threatening to talk about behaviours/attitudes that normally may not be comfortable to discuss.
Exercise 15. Building a Bridge
Objectives
Ÿ Describe different types of leadership
Materials
Ÿ Cardboard, masking tape, pairs of scissors, markers and pencils (for each group)
Methodology
1.
Exercise 16. Pic – Pac - Boom
Objectives
Ÿ Demonstrate the need for interdependence for team success.
Methodology
Divide the participants in groups of 3.
The 3 members of each group will sit close together. Assign a number to each group (1, 2, 3, etc.)
Now give instructions that in each group, the person on the left has to say “PIC”, the person on the right will say “PAC” and the person in the middle will say “BOOM”. Each group member has to stand up, say the word, and sit down again so that the next person can continue. After the 3rd person has said “boom” and sits down again, the 3 group members have to stand up together and call the number of the group they choose to be next. All 3 persons should stand at the same time and call the same group number. A group that fails to coordinate will be eliminated from the game.
Continue until only one group remains.
3. Upon return to their respective groups, give the following instructions:
Ÿ Each group should build a bridge using a piece of cardboard. The boards may not be enough but it is
up to the group to do something about the other materials they need. Groups may choose wherever they want to work while constructing their bridges. However, after ten minutes, the groups should gather to present their outputs.
4.
5. After the 10 minutes, the groups present their outputs.Ask the following questions during the presentation of outputs:
Ÿ Which group finished its bridge?
Ÿ What contributed to the completion of the bridge? Ÿ Why did other groups not complete their bridges?
Ÿ What type of leadership did each group leader demonstrate? Ÿ What characteristics of a leader did each of the group leaders show? Ÿ What things should a good leader not do?
When the activity is most appropriate
The exercise is appropriate when introducing a session on leadership. Use it in a training of 20-25 participants. It is also appropriate when team building on cohesiveness and cooperation is needed.
Introduction
For a team to be successful the members depend on each other and they will have to coordinate their activities. Each team member has a defined role or function but they also depend on each other for advice, assistance, etc. This interdependence of team members will be demonstrated by this exercise.
Some guidelines for discussion
Why do you think group ... was eliminated first? Why do you think group … won?
What is interdependence?
What is the value of interdependence to the success of a team? How can we improve the interdependence in a group?
Exercise 17. Tiger - Hunter - Lawyer
Objectives
Ÿ Demonstrate the importance of coordination in team work
Procedure:
1. 2. 3.
Ask participants to form two equal lines. Ask the groups to count off to check that groups have the same number of members. The groups then turn their backs to each other.
The facilitator counts one up to three. At the count of three the groups face each other and each group does the action and makes the sound of either the tiger, hunter or lion. (Note: Participants agree on the action and sound of each character. The hunter may shoot the tiger; the lawyer may send the hunter to prison; the tiger may eat the lawyer.)
Groups should coordinate the actions and sounds they make. If anyone does not follow the others in the group, the other group gets the score or point. The first group to get five points wins the game.
Some guidelines for discussion
1. 2. 3.
Why were actions/sounds of group members not coordinated?
What was needed to coordinate actions/ sounds made by group members? What is the importance of coordination to team work?
Exercise 18. Battle of the Sports
Purpose
Ÿ Demonstrate the value of planning and coordination in successful teamwork
Materials
Ÿ None
Methodology
1. Divide the big group into four smaller groups. Assign one sport activity/action each to each group. Use the following sports activities/actions:
2. 3.
Point to any group to start the game. The group should say its sport and its corresponding action three times before calling out the sport and corresponding action of the group it has chosen to respond.
The group that is selected does the same, i.e., say its sport and its corresponding action three time before calling out the sport and corresponding action of another group. For example the badminton group may say, "badminton serve, badminton serve, badminton serve to football kick". The football group should answer, "football kick, football kick, football kick to volleyball smash," and so on.
4. 5. 6.
Eliminate any group that makes a mistake in calling out or doing the actions of any of the sports activities. The group that not eliminated automatically wins.
When a winner has been identified, ask the winning group why they think they won over the rest. (Expect different answers.)
Ask the following questions:
Ÿ Why did your group not make any mistake?
Ÿ How did you choose which group you were going to call out next? Ÿ Did you have a leader?
Ÿ Did you plan out?
