Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]As HR professionals, there are times in our lives when we have to address large crowds at short notice, there are times when you have to walk into a classroom full of strange and disinterested faces, and there are times when you have to sound funny and engaging though you do not feel funny and engaged inside. This little compilation of Simulation Exercises is to equip you during such times in your professional careers. If you find this useful, share it with people who would find it useful too. All the best! About TMI TMI is a two-decade-old integrated HR services firm based out of India and the Middle East. Our offerings covering the entire employee employer lifecycle. For your business & consulting requirements, write to [email protected]TMI Group Career Centre, 1-8-303/48/12, Prenderghast Road, Secunderabad - 500003, INDIA.
As HR professionals, there are times in our lives when we have to address large crowds at short notice, there are times when you have to walk into a classroom full of strange and disinterested faces, and there are times when you have to sound funny and engaging though you do not feel funny and engaged inside.
This little compilation of Simulation Exercises is to equip you during such times in your professional careers.
If you find this useful, share it with people who would find it useful too.
All the best!
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]
As HR professionals, there are times in our lives when we have to address large crowds at short notice, there are times when you have to walk into a classroom full of strange and disinterested faces, and there are times when you have to sound funny and engaging though you do not feel funny and engaged inside. This little compilation of Simulation Exercises is to equip you during such times in your professional careers. If you find this useful, share it with people who would find it useful too.
All the best!
About TMI TMI is a two-decade-old integrated HR services firm based out of India and the Middle East. Our offerings covering the entire employee employer lifecycle. For your business & consulting requirements, write to [email protected]
TMI GroupCareer Centre,
1-8-303/48/12, Prenderghast Road,
Secunderabad - 500003, INDIA.
Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]
INDEX
1. ICE BREAKERS
� Getting Acquainted
� The Mystery Person
� The Whole Room Handshake
� Working the Room � Bingo Game
� The Human Spider Web
� Merry Birthday? /Happy Christmas?
� I’ve Got A Secret
� Mutual Introductions
� Interviews
� Badgering
2. Team Building � What’s Our Name? Logo? Slogan?
� Do You Remember?
� What Do I (We) Want In Life?
� What Do I (We) Want In Life? What Are My Values? ---- 4
� Trust Me ----- 7
3. Sales � Thinking on Your Feet
� Handling Objections in Sales Training
� It’ll Never Fly, Wilbur!
� Bingo Review
� Customer Service Categories
� Top Three
� Empathy
� Why
� Upset
� 2-Minute Drill
� Five Ideas
� Sales Styles: A Role Experience
Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]
4. Assertiveness � Consensus
� Appreciative Disagreements
� Am/Seem
� The Chairs
� First Impressions
� Just a Minute
� Decisions, Decisions!
5. Communication � On Your Face
� Selves and Possibilities
� Transmitting Information
� A Read and Do Test
� A Nonverbal Introduction
� Arithmetic Test
� Listening Test: Riddles
� Listening And Following Directions
� One- And Two-Way Communication
� Yin-Yang
� Competency: Managing Conflict- Interpersonal Communication Practices
� Preconceived Notion
6. Brain teasers
� Brain Teasers 1
� Brain Teasers 2
� Brain Teasers 3
� Brain Teasers 4
7. Setting challenging goals
� Ring Toss Game
� Tower Building
� Boat Making
Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]
Getting Acquainted
Genre: ICE Breaker 1
Objective: To enable first-time attendees in a training session to become acquainted with other participants: to help
build a climate of friendliness and informality.
Procedure: Each person is given a blank nametag and asked to put his or her first name or nickname on it. Then they
are asked to list five words or brief phrases that tell something about themselves that can be used as
conversation starters. Examples could be home states, hobbies, children, etc. An illustration follows:
Mary (Freckles)
1. Arizona resident
2. Wisconsin native
3. Football nut
4. Jogger
5. Disco enthusiast
After giving the group enough time (about 5 minutes) to write down their 5 items, have them start mixing
around in groups of 2-3 (maximum). Every few minutes, tell the group to “change partners” in order to
encourage everyone to meet as many new people as possible.
Discussion Questions: 1. Was this exercise helpful to you in getting to know some other people?
2. What kinds of items made the greatest impact on you?
3. How do you now feel about your involvement in this group?
Materials Required: Blank stick-on nametags
Approximate Time Required: Flexible, depending on group size, Minimum time 15 minutes.
Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]
The Mystery Person
Genre: ICE Breaker2
Objective: To encourage newcomers and “old-timers” to make new acquaintances and get them to mix with other
participants
Procedure: At larger conferences or meetings, the new attendee is often left alone and may have difficulty in getting
acquainted. The established cliques are hard to crack and the first-time attendee may feel completely
apart from—rather than -a part -of- -the group.
To encourage all participants to be more friendly with everyone: designate (in advance and secretly)
someone as Mr. or Ms. Mystery Person. Prior to-and during-the first few sessions, promote the exercise by
publicizing, “Shake hands with the Mystery Person. He (she) will give you $1.”(Or every 10th person gets
$5, etc).
Properly publicized, this exercise can be both fun and rewarding. It is especially useful for breaking the ice
and creating a warm and friendly atmosphere.
Discussion Questions: 1. Why are we reluctant to meet new people? (Each new encounter is a challenge to “sell”
ourselves a
learn about others)
2. What was the impact of a possible cash incentive on your behavior? (Met more people; talked with
them
only superficially)
3. What are some useful conversation-openers that can help us overcome our reticence?
Materials Required: Cash prizes
Approximate Time Required:
As desired
Source: Louise Bowker, Meetings and Conventions, October, 1975
Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]
The Whole Room Handshake
Genre: ICE Breaker3
Objective: To have participants meet at least half of the entire group.
Procedure: Have group form into two large circles—one inside the other. Participants in the inner circle turn and face
those in the outer ring, quickly introduce themselves and continually move to right. The outer circle
rotates left and the inner circle rotates right until all participants meet each other.
(NOTE: This activity works best with groups of 100 or less.)
Material Required: None.
Time Required: 10 minutes.
Source: Maggie Bedrosian, The Synergy Group, Silver spring, MD.
Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]
Working The Room
Genre: ICE Breaker4
A major purpose of an opening activity is to help participants get acquainted with each other. Here’s an
opener that identifies and rewards participants who would make good politicians.
Purpose
To energize participants and to encourage interaction among them.
Time
15 - 20 minutes
Participants
10 to 30
Preparation
Prepare copies of an instruction sheet presenting the following content with suitable modifications:
Working-the-Room Contest!
We want you to meet and interact with as many other participants as possible.
This is a do-it-yourself icebreaker. You have approximately 7 minutes between now and 8:37 AM to mingle
and chat with the other participants. Collect information from different people and share information
about yourself. Use this contest as an excuse to behave like an intrusive extrovert.
Until 8:37, you are on your own. No other instructions will be given.
Exactly at 8:37, we will conduct a contest that will reward your ability to work the room. You will have two
chances to win!
Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]
Flow
Briefing As participants come in, greet them at the door and give them a copy of the instruction sheet. If
anyone asks you questions about the contest, repeat the information from the instruction sheet.
Keeping time Blow a whistle and announce the beginning of the 7-minute period. Keep an eye on the
clock. One minute before the ending time of the contest, give an appropriate warning.
Start the contest. At the exact time, blow the whistle. Tell participants to stop talking with each
other. Ask participants to hide their nametags and any other personal identification.
Conduct the popularity contest. Explain that the first phase of the contest involves visibility. Ask
participants to stand up if they believe that their name will be remembered by the most people in the
room. Bring this group to the front of the room. Point to the first contestant and ask the other participants
to write her full name on a piece of paper. Announce the name of the participant and ask each participant
to check the name written by her neighbor. Ask those who wrote the correct name to stand up, and count
their number. Repeat the process with each of the other contestants. Identify the winner (or the winners)
whose name was correctly written by the most other participants.
Begin the memory contest. Explain that the second phase of the contest involves memory. Ask
participants to look around the room and estimate how many others they can name. Start an auction,
asking participants to bid the number of full names that they recall correctly. Identify the highest bidder
(or bidders).
Conduct the memory contest. Ask the highest bidder to go around the room, whispering (to
prevent the others from hearing) the full names of each participant. Ask all participants who have been
correctly named to stand up. If the highest bidder has succeeded in correctly naming the number of
participants she bid (or exceeded the number), she wins. Otherwise, repeat the activity with the second
highest bidder.
Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]
Bingo Game
Genre: ICE Breaker5 Objective: To subtly force newcomers to make new acquaintances in a no threatening climate.
Procedure: Using prepared bingo-type cards or sheets (see sample on following page), each person is asked to move
around the room until they find a person who fits the description shown. That person then signs his or her
name in the appropriate slot.
Materials Required: Bingo cards (1 for each person)
Approximate Time Required: 20 minutes
Source: Unknown
Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]
Bingo Game
DIRECTIONS: Each blank space identifies something about the people in this (seminar, meeting. session,
etc.). Seek out your fellow participants and if one of the listed items pertains to them, ask them to sign
their names in the appropriate place on your’ Bingo card. (Even though more than one item may be
Plays Tennis
_______________
Is Wearing Red
_______________
Soccer
_______________
Chapter Officer
_______________
Has Grandchildren
_______________
Drives a Sports Car
_______________
Hates Football
_______________
Loves Football
_______________
Flies a Plane
_______________
Speaks Foreign
Language
_______________
Plays Piano
_______________
Has Tropical Fish
_______________
Free
_______________
Skis
_______________
Committee
Chairperson
_______________
Has Red Hair
_______________
Hates Spinach
_______________
Has 2 Children
_______________
Likes Camping
_______________
Attended National
Conference
_______________
First Time
Attendee
_______________
Drives Pickup
_______________
Brown eyes
_______________
Reads Newsweek
_______________
Visited Foreign
Country
_______________
Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]
The Human Spider Web
Genre: ICE Breaker6
Objective:
To warm up a new group, and break down their inhibitions
To provide an opportunity for participants to work as a team and explore the dimensions of teamwork
Procedure: Select (randomly) 6-8 volunteers from the larger group to participate in an exercise (for demonstration
purposes), or divide the entire group into teams of 6-8 individuals. Have each group move to a location
that allows them to stand in a small circle.
Instruct members of each group to extend their left hands across the circle and grasp the left hands of the
other members who are approximately opposite them. Then have them extend their right hands across
the circle and grasp the right hands of other individuals.
Inform them that their task is to unravel the spider web of interlocking arms without letting go of,
anyone’s hands. They either will be timed (as a way to place pressure on them), or will be competing with
other groups to see who finishes the task first.
Discussion Question: 1. What was your first thought when you heard the nature of the task? (Probably: “This will be
impossible! “)
2. What member behaviors detracted (or could detract) from the group’s success in achieving its
goal?
3. What lessons does this exercise have for future team-building?
Materials Required: none
Approximate Time Required: 15 minutes, plus discussion time
Source: Susan Hennig, green bay, WI.
Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]
The Human Spider Web
Genre: ICE Breaker7
Objective: To be used for small-group (15-25 attendees) workshops as a get acquainted activity.
Procedure: At the very start of the seminar, explain the importance of becoming acquainted with the other
participants. Hand out a form to each attendee and ask that everyone find at least one similarity (e.g.”
grew up in Chicago”) and one dissimilar trait (e.g., “football fanatic” vs.” dislike sports”) for at least 8-10
other participants. Award a small prize for the first person completing the form.
Material Required: Handout forms and nominal prize.
Approximate Time Required: 15-20 minutes.
Source: Gordon Hills, St. Petersburg, EL.
Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]
TREASURE HUNT
Genre: ICE Breaker 8
Instruction: Write your name on the first line. Circulate around the room finding one trait you have in common (i.e.,
“newcomer to city”) and one item quite dissimilar (i.e., “has worked for same organization over 10 years”
Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]
Merry Birthday?/Happy Christmas?
Genre: ICE Breaker 9
Objective: To provide a sure-fire way to match up workshop participants for mutual introductions or any other two-
person activity.
Procedure: Collect a set of used greeting cards you have received. Examples include birthday, Christmas, Easter,
Thanksgiving, anniversary, first communion/confirmation card etc.
Cut off all but the first page.
Cut the first page in half. You may wish to strategically cut the page in two, dividing the major greeting into
two parts (such as “Happy” and “Anniversary”). This will provide a slightly greater challenge for
Participants, who then cannot just call out for a “Birthday” partner, but must match the entire message.
Distribute one-half of a card to each participant, making sure that both halves of each card are distributed
within the group. This may necessitate waiting until all participants have appeared (if you historically have
no shows in your groups). You may also need to warn them that they must not only get the major greeting
correct (e.g., “Happy Birthday”) but also the verse on the card.
Instruct them to mix with each other until they find the person holding the other half of the card. Then
they should uncover enough interesting information about that person to enable them to effectively
introduce that person to the rest of the group when you give the signal.
Note: You may also wish to point out to the participants that this is effectively a group task, since if any
two people get the wrong match (“Happy Christmas”), then two others will also be stuck with the wrong
Material Required: Several dozen used greeting cards.
Approximate Time Required: 15-20 minutes for distribution, plus adequate time for mutual introduction,
depending on the size of the group.
Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]
I’ve Got A Secret
Genre: ICE Breaker 10
Objective: To afford individual introductions in a fun way.
Procedure: At the beginning of a seminar, or at a luncheon or dinner session, comment on the importance of
informality and getting acquainted with other participants. But rather than have individuals introduce
themselves, tell the group they will introduce the person to their right. They will have a minute to learn
that person’s name and organization. Then humorously suggest they divulge some deep, dark secret about
themselves that “nobody in the whole wide world knows about them!”
Start the process with the first person that introduces the individual on his/her right. To start things off,
the facilitator could begin. Keep things moving quickly and lightly?
If participants are seated at round tables, randomly select any participant. If theater style or U-shape
seating is used, start introductions in the front of room. (NOTE: This method is usable with groups of up to
50 people. It may be overly time consuming for larger groups)
Material Required: None.
Approximate Time Required: 10-15 minutes depending on the size of the group.
Source: Unknown
Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]
Mutual Introductions
Genre: ICE Breaker 11
Summary: Group introduction exercise.
Objectives: Introductions.
Materials: Pen and paper.
Timing: 20 minutes for 12 people.
Procedure 1. Ask participants to work in pairs, where possible not known to each other, and label themselves A and
B.
2. Inform them that A has four minutes in which to interview B about his or her life and interests. A may
take notes. Then they should swap roles.
3. In the main group ask participants to introduce their partners and introduce each other to the main
group.
Variations: 1. Give participants some specific questions to which you would like answers. Leave some open ended,
(for example, “three things you can’t tell by looking at them”, “three roles that are important to them
in their life”). You can include course expectations and training experience.
2. Encourage participants to discuss the results of an earlier exercise, use in pairs.
Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]
Interviews
Genre: ICE Breaker 12 Summary: Introductions exercise swapping questions and getting them answered.
Objectives: Introductions.
Energizer.
Self-disclosure.
Materials: Pens,Paper
Timing: 40 minutes (depends on group size).
Procedure: 1. Ask participants to form pairs with someone in the group whom they know least well.
2. Ask participants to choose five questions that they would like to be asked by their partner in
introducing them to the rest of the group this being done by them disclosing the answers. They are
to decide on their questions and then tell them to their partner.
3. When the group has had time to do this, ask participants to choose another partner who they do
not know well. Tell them to identify their original partner and then tell the partner what the
questions are. The new partner must then ask the first person those questions and find out what
the answers are.
4. When this has been done, have participants introduce the person to the rest of the group.
Commentary: This exercise is not practical for groups larger than 12.
Variation: If the group is much over 12 then at Stage 3 ask participants to approach the first person they see not
talking to someone and to introduce them to the person whose answers they have ascertained.
Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]
Badgering
Genre: ICE Breaker13
Summary: Participants pass information on about each other with their badges.
Objectives: Introductions, Listening skills
Materials: Name badges
Timing: 20 minutes at least.
Procedure: 1. Ask participants to work in pairs. They are to spend five minutes at the end of which each will have
introduced him or herself. Then ask them to exchange name badges.
2. Ask participants to find a new partner and (from a distance) to show the badge, point to who it
belongs to, and say as much as they can remember about that person.
3. Reverse roles and then exchange badges.
4. Ask participants to find another new partner and (from a distance) to show the badge, point to who
it belongs to, and say as much as they can remember about that person. Reverse roles and
exchange badges again.
5. Repeat until the only person to whom the badge has not been introduced is the original partner.
This should happen at the same time for everybody, but it probably won’t. Then ask participants to
introduce that person to the others. Explain that some of the information will have become
distorted and that they should not worry about getting anything wrong. Participants can correct
any information about themselves that has become distorted.
6. Hold a discussion on why information became changed.
Commentary:
If there is an odd number of a participant, the trainer will have to take part to even the numbers.
Variations: A simpler session has participants keeping the first badge they come across.
Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]
What’s Our Name? Logo? Slogan?
Genre: Team Building 1
Objective: To allow task groups the opportunity to develop working relationships before confronting their “real”
tasks.
Procedure: Form participants into small groups that they will stay with for the duration of the workshop. Allow them a
few minutes to meet and introduce themselves.
Ask each group to select a simple team name in the next five minutes.
Ask them to develop a graphic logo (trademark) that will usefully portray who / what they are to the rest
of the world. Allow 10 minutes for this activity, and then ask each group to show their product to the
others, with a brief explanation of what the logo represents (if it is not clear). The logos should be drawn
on the flip chart paper.
Then ask each group to develop a slogan (e.g., 12 words or less) that they could use in public advertising.
This slogan should identify whatever assets or attributes the group realistically thinks are most important,
and present within themselves. Allow 10 minutes for this activity, and then ask each group to verbally
share their slogan with the others.
Discussion questions: Whose name is best? Which logo is best? Whose advertising slogan is best? What criteria are you using to
judge the quality of each of those three tasks?
How do you now feel about your group? Will it be successful in its future tasks? Will it be personally
satisfying to work in it?
What is the value of spending some time creating group identity at the start of a task group? What is the
cost?
Materials required: Flip chart paper and markers for each group.
Approximate time required: 30 minutes. Source: D. D. Warrick, Colorado Springs, CO.
Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]
DO YOU REMEMBER?
Genre: Team Building 2
Purpose
To explore how note taking and teamwork increases our ability to remember more.
Time
30 minutes
Supplies • 50 miscellaneous items such as a ball, fingernail file, hat, lipstick, mirror, key, toy, picture, candle,
pen, orange, etc.
• Tray
• Cloth to cover the tray
• Countdown timer
Flow of the Activity
Prepare a tray of 25 items. Cover the tray with a cloth.
Tell participants that you are going to show them a tray of miscellaneous items and they should remember
as many items as they can without writing down anything.
Display the tray with 25 items for 60 seconds. Then talk to the group about some other topic for a minute.
Have participants write down as many items as they can remember.
Reveal the items on the tray and determine how many correct items participants listed.
Do the activity again, displaying a new set of 25 items for 30 seconds. Allow participants to take notes.
Ask each participant to count the number of items listed.
Organize participants into teams of four and ask them to combine their lists.
Reveal the new items on the tray and determine how many correct items individual participants and teams
listed after the 30-second viewing.
Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]
Debrief participants and emphasize the following points: • Participants were able to write more items in half the time (30 seconds) than when they had 60
seconds.
• Teams were able to list more items than individuals.
Conclude the activity by asking participants how they would apply the principles of note-taking and
working in teams to other situations that requires memorizing and recalling such as:
1. Interviewing a candidate for a job
2. Listening to a lecture presentation
3. Analyzing the behavior of an expert performer
4. Proof-reading a report
5. Observing the behaviors of shoppers in a retail store
Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]
What Do I (We) Want In Life?
Genre: Team Building 3
Objective: To provide opportunity for individual goal clarification and goal setting
To provide a team-building opportunity through the sharing of key personal values
To provide teams with a task to work on as a vehicle for assessing and improving their process skills.
Procedure: Provide all participants with a copy of the “What Are My Values?” form and ask them to complete it
individually. This may then serve as the first step in personal goal clarification / goal setting.
Form participants into small groups (e.g., five persons). Ask them to share their individual rankings and
arrive at a group consensus of the rankings that the typical American would provide.
When they are completed, share the “key” with them (for Column 3), and let them compute a measure of
their similarity / dissimilarity to other Americans by calculating the sum of the absolute arithmetic
differences (e.g., without regard to +I- sign) between their individual rankings and the key (Column I), and
between their group rankings and the key (Column 5).
Discussion Questions: What are the possible reasons for the differences in rankings observed?
What are the implications of your own rankings?
Materials Required: Enough individual sheets for each participant, visual key.
Approximate Time Require: 15-60 minutes, depending on use for Objective #1, vs. 2 & 3.
Source: Adapted from Sandra J. Ball-Rokeach, Milton Rokeach, and Joel W. Grube, “The Great American
Values Test,” Psvcholo~v Today, November 1984.
Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]
WHAT DO I (WE) WANT IN LIFE?
What Are My Values?
Genre: Team Building 4
DIRECTIONS:
Examine each of the following items. Rank-order them, in column 2, from 1-9 (1 =highest priority;
9=lowest) according to the priority you would place on achieving them. Later, if small groups are formed,
discuss the items with other participants and arrive at a consensus ranking in column 4 for the priority
order in which you feel the typical American would rank them.
VALUE 1
Ind. Diff
2
Indiv.
3
Key
4
Group
5
Diff.
An Exciting Life
A sense of
accomplishment
A world of
beauty
Family security
Freedom
Happiness
Inner harmony
National
security
True friendship
Totals
Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]
Key to Values Exercise VALUE American’s Rank
An Exciting Life 9
A sense of accomplishment 4
A world of beauty 8
Family security 1
Freedom 2
Happiness 3
Inner harmony 6
National security 7
True friendship 5
Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]
Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]
Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]
Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]
Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]
TRUST ME
Genre: Team Building 7 Objective: To demonstrate teamwork for support, leadership, and cooperation.
Procedure: Divide group into teams of four. Participation should be voluntary. One person in each group is
blindfolded; another is the leader who will instruct the blindfolded person to go from Point A to Point B in
the room or adjacent area. The other two persons assist the leader and make certain the blindfolded
person doesn’t bump into anything. When the walk (two three minutes) is completed, switch roles and
repeat the exercise using a different route. Repeat as time allows.
Discussion Questions: 1. How did you feel when blindfolded? (Uncertain, frightened, dumb, etc.)
2. Did you trust your leader? Why or why not?
3. Did you trust your co-workers? Why or why not?
4. What did you need when you were blindfolded? (Support, assurance, advice, etc.)
5. How did this activity apply to our organization? (Need help, counsel, affirmation, etc.)
6. How about our new employees?
Materials Required: Bandanas.
Approximate Time Required: 20-30 minutes.
Source: Susan Mitchell, Barclays Bank, Poughkeepsie, NY.
Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]
Thinking on Your Feet
Genre: Sales 1 Objective: To encourage quick thinking in a pressure situation
Procedure: Similar to the “Handling Objections” exercise, this activity also has a multiplicity of uses. A few volunteers
are asked to assist in illustrating the difficulty, but importance, of being able to think quickly on one’s feet.
As an objection (as in sales training) is voiced, the trainer lights a match and hands it to the trainee. The
trainee then must respond to the question or objection before the lighted match burns down or the flame
is too close to the fingers. As soon as the response is voiced, the match is extinguished.
Discussion Questions: 1. Like the threat of that match, what other pressures may cause difficulty in these situations?
2. Was the group’s peer pressure through observation a substantial one?
3. Are there some dangers also in replying or responding too quickly to objections? If so, what are
they?
Materials Required: Box of matches
Approximate Time Required: Dependent on the size of the group, 15 minute minimum
Source: Unknown
Compiled By TMI Group ® 2009. All rights reserved. For your business enquiries, write to [email protected]
Suggestions for Overcoming Fear of Speaking before a Group: 1. Know the material well (be an expert).
2. Practice your presentation (pilot-test, and possibly videotape yourself).
3. Use involvement techniques (participation).
4. Learn participants’ names and use them.
5. Establish your credibility early.
6. Use eye contact to establish rapport.
7. Take a course in public speaking.
8. Exhibit your advance preparation (via handouts, etc.).
Appendix 2 - Ring Toss Game: Record Sheet First round of distance Second round of distance Third round of
distance
No of Chosen Successful throws Chosen Successful throws Chosen Successful throws
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
140
Appendix 3 After completing each round please give an introspective report of your decision-making process here.
Round 1 No. of successful throws
Distance you chose:
1. How did you choose the distance? What factors influenced you? What are some of the thought
processed you had before you announce the distance?
2. What was your estimate of the probability of your success from this distance?
• Not Thought about – 10% - 20% - 30% - 40% - 50% - 60% - 70% - 80% - 90% - 100%
3. How satisfied or dissatisfied are you with you performance on this round?
- very much satisfied – satisfied – somewhat satisfied
- More Dissatisfied that satisfied – dissatisfied
- Very much dissatisfied
Round 2 No. of successful throws
Distance you chose:
1. What factors influenced you in your choice of the distance this time? Please record your thought
processed:
2. What was your estimate of the probability of your success from this distance?
• Not Thought about – 10% - 20% - 30% - 40% - 50% - 60% - 70% - 80% - 90% - 100%
3. How satisfied or dissatisfied are you with you performance?
• Very much satisfied – satisfied – somewhat satisfied
• More dissatisfied that satisfied – dissatisfied - Very much dissatisfied
4. What effect did the presence of others have on you?
Round 3 No. of successful throws
Distance you chose:
1. What factors influenced you in your choice of the distance this time?
2. What was your estimate of the probability of success?
• Not Thought about – 10% - 20% - 30% - 40% - 50% - 60% - 70% - 80% - 90% - 100%
3. What does financial incentive mean to you? What effect did it have on you?
4. How satisfied or dissatisfied are you with you performance?
• Very much satisfied – satisfied – somewhat satisfied
• More dissatisfied that satisfied – dissatisfied - Very much dissatisfied
1
41
Pro
ba
bility
estim
ate
s of tw
o su
ccessfu
l thro
ws u
sing
an
8 in
ch rin
g a
nd
18
inch
pe
g in
a rin
g-to
ss
ga
me
. (the
estim
ate
he
re a
re b
ase
d o
n th
e p
lay
by
mo
re
Than four teams and trials by others Distance from the page 1’ 2’ 3’ 5’ 4’ 6’ 7’ 8’ 9’ 10’ Probability of success 100% 100 % 90% 80% 70% 60% 50% 40% 35% 30% Distance from the page 11’ 12’ 13’ 14’ 15’ 16’ 17’ 18’ 19’ 20’ Probability of success 20% 15 % 10% 5% 5% 5% 4% 3% 2% 2%
1
42
First round Second round Third round Distance No. of Distance No. of Distance No. of No. Name correct throws correct throws correct throws Remarks 1 Hussain 13 0 9 1 9 1 2 Rashid 5 2 6 2 6 2 Took long time to chose 3 Abu Bakar 7 1 6 2 6 2 “ 4 Lee 7 3 8 1 8 1 “ “ 5 Wong 10 0 10 0 10 1 Chose very fast 6 Cheng 9 0 8 0 7 1 Took long time Move bank and forth 7 Bashir 15 0 16 0 18 0 Chose fast 8 Abdullah 3 4 3 4 5 2 Started from 1 his first trial 9 Yusof 8 0 6 1 6 2 Tried imaginary thrwos 10 Md. Ghani 8 0 9 0 9 0 Thought for a while in first trial 11 Yunus 9 1 9 0 10 0 - 12 Yeng 4 3 5 2 6 2 - 13 Chee 10 0 9 0 9 0 Fast decision 14 Jmil 6 3 7 1 6 2 - 15 Jamaludding 12 0 13 0 3 4 -
Appendix 5 A sample ring toss data record
143
TOWER BUILDING
Genre: Setting Challenging Goals 2
Objectives The following are the main objectives of this game:
1. Understanding the origins of achievement motivation. The game can be used to indicate how
achievement motivating develops in children, why some children have a high achievement
motivation and others have a low achievement motivation.
2. Insight into to values and the culture. The game can also be used to help the participants
become aware of the values they hold in relation to other people while working with them,
how such values have been formed by the process of socialization, and how the culture in
which they live, whether it is the family culture, of the organizational culture, contributes to the
development of such values and with what consequences.
3. Insight into the goal-setting process. The game con be used to have an insight in to the
dynamics of the process of goal-setting in which the person who sets the goal, and others
working with him, contributes to this process.
4. Understanding the role of expectations in the motivation for and the level of performance of a
task. The game is mostly used to illustrate and demonstrated how expectations of significant
people around a person influence his motivation to perform, as well as the level of hi
performance.
5. Understanding the role of help in the motivation for and level of performance. The game also
helps people to understand the role of two significant helping behaviors, namely, giving
instructions and directions and encouraging the persons. The roles of these two behaviors are
significant and have different implications at different levels of the working of the person.
Material Required The game is played with wooden cubes or wooden blocks. Experience shows that cubes of about 1
½ inch dimensions are useful for the game. These cubes can be bought or constructed out of
ordinary wood. Usually about 25 cubes would be needed for playing in one group. If multiple group
exercise is to be conducted, more cubes would be needed, at the rate of about 25 cubes per group.
One handkerchief or a cloth or a ready-made blindfold is also necessary for each team.
Time Required Usually it takes bout 10 to 15 minutes to play the game, but needs much more time in processing.
Experience shows that if a single group is playing the game, about one hour is needed. However, if
more than one group plays the game more time may be needed and may be useful to keep about 2
hours for the exercise.
144
Conducting The Exercise The following suggestions may help in conducting the exercise:
1. The trainer first asks for volunteers to play the game. Usually there are three volunteer. In
asking for the volunteers it may be stated that these person would be involved in playing some
roles and playing the game together. There is always one person who has to play the game
(henceforth called ‘self’ or S) and two persons are chosen who are significant persons in
relation to that role (henceforth ‘significant others’ or SO). For example, the exercise could be
conducted in a family setting where one person plays the role of an 11-year boy (S), and two
other persons play the roles of his parent (SOs). If an organizational situation is selected, then
the S can a Junior Person Like a worker or a superintendent, or a manager, or an entrepreneur,
etc., and the SOs would be senior people in relation to his role. Any situation could be used in
playing the role.
2. After some person volunteers to play this role, the trainer gives instructions to the observers. It
may be useful to ask the role players to go out of the room and then the trainer may give
instructions to the rest of the participants. These instructions can also be stenciled and
distributed to the observers. One sample of instructions appears in Appendix 1
3. After the players have been given the instructions to the observers, the players are brought
back to the group and they are given instructions when the game begins. The instructions may
also be typed and handed over to the players to read. A sample of such instructions appears in
Appendix 2.
After the player has been given instructions, the trainers make the following statements:
“Well now we would like to start the exercise. However, before we start the exercise I would
like you to individually write on a small piece of paper your own estimate how high a tower (in
terms of the number of cubes) the child (or worker, etc.) will be able to make. And the child (or
the worker, etc.) will also give his estimate of his own performance. Now are you ready? Write
down your own estimates.”
4. All the three persons playing the game then write down their estimates. At this stage the
trainer can ask the overseers also to write down individually their own estimates. After the
estimates are taken individually from the three role player, the trainer reveals tem and says
that there are three are thee estimates (usually there will be differences in the three). Before
the exercise starts, he would like to have only one common estimate which is agreed upon by
all the three players. He then asks them to discuss together and give him one common
estimate.
5. After the discussion is over, and after the final figure is give the game starts. The trainer
explains to the SOs that they cannot do two things. They cannot touch the person who is
building the tower nor can they touch the wooden cubes. If they ask him questions whether
they can give instructions or what other things they can do, he simply answers that they can do
anything they like, but they cannot do these tow things It is useful for the instructor not to
answer specific questions but only repeat this sentence again and again when may question is
asked: “You can do anything you like, but ye cannot touch the person who is building the tower
not can you touch the cubes.”
6. Then the exercise is conducted after blindfolding the S. After the last cube falls down, the
exercise is over. Then all persons assemble in the room and the trainer writes down the various
figures on the board.
145
Rationale The game can be played in various ways. However, come people wonder why people should be
blindfolded and why they should not be allowed to build the tower with their eyes open. Similarly,
why should the no-dominant hand be sued? The rationale of both blindfolding the S and also to ask
him to use his non-dominant and are mainly two, viz., to reduce the role of the skill in the exercise
and to provide the possibility of help so that later it may be analyzed how giving help and giving
encouragement contributes to the level of performance and of achievement motivation. If the
person builds the over with open eyes he would not need any help and therefore the role of help
cannot be discussed. Moreover, by cutting out the sight as well as the dominate hand, which we
often use in our work, we are bringing people to more or less the same situation, and therefore the
role of skill is greatly reduce. This may help us to examine the experience generated by the
exercised rather that the discussions being too much confined to someone being more skilful in
handling the cube, the other person.
Another question which the trainers may wonder about is why the average figures is given and why
not allow people to build the tower without mentioning any figures. The average figure is given to
se some standard or norm against which the performance can be measured to see whether their
expectations are higher or lower. Later on, if we process the experience it may be difficult for us to
talk in terms of high or low expectations because we would have no figure. But given the average,
we create conditions under which later the SO may be able to reflect why he gave higher or lower
that this average figure, and in some cases why he failed to hear or read in the given instructions
something about the average.
Sometimes the trainers may also ask whether there should be a time limit or not even though this
really does not make much difference in the game. However, if a time limit is imposed, say five
minutes, we are adding another variable. But exercise has been done with certain time limit so that
the person can build and then can rebuild if the tower falls within that time limit. It should not
make much difference if this variable is introduced.
Processing The Exercise Processing the exercise is the most significant part for training. If the exercise in not properly
processed then it may merely become a piece of entertainment or a exercise from which different
persons can derive different point of learning, and may fail to be a very strong and useful source of
learning.
Enough attention should be paid to the processing of the exercise. It may be useful for the trainer
to read several original articles and other literature so that they have sufficient grasp of the various
concepts in the expertise.
The main purpose of processing of an exercise is to help the participants examine their experience
and analyze them for some significant learning. While generating such experience, the trainer may
help evolve some conceptual learning around which various experiences may meaningful hang, and
get integrated. Trainer may differ in their styles of deriving the learning from the experience. While
146
some trainer may prefer to let the participants develop their own learning points. And get their
various massages from the discussion, some others trainers may prefer to have detailed discussion,
and later provide necessary information from the researches done and provide a framework at the
end which the participants may find useful for understanding their experiences and to put all that
they have discussed and experienced in a conceptual context so that they may be able to use this
learning later. The learning, thus, gets integrated and internalized. The following are the various
stages of the processing of the exercise.
1. Recording the Data
Whether one group or more that one group has played the exercise, the trainer should get all
the data from the exercise and write down on the board. The data obtained from two groups in
a bank in Malaysia are given in Table 1.
TABLE 1
Data from two Groups
Group A Group B
Average
Significant other 1
Significant other 2
Self
Consensus
Achievement
Instructions by significant 1
Instructions by significant 2
Encouragement by 1
Encouragement by 2
9
5
4
10
7
7
Low
High
Low
low
9
12
10
6
12
14
Medium
High
High
High
If directions and encouragement are rated by different observers, these may be collected and the
average figures may be put down on the board. In case this is not done, then these two thins may not
be written
2. Goal Setting.
in the first part of the exercise the different expectations about the S’s performance are put
down when the trainers ask the players to give estimates of the performance of the S. the
trainer may ask each player why he had a particular figure, of the estimate, and especially ask in
relation to the lower or higher figure compare to the average given by the trainer, i.e., 10. He
may also get the various reasons they had in mind while putting the estimates. Some of these
reasons may not be full articulated by players, but trainer can help them to articulate them
even though they did not consciously think of those reasons at the time of giving these
estimates. But the trainer should encourage them to give the rationale even when this was not
clear thought. Reasons for Having Low Expectations than Average
Usually the following reasons are given for having lower expectation than the average figure.
147
I want to ensure the success of S.
(ii) The task is too difficult for S, because he is blindfolded, the wooden cubes are rough, he
is working with his left hand, etc.
(iii) I do not know his capability and therefore I do not want to put higher estimates.
(iv) I do not want to inflate his ego by showing higher expectation from him.
(v) He is below average
(vi) I can do only so much, and so I make similar estimates for him. He may no be able to do
more that what is can do.
(vii) Having lower expectations will encourage him,
If we examine the reasons given above for having lower expectations, we find that the first five
reasons are more or less the same. All these five reasons are based on the logic that the S is
below average, and the SO does into trust his ability to go beyond the average. Let us see the
various reasons. The first reason given by a person that he does not trust his ability to take a
risk or stretch himself. Why should a person ensure success of the other person unless he
doubts the latter’s ability to meet the challenge and to take risk and then succeed?
Similarly, the second reason where the task is seen as to difficult and handicaps are seen as to
many, and so the expectations are put lower. It has the same logic behind. The task being
regarded as too difficult or the handicaps being exaggerated only indicate the lack of trust in
the ability of the other person to deal with such difficulties and overcome any obstacles which
are seen in the situation. This again indicates doubts about the ability of the person. The third
reason may doubt his ability and this may in general show that the tendency the person is to
have low expectations from others. And of course the fourth reason indicates that the person
does not trust the ability of the other person to meet the challenge, to succeed under difficult
situations, and yet remain self-confident and not become vain. Doubt in the ability or person to
remain calm under success also is indicative of trusting the ability of the other person.
The latest reason, namely that having lower expectations will encourage the person, can be
explored by the trainer by interviewing the S. if the interview is properly conducted, it will come
out that the S feels very bad about the lower expectations because it shows the SO’s lack of
trust in his ability.
Reasons for Having Moderately High Expectations
Those people who have higher expectations that the average slightly higher to make their goals
more challenging, give the following reason.
(I) I have confidence in him
(ii) I want to create a challenge for him, and I am sure he will be able to take this
(iii) he is better that the average.
(iv) I can myself do and therefore he can also do it.
(v) I shall be available for help to him.
148
Appendix I
Instructions for Observers
You will observe a game being played here. Three people will be involved in this game. You are
observers and your have to follow the rules of observation strictly. No observer can participate in the
game not can communicate in any way, verbally non-verbally, his or her feeling.
The game will have several stages.
(a) One of the three persons (called S) will be required to build a tower under some conditions.
Listen carefully to the instruction given at that time. Two people (called SOs) will remain with
him. They will be required to estimate or guess the S’s score. At that time you also make a
guess, and note it down in the space provided at the end of these instructions. The three role
players must have different estimates. We shall require the role players to come to a common
agreement about the number of cubes to be guilt by S. In this process you observe who is
primarily influencing the final decision and the consensus.
(b) The game will then proceed and you may observe the behavior of each SO. Particularly observe
how the two SOs are helping or not helping, and how much encouragement thy are giving to
the S. you May Divide the exercise into three time periods (beginning, middle, end) and observe
how much help was given by each SO at three different stages of the game, in the beginning,
later on while the game is progressing, and in the final stages of the game. Also observe what
works were used by each SO indicating directions (instructions) and what words were used to
indicate that they were encouraging the S. You can check the appropriate number in the
following form.
At the end of the game, you may also observe some significant things which they do in relation to the
achievement or cant thing which they do in relation to the achievement or non-achievement by the
person who is building the tower, Write down your personal estimate of the S’s score. Rate
instructions and encouragement given by each SO at the all the three Stages of the game. Rating may
range from 1 (the least) to 10 (the most or the highest)
Period instructions encouragement words used to instruct words used to encourage
SO-1 SO-2 SO-1 SO-2
Earlier
Middle
Later
149
Appendix II
Instructions to the players, I am a psychologist, testing people how well they do with their
hand and fingers – something like a finger dexterity test. I have conducted this test in several places
and would like to test your child (or worker, or entrepreneur, or employee whatever the case may be).
The child (or worker, etc.) will be required to build a tower with the help of the wooden cubes which
will be put on the table here. He can build as high as he wants or you want him to do.
The last cube after which the tower falls down will not be counted; all the cubes up to that will counted
as his score. For example, if the 4th cube falls down then his score will be 3, or if 20th cube falls down
then his score will be 19.There are two conditions under which the person will build the tower. First, he
will use his non-dominant hand. If he is a right-handed person then he will use his left hand, or if he is a
left-handed person then he will use his right hand. Are the instructions clear? Before we start the
exercise I want to give more information to you.
As I said that I have conducted this test in several families (or companies, etc.) and I have some data.
Under these conditions which I have mentioned, viz. being blindfolded, using the non-dominant hand,
and having two significant person like you with him, under the same conditions the person (or the child
whatever the case may be) with average ability has been found to put 10 cubes to build the tower.
150
BOAT MAKING
Genre: Setting Challenging Goals 3
Objectives This game has objectives similar to the ring-toss game. The former differs from the later more in terms
of its closeness to the reality in entrepreneurial life. The supply of norms on how fast, average, and
slow performers do on this game, the opportunity made available to the participants to test his speed,
and the penalties introduced for changing the goal are three special features of this game. This game
has the following objectives:
1. To help the participant understand his own goal-setting and risk-taking behaviors.
2. To help the participant examine the extent to which he exhibits the characteristics of
an entrepreneur or a high achievement oriented person on an actual performance
exercise. These characteristics include:
i. Use of information and sensitivity to the surroundings.
ii. Calculated risk-taking
iii. Learning from feedback
iv. Ability to cope with stress
v. Concern for excellence in terms of quality, quantity or profits.
vi. Taking personal responsibility for success or failure.
3. To help him experiment with his own goal-setting behavior by modifying it on the
basis of feedback from experience.
Materials 1. Glossy colored papers cut into squares of 4 inches length. Only one side should be coloured and
the other side should be white. About 20 such 4 inch square papers are required for each
participant.
2. Instructions sheet for the boat making game (reproduced in Appendix 1) : one copy for each
participant.
3. Boat making game date record sheet (reproduce in Appendix 2) : one copy for each participant.
4. Blackboard or flip chart arrangement for writing the date for discussion in the class.
5. A stop-watch
Time Required For two rounds of play and discussion, this exercise requires about 2 ½ to 3 hours with 20 to 25
participants. With smaller groups, less time may be required.
Procedure In this game every subject will be portraying himself as an independent entrepreneur. He would be
making paper boats following the procedure supplied to him by the instructor. The instructor will be
portraying the role of a contractor. The entrepreneur is in the business of boat making. He gets raw
151
materials from the contractor and sells back to the contractor finished products. The instructor is
required to be continuously \active in this game as contractor.
1. The participant should be seated in the room. Each participant should have at least
two square feet of open space in front of him on the table to keep the paper boat
materials and to work on making paper boats. The participant may be instructed to
keep this space free of books and any other materials. They may be told that they
would be portraying as entrepreneurs and would be involved in a game to
manufacture paper toys. To facilitate manufacturing, they should keep their tables
free of any materials.
2. After the participants settle down, the instructions sheet could be handed over to
each. The participants may then be requested to read the instructions and
understand the exercise. It mat be useful if the trainer explains the various steps in
the game even before the participants go through the instructions. This facilitates
reading and clear understanding of the instructions. While explaining the game the
instructor should explain only the steps in the game. All reference to the purpose of
the game, risk-taking, etc., should be avoided. It should be introduced a business
game and steps may be repeated from the instructions sheet. About 10 minutes may
be allowed for the participants to real all the steps.
3. After they have read, the instructor may clarify if there are any doubts or questions
by the participants. Mostly the questions will d3eal with the clarification of the
procedure and the steps. If anyone asks about the purpose the instructor may merely
say, “The purpose is to see how well you do as entrepreneur – whether you make a
profit or a loss.”
4. After clarifying the instructor may distribute one piece of paper to each participant
for learning to make the boat of the king the is going to specify.
5. The instructor may then give a demonstration of the procedure for making the boats.
(before the class begins the instructor should have practiced and mastered the art of
making paper boats. This is very essential. While giving the demonstrations the
instructor should go slowly, step by step, ensuring that every one in the classroom
understood. After the demonstration he may clarify if any one had any doubts about
the mechanics of making of boat.
6. he ham then specify the quality control requirements, such as:
(a) The outer surface of the boat should be white in color.
(b) The top point of the boat should be pointed and not flat.
(c) Both the edges and the sides of the boat should be balanced. This can be
seen by pressing both sides of the boat together. It the colored surface
from inside is not noticeable in larger areas, then the boat is balanced.
7. After announcing the quality control specifications, the trainer may then request the
participants to \make their initial estimates on the business game data record sheet.
While they do this, the trainer may collect the boats made in the trial run. This would
prevent some of them from practicing. It is useful to m\maintain a uniform level of
practice.
8. After ensuring that everyone has made their initial estimates, the trainer may
distribute another piece of paper for the timed practice. He should instruct the
participant not to begin till he signals them to begin. He may announce that after he
signals them to begin he would be speaking out the time passed at every 5 second
152
interval. Every participant should note the i\time taken by him after he completes
making the boat. After completing the distribution the instructor may set the
participants to be ready to work. He may then ask them to begin and start counting
the time. He may announce the time this way: five seconds over ten seconds over,
fifteen seconds over, etc. He may stop announcing after 90 seconds or after everyone
completes.
9. he should ensure that everyone notes the time taken in the date record sheet. He
may then ask the participant t give their finale estimates after which he should go
around and distribute the paper to each participant, checking the number written by
each participant. It is useful to check as only the current number papers should be
given to the participant. The trainer should also ensure that no participant starts
making folds or any movements with the paper till he asks them to begin.
10. After completing the distribution he may set them and signal them to start. While
they perform he may announce the time after 3 minutes, 5 minutes and 5 ½ minutes.
When 30 seconds remain he may announce at every 5 second interval. When only 10
seconds remain he may start the countdown 10, 9, 8, ….,2, 1, stop. With stop, all
movements in the class must cease\, for for those who continue, one boat’s price
could be deducted or they may be disqualified. Generally such cases do not occur id
the trainer gives instruction in the beginning itself and stresses this point.
11. The trainer may then go around inspecting the boats for quality control. While
making the checks he should firs see the general trend. He could slightly lower the
quality standars if the general performance is low \. However boats having very flat
tops and highly uneven sides should be rejected.
12. After completing the checks, he may request the participants to full out the data
sheet and complete calculating the pants to fill out the data sheet and complete
calculating the profit or loss. The trainer may assist the participants in completing this
task.
13. The participants may now be asked to answer part B of the data record sheet where
they are asked to give an introspective report.
14. After everyone completes, the instructor may announce that he is interested in
getting another product manufactured. The procedure to be followed would be
similar. This time the product manufactured is a ‘knife boat’. After he announces, the
total process, staring from the first practice, till the calculation of profit and loss and
writing of the introspective report may be prepared. The detailed instructions for
making a knife boat are given in the appendix. The trainer should practice sufficiently
before beginning the class. The quality control instructions, the purchase Most and
the penalty chart remain the same. The trainer may suggest after the first practice
trial and before the initial estimate that the time taken for making the knife boat may
be another 3 to 5 seconds more that the time taken for the earlier boat. A second
data record sheet should be supplied to the participants and the game may be
supplied to the participants and the game may be repeated.
15. After the profit or Loss statements are completed and the second introspective
report is filled by the participants the instructor may record the data on the
blackboard or on flip charts. The format used in table 2 in appendix 1 of this chapter
may be used of tabulating the data.
153
After transferring the data to the blackboard the trainer may process the data along the
guidelines suggest below.
Business Game: Instruction Sheet You are going to participate in a business game where you are going to portray yourself
as an entrepreneur. Yours is a single man’s enterprise. You are the boss, the manager, the worker,, the
salesman and everything.
In this business game you will be manufacturing paper boats and selling them. Your instructor will
portray as the sole supplier of raw materials for your production of boats. He also the sole buyer, i.e.,
you can buy raw materials only from him and sell the finished products only to him. Thus your
instructor will be acting as contractor from whom you can contract business. You can make profits in
this business as the finished products you sell will fetch you a price higher than the raw material cost.
However, there are a few rules involved in this game. These include the following:
(a) You have to make paper boats of a particular type and quality as specified by your contractor.
The contractor (i.e., your instructor) will teach you how to make boats of the specification he
wants. He will teach you free of cost.
(b) After the contractor demonstrates and teaches, you will be required to make an initial estimate
of the number of boats you would like to manufacture in a 6- minute period. It is on the basis of
this initial quotation by you that your contractor can procure his raw material and keep it ready
for purchase by you.
(c) The raw material costs and purchase price (by contractor) for the boats are presented in Table
2.
(d) For your information the average time taken by fast makers, slow makers, and people with
average speed for making similar boats are presented below:
Fast makers = 30-40 seconds per boat
Average = 40-50 seconds per boat
Slow makers = 50-60 seconds per boat
(e) After you make the initial estimate the contractor will give you a timed practice. For this
practice you will be supplied with a new sheet of paper. You will start making the boat when
the contractor gives a signal to start. The contractor would be announcing the time every 5
seconds. As soon as you complete you may note down the time taken by you in the business
game data record sheet. This would help you to look at his time you take to make one boat.
(f) After the timed practice you would be required to give your “final estimate “ of the
number of boats you wish to make ( or the number of units of raw materials you wish to
purchase) for a 6 minutes manufacturing period. For any change in your estimates you will have
to pay a penalty. Details of the penalty to be paid by you are also presented in Table 2 at the
end of these instructions. The penalty would be deducted from the profit you make or added to
the loss if you make loss.
(g) After you give your final estimate, the contractor will come and distribute to you the number of
sheets (raw material) that you judged in the final estimate. You may check the quality of the
raw material without folding the sheets in any way and you have to ask for replacement only
when the contractor is with you.
(h) You will start making the paper boats only when the contractor signals you to start after he has
completed distributing the raw material to all entrepreneurs.
154
(i) When the contractor signals you to start, you may start. The contractor will be announcing the
time at the end of 3, 5 and 51/2 minutes. When only half a minute is left he would announce the
remaining time every five seconds. When only ten seconds remain he would countdown every
second from 10 to 1. As soon as he says stop you must stop no matter in what stage you are.
Otherwise you may be disqualified and may loose all money.
(j) After the production process stops the contractor himself or any quality control inspectors sent
by the contractor welcome to you to check the quality of the boats you made and buy the boats
that need their specifications. The number of boats you made and the number of boats
accepted by them may be entered in your record sheet.
(k) On the basis of the number of boats accepted, your raw material costs and the penalty, you
may calculate your profit or loss.
Profit or loss = selling price of the boats accepted – (Purchase price of raw material + Penalty
for change in estimate)
Remember that any unfinished products and raw material remaining after the 6 minutes period
have no value.
(l) After you complete the calculations answer the questionnaire given in part B of your data
record sheet.
(m) After you complete this, the game would be repeated by the instructor with a different
product. This time you would manufacture knife boats. The same procedure would be followed.
You may use the second record sheer for recording your data
1
55
TABLE 2 Raw material cost, purchase price and penalty for change of estimates
Raw materials costs Purchase price Penalty for change ________________________________________ _________________________________________ ___________________________________________ Quality Cost in No of boats Purchase No. of Penalty in of paper dollars/ passing price in units dollars/ rupees Quality control dollars/rupees changed rupees