Leadership Exercises

Collated by Masilamani R

Creativity Exercise

• 1. Age• Gopal who is twelve years old is three times as

old as his sister Jothi.How old will Gopal be when he is twice as old as Jothi?

• OPTIONS:• 13 years - 16 years - 17 years - 19 years - 22

years

Creativity Exercise

• 2. Sequence Problem• In this sequence below, each term after the first

is determined by multiplying the previous term by x and then adding y. What number is n?

• OPTION:4, 13, 40, 121, n

Creativity Exercise

• 3. Replace X• Which number should replace X?

• OPTIONS:OPTIONS:• a) 3 b) 5 c) 9 d) 18a) 3 b) 5 c) 9 d) 18

7 9 4 416 8 3 810 2 2 619 16 7 X

Creativity Exercise• 4. Find the Letter• What letter should replace the

question mark?F D OC B BE C HB G ?

Creativity Exercise

• 5. Bakers' Cookies• It takes 5 bakers, 250 minutes to

make 500 cookies. • How many minutes would it take

for 2 bakers to make the same amount of cookies?

Problem-Solving Skills

• Description: Write down common teen problems, one problem per note card. In this activity participants will play the game of charades. Have a student come to the front of the room, pick a note card and then silently role-play the problem situation on the card. The student actors should try to use very detailed facial expressions and body language to convey the problem on their card. The audience guesses until the correct problem is guessed. After each problem is acted out and guessed correctly, answer the questions below.

• Discussion Prompts:• What were the clues that led you to define

this problem?• Has anyone had this problem before?• Based on the clues, what are some of the

alternatives for solving this problem?

“Read the Clues, Discover the Problem”It is important to clearly define a problem you are having before you attempt to solve it. Defining the problem includes what is said and done. Often non-verbal communication can give you better insights into the problem than words. Objective: Encourage participants to read non-verbal clues in order to define a current problem Materials: Note cards, pen/pencil

Problem-Solving Skills• “Freeze”• Being in front of a group of people and adapting quickly to a new

situation takes quick thinking and the willingness to take a risk. Adapting to something different and out of the ordinary is very difficult for some people and can be a frightening experience. However, in order for someone to change the things that are happening in his or her own life, that person must take big risk and be able to adapt to new situations.

• Objective: To learn about the importance of being able to adapt to a new situation, to be flexible and change if needed, and to be able to interact with others. To look at how different people like to be the center of attention while some shy away from it. To explore the art of drama as a interest to be pursued to increase self-esteem.

• Group size: 5 or more• Materials: none

Problem-Solving Skills

• Description: Divide the group into two equal teams. Have each team stand behind a starting line (tape on floor), which are placed about 15 feet apart. Between these two lines, place two additional lines of tape on the floor, about five feet long. Place a pack of alphabet flash cards/index cards on the floor in front of each of the center tape lines in front of the group. Give the following instructions to the teams…

• The challenge for the teams is to correctly spell the word this is called out using the alphabet cards that are in front of them.

• Only as many people as there are letters in the word may cross the start line for each team.

• The word must be correctly spelled, letters facing the same direction with each team member’s toes on the tape line.

• The team correctly spelling the word first wins a point.

• There is a two minute team meeting between words to allow planning strategy.

“Under the Spell of Leadership”Time: 15 minutes Materials: Open space or gymMasking tape (to make 2 long lines about 12 feet long, and 2 shorter lines about 5 feet long)Several packs of alphabet flash cards/index cards with letter of alphabet on each (make sure you have duplicates of vowels)Suggested words to use:Meetings Goal Setting (they must use a blank card in-between)President TeamworkEvaluation LeadershipIntegrity Communication Discussionrompts:What groups were most effective at problem solving? Why?Did any groups change strategies drastically during the activity?Did any groups “borrow” another group’s ideas to get the job done?

Problem Solving Skills

• Description: Find a surface that is flat with edges that people can stand on, or make an area on the ground marked off with masking tape. The area should be big enough that everyone can fit in it, but small enough that not everyone’s feet can easily stand in the area. Challenge the group to fit everyone onto the area without anyone touching the outside area or falling off and to stay on for at least ten seconds.

• Discussion Prompts:• How did your group decide what needed

to be done during this activity?• Did each person do his/her own thing, or

was everyone working with one another? Why?

• What happens on a team when everyone is doing his/her own thing?

• What happens on a team when everyone is contributing to the problem-solving process?

“Pile”Objective: To build trust and team cohesion by asking everyone to work together on a challenging task.

Group size: 6-20 is ideal

Materials: Any flat surface with edges that people can stand on (i.e. a large stump, desk, surfboard, piece of plywood, old shirt, or bench) or a roll of masking tape

Problem-Solving Using RISK Skills• Description: This is a fun drama game that gets people to

take risks and change a situation. Start with two people who stand up and are in front of the group on the “stage.” The rest of the group is watching and in the “audience.”

• InstructionGive the two people in the front a scene, location or situation that they must act out. For example you may tell them they are fishing at a lake, and they must in their own way create this scene, act it out, dialog and do whatever they want with it. While they are acting it out they may change positions (i.e. they both are fishing, then they are both trying to reel in a really big fish together).

Problem-Solving Using RISK Skills• While the scene is being acted out the audience members should be

looking for an opportunity to become involved in the drama by raising their hand and yelling “freeze” at anytime when they see a place that they want the scene to freeze.

• At this point, the two people on the “stage” need to stop acting and pose in the position that they are in when they hear “freeze.” For example if the two were reeling in a big fish together, they must be frozen in that position.

• The person who yells freeze then chooses whose place s/he wants to take and puts him/herself in that place and resumes the scene. S/he must then change the scene with dialog, and the other person must follow his/her lead to create a new scene that is then acted out.

• So, two people reeling in a fish may suddenly become two firemen with a big hose, a team playing tug-o-war, or two cowboys trying to rope a cow together. The scene goes on until the next person yells “freeze” and changes it.

• Note: For younger kids it is sometimes a good idea to make them wait for ten seconds before yelling freeze because they are all so eager to get in on the action.

Problem Solving Skills for Children

Description: Write down common teen problems, one problem per note card. In this activity students will play the game of charades. Have a student come to the front of the room, pick a note card and then silently role-play the problem situation on the card. The student actors should try to use very detailed facial expressions and body language to convey the problem on their card. The audience guesses until the correct problem is guessed. After each problem is acted out and guessed correctly, answer the questions below.

Discussion Prompts:• What were the clues that led you to define

this problem?• Has anyone had this problem before?• Based on the clues, what are some of the

alternatives for solving this problem?

“Read the Clues, Discover the Problem”

Proactive Leadership

• There was once a grasshopper who loved life. He spent his time lazing in the sun, eating when he wanted to, sleeping when he wanted to, generally enjoying himself all the time. He lived like he did not have a care in the world.

• One day as he was sun-bathing, he saw an ant pushing a bread crumb across the ground. The grasshopper asked, "Hey brother! What are you doing?" The ant replied, "I am gathering food for the winter while the weather is still warm. Once winter sets in, I am going to stay home and just eat from my stock of food."

The Ant And The Grasshopper Story:Would you like to explain the importance of proactive behaviour using a story? At the end of the story, ask yourself the question: 'Are you an ant or a grasshopper?'

15

Proactive Leadership• The Story Of The Ant And The Grasshopper- cont…• The grasshopper made fun of the ant's dull life and went on

sun bathing saying, "There's enough time for such boring work. You should take time to have fun like me." Soon the summer passed and the winter started to set in.

• As the weather became colder, it became harder for the grasshopper to get out. However, he soon started to feel hungry. He decided to brave the weather and find himself some food.

• When he stepped out, everything was covered with snow and he could not find anything to eat. He continued to search for food everyday. He did not find anything. Finally, he grew weak and died of hunger.

• Proactive Leadership - The Lesson: Which of the two was Proactive?

Proactive Leadership

• He did not know himself, potentials or strengths. He thought he was bigger than the ant and so nothing could happen to him. He was big enough to carry his food singlehandedly. He did not know the severity of the event that was going to visit him - the winter. He did not know the 'limitedness' of the resources at his disposal. He had no teammates and before he could say 'Jack Robinson' the summer had passed.

• Also get a monthly e-zine 'Stories for EL' free for stories that you can use to emphasise experiential learning. Stories and their lessons are easily remembered. They can also be used to communicate a concept effectively. They add the 'aha' or 'Eureka' or 'got it' factor to presentations and lectures. They are great tools to use in debriefs of games, to drive home a crucial point.

The ant of course. What are the characteristics of Proactivity present in the ant? He knew himself, potentials and strengths: that he was tiny; that with the help of his teammates, there was nothing he could not achieve - it did not matter how big the morsel of food was. He knew the event that was coming on him: the winter and its severity. He knew the resources at his disposal: his teammates and time available to him in the summer Proactive Leadership - Another Lesson: What are the characteristics of non-Proactivity present in the grasshopper?

17

Proactivity (GAME)

Description• This game helps participants to

recognize the need for being proactive in addressing problems rather than procrastinating, hoping things will change or avoiding the problems altogether.

• Participants will make decisions about which problems (from a given set of scenarios) to address with their limited time and resources.

Proactivity (GAME)

• Audience• Teens, Adults• Time• 30 minutes• Scriptures-for reference, if only relevant

2 Samuel 13-18 (for the story of Amnon’s rape of Tamar, Absalom’s revenge and coup against David and the war that followed – Had David intervened early in the conflict, much of the destruction and loss could have been avoided.)

• Materials• o Copies of the worksheet, “Proactivity – Game

Card” (one per participant. This document can be found on the Lesson and Material Downloads page at (www.teachingthem.com.)

• o Bible (if you choose to look at the Bible verses mentioned above to give context for the game)

• o Prize for the winner (optional)• Preparation• o Print out the “Proactivity – Game Card”

worksheet (one per participant)

ProcedureUse the following script (or modify to suit your needs):“We’re going to play a game called ‘Proactivity.’”“The purpose is to show you how important it is to address problems at the early stages before it gets unmanageable or cause too much disruption.”“On your worksheet, there are six different problems.”“They are each at a different level of intensity on a scale of 1-10.”“A level 1 problem is not causing much tension or having much impact.”“A level 5 problem is causing measurable tension and negative impact.”“A level 10 problem is totally disruptive and requires immediate attention.”“The game is played in four rounds.”

Proactivity (GAME)

• “For example, if one problem starts at a level 3, increases three levels in the second round, increases two levels in the third round and increases four levels in the forth round, your total score for that problem would exceed the maximum level of 10 (unless you used an intervention during one or more rounds.)”

• “If your score reaches or exceeds the maximum of 10 points, you incur a 5 point penalty for that problem.”

• “In the same example, if you used an intervention on the second (3 pts) and fourth rounds (4 pts), you don’t have to count those points in your total. Your score for that problem would only be 5 pts (3 pts in the first round and 2 pts in the third round).”

• “The trick is anticipating which problems are about to escalate the most in the coming round so that you can avoid the points by using an intervention.”

• “What questions do you have before we begin?” (Answer questions. Then, follow the process outlined below.)

“At the beginning of each round, you have an opportunity to make an intervention on two of the six problems.”“You ‘intervene’ by placing an ‘X’ over the square for the upcoming round on two of the problems.”“This indicates that you have taken action to prevent the problem from getting worse.”“If I announce during the next round that the problem has gotten worse and that it has increased in levels, you do not have to count those extra levels on your sheet. You prevent them from happening.”“In the following round, you can choose to use your two interventions for the same two problems, for two new ones or for a mix of one new and one old. It’s up to you.”“Your goal is to finish with the lowest overall score, and your score will be determined by adding up the levels from each round for each problem.”

Proactivity (GAME)

• “When I announce the changes, you don’t have to write any change in these two places, because you have taken action to prevent them from getting worse.”

• “Here are the changes for Round 2. As I read these, write the number of points in the box on Row 2 for each problem.”

–ROUND 2• i. Problem #1 – The couple won’t work on a

project team together. Add 2 points.• ii. Problem #2 – No change. Add 0 points.• iii. Problem #3 – The staff member missed

an important deadline. Add 2 points.• iv. Problem #4 – The project team is

forecasting that they will go over budget. Add 2 points.• v. Problem #5 – You can’t eat out of that

side of your mouth. Add 3 points.• vi. Problem #6 – Your spouse made several

sarcastic jokes at a party about you being “home for a short visit” in between trips. Add 1 point.

• “You should have something in every box on Row 2 now. Two squares will have an ‘X,’ and the rest will have a number.”

• “Before I announce Round 3, mark an ‘X’ in two boxes on the third row to show that you are doing an intervention on those problems.”

• “Here are the changes for Round 3.”

“Here are the six problems you are currently facing.” (They can read what you are saying on their Game Cards.)“Problem #1: Two staff members are in a relationship, but they are currently not speaking to one another. This is currently at a Level 2.”“Problem #2: Two senior leaders are having a conflict with one another. This is currently at Level 4.”“Problem #3: A staff member has shown up late to work several times this week. This is currently at a Level 3.”“Problem #4: A project has missed two of the early deliverables. This is currently at Level 5.”“Problem #5: You have a sore tooth. This is currently at Level 2.”“Problem #6: Your spouse is irritated that you are working too many hours. This is currently at Level 3.”

Proactivity (GAME)

–ROUND 3• i. Problem #1 – The couple had a

loud argument at the office. Add 4 points.• ii. Problem #2 – The senior leaders’

teams are taking sides. Add 3 points.• iii. Problem #3 – No change. Add 0

points.• iv. Problem #4 – The team

reworked the budget and got the costs back under the limit. Subtract 2 points. (If a team used an intervention on this problem for this round, they can put an ‘X’ over the 2 points in Round 2.)

• v. Problem #5 – A piece of tooth fell out. It’s hard to focus on anything. Add 4 points.

• vi. Problem #6 – You had a fight about your travel schedule. Add 4 points.

• “All the boxes on the third row should have something in them now.”

• “Before I announce Round 4, mark an ‘X’ in two boxes on the fourth row to show that you are doing an intervention on those problems.”

• “Here are the changes for Round 4.”

“Before I announce the changes for Round 2, pick two of the problems that you want to intervene on (i.e., take action on to prevent them from getting worse). Place an ‘X’ on Row 2 in the column for that problem.” (Allow them a moment to mark their “X’s.”)

Proactivity (GAME)

• “Here are the changes for Round 4.” –ROUND 4

• i. Problem #1 – The female member of the couple filed a sexual harassment lawsuit. Add 5 points.

• ii. Problem #2 – Staff on both teams are sabotaging the efforts of the others. Add 5 points.

• iii. Problem #3 – The staff member missed three days of k in the last two weeks. Add 3 points.

• iv. Problem #4 – A major milestone has been missed. Add 3 points.

• v. Problem #5 – Your tooth is abscessed, and you need a root canal. Add 4 points.

• vi. Problem #6 – Your spouse took the kids and left to stay with her parents. Add 6 points.

• “Now it’s time to add up your scores.”• “If any of your scores is equal to or greater than 10, you have

to add a 5-point penalty for allowing that problem to blow up on you.”

• “Anytime you ignore something important for long enough, it will be both urgent and important to get your attention.”

• “Add this penalty to your Total to get your New Total.”• “After you’ve added each column, add each of those totals

together to get your Grand Total.” • (You might want to award a prize for the lowest overall

score. Afterwards, have them discuss the Debrief Questions below.)

Debrief QuestionsWhat was challenging about the game?What are some of the major teaching points?How will you apply them to your life and work?

Listening Ability and Confidence/Patience

• Blind Count Off• Arrange group members in a circle.• Get the group members to turn around so that

their back is facing the middle of the circle. Tell group members to count as high as they possibly can out loud with only one person saying a number at a time.

• There can be no planning and everyone must speak once before someone can say another number. If two people say the same number at the same time or a number is said twice, the group must start over again.

• Variations .• Get group members to count to a specific

number.• Alternatively get them to name something

relating topics such as chocolate bars or even Football clubs etc.

• Equipment• None

SummaryGroup members are facing away from each other and they have to count as high as they can out loud with only one person saying a number at a time.Group Size5-100 people depending on the size of the area used.TimeTotal time - 15 mins10 Activity time5 minutes ReviewLearning TargetsActive listening skills.Confidence building.Patience and persistence.

Communication Ability

Rules ofthis game are as follows:• No moving backwards• A person can only move forward to an emp

ty space• A person can not “jump over” their own te

am mate• Only one person may move at a time• One spot per person, no sharing• If any of these rules are broken, the group

must begin again• Starting Order .• A B C D - 1 2 3 4• Ending Order .• 1 2 3 4 - A B C D• Total Time: 55 mins• 5 minute brief and set up• 40 minutes to achieve outcome• 10 minutes Review

Traffic JamSplit participants into two groups.Both of these groups must be in a vertical line (one behind the other) with side A and B facing each other with a free space in between separating the groups.All participants should have a cone next to them and there should be a free cone in the centre.The goal of the game is to get side A to side B and Side B to side A, all facing forward

Communication Ability

• Summary• Traffic Jam is a real, "Brain

Buster" that requires much thinking and communication. This exercise is very similar to a human chess game. Group members are split in 2 groups and have to cross each other in this challenge based Team Building activity. Cooperation and planning are essential to complete this task.

Traffic JamGroup Size8-12 participants. No more than 20 in a group (even numbers only)TimeTotal time - 55 mins5 minute intro and setup40 minutes activity time10 minutes review

Learning TargetsStrong communicationAbility to work with othersLeadershipEquipmentCones/Floor MarkersAnswer/Solution Sheet (Download)

Traffic Jam

Traffic Jam Solution

T1

• Step 1 D moves forward to empty base • Step 2 1 moves around D to empty base • Step 3 2 moves forward to empty space • Step 4 D moves around 2 to open base• Step 5 C moves around 1 • Step 6 B moves forward to open base • tep 7 1 moves around B • Step 8 2 moves around C • Step 9 3 moves around D • Step 10 4 moves forward to open base • Step 11 D moves around 4 (D completes

switch) • Step 12 C moves around 3

T2• Step 13 B moves around 2• Step 14 A moves around 1 • Step 15 1 moves forward (1

completes switch) S• Step 16 2 moves around A (2 finishes) • Step 17 3 moves around B • Step 18 4 moves around C • Step 19 C moves forward (C finishes) • tep 20 B moves around 4 (B finishes)• Step 21 A moves around 3 • Step 22 3 moves forward (3 finishes) • Step 23 4 moves around A (4 finishes) • Step 24 A moves forward (the task is

complete)

A C D 1 2 3 4EMPTYB

Communication

• DescriptionDivide the group into smaller groups of three to six members each. Supply each person in each group with a piece of paper and writing utensil. Instruct the groups that they are to create an original comic strip and each person in the group must draw one frame of the strip (if there are four people in a group, the comic strip will contain four frames). The group must decide what to draw, the story line and who will draw what (there is a lot of communication involved in this one)!Once the discussion has taken place about the comic strip and the decisions have been made, each person draws the frame s/he is responsible for on his/her own piece of paper. Everyone should be drawing at the same time and not taking turns with their group members. If you want to make it really challenging, don't allow group members to see each others' papers when they are drawing.After the comic strips are completed, allow time for sharing and give each group a chance to show their comic strip to the other groups.

Crazy Comic Creating a good concept can take a really long time, and lots of thought must be put into it. When there is a large group of people working on the idea, the task may suddenly become easier because there is more brainpower working on the project. However, if people can't communicate their ideas with each other and make group decisions, many problems may arise. This activity is a simple task, but a great deal of communication is needed if a group is to be successful when attempting to work together to create an original idea.

Communication

• ObjectiveTo communicate ideas with others and make group decisions based upon discussion. WhoPeople who need to work on communicating ideas with other people and who need to learn how to make a group decision by compromising on the ideas given. Group Size3 or more MaterialsPaperPens or pencilsColored markers, crayons, or colored pencils

Crazy Comic Discussion Prompts1. What different communication skills were needed for this activity?2. How important was communication during this activity?3. What was the most difficult part of this activity for you?4. Did your comic strip flow? Why or why not?5. When involved in part of a group process, do you want things to always go your way or do you allow others to contribute ideas?6. Why is it important to be able to make decisions with other people?7. What things do you need to do when making decisions with others?8. In your life, when is it important to be able to communicate clearly with others? VariationGive them some ideas about what characters or settings to use in the comic trips. (From the book 104 Activities That Build:)

Be creative, Proactive and Communicate well to be

a LEADER