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TrainingResourceGuidebook

The Philippines - AustraliaHuman Resource Development Facility


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Philippines - Australia Human Resource Development Facility

www.pahrdf.org.ph

2010 Philippines - Australia Human Resource Developement Facility

Austrailian Government - Aid Program

All rights reserved. Published 2010.

Printed in the Republic of the Philippines

No part of this book may be reproduced, stored in a retrieval system

or transmitted in any form or by any means electronic, mechanical,

or otherwise without the prior written permission from the publisher.

This book may not be sold or otherwise disposed of by way of

trade in any form other than that in which it is published.

Book Design and Layout by Alwin D Macalalad


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TrainingResourceGuidebook

The Philippines - AustraliaHuman Resource Development Facility


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Con

tents

Workplace Coaching: the PAHRDF Way 124

Human Resource Management & Development(HRMD) Planning in Provincial Governments 127

Strengthening Training & Development

for Government Agencies 133

Development of Competency-Based Recruitment,Selection, Placement & Induction Systems

for Government Agencies 143

Enhancing Qualication Standards and Toolsfor Recruitment, Selection and Placement for a

Provincial Government 149

Organizational Leadership 153

Enhancing Fiscal Management Systems in

Provincial Governments 157

Triangulation 163

Training Timetable 168

Coaching Timetable 170

Re-Entry Action Plan (REAP) Form 171

Communication and Risk Management Plan 174

PAHRDF Institutionalization Plan 177

A Fun Look at Power 3

Aces in the Deck 8

Amazing Race 11

Circles and Squares 19

The Exemplary Learning

Facilitator Award 23

Handshake Contest 26

Helium Stick/Ring 29

Human Orchestra 33

Mime Relay 37Reverse Charade 40

Show me the Figure 43

Tower Building 46

Transforming

Cinderella 49

Ang Panahon 53

Jeng Pot 55

Love You Hate You 56

Pinoy Henyo 57

Positive and

True Name 58

Sa Pula Sa Puti 60

Table Topics 61

The Story of My Life 62

Cabbage Relay 65

Circle of Knowledge 67

Hot Seat 69

M&E Pop-up! 72

Thought Balloons 79

Are You for the Job? 83

How to do the Laundry 87

Gender Clich

Exchange 92

Gising na Kaibigan 95

I Am What I Am 98

PESTLE Analysis 101

Paskong P-Noy Export

Assembly Line 110

Stages of Team

Development 114

Strike na ba? 118

Structured LearningExperiences

Introductions,Energizers &Icebreakers

Management ofLearning: Reflections,Recaps and Reviews

Techniques

Section 1 Learning Methodologies

Section 2 Workplace Coaching

Section 3 Document Templates

Acknowledgement iiAbout PAHRDF iiiPreface ivUsing the Guidebook vi


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Acknow

ledgements

ContributorsMartin Hilario L. Mapolon Feliciano Manuel B. Manlulu II Cecilia C. Panadero

Hilario P. Martinez Themistocles D. Padla Ma. Noralisa C. Bite Edgar M. Franco

Sylvia G. Baltazar Daisy S. Marquez Marites A. Valero

Rhodelia Samson-Duerme Edwin Ebreo Eugenia Tamayo-Banta

Ma. Constante Albano-Perfecto Arnel Ambat Arthur Florentin

Mayalyn Banez Bea Quilingan Deng Kibanoff Renie Allen Emily Joy M. Delgra

Roberto Maria R. Arquiza Regina R. Fernandez Arnel C. Marchan

Deanna R. Bandayanon Ma. Cristy D. Yuson Tes Tolosa Alwin D. Macalalad

We would like to extend our heartfelt gratitude to the Consultants,Training Service Providers, PAHRDF Advisers, Staff and most specially to bothMs. Maribel F. Aglipay and Zayda M. Disini-Marquez whose generous inputs,time, extraordinary effort, and signicant contributions made this PAHRDFResource Guidebook a real legacy to the workplace learning practitioners.

We would also like to pronounce our deepest thanks to both the

Philippine and Australian Governments for their joint partnership in providingfor the opportunities and the nances for all the varied types of learninginterventions through the existence of PAHRDF from 2003-2010.

The various and diverse knowledge, skills, abilities, experiences andvalues shared during the Knowledge Sharing Workshops held in Davao andManila including that of some online contributions made by Consultantshas made the PAHRDF Resource Guidebook very exemplary in bothform and substance. (Please refer to the List of Contributors below)

Further, we would like to give credit to all the men andwomen who have deliberately or even unconsciously helped us withthe research, analysis, compilation, layout, design, and eventfulprinting of this PAHRDF Training Resource Guidebook.

Milalin S. JavellanaPAHRDF Facility Director

About

PAHRDF

The Governments of Philippines and Australia launched thePhilippines - Australia Human Resource Development Facility (PAHRDF)

in August 2004. It was originally set to operate for ve years; however, itsexistence was extended to up to nearly six years due to its overreaching

goal of poverty reduction, equitable and sustainable development in the Philippines.

The purpose of the Facility is to build and enhance the capacity of targetedinstitutions specically in service delivery, application of high quality administrative

governance and most signicantly on people and organizational developmentincluding the eld of Human Resource Management and Developemtn (HRMD).

PAHRDF has implemented about 600 capability building interventionsacross 54 different partner institutions. The Facility embraces two major deliverymodes: the Long Term Training (LTT) and Short Term Training (STT). Throughthe cited offerings, individual functional competencies are enhanced andorganizational capacity are strengthened or improvements are even stretched.

Moreover, PAHRDF adopts a six-pronged strategy that providesthe backbone for the purposive alignment and sustainability ofits interventions with partner organizations. To cite:

Establishment of shared accountability and responsibility

Develop and implement demand-driven and integrated interventions

Use leadership development as a foundation

Build critical mass

Strenthen the HR Ofce

Link and complement other development initiatives

A highly collaborative and participative Five-Step Quality Process is alsoembedded in PAHRDFs workplace training approach. These are: Organizational Prolingand HR Analysis, Formulation of Workplace Development Objectives, Focus on KeyFunctional Units and Individuals, Intensive Training with Coaching and MentoringSupport which includes STT or LTT programs, and Re-Entry Action Planning.

The PAHRDF Capacity Development Model is driven by a set of enablingmechanisms and processes that support the efcicent and effective executionof the Facilitys successful performance andmost accomplished work.

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gender sensitivity, etc. as well as techniques for management of learningsuch as reections, recaps and reviews. Finally, activities for introductions,energizers, and ice-breakers are included as the last chapter of this section.

Section 2 highlights workplace coaching interventions which areessentially follow-through activities of classroom interventions. Thispart of the capacity building project ensures transfer of learning and theaccomplishment of the workplace development objective of the target

partner institution. This section of the Guidebook provides vignettesof post-training activities which reect the uniquely PAHRDF way ofconducting on-the-job coaching. It also includes some of the lessonslearned from the coaches experiences in this component of the program.

As a bonus to the readers, we have included templates that haveproven helpful in systematizing the training and coaching activities. Alsoto help institutionalize change efforts, templates for re-entry actionplanning (a.k.a, REAPs), communication planning and risk managementplanning are presented. These comprise Section 3 of the Guidebook.

This book would not have been possible without the generous sharingof time and talent from the men and women who carried out the PARHDFcapacity building programs in the last six years. Despite their tight schedulesand unrelenting professional activities, they took time to sit down, reectand document their experiences. By collaborating with PAHRDF in thiseffort towards knowledge diffusion, they are giving back to their professionat the same time are helping expand the body of knowledge of WLP in thePhilippines. We are humbled by their open-hearted participation, someof whom have had to contribute online simply because they could not jointhe actual knowledge sharing workshop. This Guidebook is a salute tothe innite talent and unselsh sharing of these WLP professionals.

Workplace learning and performance (WLP) improvement mayjust be an emerging practice in the Philippines and many local trainingpractitioners are just learning about the concept these days. For thePhilippines - Australia Human Resource Development Facility (PAHRDF),however, workplace learning has been the hallmark of its 574 human resource(HR) interventions with partner institutions throughout its facility life from2004 to 2010. As part of its closing activities, PAHDRF provides a glimpseof its leading practices in WLP through the documentation of a few of i ts

memorable learning interventions both inside and outside the classroom.

Through The Trading Post, a Knowledge Sharing Workshop, PAHRDF hascaptured invaluable experiences of its course designers, resource persons,facilitators and coaches for sharing with everyone who might have an interest inlearning and development. The product of this workshop is this PAHRDF TrainingResource Guidebook, a collection of usable structured learning experiences(SLEs), exercises, templates and activities in selected areas of learning thathave been tried and tested during the various PAHRDF capacity buildingprograms. By sharing the PAHRDF experiences with local practitioners, theappreciation for WLP will hopefully grow and perhaps help readers recognizethat some of the things they have been doing themselves are actually WLP.

For the new entrants in this eld, this guidebook provides excellentexamples of how the adult learning cycle translates into actual classroompractice. Unlike many commercially available references on SLEs, thisGuidebook provides not just the requirements and mechanics of the

activity but also lists helpful questions that will enable the new facilitatorto correctly and smoothly guide the group through the Four A (activity,analysis, abstraction and application) learning. This is an afrmation ofPAHRDFs belief and faithful adherence to adult learning principles.

The Guidebook is divided into three sections namely LearningMethodologies, Workplace Coaching, and Document Templates.

Section 1 includes SLEs used for specic areas of learning in PAHRDFsshort term training (STT) but which can be used for other topics dependingon the objectives of the session. It also features techniques for teachingspecic topics like competency-based interviewing, conict management,

Pref

ace

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Using

theGuidebooK

The activities, interventions and templates in the guidebook are borneour to years of hands-on, on-the-ground practice of the PAHRDFtechnical team and accredited training service providers. This guidebookcollects a sample of these and makes them more accessible with you,the Workplace Learning and Performance practicioner, in mind.

Here are a couple of tips and reminders to help you get acquaintedwith the features maximize the use of the guidebook:

LearningMethodologies

a

WorkplaceCoaching

LearningMethodologies

D

Customized Section FeaturesBecause the various activities have uniqueand particular features, each section(and subsection) do not follow a commonstructure. Do not be surprised if you nd thatthis may be three (or more) books in one!

Page Edges are Color-Coded

Its a thick book, and you want to get tothat technique youve been wanting to checkout. Color coding makes ipping throughthe pages in search of that book section abreeze.

Icons Make Informationavailable at a glance

What materials do I need to prepare for thatactivity again? Get to the activity page andyoull see all the basic info you need at rstglance-- no need to thread through the fullwrite-up!

ANG PANAHONTeamWork/ EnvironmentSettingFromthePAHRDFProject:DevelopingProvincialGovernment

ofSurigaodelNorte(PGSN)PhilippinesPoolofTrainers

Ask participants to form ve (5)Groups.

Designate GroupOne (1)as the Panahon Group

GroupTwo (2)as the Tao Group

GroupThree (3)as the Ibon Group

GroupFour (4)as the Hangin Groupand

GroupFive (5)as the Bulkan Group

Assign each Groupa wordor groupofwords/sounds for them to utter/shoutoutevery time they wouldhear their assignedgroupname. Assignments are as follows:

5

1

It can be done bothindoorsand outdoorsaslong asthe pax willbe able to hearthefacilitatorG r ou p R e sp o ns e s

Panahon Maalaala Mo Kaya (sung)

Tao Yoo-hoo!

Ibon Tweet-tweet-tw eet

Hangin Wooshh-shh-shh

GeneralAreaof ApplicationThis activity may be usedto surface concerns, questionsandissues in a fun andnon-threateningway in a varietyof learningareas or topics. The ideais to eliminatethese issues both psychologicall y andphysically.

LearningObjectivesBy the endof the activity the participants willbe able toarticulate their concerns/questions andissueson (whatever topic is athand).

Thought BalloonsReectionThisMOLtechniquewasusedinaPAHRDFinterventionforNationalWaterResourceBoard.

10

Whiteboard Marker

Markers

Whiteboard

Colored air-lled

experienced inadult learningmethodologies

Aregularwell-lit,well-ventilated roomwith enough space forparticipantsto movearound and sharetheirthoughts

20-30 mins

Participantsof aclasson the second orsucceeding days

Icon Guide

Time / DurationThis indicates how much timeit will take to run the activity.For the workplace coachngsection, this indicates the

number of days.Pax

Information on the number ofparticipants & groupings, aswell as the ideal prole ofthe people who should attendthe activity.

Materials / ResourcesThe supplies and equipmentthat need to be prepared forthe activity will be indicatedbeside this icon.

FacilitatorThe number of facilitatorsrequired, as well as othernecessary qualcations. The

number of assistants may alsobe specied.

Physical ArrangementThe type of arrangementfor the venue and the roomrequirements will be speciedbeside this icon.

OriginsDetails on where themethodology or interventionwas originally implementedwill be given here.

TweaksPossible variations tothe activity, as well asadjustments to some arisingsituations and contexts aregiven via this icon.

Expected OutputsThe concrete output/sthat will be produced bythe participants duringworkplace coaching isspecied here.

Instructional MaterialsThis icon accompanies sometheoretical input, or writtenmaterials necessary for

conducting the activity.

Aha! Lightbulb!These icons are all over tohelp with tips, examples,advice, highlights, key points,reminders, and guides fordetermining success.

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Section 1

Learning

Methodologies

A. Structured Learning ExperiencesB. Introductions, Energizers & Icebreakers

C. Management of Learning: Reflections,Recaps and Reviews

D. Techniques

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earningMethodologies

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xperiences

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General Area of ApplicationThis can be used as a preamble to sessions involving thefollowing: self-awareness/understanding, perceptionsand assumptions, managing change, collaboration

and synergy, customer service, experiential learning,motivation, giving/receiving feedback.

Learning ObjectivesBy the completion of this activity, participants will be able toexpress their openness to the possibility that they (if they arepower-users) may not be aware of how they are affecting othersin the ofce, and how (if they are victims of power-users) theymay be unproductively reacting to the power play of others.

A Fun Look at powerManaging Change/Collaboration and SynergyThis activity has been used in sessions on leadership and change managementfor the Department Heads (Directors) of Bohol Province. It is an adaptationfrom a classic activity that was rst used in the 70s in the Philippines.

18To maximize interactionand processing,smaller group sizes arepreferred. Since thetopic can be sensitivefor some, it may berisky to have bosses and

subordinates together ina session.

PowerPoint support.

colored poker chips (red,yellow, blue, white andgreen) as indicated in thePowerPoint material

enough diamond look-alikes to be used for bonuspoints

1If the group isvery large, anadditional oneor two moreobserver/facilitators will behelpful

Three tables with enoughseats for everyone,roughly equally distributedamong the three tables.Many participants willmove to other tables.

30mins - 1hr

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LearningMethodologie

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arningMethodologies

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Activ

ityPr

oper Orientation

Draw out one ortwo anecdotes drawn

from the participantsillustrating how they

understand power-politicsin the ofce. One or two

anecdotes may be helpful. Thensegue into: Lets see how this sort of

thing can happen to any one of us.

Instructions

Groups

Three groups of roughly equal size

Each individual will get 5 chips

Scoring System: Value of the Chips

Yellow chip - worth 5 points each

Green chip - worth 4 points each

Red chip - worth 3 points each

White chip - worth 2 points each

Blue chip - worth 1 point each

The three persons with the highestscores after three rounds willbe declared the winners

You can improve your score by trading andnegotiating with others in your group or

with the other groups but this tradingmust be done under very strict rules

Scoring System: Bonus System

Five chips of the same colorare worth 5 extra points.

Four chips of the same colorare worth 4 extra points.

Three chips of the same colorare worth 3 extra points.

No extra points for having 1 or 2chips of the same color.

Illustrations

If a player has 5 yellow chips,the score is 25 plus 5 for having5 of the same color = 30.

If a player has 4 blue chips and 1 red chip,the score is 4 x 1 for the blue chips, 3 for

the red chip, plus 4 for having four of thesame color (4 x 1 = 4 + 3 + 4 = 11).

Very Strict Rules

There are 5 minute rounds.You can improve your score by trading withothers within your group or other groups.

Players must be holding hands to trade.

Only one-for-one trades are legal.

Once players are holding hands, chipsmust be traded. If a pair cannot agreeon a trade, they must continue to holdhands until the end of the round.

No talking to others unlessyou are holding hands.

Persons with their arms foldeddo not have to trade.

All chips should be hidden.

Do not reveal the value of yourchips to anyone.

First Round

5 minutes of trading/negotiating

Scores on the Board

Regrouping

Top 1/3 of the group (Individualswith the Top scores) are now a

new group - THE SQUARES

Bottom 1/3 of the group (Individualswith the lowest scores) are now anew group THE TRIANGLES

Middle 1/3 of the group (Individualswith the middle scores) are nowa new group THE CIRCLES

Additional Bonus Points Session

Diamonds are worth 10 points each

Each group receives 3 diamonds.

They can all be given to one, or

distributed among two or three players.The groups have 5 minutes todecide how to distribute

Capture the new scores

Who received the bonus points?

What are their new scores?

Individuals Move based on the new scores

Promotions to THE SQUARES

Demotions to THE CIRCLESor THE TRIANGLES

Second Round

Trading and negotiations

Scores on the Board

Regrouping

Top 1/3 of the group (Individualswith the Top scores) constitute -THE NEW SQUARES

Bottom 1/3 of the group (Individualswith the lowest scores) constituteTHE NEW TRIANGLES

Middle 1/3 of the group (Individuals

with the middle scores) constitute THE NEW CIRCLES




They can all be given to one, ordistributed among two or three players.

The groups have 5 minutes todecide how to distribute


Who received the bonus points?What are their new scores?

Individuals Move basedon the new scores



New Rules for Round 3

THE SQUARES can make one new rule any thing they want. For example

A new way to redistribute the chips.

Require triangles and circlesto trade with squares.

Squares can dictate trades tocircles and triangles.

The CIRCLES and TRIANGLES have 5minutes to make suggestions on what thenew rule should be. They must write andread this suggestion to THE SQUARES

THE SQUARES may or may notaccept the suggestions. They have 5minutes to agree on the new rule theywant to add and ANNOUNCE it.

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Third Round

Trading and negotiations

Scores on the Board

Regrouping

Top 1/3 of the group (Individualswith the Top scores) constitute- THE NEW SQUARES

Bottom 1/3 of the group (Individualswith the lowest scores) constituteTHE NEW TRIANGLES

Middle 1/3 of the group (Individualswith the middle scores) constitute THE NEW CIRCLES




They can all be given to one, ordistributed among two or three players.

The groups have 5 minutes todecide how to distribute


Who received the bonus points?

What are their new scores?

Individuals Move basedon the new scores



Post the scores ofparticipant per round.

At the end ofthe last round ask:

What happened?

How did you feel being a circle? Atriangle? A square after the rst round?

How did you feel about the promotion inRound 2? The demotion in Round 2?

How did you feel about the promotion inRound 3? The demotion in Round 3?

What do you think of the whole activity?

Are there anyparallels between this

game and real life?

What does it illustrateabout life in the ofce?

How can we reach our goals orget what we need and respect others?

When is it better to seek individual

benet or group benet?What happened when peoplechanged groups?

Were the squares acting legitimately?

Does this game reect issues ofeconomic, ethnic or political justice?

Does the game reect historical problems

within our Government bureaucracy?What about among our constituents?

Ana

lysis

Abstr

actio

n

What happens when entire groups acttogether against injustice? What insightshere can help them become more effective?

Would a game that illustratescooperative behaviors make thesame points and be fun to play?

Ideas that may have surfaced:The nature of power and in particular thetemptation for self-perpetuation of power bythose who hold it

The impact of system on human behavior andthe need to change the system if meaningfulchange in human behavior is desired within

that systemConsequences of powerlessness and itsimpact on system effectiveness.

Challenges in creating an empoweredorganization when power holders want toself-preserve.

Differences in perception of those whohold the power and those who dont and theability of the two groups to work togethereffectively.

How can we use theinsights we gained from

this exercise in real-life?

Applica

tion

TipsIt would be ideal to integrate this activity withthe REAP and their plans to address issues intheir Risk Analysis, and to immediately discusshow they might do this.

tweaksSometimes, it may not be necessary or useful to go into a third round.If the insights you wish to bring out are already evident from just therst two rounds, you may opt to jump to slide 21 where the squares nowhave the power to change the rules.

client need best addressed by this learning activityThis activity may be more useful for power users because they usuallyare unaware of the negative effects they may be having on their staff.If there are indications of counterproductive power play, and you wishto have a venue where this can be discussed with those who can helpmake the change, this activity may be helpful.

Success!Normally, people who are affectively impacted by this exercise will nothesitate to speak out their minds. Encourage them to do so. Identifythose who fell from power and check if they are able to discernpositive insights from the experience and encourage them to do so.

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General Area of ApplicationThis SLE is useful for developing creativity andinnovation. It may be used to highlight strategicthinking and appreciate different strategies that

can lead to attaining the goal of the group.

Learning ObjectivesBy the end of the SLE participants will be able to:

strategize effective approaches in attainingthe goal and thinking out of the box withoutviolating guidelines and given parameters

coordinate with one another and bring out leadershipskills to facilitate execution of agreed upon strategies

Aces in the DeckCreativity and Innovation/Strategic ThinkingThis SLE was used in a PAHRDF intervention for the Provincial Governmentof Agusan de Sur, Training and Development Management

15-50The class will work asone big group. If thereare more than 50participants, divide thegroup.

Deck of CardsFlip Charts

Marker

Timer

1Participants may sit orstand in a circle withoutany tables or chairsthat will obstruct theirmovements

15-30mins

a single learningfacilitator willsufce

Orientation

The next activitywill challenge us to come

up with effective strategies toachieve the goal without violating

guidelines and parameters.

Instructions

Present the deck of cards and askif everyone is familiar with it.

Ask how many colors and suits arefound in a deck and how many piecesof cards there are in one deck toensure that all are familiar with it.

Explain that the goal of the team is toidentify the card that the facilitator isholding as fast as they can. They willwork as one team and will try to beatthe clock, the faster the better.

All cards will be distributed to theparticipants. Participants maynot look at the card/s they receiveuntil they are told to do so.

Participants cannot exchange cards givento them, let go of the card, nor put themon the oor. They should hold the cards

at all time until they reach their goal.

If there are no more questions, thefacilitator picks up a card to be kepton top of his table or may ask oneparticipant to pick a card and place iton the table without looking at it.

Then randomly distribute the rest ofthe cards. Participants maybe receivetwo or more cards so long as eachparticipant has at least one card. Cardsshould not be evenly distributed.

Explain that the team must beatthe clock, the faster the better.

They will have to beat the timeof the previous round.

There will be 3 to 4 rounds depending

on their level ofparticipation.

What part ofthe activity did

you enjoy most?

How would you rate theteam as far as goal attainment?

What did you do to beat the timeof the previous rounds?

Who emerged as leader of the group?

What was your strategy in the rst round?

Did you do better in the next rounds?

How did you improve yourstrategy on the next rounds?

How did you agree on your strategies?

How were ideas and suggestionsmanaged during the discussion?

Activ

ityPr

oper

ReminderNormally the group completes the task in2 minutes for the rst round. They becomebetter in the next rounds.

Give teams 3 minutes in between rounds tostrategize.

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General Area of ApplicationTeambuilding

Integration and application of the theoryinputs given on the preceding days

Getting to know self and others in a time-pressured and physically-challenging activity

Learning ObjectivesTo apply the concepts provided/reviewed in the pastfew days (since this was part of the Leadership andManagement Training, Amazing Race allowed the cohortsto apply their updated knowledge and built on theirskills on planning, communicating effectively, managingresources, motivating people and conict resolution).

To get to know other participants in a different setting(they partnered with others not within their department)

Amazing RaceTeambuilding/Integrating Activity

Amazing Race was the culmination of the Component 1 of a Leadershipand Management Training conducted for Mindanao Economic DevelopmentCouncil (now called Mindanao Development Authority or MinDA)

working in a teamwhen developing

strategies?

How can weovercome these

challenges?

Looking at the work we haveat hand right now, how can we use our

learnings from this activity to facilitatethe accomplishment of our project (e.g.,developing T&D management system)?

What strategies may be helpful inthe proper implementation of theproject to ensure its success?

What milestones and timelines

Abstr

actio

n In hindsight,what would have been

better ways/strategiesto accomplish the goal?

What have welearned in this activity?

What factors help in gettingthe team to work effectively

towards a desired goal?

What is the role of leadershipin goal accomplishment?

What are the challenges ofHighlightStrategies can help attain the goal of theteam.

Planning and strategizing goes a long way inhelping attain the goal.

If you dont plan, then you plan to fail

A leader helps ensure the proper executionof the agreed plans/strategies.

Applica

tion

HighlightStrategies can help attain the goal of theteThe strategic approach to training can helpthe organization to maximize resources anddevelopment of the manpower resources.

tweaksIf your focus is on appreciating strategy formulation, explain that thegoal is to do better in every round and improve on the process andallow more time for discussion and strategizing.

If the goal is out of the box thinking, try to challenge participants todo better or improve on the process in each round, it maybe the samestrategy with improved processes.

Other SLE ApplicationsEnergizer in a planning session

Change management program

16-30Coming from different

departments within thesame organization

Better if managementand staff positions arerepresented per group

Those with healthconditions should bewarned or be exemptedfrom the activity

group members aredetermined by drawinglots and other randomschemes.

Outdoors,

Preferable that the pitstops are not too close toeach other (participantshave to take publicvehicles to reach theirdestinations. The fartherthe pit stops from eachother, the better, as moreelements of surprise andchallenge to the race).

1/2-1 dayPreparation Time:

at least three daysbefore the activity,to get permission orcooperation from thepeople in the pitstops

Props should beinstalled/arranged atleast an hour beforethe ofcial start of theactivity

Start as early asreasonable.

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Orientation

A day prior to therace, the participants

are to determine theirgroup mates via draw lots.

They choose the color of their team,which is also the basis for the color oftheir shirts. They are advised to wearcomfortable clothes for physical activityand to bring extra T-shirts and towels.

Those who are not feeling well norhave fragile health condition areadvised to skip the activity.

Instructions

Participants are to converge at thedesignated place, preferably at theirofce so that their other colleagues cancheer them on as they start the race.

Participants are to leave their things behind except for mobile phones, which shouldbe used only for emergency reason. Theymay bring their wallet, but they are not touse their personal money during the race.

Each team will be provided with

their own race kit and a racemap to highlight pit stops.

Each team will also be given Race Budget.

Each team must accomplish certain task orprovide accurate answers at each pit stopbefore the next clue is given to them.

During the race, teams:

Receive task card

Accomplish the requirements/

instruction contained in the card

Show/inform the gatekeeperonce task is completed

Get the clue card to proceedto the next destination

At the next destination, lookfor the marker and get the taskcard from the gatekeeper

Accomplish the task required (andthis goes on until the last pit s top)

The rst team to arrive at the nish

line is declared as the winner.

The winning team gets a teamprize (in this case, they weregiven Gift Certicate to a spa).

Task Cards

(attached is the copy of theRace Plan and Task Cards ascustomized by the Race Master)

Race Plan the design of the race, whichindicates where the pit stops are and whatspecic tasks to accomplish/questions to answer.Course Team will seek permission to do theAmazing Race from concerned organizations/ofces, and coordinate with people who mightbe involved in the activity. Tasks are linked tothe concepts/themes of the training.

Race Kit (to be given per group) teamsparaphernalia such as cap, banner, race budget,water, pentel pen, manila paper, masking tape)

Pit Stops stop-overs where certain tasks willbe performed/accomplished by the teams

Task Card paper with instructions leading toclues, tasks and destinations

Race Budget an amount given per team which

will be utilized for mobility and other expensesthe team will incur during the race

Cellphone/camera to document evidences fortasks accomplished

Markers these can be aglets placed atdesignated pit-stops

3++Course Leader to man the nishing line and

declare the winning team.

Gatekeeper A member of the Course Teamor other individual (in the area) assigned togive task cards to the teams per pit stop

A documentor per group who will videotapethe movements of the group. The documentor

must have his/her own video camera. (One ofthe highlights of this activity is the viewing ofthe each teams dynamics as they accomplishand move to each task.

Course Team must be familiar with theAmazing Race (the TV Show)

Activ

ityPr

oper

This is a transition TASK

This is a CLUE

This is a symbol of a full TASK including a

number and a heading of the task

RACE LEGEND FOR THE TASK/CLUE CARDS :

1Amazing MEDCoRace

RaceElements

Race kit your teams entire paraphernalia (cap,banner, race budget, water, pentelpen, manila paper, masking tape)

Pit stops stopovers where tasks are ac-complished by the teams

Task card paper with instructions leading toclues, tasks, and destinations

Racebudget

an amount given per teamwhich will be utilized for mobil-

ity and other expenses the teamwill incur during the race

Cell phone only 1 ofcial cell phone gadget isallowed per team to document evi-dences for tasks accomplished

Gate-keeper

member of the Course Team orindividual assigned to give taskcards to the teams per pit stop

Battle cry team are required to have acheer/battle cry that they willhave to shout when required

RACE GROUND RULESDeposit all wallets and cell phones to the ofcial

custodian (probably MEDCo admin)

Only 1 mobile phone is assigned per team withcamera, fully charged

Follow the instructions given by the gatekeepersand the clue/task cards which will be given to you

A race map will be provided to the teams tohighlight pit stops

You are only provided one 500ml of bottledwater per person

You will also be given your Race Budget

This is almost a 4-hr race involving 5 major pitstops around the city

The earlier you arrive at the destination withaccurate answers and validated evidences, thebetter chances of winning the race

Leave the rest to your wit, grit, & your it

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Puzzled by this puzzle?

Work on a puzzle piece which is bas ically a diagram with fourquadra nts. You a re tasked to construct this for you to get the

RACE MAP and the 1st C L U E that will lead to your 1st pitstop.

Once youre done with the puzzle, show your work to theRac e Master and ask for your clue before you can

proceed to the next destination.

3

I am old but I am new. When youre with me you begin to

look into yourpast with greatadmiration; youridentity is

strengthened. I am knowledgeable than yourgreat

grandfathers/mothers. I am a keeperof facts and stories.

I promote yourheritage as a people with the past as the

benevolent teacher. I stand atthe heartof the city.

My presentcourtis previously a court.

I stand in frontof yourhero.

You know me already? Go, take a ride!

Upon arriving atthe 1st P I T S TOP , look forthe

gate-keeperbearing this task s ign and sa y this

tongue twister 3x: SiDelia Dabawenya dilidukaon

kaydiaysiyasi Darnaugdi l ihadloksa DDS. The

person willg ive you yournext task.

5Amazing MEDCoRace

Your Anatomy

Congratulations! Welcome to Museo Dabawenyo!

Your task is to c omplete the labels of a vis ual aid. Getthe F L IPC H A R T and labels from the gatekeeper.

Stick the labels indicating the Qualities of a Leader and Manager tothe corresponding body parts. But the labels are incomplete.

Get the nexttask card from the gatekeeper so thatyou will knowhow to getthe miss ing labels of the flip chart.

4

6A maz in g ME D Co Rac e

Know thy history

Res pond to the following questions by writing your answer atthe

back.

Go around the museum, observe and read exhibit details. And you will

find the answers there.

Who is the 1st Davao City Mayor?

What is the meaning of Davao?

Where is the first seat of gov ernment of Davao?

5

Show youranswers to the gatekeeperwho will give you the rest of

the labels upon reviewing yourcorrect answers. Finish the entire

visual aid with complete labels and show this to the gatekeeper.

He/She will then give the nextc lue and task to the nextpit stop.

m in c

PR wor ks!

Awesome job!Now breathe in, breathe out

you need to WALK FAS T towards Cen tennial Monument! Quickly!

Upon arriving atthe C entennial Monument, your team is required to

mobilize ten (10) people for a photo-op beside the historical marker.

You need to photograph yourselves with the exact number ofpeople.

Then buy lots of flowers nearby. O nce youre done, look for the

gatekeeper near the monument and show your flowers and the group

pose in your cell.

She will give you the clue for the next destination .

6

I am the newestplace in town. Everyone is ag og

over me because I am novelty. My the structures,

and installations are real head-turners and huge

flowers around adorn me. I am in the middle of

busyness of people, of buildings. But people of

all ages embrace me with laughter, songs, dances.

I am an open space. And I provide solace to those

who seek.

You know me already? G o, take a ride!

Hold on to your flowers. Upon arriving atthe next

PIT ST OP, presentyour R ACE M AP to the gate

keeper bearing this task sign. The person will give

you your next task.

Park Harvest

Great job!S o you are now prepared for a complex task.

Your task is to form a puzz le composed of only 5 letters. You are onlyable harvestthe puzzle by searching for only four(4) c ards near the sculptures

around the park as your landmarks.

Chose the cards thatcorrespond to your team color. O nce you gather all the 4cards, answer to the questions at the back . Read further clues and other

instructions as well. Use the felt-tipped pen in your Ra ce Kit.

Once youre done, make the wackiestpose and photograph yourselvesshowing all the cards (now constructed as an acronym) using your teams cell

phone as evidence.

Then go back to the gatekeeperand show him/her the photo and the cardscompletely filled up. You will be given the next clue.

7

R I D D L E :

My name is similar to the highestpeak in the country butyou

can find me atthe heartof the Davao City. My master is the 5th

highest official in the entire Philippines. Talk to the 1stpers on

thatopens the door for everyone, and he will give you the next

task.

Go to me, go!

Apo of my life

You are almost near the finish line! P roceed to the Garden while

singing Tayoy Dabawenyoas a group. Then go to the corner

with your assigned color-coded flag and do a floral arrangement

with the materials provided.

Next make a CO AT-O F-AR M S of your team and come up with an

informational poster depicting this insignia. This will encapsulate

your teams vision of a Mindanaoan leader. Be clear with the

symbols

and colors thatyou assign. Us e artmaterials provided in your

designated corners.

Afterwards, presentyour coat-of-arms poster

to the gatekeeper who will give you your final task.

11

Taste the sweet smell of success!

Proceed to the function room with your s et flowers and

poster.

Upon opening the door of the function room, presentyour TEAM

C H E E R and hang your coat-of-arms POS TE R on the wall.

Explain the meaning of your poster in frontof the Course T eam.

You will be photographe d together with your poster

and floral arrangement.

Waitfor the other teams to arrive before we will all have a good

lunch!

Congratulations, winner!

12

m in

Let us g et you ready for the race!

You are given yourAMAZING RACE KITthat has ALL the gear that youwill need for the race. Be sure that you are wearing your team color. Writeall the names of members on the sticker name tags. Stick this on the right

side of your shirt.

Once all geared up, prepare the banner and think of a NAME that will bestidentify your team. Write your teams name on your banner. This will be

your TEAM FLAG and always bring it anywhere you go.

Rehearse your TEAM CHEER before you go to the lobby. When you hearthe Race Whistle, shout your TEAM NAME twice and go to the lobby at

once.Wait for your next task.

GOOD LUCK!

1

Warm-up-for-the-kill!

In 5 minutes, the Flagdown Ce remony will startatthe lobby. UsecLeyretana delivers his piece. When he calls on your team,

perform your T E A M C H E E R atonce.

Then wait for your R A C E B U D G E T which will be distributed after allteams have cheered. Usec L eyretana will strike the Race G ong to

commence the competition. And everybody shouts : AMAZ INGM EDC O RAC E! !!

The Ra ce Master will give the next task card.

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Activity Pit Stop Tasks and Directions Task Details Resources

Needed

Pre-Race

1MEDCoconferenceroom

Gear Up for the RaceTeams are given basic orientation on the race rules and mechanics. They are given respectiverace gear (i.e. color-coded caps, mini-banners, team stickers, etc.) that they SHOULD wearall through-out the race. Once all team members are all geared up, they are given their 1sttask.

TASK 1Prepare for team cheer which will be presented during the Flag down ceremony in fewminutes

Team Con-

denceMotivation

Race Kit(cap, mini-

banners,teamstickers,bottledwater, pentelpens, mini-pad paper)Race map

MEDColobby

Warm-up for-the-killAll teams (including several MEDCo staff) will gather at the lobby of MEDCo ofce for theopening ceremonies. Course Team will distribute the materials for the 2nd task to the teams.Then Usec Leyretana will deliver a brief opening statement to open the race.

After Usec Leyretana delivers his piece, all teams will proceed to present their respectivecheers with matching actions and end up shouting their team battle cries.Once all 4 teams are done with their 2nd task, he will cue the course team to distribute to theracers their Race Budget and read the 1st CLUE CARD with the next task. He then strikesthe Race Gong to commence the competition.

TASK 2Teams read their 1st clue card and work on a puzzle piece which is basically a diagram, withfour quadrants. The team is tasked to construct the Situational Leadership diagram. Oncethey have completed it, course team will give them a map with a riddle that will indicate their1st pit stop. Teams will immediately proceed to the 1st pit stop, the Museo DabawenyoRiddleMap

Situational

Leadership

A gongSL

diagrams (4sets)Race

Budget

Race 2MuseoDabawenyo

Once the team is at the museum, they will show their race map to the curator who will thengive their next task.

TASK 3 (20 mns.)Teams will be given with a ip chart with a visual and few labels. They have to stick thelabels indicating the qualities of a leader. Curator will instruct them that he will provide themissing labels once the team will be able to give correct answers to the 3 questions he willbe asking. He then gives a clue that the answers will be provided by the info given by the

exhibit. Teams need to go around the museum, observe and read exhibit detailsQuestions on historicity (leaders)(1) Who is the 1st Davao City Mayor?(2) What is the meaning of Davao?(3) Where is the rst seat of govt? of Davao?Then teams nish the entire visual aid with complete labels and show this to the curator whothen gives then the next clue card to the next destination.RiddleTeam may refer to the map

Anatomy of

a Leader

(Qualities

of a Leaderand Man-

ager)

Historicity

TaskinsigniaFlip chart

(visual aidof a personsbody)Stick on

labelswith words(Qualities of

a Leader)Questionslips

Activity Pit Stop Tasks and Directions Task Details Resources

Needed

Race Race 3CentennialMonumentPR works!

TASK 4 (5 mins.)Teams are required to mobilize ten (10) people for a photo-op beside the CentennialMonument. They need to photograph themselves with the exact number of people and showthe picture to the gatekeeper who then will give them the next clue

Inuence,

Charisma,

Power

Race 4PeoplesPark

Upon arrival at the PP, teams will present their map to the gatekeeper who then will givethem the clue card.

TASK 5 (20 min)Teams need to harvest 5 letters (color-coded) from 5 different areas in the vicinity. Thenthey have to construct the word and hang the complete number of letters in the locationindicated. Then they will photograph themselves with the puzzle piece using 1 cell phonedesignated per team as evidence. Then they will go back to the gate-keeper and show

him/her the photo so that they will be given the 3rd clue card and a keyRiddleTeam refer to their mini-map

Basicconcepts in

Component

1

16 Flashcards (withquestionswritten atthe back)4 keys

(card board)Task

insignia

Race 5Apo ViewHotel

TASK 6

Proceed to the Garden and once you are there, sing few lines of Tayoy Dabawenyo as agroup. Then go to the corner with your assigned color aglet and do a oral arrangementwith the materials provided.

Next is to come up with an informational poster that depicts your teams coat-of-arms.This will encapsulate what is your teams vision of a Mindanaoan leader and be clear withthe symbols and colors that you assign. Art materials will be provided to your designatedcorners. Afterwards, present this to the gatekeeper who will give you your nal task.

CreativityTask

insigniaHalf size

illustrationboards (4pcs.)art

materials

FinishLine

6FunctionRoom

TASK 7Proceed to the function room with your set owers and poster.Upon opening the door of the function room, shout your teams battle cry and post yourcoat-of-arms on the wall. You will be photographed together with your posters and oralarrangement.Wait for the other teams to arrive before we will all have a good lunch!Congratulations!

Red plastic

strip with

label nish

line

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What did theteam do after receiving

each clue/task card?

What happenedas you move from

one pit stop to the other?

How did you feel as youcomplete each task?

What were the difculties/challenges? What factors helped?

Which of the tasks did you:

Make use of your communications skills

Maximize resources (time,money, talents, linkage, etc.)

Motivate your team

Plan your strategies

Delegate tasks/responsibilities

Resolve conict/differences

in opinion/perspective

Customize your (leadership) style

What similaritiesdoes this Amazing

Race activity havewith your organization

and your workload?

What insights didyou gain as you went

through this activity?

What lessons can we drawfrom your experiences here?

What lessons canbe bring home and

apply to our currentwork situation?

How can we usethe insights you gained

from this experience?

Can you anticipate anychallenge in applying your learnings

back home? What would this be?

What can we do to ensure that theselessons we learned are applied andsustained in the workplace?

Ana

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Abstr

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Applica

tion

General Area of ApplicationThe SLE may be used to illustrate the effect of acompetitive spirit on internal organizations. It focuses onassumptions and tendencies towards exclusion and a win-lose attitude. It may be useful in highlighting the needfor conscious effort towards building consensus withinorganizations to combat the emergence of turng wheneverorganizations are divided into sub-groups/departments.

Learning ObjectivesAt the end of the activity the participants will be able to:

Surface and discuss natural competitive, win-lose behavior and its accompanying symptoms asreected in antics when playing a familiar game

Surface and discuss theimportance of making a

conscious effort towardsconsensus building at all times

Surface and discussmanifestations of thewin-lose behavior inthe current milieu of theparticipants organization

Brainstorm, selectand agree on internal

rules of engagement thatcan guide consensus building

Circles and SquaresCollaboration and CompetitionThis SLE was used in a PAHRDF intervention for the Provincial Governmentof Bohol specically its Management Development Program.

10-20ideally a group ofdecision makers who canand usually inuenceorganizational directions

Meta Planning CardsChisel Tipped Permanent

MarkersEasel Sheets 5 leavesCircle and Squares

Template on easel sheetCircle cut outsSquare cut - outs

LCD ProjectorLaptop Computer

1familiar withprocessingexperientiallearning activities

A room where two groupscan have space to planseparately

A processing easel sheetis on the board readyto capture the processoutputs

1.5hrs

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Learnafx the groups shape on the matrix (When this is established) Whyone circle or square cut-out at a time one

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After each round, you will be given3 minutes to plan you moves

We will count the points for each group

The facilitator calls forclaricatory questions

The facilitator then conducts thegame. Being careful not to makesuggestive remarks of any kind.

After the third round or at a pointwhere it is clear that no points or nofurther points can be made by either

group, the facilitator calls a stop tothe game and gathers the participantsaround the matrix for processing.

After processing, run slides onwin-win / win/lose behavior

What didyou do?

What were youthinking or feeling at

any stage of the game?

How did youplan your moves?

What strategies did you use?(when this is established) Whydid you plan to block?

(when this is established) Why do youhave to win over the other group?Did we ask you to win this way?

How many points did each group get? Isthere another way of playing the gamewhere both groups can get more points?

Ana

lysis

did you not plan together?

(when this is established) Yes thisis a game. Should one alwayswin over another in a game?

Seeing how youreacted during the game

itself, what does say aboutyou? About your group?

Can we list down insights/

learning on the game?

Abstr

actio

n

TipsRecognize that the spirit to compete isnatural. Like in the game, whenever a groupof people is divided into separate groups,they may be a tendency to compete againstthe other group.

Competition is okay if it causes each groupto improve its performance. It is not okay ifone or both groups tend to block/discreditor otherwise hinder the other groups

performance. The same effect may be hadwhere two groups refuse to cooperatewith each other because of this. This is thephenomenon called turng.

Remember that, like in the game, we canalways plan together rather than planseparately, and in the process, win as manypoints as we can as a group.

Orientation

The facilitator dividesthe class into two groups

with the same number ofmembers in each group. (It is

best if grouping is done at random.)

The facilitator explains that theclass is going to play a game withjust two basic instructions:

Win as many points as you can and

Plan your moves

The facilitator then proceeds to discussspecic instructions for the game

Instructions

(To participants)

You have just been divided into two groups

Your objectives, as was toldyou earlier, are to

Win as many points as you can and

Plan your moves

(Show the Template) This is our gameboard. It is a matrix consisting of

6 rows and six columns of squares.Columns are marked with letters.Rows are marked with numbers.

(Show the circle and square cut-outs.)These are your playing pieces. Onegroup will play with the circle cut-outsand the other group with the square cut-outs. (Assign which group will play circleand which group will play squares.)

The game is played by taking turns afxing

group after another to a vacant spaceof your own choosing in the matrix.

You win one point when you are able tohave 5 consecutive rows/vertical columnsor diagonal columns of circles or squareson the matrix (Illustrate)in any direction.

The game will proceed as follows:

There will be three rounds. Foreach round, each group willbe allowed ve turns.

Before each round, you (emphasison the specic word) are going to be

given 3 minutes to plan your moves

Before each round, each group will

have to assign one Shot caller who willcall out the coordinates for each turn

A preliminary game of Rock/Paper/Scissors (best of three) will decide whichgroup will take the rst turn for theround. This will happen for every round

For each turn, the shot caller will callout the coordinates of the matrix spotwhere s/he wants the cut-out (circle orsquare) to be afxed. The facilitator will

Activ

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A B C D E F

1

2

3

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5

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General Area of ApplicationThis activity may be used to integrate and facilitatethe preparation of re-entry action plan for a module onFacilitating Learning. This is a variation of an exercise used

to facilitate the Dream Stage of Appreciative Inquiry.

Learning ObjectivesIntegrate learning from the module on Facilitating Learningby allowing them to review and specify the desirablepractices that they learned and that would like to apply.

Prepare a re-entry action plan by committing to alist of activities that will enable them to enhancetheir respective facilitating skills.

The Exemplary LearningFacilitator AwardAction PlanningThis SLE was used in the module Training Methodologiesduring the Training and Development Management SystemProject with the Bureau of Local Government Finance

Is something similarhappening between and

among the departmentsin your province?

What are themanifestations of these

win-lose situations thatyou can nd in the workplace?

Are the effects good or bad?

If there are bad effects, what shouldwe be thinking or doing to avoidthese effects in the workplace?

What should individuals be thinking ordoing in order to avoid the negative effects?

What agreements can we have now,in this plenary session that we cancarry to the workplace in order toprevent the negative effects of this.

Applica

ti

TipsIf surfaced, the facilitator can highlightturng in the respective departments. Becareful not to label these bad. Rather, pointout that these turfs are an effect of naturalcompetition within the organization. Explainthat only with conscious effort can theorganization avoid this turng trap.

Connect the discussion to the importanceof integrated planning. Point out thateach department is somehow dependenton another for better performance. Ifthese dependency points can be identied,

the organization can better plan withdepartments fully utilizing help that otherdepartments can give them.

Emphasize that the concept of a Team ofTeams is a distinct possibility.

TweaksInstead of placing the matrix on easel board, the matrix can be turned into agigantic matrix with masking tape on the venue oor and gigantic cut-outs toboot. This will actually heighten the excitement of the activity. The gigantic matrixis also a good venue for an informal processing of insights and learnings.

15allow more time forbigger groups or skipthe Small Group Sharing

Individual pictures

Facsimile of a Training

& Development (T&D)Magazine

1 facilitator withbasic facilitatingskills needed

Clustered sittingarrangement with tablesto facilitate individualwrite-ups and small

group sharing

1hr & 15mins

logies

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to be recognized and known for.

Gi th ti d h t i ti

groups. This should take 20 min max.

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Orientation

The followingexercise will enable us to

integrate our learnings andto prepare action plan to

effectively implement out learnings.

Instructions

Imagine that ve (5) years from nowyou were conferred the ExemplaryLearning Facilitator Award by aprestigious professional organization,what practices and characteristics doyou think would be recognized for?

Review your hand-outs and notesand use these to identify the idealLearning Facilitator practices andcharacteristics that you would like

Given the practices and characteristicsyou would like to be known for, listsome action plans that will enableyou to develop or strengthen thosepractices and characteristics.

You will be handed a folded bond paper asa facsimile of a Training & Development(T&D) Magazine. On the inside leftportion, write your list of desired practicesand characteristics. On the inside rightportion, write your action plans.

Be prepared to share your

output to the whole group.

After 15 minutes of individual work, requesteach participant to take turns sharing theiroutputs: list of desired learning facilitatorpractices and characteristics and actionplans. For a group of 15 divide the groupinto two and conduct the sharing in small

After everyone has shared,ask the question:

What practices and characteristicsmentioned by other participantsthat they were not able to list butmay be applicable to them?

What action plans mentionedby other participants will alsobe applicable to them?

Allow another 5 minutes for participantsto rene their respective outputs based

on additional learnings they gained fromthe individual sharing of participants.

How did youlike the activity?

Are you pleasedwith your Exemplary

Learning Facilitator Award?

Was it difcult or easy to identify

practices and characteristicsthat are worth recognizing?

To what extent do you feel the actionplan you prepared is achievable? Why?

What could be theoutcome/result if we

pursued this actionplan seriously in our

department/organization?

What obstacles mightyou encounter if this

action plan is implemented?

What can we do toensure that our action

plans as learning facilitatorwill be carried out when

we return to the workplace?

What can we do to overcome theobstacles that might get in the way ofsuccessful action plan implementation?

Ana

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sample materials from theactivity

Tweaks

This activity may be used to enableparticipants to envision, aspire for andwork towards becoming an exemplaryperformer in any role or position thatmay be the subject of a workshop.

Tips

Encourage the participants to keeptheir respective outputs and commit toimplement their action plans.

The objectives of the activitywould have been achieved if theparticipants were able to vividlydescribe how they would like topersonally become an ExemplaryLearning Facilitator. Anotherindicator is the manifestation ofexcitement and commitment bythe participants to continuallyenhance their Learning Facilitatingcompetencies.

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General Area of ApplicationThis SLE is useful for introducing the concept of win-winconict resolution approach. It is quite useful for intactteams and leaders who are studying team dynamics.

Learning ObjectivesAt the end of the SLE participants will be able to denethe concept of win-win resolution to conicts

Conict ManagementThis SLE was used with PARHDF intervention for OPAPP entitled, EnhancingLeadership and Sustaining Effective Teams in Peace building Work. TheSLE was adopted from Conict Resolution Network: http://crnhq.org/

variable

Participants shouldbe member of anintact team. Since the

activity is not physicallydemanding, it may beused with participants ofany age or gender.

None

1

Indoor with enoughspace for participantsto move around

15 mins

It will help tohave a fewpeople assistto watch theparticipants.

The bigger the groupsize, the greater time toallot.

Ana

lysis

Activ

ityPr Orientation

It helps to give as littleintroduction about the

topic before the exerciseas possible to avoid giving

away too much informationthat will affect the participants

behavior during the activity. Say:

Well have a little competition calledthe Handshake Contest and those whowill achieve the highest point will be

declared the winner so your aim is towin as many points as you can.

Instructions

Have participants nd somebodywho is more or less the sameheight and built as they are.

Have each pair face each other and holdeach others hand in a handshake form.

Tell them to listen carefully to theinstruction as they will not be allowedto ask questions later nor will theinstructions will not be repeated.

Tell them that they will score a

point every time they get the otherpersons hand to their hip.

Tell them to count the number ofhits as the contest progresses.

Give them a minute to execute.

After the contest ask the participantshow many points they got. Its likelyfor some to have very low scorewhile others will have high score.

What weare going to do is

explore the differencesin the number of

points people achievedand how they did it. Who

scored more than 50 (as apair)? Less than 20? How did you do it?

How do you feel about your scores?

How did you interpret you inthe instruction? As an individual,

a pair or a group?In your mind, did the idea of winningimply losing as well? For someoneto win did another have to lose?

Who discussed it with their partner?What was discussed? Who changedstrategy during the exercise and why?

What lessons can wedraw from this activity?

When we arein conict with someone

else, do we frequentlyapproach it thinking that one

will win and the other will lose?

What usually is the outcomewhen we use this approach?

In conict, are there times when we

use the same approach as we did inthe exercise? Are there other occasionswhen we use a different approach?

How would you feel if you practiced

Abstr

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General Area ofApplication

For the PAHRDF project,this SLE was used for

team building andleadership. It may alsobe used to introducethe concept of The FiveDysfunctions of a Teamby Patrick Lencioni

Learning ObjectivesAt the end of the SLE,

participants will be able to:Explain the conceptof teamwork.

Describe dysfunctions thathinder team effectiveness

Identify factors that helpteams achieve their objectives

Teambuilding/LeadershipThis SLE was used for OPAPPs Enhancing Leadership and SustainingEffective Teams in Peace building Work. The SLE was adopted from:http://wilderdom.com/games/descriptions/HeliumStick.html

What impact would that have onyour relationships with others?

How would that affect work performanceand life at work in general?

Ask the participantsto agree on a set of

norms that they canapply to handle issues or

conicts in the workplace.(In small groups or in plenary)

Have representatives from eachgroup share their output in plenary(if initially done in small groups.)

Applica

The key learning point of this activityis the win-win approach. Theparticipants should be able to comeup with answers like, Its better towork with each other rather thanagainst each other. The facilitatorshould be able to highlight the

importance of working together tosolve problems and address issuesrather than put blame or decide in away where one would win and anotherwould lose.

20Ideally for intact teamsbut can be used formixed groups as wellfor the appreciation ofteam dynamics

PVC Pipes (8 ft) or hula

hoops

1plus one assistantfor each team toassist in carryingout the task

It can be done both indoorand outdoor as long asthere is sufcient spacefor pax to plan and thencarry out their plans

approx. 1 hr

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conict, establishing clear goals, strategiesand rules of engagement. It also helpsto b ild o nt bilit fo pe fo m n e

behaviour of the Helium Stick.

Some groups or individuals (most oftenOrientation

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to build accountability for performanceand behavior and focus on results.

Divide the group intosmall teams and ask

them to brainstorm onhow they can apply the

learning in the workplace,emphasizing on the following:

Building trust;

Encouraging productive conict;

Committing to goals and strategies;

Strengthening accountability forperformance and behavior; and

Focusing on results

Ask representatives from each group topresent in plenary their output. (maximumof 1 minute per group presentation)

Whathappened? How

did you addressthe situation?

What was your initialreaction to the challenge?

What roles did people play?

What role did you primarily play?

How was the rst try different fromthe second try? (if the team was givena chance to do a second try.)

Recognizing some of your successes,what helped you achieve them?

What hindered you from bringingdown the helium stick?

What did we learnfrom this activity about

working together?

What do you seeare the benets of

working together as a team?

What did you realize aboutyourself as a team player?

How would you characterize your groupin terms of working as a team?

Introduce the Five Dysfunctions of a Teamby Patrick Lencioni and how it can behindered by team dysfunctions. Emphasizethat these dysfunctions can be resolved bystrengthening trust, encouraging productive

larger size groups) after 5 to 10 minutes oftrying may be inclined to give up, believingit not to be possible or that it is too hard.

The facilitator can offer directsuggestions or suggest the groupstops the task, discusses theirstrategy, and then has another go.

Less often, a group may appear tobe succeeding too fast. In response,be particularly vigilant about ngersnot touching the pole. Also make sure

participants lower the pole all the wayonto the ground. You can add furtherdifculty by adding a large washer to

each end of the stick and explain thatthe washers should not fall off duringthe exercise, otherwise its a restart.

Eventually the group begins to calmdown, concentrate, and very slowly,patiently work at lowering the HeliumStick. It is easier said than done.

When we succeed ingetting things done as

a group, we often sayits because of teamwork.

But what does teamworkreally mean? How do you know

you have it? This exercise will allow usto examine the workings of teamwork

and how we can apply the necessarybehaviors when we go to the workplace.

Instructions

Have participants line up in tworows facing each other.

Introduce the Helium Stick- along, thin, lightweight rod.

Ask participants to point their indexngers and hold their arms out.

Lay the Helium Stick down on theirngers. Get the group to adjust theirnger heights until the Helium Stickis horizontal and everyones indexngers are touching the stick.

Explain that the challenge is to lowerthe Helium Stick to the ground.

The catch: Each persons ngers must be incontact with the Helium Stick at all times.

Pinching or grabbing the pole in not allowed- it must rest on top of their ngers.

Reiterate to the group that if anyones ngeris caught not touching the Helium Stick, thetask will be restarted. Let the task begin....

Participants may be confusedinitially about the paradoxical

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TipParticularly in the early stages,

the Helium Stick has a habit ofmysteriously oating up rather thancoming down, causing much laughter. Abit of clever humoring can help - e.g.,act surprised and ask what are theydoing raising the Helium Stick insteadof lowering it! For added drama,jump up and pull it down!

TipIts important to highlight the followingfrom the participants inputs:

Trust or the absence thereofThe quality of communication

Commitment to strategy

Accountability for ones performanceand behavior

Focus on the delivery of results

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Human OrchestraC ti & T k/I t ti A ti it


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General Area of ApplicationThis SLE is useful for the integration of key learnings

Learning ObjectivesBy the end of the exercise, participants will:

Understand how different organizationalsystems are interlinked

Realize the value of systems approach inunderstanding and diagnosing organizations.

Cooperation & Teamwork/Integrating ActivityThis SLE was used during PAHRDF interventions for the Department ofBudget and Management, the Bureau of Local Government Finance andthe Provincial Government of Bohol in the TNA module in connectionwith the Training and Development Management Project

Teams that Have It Dysfunction Teams that dont

Stagnate/fail to grow.Rarely defeat competitors.Lose achievement-oriented employees.Encourage team members to focus on theirown careers and

individual goals.easily distracted

Inattention toResults

Retain achievement-oriented employees.Minimize individualistic behavior.Enjoy success and suffers failure acutely.Benet from individuals who subjugate their own goals/

interests for the good of the team.Avoid distractions.

Create resentment among team members who havedifferent standards of performance.Encourage mediocrity.Miss deadlines and key deliverables.

Place an undue burden on the team leader as the solesource of discipline.

Avoidance of

Accountability

Ensure that poor performers feel pressure to improve.Identify potential problems quickly by questioning one

anothers approach without hesitation.Establish respect among team members who are held to the

same standards.Avoid excessive bureaucracy around performancemanagement and corrective action.

Create ambiguity among the team about direction andpriorities.Watch windows of opportunity close due to excessive

analysis and unnecessary delay.Breed lack of condence and fear of failure.Revisit discussions and decisions again and again.Encourage second-guessing among team members

Lack ofCommitment

Create clarity around direction and priorities.Align the entire team around common objectives.Develop the ability to learn from mistakes.Take advantage of opportunities before competitors do.Move forward without hesitation.Change direction without hesitation and guilt.

Have boring meetings.Create environments where back-channel politics and

personal attacks thrive.Ignore controversial topics that are critical to team success.Fail to tap into all opinions and perspectives of team

members.Waste time and energy with posturing and interpersonal risk

management.

Fear of Conict

Have lively, interesting meetings.Extract and exploit ideas from all team members.Solve real problems quickly.Minimize politics.Put critical problems on the table fordiscussion.

Conceal their weaknesses and mistakes.Hesitate to ask for help or provide constructive feedback.Hesitate to offer help outside their area of responsibility.Jump to conclusions about the intentions of others.Fail to recognize and tap into one anothers skills and

experiences.Waste time and energy managing their behaviors for effect.Dread meetings and avoid spending time together.

Absence ofTrust

Admit weaknesses and mistakes. Ask for help.Accept questions and input.Give each other the benet of the doubt.Take risks in offering feedback and assistance.Appreciate and tap into each others skills and experiences.Focus time and energy on important issues.Offer and accept apologies without hesitation.Look forward to meetings and otheropportunities to work as a group.

Overview: the 5 Dysfunctions of a Team

15-50Will t any group proleor class composition; canwork well with largergroups and diversegroups coming fromdifferent departments

Water Bottle with Sand

Drumsticks

5-Gallon water bottles

Bongo

Cajon

Cowbell

Castanets

1 must have a senseof rhythm andunderstandingof basic musicalconcepts

You will need an openspace where participants

can sit on the oorgathered in a huge circle.It has to be an area whichmore or less can containsound as the activity willrequire the participants tomake noise

40 mins

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As a single player, what enabled youto keep up with the rhythm or beat?

What was it like to get your

to play louder or softer as you feel t.

After the orchestra is now more or lessproducing a synchronized sound pick

If needed, demonstrate how to makesounds using their hands, feet or mouth.

Ask all participants to play their

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What was it like to get yourteam to play in unison?

What was it like to be able to playin unison with the other teams?

What challenges did they go throughin nding synchronicity? How

did you deal with these?

What was the role of the conductor?

How important was following theconductor in order to be in synch

with the whole orchestra?

What is theorchestra activity

a metaphor of?(Organizations)

To what can we comparethe sections of the orchestra? The

whole orchestra? The conductor?

How can common rhythm andsynchronicity be achieved?

producing a synchronized sound, pickout and pull out a few persons to playreal percussion instruments. Place theselected players in the center of thecircle and ask them to play together rstcoming out with their own 4/4 rhythm.

As the center players are playing the realpercussion instruments, conduct againthe rest of the sections of the orchestrato play along with the center players.

For a nal challenge, play a fast piece

of music with a 4/4 beat and ask thewhole orchestra (including the centerplayers) to play along in synch withthe music. Conduct sections of theorchestra as this is being done.

How did youlike the symphony

you just played?

Did you have fundoing the activity?

Who felt the same way? Whohad a different experience?

Who got confused or had a difculty? Why?

Ask all participants to play theirinstrument by creating any sound theylike this will create a chaotic noise.

Next, ask the participant toform four clusters (or orchestrasections) within the circle:

those with improvisedpercussion instruments

those making sound with their hands

those making sound with their feet

those making sound with their mouth

Once organized into the 4 teams, askthe participants to talk and agree on acommon sound or beat following a 4/4time signature. Allow them to practicetheir sound emphasizing that they shouldcreate the same rhythm in full unisonwith the rest of their team members.

Instruct the participants to follow theconductors hand commands:

Pointing nger to group

you all play together

Pointing palms to group you all stop

Pointing palms to the ground play softer

Point palms to the top play louder

Once everyone has understood thehand commands, proceed to conductthe human orchestra starting withimprovised percussions team, thenmoving on to the other 3 teams.

Conduct the group as if you wereconducting a set or orchestra sectionspointing, stopping, asking the participants

The next activitywill enable us to

understand howdifferent systems operate

through a musical numberentitled, The Human

Orchestra. In an orchestra, thereare different types of instruments.

But since we dont have full instrumentsavailable, we will use improvised instruments

and parts of the body for creating a sound.

Instructions

Lay out the improvised instrumentsin the center of the room. Thenask the participants to form a widecircle around the instruments.

Emphasize the need for everyone towatch and listen closely to the facilitatorfor instructions as the facilitator will bethe conductor of the human orchestra.

When everyone has settled downin a circle, hand out the improvisedpercussion instruments, shakers and5- gallon water bottles and drumsticksto some of the participants.

Some participants will not receive animprovised percussion instrument. Forthose not receiving any, explain thatthey will have to create a sound withthe use of their hands, feet or mouth.

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Key PointThe activity can be a metaphor fororganizations and how there aredifferent departments with differentroles and functions. And for theorganization to function well, everyperson, department must know theirrole well. And that they should learnto blend with other sections in order tocreate music and the right rhythm.

TweaksYou can use other types of instrumentsor maybe, ask a semi-professionalband to play instead of using cannedmusic.

TipsKind of client needs is best addressedby this learning activity: any type ofclient, but most especially work teams

Things to watch out for, pitfalls, etc.:Ensure that the activity doesnt gettoo long so as to tire out participants

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Mime RelayCommunication (Non-verbal/One-Way)

Can the orchestra be comparedto a system? How important issystems thinking in understanding

lica

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Where can we applyin our jobs what we


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General Area of ApplicationThis SLE is appropriate for introducing the concept of non-verbal communication and one-way communication.

Learning ObjectivesAt the end of the SLE participants will be able to

Explain the process of communication

Understand the factors that affect communication

Communication (Non verbal/One Way)This SLE was used in a PAHRDF intervention for the Provincial Governmentof Agusan de Sur, Training and Development Management

peoples roles in organizations?

What realizations can one get fromthis activity in terms of understandingorganizations, departments andindividuals in organizations?

What does the center players (playingreal percussion instruments) represent?

How about the music to which the orchestraplayed to towards the end of the activity?

Appl

TweaksThe activity can not only be usedfor explaining team diversity andsystems thinking but also can be usedto help participants understand teamroles and the importance of effectiveteam dynamics in the success of anorganization.

Success!Behaviors that indicate that the objectives of the activity have beenachieved:when participants are able to play in sync

When participants are able to share pertinent insights in the processing

in our jobs what welearned in this activity? As

trainers and as managersof organizations?

How about inyour own respective work

organizations and teams?

How can we use systems thinkingin understanding training needs ofemployees? What important things doyou need to consider in applying this?

What important learning from this activitycan you apply back in your role as a trainer?

20-4510 to 15 participants

per group; maximum of3 groups

Can work for anytype of group but maybe more effective for

groups within the sameunit

Bond Paper

Marker

1plus one for largegroups

Ample space for twoto three groups to forma straight line; may bedone indoor or outdoor

approx. 1 hr

dologies

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C thi bWhat lessons can we

d f thi ti it ?

The last person in

pahrdf training resource guidebook v1 01

Documents

pahrdf way

training timetable

development of competency

human orchestra

aprovincial government

risk management plan

coaching timetable

book design