TO BREAK THE ICE OR GET TO KNOW YOURSELF

My uncle, My nephew

Aim:

o Get to know each other and communicate more. Realize the infinite details that go unnoticed in
people, and that, however, are important to them.

Description:

 Presentation: "An uncle of yours went to Europe before you were born. They don't know each other.
How will you recognize them when they come to meet you at the airport? They are going to write him
a letter giving him a description of their personality so that he can recognize them. However, it is not
allowed to indicate the clothes they will wear, hair color, eye color, height, weight, or name. It has to
be a more personal letter: their hobbies, what they do, what worries them, the problems they have, what
they think about things, how they have fun, what they like and what they don't like, etc... "

 Once the explanation is made, 20-30 minutes are given to write it. It is done in total silence.
Background music can be played.

 All cards are collected. And each one is given one that is not theirs. And you are invited to read it as if
it were your nephew's.

 Each one reads aloud the letter that corresponds to them, and has to guess which person in the group it
belongs to. You can be given two chances. If you don't guess, anyone else in the group, if they think
they know, can intervene. After guessing who it belongs to, he asks himself what information has given
him the clue or what has misled us.

 Notes: To celebrate the meeting, uncle and nephew hug each other. It is a good idea to hide the letter if
it is going to be a reason for identification.

MY FAVORITE ANIMAL

AIM

Presentation of the participants.

 Self-discover personal values and beliefs.

  Integrate related subgroups.

TIME:

 45 minutes

PLACE:

 Normal Classroom

 A spacious and well-lit room equipped with work tables.

MATERIAL :

None

DEVELOPMENT (NO FORMAT)

 The Facilitator tells the participants that sometimes we associate people with animals because of the
way they act or their physical appearance and that animals can help us describe a little of what we
are.

 The Facilitator asks the participants to each think about that animal with whose characteristics they
feel identified in some way.

 In a moment of silence, each person thinks about the animal with which they identify.

 Once the previous activity is over, the Facilitator asks the participants to each introduce themselves
and then to get to know the animal with which they feel identified. The others take the opportunity
to ask the reasons why they identify with a certain animal.

 Together they try to identify characters known to everyone with an animal. You can also try it with
some groups or institutions, you can even do it with the same group.

 The Facilitator divides the participants into related groups according to the selected animal.

 The Facilitator guides a process, so that the group analyzes how what they have learned can be
applied to their lives.
LEADERSHIP
THE LEADER OF THE BLIND

AIM

 Analysis of leadership styles.

 It allows the study of the giving and receiving of orders.

 Explore the emotional elements involved in resistance or acceptance of command.

TIME:

 Duration: 60 Minutes

Ample space

 A large, well-lit room equipped so that participants can form subgroups.

MATERIAL :

 A table in the center of the room.

 Jugs with water and glasses.

 5 bandages with their clasps.

 Masking Tape.

DEVELOPMENT (NO FORMAT)

 The Facilitator requests that ten volunteers from among the participants come forward.

 Two groups of five people each are formed.

 The first group is provided with four bandages and the second only one.

 They are asked that the blindfolds be used to cover the eyes of as many people as the same number
of blindfolds corresponded to each group.

 The people who have been left without blindfolds in each group will play the role of leaders of the
blind.
  The Facilitator marks a grid on the surface of the central table where he places five glasses with
their mouths facing down and places two jugs with water, marking their levels on the sides of these,
each jug corresponding to a group.

 The task of the groups is that the blind people will fill the glasses with water and carry them around
the room without anyone removing any obstacles that may have been left in the way. All of this
action will be led by the non-blind.

 At the end of the blind man's walk, they have to empty the glasses into their respective jugs and
leave them as they found them.

 It is verified if there is a discrepancy in the initial levels of the jars and the process of the
experience is analyzed.

 The Facilitator guides a process for the group to analyze how what they have learned can be applied
in their lives.

WANTED BOSS

AIM

 Allow participants to examine their personal judgment of a good boss.

 Compare preferences about managerial qualities.

 Make participants aware of their weaknesses and strengths in management matters.

TIME:

90 minutes

MATERIAL :

 Five advertisements requesting candidates for management positions.

 Sheets and pencil for each participant.

 Flipchart sheets and markers.

DEVELOPMENT (WITH FORMAT)

 The Facilitator explains the objectives of the exercise.

 The Facilitator reads aloud the advertisements or samples on a projector. (The advertisements
should be soliciting candidates for management positions that relate to the occupations of the
participants.)

 The sheets and pencils are distributed to the participants.

 Groups are formed according to the advertisement that they liked the most. They are given a copy
of the advertisement to rely on during the exercise.

 Groups are asked to increase the essential and desirable characteristics that the candidate should
have.

 Each group presents its list of desirable and essential attributes, while the rest of the groups ask
questions to clarify doubts.

 They are reunited in groups, and individually evaluated based on the terms of the group's criteria.
Group members then discuss their self-assessments and suggest improvements for other members.

 The general group meets to discuss the experience, in the following order:

o The reactions of the members.

o Reports of group discussions.

o New knowledge of oneself.

o New learnings about requirements or managerial characteristics.

o Participants' plans plan to apply in work situations or at home.

 The Facilitator guides a process for the group to analyze how what they have learned can be
applied in their lives.

WANTED BOSS

For example:

I am requesting personnel for the production management area.

 Maximum education Bachelor's degree

 Experience in the production field

  100% English

 Excellent presentation

 Dynamism

We offer:

 Base salary.

 Legal benefits

 Grocery and gasoline vouchers

TROUBLESHOOTING
LIFE OF CHECKS
AIM
 Demonstrate the value of bringing everyone's ideas together in the context of the team
 Show the importance of looking at problems from various angles
 Have attendees participate in a stimulating problem-solving exercise

TIME
 30 minutes

MATERIALS
 an acetate How many pictures do you see?
 Projector and screen

DEVELOPMENT (WITH FORMAT)

 Give a brief introduction, project the acetate on the screen
 Ask everyone to answer this question: How many paintings do you see there? Clarify that this is an
individual activity that must be done in private. When each participant has their answer, they must
write it down on a piece of paper, so that no one sees the number they write.
 When everyone has written down their answer, organize them into groups of 4 to 6. Ask them to
agree as a team on the correct answer. Wait 10 minutes.
 First ask the number each person gave in their answer. Keep a total of how many different answers
there were in the group. Then, say: “There were (for example) eight different answers. Why so
many? Some of the common answers are:
o We see things differently
o We have different backgrounds
 o Our education differs
o We interpret the problem in our mind
o The instructions were not clear
o We didn't have enough time
 Request the consensus answer. Ask the team with the most correct answer to come to the projector
and show how they arrived at their figure.
 The correct answer is 51.

I asked for:
What did this activity demonstrate about teamwork?
What lessons did you learn from the activity that apply to your own team?
HOW MANY PICTURES DO YOU SEE?
THE DECISIVE MOMENT
GOALS
o Help the team navigate the process of making an ethical decision.
o Increase awareness of team moral values

TIME
o One hour

MATERIALS
o A copy for each person of the Case Study: The Decisive Moment

PLACE:
o A room with tables and chairs to accommodate

DEVELOPMENT (WITH FORMAT)

o State the purpose of the session
o Distribute the time The decisive moment. Allow time for each person to read the case. Respond to
all requests for clarification
o Facilitate a discussion with some or all of the following questions:
o What is the ethical dilemma facing the team?
o What key stakeholders would be affected by the decisions and what are their potential
concerns?
o Are there possible legal issues in the case?
o Does this problem violate company policies, cultural norms or ethical codes?
o Does the topic clash with any of your personal values?
o Would you definitely reveal your decision to your boss, family, or a journalist?
o Ask the team to make a decision on the case.
Questions
What is your decision?
How do they justify it?
What did you learn in this activity about the topic of ethical decisions?
How would you apply your new knowledge to future dilemmas?

Variants:
Arrange the case to suit your activity.
Turn exercise into debate.

THE CASE STUDY

The decisive moment

Instructions: Read the case carefully and decide what the team should do and why.
The product your team conceived and now maintains has been replaced by a new version.

Despite all efforts to ensure that the new product has all the capabilities of the previous one plus

some improvements, this is not the case.

The team is well aware that this is the result of several pilot tests of the new product.

Through the leader, the team has complained to general management and has made a strong call to

pick up the old product or return the new one for further work and refinement. But the general

management refused, arguing that the problems are being fixed and will be resolved in due time.

Furthermore, it is clear that the company incorporated into its financial projections the additional

profits that the new product would generate. Management also says that in the tests carried out in

the customers' factories, they have not complained.

The team knows that if a customer were to protest, management would immediately

“recall” the product. Participants meet today in preparation for a visit to the plant of one of their

largest customers and anticipate a question from one of the representatives about their opinion of

the new product, because they value the team's experience.

 If during the visit the customer asks you what you think of the product, what should you

answer?

TROUBLESHOOTING

SITUATION ANALYSIS
AIM:
o Devise methods to address common team issues
o Practice problem solving in the context of the team
o Examine process issues in solving team problems.
TIME
o 45 – 60 minutes
MATERIALS
o Copies for each participant of cases 1-4 of “Situation Analysis”
o Flip pages, markers, tape and paper

DEVELOPMENT (WITH FORMAT)

o Review the relevance of the cases to your company and adapt them as necessary or add other
situations.
o Explain the purpose of the activity
o Distribute the situations. Allow 10 minutes for each step. Ask each group to choose a spokesperson
to present their recommendations.
o As reports are presented, facilitate the discussion by asking the other teams for reactions. Probe if
you think a team hasn't sufficiently considered the difficult issues in each case.

Questions:
o What did you learn about being effective partners?
o What things help the team to face the issues of the cases?
o As a result of the activity, what new behaviors would you add to your list of team norms?
Variants:
 o Put in some fun!!! Ask them to vote for the team with the best and most in-depth analysis of the
situation. No one can vote for their own team. Announce the competition before the teams get
down to their task.

SITUATION ANALYSIS

Case 1. Critical cross-functional problem in the team

You notice that another team member takes on less than his or her fair share of the load.
 If you were the leader, what would you do?
 If you were another of the members, what would you do?

Case 2. Time is wasted in team meetings

You conduct a team meeting. Time is wasted on irrelevant conversations.
 What would you do at that moment?
 What would you do in the future?

Case 3 Establishing personal priorities

You are a member of a part-time product development team working on a major new product. Now, he also
has other responsibilities with the ongoing work of his department.
You need to set your priorities to decide what to do first.
 What questions would help decide these priorities?

Case 4. Get acceptance

Your team has devised a plan to make some notable improvements to customer service. However, the plan
requires some heavy upfront spending related to new systems as well as restructuring the customer service
function.
Their sponsoring manager has never opposed anything the team has done but she has not shown much
interest either.
 How should the team approach it?
 What would be the team's long-term strategy with her?

THE BRAND MANAGER

AIM
 Provide the participant with experiences on time management.
 Compare time management both individually and in a group.
 Identify criteria to follow in time management.
TIME
65 Minutes
PLACE:
 Normal Classroom
 A large, well-lit room equipped so that participants can be comfortable.
MATERIAL :
 Answer sheet 1 and 2.
 Worksheet.
 Pencil or pen.
DEVELOPMENT (WITH FORMAT)
 The Facilitator distributes to the participants the list of activities that you, as Brand Manager of the
J & E Company (which is dedicated to the manufacture of household products), must carry out.
 Once the activities to be carried out have been read, the Facilitator tells the participants that they
must be recorded in their agenda (answer sheet "1"), so that all the activities are carried out in the
required time.
 Once the previous activity has been carried out, the Facilitator asks the participants to meet in
groups of five people and discuss the individual agendas and a coordinator is appointed to present
the group's opinion (filling out answer sheet "2").
 The coordinators present the opinions of their respective groups and the reasons why this time
provision was reached.
  The Facilitator guides a process for the group to analyze how what they have learned can be applied
in their lives.

WORKSHEET

THE BRAND MANAGER

INSTRUCTIONS

You are brand manager of the J & E Company, which is dedicated to the manufacturing of
household products and is located in Xochimilco. You have to make an urgent trip to the city of
Washington DC for a period of one month; Your plane leaves at 9 p.m.

At this moment it is 9 in the morning and you have to manage your time in such a way that you can
carry out the activities detailed below, before leaving for your destination. If considered necessary,
some of the activities indicated may be suspended or delegated. Likewise, we remind you that you
have the support of a secretary to carry out your duties.
ACTIVITIES LIST DURATION
Meeting to evaluate packaging redesign with the Department of Industrial (60 minutes)
Engineering.
Analyze brand results during the last month, and dictate corrective actions if (120 minutes)
necessary.
Call from the General Manager requesting reports on the brand. (10 minutes)
Meeting with the Group Manager to evaluate projects in process. (60 minutes)
Meeting with the Board of Directors to discuss the latest details of his visit to (90 minutes)
Washington
Go out to lunch with the Account Executive of the Advertising Agency, to discuss (120 minutes)
a new communication strategy.
Call supplier "X" to make some changes to the design of the display that is being (10 minutes)
manufactured
Pay credit card at the bank. (30 minutes)
Prepare a document outlining the new brand display policy in the self-service (30 minutes)
channel.
Talk to your mother to say goodbye. (10 minutes)
Go to the plant to check production problems. (40 minutes)
During the day you will have to make different personal calls (60 minutes)
The Sales Manager of your Company informs you that the Purchasing Manager of (120 minutes)
the "Aurrera" self-service stores is meeting with him and that a work meeting will
be held in which different aspects of the exhibition and point of sale material will
be discussed. sale that affects your brand.
You must bring urgent documents to the Department of Finance today. (20 minutes)
We remind you that you need to arrive at the airport 1:30 hours before your plane
leaves to register. Regularly, it takes a 30-minute walk from your company to the
airport.

THE FOUR POSITIONS

AIM
 Stimulates the creativity of the participants.
 Promote the spirit of competition among participants.
TIME:
60 minutes
PLACE:
 Normal Classroom
 A large, well-lit room equipped so that participants can be comfortable.
MATERIAL :
 Whiteboard or flipchart.
 Flip chart size sheets.
 Brushes, glue, glasses and old newspapers.
 Cards to record the results.
 One table per seat.
 What is necessary so that the teams can write.
 In addition, it will be necessary to prepare the necessary material for the different tests that are
chosen.
DEVELOPMENT (NO FORMAT )
 The 4 testing stations are prepared, plus 1 station for garments. Each of these positions is focused on a
very specific subject and content: manual testing positions, physical testing positions, and cultural
 testing positions. Obviously it is possible to set up other positions based on subjects other than those
expressed.
 The positions will be distributed in a large room or in different rooms, depending on the premises
available. In any case, prepare a separate room for clothes.
 Additionally, in a transit area, place a large flipchart on which the teams' points will be recorded.
 Each team moves to the position of their choice and requests a test. To do this, choose a number
between 1 and 10 (since the total number of tests is actually 10 and they are previously numbered
without the participants knowing).
 The team then receives instructions and must practice the test that luck has brought them.
 Subsequently, this team will no longer be able to request the same test, in the event that it appears again
in the same position. Each test cannot therefore be performed more than once.
 There are two possibilities: If the team passes the test, they collect a voucher that is equivalent to one
point. If the equipment fails the test, it will have to move to another location to pay pledge there. You
receive a penalty sheet that you must present to the Facilitator in charge of the garments. Once the item
has been validly paid for, the team must return to the point where it had failed, provided with the
penalty sheet, duly signed (or with another insignia) by the Facilitator in charge of the items.
 In the room of the Facilitator in charge of the garments there will be one flipchart-sized sheet per team,
as well as a stack of newspapers, upholsterer's glue distributed in glasses, brushes, scissors and rags. In
addition, they will have made some cards on the front of which a more or less long saying will be
written. When the team arrives at the clothing room, they give the Facilitator the penalty card received
in the position where they just made a mistake. The Facilitator has one of the cards containing a saying
drawn at random, the team will immediately get to work, work that consists of cutting out the letters of
the saying from the newspapers placed at their disposal and pasting them on top of the flipchart sheet so
that the proverb is built.
 As soon as the garment is attached, the team recovers its signed penalty sheet. The team then returns to
see the Facilitator of the position in which they had failed.
 The team then returns to see the Facilitator of the position in which they had failed. The latter collects
the voucher, notes in his personal file that the team has passed the test, since he has paid for the repair
item, and finally gives the team a one-point voucher.
 When a team has passed a test in any position, it first goes to where the Facilitator in charge of the
scoreboard is to give him the voucher for one point and then it goes to another position of its free choice
to try to pass a second test. You are also allowed to return to the position you just left (although a rule
can be included that prohibits passing two tests in a row in the same position).
 Obviously, two teams cannot speak together in the same position. At the start of the game, if there are
more teams than positions, the teams that have chosen their position the fastest will pass the tests, while
the others wait at a certain distance for a position to become free. The same wait can occur during the
game or after having paid a pledge to return to the position to display the penalty token.
 The Facilitator guides a process for the group to analyze how what they have learned can be applied in
their lives.

TERRITORY

AIM

 Experience the effects of trading activity.

 Increase boldness in various negotiating strategies.

 Practice collaborative strategies by solving comprehensive problems.

TIME:

Duration: 150 Minutes

PLACE:

Ample space

A room that can fit all participants for planning or discussion, and an empty room or designated
area within the general meeting room that is large to physically accommodate the group.
MATERIAL :
 One copy of the Territory Instruction Sheet for each participant.
 Two copies for each group of the Territory Land Sheet. (This Sheet is the map of the room) It must be
prepared by the Facilitator before the Activity.
 A pencil for each participant.
 A roll of crepe paper (cut lengthwise 10cm) in different colors for each group.
 A roll of masking tape for each group.

DEVELOPMENT (WITH FORMAT)

 The Facilitator will form teams in the way he considers appropriate, for example: numbering them
to form groups, allowing them to freely choose their teammates or choosing the groups in
proportion to sex, etc.
 The Facilitator will distribute one copy of the Territory Instruction Sheet and a pencil to each
participant and two copies of the Territory Terrain Sheet to each group. The Facilitator will read
the Verbal Instruction Sheet:
o Each group will meet independently.
o Team participants have twenty minutes to:
a) Say how much space in the designated area of the territory they will claim for their
team
b) To develop a plan to obtain your space, and
c) To decide your negotiation strategies.
o To mark the activity in stage one, it has to be carried out non-verbally, by the team
representatives, working simultaneously.
o The spaces claimed during stage one must correspond to the plan presented by the team.
o The elected team representative will have the authority to negotiate space and change
boundaries in favor of the group.
o Once the activity has started, new representatives cannot be elected.
o All team representatives will agree to assign spaces at the end of the six negotiation stages
or the entire space will be penalized.
o The winning team will be the team that has the most physical spaces at the end of the sixth
round.
 The teams work on demarcating the configuration of the space they want to claim on the Territory
Land Sheet and choosing a representative to serve as a negotiator for the group.
 After twenty minutes, or when each team has delivered a copy of their plan to the Facilitator, it
will be announced that stage one will begin. A roll of crepe paper will be given to the
representative of each team (each team receives a different color) and a roll of masking tape and
sent to the room or area where the territory will be divided. Using the roll of crepe paper (and the
copy of the Territory Terrain Sheet as a guide) each representative separates the space claimed by
his team, being sure that the activity is carried out silently and that no changes are made during
 this round. The other team members remain in the team meeting area while their representatives
carry out the task of separating the claims. (Five minutes).
 The Facilitator announces the time and directs stage two, the team strategy planning meeting will
begin. (Ten minutes).
 The Facilitator monitors each of the following stages. Before starting each one, mark the time and
reiterate the instructions for the next stage.
 At the end of stage six, the Facilitator declares the winning team, based on the criteria established
at the beginning of the activity.
 Group members are instructed to stay in their meeting areas to discuss their general reactions to
the activity and review the strategies they will use in their negotiations.
 The Facilitator regroups the teams and they report the results of their discussions. (Five minutes).
 The Facilitator analyzes the strategies used, summarizing the report of strength or weakness,
supporting them with key words or ideas. The Facilitator gives a short lecture on negotiation
strategies, using the list previously generated by the group as a starting point and adding what is
necessary. (Fifteen minutes).
 Participants identify general themes that emerged during the report. (Five minutes).
 The teams meet again to discuss the application of what they have learned and analyze negotiation
situations. (Ten minutes).
 The Facilitator guides a process for the group to analyze how what they have learned can be
applied in their lives.

WORKSHEET

TERRITORY INSTRUCTION SHEET

This activity includes six stages.

Each team will represent the amount of space they will claim on two copies of the Territory Land
Sheet that has been given to them. A copy of this plan will be given to the Facilitator prior to stage 1.

STAGE 1. (Five minutes):

An elected representative of your team will mark the space claimed by the team with the strip of
colored paper that has been assigned to your team. This has to be done quietly with representatives of
all groups working simultaneously. Representatives will return to their team meeting areas to report
their results as soon as their tasks have been completed.

STAGE 2 (Ten minutes):

Team members will discuss at their discretion the results of the separation activities and their
strategy for stage 3.
 STAGE 3 (Fifteen minutes):

The group representatives will return to the territory and will be able to make changes.
Representatives will discuss their plans and negotiate with other representatives during this stage.

STAGE 4 (Ten minutes):

The teams will meet again to discuss the results. Representatives will receive training and
instructions from other team members at this time.

STAGE 5 (Ten minutes):

All team members will accompany their representatives to the territory and observe how they
negotiate what their representatives agreed to with the representatives of other groups. Desired
changes must be made by team representatives. Only representatives will be able to negotiate or
make adjustments to team boundaries.

STAGE 6 (Fifteen minutes):

Teams gather in their team meeting areas to discuss their final strategies. The representatives will
return to the territory for final negotiation and/or make final adjustments to their boundaries. The time
will be announced and with this the last stage is finished. The Facilitator announces the winning team.