Tag Archives: collaboration

Building the Church – GAME


Audience

Teens, Adults

Time

30 minutes
Description

This game helps participants to recognize the need for effective collaboration/teamwork when working to build up or serve the Church.  It is a “Gotcha” type of activity that sets up the participants to fail in order to make the point about teamwork.  By the end of the game, though, everyone wins!

 

Scriptures

Ephesians 4:11-13

 

Materials

o  Copies of the file “Building the Church – Pattern.ppt” (can be found at www.teachingthem.com on the Lesson and Material Downloads page – There are 2 pages. You will need one copy of both pages for every two groups.  It will be necessary to divide the participants into an even number of groups for this exercise.  It’s best if these are in color.)

  • Copy (or copies) of the file “Building the Church – Vision.ppt”  (can be found at www.teachingthem.com on the Lesson and Material Downloads page – You will need at least one copy for every two groups unless you project the image with an LCD projector.  If you print it, it’s best that it’s in color.)

o  Scissors or cutting tool (one or more per group)

o  Bible

Preparation

o  Print out the “Building the Church – Pattern” file. (2 pages – 1 set for every two groups)

o  Decide how you will divide the participants into an even number of groups.

o  Decide which groups you will secretly pair together for the activity.  One group in the pair of groups will get one of the pages from the “Building the Church – Pattern” file, and the other group will get the other page.

o  Set out scissors or another cutting tool on each table.  (To make the activity go faster, I recommend giving each table several pairs of scissors.)

 

Procedure

Use the following script (or modify to suit your needs):

  • “We’re going to do a game called, ‘Building the Church.’”
  • “I’m passing out a puzzle pattern to each group, and I would like you to cut out the pieces using the scissors on your table.”
  • “Do a good job cutting them out, because you will then piece them together like a puzzle to make a church building.”
  • “The first group to correctly ‘build’ their church will win!”
  • “Any questions?”  (Answer any questions.  Then, tell them to start.  Walk around the room as they are “building the church” so that you can see their progress.  If they are able to make a building that looks like a church from the pieces in their pattern, let them know that it is a nice effort but not what you are expecting.  Tell them that you think the church can be improved, and let them have more time to work on it.  After most groups have had a chance to create some time of building with the pattern, interrupt with the following information.)
  • “You’re doing a good job building your churches, but I think they can be much better.”
  • “I think I need to share with you what my vision for the church is.”  (At this point, either project the image of the church from the “Building the Church – Vision” file or hand out copies of the file to each table group.)
  • “This is more along the lines of what I had in mind.  Build THIS church!”  (Allow more time for them to work to build this church.  Before too long, they should realize that they don’t have enough pieces to complete the pattern.  The only way for them to complete the church is for them to collaborate with another group to share pieces.  Not all patterns were the same, however, so they must partner with the “right” group if they want to complete their church.  If they are struggling to discover this, you can drop hints until they understand.  Then, allow them to finish building their churches.  When they are done, have them go back to their original groups and discuss the following debrief questions.)

 

Debrief Questions

  1. When did you realize that you didn’t have enough pieces in the pattern to build your church?
  2. What did you have to do to finish building your church?
  3. What impact did seeing the Vision for the church have on your efforts?
  4. How important is it to have a common vision in our organization for building up the Church?
  5. Read Ephesians 4:11-13.  What does it say about the different roles in the Body of Christ and why/how they should work together?
  6. How do you think this applies to us in this organization and our work with the Church?
  7. What should we do differently to help us build up the Church more effectively?
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Filed under Church, Collaboration, competition, Game, Problem solving, team, teamwork

Shared Resources (GAME)


Audience

Children, Teens, Adults

Time

20-25 minutes
Description

This game teaches that we often need to share resources in order to be successful.  Competition with others outside the team is usually productive, but competition within a team can create a lose-lose outcome for all involved.

Scriptures

o  Acts 2:42-47

 

Materials

o  Flipchart and marker

o  Large, open space to play

o  Mats of some type

o   They can be pieces of cardboard or posterboard, table mats or even newspaper or flipchart paper.

o   You will need one per participant, plus one extra per team.  For example if you have four teams of five people each, you will need 20 mats (one per participant) plus four mats (one extra per team) for a total of 24 mats.

o   They should be large enough for one person to stand on (i.e., about 2’x2’).

o  (Optional) Prizes for the winning teams.

o  Bible

Preparation

o  Clear the open space of any obstacles.

o  Divide participants into teams of similar size (5-8 is best).

o  Identify a starting line and a finishing line. It should be across the room and a significant distance away.

o  Count out the mats for each team.  They should have one more mat than people on their teams.  It doesn’t matter if teams are not the same size.  If you have three teams with five people and one team with six, the three teams should have six mats, and the fourth team should have seven mats.

o  Space the mats out along the starting line.  Keep them close enough together that teams will be able to pass mats back and forth between them.

o  Write the debriefing questions (at the end of this lesson) on a flipchart, but conceal them until it is time to debrief.

 

Procedure

Use the following script (or modify to suit your needs):

  • “We are going to play a game about sharing resources, and we will do it twice.”
  • “The first time, your team will be in competition with the others, and we will see how can get from the Start Line to the Finish Line first.”
  • “I’ve put mats out along this Start Line.”
  • “Your goal is to travel to the Finish Line only stepping on the mats as you go.”
  • “It might not sound too difficult, but I have a few additional rules to share.”
  • “You can never have more than one person on a mat at a time.  In other words, no sharing mats.”
  • “Your feet must never touch anything except for a mat as you go from the Start Line to the Finish Line – no standing on other peoples’ shoes, no stepping on the floor, no using other objects as mats – these are the only mats you can use.”
  • “If you break a rule, you have to go back to the Start Line and begin again.”
  • “Each team has one more mat than you have people.”
  • “So the way that you will move is that people in the back will pass a mat forward to the leader.”
  • “The leader will step on the new mat, and everyone behind him will step forward to stand on the mat of the person that was in front of them.”
  • “Eventually, you will fill up all but one of your mats.”
  • “Pass that mat from the back of the line to the front of the line, and everyone will be able to take another step forward.”
  • “Does anyone have any questions?” (Answer any questions.)
  • “Okay, get ready, get set……..GO!”  (Allow teams to race.  Make sure they are following the rules.  Send a team back if it breaks a rule. When a team has crossed the Finish Line, declare them the winner and have everyone return to the Start Line.)
  • “Now, let’s do it again, but this time, I’m going to take away some of your mats.”  (Select groups, and take away one mat from each of them.  You can even take away two mats from one team to add more difficulty to the challenge.  Leave two groups with all their mats (including the one extra per team). )
  • “During the last race, success was beating the other teams, but this time, success is ALL teams crossing the Finish Line.”
  • “Unfortunately, not all teams are equally equipped, so you are going to have to find a way to share resources.”
  • “All other rules still apply.”
  • “What questions do you have?”  (Answer any questions.)
  • “Okay, get ready, get set………GO!”  (Allow teams to work together to reach the Finish Line.  They will have to pass the two extra mats between teams in order to be successful.  If you took two mats away from one team, they will need to permanently borrow one of the extra mats.  This will allow only one mat to be passed between teams, which will slow them all down.  However, it’s a good lesson on ‘we are only as strong as our weakest link.’  Without the extra mat, that team will get left behind.  After they have all crossed the Finish Line, you might want to award a prize to everyone for their teamwork or offer a prize to the team that won the first race.  Have participants regroup into their teams to discuss the following debriefing questions.)


Debriefing Questions

o  How did you resolve the issue of scarce resources?

o  Why is it important for us to share resources?

o  How can we do this better in our own groups/organization?

o  Read Acts 2:42-47.  How did the early Church handle resources?

o  What was the impact of this approach?

o  What other lessons can you take away from this activity?

 

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Filed under Apostles, competition, Game, Games that Teach, Group Dynamics, sharing, team, teambuilding, teamwork

Balls in the Air (TEAM BUILDING)


Audience

Children, Teens, Adults

Time

20-30 minutes
Description

This team building activity helps teams learn how to work together through changes and difficult circumstances.

Scriptures

N/A

Materials

  • 5 tennis balls per team
  • Flipchart and a marker (optional)

Preparation

None

Procedure

Use the following script (or modify to suit your needs):

(Divide the participants into groups of six, and give each group 5 tennis balls.)

(Have each team select a “feeder” (the person who throws the balls into the group).)

(Have remaining team members number off 1 to 5.)

(Then ask all number 2s to step into the hallway, so that they don’t hear the instructions.)

(Share the following directions with the feeder, and Members 1, 3, 4, and 5 from each group.)

o  “The purpose of this activity is to work as a team and learn to work together even without the use of verbal communication.”

o  “The goal of the activity is to get as many tennis balls in the air at one time as possible.”

o  “Ultimately, the goal is to have all five tennis balls in the air at one time and to include Member 2 as a valuable team member without the use of verbal communication.”

o  “Team members 1, 3, 4 and 5, please stand in a circle, and leave a space for Member 2.”

o  “The feeder will stand outside the circle and toss the tennis balls into the circle.”

o  “You will toss balls in the following sequence:

o   The feeder will toss a tennis ball to Member 1.

o   Member 1 will toss the ball to member 4.

o   Member 4 will toss the ball to member 2.

o   Member 2 will toss the ball to member 5.

o   Member 5 will toss the ball to member 3.

o   Member 3 will toss the ball to member 1.”

o  “This will create a star pattern.”

o  “When you get comfortable tossing one ball, the feeder should add the other tennis balls in, one-by-one, until the group can handle all five tennis balls at once.”

o  “We will try this several times, and each time, you will have three minutes to pass the balls.”

o  “Does anyone have any questions?”  (Answer any questions.)

o  “Remember, you can’t say anything to Member 2 when he/she comes back in the room.”

o  “I’m going to invite the 2’s back in.”  (Invite the 2’s back, and have them join the circles that their teams have made.)

o  “Okay, feeders, begin.”  (Have the feeders pass their first ball into the circles.  After three minutes, call a time out, and ask these questions:

o  “How many balls did you get in the air?”  (Ask each team; you can record their responses on a flip chart if you wish.)

o  “What obstacles are making it difficult for you to achieve your goal?”

o  “What is the impact on your team’s ability to reach its goal if one member is not clear about his/her responsibility, or if one member is unaware of the team’s purpose or goals?”

o  “Let’s do it again, but before we start, I’ll give you a few minutes to talk about how you can improve.”

o  “You can now share information with your #2’s.”  (Allow 3 minutes for strategy planning.)

o  “Okay, let’s try again.”  (Allow two minutes for the beginning of another round. After two minutes, stop the exercise and say the following. NOTE: If you are running this activity with teens or children, you may want to stop before this next part or make up different reasons for adding these new challenges.)

o  “Your organization has experienced some turnover; number 3s, please move on to the team nearest you.”  (After the groups have traded their number 3s allow 1 minute for them to continue the exercise.  After the minute, say the following.)

o  “Your organization has decided to decentralize and open a satellite office in another country; number 4s, please take 10 steps backward and continue to be part of the work process helping your team to meet its goals.”  (Allow the groups to continue the exercise for two minutes.  Then, say the following.)

o  “In order to reduce overhead at corporate office, your organization needs to downsize.  Number 1s, you have all been laid off.  Please move over into the unemployment line (left side of the room).” (Allow the groups three minutes to continue the exercise. Then, stop the activity, and have all participants return to their seats.  Debrief the activity using the following questions.)

Debrief Questions

o  “How many tennis balls did you get in the air during the last challenge?”

o  “For those who got closer to the goal, what contributed to your ability to improve your results?”

o  “If passing on advice to new employees, what lessons that you learned from this activity would you share?”

o  “What lessons are there in this exercise that you might take back to your organization’s teams?”

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Filed under Challenges, Coping skills, Focus, Game, Games that Teach, Group Dynamics, team, teambuilding, teamwork

Win-Lose (GAME)


Time
20-30 minutes

Description
This game helps participants understand different responses to conflict.  (You can also use this as a game to illustrate the different strategies in negotiation.)

Audience
Children, youth, adults

Materials
•    Beads (20 per person plus 40 per group – in other words, if you have six people in a group, you will need 160 beads – 20 per person and 40 to go in the middle).  You can also use coins, rice, beans… anything that you have lots and lots of.
•    Dice (one per group – I recommend fuzzy dice.  They are more fun to play with.)
•    Flipchart or whiteboard
•    Marker
•    Copies of the “Debrief Questions” page at the end of this lesson
•    (Optional) A prizes(s) for the winning team(s)

Preparation
•    Make copies of the “Debrief Questions” page at the end of this lesson (one copy per table group).
•    Count out the beads, and put enough for the gate at each table.
•    Put a die at each table.
•    Write the following on a flipchart or whiteboard:
o    1 – Win-Win (Everyone gets 1 bead from center.)
o    2 – Win-Lose (Everyone gives you 1 bead.)
o    3 – Lose-Win (You give everyone 1 bead.)
o    4 – Lose-Lose (Everyone puts 1 bead in the center.)
o    5 – Compromise (You give 1 bead to the center and pick 2 other people to put one bead in the center.)
o    6 – You Choose (Choose your own conflict response, and do what it says.)
•    Practice the script.

Procedure
Use the following script (or modify to suit your needs):
•    (Divide the participants into table groups of 4-6 people each.)
•    “We’re going to play a game that will illustrate peoples’ different responses to conflict.”
•    “Different people respond in different ways when they come into conflict.”
•    “Many go for ‘Win-Lose.’  ‘I win; you lose.’  They want to win the conflict even if it means that the other person has to lose.”
•    “Many others go for ‘Lose-Win.’  ‘I lose; you win.’  They just let the other person win, because they don’t like conflict or confrontation.  It’s easier just to give up the fight.”
•    “Some go for ‘Compromise.’  ‘We both lose some of what we wanted, but at least we get a resolution to the conflict.’  Neither party gets exactly what they wanted in ‘Compromise,’ but the conflict gets resolved or the task gets done.  Sometimes that’s enough.”
•    “Some even go for ‘Lose-Lose.’ ‘I lose; you lose.’  This one seems crazy, but people will often choose this response when they are upset that they can’t win.  It’s like they are saying, ‘If I can’t have what I want, I’ll make sure no one gets what they want!’”
•    “And a very few people go for ‘Win-Win.’  ‘I win; you win.’  I say very few people go for it, because it’s very difficult to do.  It takes patience, creativity and a willingness to truly listen and understand to the other person before making a decision.  However, this is usually the best response to conflict, because everyone gets what they want (or even something better).”
•    “On your table, you have lots of beads.”
•    “I would like for everyone at the table to count out 20 beads for himself or herself.”  (Wait for everyone to count out his or her beads.  There should be at least 40 left in the middle of the table.)
•    “The game we are about to play is called, ‘Win-Lose,’ and your objective is to win.”
•    “The person at the table who first collects 40 beads is the winner.”
•    “You gain or lose beads by rolling the die (singular for dice) and doing one of six things listed on the flipchart / whiteboard.”
•    “If you roll a one, you choose a Win-Win response to conflict, and everyone at the table benefits by getting a bead from the center.”
•    “If you roll a two, you choose a Win-Lose response to conflict, and everyone gives you one of their beads.”
•    “If you roll a three, you choose a Lose-Win response to conflict, and you give everyone at the table one bead.”
•    “If you roll a four, you choose a Lose-Lose response to conflict, and everyone had to put a bead back into the center.”
•    “If you roll a five, you choose a Compromise response to conflict, and you need to put a bead in the center.  You will also pick two other people to put a bead in the center.”
•    “If you roll a six, you get to pick your conflict response.  You then have to do what the flipchart / whiteboard says for that conflict response.  For example, if you choose ‘Win-Lose,’ then you should collect a bead from everyone at the table.”
•    “To determine who goes first, you will each roll the die.  The highest roll goes first.  If you have a tie for the highest roll, have just those people continue to roll to determine who goes first.”
•    “After the first person goes, the person on his/her left will go next, and play will continue clockwise around the table.”
•    “Play continues until someone accumulates 40 beads.  That person is the winner.”
•    “Does anyone have any questions about how to play?”  (Answer questions.)
•    “Okay, then you can start rolling the die to see who goes first.”  (If they finish the first round quickly and you have the time, let them play several rounds.  Then, award a prize to the winners if you choose.  Pass out the Debrief Questions sheet to each group, and allow them 10-15 minutes to talk about the questions.  Then ask the large group for any general insights from the activity.”

Debrief Questions

o    How does this game reflect real conflict situations?
o    When people got to choose the conflict response they used, what did they usually choose?  Why?  What can you learn from this?
o    What consequences are there for people who always use the following approaches to conflict?
•    Win-Lose
•    Lose-Win
•    Lose-Lose
•    Compromise
o    How do people generally feel about others who use these conflict responses on a regular basis?
o    Why don’t more people approach conflict from a Win-Win perspective?
o    What are the benefits of using a Win-Win approach?
o    What could you do to increase the frequency with which you use Win-win?

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Filed under conflict management, Conflict Resolution, Coping skills, Game, Games that Teach, Relationships