Kapiolani Community CollegeC4ward

Your Personal Motto

Description: Participants will come up with their own personal motto (or what they want written on their gravestones). 

 

Purpose: To have each person articulate his/her core value. Helps individuals understand their inner motivations and what's most important to them. Helps the group understand where each person is coming from. Builds community by getting to know each other.

 

Steps: Give participants about 15-20 minutes to think or freewrite about it. Questions to consider: What brief phrase embodies who you are? What do you want people to say about you when you're gone? Give each person a sheet of paper to write his/her motto (or epitaph). Give each person an opportunity to share his/her personal motto with the group (another 15-20 minutes).

 

Our Group's Motto

Description: The group will develop a group motto or easy to remember slogan. It should be short enough to fit on a bumper sticker.

 

Purpose: To remind them, and inform others, about what is most important to the group. It should be something that could be repeated when needed to refocus their efforts and keep them motivated. Builds group identity.

 

Steps: Have participants brainstorm a list of values and what they ultimately hope to achieve as a group. Questions to consider: What do they value most as a group? What is their ultimate goal? What motivates them? What is the one thing they hope others will think about when remembering their group? Allow 60 minutes to brainstorm (facilitator records on white sheets), talk about their collective identity, and play around with different words and phrases. Give them a bumper sticker size cardstock paper to write their motto on. Bring it to each meeting and display it where all can see it.



Typology Development

Source: Custer, R. L., & Daugherty, M. K. (2004). Project ProBase and the process to design bridge competencies for community college technical programs. The Journal of Applied Research in the Community College, 11(2), 55-64

Purpose: to reach consensus of categories and categorical components of ideas/solutions/problems/strategies.

Time: 1 - 2 hours for 5 to 10 participants

Steps:

  1. Give each team member a large, blank Post-it(R) note pad and record as many ideas/solutions/problems/strategies as possible in 3 minutes. Each ideas/solutions/problems/strategies was recorded on a single Post-it(R) note.
  2. Ask each participant to pass their note pad to one person on the left. They are directed to review the ideas/solutions/problems/strategies that are passed to them and they are given additional three minutes to add more to the list.
  3. Repeat the process until the note pads had rotated through all participants and were returned to the original author.
  4. The facilitator will then post each single note on a large white board. Participants are asked to eliminate duplication by placing redundant items on top of one another.
  5. After consensus was achieved on these items, participants were then asked to cluster items that they perceived to be conceptually similar by physically moving Post-it(r) notes around the wall until all items have been classified.
  6. Elicit consensus to label each cluster.
  7. At the end of the session, the facilitator will carefully package the material for later transcription.

 

Proritization

Source: http://www.bonner.org/resources/modules/modules_pdf/BonCurFacilitation201.pdf

 

Purpose: narrow down the list of items/ideas/recommendations/solutions

 

Situation: Often, groups get stuck in discussing items that aren't even of top interest to most of the members. The Prioritizing Technique is a strategy for eliminating this. Here's how it works.

 

Steps: After a brainstorm or list has been generated, as facilitator number and count the items. Then, explain that the group will go about prioritizing the items that they want to explore more. This isn't a vote, although it has similar elements. Rather, it is a way for participants to indicate their interest in "keeping the item alive" for discussion, research, consideration, etc.

 

Count the number of items and divide by 3 (if there are less than 10) or 4 (if there are more than 10). For example, with 9 items, everyone gets to prioritize 3. With 20 items, everyone gets to prioritize 5.

 

Since this is not a vote, people can place all of their "priority dots" or checkmarks on one item or spread them however they wish. Use sticky dots, colored markers, or other tools to do this visually, with everyone participating.

 

NEGATIVE POLLING: This involves removing items from consideration, usually

after an N/3 or other polling. You ask the group, "This didn't get much attention/any

dots. Is it okay with everyone if we take it off our list?"


Your Rlationship Bank Account

Purpose: To demonstrate how we make deposits and withdrawals from the relationship bank accounts we have with family, friends and colleagues in our support network.

 

Supplies and Setup: Pen and paper.

 

Directions:

1. I want you to think about one of the members of this group. Let's call them a colleague. Create a picture of this person in your mind. Now, on a sheet of paper write the number 100. This represents the present balance that your colleague has in a relationship bank account with you.

2. I'll now ask you to imagine that this colleague did the actions that I'm about to read to you. After you hear each one, make an appropriate deposit or withdrawal from your relationship account. For example, if the colleague does something that strengthens your relationship, you might add ten or twenty points to his or her account. If the colleague does something that weakens your relationship, you might subtract points from the account. [These scenarios can be tailored to fit the issues/ills of any group.]

 

A. You and a colleague agree to meet for lunch at noon to work on a project. The colleague shows up an hour late and offers no explanation. [Now make a deposit or withdrawal based on this situation.]

B. You mention to a colleague that you're having difficulty creating an assignment for your course. A colleague says, "I developed something very similar. I'll be glad to share my assignment with you." Later that day the colleague e-mails you the assignment and reminds you to feel free to ask any questions. [Make a deposit or a withdrawal.]

C. The group is meeting on a regular basis and much progress is made concerning the groups goals. Lately a colleague fails to show up to the meetings, but e-mails the group members wanting to "stay in the loop" with no clear role or ownership in the group's goals. [Make a deposit or a withdrawal.]

D. On the day of the group meeting a colleague shows up with a large tray of food to share. This meeting is focused on the sharing of ideas concerning the group's project. The colleague that brought the food does not have any work prepared, but encourages everyone to "eat up." [Make a deposit or a withdrawal.]

E. A person you barely know tells you that the members of your group are criticizing you and a colleague stood up for you. [Make a deposit or a withdrawal.]

F. A lively discussion breaks out during a group meeting. The ideas of a colleague are up for debate. Suddenly the colleague stands up and says, "You know what, forget it. I don't want my ideas used for other peoples' gain," and walks out of the meeting. [Make a deposit or a withdrawal.]

 

Quick-Write and/or Group Discussion: What is the present balance of this colleague in the relationship account? What behavior caused the biggest withdrawal? Why? What behavior caused the biggest deposit? Why? What rule did this colleague keep or break? What other behaviors would have an affect on your relationship bank account? How do you want this group's bank account to work?


Eagle and Hawk (Kolea and 'Iwa)Brainstoriming Activity

 

Purpose: To generate ideas by talking with other members of the group that you are not familiar with.

 

Directions:

1. I want you to find a partner. [Give the group about 30 seconds to find a partner.] One of you raises your hand. Congratulations, you are now known as an Eagle. Please greet your partner now know as a Hawk. You have several minutes to discuss with your partner. Remember what bird you are, as you will need to remember in order to complete the second part of this activity.

2. Give the partners between 5-10 minutes to discuss. Ring a chime or call time to end the session.

3. Now I would like all of the Eagles to stand up and fly to a new Hawk to chat with. Hawks remain perched where you are. Once you Eagles have found a new Hawk, please perch/sit next to them. Begin. [Give Eagles about 30 seconds to find a new partner, then give the new pairings between 5-10 minutes to discuss.]

 

These sessions can continue for a couple of rounds, but in a small group of 5-7 members once or twice is more than enough.

Nominal Group Technique

Purpose: Solicits anonymous contributions from participants

 

Steps:

1. Hand out index cards or small pieces of paper to group members

2. Have participants write ideas, questions or concerns on card (facilitator can have participants respond to strategic questions or issue as well).

3. Collect cards

4. Redistribute the cards randomly

5. Have everyone read what is written on the cards

Sliding Groups

Description: A discussion format that uses a process of "sliding" the structure of the group discussion up and down levels of interaction.

 

Steps: Ask the group to reflection on a topic/problem/research

  1. as individuals, then
  2. as pairs sharing their reflections or research, then
  3. as four-person groups synthesizing their concerns or ideas, then
  4. to a general discussion with the whole group, and then
  5. back down the chain again.

 

Facilitators can vary the levels of interaction accordingly.

Weatherball

Purpose: to take a quick emotional "temperature" among group members; useful with a group that doesn't know each other, hasn't been together for a while, or is confronting emotionally difficult or tense situations 

Materials: cloth weatherball (see CELTT to order one, or ask for the pattern and make your own) 

Steps: Say to the group: "This is called a weatherball. Each of the patches represents a different type of emotional "weather" that you can interpret however you like. As I pass the ball, just choose one pattern that you feel reflects your personal "weather" today, and why. I'll start.....I choose this plaid pattern because...... 

 

Variation: The weatherball can assess feelings about a particular topic. For example: "I can tell that people have a lot of different emotions about X. Let's pass this weatherball; pick one pattern that expresses how you feel about X right at this moment, and why."

Sculptures

Purpose: to encourage creative problem solving; to help groups see difficult situations from a different perspective. Useful when a group has developed "sides" on a topic. Great with kinesthetic learners in the group!

Materials: none 

Steps: One person is selected to be the "sculptor". His/her materials are the bodies of the other group members. The sculptor "stages" a particular scene, creating a static picture of a situation. For example, the sculptor might say: "okay Bob, I want you to be a student. You sit here, with your head down like this. Mark, you are the tutor, you stand here and point at Bob. Barbara, you be me, the teacher, sitting next to the student with your hand on his shoulder."

then, the rest of the group comments on what they "see" in the scene.

the same situation can be "re-sculpted" by other group members to obtain new perspectives.

Definitely not one for shy groups!

Role Cards

Purpose: to encourage balanced contributions from all members when some members are dominating and others are holding back.

 

Materials: deck of playing cards with mailing labels affixed or index cards.

 

Steps:

1. Decide what roles are appropriate for your particular group (e.g. spokesperson, notetaker, devil's advocate, etc.) (or have the group come up with these roles to invoke ownership of the process.)

2. Write or find Icons to depict these roles on mailing labels to affix to cards or on index cards. Silly icons often break the ice, depending on the group.

3. Distribute role cards to members of the group randomly, or pre-meditatedly depending on the situation. 

4. Go over the responsibilities & limitations of each role with the group.

5. Have everyone switch roles part way through this circle or at the beginning of the next circle.

Silent Discussion

Description: group participants work together, in silence, to define and explore the topic/subject of project or discussion.

Purpose: 1. Allow folks less verbal to have another venue for communication. 2. Bring up aspects of topic/subject that might not arise in regular discussion format. 3. Add a bit of fun into discussion.

When to use: 1. Nobody's talking. 2. Some folks are dominating conversation. 3. Emotions are getting a little hard to handle. 4. At beginning of discussion of new aspect or topic.

 

Materials: poster paper (1 sheet, total), markers (1 per participant)

 

Steps:

  1. Write the topic or subject in the middle of the poster paper in one color of ink.
  2. Give each participant his/her own marker, in different colors.
  3. Tell them they have a set amount of time to discuss (say, 15 minutes) this subject/topic WITHOUT SPEAKING. Folks can write words, draw pictures, connect ideas with lines, circle things, etc.
  4. Go.
  5. When time's up, summarize what you see on the paper, allowing folks to correct your interpretations.

Logo

Description: Folks draw their conceptions or visions of the project/subject/topic.

Purpose:

  1. Create a "logo" to house difficult-to-articulate concepts.
  2. Increase investment (really).
  3. Increase teamwork (if done as a team).
  4. Help folks reduce concepts to essential nature.

When to use:

  1. When most work is being done verbally or in written form, to give new scope.
  2. When you're not sure everyone is fully invested (careful, though—drawing sometimes turns people off).
  3. Mid-discussion or mid-project sometime (not beginning or end).
  4. When discussion is going off track or on too many tangents.

Materials: poster paper, markers.

Steps:

  1. Ask folks, as a team, to represent their ideas in an image or logo. Give them a set amount of time to accomplish this. Example: "Work with your partner-teacher to represent the theme of your Learning Community in an image."
  2. Go.
  3. Discuss logo or image, and why it's representative. If possible, bring in an audience. OR, you can leave the room while they work, and you can be their audience when time's up.

Traffic Light

Description: Folks use colors to represent involvement with / investment in ideas presented.

 

Purpose:

  1. Involve everyone.
  2. Take "temperature" of group.
  3. Ensure that all group members understand where each other stands on issues.
  4. To move a stalled group forward.

 

When to use:

  1. No one is talking, or a few people are dominating discussion.
  2. To make decisions regarding possible actions.
  3. When a group is stalled.

 

Materials: red, green, and yellow cards, one of each color for each participant.

 

Steps:

  1. Pass out cards.
  2. Explain their use: red means stop or no; yellow means slow down or maybe, not sure; green means go or yes. Folks will hold them up to represent their thoughts. Everyone must hold up a card.
  3. Read a list of ideas or thoughts or possible actions, pausing after each to see what cards folks are holding up (and so they can all see each other's cards).
  4. Make time for discussion IF APPROPRIATE.
  5. Summarize at end.

VARIATION 1: Write list down on poster paper, give participants several post-its of each color, have them put their post-its near each statement. Benefit: record, movement, less inclination for discussion.


VARIATION 2: Pass out cards at beginning of meeting, tell each person one card must be separated from the others at all times during discussion. Proceed with discussion; folks move cards in and out of line according to their level of investment in / agreement with discussion.


Hawaiian Style Introductions

Description: Each person introduces himself/herself to the group using the traditional Hawaiian way in this order: Where are you from (place)? Who's your family (genealogy)? Who are you (self)?

 

Purpose: To recognize that Hawaiian/Local identity is collective, not individualistic. Everyone comes from somewhere and belongs to a family. Identifies common connections and invites your ancestors to become part of the discussion. The goal in life is not to make a name for yourself, as is the American way, but to make your family proud. Helps the group understand where each person is coming from. Builds community by getting to know each other.

 

Steps: Have each person introduce himself/herself in this way to the group. Allow enough time for everyone (about 5 minutes per person).


"I am from" poem by Linda Christensen

Description: Each person will write a personal poem using four prompts based on their childhood memories.

 

Purpose: To share where they're from. Everyone has a past and they remember parts of that past. Identify common ground even among a diverse group. Helps the group understand where each person is coming from. Builds community by getting to know each other.

 

Steps:  Have participants write a four stanza poem based on the following prompts:

     
  1. familiar sights, sounds and smells from your neighborhood.
  2. familiar names of foods and dishes you recall from family gatherings.
  3. familiar family sayings often heard when growing up.
  4. familiar people important to your past.

Start each stanza with "I am from…" then list what you remember (feel free to use another opening line). Show all four stanza prompts at once and allow participants to change the order if they want to.  Allow about 20-30 minutes to write their poems and another 20-30 minutes to share them with each other.


Mission Statement of C4ward

"To improve student success and move the campus forward in collaborative, creative, and collegial way with faculty and staff in the center of innovation, improvement, and self-acculturation."