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Activity 30 Cloverleaf

Mike Woodcock HRD Press PDF

50 Activities for Team Building: Volume II

Activity 30



To provide an opportunity for teams to study the use of resources and creativity. Any number of teams with a minimum of six players each may take part.



Mark out the following shape on the floor or ground:





This outline should cover at least 6 m2.


Explain that the team is required to produce “cloverleafs” and that the facilitator will purchase these at a set price.


A cloverleaf is produced each time a person travels completely around the outline.

Each area (A, B, C, D) must have a person stationed in it at all times.

There must always be an equal number of members in areas

A, B, C, and D.


A facilitator is required to record each cloverleaf as it is produced by each team.


The activity begins with teams being required to produce the maximum number of cloverleafs in a given time.


If two or more teams are used, a number of “rounds” are played to motivate the teams to become more creative in their use of resources and “production” methods.

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Serving Leaders

Blanchard, Ken Berrett-Koehler Publishers ePub

Debbie became more enthusiastic about her team and her work over the next few weeks. She was beginning to see how all of what Jeff was teaching her fit together. As the day of their next meeting approached, she thought about the question she had asked at the end of their last meeting. I wonder who he’ll select as the leaders who best put the principles of SERVE into practice?

On the morning of their meeting, Debbie headed for Jeff’s office with her newfound sense of optimism. I’ve learned so much. This mentoring has been a great experience!

They began by sharing what was going on in their personal lives. From the beginning, Jeff had always expressed interest in her life, both at work and outside the office.

Turning to the business at hand, Jeff asked, “Have you had any fresh insights since our last meeting?”

“Yes, quite a few,” Debbie said with some satisfaction in her voice.

“Like what?”

“I learned that the ideas you shared actually work! Also, as I began to think about establishing and living the values of our organization, I realized that ‘if it is to be, it is up to me.’”

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Activity 22 Your Legendary Leaders

Peter Garber HRD Press PDF

Activity 22

Your Legendary Leaders


To learn lessons from legendary leaders


Participants are asked what lessons they can learn from legendary leaders they admire.


30 minutes


Handouts 22.1 and 22.2


1. Ask participants to think about a leader or leaders they admire. These can be leaders they have personally known or legendary leaders they only know by reputation.

2. Distribute a copy of Handout 22.1 to each participant to complete.

3. Without asking participants to reveal any personal or private reflections they may have about themselves in this exercise, ask how learning about the leadership abilities of other leaders can help them become leaders themselves.

4. Distribute a copy of Handout 22.2 to each participant to complete.


Ask participants to share some of their responses to Handout 22.2, encouraging the group to contribute their thoughts concerning what legendary leaders might have done in the type of situations they face on a daily basis.

Activity 22

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28. The Power of Passionate Attention

Jaworski, Joseph Berrett-Koehler Publishers ePub


In that last workshop with him in 2008, Bruce told us of the studies the HeartMath team were conducting that year with a team of researchers from the Australian Graduate School of Entrepreneurship (AGSE), which confirmed the 2004 results in the trials described earlier that were led by McCraty. The AGSE-HeartMath studies sought to explain the success of repeat entrepreneurs. Based on presentiment studies (this time using a roulette wheel and comparing serial entrepreneurs, ordinary business people, and unsuccessful entrepreneurs as the participants) and studies conducted in 2006 and 2007, the teams affirmed the earlier findings; but in these investigations “the pre-stimulus difference reflecting a nonlocal intuitive effect (was) 12–14 seconds before the betting outcome was presented to the participants.”

Bruce said these studies are moving the teams significantly closer to a large-scale field study on “nonlocal intuition” in which a statistically adequate sample of repeat entrepreneurs is compared with samples of unsuccessful entrepreneurs and ordinary business people. All of the evidence so far shows that the repeat entrepreneurs have a greater ability to perceive and process nonlocal information about potential business opportunities than unsuccessful entrepreneurs and the ordinary businessperson.

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Activity 35 Improving One-to-One Relationships

Mike Woodcock HRD Press PDF

50 Activities for Team Building: Volume II

Activity 35


Improving One-to-One


Sometimes two people who need to work together seem to be constantly at loggerheads. We may feel inclined to knock their heads together. This sometimes works, but it is not a development technique that can always be recommended, as often the result is nothing better than severe headaches! This activity aims to bring about improvement by:



Specifying what each expects of the other

Clarifying where those expectations are not being met

Clarifying how the two can be more helpful to each other

Ask the two people concerned to make up three lists:

Positive aspects of working together

Negative aspects of working together

The comments each thinks will be on the other’s list


Arrange a meeting between the two people to consider the lists they prepared. Both should first present the list of positive aspects, then the list of negative aspects, and finally the comments each thought would be on the other’s list. It is helpful if a facilitator can be at the meeting, but not essential.

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