Workplace Learning - Interactive Team Meetings Guide · depending on the activity. In small meetings this will often be the team leader, but it doesn’t have to be. Facilitating

WORKPLACE LEARNING

Interactive Team Meetings Guide

Interactive Activities: key to symbols

Objectives

2. Build understanding

3. Create a shared vision and purpose

4. Generate ideas

5. Re-energise the team after

a number of presentations

1. Energise the team at the start of the meeting

Activity information

Facilitation level

Easy lllModerate lllDifficult lll

Time allowed

Group size

INTERACTIVE TEAM MEETINGS GUIDE | BACKGROUND

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IntroductionWe all know that some team meetings can feel like a waste of time and money. Yet a good team meeting can generate creative ideas, forge new ways of working between individuals and build a greater understanding of the team’s common goals. This is why you are encouraged to have at least three team meetings a year as part of Maximising Performance. So how can we turn our team meetings into something more productive?

Using interactive activities can help in a number of ways:

1. Getting the team meeting started in the right way so everyone feels energised

2. Build understanding

3. Create a shared vision and purpose

4. Generate ideas

5. Re-energise the team after a number of presentations

This toolkit offers different activities that you can use in your team meetings to achieve these objectives. Many of these activities apply coaching techniques that form part of the Leadership & Management Capabilities Framework.

Choose an activity

Tailor your approach

Prepare

Facilitate the activity

Follow-up

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2

4

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Five steps to a successful interactive activity

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BACKGROUND | INTERACTIVE TEAM MEETINGS GUIDE

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1 Choose an activityThe first thing to consider when choosing the right activity is what your objective is.

If you use more than one activity in a meeting be clear about the objective for each one, and plan enough time for participants to reflect on what they have taken away from the experience.

ACTIVITY PAGE

1 M&M lll 10 mins Up to 10 l 8

2 ICEBREAKER lll 10 mins Up to 20 l 9

3 SHOPPING LIST lll 10 mins Up to 20 l 11

4 THERMOMETER lll 10 mins All group l l 12

5 SYMBOLISE lll 15 mins All group l 13

6 OPPORTUNITIES AND THREATS WALL lll 15 mins All group l 15

7 TWO HATS lll 15 mins Up to 10 l 16

8 PROBLEM CIRCLE lll 20 mins 5-20 l l 17

9 GET CREATIVE lll 25 mins 10-20 l 18

10 BLOCKERS AND DRIVERS lll 20 mins All group l 19

11 CONCERNS AND INFLUENCE lll 10 mins All group l 21

12 POSTER TALK lll 40 mins All group l 22

13 ELEVATOR PITCH lll 30 mins Up to 10 l 23

14 MIND MAP lll 20 mins Up to 10 l 24

15 THREE MINUTE SPEED COACHING lll 15 mins 10-20 l 25

16 WORLD CAFÉ lll 20 mins Over 20 l l l 27

17 SPEAKERS CORNER lll 20 mins Up to 10 l l 28

18 GROUP WORK lll 45 mins 5-20 l 29

19 CREATIVE SPACE lll 60 mins Up to 10 l l 31

20 EAST SUSSEX WAY lll 10 mins All group l l 32

21 BLOW OFF STEAM lll 10 mins Up to 10 l 33

“Be clear about the objective, and plan enough time for reflection”


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Who will attend the meeting?

Another factor to consider is whether participants know each other or if they know what everyone is working on? Choosing an activity to get the meeting started can help put the team in the right frame of mind to work collaboratively. Select a topic for the activity that is specific to your team’s goals but that all members of the team will be able to contribute to.

If you are planning to run the meeting with a large group of operational staff you may want to consider whether they all know each other, and if they don’t an activity that will help them get to know each other better would be a good way to start the meeting. When you are working with a large group make sure the topic you choose helps to make a connection between their daily tasks and the Council Plan.

Who will facilitate the meeting?

Each interactive activity needs a facilitator, but what the facilitator needs to do will vary depending on the activity. In small meetings this will often be the team leader, but it doesn’t have to be. Facilitating activities like the ones in this guide can be a great development opportunity for staff, and in large groups you may want to have two or three facilitators to help run the activity.

2 Tailor your approachOnce you have chosen the interactive activity you will need to choose the right topic to focus it on. People are more motivated to engage if they believe their input will be meaningfully used, so consider how you will use the output of the activity and how it will shape decision making in your team and the division.

Develop a statement

Create the right statement or question to work with during the session.

A good statement:

•• Has a maximum of 10 words.

•• Is not a question.

•• Makes clear right away what it’s about.

•• Is formulated in a positive way (without the words ‘not’ or ‘never’).

•• Is stimulating: there are different ways to look at it, all represented within the group.

•• Is challenging and disrupts the standard way of thinking.

•• Offers equal chances for advocates and opponents.

For example, good statements are:

“All parking permits should be issued online” or “All frontline staff should be trained in financial awareness skills”

And these are not that good:

“Customers who can’t buy parking permits online won’t be able to buy them at all” or “Should all frontline staff be trained in financial awareness skills?”

3 PrepareIf your session is going to involve more than one activity, you might want to get other people involved in the preparation. This can help make sure you select the right activities for the group or situation as well as ensuring you have some additional facilitators for group work without the need for people to volunteer on the day.

Practice

Try to imagine how your session should and could play out right up to the smallest detail, including the way you proceed and provide feedback afterwards. If you are planning a meeting with a large group of people you may


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want to practice the interactive activity at least once and test it with a small group of people.

Consider what could go wrong. There may be a number of reasons beyond your control that could influence how successfully the activity is received. Resistance to change, lack of understanding, and stress, will all influence people’s ability to engage with a task. Think of an alternative in case your interactive activity stagnates: what will you do if people aren’t willing to participate?

Manage expectations

Provide participants with plenty of notice and include in the invitation how they should prepare for the meeting, what they can expect from it and what you expect from them. Consider asking participants to prepare something before the session, so you can use the input.

4 Facilitating the interactive meetingIt is the responsibility of the facilitator to guide the group and keep the participants focused on the topic being discussed. As a facilitator you have to keep a few things in mind to guide an interactive meeting successfully.

Do:

•• Explain what the goal of the interactive activity is and what is expected from the participants.

•• Make sure everybody gets his/her turn at least once.

•• Have confidence in your group: assume that every behaviour has a positive intention.

•• Always keep the objective of the session in the back of your mind.

•• Create time for silences to allow for thinking.

•• Bounce questions about the topic back to the group.

•• Make room for questions during the session.

•• Be clear about the expected final result of the session.

•• Arrange a “parking lot” for problems or questions that are raised, but can’t be immediately addressed.

Do not:

•• Give your opinion about the quality of someone’s opinion or contribution to the activity. You’re not a referee or judge.

•• Stick to your activity obsessively – be prepared to end it if you notice it’s not working.

•• Force participants to join when they really don’t want to.

•• Work too hard or take up too much time yourself: the participants should shape the interactive activity.

•• Fill in silences too quickly.

“Get other people involved in the preparation, so you can use the input”

“Make sure everybody gets a turn at least once”


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5 The follow upA good ending of the meeting is important. Allow time at the end for:

•• Feeding back what you will do with the results.

•• Planning a next meeting.

•• Evaluating with the group.

After the meeting send minutes or an action list summarising what came out of the session. Also, ask one or more participants to evaluate your role as facilitator to help your own personal learning and development.

“Ask participants to evaluate your role as facilitator to help your own development”

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1M&M Level lll 10 mins Up to 10 Objective 1

Purpose•• To help participants get to know each other or to energise a meeting at the start. Participants

answer questions that are related to the colour of the M&M they pick at the start of the session.

Materials

•• M&Ms (other sweets can be used – if they are a choice of different colours)

•• Bowl for sweets

•• Flip-chart

•• Pens.

Preparation

•• Think of a question for each sweet colour – make the questions inspiring and try not to embarrass people.

•• Write these questions on a flip-chart with the colour indicated.

Example: questions can be:

•• “What is your biggest dream?”

•• “Where do you want to be in ten years?”

•• “Tell us something that no one knows about you?”

Method

•• Pass round the box with M&Ms and ask everyone to pick one M&M.

•• Reveal the flip-chart with questions corresponding to the different colours.

•• Go round the room asking each participant to answer the question that matches the colour of their M&M.

•• Participants may respond to each other’s answers.

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INTERACTIVE TEAM MEETINGS GUIDE | ACTIVITIES

2ICEBREAKER Level lll 10 mins Up to 20 Objective 1

Purpose •• To energise the meeting and encourage teams to think about new, more efficient ways of working together.

Materials •• One soft ball and a stop watch.

Preparation•• Ensure there is a space large enough for all participants

to stand in a group together.•• The fastest way to complete this task is for all the group

members to form a funnel with their hands.

Method

•• Explain to the group that the ball represents a service being delivered to someone in the community which needs each member’s involvement.

•• Ask the group to stand in a circle and pass the ball between them as quickly as possible ensuring that the ball makes contact each person’s hands.

•• Time the how long it takes for the ball to be passed between all members of the group.

•• Tell the group that you know it is possible to pass the ball in less than one minute.

•• Give them one minute to discuss how they can improve their approach and then ask them to have another go.

•• When the group have finished the second time tell them it’s actually possible to pass the ball in less than 30 seconds.

•• Give them one minute to discuss how they can improve their approach and then ask them to have another go.

•• When the group have finished the third round explain to them that the fastest way is to form a funnel with their hands.

•• Ask the group what they learnt from the exercise.

•• Ask the group what they think the purpose of the exercise is.

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ACTIVITIES | INTERACTIVE TEAM MEETINGS GUIDE

3: Shopping List

The library services team used the shopping list method to come up with potential service development ideas and commercial opportunities.

By keeping the list of ideas that staff suggested visible after the meeting they continued to be in people’s minds until an opportunity came up to take any of them forward.

Offering coding courses for children was one of the ideas on their shopping list that has now been successfully implemented.

Example

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3SHOPPING

LIST Level lll 10 mins Up to 20 Objective 1

Purpose

•• Allows everyone to express any concerns, issues or challenges they would like to see resolved. The facilitator can choose through the meeting to refer to these issues or to defer any that can’t be addressed in the meeting to another time.

Materials •• Post-it notes, flip chart and writing materials.

Preparation •• Think of an appropriate topic for this session.

Method

•• Outline the topic for discussion.

•• Ask participants to write down on post-it notes the biggest challenges or concerns they are facing in their day to day work.

•• Identify the themes that come up and write these down on the flip chart.

•• Keep this visible at all times through the meeting.

•• Make sure that at the end of the meeting you go back through the list and tick off any items that were resolved or addressed.

•• Any un-resolved items can be put forward for a future meeting.

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4

THERMOMETER Level lll 10 mins All group Objective 1, 5

Purpose•• To get a sense of the different opinions a group has about a certain topic or to gauge the atmosphere within

the group. This exercise can also be used to bring energy into the meeting by using the physical line version.

Materials •• Flip-chart and pens.

Preparation

•• Draw the thermometer.

•• Prepare a question.

•• If you are using the physical line version identify a space where everyone can line up.

Example: question could be:

•• “How is your energy level at the moment?”

•• “How happy are you with the way our team works with others across the organisation?”

•• “To what extent do you think we understand our customer’s needs?”

•• “How well do we manage our resources?”

Method

•• Tell the group you’d like to get a sense of where they see themselves in relation to the question.

•• Ask participants to put a cross on the thermometer to indicate their response.

•• If using the line version indicate two points in the room. Explain that one point is very cool and the other is very warm. Ask participants to stand somewhere on the invisible line between the two points to indicate their response.

•• Ask open questions that encourage participants to explain their temperature.

•• Analyse the thermometer together – are there lots of crosses/people standing in the same spot or not? Who are in the extremes and why?

Tip: you can use this method several times through a meeting to gauge the shift in people’s feelings through the meeting.

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5SYMBOLISE Level lll 15 mins All group Objective 2

Purpose•• To build understanding between participants about different views on a particular topic.

Participants choose an item that associates with their view on a certain topic.

Materials•• A variety of utensils.

•• Flip chart.

•• Alternatively, you can draw a symbol on different pieces of paper and pin them to different sections of the room.

Preparation

•• Formulate a question that has a number of different possible answers.

•• Think of a utensil that could represent the possible answers and bring them to the meeting.

•• Write the question on a flip chart at the front of the room.

•• TIP! Make sure you have an ‘other’ option in case answers you didn’t anticipate come up.

Method

•• Show the participants the different symbols or utensils and explain what their meaning is in relation to the question.

•• Ask participants to get into groups depending on which symbol represents their opinion on the topic or question.

•• Give participants five minutes to discuss the reasons for their answers.

•• Ask groups to present back to others in the room the reasons that were discussed.

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6OPPORTUNITIES

AND THREATS WALL Level lll 15 mins All group Objective 2

Purpose•• To explore ideas and challenges that the team is facing. The themes

on the wall give insight into the opportunities and threats.

Materials •• Large pieces of paper or flip charts, post-it notes in two colours and pens.

Preparation •• Prepare a topic for discussion.

Method

•• Explain the problem that needs to be discussed.

•• Ask participants to write down opportunities on one colour post-it notes and threats on the other colour post-it notes.

•• Ask participants to stick their notes to the wall.

•• Group the points together to identify themes.

•• Ask participants open questions so they are able to explain the points raised.

•• Discuss in the group.

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7TWO HATS Level lll 15 mins Up to 10 Objective 2

Purpose•• To gain insight into different ways of thinking about the same topic. One group approaches this

topic in a rational way, while another group approaches it in a more instinctive, intuitive way. Alternatively the groups could consider the topic from the perspective of two different departments.

Materials •• Flip chart, pens and post-it notes.

Preparation

•• Think of a topic the group can discuss.

•• The topic should relate to a particular challenge the group is having, or an innovative idea that could change the way of doing things.

•• Think about the two different perspectives you’d like the participants to consider.

•• EXAMPLE! All parking permits should be sold online.

Method

•• Split the participants into two groups.

•• One group is asked to discuss the topic in a rational way.

•• The other group is asked to discuss the topic in an instinctive, intuitive way.

•• Ask the groups switch perspectives halfway.

•• Bring the groups together again and ask participants what they learnt from thinking about the topic from the two different perspectives.

•• Write on a flip chart the themes that come up for each perspective.

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PROBLEM CIRCLE Level lll 20 mins 5-20 Objective 2, 4

Purpose•• Find possible solutions for problems or dilemmas that your team is facing,

and encourage the use of coaching style behaviours from all team members.

Materials •• Chairs to be arranged in a circle.

Preparation•• Prepare the room set up. •• Ask participants to come to the meeting with a

problem or dilemma they might like to talk through.

Method

•• A colleague presents their problem or dilemma.

•• The group can ask open coaching questions to clarify the problem.

•• The ‘problem owner’ turns their chair around to face the wall. (This is a necessary step that allows the problem owner to hear what is being suggested while ensuring that the discussion is not directed at the problem owner.)

•• The group analyses the problem without the input of the problem owner.

•• The problem owner then turns around again to face the group, and the group presents their suggestions.

•• Afterwards the problem owner indicates whether each suggestion would help to solve the problem.

•• Any solutions that are agreed by the problem owner to take forward to be written down as actions.

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9GET CREATIVE Level lll 25 mins 10-20 Objective 3

Purpose•• To process or demonstrate understanding of a topic in a creative way. For example,

the organisation strategy is translated into a song, poem or funny advertisement.

Materials•• Pen and paper.

•• Possible footage to use: magazines, leaflets, pictures.

Preparation•• Think of a topic for the expression.

•• TIP! Topics include the strategy of the organisation, the future of the team, East Sussex Way behaviours, problem-solving daily challenges.

Method

•• Form groups of three to four people.

•• Explain the topic and ask each group to choose a creative way of presenting it.

•• Give the groups about 15 minutes to come up with their creative expression.

•• Ask each group to share their expression.

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10BLOCKERS

AND DRIVERS Level lll 20 mins All group Objective 3

Purpose•• To encourage participants to think about the East Sussex Way

behaviours, and reflect on ways they can develop.


Preparation•• Select one of the East Sussex Way behaviours to focus on. •• Hang two pieces of flip chart paper up and write the header

of blockers on one and drivers on the other.

Method

•• Ask the group to imagine they have travelled into the future, to a time where the behaviours have been fully adopted.

•• From the perspective of someone looking back from the future to the present day ask participants to think about:

•• What were the driving factors that supported us in adopting these behaviours?

•• What were the main blockers that we had to overcome in order to adopt the behaviours?

•• Break the group into pairs or small teams of three.

•• Ask the groups to write down on post-it notes anything they can think of as blockers or drivers and stick them on the relevant flip chart.

•• Identify and feedback the key themes that have come up.

•• Ask participants what support they need to support the drivers and to overcome the blockers.

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11: Concerns and Influence

A team in children’s services discussed their concerns with how Special Educational Needs planning was being carried out in schools. After listing all their concerns they broke them down into issues they would be able to influence and other issues that they had no influence over.

From this list they were able to put forward suggestions to improve the meeting skills of practitioners, and to make more effective use of text messaging and social media platforms between young people, their parents, the council representative and schools.

Example

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11CONCERNS AND

INFLUENCE Level lll 10 mins All group Objective 3

Purpose•• To identify what the group can directly influence and set priorities for moving forward.

To help acknowledge those areas that cannot be directly influenced.


Preparation•• Draw two large concentric circles – one about two-thirds

the size of the other.•• Label the inner circle as the circle of influence and the

outer circle as the circle of concern.

Method

•• Break the group up into pairs.

•• Ask them to write down on post-it notes the things that impact the organisation which they can influence and the things that impact the organisation which they can’t influence.

•• When they have written them down and placed them into the relevant circles ask participants to group them into themes.

•• Ask what support they will need to resolve the things that they can influence.

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12POSTER TALK Level lll 40 mins All group Objective 4

Purpose •• To give participants the chance to develop different proposals around a specific topic.


Preparation•• Think of a topic that would generate some specific

proposals connected to the work of the participants.

Method

•• Give an outline of the topic you’d like to base the activity on.

•• Break large groups into smaller groups or five or six people.

•• Ask all participants to write down on post-it notes their proposals for resolving the challenge. Give them five minutes to do this.

•• Ask the participants to group the different suggestions together as three or four proposals.

•• Give the participants 15 minutes to write their reaction to each proposal – writing down the pros and cons.

•• Discuss the results together.

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13ELEVATOR

PITCH Level lll 30 mins Up to 10 Objective 3

Purpose•• To present a new idea or to create a shared vision for promoting a new service or product. To encourage

participants to explore the viability of new ideas and think about how it could be marketed.

Materials •• Paper and pens.

Preparation

•• Select a topic that participants will be required to create a pitch about.

•• Consider how much the team understands about the principles of marketing.

•• Consider using the online resources available on the East Sussex Learning Portal as an introduction to the activity.

Method

•• Outline the topic to participants.

•• Show a short video clip about marketing (optional).

•• Participants can work in small groups or as individuals.

•• Explain that you would like them to present an idea in about 30 seconds or 100 words.

•• Ask participants to think of a good starter for the pitch and then write down their story point by point, making sure they have an enthusiastic and clear message to tell the rest of the group.

•• Encourage them to consider:

•• Who the product or service is aimed at.

•• What price the product or service would be.

•• How it is different to what other competitors offer.

•• Give the participants 15 minutes to write the story and a further 5 minutes to practice their pitch.

•• Ask participants to present their pitch.

•• Evaluate together: did the message come across?

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14MIND MAP Level lll 20 mins Up to 10 Objective 4

Purpose•• To help organise ideas in a schematic way. Making a mind map visualises

problems and can help unblock stagnated thinking processes.

Materials •• Paper and pens

Preparation •• Formulate the topic you want to talk about.

Method

•• Explain the topic that you would like to get ideas about and write it down in the middle of a large piece of paper.

•• Ask participants to write or draw associated concepts or elements anywhere on the paper.

•• Connect the words and drawings using different colours to identify common links.

•• Add symbols and colours to the mind map.

•• Emphasise important words.

•• Discuss the final drawing.

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15THREE MINUTE

SPEED COACHING Level lll 15 mins 10-20 Objective 4

Preparation•• Make sure the room is set up in a way so you

can place two chairs facing each other.•• Prepare some problems or challenges in case

participants are unable to come up with their own.

Method

•• Divide the group into problem owners and problem solvers.

•• Place the problem owners in front of the problem solvers.

•• Give the problem owner one minute to tell the person they are sitting opposite what their challenge or problem is and the problem solver two minutes to come up with a solution. Each person takes turns in listening while the other speaks and are not to interrupt each other.

•• Move the participants to face a different person and ask them to switch role.

•• Repeat as many times as you have time for.

•• At the end ask participants if there were any solutions that emerged that they would like to put into action.

•• Ask for these to be shared on a flip chart so they can be turned into actions.

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16

WORLD CAFÉ Level lll 20 mins Over 20 Objectives 2, 3 & 4

Purpose•• The world café is an excellent way to involve large groups in an informal

way on issues affecting the team or division. It will promote new ideas and encourage participants to work together on a shared vision.

Materials•• Tables, pens, plain paper table cloths or large piece of paper.

•• Snacks and drinks (optional).

Preparation

•• Think about a number of different topics that can be discussed relating to the overarching theme.

•• Think about the points of discussion you would like participants to focus on.

•• Put a plain paper table cloth or large piece of paper on each table with a number of pens.

•• Each theme is allocated to a different table so set up the room with a table for each topic and sufficient chairs around each table. A maximum of 10 people per table is recommended.

•• Write the question or topic in the centre of each table cloth.

Method

•• Participants write down their ideas or points of discussion on the table (five minutes per table).

•• Ask participants to switch tables and share ideas on a different topic.

•• Switch three or four times to give people enough time to input into a few topics.

•• Every table gives back the common themes that have come up.

•• Discuss as a group what these themes mean and how they can be taken forward.

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SPEAKERS CORNER Level lll 20 mins Up to 10 Objective 2, 4

Purpose •• To give every participant the chance to share their views on a topic.

Materials •• A stop watch.

Preparation •• Determine the topic for discussion.

Method

•• Outline the chosen topic for discussion.

•• Give each participant in the room one minute to respond to the topic. Choose how much time you need depending on the topic.

•• Even if someone doesn’t have much to say, do not move on to the next person – allow each individual silent time to think about anything they’d like to add.

•• Ask open coaching questions that will encourage the person to elaborate on their thoughts.

•• After each person has spoken give the room one minute to respond.

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18GROUP WORK Level lll 45 mins 5-20 Objective 4

Purpose •• To encourage group work to resolve a problem or come up with ideas.

Materials •• Writing materials for the groups.

Preparation •• Think of a question you would like the groups to work on.

Method

•• Divide the participants into groups of no more than four or five.

•• Each group develops a response to the question.

•• Facilitator walks between groups to see how the questions are being approached.

•• Ask open coaching questions to promote further consideration within the groups.

•• Each group feeds back their output to the whole group.

•• Agree what actions will be taken forward as a result of the discussion.

•• Ask participants to share what they learned in the process.

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19: Creative Space

The team behind Buzz Active used a Creative Space activity to explore how the business could be developed if it was free from financial and policy constraints. The activity also incorporated Poster Talk in which groups developed proposals by thinking through the pros and cons of each idea.

By removing assumptions about what might prevent them from taking forward any proposals they were able to come up with creative and innovative ideas about how Buzz Active can be grown and new services it can offer.

Example

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CREATIVE SPACE Level lll 60 mins Up to 10 Objective 2, 4

Purpose•• To promote creativity and increase the intelligence of the group by giving people time and space

to think. To allow individuals to think about a particular topic from different perspectives.

Preparation •• Think of a topic for the group to discuss, or ask participants in advance to suggest a topic.

Method

•• Explain that there is no wrong answer and any thoughts shared with the group are valuable.

•• Ask everyone to say what is going well in their work or in the groups work.

•• Present the question or topic that you would like their ideas on.

•• In a large group break the participants into pairs or small groups of three or four.

•• Give each participant five minutes to think out loud in their response to this. Do not rush to fill silence if there is any.

•• Ask: “Is there anything more you would like to say?”

•• Ask coaching questions to see if there are any assumptions that are limiting the ideas. “What are we assuming that could be limiting our ideas here?”

•• Permit the expression of feelings.

•• Put some of the answers on a flip chart.

•• Ask the participants what they would do if they were in charge.

•• At the end ask everyone what they thought went well in the meeting and what they respect about each other.

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EAST SUSSEX WAY Level lll 10 mins All group Objective 1, 5

Purpose •• To consider behaviours and how participants can do more to follow the East Sussex Way.

Preparation •• Select a behaviour to focus on for this activity.

Method

•• Outline to the group an imaginary line where one end is the behaviour never being displayed and the other end is where it is always being displayed, with a sliding scale in between.

•• Ask all participants to take a place on the imaginary line that reflects how they rate their own behaviour.

•• When everyone is in place ask participants to give examples that illustrate why they have placed themselves at this particular point on the line.

•• Then ask participants to think about what they could do to move themselves up the line towards the behaviour being always demonstrated.

•• Ask participants to write these commitments down.

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21BLOW OFF

STEAM Level lll 10 mins Up to 10 Objective 5

Purpose•• To give participants the chance to share their opinions and lose negative

energy. After this exercise people can start fresh with another activity or finish the session in a positive way.

Materials •• A stop watch.

Preparation•• At the beginning of the meeting tell the participants they

will have a chance to blow off steam at the end.

Method

•• Let everyone speak for one minute about what’s on his or her mind – time each person so that they do not run over the one minute time.

•• Let other participants react briefly.

•• Make sure that everyone who wanted to express themselves has done so.

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More information Visit our learning portal: www.eastsussexlearning.org.uk

Phone: 01323 747102

Email: [email protected]

October 2017 17-18 110

Documents

Workplace Learning - Interactive Team Meetings Guide · depending on the activity. In small meetings this will often be the team leader, but it doesn’t have to be. Facilitating